LITERACY / UNIT PLANNER

Topic: Bertie 1918

Year Level: 5

GRAMMAR FOCUS: (levels) Information Narrative - Year 5

Te xt t ype and mode

1. Whole text structure of an

Information Narrative

Language features for the text-type:

Descriptive Language

(Wing Jan, 2009, pp.235).

Dialogue

(Wing Jan, 2009, pp.241).

CONTEXT: Overview of series of lessons and background information

Over a series ofsessions, we wi ll examine numerous narratives using strategies and writing
activities to prepare for the writing ofstudents own information narrative. Students will gain
skills through each lesson in the preparation to write their own. Students will explore the My
Place clips ofBertie 1918 and find out how life was in that era through different activities. The
independent construction ofthe narrative will have the students write about how life would be
for them living in that era. Through research students have gained factual information, which
they must weave through their narratives to make it informational. To consolidate textknowledge we will examine the structure ofa narrative, which includes an Orientation,
Complication and Resolution.

I do not anticipate any prior knowledge in the content. I am aware that children have very brief
prior knowledge about the structure offictional narratives from previous years, however not
information narratives.

Pre-assessment of students skills and knowl edge:

St andardized t est s for reading/writ ing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
St udent writ t en work samples
Self-assessment s
Li teracy Learning intention: We are learning to write an informative narrative
using researched information writing as if students were living in that era.
Learni ng behavi ours: I need to what do good readers/ writers/ speaker/listeners
do?
Success criteria: I know Im doing well if I can begin the process to write an

Listened to

Term:2
Spoken

Weeks: 3

Date: 10/10/10

Read

Written

Viewed

Produced

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 Li teracy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W) Picture Chat Read t o Shared R/W
Guided R/W
Modelled writ ing Int eractive writ ing Independent R/W Lit erature Circles Reciprocal Teaching
Mini lesson Roving conferences
Teachi ng techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphi c Organisers: T-chart, Y-chart; Venn diagram, Dat a grid, Sunshine wheel, KWL chart ,
Flow chart , St ory map, templates for text-types for planning,

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
C omprehension Strategies: Predicting; Visualising; Making connect ions; Quest ioning; Inferring;
Det ermining important ideas; Summarising; Finding evidence in t he text; Underst anding new
vocabulary; Synt hesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect ;
Skimming and scanning; Five semiot ic systems: linguist ics, visual, audit ory, spatial, gest ural.
Q uestion types: self-quest ioning; 3 levels; (literal, inferential, evaluative); QAR
Thi nki ng Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One (refer Rit chhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Prom ote Engagement, Understanding, and Independence for All Learners. eBook online)

1|Page

Comment [A1]: This demonstrated

the different teaching strategies in
which would be used throughout the
unit [2.1]. An understanding of these
differing strategies had to be clear for
effective use of each [2.5].

inform ation narrative. I am doing very well if I can write the end product by the lass
lesson.

Topic-specific vocabulary for the unit of work :

Resources:

Com plication, Orientation, Resolution, Adjectives, Describing, era,

Analysing
Checking
Classifying
Cooper ating
Consider ing options
Desig ning
Elabor ating

TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle and
the liter acy lear ning intention or
sessions focus )
We ar e lear ning to ...

Estimating
Explaining
Gener alising
Hypothesising
Infer r ing
Inter pr eting
Justifying

WHOLE CLASS
Hook or Tuning In
(Identify a str ategy or a tool to help
activate pr ior knowledge and/or to
intr oduce the topic.)

Listening
Locating infor mation
Making choices
Note taking
Obser ving
Or der ing events
Or g anising

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 .
Refer ence to Wing Jan include page details )

Building topic
knowledge

Gradual release of responsibility:

Before, During, After

World War 1

Read to
Students are read the
information narrative
of See Inside First
World War Rob
Lloyd Jones.
Think pair share
Students reflect on
what was read and
use think pair share
to share their prior
knowledge on WW1
and things that they
found interesting in
the story.

We are learning to
identify the facts
within an informative
narrative.

Per for ming

Per suading
Planning
Pr edicting
Pr esenting
Pr oviding feedback
Questioning

Whole Class Discussion

Discuss the aspects of the
story that could be
fictional and factual within
the text.
Joint Construction
Teacher demonstrates the
use of a T-chart with the
heading factual on one
side and fiction on the
other. Gives two examples
to guide the students.
Students create their own
T-charts.

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. Bertie; EPISODE 10 English teaching resources
downloaded from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 10;
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
The Trenches: a First World War Soldier by Jim Eldridge
My Place English Resource EPISODE 10: 1918: BERTIE - English: teaching strategies
Reading
Recog nising bias
Reflecting
Repor ting
Responding
Restating
Revising

INDEPENDENT
LEARNING
(Extended opportunity for students to wor k in
pair s, small gr oups or individually on a set
task . Time for teacher to pr obe students
thinking or work with a small gr oup for par t of
the time . Refer ence to Wing Jan include page
details )

In pairs students explore

other information
narratives to gage an
understanding of the
structure and purpose.
Each pair must find at
least 5 + aspects of factual
and fictional information
within their chosen stories.
Create a Venn Diagram,
however creating a fact,
fiction and similarities of
today section.
Small teaching group:

Seeing patter ns
Selecting infor mation
Self- assessing
Shar ing ideas
Summar ising
Synthesising

SHARE TIME AND

TEACHER SUMMARY
(Focus s ed teacher questions and summary to
dr aw out the knowledge, skills and processes
used in the session)
Link back to liter acy learning intention and
key points of effective r eading/writing,
speaking, listening and viewing.

Reflection Circles
Revise key understanding
of finding the fact and
fiction within text by
sharing five students
work samples.
Discuss key points of
focus question having
read an information
narrative. Record the
groups responses
through a brainstorm with
the class, expressing
ideas.

Testing
Viewing
Visually r epr esenting
Wor king independently
Wor king to a timetable

ASSESSMENT
STRATEGIES
(should r elate to liter acy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/wor k)
Success criteria written for students to
know what the minimum expectation is.

Anecdotal notes
recorded during guided
writing with small
group about literacy
learning intention e.g.
differences between
fact and fiction.
Document students
abilities for choosing
appropriate facts and
fiction aspects of the
story on a checklist.

2|Page

Comment [A3]:
Comment [A2]: Task stated the each
session required the inclusion of
different types of literacy strategies
[2.5]
Comment [A4]: This is a sequence
of lessons (unit of work), this being the
first [2.2]
Comment [A6]:

Comment [A5]: Each lesson portrays

a clear learning intention [2.1].
Comment [A7]:

Focus questions:
What did the author
need to know to write
the book?
What did you learn
from reading the
story?
What do you think
was factual?
What do you think
was fiction?

+1
Once t chart is complete
students will then pass
their books to the person
next to them. An
additional fact will be
added to their work.

Guided Writing
Read information narrative
together. Focus on student
understanding of the
concepts of fact and
fiction. Ask individuals
to share both a fiction and
fact from the reading.
Give an example of a
similarity of today
something as simple as
nurses still wear
uniforms Discuss how to
record thoughts on to their
Venn Diagrams. Students
complete their Venn
diagrams with guidance
from teacher.

Comment [A9]: Instructional

Literacy Strategy [2.1].
Comment [A8]: Teaching Strategy
[2.5]

Building topic
knowledge

Students will work in groups and collaboratively research at computers information on the era of 1918 including building on their war knowledge.
They are handed research questions in which they must complete (Appendix1 as guide) to show that they are on the right track. Students come
together as a whole class and build a KWL chart to explore what they need to learn further (using the information gained in previous lesson to
We are learning to find determine what the author needed to know to write the information narrative.
relevant factual
information in the
preparation of writing
an information
narrative
Building topic
Still images
knowledge
See Think Wonder using Think Aloud - Present photographs of the era 1918 as prompts for thoughts and a discussion. Students will
We are learning to
create identify
significant
information

orally discuss: How do you think it might have been living in 1918? Find out students wonderings from the images? Demonstrate how
to create important Headlines from the images of significant information. Students individually will write their wondering on post it
notes and they will be displayed around the classroom. Students will create their own headlines in relation to the images they have
viewed and share these with the class.

3|Page

Comment [A10]: Teaching strategy

[2.5]

Building text
k nowledge/Model
the genre
We are learning to
develop an
understanding of the
structure of an
information narrative
with a focus on
Orientation.
Building text
k nowledge/Model
the genre
We are learning to
develop an
understanding of the
structure of an
information narrative
with a focus on
Complication.
Building text
k nowledge/Model
the genre
We are learning to
develop an
understanding of the
structure of an
information narrative
with a focus on
Resolution

Students are shown the clip Armistice Bertie 1918 on the Interactive Whiteboard (IWB) and are briefly introduced to the structure of
an information narrative (after viewing many narratives in previous lessons also). informed that there is an orientation, complication
and resolution and we will be working on these for the next few lessons. This lesson of structure will focus on Orientation
(introduction) in which the characters, setting and time of the story are established. Students answer the who, when and where which
are involved in this clip as a whole class. In pairs they will read further information narratives and find the who the main characters,
people or animals, when the time in which it is set, and the where the place, setting of the story and the create their own
Orientation with their pair in relation to war time. Reflection: students come together and share their work to the whole.

Complication and series of events- the situations, activities and events involving the main character are expanded upon. Written in a
fluent and cohesive sequence. The complication can also be a problem.
Students are again shown the clip Armistice Bertie 1918 and are to list:
What is the problem in the clip? What might have caused the problem? How did it create the problems? What events happen in the
clip? They should think about what event or action happens to make the story scary, exciting or even sad.
They again work in their previous pairs to together create a Complication for their own story to match their Orientation.

Resolution (ending)- complication is resolved.

Students are again shown the clip Armistice Bertie 1918 and are to work in their previous pairs to create a resolution for the
complication of the story they are producing together. They must think about the characters involved and the events that have occurred
to resolve their complications and create an ending to their stories.

4|Page

Comment [A11]: ICT Use of

Interactive Whiteboard [2.6].

Characterisation

Building text
k nowledge/Model
the genre
We are learning to
create detailed
descriptions of
characters.

Students are provided with

extracts of common
characters such as Malfoy
from Harry Potter, Prince
Hans from Frozen etc. For
each character, give
examples of ways in which
the filmmaker makes the
A whole class
audience dislike the
brainstorm is created character. As a class,
to describe all of the discuss the reasons these
characters.
characters were created in
this way. What is their
A character from the purpose in the story? What
story is chosen and a devices have been used to
detailed description portray these characters as
is formed together.
'unlikeable'?
Students complete question
one of characterisation
worksheet (Appendix
3)(My Place English
Recourse)
Students are asked to
focus their attention
to the characters
within the story.
Students are read the
narrative

Students are shown clip

Bertie 1918 On tick on
IWB.
Students take the
unlikeable character Mr
Watson and rewrite this
scene, making him a nicer
person (Appendix 3).
Focus attention on the
dialogue and directions
for acting needed to
convey this message to
the audience. Students
present their reworking of
the scene to the class.
(My Place English
Resource)

Reflection:
Compare the different
versions produced by
students and discuss the
techniques used to change
the audience response to
Mr Watson.
(My Place English
Recourse)
Compare the similarities
between the features of the
different characters
discussed earlier. Discuss
key points of focus
question. Record the
students responses using a
Venn Diagram.

Observation is taken
during small teaching
group with small group
about literacy learning
intention i.e. answers
from students, the
track they are on etc.
Record students
abilities to choose
appropriate
descriptions of
characters.

Small Teaching Group

Students are guided with
prompts from the teacher
to help them identify the
unlikeable features of Mr
Watson. What makes you
dislike someone? Can you
see this in Mr Watson?
What makes you dislike
Mr Watson? Students use
these prompts to create
dot points in what they
would include in their
scenes.

5|Page

Comment [A13]: ICT Interactive

Whiteboard [2.6]
Comment [A12]: As above: This is a
sequence of lessons (unit of work), this
being the seventh lesson [2.2].

Building text
k nowledge/Model
the genre
We are learning to
write a plot summary
of an information
narrative.

Plot focus on plot development by helping children create story maps after reading narratives.
Students will watch short film clips Bertie 1918 The impact of War. After viewing this students will create a story map. Students
will draw a map to show in sequence, the important places and events mentioned. This must include all significant events from the clip,
also indicating where and when the initial problem arose. Students will partner up and share their story maps, providing feedback on
how they may be improved or if anything should be additionally included.

Guided activities to
develop vocabulary
and text knowledge
We are learning to
identify facts within
a narrative.

Students are read the book The Story of World War One by
Richard Brassey. Teacher will begin a conduct a plot summary and spot the facts activity to demonstrate to the students how to
complete the activity. Students will move back to their table and finish this off individually. The children will write a summary for each
stage or section of the story - a summary of the plot - they have read and then list the factual information within each of the stages or
sections of the narrative. E.g German Zeppelins were made from cow intestines.

Guided activities to
develop vocabulary
and text knowledge
We are learning to
write dialogue for
characters.

Students are shown 3 still images (Appendix 2) from the clip Bertie 1918 Impact of war which display characters in different
situations. They use the think pair share routine to share their thoughts and ideas on the images. One thought is shared to the class
each. The children then individually revisit the images and must add appropriate dialogue that they think is appropriate to the picture.
Student come back together and students are chosen to read their dialogues.

Guided activities to
develop vocabulary
and text knowledge
We are learning to
use quotation marks
when writing direct
speech.

Dialogue
Students are read the
narrative The
Trenches: a First
World War Soldier
by Jim Eldridge.
While reading must
consider the
following focus
questions:
Who is talking?

Whole Class Discussion

Discuss the use of
quotation marks to enclose
speech at either end of the
conversation. Help
children to identify the
way this punctuation is
used. Emphasize that
direct speech is written in
the present tense while
remainder of the story may
be in past tense. (Wing

Individual Task
Students will individually
write a dialogue between
two of the characters from
the story. They must
consider the focus
questions discussed
earlier, when planning
their piece of writing.
Small teaching group:

Students are given the

opportunity to share their
pieces of dialogue using
the think pair share
method. Teacher will then
ask if students would like
to share to the whole
class.

Teacher will collect

students individual
task and provide written
feedback on their work,
giving advice on what
was good and what
needs improving.

Key points discussed in

the focus questions will
6|Page

Comment [A14]: Independent

writing is an example of an
instructional literacy strategy [2.1].

When do they stop?

When does the next
speaker start?
What kind of talk is
going on?
What else is going on
while they are
talking?
How do you know
these things?

Jan, 2009)
Joint Construction
Teacher demonstrates the
how to write a piece of
dialogue briefly using
quotation marks and
present tense.

Students will create two

be revised and reflected
characters together.
upon.
Discussion of appropriate
vocabulary to enhance
meaning for students.
Teacher will guide
students through
prompting. Focus
questions will be revisited
to help students
understand what should be
included.

Teacher Modelling
Joint construction
Demonstration of how to
use the retell procedure.
After reading story,
teacher chooses different
students to retell parts of
the story orally and
records this on the board.

Short Clip
Students are shown a short
clip Bertie 1918 On
tick. Students must then
retell the clip in their own
words, with a focus on
adjectives to enhance
meaning.
Small teaching group:
Shared reading/writing
Revision of adjectives.
Who are the main
characters? What
adjectives can we use to
describe the character/s?
What happened at the
beginning of the clip?
How can we write this in a
sentence?

Students are then

chosen to role-play
orally the story
having each character
and a narrator.
Guided activities to
develop vocabulary
and text knowledge
We are learning to
retell a story in our
own words.

3-2-1 Bridge
Before reading the
narrative One Boy's
War
by: Lynn HugginsCooper, students
activating their prior
knowledge through
completing an initial
3, 2, 1 individually
on paper. Students
would write down 3
thoughts, 2 questions,
and 1 analogy on the
era of 1918 living
life in that time.
Read to
Students are read the

Whole class discussion

What did the author need
to know to write this
piece?
What is important to know
to write an information
narrative?

Reflection on students
thoughts in the 3-2-1
bridge activity. Gain
insights to students
thoughts on living in the
era of 1918.

Anecdotal notesteacher makes notes on

the way students retell a
story- and the use of
adjectives to enhance
meaning.

Key adjectives are

discussed and reflected
upon. Students are chosen
to share their paragraphs.

7|Page

Comment [A15]: Modelled writing

helps students work toward
independent writing of the text type
[2.3]. This is an Instructional strategy
[2.1].

informative narrative
One Boy's War
Focus on adjectives
within the narrative.
How do these
adjectives make the
story more
interesting? What
other adjectives
could be used to
describe this event
character, setting? etc
Whole class
discussion
Discussion of the
facts in the narratives
and the structure in
which it is written.
List adjectives

What is a good way to

start the story?
What happened next?
Students write a
paragraph, introducing the
characters, using
adjectives to give a clearer
picture of them and
explaining what happened
at the beginning of the clip
and then go on to write a
second paragraph
explaining what happened
next.

Focus questions:
What did the author
need to know to write
the book?
What did you learn
from reading the
story?
What do you think
was factual?
What do you think
was fiction?

8|Page

Joint construction
of text
We are learning to
plan a whole class
information narrative
focusing on
orientation,
complication and
resolution

Text analysis.
Students are read the
story Over the Line
By Tom Palmer.
Students listen and
are instructed to try
and identify the
complication and the
events of the story
while they listen.
They can write short
notes if they like.

Shared reading/writing
Teacher leads discussion
A class discussion is
conducted to plan a whole
class information
narrative.
A discussion of the
structure is reviewed and
students remind teacher of
what must be included.
Students must include the
structural features
including Orientation,
Complication and
Resolution. They must
explain what each is and
what kinds of things
should be included.

Students conduct the

Think , Pair, Share
strategy and share their
thoughts about what they
want to be included in the
narrative. Students create
their own ideas that must
flow in a coherent
sequence.

Whole class assessment

checklist to check
Teacher selects students understanding. Have the
to share their ideas listing
elements of orientation
these different views in
complication and
dot points under each
resolution been
heading - Orientation,
included? Make
Complication and
anecdotal notes on
Resolution.
students who have
difficulty with various
Students individually write A whole class narrative is aspects of the task for
down their ideas creating a created using the
further small group
different ideas from the
mini story from the
teaching if required.
class.
sharing of the think pair
share and their own ideas.
Focus Group Guided
writing
Review features of
narrative structure

Orientation
Where
description of
scene, Who Descriptions
Emotions
feelings, when Giving a time
connection like
day or year, or
period
Complication
(middle) What is
happening? Further
connection with
character feeling,
9|Page

thoughts, Problems
Who is causing
them? Why?
Resolution (end)Is the problem
fixed? Is there a
sad ending? Happy
ending? Problem
resolved? How?

Ask individuals to share

specific ideas that they
may have in mind and
where they would like to
add their events.
Discuss how to write the
plan/ layout of a draft of a
narrative.

Independent
construction of text
We are learning to
draft an information
narrative including
relevant factual
events.

Independent construction of text

The structure of what to include in an information narrative is revised.
Students will write/draft their own information narrative that is based upon them living in the era of 1918 weaving/including certain
facts that are relevant to that period of time. They will include use the structure previously learned and can include the characters that
they created earlier.

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Appendix 1

Research Questions
1
2
3

the countries w ho w ere the 'allies' and those w ho w ere the 'enemy'
ages of Australian servicemen sent to w ar
number and percentage of 'conscripted' compared to 'enlisted' servicemen

4
5
6

servicemen w ho returned as amputees compared to those w ith other injuries

number and percentage of Australian combat deaths compared to other countries involved in the conf lict
number of medals aw arded to soldiers f or bravery, and the dif f erent types of medals given

7
8
9

names and accomplishments of First World War Victoria Cross recipients

number of w omen w ho served as nurses or in other roles
approximate number of Indigenous servicemen.

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Appendix 2

Appendix 3

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Characterisation
1 List some unlikeable characters (villains) in books and films and give examples of ways in which the filmmaker or author makes the audience
respond to them in this way.
Unlike able book/film
characte rs

M e thods use d to make audie nce dislike

characte r

2 Look at the character of Mr Watson and rewrite this clip in order to make him a nicer character. Focus your attention on the dialogue and
directions for acting to convey this message to the audience. Present your new version of the scene to the class.

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