Shivon Bell S00134450

EDLA- Task 3 Literacy Planning Year 5

Focus and rationale for planning
Using the website htt:p//myplace.edu.au/home.html and the information from the Episode 23: 1788:
Waruwi Unit focus: English Year Levels 3-6 Episode clip: Colonisation. Subthemes: European settlement,
Aboriginal culture and way of living, differentiation between Europeans and Aboriginal people. The
episode was chosen as it shows the difference between Aboriginal people and the European settlers. It
evokes emotions about the topic of treatment of Aboriginal people, during this confronting time.
Throughout the unit of work, students will be working towards developing their narrative writing skills,
in order to write an information narrative

AusVELS
English
Reading and viewing
Understand how texts vary in purpose, structure and topic as well as the degree of formality
(ACELA1504)
Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to
learn and spell new words (ACELA1513)
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)
Identify and explain characteristic text structures and language features used in imaginative,
informative and persuasive texts to meet the purpose of the text (ACELY1701)
Writing
Understand that the starting point of a sentence gives prominence to the message in the text and
allows for prediction of how the text will unfold (ACELA1505)
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety
of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
Understand the use of vocabulary to express greater precision of meaning, and know that words
can have different meanings in different contexts (ACELA1512)
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
choosing text structures, language features, images and sound appropriate to purpose and
audience (ACELY1704)
Reread and edit student's own and others work using agreed criteria for text structures and
language features (ACELY1705)
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LITERACY / UNIT PLANNER
Topic: The encounter, episode 23, 1788 Waruwi

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and

mode

Listened to

Spoken

Read

Written

Viewed

Produced

Information
Narrative

1. Whole text structure of a Information Narrative

Introduction, introducing the characters, setting and time (who, when,

where)
Complication
Resolution

Language features for the text-type:

2. Sentence level:

Sentences

Clauses

Adverbial phrases

Adverbial clauses

Adjectival clauses

Adjectival phrases

Term: 4 Weeks: 2-9

Date: 6/10/14

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 Literacy Instructional Strategies: Gradual Release of Responsibility Model
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 Teaching
Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning,

3. Word level:

Verbs

Adjectives

Advebs

Conjunctions

(Wing Jan, 2009, pp. 236).

CONTEXT: Overview of series of lessons and background information

Throughout the unit of work students will explore the different perspectives
of the colonization. Students will explore the content by looking at the

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Shivon Bell S00134450

MyPlace episode around Waruwi and Dan, discussing how she may have
felt when she saw the Europeans and why she may not have understood
what Dan was trying to tell her.

Information books will be used to give students an understanding of what

life was like for both Europeans and Aboriginal people. This information
will also be useful for students when writing their own information
narratives.

Over a series of lesson, students will explore Narratives and the feature of
information Narratives so students will be able to create their own narrative
around the topic of colonization.

Students have some knowledge about European settlement and

colonization, however this is limited, so the unit should further students
understandings.

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 to identify factual information so we
can write an Information Narrative both as a group and independently
Learning behaviours: I need to think about what I have learnt about colonization in
order to use this information to offer ideas and participate in discussion
Success criteria: I know Im doing well if I can remember at least three important
facts about colonization

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)

Topic-specific vocabulary for the unit of work:

Aboriginal, Aborigines, Culture, Europeans, White ghost people, Governor,
Narrative, format, layout, adverbs, verbs, revise, edit, publish, punishment,
Information, Botany bay, The endeavour, first fleet, convicts, settlement, hostile,
Wiradjuri people, colony, settlers, New South whales, voyage, criminals,
establishment, freedom, Captain Arthur Phillips,

Resources:
Wing Jan, L. (2009). Write ways. South Melbourne.
Videos
Episode 23 English teaching resources downloaded on 21/09/14 from www.myplace.edu.au/. My
Place website www.myplace.edu.au Video clip Episode 23; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
Episode 24 English teaching resources downloaded on 21/09/14 from www.myplace.edu.au/. My
Place website www.myplace.edu.au Video clip Episode 23; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/

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Books
Morrissey, D. (1986). Ancient Australia (1st ed.). South Melbourne: Macmillan.
Jones, C. (2004). Back to Sydney Cove (1st ed.). South Yarra, Victoria: Macmillan Education.
Marsden, J., & Tan, S. (2003). The rabbits (1st ed.). [Vancouver]: Simply Read Books.
Graham, B. (1992). Greetings from Sandy Beach (1st ed.). Brooklyn, N.Y.: Kane/Miller Bk.
Publishers.
Boardman, A., & Harvey, R. (1997). The First Fleet (1st ed.). Australia: Scholastic Australia.
Website game
Funenglishgames.com,.(2014).Verb,Noun,AdjectiveGameforKidsEnglishWordTypeOnline
PracticeActivity.Retrieved8October2014,from
http://www.funenglishgames.com/grammargames/verbnounadjective.html
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle
and the literacy learning
intention or sessions focus )
We are learning to ...

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.)

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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)

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

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions
and summary to draw out the
knowledge, skills and
processes used in the
session)
Link back to literacy learning
intention and key points of
effective reading/writing,
speaking, listening and
viewing.

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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Shivon Bell S00134450

Session 1
Building topic
knowledge
The encounter, episode 23,
1788 Waruwi

KWL chart
Read out the poem,
Our Country, Their
Country. (Appendix
1)
Make a class KWL to
We are learning to identify Elicit students
the main points in a video knowledge on what
clip.
life was like in the
early years of the
colony. Students will
work in pairs and use
sticky notes to record
what they know (this
should be kept on the
board for the duration
of the unit).

2.Building topic
knowledge
We are learning to use
texts to gain knowledge
and deepen our
understandings.
3. Building topic
knowledge
We are learning to use
informational text to
understand the topic.

Modeled
Explain how to document
information in the viewing
sheet. Model how to
complete the activity
(Appendix 2: Student
Activity Sheet).
Before
Get students to briefly
write a few sentences on
the sheet and have a brief
discussion about
aboriginal culture and
colonization.

Think- Pair- Share

After
In pairs students will rewatch the short video and
they will continue to
complete the activity
sheet (Appendix 2:
Student Activity Sheet).
Each student is to record
their own explanations
on the sheet and then
explain what they have
written to their partner.
Small teaching group:
Students will watch
Episode 23(2) and will
take notes. Teacher led
discussion on notes taken
and insights gained.

Reflection Circle
Revise how to identify
the main points by
sharing four students
work. Make sure to ask
prompting questions
such as what makes you
say that?

Anecdotal notes
Sourced from
discussions as well
as written feedback
on student record
sheets (Wing Jan,
2009 pg 83)

Model how to provide

constructive feedback.
-How did they explain
their thoughts.
-Why is it important to
explain what we are
thinking
- What can we use
while watching a video
to summarise?

During
Watch the video Episode
23(1) and students are to
fill in the handout as they
are watching the video.
Students will continue to learn about colonisation and how it impacted the Aboriginal people by reading sections from the book
Ancient Australia by David Morrissey (Sections, the coming of Europeans, the effects of European settlement) after each section
it is important to have a brief discussion about what has been learnt. Students will be given a chance to think individually of some
of the key ideas from the information and to write these three key ideas down. Students will then pass their books to the right and
the person is to add to their key ideas (groups of 4-5 and about 2 minuets each time the book is passed). Small group of EAL
students will be orally talking about the key ideas from the book A discussion about the main ideas in the book will be held as a
class.
Students will read sections from the book Back to Sydney cove by Carol jones (population and culture, food, shelter, convict life,
governor and officers). Have a brief discussion about information from each section as a class. Students will add to the class KWL
with a partner, writing on sticky notes. A class Discussion will then be held with the new knowledge learnt. Students are then to
create a mind map with a partner around what they know of the colonisation and what life was like for aboriginal people in 1788.
A small group of EAL learners will make a similar mind map, using the application Popplet. These students can use pictures and
words to convey the meaning. The class will then come together and take ideas from the different groups, creating a class mind
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Shivon Bell S00134450

map, which will later be used for writing Information Narrative.
4. Building topic
knowledge
We are learning to explore
video clips in order to gain
an insight of what life was
like during that time
period
Session 5
Building text
knowledge/Model the
genre
We are learning about
narratives and what is
involved in a Narrative
Session 6
Building text
knowledge/Model the
genre
We are learning to identify
the main parts of a
narrative

Students will watch the episode 24(Dan) to see the cultural differences and deepen their understanding of colonisation. The
teacher is to model how to take notes while watching a video. Students will work in pairs talking about the video, prompts such as
why do you think Warauwi did not listen to Dan? Why were they trying to capture the dog? What is a word to describe how you
would have felt if you were Warauwi or Dan? A Class discussion will then held and a Word bank will be created.

The class will start the lesson by brainstorming features of a Narrative. The class will then start to read the book Rabbits by John
Marsden and Shaun tan. As the book is being read make sure to stop as asking prompting questions, such as who do you think the
writer is referring to when he says rabbits? Class discussion at the end of shared reading, comparing it to factual texts. The class
will also discuss. Students will then form literature circles made by the teacher to talk about the text and what they think it meant.

Brainstorm
Revisit the brainstorm
of what a Narrative is
and what we might see
in the Narrative.
Think Pair Share
Students will talk to the
person next to them of
what we need if we are
to make a narrative, Eg
setting, characters and
complication

Class Discussion
As a class make headings
for each part of a
Narrative
(orientation/ setting,
complication, series of
events, resolution and
reorientation).
A discussion of how a
narrative can be used to
convey both fictional and
non-fictional
information.
Shared Reading/
Modelled
Continue reading rabbits

Think Pair Share

In table groups students
will look at the book
Greetings from sandy
beach by Bob Graham
Students will use the same
headings, adding the
details of the text under
those heading. A
discussion in tables groups
should be held about why
students have chosen to
include what they have
under each heading.

Class Discussion
Students will come
back together as a
class, adding to the
headings. Questions
such as
-why do you think that
is the complication?
-Is there anything else
that we can add to this
-how is the
complication
resolved?

Assessment will be
based on
contributions made
to discussions about
what should be
included within a
narrative as well as
the observation of
students table group
discussions.

EAL:Guided Writing
A deconstructed Narrative
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7. Building text
knowledge/Model the
genre
We are learning to identify
the language feature such
as first and third person
and past tense.
Session 8
Guided activities to
develop vocabulary or
specific language feature
We are learning to identify
verbs in a sentence so we
know how to use them in
our writing.

by John Marsden and

Shaun Tan. As the story
is being read, stop to ask
questions so students can
add details under the
headings, and also
questions to elicit
students knowledge.

of the text Greetings from

sandy beach by Bob
Graham will be used, with
the headings
(orientation, complication,
series of events, resolution
and reorientation) Students
will be asked which parts
of the Narrative match the
headings and why.

(Wing Jan, 2009, pg244)

(Wing Jan, 2009, pg244)

As a class the book The first fleet by Ronald Harvey will be read. Students will be looking at the features of that text, in particular
the use of factual information. As an activity a photocopied page of the text will be provided and students are to highlight where
factual information has been conveyed (Wing Jan, 2009, pg 256). The teacher will be working with a small group of students who
struggle to identify the information within a text, these students will be identified from the previous lessons, where students have
had to select appropriate information. The class will then come together on the floor revisiting the mind map created in lesson
three adding more information about the first fleet and colonisation.
Shared reading
Continue reading the
first fleet by Ronald
Harvey.
Class Discussion
After reading the
book, write several
sentences from the
book and have
students first talk
about what they think
the subject and verb is
and then as a class

Think pair share

Have students talk to the
person beside them about
verbs they might include
in a narrative about
colonisation.
Modelled
As a class have students
list on a poster verbs
which they believe they
could potentially use in
their narratives. Aim to
prompt students to think of

Individual work
Have students write a
paragraph with as many
verbs as possible about
themselves.
Three word summary
When students have
finished they writing,
they are to read another
persons and write a
three-word summary,
using verbs.

Class Discussion
Students will come
together on the floor
listening to what
students have written
about themselves and
the verbs they have
used.

Note down the

students who
regularly added to
class discussion and
those who didnt.
Collection of work
The paragraphs
students have written
about themselves is
to be collected and
looked over to see
which students
understood how to
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Session 9
Joint construction of text
We are learning to write a
narrative, by exploring
many ideas that we could
write about.

underline the verb and

explain why they
think that is the verb
and the subject

verbs they wouldnt

regularly use and have
students who dont
regularly contribute to
discussion to join. (poster
is to be placed somewhere
easily seen so that students
can refer back to it when
writing their narrative)

Explain to students
that they are going to
write their own
Information Narrative
around colonisation.
They are to imagine
they are either an
Indigenous person or
European and write
about their life. An
event that either did
happen or one that
could have occurred
can be included and
this will be the
complication and
resolution to the
problem.

Modelled Writing
As a class pick one of the
ideas to base the story on
and create a storyboard
around this idea
(Appendix 3).

Revisit mind map

EAL: Modelled writing

As a group students will
write a paragraph, using
as many verbs as
possible, describing the
students in the group.
Each student is to have a
go at what they could
write or what could be
added to the sentence.
Once the paragraph is
made, students are to
read over it and underline
the verbs they have used.
Table Groups
Story starter cards. A
series of cards will be
made for the character,
setting and problem.
Students will be split into
groups of four to write a
narrative together using
the prompt cards. The
narrative
EAL students will be
working on the Ipads,
using the application
book creator to either
create their own story
around colonisation or
continue on from the
story created as a class.
Students can use picture,

add verbs into their

own writing.

Class Discussion
Students with their
group will present to
the class what they have
developed in their
narrative so far. The
teacher will aid EAL
students as necessary
when they are
presenting to the class.

Observation rubric
(Appendix 4) to be
used on how
students share their
narrative with the
class. For teacher use
only. Group narrative
will also be read
over and corrected
with feedback on
what was done well
and what needed
improvement.

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Session 10
Independent
construction of text
We are continuing to learn
to explore ideas and put
our thoughts of how we
will create a narrative on a
storyboard.
Session 11
Independent
construction of text
We are learning to write
narratives, adding detail as
we are writing.
Session12
Guided activities to
develop vocabulary or
specific language feature
We are learning to identify
adjectives in order to use
them in our own writing.

used in lesson three

and seven

recorded text or written

text to express their story.

Brainstorm ideas that

the story could be
based around, using
the information that
we have learnt about

(Wing Jan, 2009, pg244)

Revisit the previous lesson by looking at the brainstormed ideas. Discussion of new ideas that could be added to the list. Explain
that students are to now think of some ideas that they could write about (can use the ones on the list or think of another idea),
remembering to think of which perspective they are writing from. Students will first talk about their ideas for their story in small
groups of four or five giving constructive feedback to others and then they will explore their ideas further by putting their ideas
onto a story board.

Students will start to write their story that they have set out on the storyboard. Remind students to add detail to their work, making
sure it is not just a few sentences for each part of the story. As a class students will first look at an example storyboard, which will
be used to show students how they should use their storyboard to help their writing, not just copy from the storyboard. A small
grouped of EAL students will focus on using the application book creator on the Ipads. The teacher is to model how to use their
information from their storyboards to convert it to Book creator.
Teacher lead
discussion about what
an adjective is.
Students will play the
online game Verb,
Noun and Adjective
Game as a class.
http://www.funenglish
games.com/grammarg
ames/verbnounadjecti
ve.html

Modelled Writing
An example of work will
be used to show students
how to add adjectives to
their work. Together as a
class we will read the
example and have
discussion about where we
could edit our work to add
in adjectives.

Independent work
Students will work on
their Narrative, revising
it and adding in
adjectives where possible
EAL- Small group
Guided Writing
Re-define what an
adjective is and write the
example down on a piece

Class discussion
Students will share with
the class 2 adjectives
that they added in or
changed within their
narrative. If prompted
by the teacher they can
explain why they
changed/added in an
adjective.

Observation
Checklist
Assessment carried
out by reading and
highlighted changed
attempts to student
work. Whether there
was little/ no attempt
at change, a fair
amount if change to
the narrative or a
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Session 13
Independent
construction of text
We are learning to add
detail to our writing.
Session 14
Independent
construction of text
We are learning to
proofread our work as we
are reading and when we
are finished writing.

Think, Pair, Share

of butchers paper so
great amount of
Brainstorm
Students are to talk to
students can refer back to
change to the
Starting at the begging another person about
it. Students will chose an
narrative. This will
of the alphabet,
where they think we could adjective from the list
elicit how well the
students will
add in adjectives and what created as a class to
student revises
brainstorm as many
adjectives they may use.
create a sentence. As a
his/her own work
adjectives as they can. The pair will then share
group the students will
(Wing Jan, 2009, pg
A class list will be
with another pair.
come up with a sentence
81-82)
created so students
for the adjective which is
can refer back to this
to be written on the
list when needed.
butchers paper
Students will work individual, while the teacher works with a small group of students who need to add more detail within their
work. Within the small group the teacher will use a created an example of a narrative. Students are to read the narrative and a
discussion of how more detail could be added. EAL students will continue to work on the Ipads applications assistance will be
given as needed. Students are to then add detail to the story, talking about why they have chosen to add that, therefore showing to
edit work.
The whole class will start off by looking at an example Narrative. As a class students will proofread the Narrative, to make sure it
makes sense and to make sure the punctuation and spelling is correct. Students will continue to work on their narratives, while the
teacher conferences individually with students. If students have finished writing their narrative and have proofread it, they can
then swap their narrative with another student who has finished and share warm and cool feedback. The teacher will collect
Narratives once they have been published and will use the assessment criteria to asses students (Wing Jan, 2009, pg 251)

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Appendices
Appendix 1

Our Country, Their Country

Eleven boats came into the harbour
And men came onto the land
With funny hats and bright red coats
And guns in every white hand

The natives watched from a distance

They hid so they couldnt be found
The white ones had come to their country
Stomped boots all over their ground

The white ones shouted strange words

Lit fires to scare them away
Cleared trees to make way for new houses
Wiped out their ancestors graves

The bush was turned into a pasture

A pasture turned into a town
The natives did not get the reason why
The whites could just throw them out

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Appendix 2

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Appendix 3
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Storyboard

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Appendix 4

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Observation Rubric

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