TEACHING

& LEARNING CYCLE

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

We are learning to ...

LESSON FOCUS ONE.

1. Building Topic
Knowledge
Dan 1788: First Contact

We are learning to
identify key words from
taking notes after
viewing a video clip.

2. Building topic
knowledge
We are learning to list
key facts and ideas to
form a summary.

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)

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)

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.

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.

Zoom In
Back to Back viewing
Meaning maker
Think- Pair- Share
Teacher can collect back to
Use the painting The
Predict what the video is about. Using PCs, students in pairs can In small groups (of 4 or 6), the back viewing activity sheet
Founding of Australia.
Model how to take notes and
re watch Dan 1788, episode 24 pairs of students can come
and analyse if students were
1788 By Capt. Arthur
identify key words.
(1) and take notes on the
together to share their
able to identify describing
Phillip R.N and An

activity sheet (appendix 2).
keywords and discuss.
words as well as list
engraving from
Use the back to back viewing
Each pair will identify key
Students can at this point add keywords.
"Australia: the first
activity sheet (appendix 2)
words that help describe the
to the activity sheet and then
Note taking skills.
hundred years", by

scene, characters or meaning of share with the whole class.
Andrew Garran, 1886
Using the video clip Dan 1788 the video clip
Teacher can help to discuss
(appendix 1)
Episode 24 (1), students can

any challenging words that

identify key words and
Small /EAL group:
came up.
What do you see?
complete the activity sheet.
Guided writing

What do you think is
Children can share their
Using Dan 1788, episode 24 (1), Encourage students to make
happening in these
responses after the what do
watch back and ask each
their thinking visible by asking
pictures?
you hear and then after the
student to write down
them to write or draw their
What makes you say
what do you see
keywords they hear that need
ideas before and/or after
that?

explaining. Explain each key
sharing.
What do you think about
word in context and discuss
this?

how to record ideas on the

back to back viewing activity

sheet.

Teacher will model the method of a Dictogloss. The teacher will read out a passage (Appendix 3) that will briefly describe the first fleet arriving at Botany bay in
1788, while students write their keywords/phrases and dates. This will be read out several times in order for children to take as many notes on the passage as
they can, before constructing the passage again using their notes. The whole class will compare their reconstructed dictoglosss and compare similarities,
differences, strengths and weaknesss.

3. Building topic
knowledge
We are learning to use
different texts to
explore and build on
our understanding of
the topic
LESSON FOCUS TWO.

1. Building text
knowledge/Model the
genre

We are learning to
review and identify the
structure of information
narratives.

Working in literacy groups, children may use the variety of resources available to them to explore and consider more about the topic What was life like for Dan
in 1788?. On the white board there will be a KWL chart, which will be divided into 3 sections: What we already know, What we want to know, and what we
found out. Students can write their responses to the questions posed on sticky notes in front of the class can put them on the board in their category while
explaining their ideas.

Read To
Display a large copy of an
information narrative
and teacher read aloud
while examining and
discussing the text. The
class will identify the text
as an information
narrative and discuss its
purpose.
Focus questions
What is the difference
between an information

narrative and other
narrative texts?
Ask children to identify
factual information in the
text.
Model a story map
2. Building text
knowledge/Model the The small teaching group
from last lesson will have
genre
already done a story
We are learning to
map, so they will be the
compose an
class experts. Using the
orientation of an
video clip Dan 1788
information narrative episode 24 (2), model a

story map. This will show
the orientation,
complication and
resolution to the video.
Focus questions
How did the author
begin? What information
did you get about the

Guided reading
The text will then be re read
and students with the teacher
will begin to deconstruct the
text. As a class they can
compile a class list about the
purpose, structure and features
of a information narrative.
Ask questions such as
What did the author need to
know to write this?
What would the author have
done before writing it?
How did the author include
factual information?

Story starter cards

Using the story starter cards,
(appendix 5) from Wing Jan, p.
244. Model the use of the story
starter cards in order to create
the character, setting and plot
for a story. As a class, create
some short stories that include
the information on the cards
drawn.

Focus on the orientation
(introduction)of the text, use
the story starter cards to help
set the scene and build the
ground for the story to evolve.

Whole class
Spot the facts
Individually, students can
complete the spot the facts
activity sheet (Appendix 4),
where children can write a
summary for each stage of the
information narrative. This will
help children to see the
differences in this information
narrative, by finding the facts in
the piece.
Small/EAL group:
Story map
Ask children to draw a map to
show, in sequence, the
important places and events
mentioned
Whole class
Finish the story
(Wing Jan, p. 244)
Individually, students can focus
on finishing the story of Dan
1788 episode 24 (1), but
instead of finishing the end of
the story, children will come up
with the beginning that we
didnt see. Eg, the first meeting
of Dan and Waruri. This will
include introducing the
character and setting the
scene, which are important
aspects of the orientation of an
information narrative.

Graffiti Wall
To demonstrate their new
understandings of the text
structure, they will create a
graffiti wall of words and
structural features of an
information narrative. This will
be kept in the classroom for
children to refer to.

The teacher can prompt with
the focus question

What is the difference
between an information
narrative and other narrative
texts?

Group sharing
In literacy groups, each child
will get to read their
introduction story that they
wrote for Dan and Waruri. The
small teaching group will get
to read their picture writing
story. Children can discuss the
similarities and differences
their stories had to each other.

Teacher to ask questions
What role does the
introduction play in an
information narrative?
What information to we gain

Observation of students in
independent learning and
share time. Can the
students identify the
structure of the text? Are
they able to identify factual
information in the text?
Record on a checklist.

Focus on childrens ability to

respond to the questions
What role does the
introduction play in an
information narrative?
What information to we
gain about the characters,
setting and possible plot?
Teacher can take notes on
each childs reply.

characters, setting and

plot?
What was the main
complication in the story?
How was the
complication resolved?

Small teaching/EAL group

about the characters, setting
Picture writing
and possible plot?
The group will be given a
photo and will need to
individually write the
introduction of an information
narrative based on what they
see in the photo.
Thinking about writers and stories (Wing Jan, p. 243). Children will complete a written questionnaire in which they will reflect on what they know about writing
3. Building text
knowledge/Model the a good story. They will answer the questions, what makes a good story? What is the most important thing an author needs to do in order to write a good story?
What does the Author need to do to create an interesting character? What does the author need to do to create images of the setting and characters in the
genre
readers minds? What do you think about yourself as an author?


LESSON FOCUS THREE.
Watch Video
Build a character
Using the Have a Guess (Wing Class discussion
The teacher will assess

Finding Bennelong First (Wing Jan, p. 246)
Jan, p. 260) activity, students
Discuss different types of
through direct observational
1. Guided activities to
encounters
The teacher will present the
will write descriptions of an
descriptive words used.
notes. How well can the
develop vocabulary or
(Ryde NSW, 2013)
class with a picture of a British
animal, without saying what
How do these words help to
students use literary devices
specific language
(Appendix 6) and they
marine, (appendix 7) as a class the particular animal is. This
develop a character?
to describe and develop
feature
have to answer
the students will develop a
will encourage students to
What do these words mean?
characters. The small

What do you see?
character for this marine.
think about the characteristics
Can you show me what these
teaching group will also be
We are learning to build How would you describe
Students should note the
and features of what they are
words look like?
assessed on their selective
on descriptions using
it?
characteristics of the person.
describing in order for a

use of describing words.
literary devices to
What makes you say
partner to be able to guess
enhance the characters
that?
what they are describing.
in our information
Small/EAL group
narrative.
Choose a character from Dan
1788 episode 24 (1). Use
descriptive language to
describe the chosen character.
Model the activity writing from Children in groups of 4 to
Group share
Teacher will assess through
2. Guided activities to Read to
Teacher will read three
another point of view with the
complete the activity writing
Students in their groups will
observation of their roledevelop vocabulary or
different short texts.
class. Chose a familiar story and
from another point of view,
present their short role-play to
plays that they successfully
specific language
(Appendix 8)The class will
as a class, change the point of
(Wing Jan, p. 245), where they
the class. Teacher will
changed the point of view of
feature
discuss what the
view to first person.
will take the video Dan 1788
question what it means to
the story. Students will also
We are learning to
difference is between the
Episode 24 (1) and write the
change the person/point of
be using correct point of
identify and switch
three.
story in first person in the point view and when this might
view and speaking in first
between different
Prompt and help children
of view of Waruri. Groups will
come into their own
person.
points of view.
to come to the idea that
rehearse the play to present to information narrative that

the three texts are each
the class. This will demonstrate they will be constructing soon.
different in their point of
that an information narrative
view.
can take different points of
How did you know I was
view in the same story.

LESSON FOCUS FOUR.

1. Joint construction of
text

We are learning to write
an information narrative
from the perspective of
an Aboriginal when the
first fleet landed.

2. Joint construction
of text
We are learning to
write an information
narrative from the
perspective of an
Aboriginal when the
first fleet landed.
LESSON FOCUS FIVE.
1. Independent
construction of text
We will develop our
information narrative
plan


2. Independent
construction of text

We are drafting an
information narrative

speaking in ? person.
What point of view would
I be talking in if I said
she, his, her, he?
Circle of viewpoints
(Visible Thinking, 2014).
As a whole class, explore
the perspective of an
aboriginal person who
has just seen the boats
arrive in Botany bay.
How do you think you
would feel?
How do you think the
people on the boat feel?

Think aloud
Brainstorm to write an
information narrative from the
perspective of an aborigine.
What language is appropriate?
What pronouns (I, you, me) will
you be using?

Use a storyboard to
demonstrate.

Whole class
Circle of Viewpoints wrap up
Reading each childs
Students can now individually
What new ideas do you have
information narrative as
write a short information
from writing from the
they are writing them,
narrative in first person based
perspective of an aboriginal
teacher should be looking
on the think aloud activity.
person?
for correct point of view, are
Students can look back on past
they using descriptive words
lessons for topic knowledge for The teacher can share 3-4
to aid in the development of
a factual account.
examples of students
characters, setting and
Small/EAL group
information narratives so far
problem.
Guided writing
Write the introduction to the
information narrative. What is
the setting? Who is the main
character? What language do
we use to write in first person?
Teacher and students work collaboratively (DEECD, 2008) to construct a well written information narrative. Identify structure, characters and language features.
Students individually continue to complete a short information narrative based on the think aloud activity.

Using a narrative plan (Appendix 9), students will brainstorm the characters, setting, orientation, event, complication and resolution for their information
narrative. Include the sequence of events to be included in the narrative. Try to match the facts with the appropriate events. Create a character profile, with
emphasis on descriptive words.

Jointly construct a draft of the orientation of the information narrative. Focus on the importance of writing a strong introduction, middle and ending. What
makes a good story?
The teacher will make the criteria known (Appendix 10), and students can use this to see that they are including all features of the text type.

3. Independent
construction of text

We are writing the final
draft and publishing our
information narrative.

Once the teacher has approved the draft information narrative, students will need to edit their work. They will produce a final typed piece on PCs that can be
published. The student can then draw a picture to help the reader make connections to their information narrative. The final class set of information narratives
will be published and bound into a class set.

This is expected to take 2-3 lessons for students to complete their final work

4.

Stduents will write in a reflective journal - a tool that allows students to reflect on and write about progress in their learning. They can identify and reflect on
successes and challenges. Teachers can gain information on what the student thinks and feels in a non-threatening way. (Victoria State Govenment, 2013)

Reflecting on
language choices