Professional Documents
Culture Documents
Year Level: 5
Listened to
Spoken
Read
Written
Viewed
Produced
Fictional textinformation
narrative
- Distinguishing between fact and fiction and exploring how people migrated to
Australia and why they did, through identifying facts and forming ideas, in and from
clips and research.
-Distinguishing the difference between a general narrative and an information
narrative through comparing and contrasting extracts of these, recognizing what
information narratives contain that general narratives do not.
-Through a number of oral language activities, students will be identifying and
discussing key language features within texts/written pieces. From this, they will
practice writing the language features focused on verbs and adverbs.
-Building up vocabulary through interpreting visual images that relate to the
vocabulary.
- Finally, a couple of sessions will be spent modelling and having students
practicing how to form an information narrative, before they go off to independently
write one.
Date: 5/10/15-23/10/15
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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)
Resources:
Wing Jan, L. (2009). Write ways. South Melbourne. Vic.: Oxford University Press.
EPISODE 3 | 1988 English teaching resources downloaded on 11/9 from www.myplace.edu.au/.
My Place website www.myplace.edu.au
http://www.myplace.edu.au/teaching_activities/1988/1/first_day.html
Do, A., Do, S. and Whatley, B. (2011). The little refugee. Crows Nest, N.S.W.: Allen & Unwin.
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
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TEACHING &
LEARNING CYCLE
WHOLE CLASS
Hook or Tuning In
MINI LESSON
INDEPENDENT
LEARNING
ASSESSMENT
STRATEGIES
Learning goals
We are learning to ...
1.Building topic
knowledge
Instructional
strategy: Shared
viewing
TUNING IN
Display a few images
of different modes of
transport as a prompt
for discussion and
ideas (Appendix A).
Focus questions?
What do we think was
the most common
mode of transport that
refugees took to get to
Australia?
What makes you say
that?
How about convicts?
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In this lesson, students will extend on the recordings they formed in lesson 1, in relation to the facts of how people migrated to Australia and why
they did. They will do so by doing some research in pairs, particularly to extend on their ideas as to why people migrated to Australia. Thinking
routine for this session: Give one, get one- sharing of one idea or fact with another peer and receiving a new fact or idea or elaboration in return.
Reflect on additional information students have gathered.
Fact or fiction? (adapted
Assessing the 4 students
Instructional
Instructional strategy:
Whole class reflection
strategy: shared
Read to
from Wing Jan, 2009, pp.
in the focus group.
reading.
Have a few pairs sharing the
Adaption of story grammar 260)
(Wing Jan, 2009, pp. 244)
differences that they
Assess that they have
Adaptation of think- pairRead
three
parts
from
The
initially
identified
between
correctly identified and
TUNING IN:
share.
To elicit students prior Little Refugee picture book
In mixed ability pairs,
the two narratives, which
highlighted at least 4
knowledge of
(Appendix D) and have
students will compare and
they had prior to
adverbs and 4 verbs, and
narratives, pin to the
students identify which
contrast between a few
collaborating with another
that these have been
board the key words
section belongs under each of general and information
pair and those that they
colour coded or labelled,
that relate to the text
the headings- orientation,
narrative extracts. Firstly,
acquired from sharing with
in the given text on the
structure (orientation, complication and resolution.
they will determine which is another pair.
page.
complication and
the general narrative and
resolution), in a
which the information
jumbled order.
narrative is.
(Appendix C)
Then they will think about
Probing question: What
Think aloud
the possible differences first were some differences we
Shared reading
Model how to identify a
by themselves and determine found before we discussed
Focus question: Put
couple of differences between whether what is stated is fact with another pair?
your hand up if you
two different narratives,
or fiction. Following this
What were some differences
can remember the
through comparing and
step, students will share their we noticed from sharing our
structure of a
contrasting.
thinking and inferences with findings with a partner?
narrative?
Display on the smart board, an the other person they are
Nominate a student
extract of a general narrative
working with and justify
So how is an information
with their hand up to
and an extract of an
their decisions. Students are
narrative different to a
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information narrative.
Focus question: Which one
sounds like an information
narrative?
Does anyone have any ideas
of how an information
narrative may be different to a
general narrative? Explain the
difference in a nutshell.
Underline examples of
differences for students to
observe, for example; facts in
the information narrative.
4.Building text
knowledge/Model the
genre
Instructional
strategy: Shared
reading
We are learning to
identify adverbial
phrases in an
information narrative.
TUNING IN:
Finding verbs and
adverbs, within an
information narrative
extract.
State what a verb and
an adverb are. Give a
few examples.
Instructional strategy:
Shared writing
general narrative?
Focus question:
Which example is an
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adverbial phrase?
Which example is an
adverb? Which example is a
verb?
How did you decide? What
helped you to work it out?
Instructional strategy:
Shared reading/writing
Working with the focus
group from the previous
session, where these students
practiced identifying adverbs
and adjectives, recap these
language features, addressing
the words that students may
have incorrectly identified as
an adverb or verb.
Guided writing
Following this, extend
students by demonstrating a
couple of examples of how
these words can be applied to
form adverbial phrases.
5.Guided activities to
develop vocabulary or
specific language
feature
We are learning to
build up our
Instructional
strategy:
Shared viewing
TUNING IN:
To build up
vocabulary,
Instructional Strategy:
Shared viewing/writing
Interpreting an image
(Appendix E) and note
taking interpretations in
relation to see, think,
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vocabulary by
describing pictures and
what we see, think
and wonder.
Focus questions:
What are some words
used to describe the
people? (boat
people/person,
convicts)
What happened to
Lillys cousin when
she was on the boat to
Australia?
What are some key
words mentioned in
the video?
6.Joint construction
We are learning to
plan an information
narrative.
wonder
Model how to note take
interpretations for a given
image. Fill in the see, think,
wonder table, to give
students an example, using
key vocabulary.
Thinking Tool/Routine:
See, think, wonder (Ritchhart,
Church & Morrison, 2011)
In this session, an example information narrative about refugees fleeing their country and migrating to Australia will be modelled to students. The
teacher will encourage students to share their ideas and also will elicit their prior knowledge of facts, as acquired in previous sessions (session 1, 2
and 5), that could be incorporated into the piece. This session will begin with planning and setting out the piece, following the story map template
(Appendix G). Activity: Story maps (Wing Jan, 2009, pp. 247) Students will practice filling in a story map, from an example information narrative
which is read aloud.
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7.Joint construction
We are learning to
write a practice
information narrative,
identifying key
features.
8.Independent
construction
We are learning to
write our own
information narrative.
(Planning)
9.Independent
construction of text
We are learning to
write our own
information narrative.
10.Independent
construction of text
We are learning to
write our own
information narrative.
(Drafting)
11. Independent
construction of text
We are learning to
write our own
information narrative
(Editing and
publishing)
12. Independent
construction of text
13.Reflecting on
language choices
We are learning to
Reflect on our
This session is a continuation of the previous session. The teacher will continue modelling how to write the information narrative, involving
students by incorporating their ideas where possible. Students will be given the opportunity to write a practice information narrative, using the story
maps created in the previous session, to guide them. Once the written example is complete, have students identify the text structure and key
language features within the piece, as covered in previous sessions.
In this session, students will commence planning for writing their individual information narratives. They will be given a story map template to
plan an outline. The narrative is to be based on Migration to Australia in the 1980s, focussing on refugees. This plan is to be sighted by the teacher,
to ensure students are on track to drafting their information narrative.
The class will be going on with drafting their information narratives. During this time, the teacher will be working with a small focus group at low
level and assisting them with drafting their information narratives.
Students will continue drafting their information narratives and it is expected that some students may commence editing their work. Instead of the
teacher reading each narrative and editing, students will have one of their peers proof-read their work and provide feedback for improvement.
Once editing is completed and has been sighted by the teacher, students will commence publishing.
By this session, all students are expected to be at the editing stage for their information narrative. Once work is edited, students will then commence
publishing their information narrative.
This will be the final lesson that students work on their information narratives, where final touches are to be made to students work. In the
reflection part of this session, select a few students to share their information narratives. For summative assessment, the teacher will collect the
students plan, draft and final copy of their information narrative. The teacher will assess for correct and clear text structure and inclusion of the
language features covered.
In reflective circles, students share and reflect on the language choices they utilised within their written piece.
They will also reflect on what they learnt overall from the unit. Quiz students by asking questions about the information narrative text structure and
key language features focused on, asking students to provide some examples.
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