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Eportfolio-Literacyplanner - Sam Updated Again-2
Eportfolio-Literacyplanner - Sam Updated Again-2
Year Level: 5
Information Narrative
Descriptive Language
Dialogue
Over a series ofsessions, we wi ll examine numerous narratives using strategies and writing
activities to prepare for the writing ofstudents own information narrative. Students will gain
skills through each lesson in the preparation to write their own. Students will explore the My
Place clips ofBertie 1918 and find out how life was in that era through different activities. The
independent construction ofthe narrative will have the students write about how life would be
for them living in that era. Through research students have gained factual information, which
they must weave through their narratives to make it informational. To consolidate textknowledge we will examine the structure ofa narrative, which includes an Orientation,
Complication and Resolution.
I do not anticipate any prior knowledge in the content. I am aware that children have very brief
prior knowledge about the structure offictional narratives from previous years, however not
information narratives.
Listened to
Term:2
Spoken
Weeks: 3
Date: 10/10/10
Read
Written
Viewed
Produced
Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
C omprehension Strategies: Predicting; Visualising; Making connect ions; Quest ioning; Inferring;
Det ermining important ideas; Summarising; Finding evidence in t he text; Underst anding new
vocabulary; Synt hesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect ;
Skimming and scanning; Five semiot ic systems: linguist ics, visual, audit ory, spatial, gest ural.
Q uestion types: self-quest ioning; 3 levels; (literal, inferential, evaluative); QAR
Thi nki ng Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One (refer Rit chhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Prom ote Engagement, Understanding, and Independence for All Learners. eBook online)
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inform ation narrative. I am doing very well if I can write the end product by the lass
lesson.
Resources:
Analysing
Checking
Classifying
Cooper ating
Consider ing options
Desig ning
Elabor ating
Estimating
Explaining
Gener alising
Hypothesising
Infer r ing
Inter pr eting
Justifying
WHOLE CLASS
Hook or Tuning In
(Identify a str ategy or a tool to help
activate pr ior knowledge and/or to
intr oduce the topic.)
Listening
Locating infor mation
Making choices
Note taking
Obser ving
Or der ing events
Or g anising
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 .
Refer ence to Wing Jan include page details )
Building topic
knowledge
World War 1
Read to
Students are read the
information narrative
of See Inside First
World War Rob
Lloyd Jones.
Think pair share
Students reflect on
what was read and
use think pair share
to share their prior
knowledge on WW1
and things that they
found interesting in
the story.
We are learning to
identify the facts
within an informative
narrative.
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. Bertie; EPISODE 10 English teaching resources
downloaded from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 10;
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
The Trenches: a First World War Soldier by Jim Eldridge
My Place English Resource EPISODE 10: 1918: BERTIE - English: teaching strategies
Reading
Recog nising bias
Reflecting
Repor ting
Responding
Restating
Revising
INDEPENDENT
LEARNING
(Extended opportunity for students to wor k in
pair s, small gr oups or individually on a set
task . Time for teacher to pr obe students
thinking or work with a small gr oup for par t of
the time . Refer ence to Wing Jan include page
details )
Seeing patter ns
Selecting infor mation
Self- assessing
Shar ing ideas
Summar ising
Synthesising
Reflection Circles
Revise key understanding
of finding the fact and
fiction within text by
sharing five students
work samples.
Discuss key points of
focus question having
read an information
narrative. Record the
groups responses
through a brainstorm with
the class, expressing
ideas.
Testing
Viewing
Visually r epr esenting
Wor king independently
Wor king to a timetable
ASSESSMENT
STRATEGIES
(should r elate to liter acy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/wor k)
Success criteria written for students to
know what the minimum expectation is.
Anecdotal notes
recorded during guided
writing with small
group about literacy
learning intention e.g.
differences between
fact and fiction.
Document students
abilities for choosing
appropriate facts and
fiction aspects of the
story on a checklist.
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Comment [A3]:
Comment [A2]: Task stated the each
session required the inclusion of
different types of literacy strategies
[2.5]
Comment [A4]: This is a sequence
of lessons (unit of work), this being the
first [2.2]
Comment [A6]:
Focus questions:
What did the author
need to know to write
the book?
What did you learn
from reading the
story?
What do you think
was factual?
What do you think
was fiction?
+1
Once t chart is complete
students will then pass
their books to the person
next to them. An
additional fact will be
added to their work.
Guided Writing
Read information narrative
together. Focus on student
understanding of the
concepts of fact and
fiction. Ask individuals
to share both a fiction and
fact from the reading.
Give an example of a
similarity of today
something as simple as
nurses still wear
uniforms Discuss how to
record thoughts on to their
Venn Diagrams. Students
complete their Venn
diagrams with guidance
from teacher.
Building topic
knowledge
Students will work in groups and collaboratively research at computers information on the era of 1918 including building on their war knowledge.
They are handed research questions in which they must complete (Appendix1 as guide) to show that they are on the right track. Students come
together as a whole class and build a KWL chart to explore what they need to learn further (using the information gained in previous lesson to
We are learning to find determine what the author needed to know to write the information narrative.
relevant factual
information in the
preparation of writing
an information
narrative
Building topic
Still images
knowledge
See Think Wonder using Think Aloud - Present photographs of the era 1918 as prompts for thoughts and a discussion. Students will
We are learning to
create identify
significant
information
orally discuss: How do you think it might have been living in 1918? Find out students wonderings from the images? Demonstrate how
to create important Headlines from the images of significant information. Students individually will write their wondering on post it
notes and they will be displayed around the classroom. Students will create their own headlines in relation to the images they have
viewed and share these with the class.
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Building text
k nowledge/Model
the genre
We are learning to
develop an
understanding of the
structure of an
information narrative
with a focus on
Orientation.
Building text
k nowledge/Model
the genre
We are learning to
develop an
understanding of the
structure of an
information narrative
with a focus on
Complication.
Building text
k nowledge/Model
the genre
We are learning to
develop an
understanding of the
structure of an
information narrative
with a focus on
Resolution
Students are shown the clip Armistice Bertie 1918 on the Interactive Whiteboard (IWB) and are briefly introduced to the structure of
an information narrative (after viewing many narratives in previous lessons also). informed that there is an orientation, complication
and resolution and we will be working on these for the next few lessons. This lesson of structure will focus on Orientation
(introduction) in which the characters, setting and time of the story are established. Students answer the who, when and where which
are involved in this clip as a whole class. In pairs they will read further information narratives and find the who the main characters,
people or animals, when the time in which it is set, and the where the place, setting of the story and the create their own
Orientation with their pair in relation to war time. Reflection: students come together and share their work to the whole.
Complication and series of events- the situations, activities and events involving the main character are expanded upon. Written in a
fluent and cohesive sequence. The complication can also be a problem.
Students are again shown the clip Armistice Bertie 1918 and are to list:
What is the problem in the clip? What might have caused the problem? How did it create the problems? What events happen in the
clip? They should think about what event or action happens to make the story scary, exciting or even sad.
They again work in their previous pairs to together create a Complication for their own story to match their Orientation.
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Characterisation
Building text
k nowledge/Model
the genre
We are learning to
create detailed
descriptions of
characters.
Reflection:
Compare the different
versions produced by
students and discuss the
techniques used to change
the audience response to
Mr Watson.
(My Place English
Recourse)
Compare the similarities
between the features of the
different characters
discussed earlier. Discuss
key points of focus
question. Record the
students responses using a
Venn Diagram.
Observation is taken
during small teaching
group with small group
about literacy learning
intention i.e. answers
from students, the
track they are on etc.
Record students
abilities to choose
appropriate
descriptions of
characters.
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Building text
k nowledge/Model
the genre
We are learning to
write a plot summary
of an information
narrative.
Plot focus on plot development by helping children create story maps after reading narratives.
Students will watch short film clips Bertie 1918 The impact of War. After viewing this students will create a story map. Students
will draw a map to show in sequence, the important places and events mentioned. This must include all significant events from the clip,
also indicating where and when the initial problem arose. Students will partner up and share their story maps, providing feedback on
how they may be improved or if anything should be additionally included.
Guided activities to
develop vocabulary
and text knowledge
We are learning to
identify facts within
a narrative.
Students are read the book The Story of World War One by
Richard Brassey. Teacher will begin a conduct a plot summary and spot the facts activity to demonstrate to the students how to
complete the activity. Students will move back to their table and finish this off individually. The children will write a summary for each
stage or section of the story - a summary of the plot - they have read and then list the factual information within each of the stages or
sections of the narrative. E.g German Zeppelins were made from cow intestines.
Guided activities to
develop vocabulary
and text knowledge
We are learning to
write dialogue for
characters.
Students are shown 3 still images (Appendix 2) from the clip Bertie 1918 Impact of war which display characters in different
situations. They use the think pair share routine to share their thoughts and ideas on the images. One thought is shared to the class
each. The children then individually revisit the images and must add appropriate dialogue that they think is appropriate to the picture.
Student come back together and students are chosen to read their dialogues.
Guided activities to
develop vocabulary
and text knowledge
We are learning to
use quotation marks
when writing direct
speech.
Dialogue
Students are read the
narrative The
Trenches: a First
World War Soldier
by Jim Eldridge.
While reading must
consider the
following focus
questions:
Who is talking?
Individual Task
Students will individually
write a dialogue between
two of the characters from
the story. They must
consider the focus
questions discussed
earlier, when planning
their piece of writing.
Small teaching group:
Jan, 2009)
Joint Construction
Teacher demonstrates the
how to write a piece of
dialogue briefly using
quotation marks and
present tense.
Teacher Modelling
Joint construction
Demonstration of how to
use the retell procedure.
After reading story,
teacher chooses different
students to retell parts of
the story orally and
records this on the board.
Short Clip
Students are shown a short
clip Bertie 1918 On
tick. Students must then
retell the clip in their own
words, with a focus on
adjectives to enhance
meaning.
Small teaching group:
Shared reading/writing
Revision of adjectives.
Who are the main
characters? What
adjectives can we use to
describe the character/s?
What happened at the
beginning of the clip?
How can we write this in a
sentence?
3-2-1 Bridge
Before reading the
narrative One Boy's
War
by: Lynn HugginsCooper, students
activating their prior
knowledge through
completing an initial
3, 2, 1 individually
on paper. Students
would write down 3
thoughts, 2 questions,
and 1 analogy on the
era of 1918 living
life in that time.
Read to
Students are read the
Reflection on students
thoughts in the 3-2-1
bridge activity. Gain
insights to students
thoughts on living in the
era of 1918.
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informative narrative
One Boy's War
Focus on adjectives
within the narrative.
How do these
adjectives make the
story more
interesting? What
other adjectives
could be used to
describe this event
character, setting? etc
Whole class
discussion
Discussion of the
facts in the narratives
and the structure in
which it is written.
List adjectives
Focus questions:
What did the author
need to know to write
the book?
What did you learn
from reading the
story?
What do you think
was factual?
What do you think
was fiction?
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Joint construction
of text
We are learning to
plan a whole class
information narrative
focusing on
orientation,
complication and
resolution
Text analysis.
Students are read the
story Over the Line
By Tom Palmer.
Students listen and
are instructed to try
and identify the
complication and the
events of the story
while they listen.
They can write short
notes if they like.
Shared reading/writing
Teacher leads discussion
A class discussion is
conducted to plan a whole
class information
narrative.
A discussion of the
structure is reviewed and
students remind teacher of
what must be included.
Students must include the
structural features
including Orientation,
Complication and
Resolution. They must
explain what each is and
what kinds of things
should be included.
Orientation
Where
description of
scene, Who Descriptions
Emotions
feelings, when Giving a time
connection like
day or year, or
period
Complication
(middle) What is
happening? Further
connection with
character feeling,
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thoughts, Problems
Who is causing
them? Why?
Resolution (end)Is the problem
fixed? Is there a
sad ending? Happy
ending? Problem
resolved? How?
Independent
construction of text
We are learning to
draft an information
narrative including
relevant factual
events.
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Appendix 1
Research Questions
1
2
3
the countries w ho w ere the 'allies' and those w ho w ere the 'enemy'
ages of Australian servicemen sent to w ar
number and percentage of 'conscripted' compared to 'enlisted' servicemen
4
5
6
7
8
9
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Appendix 2
Appendix 3
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Characterisation
1 List some unlikeable characters (villains) in books and films and give examples of ways in which the filmmaker or author makes the audience
respond to them in this way.
Unlike able book/film
characte rs
2 Look at the character of Mr Watson and rewrite this clip in order to make him a nicer character. Focus your attention on the dialogue and
directions for acting to convey this message to the audience. Present your new version of the scene to the class.
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