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LITERACY / UNIT PLANNER

Topic: My Place Episode: Sarah 1808 Episode 21: Sarahs


life

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

1. Whole text structure of a Information narrative

Information
narrative

Orientation (introduction) in which the characters, setting and


time of the story are established. Usually the answers to who, when
and where are provided in this part of the narrative
Complication and series of events (middle) in which the
situations, activities and events involving the main character are
expanded upon. These events are written in a fluent and cohesive
sequence
Resolution (ending) in which the complication is resolved
satisfactorily but not necessarily happily.
Reorientation: Some narratives may include a reorientation in
which either the characters or their lives are described after the
complication is resolves or the events of the narrative are drawn
together and a moral or message may be included.
2. Language features for the text-type:

Descriptive language to create vivid images (use of appropriate


verbs, adverbs, adverbial phrases and clauses, adjectives, adjectival
phases and clauses, similes, metaphors, hyperbole, analogy,
onomatopoeia, alliteration).

Adjectives and related groups of words (e.g. adjectival phrases and


clauses) to provide rich descriptions of nouns (e.g. characters and
settings)

Adverbs and related groups of verbs (e.g. adverbial phrases and


clauses) to add extra information about the verbs (to describe how,
when and where events take place)

First- or third-person pronouns

Dialogue

Tense changes-present tense in dialogue and usually past tense in


the remainder of the text.

Term: 4 Weeks: 1-5

Date: 5/10/15

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)


1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility
Model
Language Experience Approach (R/W) Picture Chat Read to Shared R/W
Guided
R/W Modelled writing Interactive writing Independent R/W Literature Circles
Reciprocal Teaching Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart,
Flow chart, Story map, templates for text-types for planning,

(Wing Jan, 2009, pp. 235-236).

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CONTEXT: Overview of series of lessons and background information


We will use information narratives, specifically focusing on the My Place
episode 21, 1808: Sarah. This will be used as an introduction for students to
explore Australia in the 1800s in particular focusing on convict children and
aspects about their life.
Over the series of lessons students will examine structure and language
features using information narratives through making clear links to the My
Place episode to develop their three phase narrative. Students will consider
the importance of using descriptive language in combination with the use of
adjectives so that when writing independently students can create accurate
descriptions of settings, characters and events. Students will also explore the
use of dialogue in narratives making comparisons with direct and indirect
usages of speech. To strengthen and develop students understanding of
information narratives students will be required to create their won
information narrative using the information they have learnt over sessions.
Pre-assessment of students skills and knowledge:
Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to use information learned
about Australias history in the 1800s in particular focusing on child
convicts to construct an information narrative.
Learning behaviours:
I need to gather through research important information about child
convicts and their lifestyles in Australia in the 1800s. I will plan my
information narratives by constructing an order of events. I will need to
discuss tasks with my peers to make sense of it and build ideas. I will need
to use a plan to construct my information narrative and I need to critically
analyse and self correct my own work.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning;
Inferring; Determining important ideas; Summarising; Finding evidence in the text;
Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing;
Recognising cause and effect; Skimming and scanning; Five semiotic systems: linguistics,
visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give
One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking
Visible: How to Promote Engagement, Understanding, and Independence for All Learners.
eBook online)

Success criteria: I know Im doing well if:

I can understand the key structural and language features of an


information narrative.
I can write an information narrative using the three components
(Orientation, complication and resolution).
I am able to incorporate at least 4 facts into my information
narrative

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TEACHING & LEARNING


WHOLE CLASS
MINI LESSON
CYCLE
Hook or Tuning In
(Explicitly model the use of a new strategy or a
(Identify step in the T & L
(Identify a strategy or a tool to help
tool to assist with the literacy learning
cycle and the literacy
activate prior knowledge and/or to
intention or focus of the session and to
Topic-specific
forthe
the
unit of work:
learning
intention or vocabulary
introduce
topic.)
prepare students for successful completion of
sessions
focusemancipist,
)
the set task.
Reference to Wing Jan include
Convicts,
First Fleet, colonisation, female
factories,
page details)
Wetransportation,
are learning to ... child labour, chores, colony, indigenous, non-indigenous, the

female orphan school, domestic servants, orphaned, no immunity to


diseases, criminals, offenders, slaves, prisoners.

1. Building
topic
knowledge
Session 1
We are learning
to use effective
note taking skills
by identify
Analysing
keywords
Checking in the
Classifying
video
clip.
Cooperating
Considering options
Designing
Elaborating

Explain to students
that the focus is
Australia in the
1800s in particular
convict children and
that they will be
working towards
Estimating their own
writing
Explaining
Generalising
information
Hypothesising
narrative.
Inferring
Interpreting
Thinking
routineJustifying
think puzzle
explore
(Ritchart, Church &
Morrison, 2011)
To activate prior
knowledge create a
mind map on the
board with students
about child
convicts.
What do you
already know about
convict children?
Focus on any
wondering students
might have on the
topic. What do you
wonder about
children who are
convicts? What
would you like to
explore about this
topic?
(for further
information see

INDEPENDENT
SHARE TIME AND
ASSESSMENT
LEARNING
TEACHER SUMMARY
STRATEGIES
(Extended opportunity for students to work in
(Focused teacher questions and summary to
(should relate to literacy learning
pairs, small groups or individually on a set
intention or focus of the session.
draw out the knowledge, skills and processes
Resources:
task. Time for teacher to probe students
Includes how & what you will use to
used in the session)
thinking or work with a small group for part of
make a judgment on students
Link back to literacy learning intention and
the time. Reference to Wing Jan include page
attempt/work)
Episode 21: Sarah,
resources
downloaded on September
28,written
2015
key points
of effective reading/writing,
details)1808 English teaching
Success criteria
for students
speaking,
listening
and viewing.
to know what the minimum
from www.myplace.edu.au/. My Place
website
www.myplace.edu.au
expectation is.

Video clip Episode 21; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/


Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: how to promote
Think-Pair-Share
Bring students back
Anecdotal notes are
engagement, understanding, and independence for all learners. Retrieved from
Students
need
to
be
altogether
and
revise
with
to be taken by the
http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?
instructed to get into
students the focus from
teacher during the
p=706891

Back-to-back viewing
Explain to students the
focus of the session.
Explain how back-to-back groups of two after
the session.
guided writing
Hertzberg,
M.
(2012).
Teaching
English
language
learners
in
mainstream
classes.about
NSW,the
viewing work and revisit
watching the clip. Students Ask students to share
session
Australia: Primary English Teaching Association Australia (PETAA).
note-taking skills with
will now have their own
what notes they had taken literacy learning
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 235-236;
students.
turn at note taking by
from the clip and discuss intention. The teacher
Listening
Performingwatching the second
Reading
Explain
to students what
clip
as a class. Seeing patterns
will Testing
record note
Locating information
Persuading
Recognising bias
Selecting information
Viewing
Makingwords
choices are and how Planning
Reflecting
Self-assessing
Visually
representingand
key
dot a female gaol (episode
Ask students
to share
taking
strategies
Note taking
Predicting
Reporting
Sharing ideas
Working independently
points
Students good note Summarising
taking
skillsWorking
of the
Observing can be used.
Presenting21, Sarah 1808). Responding
to a student
timetable
Ordering events
Providing feedback
Restating
Synthesising
Provide
examples
of
a
dot
will
be
able
to
watch
strategies
they
were
using
Anecdotal
notes
Organising
Questioning
Revising
point and a full sentence
twice. After students have as well as strategies they
should include:
and allow students to
taken their notes, they
found were not successful
Students
discuss differences
should discuss within a
and create a T chart to
ability to
between the two. Give
pair:
record the groups
record facts
students a blank piece of
What were the key words? responses.
Students
paper were the draw a T
How did you know?
(Wing Jan, 2009, p. 26)
ability to
chart with what I see and
discuss
what I hear and explain
Small teaching group:
important key
the task to students.
Guided writing.
words
Before viewing the clip
Model to students how to
again with students
take notes by watching as discuss what they believe
a whole class part 1.
to be good not good note
Provide students with an
taking skills.
example of note that they
Replay the video clip with
should be looking for (see students and discuss the
appendix 1).
key words and aspects in
(Hertzberg, 2012, p. 63)
the clip that they have
taken note of.

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