EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Reading, writing, comprehension and vocabulary.

Week 2
6.

Outcomes
EN3-2A

ACELY1704,
1714

7.

EN3-3A
ACELY1702

Designing, Selecting and Sequencing Activities

LEARNING INTENTION: In this lesson the Ss will focus on
reading and writing.
In this lesson Ss will write their final copy of their letter from the
perspective of a person who is at Gallipoli which is independent
writing (Gibbons, 2002).
Activity 1: T opens notebook file to remind Ss of images of
Gallipoli.
T places on whiteboard the scaffolding that was done in the last
lesson.
Ss have the word wall to assist them with vocabulary and the
text (3 mins).
Activity 2: Ss will write the final copy of their letter.
T conferences with Ss who need extra help and T provides
feedback.
At the end of the lesson, T collects letters for summative
assessment (rubric on resources page). (27 mins).

Resources
IWB
Smart
notebook file.
Text: Simpson
and his
Donkey.
Whiteboard.
Whiteboard
markers.
English books.
A4 paper.

LEARNING INTENTION: In this lesson the Ss will focus on

reading, comprehension and vocabulary.
T discusses with Ss that Simpson and his Donkey is one of
many texts that tell the story of the Anzacs and Gallipoli.

Anzac Day by
Jill. B. Bruce.
Gallipoli by
Kerry

Assessment
T observes that
Ss are
composing
letters.
T observes that
the Ss are
writing letters
that are both
imaginative and
informative.
T observes that
Ss are
structuring their
letters to create
meaning for their
intended
audience.
T collects letters
for summative
assessment.
T observes that
Ss are on task
and engaged as
they work

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

8.

EN3-3A
ACELY1708
Compare texts
including
media texts
that represent
ideas and
events in
different ways,
explaining the
effects of the
different
approaches.

In this lesson, the class will be looking at other texts that are
about Gallipoli.
Activity 1: Working in their literacy groups Ss are given a text.
Each group must work co-operatively. They are required to read
the text, create a poster that details what the text is about and
identify new vocabulary found in the text. This is summarisation
(Cox, 2015) (20 mins).
Activity 2: Ss will present their posters to the class, showing
that they have comprehended the text and identified new
vocabulary.
The new vocabulary is added to the word wall (10 mins).

Greenwood.
Meet the
Anzacs by
Claire Saxby.
The Red Poppy
by David Hill.
A Day to
Remember by
Jackie French.
The Last
Anzac by
Gordon Winch.

together to read
and comprehend
the text and
discover new
vocabulary.

LEARNING INTENTION: In this lesson the Ss will focus on

reading, comprehension and vocabulary.
T explains to the Ss that this lesson they will be looking at
comprehension and understanding what an author is trying to
achieve through their work.
Activity 1: Ss come to the floor and T uses IWB to show the Ss
different articles written about Simpson. The article below is
from 1933.
http://trove.nla.gov.au/ndp/del/article/11704569
T then shows Ss a second article from 2013.
http://www.news.com.au/national/simpson-with-his-donkey-wasa-gallipoli-hero-despite-new-efforts-to-rewrite-history/storyfncynjr2-1226626914109
(5 mins).
Activity 2: Ss return to their desks and working in their literacy
groups they review the articles.
T puts questions on IWB that the groups need to answer:

IWB.
Newspaper
articles from
1933 and 2013
on Simpson.
English books.

T observes that
Ss are working
co-operatively to
answer the
questions preallocated to
them.
T observes that
Ss are
comprehending
that ideas and
events can be
represented in
different ways.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

9.

EN3-3A
ACELY1708

What was the authors purpose in writing this article?

Write down 5 key ideas from the article.
What are the similarities and differences between the article
written in 1933 to the article written in 2013?
Ss work together answering the questions.
Ss return to the floor and as a class the questions and Ss
findings are discussed.
What new vocabulary can we add to our word wall? (25 mins).
LEARNING INTENTION: In this lesson Ss will focus on
reading and comprehension.
Ss come to this lesson prepared with research they have
gathered from the links below that detail the conditions of the
Turkish soldiers fighting in the Ottoman Empire. The research
was their homework.
Activity 1: Using the links below In their literacy groups the
Ss discuss what they discovered from their research (that was
homework.)
The groups then summarise the similarities and differences that
occurred at Gallipoli between the Anzac soldiers and the Turkish
soldiers (20 mins).
Activity 2: As a class we then come together to discuss the
groups findings.
Did the Ss comprehend what occurred at Gallipoli through the
eyes of the text Simpson and his Donkey?
Did the Ss comprehend what happened through the eyes of the
Turkish soldiers?
What similarities did the Ss discover?
What differences did the Ss discover? (10 mins).
http://www.nzhistory.net.nz/war/ottoman-empire/turkish-soldier-

IWB
Web links to
show lives of
Turkish
soldiers.
Text: Simpson
and his
Donkey.
English books.

T observes that
Ss are
comprehending
the differences
and similarities
between the
Anzac and
Turkish soldiers
through the text
and through the
web links.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

experience
https://www.awm.gov.au/exhibitions/gallipoli/
http://www.abc.net.au/news/2015-03-04/harvey-broadbent-tellsturkish-side-of-gallipoli-story/6279772
http://www.abc.net.au/worldtoday/content/2015/s4189345.htm
10.

EN3-3A

LEARNING INTENTION: In this lesson the Ss will focus on

reading and comprehension.
Activity 1: T explains to the class that we have an Ode and
The Last Post to commemorate the lost soldiers of war.
T plays Ss a you tube clip of the Anzac ode and The Last Post
(link below). https://www.youtube.com/watch?v=B1Blw_hbp1o
The words of the ode are on the IWB. Ss read the ode as The
Last Post is played (10 mins).
Activity 2: As part of formative assessment Ss will be
completing a cloze passage activity (see resources page) for
the T to ascertain that the Ss have comprehended the text and
to collect evidence as to which Ss require further assistance
with comprehension skills.
T explains to Ss how to complete a cloze passage.
Ss complete the cloze passage (20 mins).

IWB.
You tube clip of
the Ode and
The Last Post.
Cloze passage.

T observes that
Ss are
attempting and
completing the
cloze passage on
the text.