Brodiethulborn At3 Gavinthursday11am

EDLA309369
Literacy Education 2_2016

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
PART A: RATIONALE and PART B: LESSON PLANNING TEMPLATES
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text
RATIONALE
Within the series of five lesson plans, students in year 5 explore the 1918 chapter of the picture storybook My Place (Wheatley & Rawlins, 1987).
The 1918 chapter of My Place explores World War 1, where students will learn about this era through discovering facts, reports and letters during
this time. Over the lessons, students will be developing their sentence structure skills explored by the information report text type. This text type was
chosen to explore My Place as it allows students to organize and present factual information in a respectable form (Wing Jan, 2015).
Word Count Rationale: 95 Words
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EDLA309369 Literacy Education 2_2016

LESSON PLANNING
Literacy Unit learning intentions

In this unit we are learning to improve student abilities to write informative sentences, using facts, grammar and specialised vocabulary
within the structure of the description in an information report
Learning behaviours
I need to ensure that students are critically thinking and reflecting during discussion or question time
I need to re-word instruction to ensure students are on task
I need to ensure students understand through listening quietly and asking questions
I need to ensure students are working independently

I need ensure that students are working collaboratively when working in partners or groups
I need to provide constructive feedback to students to ensure they are learning the correct structure/information etc.
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LESSON 1
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
We are learning WHOLE CLASS FOCUS: Using read aloud, students listen to the teacher read Wheatley, N., & Rawlins, D. Assessment Type
to identify texts to hear/become familiar with specialised vocabulary (1987). My Place. Newtown: Rove, assess
specialised Australia: Collins Dove student
vocabulary TASK: Publishers. 1918 understanding of
within an Read 1918 chapter My Place, ask prompting question 1- discuss specialised vocab
information Read Appendix 1 on IWB, ask prompting questions 2-6 Appendix 1
report and Write specialised vocabulary on whiteboard Success criteria
understand why Appendix 2 for whole class
they are Students use specialised vocab to write under the headings what I
important know and what I want to know about WW1 in sentences in books Appendix 3 I am doing well if
Language I can put all the
All students play a game of bingo with teacher being the leader
features of this specialised vocab
(Appendix 3)
text type words into

sentences
examined in DIFFERENTIATION STRATEGY:
this lesson: In pairs students use Appendix 2 to put into simple sentences

Specialised OUTCOMES REQUIRED:
Vocabulary Students use and respond to unfamiliar specialised oral language
Students use and respond to oral language to communicate
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Teacher Read Aloud 1918 My Place page and information report, emphasise vocabulary and ask 1. What do you think the main idea of this chapter is?
prompting questions 2. What type of text is this? How do you know? What
features does it have?
3. What would you include in a description of an
information report?
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4. What is specialised vocabulary?
5. How does specialised vocabulary make an information
report more interesting?
6. Could you use this vocabulary to write an information
report about animals? Why?

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LESSON 2
Success
Criteria
We are WHOLE CLASS FOCUS: Using Read Aloud students are to identify descriptive sentences Wheatley, N., & Rawlins, Assessment Type
learning to to produce a readers theater performance D. (1987). My Place. Take notes on
make Newtown: Australia: adjectives, verbs
interesting TASK: Collins Dove Publishers. and adverbs used
sentences Discuss My Place 1918 image one leg man, ask prompting questions 1,2, 1918
using Watch video (Appendix 4), students take notes Success
adjectives, Play interactive game (Appendix 5) on IWB Appendix 4 criteria for
verbs and Discuss adjectives, nouns and verbs in video and game, ask questions 3,4 whole class
adverbs Appendix 5 I am doing well
Language if I can add an
In groups, create a readers theater on life in the trenches (approx. 30 sec.
features of adjective,
performance) with one student being the narrator, yelling out adjectives, verbs
adverb or verb
this text type and adverbs for humour to a noun in a
examined in sentence to
this lesson: DIFFERENTIATION STRATEGY: make it more
Students amongst groups peers, say at least 2 sentences in performance interesting and
Adjectives descriptive
Verbs OUTCOMES REQUIRED:
Adverbs Students use and respond to oral language to communicate
Students create oral language to inform peers of information and solve problem

Read Aloud/listen information from the video and game, asking prompting questions to ensure 1. What do you think happen to the brothers
understanding leg?
2. What do think happen in the WW1?
3. How would you describe living in a trench?
4. What do adjectives and verbs do to a
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sentence? How?
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LESSON 3
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
We are learning to WHOLE CLASS FOCUS: Using modeled writing, students are to Wheatley, N., & Rawlins, D. Assessment Type
transfer information write a descriptive paragraph on topic (1987). My Place. Newtown: Rove around classroom
from first person to Australia: Collins Dove and anecdotal notes
third person in an TASK: Publishers. 1918
information report Read/listen Appendix 6 Success criteria for
Discuss Something to be proud of sentence in My place Appendix 6 whole class
1918, emphasise that he could have written a letter to I am doing well if I
his family, ask prompting question 1 Appendix 7 include third person
Language features pronouns into my
Discuss main ideas, ask prompting question2,3,4
of this text type description
examined in this Model one body paragraph using appendix 6

lesson:
Students write descriptive paragraphs with partner using
Third person Appendix 7

DIFFERENTIATION STRATEGY:
Students will orally speak with a partner

OUTCOMES REQUIRED:
Students use and respond to oral language to
communicate
Students use oral language to convert into written
language

Teacher to use Modeled writing of description asking prompting questions 1. Why does Bertie have to be proud of his dad?
2. Why do we have to write in third person and not first person in
an information report?
3. What does it mean to write in third person?
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4. What type of words are considered as third person?
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LESSON 4
Success Criteria
We are learning to WHOLE CLASS FOCUS: Through joint construction, students and teacher are to Assessment Type
include facts in our construct a body paragraph of facts and statistics Wheatley, N., & Rove around
description section Rawlins, D. (1987). classroom and assess
to make our TASK: My Place. Newtown: each students draft
sentences more Watch Appendix 8, discuss, ask prompting questions 1,2 Australia: Collins through feedback
interesting Dictogloss with Appendix 9 Dove Publishers.
Joint construction of text on Google docs, ask questions 3-5 1918 Success criteria
for whole class
Language features I am doing well if I
Students use facts file to write paragraphs Appendix 8
of this text type can include 3 facts

examined in this within my
DIFFERENTIATION STRATEGY: Appendix 9
lesson: description
Students are to choose facts about the trenches, write description on

Facts and statistics Google docs
OUTCOMES REQUIRED:
Students use and respond to oral language to explore written language

Joint construction of text through fact files, asking prompting questions to ensure understanding 1. What did Bertie mean when its not
my fault
2. Why do you think Bertie wanted to tell
Ms Miller?
3. Why is it important to add factual
information to an information report?
4. What is the difference between a fact
and opinion?
5. How do you know if a fact is true or
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not? Multiple sources

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LESSON 5
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
We are learning to WHOLE CLASS FOCUS: Through a mini lesson, teacher and student revise Wheatley, N., & Assessment Type
create an language for students to then independently write body paragraphs Rawlins, D. (1987). Assess final piece of
informative and My Place. writing. Must include:
factual description TASK: Newtown: Specialised vocab
within an Read 1918 page 1 of My Place, discuss feelings Australia: Collins Facts and statistics
information report Mini lesson, discuss Dove Publishers. Writing in third
o Specialised vocab 1918 person
o Facts and statistics Adjectives, verbs
Language features
o Writing in third person
of this text type
o Adjectives, verbs
examined in this
Ask prompting questions
lesson:
Success criteria for
whole class
Students independently write description about World War 1 using
Paragraphs I am doing well if I write
planner
a description using at
DIFFERENTIATION STRATEGY: least 3 paragraphs
Write one paragraph about trenches
I am doing well if each

paragraph has its own
OUTCOMES REQUIRED:
topic
Students use and respond to oral language to inform teacher of new
knowledge

Mini Lesson based on revision of language features throughout the week 1. Why do you use paragraphs in an
Independent writing on language features focused on throughout the week information report?
2. What is the structure of a paragraph?
3. If you were the reader what would you
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expect to read about?
4. What should you include in a description in
an information report?
5. What makes a paragraph interesting for
readers?

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APPENDICES:
APPENDIX 1: Information Report
BBC Schools. (2014). Schools World War One: Causes of the war and the war years. Retrieved from: http://www.bbc.co.uk/schools/0/ww1/25365441
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APPENDIX 2: Vocab with images
Army Navy

Soldiers
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War Triple Entente

Triple Alliance 15


APPENDIX 3: Bingo Mats
*Can enlarge
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APPENDIX 4: Video
BBC (2014). News: World War 1- What was life like on the trenches? Retrieved from: http://www.bbc.com/news/uk-wales-29945941
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APPENDIX 5: Interactive Game
BBC. (2016). Bitesize: What was it like in a World War One trench? Retrieved from: http://www.bbc.co.uk/guides/z8sssbk#zwcccdm
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APPENDIX 6: Trenches Letter (Extract)
Source: http://www.nationalarchives.gov.uk/education/resources/letters-first-world-war-1915/trenches-swept-continually-shells/
As long as you kept your head down you were comparatively safe, so as it went on, this was where I had my first escape. I was on sentry duty for a couple of
hours, from 1am to 3am and was instructed to keep a sharp look out. I did not care for the idea of keeping my head above the trench and looking for beastly
Germans, however it had to be done, it was quite uncanny to watch the enemy trench which appeared somewhat like a black wave and only sixty yards in front,
then you would suddenly see the flash of their rifles and machine guns immediately after would come the report and nasty thuds on the sandbags which you
might be resting against. I fired about five shots at their flashes (the only target to aim at) then another two shells which lodged in the parapet either side of my
head leaving about 2 to 3 inches between me and certain death. I thought that near enough but it turned out that it was to have something nearer than that.
Our casualties here amounted on the average, to about two per day killed, of course, we thought it terrible at the time at least I did.

Early April saw us relieved by another division and we
were sent a few miles back for a well-earned rest, which
consisted of physical drill and a run before breakfast. The
remainder of the morning being spent in platoon drill
musketry drills. After dinner we put the cap on our rest
(why so called I do not know) by having a route march for
two hours. We spent a few days like this and were
dispatched with all possible speed to Ypres, here we went
in to support the Canadians and spent a most unpleasant
eight days, during which time we lost several hundred
men, nearly all my friends who came out in the same
draft and were killed or wounded, we had to retire, the
best part being that the Germans did not find this out
until two days after when we were more or less safely
bivouacking in a very pretty wood. We stayed here for
about a week; then we got to work again, digging reserve
trenches just behind the front line, building up parapets
which had been demolished by the enemys high explosive shells and such like, working all night and getting what sleep we could in the daytime. One morning
we were awakened by the most awful din, it seemed as though hell had broken loose, shells were falling like summer rain. And people have often told me in the
course of conversation it was raining shells and I admit I took it with a grain of salt, could not be possible I thought, but such I was surprised to find was possible
and actually taking place there about 3.30am. This bombardment started and about half an hour later, I, with three others, were ordered to start reinforcing. We
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went up in fours, it being considered safer that way, half a mile over open ground we had to do, this being swept continually with shells, to give you a slight idea
I can say the previous night, just in front of our reserve trenches was a beautifully green field, and the next morning it was as much as one could do to see any
grass at all, simply one mass of craters, varying in diameter from ten to twelve paces.

I had gone about half the required distance when a shell fell only a yard from where I was, the force of the concussion [explosion] pitched me several yards to
my left and I came down rather heavily, however I reached the first line without any further mishap, where we had to stay until midnight when we had to be
relieved again owing to not having enough me to hold the trench. Our honours were one V.C. (Victoria Cross), two D.S.O. (Distinguished Service Orders), one
Military Cross and one or two D.C.M. (Distinguished Conduct Medals).

The next day I paraded sick, my back paining me so much that I could not stand straight for a week after. I am now back with the regiment who are on the line of
communications. We are having leave shortly and if possible will pay a visit to the Audit office. Have you any news of Chichester?
Yours truly,
(Rifleman) E.H.C. Stewart

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Appendix 7: Transcript of Dardanelles: millions of flies
Source: http://www.nationalarchives.gov.uk/education/resources/letters-first-world-war-1915/dardanelles-millions-flies/
Dear Mr Welsh,
We were only out here a matter of a few hours before we went into the trenches; we were there for eight days and then came on to what is called a Rest Camp.
I suppose it is called that to distinguish it from the trenches because the men are at work all day road and trench making and it comes under both rifle and
artillery fire. We got here at 7 oclock yesterday morning and were shelled at 9 oclock.
In the trenches it was fairly bad, they are so narrow and smelly and one is being potted at and shelled all the time. A turn of eight days was really quite long
enough because it is strenuous work and even when you do turn in for a rest you have to be ready to turn out at once on an alarm.
The country is really quite pretty and just like the hills and valleys of South Wales, but there are no brooks or rivers. It rains hard for a month each year usually
about this time and then there is no more until the next rainy season. But although it is so gloriously sunny something is wrong with the place and it really isnt
as healthy as it looks. I think the flies have something to do with it as well as the heat and the still unburied dead bodies about. There are millions and millions of
flies here and they are all over everything. Put a cup of tea down without a cover and it is immediately covered with dead ones, they are all round your mouth
and directly you open it to speak or to eat in they pop. It is a game. We have all got nets of course, we should have been worried, no medicine by now if we
hadnt.
We get plenty of bully beef and army biscuits, but bread and fresh meat is still a luxury and it is not possible to buy anything. It must have been a No Mans
Land because there are no houses or buildings of any kind to be seen and except the flies, the only living things are green canaries and lizards.
We live in dugouts built up the reverse sides of the hills. They are just holes really, but all the same they can be made very comfortable with a bit of digging and a
few waterproof sheets. They are not shell proof by any means and the one I slept in during my first night here was knocked in completely by a shell pitching right
into it. Fortunately I was not at home at the time. We have another now and I must try and get a photo of it and let you see what it is like. I must send you one of
our
Mess dugout too.
Everything here is named after the Regiment responsible for the making or taking. For instance the road we made from our trenches to this camp is called New
Bedford Rd and the ridge we took and now occupy is called on the army maps, Bedford Ridge. I have just been filling in and colouring my map and find it is one
of the most, if not the most, advanced line of the lot. Standing on that ridge it is possible to see what a lot of country we have taken and now hold, but there is
nothing to get wildly excited about. Each position is strengthened as much as possible before another attempt is made to push on and the whole thing is just
steady progress. Something might happen suddenly, I only hope it does.
We have had some very big ships out here and they have been bombarding the forts heavily now for some few days, and there are cruisers, monitors etc.
standing in the bay helping the land batteries to shell the trenches. You see a flash and then wait a long time before hearing the boom and the shriek of the shell
passing over our heads, almost together, then look round quickly and see the burst of the shell in or over the trenches sometimes before hearing the explosion.
The first we know of shells aimed at us is the bang of the explosion, and it is too late to get out of the way. Three officers were laid flat on their backs the other
day without any hurt except to their dignity and farther on six men were buried without one being injured. It isnt always like that though.
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There is quite good bathing here when we can find time to go. As the beach is in full view of the enemy, and comes under their shell fire, it would not appeal to
the nervous. We never keep closer together than ten yards when we are undressing and swimming in hopes that the Turk will not consider one man worth the
price of a shell. We have had some casualties through the men keeping too close together, but after washing out of a teacup for a week or more it is worth a bit
of risk to get rid of some of the trench dust and smell and feel and look clean again. And really is the best bathing Ive ever had. The water is quite warm and
clear.
All the hospital work is done on board a ship that stands in the bay. If the cases are serious or lengthy they are transferred to one of the hospital ships that calls
daily and then go to either one of the bases or back to England. We land troops night or day in spite of the fact that they come under fire so it is possible for a
man to be on his way back wounded, by the same ship that bought him from the base, without ever having landed.
We had a grand voyage out. All the officers had either staterooms or 1st Class cabins and the food mostly was just the same as we should have had on an
ordinary cruise to India or Australia, wherever it is that the Cruise Line calls. The usual cabin stewards and waiters were in attendance and it was difficult to
remember that we were not exactly on a pleasure trip. We did enjoy those two weeks
Kind regards,
Yours sincerely,
H.W. Cronin, Lieutenant.
I am acting as captain until some of the others come back from hospital.
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APPENDIX 8: Video of My Place- Impact of War Watch up to 1.17 minutes
Source: http://www.myplace.edu.au/teaching_activities/1918/2/impact_of_war.html
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APPENDIX 9: Fact File
World War I was known by a number of different names. Other names for World War 1 include The War to End All Wars, The War of the Nations, WW1 and
The Great War.
8 million soldiers died in WW1 and 21 million were injured. 65 million troops were mobilized during the war, 8 million troops died and 21 million troops were
wounded. 58,000 British soldiers were lost on the first day at the Battle of the Somme. Chemical weapons were first used in World War I. The chemical
was mustard gas.
The United States only spent seven and a half months in actual combat. The U.S. was in the war in actual combat for only seven and a half months during
which time 116,000 were killed and 204,000 were wounded. In the Battle of Verdun in 1916, there were over a million casualties in ten months.
12 million letters were delivered to the frontline every week. Even during times of war, it only took two days for a letter to be delivered from Britain to France.
A purpose-built mail sorting office was created in Regents Park before the letters were sent to the trenches on the frontline. By the time the war ended,
over two billion letters and 114 million parcels had been delivered to the trenches!
WW1 journalists risked their lives to report on the war. The Government tried to control the flow of information from the frontline during the war and
journalists were banned from reporting. The War Office considered reporting on the war as helping the enemy and if journalists were caught, the faced
the death penalty. A handful of journalists did risk their lives to report on the war and the harsh realities that the soldiers faced.
The youngest British soldier in WW1 was just 12 years old. Over 250,000 underage soldiers were allowed to fight in World War 1. The youngest was a boy
named Sidney Lewis who was just 12 years old but lied about his age to join. There were many thousands of underage boys who enlisted and most lied
about their age. Some joined for the love of their country, while others did it to escape from the lives and the poor conditions they lived in.
It is estimated that there were about 2,490km of trench lines dug during World War 1. Most trenches were between 1-2 metres wide and 3 metres deep.
Life in the trenches was very difficult because they were dirty and flooded in bad weather. Many of the trenches also had pests living in the trenches including
rats, lice, and frogs. Rats in particular were a problem and ate soldiers food as well as the actual soldiers while they slept. Lice also caused a disease
called Trench Fever that made the solders itch terribly and caused fever, headache, sore muscles, bones, and joints.
Many soldiers living in the trenches suffered from Trench Foot. Rain and bad weather would flood the trenches making them boggy, muddy and could even
block weapons and make it hard to move in battle. The sustained exposure to the wet, muddy conditions could cause Trench Foot, which sometimes
would result in the foot being amputated. Cold weather was dangerous, too and soldiers often lost fingers or toes to frostbite. Some soldiers also died
from exposure in the cold
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REFERENCES:
Crosse, K. (2007). Introducing English as an Additional Language to Young Children: Practical Activities for Communication,
Language and Literacy. London: SAGE Publications Ltd.
Fidalgo, R., Torrance,M., Rijlaarsdam, G., Bergh, H., & Alvarez, M.A. (2014). Strategy-focused writing instruction: Just observing
and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41 (1), 37-50
Gibbons, P. (2002). Scaffolding language, scaffolding learning : teaching second language learners in the mainstream
classroom. Heinemann, Portsmouth, N.H.
Hahn, M.L. (2002). Reconsidering Read-Aloud. Portland, Maine: Stenhouse Publishers

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York: Routledge.
Hertzberg, M. (2012). Teaching English Language Learners in Mainstream Classes. Newtown, NSW: Primary English Teaching
Association Australia
McDonald, T. (2001). Classroom management: Engaging students in learning. South Melbourne: Vic: Oxford University Press.
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013 or 2015). Literacy in Australia: Pedagogies for engagement. Milton, Qld:
John Wiley & Sons Australia Ltd.
Victorian Curriculum and Assessment Authority [VCAA]. (2016). Victorian Curriculum: English. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=5
Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press
Wang, X. (2014). Understanding Language and Literacy Development: Diverse Learners in the Classroom. West Sussex, UK:
John Wiley & Sons Ltd.
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EDLA309369

Literacy Education 2_2016

Word Count Rationale: 95 Words

Literacy Unit learning intentions

I need to ensure students are working independently

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

APPENDIX 1: Information Report

War Triple Entente

Hahn, M.L. (2002). Reconsidering Read-Aloud. Portland, Maine: Stenhouse Publishers

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