LITERACY / UNIT PLANNER

Topic: Life during World War One Year Level: 5 Term:2 Weeks: 1-2 Date: 16/10/15
GRAMMAR FOCUS: (word group and word focuses levels) Text type and Listened to Spoken Read Written Viewed Produced
mode

Word group level: Information Report

X X X X X X
Sentences:
Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
Identify the subject of sentences- who or what each sentence is about. Identify what the
subject was doing/did or is doing. Identify the main verb and remaining information in 1. Building topic knowledge
sentences. 2. Building text knowledge/Model the genre
Noun groups: 3. Guided activities to develop vocabulary and text knowledge
The relationship of adjectives to nouns. The adjectives are closely tied to the noun and cant 4. Joint construction of text
be separated from the noun that they are describing 5. Independent construction of text
Adjectival groups: 6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
The relationship of adjectival phrases to the noun/s they are describing and the role
and features of adjectival phrases
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
The relationship of adjectival clauses to the noun/s they are describing and the role Teaching Mini lesson Roving conferences Guided Practice
and features of adjectival clauses Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Adverbial groups: Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart,
The relationship of verbs to groups of words that are used to add more information about the Flow chart, Story map, templates for text-types for planning, mind map, text map
verb (adverbial phrases)

Word focuses:
Nouns:
Subject specific/ technical nouns
Collective nouns
General nouns that refer to classes of things
Pronouns
Adjectives:
Used to describe appearance/ characteristics that can be subject specific/ technical
or common use
Verbs:
Action verbs
Present tense

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 Relational verbs used to classify or describe
Adverbs:
Used to add extra information to verbs
Manner
Time
Location
accompaniment

1. Whole text structure of an information report

classify and describe
a general opening statement to intro duce topic often this involves a classification
the main body of the report that includes a description of the aspects, features or
characteristics of the subject of the report
related information grouped in paragraphs
topic sentences providing an indication of what is to follow
paragraph content that elaborates on or supports the content of the topic sentence
concluding information or a summary paragraph
visual text is often used to support and extend the information in the printed text
headings to signify structure, sections and content of the text titles and
subheadings
list of resources and references if appropriate

Language features for the text-type:

specialized vocabulary that allows for more information to be conveyed in fewer
words
sentences containing one or more facts
variety of sentence types
generalisations that apply to general class of things- rather than specific things
formal and objective style of writing (few personal pronouns and greater use of
relative pronouns)
written in third person
descriptive language using factual and precise adjectives, and verbs and adverbs

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 economical use of language including verbs to describe actions or to link
characteristics of the subject of the report
language of comparison or subject-specific terms
timeless present tense generally used
brackets to explain, clarify or add extra info
(Wing Jan, 2009, pp.121-122, 124).
CONTEXT: Overview of series of lessons and background information
Over a series of lessons we will explore the WWI topic by discussing key terms/
important parts of various written and multimodal information texts. Throughout these
activities we will form a mind map of our understandings and class glossary to be used
throughout the unit
We will investigate the structure of an information report, what needs to be included in
an information report and where it should go and how this differs to the structure of a
narrative piece of writing
We will participate in a selection of oracy tasks, to help us become familiar with the
important facts about WWI and specific war terms
One mini-lesson will revise writing in the perspective of third person, before writing their
final report
Over a series of lessons we will investigate how to plan, research, organize and write an
information report
Students will produce their own information report about what they know about WWI
I do not anticipate that the children are familiar with the WWI content and will be teaching it
assuming no known previous knowledge. Students are familiar with the structure of narrative texts
as well as the publishing process (plan, draft, edit, publish). Students also have some prior
knowledge to the structure of information reports and the concept of paragraphs, with evidence of
student work samples.

Pre-assessment of students skills and knowledge: Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Standardized tests for reading/writing/ NAPLAN Maker; Text User; Text Analyst
Profile of Data Progression of Reading Development Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Conferences/interviews Determining important ideas; Summarising; Finding evidence in the text; Understanding new
Student written work samples vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Self-assessments Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Literacy Learning intention: We are learning to.plan, research, draft and publish Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
an information report about WWI Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One, reflection circles, think, pair and share, (refer Ritchhart, R., Church, M., & amp;
Learning behaviours: I need toresearch factual information, take notes, organize Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and
information and identify key words about WWI Independence for All Learners. eBook online)

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Success criteria: I know Im doing well if I can write a paragraph including at
least 3 related facts/key terms about WWI in third person.

Topic-specific vocabulary for the unit of work: Resources:

Allied Powers Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp14,27,116,121-124, 127, 133. ; Bertie:1918 English teaching
Armistice resources downloaded on 1/10/15 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode
Artillery 1, 2, 3; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/, Gibbons, P. (2002). Scaffolding language, scaffolding
Conscription learning: Teaching second language learners in the mainstream classroom (pp. 110-119). Portsmouth, NH: Heinemann.
Front Line Hertzberg, M. (2011). Focus on oracy. In Teachig English language learners in mainstream classes. Newtown: PETAA.
No Mans Land pp.48-75, Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement,
Battalion understanding and independence for all learners. Retrieved from
Propaganda http://acu.eblib.com.ezproxy1.acu.edu.au/patron/FullRecord.aspx?p=706891
Trench
Trench warfare
Etc.

Analysing Estimating Listening Performing Reading Seeing patterns Testing

Checking Explaining Locating information Persuading Recognising bias Selecting information Viewing
Classifying Generalising Making choices Planning Reflecting Self-assessing Visually representing
Cooperating Hypothesising Note taking Predicting Reporting Sharing ideas Working independently
Considering options Inferring Observing Presenting Responding Summarising Working to a timetable
Designing Interpreting Ordering events Providing feedback Restating Synthesising
Elaborating Justifying Organising Questioning Revising

TEACHING&LEARNINGCYCLE WHOLECLASS MINILESSON INDEPENDENT SHARETIMEAND ASSESSMENT
(IdentifystepintheT&Lcycle HookorTuningIn (Explicitlymodeltheuseofanewstrategy LEARNING TEACHERSUMMARY STRATEGIES
andtheliteracylearningintention (Identifyastrategyoratoolto oratooltoassistwiththe literacy learning (Extendedopportunityforstudentstowork (Focussedteacherquestionsandsummary (shouldrelatetoliteracy learning
orsessionsfocus) helpactivatepriorknowledge intentionorfocusofthesessionandto inpairs,smallgroupsorindividuallyona todrawouttheknowledge,skillsand intentionorfocusofthesession.
and/ortointroducethetopic.) preparestudentsforsuccessfulcompletion settask.Timeforteachertoprobe processesusedinthesession) Includeshow&whatyouwilluseto
We are learning to ... ofthesettask.ReferencetoWingJan studentsthinkingorworkwithasmall Linkbacktoliteracylearningintention makeajudgmentonstudents
includepagedetails) groupforpartofthetime.Referenceto andkeypointsofeffectivereading/writing, attempt/work)
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knowwhattheminimumexpectation
is.

1. Building topic On Tick Activity 3: Guided practice (Wing Jan, 5 very important parts: In Reflection circle and Anecdotal notes: rove
knowledge The Homeland effort 2009. P.14): model how to pairs students will watch class discussion: the classroom and
discover activity (See take notes from viewing Episode 10(2) and In 5 groups, students will observe the childrens
Episode 10: Bertie Appendix 1a). Bertie 1918: Part (1) On Episode 10(3) and write 5 choose their most attitudes towards the
1918 Tick, how to write a dot very important parts/ key important part and an task and working with
Record the class point, and to identify any terms about each. important key term. The others. Also note how
We are learning to responses as a mind unfamiliar words/important important parts will be the children are
identify key words and map that will be added words and find their
Small focus group: added to the mind map addressing the learning
find the important to throughout the unit. meaning.
Guided writing and the key terms will be intention of identifying
parts in note form

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from the video, to help Add any wonderings Use question 2 from Activity Watch the second clip the beginning of a WWI key terms and taking
us learn about life that the class may Sheet 10.4: Unfamiliar Episode 10 (2) together. glossary. notes.
during WWI have, which can be Expressions (See Appendix Ask if there are any
investigated and added 1b) to record unfamiliar unfamiliar words or things Why is this part
to later on. words and write dot points that are important about important?
underneath the table. the clip. Focus on why
these parts are more Why is this part less
Record student responses to
important than others. important than another
the mind map.
part?

Why is this part the most

important?
2. Building topic Students will work in 2 separate groups and will be experts for one of the two multimodal texts (Gibbons, 2002, p.60). Students will pair up with
knowledge another person who was in the other expert group. Students will then offer an important fact about WWI or an important key term about WWI that
Behind the News- they learnt from their partner, to add to the mind map and class glossary. The mind map is building a semantic web (Gibbons, 2002, p.61) for the
Nurses students about WWI and the children must actively listen in order to complete the task.
Behind the News- Life
in the trenches Multimodal text one: Behind the News - WAR NURSES (See Appendix 2a)
http://www.abc.net.au/btn/story/s4122668.htm
We are learning to use
multimodal texts in Multimodal text two: Behind the News - LIFE IN THE TRENCHES (See Appendix 2b)
order to deepen our http://www.abc.net.au/btn/story/s4221415.htm
understanding about
life during WWI using
dot points and key
terms
3. Building topic Students will work in 2 separate groups and will be experts for one of the two multimodal texts (Gibbons, 2002, p.60). Students will pair up with
knowledge another person who was in the other expert group. Students will then offer an important fact about WWI or an important key term about WWI that
they learnt from their partner, to add to the mind map and class glossary. The mind map is building a semantic web (Gibbons, 2002, p.61) for the
Back in the day students about WWI and the children must actively listen in order to complete the task.

Fast Facts- World Multimodal text one: Back in the Day (See Appendix 3a)
War One: Trench https://www.youtube.com/watch?v=htyue8xRS7M
life
Multimodal text two: World War One: Trench Life (See Appendix 3b)
We are learning to use

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multimodal texts in
order to deepen our
understanding about
life during WWI using
dot points and key
terms
4. Guided activities
to develop
vocabulary or
specific language
feature.
We are learning to use topic
specific vocabulary, in
order to create and
complete a communicative
crossword with a partner
5. Building text
knowledge/Model
the genre
We are learning
toidentify the main
structures of information
reports
https://www.youtube.com/watch?v=j8HmPNgOC2Q
Bingo (Hertzberg, Modelling: Discuss the Working in pairs: Reflection circles: Students Anecdotal notes:
2011, p. 62): Students WWI mindmap and glossary Students will create a will reflect on the task via Record how the
will write 5 words made from lessons 1-3. crossword board about small group discussion. children are using the
from the WWI Model how the WWI to play vocabulary in the focus
glossary/ key terms communicative cross word What did you like about this
communicative crossword group and their
made in lessons 1-3. game (Hertzberg, 2011) is with their partner. activity? understanding of the
The teacher will read played. Model how to create What did you find vocabulary based on
out clues or definitions a communicative crossword challenging about this
Small focus group: the cues which they
and students will cross activity?
Students will work in provide for their
off their words as their What did you do to
clue is read out.
pairs within the focus overcome these challenges?
partner.
group with a ready-made
crossword with familiar Group discussion: ask some
terms that have been children to contribute their
covered well in the first 3 responses to the prompts
lessons. Students will from the reflection circles
come up with their own
clues for the words to
communicate to their
partner with scaffolding
prompts from the teacher
to help them formulate a
clue.
Shared Reading: Guided practice: teacher Students will work in Reflection circles: Students Checklists: Observe
Display an will explicitly model using pairs to annotate one or will discuss the structure of small focus group with
un-annotated version the gradual release of two more short an information narrative a checklist, ticking off
of Wing Jans (2009) responsibility model, how to information reports. and what each part should the parts of information
sample (p.123) on the annotate the beginning of include.
Students must identify the reports that the children
interactive whiteboard Wing Jans (2009) sample opening statement, body Record the responses on understand and actions
and read it to the class. (p.123), before allowing the of the text, topic poster paper to hang in the that will be taken to
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 class to help annotate the sentences, reference/ classroom as a template for address parts that are
Why might we call this rest of the text as a class. bibliography, information report writing. causing confusion
type of text an Clarification of what is being subheadings/ headings etc.
information report? annotated is important to
avoid confusion. Small focus group:
What makes it different As a group, the children
to a narrative? will organise an
information report that has
What can you tell me
been broken into sections
about the content in
this text?
to help them identify what
an introduction is, a body
Students will think, paragraph and a
pair and share their conclusion. Discussion
ideas about the about why each section
structure and language belongs in that position in
features of information the report is important for
reports in a spider understanding.
diagram (Wing Jan,
2009, p. 29).

6. Building text Recap the structure of information reports using the template poster from the previous lesson. Discuss the structure of narratives using
knowledge/Model
the genre the narratives poster (See Appendix 4a). Model one similarity and one difference between narratives and information reports using a
venn diagram. Students will work in small groups to complete a venn diagram (See Appendix 4b) comparing the two text types.
We are learning
to compare the
structural
similarities and
differences
between
information
reports and
narratives.
7. Building text In small groups, Guided practice: For each In pairs students will 5VIPS: students will Anecdotal records:
knowledge/Model
students will organise a bag, model how to organise complete a text map think, pair and share 5 rove the classroom and
the genre
small bag of factual the paragraph from the identifying the subject of very important things listen to discussion
We are learning statements into groups statements inside the bag. each paragraph (Wing Jan, about information reports during 5VIPS activity.
toidentify how ideas are of their choice. When the paragraph is made,
organised in information 2009, p.116) and the overall. They can include Listen for

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reports in paragraphs Students will then label add it to an empty important information for things about the structure, understandings and
their groups information report planning the paragraphs in note content, language etc. misconceptions that are
(introduction, body template. Initially model the form branching off each present in regards to the
paragraph or skill on your own and then paragraph box. Discuss some of these as structure of information
conclusion) and then gradually ask children to a class discussion. reports.
order the groups in help you complete the task. Small focus group:
what they think it Guided writing: Teacher
would be in an Read the finished report to
will help students to create
information report check that it flows and
a flow diagram (Wing Jan,
What characteristics makes sense
are your groups based
2009. P.27) identifying the
on? main idea of each
paragraph in each box and
Why does one discussing how it links to
statement belong in the next paragraph.
one group and not the
other?

What made you put

your groups in this
particular order?

As a class, decide on
the groups that will be
used and the order that
they should be in.
8. Guided Students will watch the video: First, Second and third person https://www.youtube.com/watch?v=kWdLI8pAw8M. Class discussion
activities to
develop will follow where teacher will write what sorts of language are used in first, second and third person perspective writing. What sorts of
vocabulary or words would I use if I was writing a story in first person? How would this change if I wanted to write it in second person? How many
specific language ways can we write in third person? What sorts of words do I need to use? Students will choose some books off the bookshelf and the
feature
teacher will read out a small passage from each. Together as a class they will decide on whether the story is written in first, second or
We are learning to third person. Students will work in pairs and practice changing the first person statements on the board, into statements written in third
identify the differences person.
between, first second
and third person and
write in third person

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9. Joint construction Traffic lights: Guided writing: Choose a In pairs: students will As a class, discuss the Anecdotal records:
of text
Students will write wondering from lesson 1 continue navigating the extra dot points that have teacher will observe
We are learning to down statements to further investigate. web and adding dot points been sought out from the small focus group and
research WWI using about the topic, Life Model how to navigate the related to the class class research. their understanding of
the internet and take
important key notes. during WWI under web to research wondering. Students will identifying the key
red, green and information (they should also add any content Think, pair, share: a terms and taking notes
yellow. have some experience specific terms they are sentence that was in dot point form.
with this already) and unsure of with the meaningful to them, a
Red: things that are model note taking skills definition to the glossary. phrase that moved them
worrying about the that they did in lesson 1 and a word that captured
topic (students can participate in Small focus group: their attention (Ritchhart,
this, deciding on what is Teacher will read a Church & Mollison,
Green: things that are important/why) passage of information 2011, p. 207)
positive about the aloud and the children will
topic Lesson adapted from highlight the key words/ Discuss some of these as
Wing Jan, 2009, p. 133 phrases on the copy of the a class.
Yellow: things that text in front of them.
stop them in their Discuss each others
tracks and make highlighted words and
them wonder more why they have highlighted
them.
10. Joint construction Bingo: students will Guided writing: (Session Students will continue to Think, pair, share: The individual writing
of text
write down 7 words 4 from Wing Jan, 2009, work on the rest of the What are your strengths pieces from this task
We are learning to from the WWI p.134) model how the draft independently, with writing an will be assessed to see
plan and write a draft glossary on a piece information gathered by however discussion and information report? where areas of
of an information
report about WWI of paper. Teacher the class last lesson can be collaboration is permitted confusion are, which
will read out a series used to plan and write a to complete this task. What do you need more will inform future
of clues about the draft of an information practice with for writing planning. These writing
words and if the report. Small focus group: an information report? pieces will be added to
description matches Guided writing: Teacher their e-portfolios as
their word, they cross Use the information report will continue to work with Is there anything you are evidence of
it off template that was created the group, jointly still unsure of about understanding.
in lesson 5 as a guide to constructing the rest of the writing an information
organise and expand the information report, report?

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 dot points. however releasing the
responsibility more on to Discuss some of these
Model with the students the students in the process. reflections to the class as
how to construct a a whole.
paragraph, using the
template to guide what
should be in each
paragraph. Construct half
of the report together.

11. Independent Students will begin conducting their own writing for their information report about WWI. Students will create a plan of what they want
construction of
text to include in their report using the template and then use the What I know.what I need to know template adapted from Wing Jan,
2009, p. 127 to direct their research. Children will begin their research.
We are learning to write our
own information reports
about life during WWI

12. Independent Students will research, take notes and begin drafting their information report
construction of
text
We are learning to write our
own information reports
about life during WWI

13. Independent Students will continue drafting and editing their information report
construction of
text

We are learning to write our

own information reports
about life during WWI

14. Independent Students will publish their information report.

construction of
text
We are learning to write our
own information reports
about life during WWI

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Add your own extra tables as required.
NB: Add detail and/or sample resources in appendices
On a separate page write your rationale and justification in essay style. You may write in first person and use at least five high- quality literacy education
references in-text using APA referencing style. Include your word count for this section and reference list at the end.

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Appendix 1a:

1918 Bertie: On Tick English

ACTIVITY 3: THE HOMELAND EFFORT

Subthemes: Australians at war; Relationships

Discover
Prior to viewing the clip, talk with students about the era in which this episode was set. It was the time of the First World War (191418). Create a list of their responses
and understandings using these headings: Who, What, Where and When. As an extension of this discussion, students could consider what started this war and how war
affected the lives of those who fought and those who stayed at home.
Source: http://www.myplace.edu.au/teaching_activities/1918/1/on_tick.html?tabRank=2&idSubtheme=

Appendix 1b:

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Appendix 2a:

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Source: http://www.abc.net.au/btn/story/s4122668.htm

Appendix 2b:

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Source: http://www.abc.net.au/btn/story/s4221415.htm

Appendix 3a:

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Source: https://www.youtube.com/watch?v=htyue8xRS7M

Appendix 3b:

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Source: https://www.youtube.com/watch?v=j8HmPNgOC2Q

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Appendix 4a:
Source: http://www.teachersuperstore.com.au/product/english/understanding-text-types-posters/

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Appendix 4b:
Source: http://sixthgradetales.weebly.com/the-daily/venn-diagrams

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