Professional Documents
Culture Documents
S00154141
Year Level: 5
Information Narrative
Term:
Listened to
Spoken
Weeks:
Read
Date:
Written
Viewed
Produced
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S00154141
by news that informs them about refuges and boat people. Students are able to
use Lilly and Phoungs experiences in their writing as well as learn about
different experiences. For those who are born in Australia, Episode 3: Lilly is a
video clip which provides students with insight into the lives of refugees and
allows them to make sense of what they see and hear on the news, Episode 3:
Lilly (1988) also serves as an exemplary factual topic for the text type of
information narrative, which will contribute positively to the students
development of language skills achieved through oracy and writing activities.
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 the structure and relevant features of
an information narrative, in order to construct an independent information narrative.
Learning behaviours: I need to use the MyPlace resource to gather and develop
knowledge of the context of the 1900s era. I will incorporate a wide range of
listening, reading and viewing, oracy and writing techniques.
Success criteria: I know Im doing well if I can:
Identify and provide examples of the relevant language features of an
information narrative.
Extend my vocabulary using topic knowledge and text-type specific words.
Work collaboratively with my peers.
Construct an information narrative.
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: OUP.pp. 248; EPISODE 3 English teaching resources downloaded on
from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 3; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
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
(Identify step in the T & L cycle and the
literacy learning intention or sessions
focus )
We are learning to ...
1. Building topic
knowledge
We are learning to
identify key elements
and ideas within a
multimodal text (video
clip).
Brief Lesson 1
We are learning identify
key elements of our
focus topic and work
toward using relevant
language features of our
WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)
MINI LESSON
(Explicitly model the use of a new strategy or a
tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion of
the set task. Reference to Wing Jan include
page details)
INDEPENDENT
LEARNING
(Extended opportunity for students to work in
pairs, small groups or individually on a set
task. Time for teacher to probe students
thinking or work with a small group for part of
the time. Reference to Wing Jan include page
details)
ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.
Picture Chat
Students will be
shown an image of
boat with r efugees
on it. (Appendix 1)
Fr om this, the
teacher will facilitate
a discussion/pictur e
chat using the
following pr ompts:
Who do you think
these people are?
What do you see in
this image?
Why do you think
they're on a boat?
What do you
think is
happening in this
image?
Observation
Through observation, the
teacher will note down
what they see, focusing
on how students are
scaffolding new and old
information.
The teacher will collect
the students written
reflections as a form of
pre-assessment.
Focus Group:
This gr oup will have
students that ar e below the
standar d level. As a gr oup
they will look at another
image, making pr edictions
on what they think the
image is and how it can be
r elated to the video clip
they just viewed. Together
with the teacher , the
students will wr ite a shor t
par agr aph
Students will be reminded of verbs, adjectives, adverbs, adverbial phrases, their clauses and their purpose. They will be asked to think of an
object or a place related to the focus topic and will have to describe it using as many words as they can. Students will write a paragraph on their
chosen object or place without naming it. Students will give their piece of writing to another student who will then have to read it and guess the
object/place. This can be performed a number of times with different students, adding to their paragraph as they progress if their peers are not
able to guess what it is.
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2.
Building text
knowledge/Model
the genre
Building text
knowledge/Model
the genre
We are learning to review the
structure of narratives.
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**At the completion of this lesson, students are required to go home and find an article that is relevant to the focus topic. This article will be used
for the next lesson.
Students will continue learning to note down information. In mixed ability groups of 3, students will read through their chosen article. (article
was picked as homework in previous lesson). They will focus on the language used, specifically focusing on finding key descriptive words that
help tell the story.
Think Aloud
Students will watch a
feature video clip
about a young refugee
boy. They will discuss
as a group what was
significant about this
video. (Appendix 2)
What was similar to
the Video with lily
and phoung?
Were their stories
similar? How?
How was this boys life
different?
What are the things
that help tell Tashs
story. (e.g. tone of
voice, body language,
word connotations)
Revisit/Introduction
Display a variety of
well known narratives
on the floor. Have
students pick a text
and briefly analyse.
What do all of these
texts have in
common?
Identifiy the structure
if a narrative:
Word Bank:
As a class, the students will
create a word bank of
descriptive words that they
would use to describe the
boy in the video as well as
the girl in the first video clip
(Episode 3, Phoung)
Students are reminded of
what a descriptive word is:
How do we know its a
descriptive word?
Do they have a specific
name?
Why are they important?
Think aloud
Teacher will model how to
deconstr uct and annotate
aspects of the str uctur e of
an infor mation nar r ative
using the text The Little
Refugee by Anh Do with
Suzanne Do (See appendix
3).
Venn Diagram
Students will compare and
contrast the information they
have collected on the boy in
the video and the character
Phoung in a Venn Diagram,
ensuring they use the words
they came up with in their
word bank.
Focus Group:
Guided Writing. Students
from an ESL or lower
English level will join the
teacher and create a Venn
diagram together.
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Orientaton,
complication,
resolution.
Brief Lesson 3:
We are learning to
review the language
features of information
narratives.
3. Guided
activities to
develop
vocabulary or
specific
language
feature
We are learning to use
the correct pronoun
through the use of oracy
in the classroom.
Role Play:
Students in groups of 3 will
rehearse and reenact a scene
in the video clip.
First they will write a script
to how it could have ended;
an alternative ending to
ensure that they stick to the
story but use their
imagination and vocabulary
to compose an alternate
ending.
Focus Group:
The 4 Cs:
The focus group is at an
above average level. They
will be asked to scaffold the
text (The little Refugee) as
well as differentiate what are
facts and what is fiction. The
thinking routine will be used
to focus on the writing more
so than the actual content.
E.g. what do you think the
author would have had to
ask themselves before
writing this book
Recap the structure of a narrative. Revise the language features relevant to the narrative text-type. Review the meaning of pronouns, descriptive
language, dialogue and tense. Students are to work in small groups and individually explore the language features of any given text, providing
examples for each.
Students will watch
second video to
Episode 3. They will
look at the change in
characters.
How is lily reacting to
this change?
How is phoung
dealing with a
different
environment?
effectively?
Observation:
By watching the students
role plays, the teacher is
able to see how students
were able to develop their
knowledge on the context
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Guided
activities to
develop
vocabulary or
specific
language
feature
Students will learn to infer
and represent their findings in
a graphic organizer.
4.
Joint
construction
of text
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S00154141
as well as their use of
pronouns and descriptive
language.
Story Map
Students will research stories
of those who have come to
Australia as refugees.
They will collect and collate
important ideas and events.
Their findings will be used to
create a story map where
they will put key events into
a story map
Focus Group:
Shared Reading/Writing
Students will have small
paragraphs that they will
have to look at and figure out
what type of pronouns are
being used and why they are
being used
Shared Writing
They will construct a
narrative together based on
the text The Little Refugee
as a class.
Whacky Tales
Students are to be shown
clip: Lilly 1988: Episode 3.
From this, in small groups,
they are to construct an
Class discussion:
Students present their
Whacky Tales.
What did you learn
today?
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Brief Lesson 4:
5. Independent
construction
of text
We are
learning to
independently
construct an
information
narrative.
the important
information. Clarify
any questions and add
any additional
information.
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S00154141
another person and have
them correct their work.
Focus Group:
Shared Writing
The focus group will plan an
information narrative
together. This will help
students with writing their
information narrative,
ensuring that the structure
and relevant language
features are understood.
Students will continue working on their information narratives (if this time is required).
They will be reminded of the important features to include: Descriptive language, pronouns and the structure.
Students will sit down and discuss what it would be like to flee their country. They will independently construct an information narrative based
on the idea that they are a refugee who needed to flee their country. They are to use the information that they have gathered throughout the unit
in their narrative.
To begin, students will use a story map to ensure that all aspects and language features of the information narrative are covered.
They will then begin to write a draft of their narrative.
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Brief lesson 5:
We are
learning to
independently
construct an
information
narrative.
Kristy Sly
S00154141
Students will complete their draft of their information narrative. They will independently edit and publish their work once the teacher has
corrected it to ensure all aspects and language features are included. Students will have access to their prior work in order to assist the
development of their narrative if this is required.
6. Reflecting on
language
choices
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Appendix 1:
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Appendix 2:
Link to feature video: http://www.abc.net.au/btn/story/s3639711.htm
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