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ENGLISH

Assignment Two

Forward Planning Document


Template
Content Descriptions from the English Curriculum for the proposed year level

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and
integrate all three strands. Together, the strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking,
writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as
needed.

In Year 2, students communicate with peers, teachers, students from other classes and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary
purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and
digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models
for constructing their own work.

The range of literary texts for Pre-primary to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and
about Asia.

Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual
happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other
areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-
frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that
support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

Key used throughout FPD: The Writing Process


- Planning
- Drafting
- Conferring
- Refining
- Publishing
FORWARD PLANNING DOCUMENT –TEACHING THE TEXT FORM OF NARRATIVES (FAIRY TALES)
TERM/WEEKS: T1 W1- YEAR LEVEL: 2 LEARNING AREA/TOPIC: ENGLISH
10
WESTERN AUSTRALIAN CURRICULUM
WEEK/ W.A. LINKS SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON Lang Literacy Literature OBJECTIVE (what & how) EXPERIENCES (include timing)

Lesson One These code is carried out In this lesson, Diagnostic Introduction: Little Red Riding
through the unit students will be Assessment: - Teacher dressed up as a Little Red Riding Hood Hood Dress Up
Familiarising able to: o “What text type do you think I am from? (Narrative  Fairy Tale)
Language: Anecdotal Notes - Inform students
(Building Understand that different Objective 1 Objective 1: o Lesson objective: Explore fairy tales and their purposes.
Awareness of types of texts have Recall their Ability to recall o Success criteria: Record your knowledge of fairy tales at the end of the
Text type and identifiable text structures previous previous lesson using an iPad.
structure) and language features that knowledge of fairy knowledge on fairy - Fairy Tale Games to recall knowledge from year 1 (ACELA1453) Names of fairy
help the text serve its tales through tale. o Celebrity Heads tale characters
purpose (ACELA1463) games  Students are given a fairy tale character
 ‘Yes’ or ‘no’ questions asked until they guess their character
Literacy: Objective 2 Formative o Charades
Create short imaginative, Collaboratively Assessment:  Act out your favourite fairy tale character
informative and persuasive explore different  Class will try and guess their chosen character
texts using growing narrative texts Anecdotal Notes
knowledge of text structures Objective 2: Body:
and language features for Objective 3 Extension students - Classroom posters are observed and class work together to create new posters Poster paper &
familiar and some less Discuss the three and students who to introduce narratives Coloured pencils
familiar audiences, selecting narrative topics need support o Poster 1 – What is a narrative? What does it tell us?
print and multimodal that were recorded o Poster 2 – Types of narratives Children’s
elements appropriate to the explored, using the o Poster 3 – What needs to be included in a narrative? literature
audience and purpose recording function Fist of Five - Students split into pairs/ small groups (Stronger students mixed with students (Narratives)
(ACELY1671) on the iPad Objective 2: who need support to assist in reading and looking at texts)
Student - Students explore the books (narratives) given to their group Text: First
confidence - Class reading of the book Little Red Riding Hood Readers - Little
monitored o Students listen and think about the structure and components of the text Red Riding Hood
being read. (Illustrated by
Checklist - Class read next text (Fractured Fairy Tale) ‘Little Red Riding Hoodie’ Dubravka
Objective 3: - Explain fractured narrative Kolanovic)
Student
understanding Conclusion: Text: Little Red
tracked through - Students will be split up in 6 groups Riding Hoodie
the recordings of o Each group will be given one of the above poster topics and will speak into (Kel Richards)
the groups in the the iPad about what they can recall.
closure activity. o Each student will be encouraged to provide an answer/discussion iPad (x6)
o (If there is more time, each group can talk about all three poster topics to
enable the teacher to gain more information on individual student learning).
Lesson Two Literature: In this lesson, Formative Introduction: Text: First
Create events and students will be Assessment: - Recall prior knowledge: revisit the posters and fractured narratives Readers - The
Analysing characters using different able to: o Extension students  talk to the class about their poster Gingerbread
media that develop key Checklist - Inform students Man (Illustrated
(Discovering events and characters from Objective 1 Objective 1 o Lesson objective: Order and label a fairy tale. by Alessandra
& Building literary texts (ACELT1593) Order a narrative Correct knowledge o Success criteria: Correctly order and label a fairy tale. Psacharopulo)
knowledge of in the correct and ordering of - Read book: The Gingerbread Man - Students asked to think about structure.
text structure structure Children also shown fractured version (The Lamington Man) Text: The
structure) - Watch video: Short Story Elements Lamington Man
Objective 2 Exit Slip (Kel Richards &
Label the Structure Objective 2 Body: Glen Singleton)
of a narrative and Developed - Class discussion: Structure of a narrative. Refer to parts of the book when
highlight the knowledge of the discussing the following: Video:
components of three sections and o Orientation (Who, when, where?)  Beginning https://www.yo
each part their components o Complication  Middle utube.com/watc
o Resolution  Ending h?v=VDmhl-
o Key questions: SU5Yk&t=14s
 Where do we find the orientation? (Beginning)
 What is included in the orientation? (Who – characters, when – time,
and where – place/setting)
 Where do we find the complication? (Middle)
 What can we include in the complication? (What happened? What went
wrong? Who was involved?
 Where do we find the resolution? (Ending)
 What can we include in the Resolution? (How did the problem get
solved? Jumbled
- Ordering a narrative activity narrative
o Narrative cut up into sections, and students will correctly re-order the Scissors
narrative (See appendix 1 for example) Glue
 Extension  More complex narratives
 Support  More simple narratives & pair student with extension
student
o Once ordered, students label the orientation, complication and the Pencil
resolution, and highlight the components of each part Red Pencil
 Label orientation  Highlight characters, time and setting Highlighters
 Label complication  Highlight what happened and who was involved
 Label resolution  Highlight how the problem got solved

Conclusion: Exit Slip (Sticky


- Students and teacher: Brainstorm tricky words and add to fairy tale word wall note)
- Exit slip: Students quickly write down the structure of a narrative
Lesson Three Language: In this lesson, Formative Introduction: Video:
Identify language that can students will be Assessment: - Watch: The Three Little Pigs (Altered Story) https://www.yo
Analysing be used for appreciating able to: - Motivation game: Students throw a ball to each other around the class. When a utube.com/watc
texts and the qualities of Observation & student catches the ball, they say a describing word from the video. h?
(Expanding people and things Provide examples Anecdotal Notes o Extension students  Can develop similes or metaphors v=GqV0V6bV9Z
Vocabulary - (ACELA1462) of descriptive Objective 1 o Students who need support  Can say any describing words A
Language language Students quickly - Inform students
conventions Understand that nouns recall examples of o Lesson objective: Explore descriptive language and why we use it.
and features) represent people, places, Discuss the need descriptive o Success criteria: Use the descriptive language in their future lessons.
concrete objects and for descriptive language Text: First
abstract concepts; that language in stories. Body: Readers - The
there are three types of Objective 2 - Read the text: The Three Little Pigs (Original). Teacher and class work together to Three Little Pigs
nouns: common, proper and Implement Knowledge and write down all of the descriptive language they see. Creates a poster to assist (Illustrated by
pronouns; and that noun descriptive use of descriptive students during future tasks. Giuditta
groups/phrases can be language into a language o Examples (big, wide, bad, full, heavy etc.) Gaviraghi)
expanded using articles and pre-existing story - Same activity repeated with ‘The Three Little Wolves and the Big Bad Pig’
adjectives (ACELA1468) Formative o Fractured fairy tale structure and purpose revisited Text: The Three
Assessment - Class discussion: read a story without and with descriptive language. Ask Little Wolves
Literature: students to compare stories in a pair. and the Big Bad
Discuss the characters and Checklist: - Class activity: Students given another story without descriptive language. Pig by Eugene
settings of different texts Objective 3 Students fill in their own descriptive language. Trivizas
and explore how language is Appropriate - Fairy tale wall
used to present these knowledge and use o Structure and descriptive language added to fairy tale wall
features in different ways of descriptive
(ACELT1591) language in a Conclusion:
context - Students turn to their partner and say 5 describing words/phrases
o Extension – Students can utilise similes and metaphors
o Support – students can use a book to assist
- Students turn to their partner and describe a fractured fairy tale
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson 4 Language: In this lesson, Informal Introduction All fairy tale
Identify language that can students will be Formative - Motivation - Knowledge recall cards texts available
Familiarising/ be used for appreciating able to: Assessment: o for students to
Analysing/ texts and the qualities of - Inform students reference
Guided people and things Collaboratively and Thumbs up/down o Lesson objective: Complete the rotation activities.
(ACELA1462) effectively work in Objective 1 o Success criteria: Work collaboratively and efficiently.
(Text a rotation group. Students rate how
structure & Literature: well their group Body
expanding Discuss the characters and Explore fairy tales worked together. - Rotations last for 20 minutes
Vocabulary - settings of different texts deeper as they - Rotation 1
Language and explore how language is take part in Formative o Role Play Task Cards
conventions used to present these comprehension Assessment  Students given task cards and must act it out Props/Dress
and features) features in different ways and role play.  Gets students thinking from different perspectives Up’s
(ACELT1591) Anecdotal Notes  Eg, ‘The grandma ate the wolf’, ‘The pigs blew the wolf’s house down’
Create characters Objective 2  Extension (create own task card). Support (Provided with book or script)
and settings Knowledge of fairy - Rotation 2 Coloured pencils
through pictures tale narratives o Character portraits Paper
and descriptive implemented into  Student draw character and match the descriptive language to the
language. comprehension character Descriptive
and role play. o Extension (Students create own characters and words) Language cards
o Support (Characters and descriptions are provided) https://www.twi
Checklist: - Rotation 3 nkl.com.au/reso
Objective 3 o Setting Scenes urce/t-l-2396-
Knowledge of fairy  Students draw a setting and match the descriptive language to the fairytale-match-
tale narratives setting the-character-
implemented into o Extension (Students create own settings and words) to-the-
character and o Support (Settings and descriptions are provided) describing-
setting creations. words-activity
- Rotation 4
o Comprehension
Comprehension
 Allows students to explore the elements of fairy tales in a guided
Activities:
situation
https://www.twi
 Teacher sat with this group for first half of session (Provide support,
nkl.com.au/reso
extension and assessment process)
urce/t-l-53342-
60-second-
Conclusion:
reads-fairy-
- Stations packed up by students
tales-activity-
- Class discussion:
cards
o What was your favourite activity?
o What is your favourite fairy tale?
o Have a chat to your partner to see what you would do if you could create
your own fairy tale (conferring)
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall

Lesson Five Literature: In this lesson, Formative Introduction: Video:


Create events and students will be Assessment: - Watch video: Humpty Dumpty – Fixed Fairy Tales https://www.yo
GRRM: characters using different able to: - Key Questions: utube.com/watc
Modelled/ media that develop key Checklist o Which story about Humpty Dumpty did you enjoy the most, the first or the h?
Shared/ events and characters from Use their Objective 1 second? Why? v=zpnq5Hl8uwQ
Guided literary texts (ACELT1593) imagination to Knowledge of o What did you enjoy about the second story? (More detail & describing &list=PL3MTLsq
plan and draft their existing fairy tale words) kUSLp9qoo07_q
Writing Compare opinions about fractured fairy tale characters has o What makes a good story? TpP0PVVEQXo7
Process: characters, events and characters. shaped their new o Do you think authors plan before they write? 0&index=1
Plan settings in and between character. Apply o What would happen if authors didn’t plan?
Draf texts (ACELT1589) Use descriptive their
Confer language when understanding of Body:
planning and text structure. - Inform students:
Creating an drafting their o Lesson Objective: Plan and draft characters based on a fairy tale
Orientation character. Objective 2 o Success Criteria: Use the fractured fairy tale characters in the next lesson
for their Knowledge and
- Modelled writing session: Planning and drafting a fractured fairy tale character
fractured use of descriptive Text: First
o Teacher: use the books Goldilocks and the Three Bears, and Goldilocks and
narrative language is Readers -
the Three Koalas throughout the session.
(Who) appropriate. Apply Goldilocks and
 Model the difference between a traditional and fractured fairy tale
their the Three Bears
o Refer to visual cues on how to plan a character
understanding of (Illustrated by
 Break down the characters using text
language Xuan Thanh Le)
o Think-aloud’s used throughout session
conventions and
 “I need to give my character a name. How could I change the name of
features. Text: Goldilocks
the character but still have my audience know what fairy tale I am re-
and the Three
writing?” (Eg, ‘Purplelocks and the three horses’)
Work samples Koalas (Kel
 “What should my character look like? Remember that the audience
collected Richards and
should know what fairy tale I am changing” (Eg, purple hair, pink cloak)
Claire Richards)
o Shared Writing: draft sentences from planning
- Main task introduced to students Teacher script
o Create a fractured narrative  Completed over a series of lessons
- Students plan their fractured fairy tale characters through a shared writing
session (See Appendix 2) Character Map
o Students given a character map to assist in the planning process
o ICT alternative (Extension and support): Student
http://www.readwritethink.org/files/resources/interactives/storymap/ notebooks
- Guided Teaching: Students draft sentences to describe their fractured fairy tale
characters.

Conclusion:
- Confer with peers to refine their characters for their second draft
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson Six In this lesson, Formative By this lesson, students have a plan and draft of their characters. Text: First
students will be Assessment: Readers - The
GRRM: able to: Introduction: Ugly Duckling
Modelled/ Checklist - Key questions (Illustrated by
Shared/ Plan and draft their Objective 1 o What is a setting? Livia Coloji)
Guided fractured fairy tale Knowledge of o What makes a good setting? (Descriptive language, planning)
orientation based existing fairy tale - Drama task: Freeze frames – making scenes of fairy tales with bodies
Writing off of a fairy tale of orientations has - Read: The Ugly Duckling
Process: their choice. shaped their new
Plan orientation. Apply Body:
Draf Use descriptive their - Modelled writing: Planning and drafting a fractured orientation Teacher script
Confer language when understanding of o Teacher refers back to ‘The Ugly Ducking’ for support
planning and text structure. o Refer to visual cues on how to plan an orientation
Creating drafting their  Break down the setting using text
Orientation orientation. Objective 2 o Think-aloud’s used throughout session
(When & Knowledge and  “I am going to call my character ‘The Shining Swan’. Because I want my
Where) use of descriptive story to reflect the fairy tale I have chosen, I am going to base my story
language is on that.”
appropriate. Apply  “Lets change the setting to a large park”
their  Shared Writing: draft sentences from planning
understanding of - Main task introduced to students (Guided writing)
language o Students use chosen text to plan the orientation in a fractured format Planning Sheet
conventions and o Students given template to write events of the original orientation, then
features. create their own orientation (See appendix 3)
o ICT alternative (Extension and support): Student
Work samples http://www.readwritethink.org/files/resources/interactives/storymap/ notebooks
collected - Students: Draft sentences from their planning

Conclusion:
- Students discuss their ideas with their peers. Peer feedback is given.
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson Seven Literature: In this lesson, Formative By this lesson, students have a plan and draft of their orientation.
Create events and students will be Assessment: Text: First
GRRM: characters using different able to: Introduction: Readers - The
Modelled/ media that develop key Checklist - ‘Buzz’ type game played: Go around the room and say a word or phrase to do Emperor’s New
Shared/ events and characters from Write a Objective 1 with fairy tales (eg. Names of characters, books, structure etc.) Clothes
Guided literary texts (ACELT1593) continuation of the Continuation is - Text read to class: The Emperor’s new clothes (Deborah
climax of ‘The written with a o Teacher stops at “But the two tailors played a trick” Allwright)
Writing Emperor’s new knowledge of the o Question: What part of the fairy tale is this? (Problem)
Process: clothes’ structure and Text: Three Billy
Plan elements of a fairy Body: Goats Gruff by
Draf Plan and draft a tale. - Students will write a continuation of the problem/climax for 10 minutes. Nick Page
Confer problem for their - Students share their ideas (conferring)
fractured narrative Objective 2 - Modelled Writing: Planning a fractured problem Teacher script
Problem is o Teacher refers to ‘Three Billy Goats Gruff’’ for support
Problem Use descriptive efficiently planned o Refer to visual cues on how to plan a problem
Writing language when according to the  Break down the problem using text – identify problem
planning and correct structure. o Think-aloud’s used throughout session
drafting their Descriptive  “If the goats couldn’t get over the bridge, I am going to create a story
orientation. language is where the frogs couldn’t get over the pond. Do you see the
evident. connection?”
- Guided writing: Plan sentences for draft
Objective 3 - Shared Writing: draft sentences from planning
Knowledge and - Main activity: Students plan a problem for their story
use of descriptive o Students given a copy of their chosen fairy tale Wanted poster
language is o A wanted poster activity can help students to plan (See Appendix 4)
appropriate. Apply o ICT alternative (Extension and support):
their http://www.readwritethink.org/files/resources/interactives/storymap/
understanding of - Students draft sentences based on their planning
language
conventions and Conclusion:
features. - Students discuss their ideas with their peers. Peer feedback is given.
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Work samples
collected
Lesson Eight In this lesson, Formative By this lesson, students have a plan and draft of their problem. Text: First
students will be Assessment: Readers - The
Modelled/ able to: Introduction: Elves and the
Shared/ Checklist - Read: The Elves and the Shoemaker Shoemaker
Guided/ Plan and draft a Objective 1 - Teacher stops at “How can we help the elves?” (Illustrated by
resolution for their Problem is - Students given 5 minutes to discuss a resolution to this problem Gail Yerrill)
Resolution fractured fairy tale. efficiently planned o 5 Minutes to share responses
according to the Text: First
Use descriptive correct structure. Body: Readers - Jack
language when Apply their - Modelled Writing: Planning and Drafting a fractured problem and the
planning and understanding of o Teacher refers to ‘Jack and the Beanstalk’ and ‘Jacko and the Beanstalk’ for Beanstalk
drafting their text structure. support. (Illustrated by
orientation. o Refer to visual cues on how to plan a resolution Gavin Scott)
Objective 2  Break down the resolution using text – identify events
Knowledge and o Think-aloud’s used throughout session to model resolution planning Text: Jacko and
use of descriptive - Guided writing: Plan sentences for draft the Beanstalk
language is - Shared Writing: draft sentences from planning By Kel Richards
appropriate. Apply - Main activity: Students plan a resolution for their story through a drawing
their o Students given a copy of their chosen fairy tale Teacher script
understanding of o ICT alternative (Extension and support):
language http://www.readwritethink.org/files/resources/interactives/storymap/
conventions and - Students draft sentences based on their plan/drawing
features.
Conclusion: A3 paper
Work samples - Students discuss their ideas with their peers. Peer feedback is given.
collected - Students and teacher: Brainstorm tricky words and add to fairy tale word wall Coloured pencils
Lesson Nine Literature: In this lesson, Formative By this lesson, students have a plan and draft of their resolution. All fairy tale
Create events and students will be Assessment: texts available
Guided/ characters using different able to: Introduction: for students to
Independent media that develop key Checklist - Students finalise their play for 10 minutes. reference
events and characters from Collaborate with Objective 1 - Plays were practiced during drama
literary texts (ACELT1593) peers to produce a Students - Teacher: Guides the expectations and outline of the play Fairy Tale Scripts
play. collaborate and
work effectively Body: Props
Implement their with each other - Reader’s Theatre
knowledge of fairy o Students conduct class plays from fairy tale scripts. Students will form
tales into their Objective 2 groups based on fairy tale chosen. (All ‘Rapunzel’s’ together etc.)
play. Knowledge and  Puppets/props made previously in design & technologies class
use of structure o Develops structure knowledge before creating their second draft
and descriptive o Students in groups determined by how many characters per script
language is o Present in front of peers
effective and  Extension – Challenge student to perform without script
appropriate  Support – Carry script

Conclusion:
- Time will be given to confer with peers about the fairy tale
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson Ten Literature: In this lesson, Formative Introduction: Kahoot Quiz
Create events and students will be Assessment: - Kahoot quiz to recap the unit
Modelled/ characters using different able to: - Key questions
Shared/ media that develop key Checklist o What is a narrative?
Guided/ events and characters from Piece together Objective 1 o What is the structure of a fairy tale?
literary texts (ACELT1593) their drafts to form Students o What might I see in a fairy tale?
Putting their one second draft. effectively order o What words do I need to use when I am describing someone or something?
story Re-read and edit text for their drafts to
together spelling, sentence-boundary Confer with peers create their second Body:
punctuation and text to make necessary draft - Teacher modelled: Piecing drafts together Teacher written
structure (ACELY1672) changes and edits. - Teacher and student shared: Shared discussion to edit the draft draf/script
Objective 2 - Guided: Students put drafts together to create second draft with teacher
Make accurate and guidance
necessary changes - Students: Confer with peers to gain peer feedback on fractured fairy tale in
to their writing. discussion circle setting (Outside circle rotates around the inside circle –
Structure, students talk to many other peers)
language - Students: refine their ideas through editing.
conventions and
features are Conclusion:
evident. - In the next lessons, students will work independently to complete their fractured
fairy tales. These narratives will be published using an accordion book. Work
Work samples samples will be collected once finished. A rubric will be used to assess the final
collected fractured fairy tales.

Summative
Assessment:
Kahoot quiz used
to show student
progress over the
unit
Appendices

Appendix 1: Jumbled Fairy Tale Example Appendix 2: Character Map Example


Appendix 3: Template of Events Example (Orientation)

Original Characters What does the setting look like? What happens before the problem?
Good Evil

Your Characters What have you changed? What have you changed?
Good Evil
Appendix 4: Wanted Poster Example

Children’s Literature Used:

First Readers - Little Red Riding Hood (Illustrated by Dubravka Kolanovic)


Little Red Riding Hoodie (Kel Richards)
First Readers - The Gingerbread Man (Illustrated by Alessandra Psacharopulo)
The Lamington Man (Kel Richards & Glen Singleton)
First Readers - The Three Little Pigs (Illustrated by Giuditta Gaviraghi)
First Readers - Goldilocks and the Three Bears (Illustrated by Xuan Thanh Le)
Goldilocks and the Three Koalas (Kel Richards and Claire Richards)
First Readers - The Ugly Duckling (Illustrated by Livia Coloji)
First Readers - The Emperor’s New Clothes (Deborah Allwright)
Three Billy Goats Gruff by Nick Page
First Readers - Jack and the Beanstalk (Illustrated by Gavin Scott)
Jacko and the Beanstalk by Kel Richards