EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

1.

Outcomes
EN3-8D
EN3-6B
EN3-3A

Designing, Selecting and Sequencing Activities

Comprehension: Reading from the internet
- Shared reading of passage focusing of Sandy, Major
General Bridges horse before lesson commences
- Class discussion about the focus on animals in the text,
why this horse is significant to the novel and what the
horse symbolizes for soldiers
- Students to split into groups of 3 groups. Groups will have
a selection of two different websites to focus on relating
to the importance of animals during war time:

Resources
- Ipads
- Internet
- Work
books,
pens,
pencils

Assessment
- observation of
students
fluency when
reading out loud
- assessment of
written and
verbal
explanation of
the information
from website to
gain
understanding
of students
levels of
comprehension

- Assessment of
students ability
to comprehend
their part of the
text and where

https://www.awm.gov.au/exhibitions/forging/australians/simp
son.asp
https://www.awm.gov.au/encyclopedia/horses/sandy/
2.

Students read independently and write down

1. The main point of the passage
2. Two interesting facts they learnt
Students will then compare their understandings with
other group members
Students return to the carpet to share their findings with
the rest of the group
Students will discuss different language choices between
fiction and factual writing

EN3-8D

Jigsaw reading: The Red Poppy by David Hill

EN3-6B

EN3-3A

Before commencing the lesson, students will engage in

shared reading of The Red Poppy
Class discussion incorporating ideas from previous lesson

The Red
Poppy by
David Hill
Selected
pages form

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3.

about the connection between animals and humans in

war time
Students will work in pairs
Pairs will be given different sections of the book The Red
Poppy
Students read their part of the books in shared reading
activity before going on a hunt to find who have the
pages that come before and after
Once students have put the book back together in
chronological order students will discuss the process

EN3-6B
EN3-3A

Language features: Cloze passage 1 hour lesson

-

Teacher will show a modified section of the text that has

the emotive language, punctuation and formalities of a
letter omitted
Teacher will model reading the passage exaggerating
the monotony and lack of clarity when punctuation is
omitted
Class will discuss how the missing language features
make the sentence boring and lacking in meaning
Students will be given a new letter that has these
language features missing
Students work in partners and take turns in reading their
passage to each other
Students will then work independently to add the
structure of a letter, punctuation as well as meaningful

the picture
book

it fits in relation
to other parts of
the text

Modified
sections of
text
Pens,
pencils

- assessment of
choice and
justification of
punctuation and
emotive
language
choices
- observation of
students ability
to read fluently
and responding
appropriately to
punctuation

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

4.

and emotive language

Selected students to read their new passages with
expression
Teacher will have passage on white board on which
adjustments will be made in accordance with student
suggestions
Class discussion about the impact of vocabulary choices
and punctuation when reading a text

EN3-7C
EN3-6B
EN3-3A

Text type and comprehension: Literature Circles

-

EN3-8D
-

Discussion of the use of different text types within the

novel; letters, photographs, story telling
Students to all receive a passage containing a letter
which will be read together as a class through shared
reading
Students to break into groups of 6
Each student is assigned a role; passage picker, word
wizard, artful artist, summariser, connector, discussion
director (Holliday, 2008).
Students will complete the tasks required of their role and
then discuss their findings with the rest of the group
Students will come together as a class and discuss
similarities and differences between the findings in each
group

Copies of
selected
letter from
novel
Worksheet
to guide
individual
tasks for
each role

Listening to
students
explanation
of texts types
they have
noticed in
the novel
Assessment
of fulfilling
criteria of
their role and
level of
comprehensi
on
demonstrate
d in written
and verbal
explanations

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks