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Year Level: 5
Orientation (introduction) in which the characters, setting and time of the story are
established. Usually the answers for who, when and where are provided in this part
of the narrative.
Complication and a series of events (middle) in which the situations, activities and
events involving the main character are expanded upon. These events are written in
a fluent and cohesive sequence.
Resolution (ending) in which the complication is resolved satisfactorily but not
necessarily happily.
Some narratives may include a reorientation in which either the characters or their
lives are described after the complication is resolved or the events of the narrative
are drawn together and a moral or message may be included.
Spoken
X
Read
X
Date:
Written
Viewed
Produced
X
3. Word level
Verbs
Adjectives
Adverbs
Conjunctions
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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)
Resources:
Maam (madam), superiors, servant, mucking out, convict, orphan, jail (goal),
aboriginal, slave.
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 235-236; EPISODE 21 English teaching resources
downloaded from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 21; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
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WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)
1. Building topic
knowledge
We are learning to
compare the life of a
child in different times
Picture Chat
Show the students
some pictures of
different children
from My Place
episodes.
Focus questions
What do you think a
childs life was like in
1808?
How is it different
from yours?
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)
Think-Pair-Share
After rewatching the clip,
students are to, in pairs,
complete a T-chart that
focuses on the differences
between their current life,
and the life of a child in
the 19th Century (See
Appendix 1).
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.
the 1800s.
green paper and cut them into the shape of gum leaves. The students will share their wonderings in pairs, and then to the classroom,
with the teacher guiding dialogue to assess deeper thinking. These gum leaves will be then added to the classrooms new Narrative
Gum Tree, which will be a useful resource from here onwards. [The class will contribute to the tree in each lesson, and students are encouraged to think of
things to add to the tree outside of literacy lessons. The branches of the tree will be key aspects of narrative (structure, setting, types of language used), and each branch will house
individual leaves (leaves on the language branch will have descriptive language, different types of tense, etc.).]
2. Building text
knowledge/Model
the genre
We are learning to
deconstruct a narrative
\We will conduct a Dictogloss activity, using the first two paragraphs of My Place Convict Children page (See Appendix 5) as the text
(Some words can be altered, such as herdsmen to farmers). Upon the second listen through, students will write down key words, and
then reconstruct their own summary sentences. These will be shared with the class, and the class can discuss any differences between
summaries.
Briefly mention the
clips we have
watched.
Focus questions:
Are the clips weve
been watching fiction
or non-fiction?
What is a narrative?
(students will have
prior knowledge)
What must a
narrative include?
As a class, we will
discuss the structure of a
narrative, using explicit
examples as evidence.
Some students will be
asked to share their
independent narrative
deconstruction with the
class.
The focus group will
share their text innovation
with the class.
Guided activities to
develop vocabulary or
specific language
feature
We are learning to describe
characters with adjectives.
Using a class set of texts, students will be assigned to analyse and explain different aspects of a narrative. These aspects include the
structure, the characters, and the setting. Students assigned to the same aspect of narrative can form groups to discuss what they think.
After a classroom discussion, the students will independently write or draw (or both) their ideas.
This work will be put on display on our Narrative Gum Tree.
To determine what makes an information narrative, students will be read both a narrative and information narrative. They are to
determine what the distinction is between the two. In pairs, students will complete a t-chart to note the characteristics of both narratives
and information narratives.
Generate discussion
on what makes a
narrative, leaning
towards descriptive
language.
Focus questions
Why are characters
important?
What can the author
do to help us imagine
the character?
As a class, we will
discuss the adjectives we
have used, as well as
compare our observations
with other students.
Students understanding
of narratives, in
particular, characters
and adjectives used to
describe them, will be
assessed through
observation and work
samples.
Guided
activities to
develop
vocabulary or
specific language
feature
We are learning to
strengthen our
understanding of
information narratives.
An anecdotal record
will be used when
assessing the creativity
of the focus group.
Furthermore, the
teacher can also assess
the level of thinking put
into the pros and cons
of information
narrative,
In a collaborative lesson, the teacher will scribe any sentence the child wants on the board. As a class, we will go through and change
the tense to present or past. This is to get the students ready for when they write their narrative. We are aiming for the spoken portions
of the text to be in present tense, and the remaining text to be in past tense.
Briefly discuss the
structure of a
narrative, focussing
on the resolution.
Focus questions
What is a resolution?
Does it have to be
happy?
What should a
resolution include?
5. Independent
construction of
text
With their understanding of what means an information narrative, students will be planning their own information narrative set in 19th
Century Australia. Students will be writing brief character profiles, using their knowledge of the era to create believable scenarios.
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Using all of their knowledge of the text structure and features of information narratives, alongside their narrative plans from the
previous lesson, students will draft, edit, and hopefully complete their own information narrative.
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Appendices
Appendix 1
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Appendix 2
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Appendix 3
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Appendix 4
Text 1
Text 2
Text 3
Setting
Characters
Orientation
Complication
Resolution
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Appendix 5
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