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Year Level: 5
Term: 4
Date: November 22
Weeks: 9-10
CONTEXT:
The students have previously
looked at narratives the previous
year. The students have
knowledge about the structure
and features of a narrative which
is a great foundation coming into
the topic of information
narratives. The students have
completed a pre-assessment on
narratives to show me how much
the students remember. The first
lessons look at the topic
knowledge of the 1800s and
bushrangers, while also learning
how to research. The session
then scaffold slowly to build up
to the students to be able to
create an information narrative
independently.
Grammar focus:
Sentence, clauses, phrases verbs,
adjectives, adverbs, conjunctions
Recognise that ideas in literary texts can be conveyed from different viewpoints,
which can lead to different kinds of interpretations and responses (ACELT1610)
Show how ideas and points of view in texts are conveyed through the use of
vocabulary, including idiomatic expressions, objective and subjective language,
and that these can change according to context (ACELY1698)
Understand how to move beyond making bare assertions and take account of
differing perspectives and points of view (ACELA1502)
Listened to
Spoke
n
Read
Written
Viewed
Produced
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,
Talking Buddies
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary,
5VIPs, Give One, Get One
Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 235-265; EPISODE 18 English teaching
resources downloaded on 1st of October 2014, from www.myplace.edu.au/. My Place website
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England, Victoria,
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
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)
Building topic
knowledge
We are learning
how to research
about the early
1800s and
bushrangers.
Building text
knowledge/Model
the genre
We are learning
that an information
narrative has
factual information
in it.
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
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)
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
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.
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factual information?
What information did you gain
about the characters, setting
and possible plot?
Building text
knowledge/Model
the genre
We are learning the
structure of an
information
narrative.
Guided activities to
develop vocabulary
or specific
language feature
We are learning
how to use 1st and
3rd person in
context.
Guided activities
to develop
vocabulary or
specific language
feature
We are learning
how to use
descriptive
language in
context.
3|Page
Joint construction
of text
We are learning
how to plan an
information
narrative.
Independent
construction of text
Reflecting on
language choices
4|Page