English Mini Unit: “Reading is my secret power”

Duration of lesson: 5 x about 2hr

Year Level: 4 Term: 3 Learning Area: English
blocks
Year level description:
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should
balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening,
reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and
teachers will revisit and strengthen these as needed.
In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum.
They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the
primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories,
picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic
performances and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and
Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature,
including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over
several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing
complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language
features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that
need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed
text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews,
poetry and expositions.
Year level achievement standard/s:
Receptive modes (listening, reading and viewing):   By the end of Year 4, students understand that texts have different text structures depending
on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe
literal and implied meaning connecting ideas in different texts 
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for
particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating): Students use language features to create coherence and add detail to their texts. They
understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be
used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group
discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and
use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Student Prior knowledge:

Receptive modes (listening, reading and viewing)
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They
understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use
phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts
of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and
respond appropriately using interaction skills.
Productive modes (speaking, writing and creating)
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings
and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and
characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions,
providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters
and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure
and meaning. They write using joined letters that are accurately formed and consistent in size.
Learning objectives: By the end of the lesson the students will: (success criteria)
● Justify their learning and assess their learning through peer and self-evaluation through listening, speaking, creating and writing.
● Understand how the choice of meta language is used through the chosen text type to describe the text structure and language features.
● Know and understand how sentences can be enriched through the use of verbs and nouns to enhance the meaning of the text.
● Understand and identify how characteristic features are used in an imaginative test to meet the purpose.
● Show how they can work individually and collaboratively through reading, viewing and listening.
Over five literacy sessions the students will investigate the key elements of a narrative text; characters, setting, plot, point of view and language
through modelled, explicit, guided and shared instruction. In the end the students will create their own narrative piece that reflects the book week
theme of “Reading is my secret power” focusing on heroes and the essentials elements for a narrative story.

Learning intentions: (Written in language for the students to comprehend what they will know, do and understand…)
● Students will know and understand how metalanguage is used in the text to suit the purpose and context through looking at and engaging
in activities on narrative stories.
● Students will justify their thinking and responses when participating in chat stations, literature circles, exploratory talk, group dialogues
and rotation corners through listening, speaking, reading, writing, viewing and creating.
● Student will demonstrate and draw connections between the text and how to create, write and present their own narrative story.
Through modelled, guided and shared instructions the students are to write and perform their narrative story based on the 2019 book week theme
of “Reading is my secret power” focusing on heroes.
Strands of the learning Content Descriptors:
area:
Literature: Responding to literature: Use metalanguage to describe the effects of ideas, text structures
English and language features of literary texts (ACELT1604) 

Literature: Creating Literature: Create literary texts that explore students’ own experiences and imagining
(ACELT1607)

Literacy: Creating text: Plan, draft and publish imaginative, informative and persuasive texts containing key
information and supporting details for a widening range of audiences, demonstrating increasing control over text
structures and language features (ACELY1694)

Literacy: Interpreting, analysing and evaluating: Use comprehension strategies to build literal and inferred
meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
 (ACELY1692)

Language: Text structure and Organisation: Understand how texts vary in complexity and technicality depending
on the approach to the topic, the purpose and the intended audience (ACELA1490) 

Language: Expressing and developing ideas: Understand that the meaning of sentences can be enriched through
the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Cross-Curriculum Priorities and General Capabilities (only highlight the pertinent ones):
Literacy
Literacy: Literacy capabilities are highlighted across the entire mini plan through listening, speaking,
reading, writing, viewing and creating. The students are to develop and create narrative texts to
Numeracy
convey information, concepts and ideas relating to the theme of heroes.
ICT Capability ICT: ICT is embedded throughout the unit through the resources (I-pads, multimedia apps and
interactive whiteboards) to help students develop ideas and represent information about the topic.
Critical and Creative Thinking ICT will be used significant way to enhance and visually support their narrative text

Personal and social capability
Ethical Understanding
Intercultural Understanding
Aboriginal and Torres Strait Islander
histories and cultures
Asia and Australia’s engagement with
Asia
Critical and Creative Thinking: Critical and creative thinking is shown through the process of the
students investigating, posing questions, planning and organising information. Students evaluate and
link ideas from the wide range of narrative texts presented in small groups and whole class
discussions by questioning, clarifying ideas and justifying their responses.
Personal and Social Capability: Personal and social capabilities are shown when the students are
asked to share their opinions about the topic and open to listening to others through whole class and
collaborative group work activities.

Sustainability.
LESSON SEQUENCE Session 1 - Learning Intention: By the end of the first session, students should be able to identify the purpose
of the narrative theme of heroes and key elements of a narrative story through whole class, small group and individual activities.
 Timing Teaching strategies & Learning experiences Assessment Resources

INTRODUCTION
9 am Intro to Unit/hook: Dress up box.
The teacher is from the secret service association and she has
been notified that the class needs to help her with a mission of
creating a ‘snip it movie’ on “reading is my secret power.”
Using the dress up box the students are to choose an item to Assessment as learners - working
symbolise what character makes up their secret power to help collaboratively together to create
with the mission. and perform a drama piece to the
class. The students are actively
9.05am Postcard strategy/ freeze frame: listening, speaking and viewing.
(Students are familiar with the strategy)
In groups of 4, the students are to create a freeze frame of ‘hero Assessment for learning - the
in act’ to help with the mission. teacher will be observing the Camera.
● Once rehearsed, the teacher selects each group to freeze students to see if they are Thinglink app.
in a suitable pose to form the post card. actively creating, using their Interactive whiteboard.
● The teacher aid takes a photo of the students in action. imagination and communicating
As a whole class the students will guess what each character the with their peers.
students are in the post card.
The teacher will get the student to help her add the photos onto
the thinglink app and add a description of their postcard to create
a ‘snip it movie.’

DEVELOPMENT
9.25am Think pair share: Assessment as learner - in pairs Explain everything.
Connecting to the book week theme “Reading is my secret the students are sharing their Interactive whiteboard.
power.” In pairs the students are to discuss the following ideas on the book week theme
questions: through listening, speaking and
“Why do you think reading would be someone’s secret power?” writing.
“How would being able to read secretly help you?”
 “What can you do that others don’t know you can do? What is
your secret power?”
“What secret power does a hero have?”
As a whole class the teacher will invite the students to explain
their ideas to the class and write them on the white board. IPads.
Video Clips.
Research activity/ rotation corners: Matching worksheet (see appendix).
The students will be split into groups of 4 to discuss and research Assessment for learning- from See Saw app.
9.35am the different types of heroes. the teacher providing feedback Wonder woman:
● The Willing Heroes: Nancy Drew. and asking prompting questions https://www.dccomics.com/character
● The Unwilling Hero: Spiderman. on the matching worksheet. s/wonder-woman
● The Classic Hero: Wonder woman. Nancy drew:
● The Antihero Hero: Deadpool. Assessment as learners – http://www.nancydrewsleuth.com/nd
“What types of traits does your character have?” students will expand upon their 101.html
“How does society see your character?” fluency building and response to Spiderman:
“What character hero type is your chosen hero?” literature through writing, https://www.marvel.com/characters/s
In groups, students will cut out the matching worksheet by viewing, speaking, creating and pider-man-peter-parker/in-comics
matching the hero type to the description and glue it in their listening. Dead Pool:
English workbooks. https://www.marvel.com/characters/
The students will upload their matching sheets onto the seesaw deadpool-wade-wilson/in-comics
app.

Fishbowl: Assessment as learning -

9.55am (students have prior knowledge about the fishbowl teaching evaluation from the teacher
strategy). allowing the students to check
On the last rotation the groups will present their matching understanding and recall
worksheet to the class using the fishbowl strategy about their information from text through
chosen character. listening, viewing, speaking and
“What did you find out about your character?” reading.
“How is your character described?”
10.05am What type of hero is your character?”
“The Three Little Pigs” by David
 (Modelling) Read Aloud: “The Three Little Pigs” by David Weisner text.
Wiesner.

Elbow buddies/think pair share: Assessment as learners the elbow

Looking at the fiction narrative in pairs the students are to answer buddies/think pair share activity
the questions and report back to the class their ideas. allows the students to make
Model the book to the students. predictions about what a
10.15am “What is a narrative?” narrative story is and anticipate
“What is the purpose of a narrative?” the meaning of the text through
“What type of narrative is the Three Little Pigs?” visual, reading, speaking and
“What was the purpose of the Three Little Pigs?” writing.

Modelled writing/class discussion: Assessment for learners linking

From the book looking at the form of writing the teacher and to prior knowledge - students
students will create a mind map on the explain everything app of have learnt about narrative story
key ideas about a narrative story. “What elements do you think a reading and writing in year 3.
narrative is made up of?” Interactive whiteboard.
● Plot
● Different characters
● Writing
● Points of view (1st or 3rd person)
● Pictures
● Setting
● Language
● Themes

Modelled/explicit instruction overview:

The teacher will explicitly communicate the purpose of the unit
where the students will be creating a narrative story to entertain Assessment for learning - the
10.35am an audience (Peers and Parents) and learning to write in the teacher will use the individual English writing books.
narrative text structure. Students are to display their work writing task to see if the has Pens.
through multimodal piece (power point, song or iMovie: song, student deepen their
 video or song) and are to dress up as their character. The understanding of the process of
student’s narrative story will focus on the subject matter of narrative writing and lead up to
heroism. the final product.

Individual brainstorming:
After the class discussion students are to use individual writing
time to brainstorm ideas for their own narrative story piece,
focusing on the book week theme of “reading is my superpower”
focusing on a hero.
CLOSURE
10.45am Shared writing/ Word wall:  The visual word wall on the Explain everything app with Word
‘explain everything app’ will used throughout this whole unit. In walls.
each lesson words will be added to understand the vocabulary Interactive white board.
relating to elements of narrative writing.
● Recap: “What are some of the key elements that we have
discovered that makes a narrative?”
The students are to write the answers and add them to the wall on
the interactive whiteboard.
● The students can add book titles.
● The students can draw a picture.
● The students can add key elements to word wall “What
elements are included in a narrative?”

Catering for Content: Throughout the session the content is taught by connecting to their own personal experiences and interests of the theme of book
Diversity: week with “secret power” through reading, viewing and listening to an imaginative text and multimodal resources of websites on different
(provide heroes.
accommodati Process: The students learning is developed through drama, flexible grouping, rotation corners and researching. This can be seen through
ons/ listening, creating and viewing. This session is focused on sparking the student’s excitement, engagement, prior knowledge and curiosity
modifications regarding the unit focus on heroism.
for any Product: The students are demonstrating their learning through creating and speaking a freeze frame, short movie, writing on word wall,
particular matching worksheet and mind maps.
students’ Diversity:
needs… ● A teacher aid will help the students who struggle with low cognitive ability and EAL/D.
● Drama is used to support EAL/D and kinaesthetic learners.
● Multimodal resources and books are used to support visual learners.
● Teacher model reading by interacting with the text to make meaning.
● Having flexible grouping of mixed learner and the same type to support and extend students.

Session 2 - Learning Intention: In the second session students will be looking at characters in narrative text and analyse
characteristic features and vocabulary that can be used in a narrative. By the end of the lesson, students should have an outline for
key characters they wish to include in their narrative writing piece and how sentences can be enriched through verb groups.
Timing Teaching strategies & Learning experiences Assessment Resources

INTRODUCTION
11am Modelled Read Aloud: How to Train Your dragon. Read first Assessment as learning “To Train Your Dragon” by Cressida
chapter. -literacy practices expand on Cowell.
narrative texts by exploring and (Teacher copy)
Shared writing: Read first “How to Train Your Dragon”, first looking at the linguistic
11.10am chapter. The teacher and students will create a mind map and features.
list on the explain everything app of the different characters:
“List the characters in the story” Assessment for learning- shared
“What words are used to describe the character/s? What writing helps the students
adjectives are used to describe the character/s?” writing skills through co-
“What are the characters feelings and thoughts? What type of construction. By listening,
sensing verbs are used?” viewing and speaking the
students can concentrate on the Explain everything app.
meaning making as the teacher Interactive whiteboard.
writes the words.
 DEVELOPMENT
11:25am Visual: https://www.youtube.com/watch?v=WI0mSEzttx8 Video: “I need a hero.”
The teacher will play the visual video from Shrek 2 outlining English book.
the different characters. While watching the video the students Pens.
are to listen, write and think about the following questions
11:30am about a hero: Assessment for learning - Resources
“What words are used in the song to describe a hero?” The teacher will move around ● Character map (see appendix).
“What verbs are used?” (Eg: Strong, brave, fast). the room, observing, giving ● Pens and paper.
“Do you agree with the words used describing who a who is? guiding instructions and will ● Checklist (see appendix).
In their table groups the students are to discuss their thoughts. use a checklist to monitor the
students’ knowledge. the
Chat stations:   In groups of 3-4, each group will have a character map is used to
character from the Shrek 2 video by David Walliams. There compare characters from the
will be five stations around the room with 5 different same video. The students are
11:40am characters. The students are to read information about their describing a character from the
character and fill out the character map; video and presenting evidence
“How might the character be acting?” to justify.
“What is your character feeling?” Exploring how language is used
“How do other people see them?” (Hero, villain) and analysing literature through
“How does your character behave and what does your viewing, listening, speaking
character do?” and writing.
“What does your character look like?” Draw a picture.
Shrek 2 Characters:
● Donkey Assessment as learners - The
● Shrek students will participate in a
● Prince Charming group feedback task through I-pads.
● Princess Fiona peer assessment and evaluation See saw app.
● Puss in Boots by sharing their character
● Fairy God Mother findings.
Response to literature through
speaking, listening and
viewing.
 Presentation/class feedback discussion:  In a whole class
discussion 1 students from each group will explain their Assessment for learning -
findings about the character to the class.  As a class peer Working on to improve their
feedback will be given about the character they presented, what own oral fluency and learn a
12:00am they liked/disliked about the character and/or what they like valuable lesson.
about their interpretation.
The teacher will hang their character maps on each chat station Assessment as learners - guided
on the wall around the room. reading provides opportunities
The students are to take a photo of their character map and for students to question others,
upload to the see saw app. give and receive feedback and
monitor their own The Super Hero Showdown readers
Guided reading: understanding. theatre:
In groups of 5, the students are to engage in readers theatre/role https://www.teacherspayteachers.com/P
play using the Superhero Showdown by All Star Resources. roduct/The-Super-Hero-Showdown-
12:10pm The students can see that heroes are all around us and not just Readers-Theatre-1849224
in comic books. Assessment as learners the
There will be a dress up box for the students to become, engage think pair share activity allows
with the characters and entertain the group. the students to make Video: “Story element characters.”
connections from the video to
Video: https://www.youtube.com/watch?v=Aq4jnZfnKS4 the traits of a hero.
The teacher will play the short video about characters to
display a visual to the students’ what elements are displayed to
12:20pm create a character. Assessment for learning -
linking to prior knowledge from
Elbow buddies/ think pair share: the video and think pair share.
After the video is played the students are to chat to their
partner the following questions about what a hero may be:
“What is a hero?”
12:25pm “What traits might a hero display?”
“Who is your hero?”
Think back to the Shrek 2 video and the verbs used to describe
a hero. Assessment for learning - the
 teacher will use the individual English workbooks.
Making a character: writing task to see if the has Pens.
After the students have discussed their ideas with their elbow student deepen their
buddy the students are to draw a character that displays the understanding of the process of
12.30pm traits of a hero that may be included in their narrative story. narrative writing of
characters and understanding
the process leading up to the
final product.
Teacher/Teacher aide works
with in small group with less
Individual brainstorming:   experienced writers. English workbooks.
Students are to use the following questions to brainstorm ideas pens.
for characters in their narrative story.  Student will add their
character ideas to their story concept:
12.40pm “What does your character they sound like?”
“What are your character's feelings or thoughts?”
“How do other people see them?”
“How does your character behave and do?”
Draw a picture of what your character may look like.
CLOSURE
12:50pm Shared writing/Word Wall:  The visual word wall on the Word wall cards.
‘explain everything app’ will be used throughout this whole Explain everything app.
unit. In each lesson words will be added to understand the
vocabulary relating to elements of narrative writing.
Recap: “Name some key terms we have talked about today
relating to characters?”  
“What are some examples?”
“What describing words such as verbs and adjectives can we
use in our narrative stories?”
● The students are to write the answers and add to the
word all. Resources:
● The students can add a character to the word wall. ● “The great bear book”.
 Explain to the students that verbs are used to entertain the
reader in narrative writing. Show the narrative poster.

Guided writing:
The teacher will take a few students to participate in a guided Assessment for learning -
writing circle. The students will read the last pages “The great Guided writing will help the
bear” book with just pictures and no words. The teacher will students to create simple
help guide the students to create a small passage to support the sentences or small passages.
picture represented. The students are listening, ● “The Three Pigs” by David
Individual writing: viewing, reading, writing, Wesiner.
While some students are in a guided writing session the speaking and creating to
experienced/gifted students are to visit the pages 11-15 with deepen to develop their learning
just pictures and no words in “The Three Pigs” text by David and independent composing.
Wiesner. The students are to write and create their own
sentences to support the picture represented.

● English workbooks.
● Pens

Catering for Content: In this session the students are engaged in learning about characters and characteristic features through visuals using multimedia
Diversity: through viewing and listening, creating through different texts and videos.
(provide
accommodati Process: Learning is developed through flexible grouping with mixed and same abilities to extend and support learners, chat stations by
ons/ speaking, the teacher model reading by interacting with the text to make meaning through listening and viewing. Learning is demonstrated
modifications throughout the session by engaging in a role play/guided reading, guided writing and shared writing to extend on the students understanding
for any of hero characters.
particular
students’ Product:
needs… ● The students demonstrate their learning through character map to support their understanding.
● Speaking and listening by giving a presentation to the class on their chosen character.
 ● Students are engaged in shared writing by writing and creating a mind map to extend their learning.
● The students are creating and drawing characters that reflect their own ‘hero’ interest.
Diversity:
 The teacher aid will work with a small group of students in guided writing, group and individual activities with students who are low
cognitive abilities and EAL/D. Separate activities are used to extend gifted students.
 Kinaesthetic and visual learners are catered through the role play activity of acting and viewing different types of visuals.
 Mixed grouping and same grouping are used to support and externed all learners.

Session 3 - Learning Intention: We will be analysing the impact of a setting within a poem.
Assessment By the end of the lesson, students should be able to develop the outline of their story following on from characters and developing the
setting of their individual writing piece.
Timing Teaching strategies & Learning experiences Assessment Resources

INTRODUCTION
11am Read Aloud: POEM Note taking: Investigable tool
-Student close their eyes and visualise the poem to identify preconceptions or
11:10am My neighbor's dog is purple - Jack Prelutsky gaps within understanding.

Informal Collaborative Learning Groups Assessment as learners - the

“What does the term “setting” to mean within a text?”   students will participate in an
“What are our 5 senses?” informal collaborative learning
“What/how do we see, hear, feel, smell?” activity which they share their
ideas and understandings.
 DEVELOPMENT
11:20am Shared writing/Brainstorm: Teacher and Teacher aide rotate IWB
Educator re-reads the poem around the classroom, 5 senses Graphic Organiser
- My neighbor's dog is purple - Jack Prelutsky observing and guiding
Class participation answers to the following questions. instruction
● “What do we see?”
● “What do we feel?” Assessment for learning -
● “What do we smell?” Teacher/Teacher aide note and
● “What do we hear?” observe student responses. The
● “What do we taste?” teacher can check to see if the
students are using prior
Synonym race: knowledge and prior activities
11:40am Students are to think of as many alternative words as they can for the to answer the questions
five senses they have already chosen. successfully.
See:
Feel: Teacher/Teacher aide works
Smell with in small group with less
Hear experienced writers
Taste: Video Clip:
https://www.youtube.com/watch?
Importance of a setting video: v=30CPmgVQNks
https://www.youtube.com/watch?v=30CPmgVQNks

Art activity: Developing a setting.

Students recreate the setting within the poem on an A4 piece of
paper. English writing journal
Students utilise coloured pencils to enhance the mood/tone of the 1:1 Conference while the class
work individually. Teacher/Teacher aide: Assistance
12pm setting. for less experienced writers to
Opportunity to identify learning
goals for supporting and guide and support brainstorming
Group Dialogues/rotations: ideas
Students are provided a 5 senses graphic organiser they can paste in extending learners.
their writing journals. Educator models how to correctly use and Students reflect on their work
 effectively complete the 5 senses graphic organiser. regularly through self and peer
Students rotate in groups to stations where they have sensory assessment and decide what
items/activities to stimulate ideas they may incorporate into their their next learning will be.
story to make the story entertaining and bring it to life.
Assessment for learning -
Guided writing will help the
Tiered activity: students to create a simple
Students brainstorm an idea for a setting for their narrative story. sentence to support their
The setting should accompany their story and character ideas. setting.
Students follow the below guiding questions to develop their setting.
Where? Place of the setting. Assessment as learning helps
When? Time of the setting. students to take more
Who? characters within the setting. responsibility for their own
What? What is happening within the setting? learning and monitoring future
Why? Why have you selected the setting? directions.
Support students/guided writing: The teacher will help guide the
students to create a sentence to summarise their setting.
Extended students: The students are to individually create a
sentence summarising their setting.

Synonym Story Development

Students are to change the words within their previously developed
setting sentence to make it more exciting.
Supporting: Provided word list for identifying synonym
development opportunities.
Extending: independent working, Higher vocabulary and sentence
structures.
CLOSURE
12:45pm Shared writing/ Word Wall: Assessment as learners the Word walls.
  additional words will be added to the word wall to further develop elbow buddy’s activity allows Interactive white board.
students' understanding of the vocabulary relating to elements of students to anticipate make
 narrative writing. meaning of the vocabulary
-Discussion on key terms relating to setting?” through visual, reading,
Students write answers (Elbow buddies for assistance) and add them speaking and writing.
to the wall.

Catering for Content: In this session students learn about setting and characteristics through viewing and listening where they will develop and create
Diversity: an outline of their story by forming ideas of where and who will be within their entertaining narrative.
(provide
accommodati Process: The learning process is guided through the implementation of brainstorming, reading and modelling a poem, shared writing,
ons/ viewing videos, Group dialogues through speaking and listening, word wall and the creation of an artwork.
modifications
for any Product: Student produce an artwork piece which reflects their narrative planning as well as develop their vocabulary through the
particular continuous broadening of the word wall.
students’ Diversity: The lesson assists learners in developing imagination and understanding of the text through visualisation, connecting to the
needs… student’s previous experiences and interests. Resources such as physical manipulatives and graphic organisers assists and supports
Kinaesthetic, visual, dyslexic and EAL/D learners.

Session 4 - Learning Intention: In the fourth literacy session the students will be identifying the text structure and plot of narrative
texts. The students will understand how the texture structure can vary depending on the topic. By the end of the lesson students
should be able to outline an orientation, complication, events & climax and resolution that can be used in their own narrative text.

Timing Teaching strategies & Learning experiences Assessment Resources

INTRODUCTION
11am Modelled reading/read Aloud: “The Lorax” by Dr Seuss. Assessment as learning - “The Lorax” by Dr Seuss.
modelled reading offers (Teacher copy)
provides opportunities for
students to construct meaning
from the text they hear.
11:10am Modelled writing: Assessment for learning linking
Using the interactive whiteboard, the teacher and students revisit the mind to prior knowledge - revisiting
map created on the explain everything app parts of narrative writing from the mind map from the
previous sessions ie; idea, the setting and the characters. previous literacy classes.

Interactive white board.

Explain everything app.

DEVELOPMENT
11:15am Explicit Teaching:  The teacher will explain the next part of narrative
writing is looking at the Plot; the structure of the text.

Video clip/ Cornell approach strategy: Assessment for learning -

11:20am While watching the video in their English books the students are to divide Teacher/Teacher aide walk Video Clip: “Plot elements”
their page into two columns key words (name) and notes (definitions). around the classroom and https://www.youtube.com/wat
Definitions of the 6 key terms of the texture structure of the plot: observe student response. The ch?v=WH5jlkK4aUI
● Orientation/exposition (Beginning) teacher can check to see if the Cornell approach (see
● Rising action/ Complication (Middle) students are listening, viewing appendix).
● Climax (turning point) and writing. Cornell approach English books.
● Falling action enhances the student’s Pens.
● Resolution (End) comprehension and retention of
the information from the video
The students are to colour code the different structural elements: through writing.
-Blue: orientation.
-Green: complication. Assessment as learners - by
-Yellow: climax. listening and speaking the
-Red: falling action. students will have an
-Orange: resolution. understanding of what makes
up a plot text structure in a
 Group feedback strategy: narrative story. The students
From watching the video, the students are to participate in a group feedback will participate in a group
11:30am task to speak and share their findings of the key terms of the plot the class. feedback task. Resources:
“What is an orientation in a narrative story?” “The Lorax” pdf by Dr Seuss:
“What does the rising action mean?” Assessment as learners - the https://www.chrisrossarthur.c
“What happens at the turning point?” teacher will draw upon mode: om/uploads/3/8/5/9/38596187
“What is included in the falling action?” text structure of the book to /dr._seuss_the_loraxbokos-
“What happens in the resolution?” help students organise their z1.pdf
writing. The teacher plans the ● peach photo app.
story by using the “5W’s” and ● Interactive
“how” as the students listen whiteboard.
Shared writing/ whole class discussion: With the class identify these key and watch the text.
text structure elements in the Lorax:
11:40am ● Orientation: The beginning of the story that introduces the setting,
characters and the plot
● Complication (conflict): the problem experienced by the characters.
● Climax: turning point of where action starts during the character
finding a solution.
● Falling action: steps the characters faces to resolve the conflict.
● Resolution: characters finding a solution to the problem which leads
to the ending.
On the interactive whiteboard use the peach photo app to record the answers.
You can do this by taking a snapshot of certain parts in the Lorax book and
write a sentence or two about the key elements. Assessment for learning - The
teacher will assess by
Tired activity -Group Work (extended learners):  In groups of 4, the observing and rotating around
students are to read and view “Ninja Red Riding Hood” and identify the text the room to see if the students -“Ninja Red Riding Hood” by
structure. Each group will use the ‘Explain Everything’ app on their iPads to gain a deeper understanding of Corey Rosen Schwartz.
12:00pm explain the text structure. the narrative text structure -Video:
They can add photos, text, drawings, audio, and video to explain the areas through story mapping. https://www.youtube.com/wat
above. The teacher can remind students that they can use the book to remind ch?v=O7sxzY_mQVM
themselves of the beginning, middle, and end. -Explain Everything app.
 -Seesaw app (already set up).
Tiered Alternative activity (support learners)/guided writing: -Ipads.
Students are given 5 pictures from the book that represent the plot structure
and five sentences that representing the plot. The students are to view the Assessment as learners in
video to gain an idea of the structure. literature circles the students
The students need to cut these out and order them and matching the words are communicating, creating,
and pictures together. Students are to glue their completed sequence into collaborating and critically
their English workbook. thinking about the plot.
The students are learning
At the end of the task the students are to upload their work to the ‘see saw’ through peer evaluation and
app either as a document or as a photo. assessment through group
discussions. -The Chronicles of Narnia:
Literature circles:   The Lion, Witch and the
(Students have prior knowledge of the Literature Circles teaching strategy). Wardrobe by C. S. Lewis
12:15pm Students will be split into groups and discuss the developing plot of the story book.
chosen for your group. Video trailer:
● Adventure/fantasy: The Chronicles of Narnia: The Lion, the Witch Assessment as learners - the https://www.youtube.com/wat
and the Wardrobe by C. S. Lewis. students will participate in a ch?v=pYcGFLgJ8Uo
● Transformation/ fantasy: How the Grinch stole Christmas by Dr hot seat activity by sharing -How the Grinch Stole
Suess. their chosen text about their Christmas by Dr Suess book.
● A Contest: Charlie and the Chocolate Factory by Roald Dahl developing plot. The students Video trailer:
● Sci-fi/fantasy: Journey to the centre of the earth by Jules Verne. respectfully are listening and https://www.youtube.com/wat
● Mystery/overcoming evil: Harry Potter and the Chamber of secrets by speaking. ch?v=YQV5Pr7pWtM
J. K. Rowling. -Charlie and the Chocolate
The students are to watch the video trailer of the book on the I-pads. In Assessment for learning - the Factory by Roald Dahl book.
groups, students will share their thoughts. teacher will use the individual Video trailer:
writing task to see if the has https://www.youtube.com/wat
Hot seat interview/ class discussion: student deepen their ch?v=OFVGCUIXJls
12:30pm In a class discussion the 1 student from each group will take turns in the “hot understanding of the process of -Journey to the centre of the
seat”, answering questions posed by the students and the teacher. narrative writing the plot earth by Jules Verne book.
“What is your story about?” structure and understanding Video trailer:
“What themes are involved in your story?” the process leading up to the https://www.youtube.com/wat
 “What is the developing plot of your story?” final product. ch?v=iJkspWwwZLM
“Why do you think the plot of your is about that?” -Harry Potter and the
“Can you give us an example?” Chamber of secrets by J.K
Rowling book.
Individual brainstorming:  The students will use this time to outline their Video trailer:
narrative structure. The students can colour code the key element plot https://www.youtube.com/wat
12:35pm structure (like in the modelled writing). In their English workbooks the fill in ch?v=1bq0qff4iF8
their ideas and combine them with their setting and characters from previous -English books and pens.
sessions. -Ipads.
-Chair.

English workbooks.
Pens.
CLOSURE
12:45pm Shared writing/ Word Wall:  At the end of the lesson the students and Word wall cards.
teacher are to add vocabulary relating to the text structure of a narrative text. Interactive whiteboard.
● Recap: “What are some key terms we have talked about relating to Resources:
the narrative text structure?” ● “The great bear
The students are to write the answers and add them to the wall on the book”.
interactive whiteboard.
● Add the plot structure to the word wall.

Guided writing (revisited):

The teacher will take a few students to participate in a guided writing circle.
The students will read the last pages “The great bear” book with just pictures Assessment for learning -
and no words. The teacher will help guide the students to create a small Guided writing will help the
passage to support the picture represented. students to create simple
Individual writing (revisited): sentences or small passages.
While some students are in a guided writing session the experienced/gifted The students are listening, ● English workbooks.
students are to visit the pages 11-15 with just pictures and no words in “The viewing, reading, writing, ● Pens.
Three Pigs” text by David Wiesner. The students are to write and create their speaking and creating to ● “The Three Pigs” by
own sentences to support the picture represented. deepen to develop their David Wesiner.
 learning and independent
composing.

Catering Content: In this session the students will be learning about the text structure of a narrative story through reading and viewing different text
for types, listening and viewing visuals and demonstrate how it can be used in their own narrative text.
Diversity:
(provide Process: The students learning is developed through modelled writing, tiered activities (to support and deepen their understanding) and hot
accommoda seat interview by exploring the elements of the story mountain/plot developments. The students can critically think about what plot
tions/ development they may like to write about as the activities foster developing ideas and personal interests. The students learning is further
modificatio developed through word walls and literature circles about different plot types. Revisiting guided writing will help to support the students to
ns for any extend their knowledge of creating a narrative story.
particular
students’ Product:
needs… The students learning is developed through identifying the features of a narrative using the Cornell approach strategy and identify features they
may implement within their own narrative story. During individual writing/brainstorming learners develop and create their own sentences
through the assistance of visual images.

Diversity:
● The teacher aid will work with a small group of students who are struggling with the concept of writing.
● Caters for visual, dyslexic, EAL/D learners through guided writing and visuals.
● Dyslexia, EAL/D, visual learners are supported through colour coding the different text structure elements.
● Collaborative group work through listening, speaking (oral fluency and vocabulary) and deepen their knowledge in mixed ability
groups and same abilities.

Session 5 - Learning Intention: During lesson 5 the students will look at the perspective of the narrator and the language utilised to tell
 the story.
By the end of the lesson the students will decide how they will narrate for their individual narrative and identify language to enhance
their writing.
Timing Teaching strategies & Learning experiences Assessment Resources

INTRODUCTION
9am Read Aloud: Assessment for learning
The Narrator is the person telling the story or perspective in which the -Observations and Note
story is written. Today we are going to look at the element of taking: Investigable tool to
viewpoint of the narrator within the book The wolf Story: What identify preconceptions or
really happened to the little Red Riding Hood - Toby Forward. gaps within understanding.

Comparison Watch: Little Red Riding Hood

https://www.youtube.com/watch?v=LDMWJCrDVMI

Class Vote: Book:

Which story do you believe? Description: an entertaining fractured
fairy tale that replays the story of
Following Discussion Questions: Little Red Riding Hood from the
“Who is the narrator in this story?” wolf’s point of view. The book
“How do you know?” showcases different points of view
“How does the narrator make you feel?” through a familiar fairy tale most
“What does he/she look like?/Sound like?” learners will engage with as they most
“What evidence allows us to understand his/her viewpoint?” likely have some prior knowledge.

Little Red Riding Hood

https://www.youtube.com/watch?
v=LDMWJCrDVMI
IWB

DEVELOPMENT
9:10am Character Map:
 Students select and describe a character from The wolf Story: What
really happened to the little Red Riding Hood - Toby Forward and Word wall cards
provide supporting evidence to justify the characters features and Teacher aide rotate around
descriptions. Students include character speech bubbles which include the classroom, observing and
specific words as evidence where the narrator showcases their guiding instruction
viewpoint.

The Secret Life of Pronouns: Teacher and Teacher aide

Class re reads The wolf Story: What really happened to the little Red rotate around the classroom,
Riding Hood - Toby Forward. observing and guiding
9:20am Students “SHHH” every time they hear a pronoun within the text. instruction

Pronoun Activity/guided writing Assessment for learning -

Students are given, newspaper articles (school newsletter) where they Guided writing assist
are to highlight the pronouns. students to identify the
This will be modelled, guided and then students are to independently correct pronoun. The
attempt to highlight the following pronouns within the text as they are students are listening,
gradually guided through the process. viewing, reading, writing,
speaking as they deepen to
9:30am Word Wall develop their learning, English Writing Journal
Additional words to place on the word wall in relation to Viewpoint, understanding and
First person, Third Person, Narrator, ‘I’ and ‘me’ and, ‘he’, ’she’ and composing of their
‘they’ individual narrative.

9:40am Modelling writing:

The wolf Story: What really happened to the little Red Riding Hood -
Toby Forward “Page 5”. Teacher/Teacher Aide work
Educator models the activity to the class and defines each of the with less experienced group
nouns, adjectives, verbs and adverbs. of writers.
Highlight the following:
9:55am ● Nouns - blue
 ● Adjectives - yellow
● Verbs - red
10:05am ● Adverbs – pink
10:15am Students attempt the following page (scanned/ printed resource).

Synonym Race:  
Students have 1-minute to think of as many alternative words as you
can for:
- Bad
- Big

CLOSURE
10:30am Exploratory Talk Assessment for learning - Word wall cards.
Class social interaction allows partners to engage critically but Guided writing and Interactive whiteboard.
constructively on each other’s ideas.   discussions of their work
will assist students to create
Students Develop language to add emphasis and imagery to your simple sentences or small
writing plan. Students are to further enhance their ideas for the passages. The students are
narrative piece. Students collaboratively provide feedback to one listening, viewing, reading,
another to identify language features which will add emphasis, writing, speaking and
develop visualisation and personality to their characters, their setting creating to further deepen to
etc develop their learning and
composing.
Shared Writing/Word Wall:  
Add vocabulary relating to the language features of a narrative text.
Recap: key terms/features in relation to narrative text language
Features and terms are added to the word wall

Catering Content: In the session the students will be learning about the perspectives of a narrator and the language utilised to tell a story. The content is
for guided through the use of the same topics through reading and viewing different texts and point of view through multimodal platforms.
Diversit
y: Process: Students develop their knowledge and understanding through modelled writing, creation of a character map and through an
(provide exploratory talk where students utilise their prior knowledge and interests to discuss, speak, listen and develop their brainstorm ideas of their
accomm narrative story.
odations
/ Product: Student create a character through the ‘character map’ activity as well as further develop and discuss their narrative idea. During the
modifica exploratory talk students are provided time to reflect upon their work, their peers work and communicate as an audience and a producer.
tions for
any Diversity: The lesson accommodates development in learners by using the modelling process where learners are equipped with the tools as
particul well as examples to conduct the activity on their own. Colour coding is introduced to assist Dyslexia, EAL/D, visual learners. The
ar implementation of exploratory talk provides an opportunity to both support and extend learners as they are provided the opportunity to sort out
students their thoughts and ideas, receive feedback and arrange information and ideas into different formats.
’
needs…
Hypothetical Sessions:

The main focus of this unit in the first 5 sessions is to deconstruct a narrative text structure and begin the
phase of the writing craft: purpose, text structure, subject matter, audience and vocab. Hence, for
students to continue with creating their narrative piece in this this unit on “Reading is my secret power” it
would require a further 3 lessons to complete the writing process. By the end of the session the students
will write a narrative story on the theme of ‘heroism’ with the purpose to entertain the class.

Session 6:  Prewriting and Drafting of narrative piece. In this session the main focus will be on students
start writing their narrative piece and applying the productive modes (speaking, writing and creating).
The session will go from a whole class and small group work to more independent writing time to allow
for teacher-student conferencing and feedback. In addition, for the students who are more experienced
writers, they may begin at the revising and editing stage and can work in small groups to provide peer
feedback and editing.

Session 7: At the end of session 7, the students will be working at revising, editing and evaluating
stages of creating their narrative text. Within this session, the students have the opportunity to draw from
picture books used in earlier sessions to examine layout of narrative text. The students are to making
connections between language features, images and pictures to complement their story. In addition, the
students would need to get two other students in the class to read over and edit their narrative story. The teacher aid can help the students who
have low cognitive abilities.

Session 8 and completion: Publishing the piece and applying the receptive modes (listening, viewing and reading). At the end the students will
read out and present their narrative story to the class. The students are to dress up as the main character (hero) in the story and create a
multimodal resource using a digital tool such as PowerPoint, or iMovie (slides, video or song) to use in the background and be displayed on the
interactive board.

The last three sessions reflect the Assessment of learning with the students ‘bringing their learning to life’ through creating, writing, speaking
and reading their narrative story and presenting it to the class through a multimodal and dramatic performance.
References

Australian Curriculum Assessment And Reporting Authority. (2019). English. Retrieved from https://www.australiancurriculum.edu.au

A-Z Strategies. (2019). Classroom strategies. Retrieved from https://leo.acu.edu.au

Davis, A. (2011). Building comprehension strategies: For the primary years. Melbourne, Australia: Eleanor Curtain Publishing.

Explain Everything sp. z o.o. (2019). Explain Everything Whiteboard (Version 5.4.6) [Mobile application software]. Retrieved from

http://itunes.apple.com

Nota Inc. (2019). Peach Photo app [Mobile application software]. Retrieved from https://photopeach.com

Queensland Curriculum and Assessment Authority. (2010). Teaching reading and viewing: Comprehension strategies and activities for

years 1–9. Retrieved from https://www.qcaa.qld.edu.au

Seesaw Learning, Inc. (2019). Seesaw (Version 7.0.5) [Mobile application software]. Retrieved from http://itunes.apple.com

Teachers Pay Teachers. (2014). Somebody wanted but so then - summarizing worksheet. Retrieved from

https://www.teacherspayteachers.com

Teachers Pay Teachers. (2015). The super hero showdown readers theatre. Retrieved from https://www.teacherspayteachers.com

“Thinglink... (2019). Thinglink [Mobile application software]. Retrieved from https://www.thinglink.com

Waunakee. (1999). Types of heroes. Retrieved from https://www.waunakee.k12.wi.us

Appendix
Lesson 1: Matching
activity
Lesson 2:
Character
map
Lesson 2: Checklist

Groups Describes the Presents evidence of Describes the Evidence of how the Explains how the
characters actions the characters characters feelings character behaves? character is portrayed
(using verbs)? description? and thoughts? around others?

Group 1: Shrek

Group 2: Donkey

Group 3: Prince
Charming

Group 4: Princess
Fiona

Group 5: Puss in
Boots
Group 6: Fairy God
Mother

Lesson 2: Narrative poster

Lesson 4: Cornell Approach Activity

Key word: Notes/definition:

Orientation/exposition (Beginning)

Rising action/ Complication (Middle)

Climax (turning point)

Falling action

Resolution (End)

Lesson 5: Character Map Activity

Quotes from narrator

Highlight the emoji’s which best describe your character

Lesson 4: Plot structure
Cut and order the pictures
Cut and order the sentences

The wolf was hungry for some food and snuck into ninja school to be trained.

The wolf stumbled across Little Red Riding Hood and thought she would be a yummy snack.

Red Riding Hood discovers Grandma is not Grandma at all. She has big ears, eyes and teeth!

The wolf and Little Red Riding Hood both went to Ninja school and have the same skills! It’s
an even match!

The wolf compromised with Little Red Riding Hood and have an agreement.
 Rationale

Meiers (2004) states that educators are required to respond and cater to the individual needs and interests of all learners while considering the

variability of literacy development, diversity of experiences and backgrounds. QCAA (2019) developed a student diversity resource flow chart

implemented within the Australian Curriculum which ensures learners are entitled to relevant and engaging programs. This is to enhance

teacher’s flexibility to cater for a range of students including disability, gifted and talented through personalised learning. Using the Australian

Curriculum, the teacher will meet all the learning needs, goals, strengths and interests of the students and assess through the achievement

standards (ACARA, 2019). By extension ACARA (2013) adds on to the statement as in order for students to become successful learners they are

to play an active role in their own learning, collaborate by working in teams and individually, have essential skills in literacy and are productive

and creative users of technology (ICT). Throughout our mini English unit the Australian Curriculum and QCAA plays an important role in

constructing our lesson plans that are designed to teach a year 4 English class, with the objective and the final product of the students publishing

and performing to the class a narrative story based on the book week theme of “Reading is my secret power” focusing on heroes.

The English Curriculum is based around the three strands of literacy, literature and language. ACARA (2019) and Meiers (2004) exclaims that

the teaching and planning should integrate and balance all the strands. These strands focus on the receptive modes of listening, viewing, reading

and productive modes of speaking, writing and creating. Therefore, throughout the five sessions, the productive and receptive modes have been

used to improve each student’s learning development through knowledge and understanding of the content. This can be seen through the
learning intentions and success criteria on the lesson plans. Hence, since every student is learning needs are different the receptive and

productive modes are modified to suit all the diverse needs to either support or extend the students learning.

Planning for assessment is an important element for teachers when creating their learning intentions and success criteria. According to AISTL

(2019) learning intentions are essential to track each individual student’s process, provide feedback and assess achievement. Success criteria is to

measure how well the students have met the learning intentions. Therefore, throughout our mini unit the purpose of the learning intentions and

success criteria is to deconstruct a narrative story focusing on the essential elements though guided, modelled, shared instruction and writing. In

the final product the students are to write, create and perform to entertain to the class on the book week theme “Reading is my Secret Power.”

This relates into the backwards design for planning, developing and implementing successful teaching and learning. This is developed to support

each student outcomes and results, by implementing rich learning activities which align with their short-term and long-term goals (Churchill,

2019).

The Gradual Release Responsibility model is explicitly used throughout our English unit to scaffold student learning, plan, support and extend

all diverse learners, with the Language modes of English. The model focuses on the transitional technique of teacher to student, using a variety

of strategies (Fisher & Frey, 2013; Seely Flint et al., 2017). Hence, the learning intentions and success criteria focus on the Gradual Release

through modelling (teacher does, students watch), sharing (teacher does, students share), guiding (students do, teacher guides) and supporting

independence (students do teacher observes) with the final product (Keenan, 2019). The mini unit is designed to gradually move through the
stages in each session through whole - part - whole activities and the writer's craft. Sawyer (2004) states that creating a mini-lesson unit that

deals with the craft such as; showing not telling, voice; point of view; using imagery; developing characterisation and writing in particular genres

will help the students to improve their writing. The students are engaged with assessment for learning through active activities and assessment as

learning through peer evaluation, collaborative and class discussions. Lastly, the students are involved in assessment of learning, which involves

individual writing and evaluated as a summative piece.

Planning for differentiation within our teaching plays a massive role to support and extend diverse learning needs for students. The Plot session

uses a tiered activity to support and extend all diverse learning types through mixed grouping and peer scaffolding. The students who have low

cognitive abilities, EAL/D, visual and kinaesthetic learners are given the 5 pictures and sentences to match the plot structure. By story mapping

the students are developing their knowledge of decoding, fluency building and accurate retelling of a narrative structure of a plot. Walpole and

McKenna (2007) states that after the first-grade teachers are screening a narrative structure by modelling a text from reading aloud. Therefore,

the students who struggle with literacy are grouped into the same levels to collaboratively work together, using visuals to understand the

concept. The students are given physical materials and work better with the teacher demonstrating (Woolfolk and Margetts, 2016). In addition,

the extended learners use a multimodal resource to explain the text structure. These students can extend their knowledge on the app by creating

their own way to retell the story. This can be done by adding in videos, photos, text and drawings to explain their plot structure ideas.

Another task which demonstrates differentiation within our unit was the utilisation and implementation of activities which both provided

opportunities to support and extend learners. Within lesson 3 students create a sentence describing their stories setting, the following activity
introduces the use of synonyms to enhance and develop entertaining sentences. Lower cognitive working students are guided to utilise a word

list and reflect upon previous use of synonyms to guide them through the process. Higher working students are to develop their entertaining

process through individual and independent work where they are to use higher vocabulary and sentence structure as well as reflect and

personally self-critique their work.

Tasks have been differentiated throughout the whole mini unit to meet through whole class, group and individual strategies. This can be seen

through drama and art activities to support low cognitive and EAL/D students through the use of listening, drawing and creating their own piece.

Collaborative and group work are used through think pair share, fishbowl, modelled, shared and guided writing to support all learners.

Therefore, strategies of an integrated curriculum were embedded through technology, art, drama, peer scaffolding, assessment and mixed

grouping.
 References

Australian Curriculum Assessment And Reporting Authority. (2013). The shape of the Australian Curriculum. Retrieved from

https://docs.acara.edu.au

Australian Curriculum Assessment And Reporting Authority. (2019). Student diversity. Retrieved from

https://www.australiancurriculum.edu.au

Australian Institute for Teaching and School Leadership United. (2019). Learning intentions and success criteria. Retrieved from

https://www.aitsl.edu.au

Churchill, R., Ferguson, P., Godhino, S., Johnson, N. F., Keddie, A., & Letts, W. (2019). Teaching: Making a difference (4th ed.). Milton,

Australia: John Wiley & Sons.

Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility.

Retrieved from http://www.ascd.org

Keenan, L. (2019). Edla342/369 Literacy education 2: Lecture week 6 [Power point]. Retrieved from https://leo.acu.edu.au
Meiers, M. (2004). Responding to student’s achievements in English. In W, Sawyer., & E, Gold (eds.), Reviewing English in the 21st

century (pp.182-190). Melbourne, Australia: Phoenix Education.

Queensland Curriculum & Assessment Authority. (2019). Meeting the diverse learning needs: Applying the flow chart. Retrieved from

https://www.qcaa.qld.edu.au

Sawyers, W. (2004). Responding to student’s achievements in English. In W, Sawyer., & E, Gold (eds.), Reviewing English in the 21st

century (pp.318-320). Melbourne, Australia: Phoenix Education.

Seely Flint, A., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S., & Vicars, M. (2017). Literacy in Australia: Pedagogies for

engagement (2nd ed.). Sydney, Australia: John Wiley & Sons Australia.

Walpole, S., & McKenna, M., C. (2007). Differentiated reading instructions: Strategies for the primary grades (pp.104-123). New York,

NY: The Guilford Press.

Woolfolk, A. E., & Margetts, K. (2016). Educational psychology (4th Australian ed.). Frenchs Forest, Australia: Pearson Education

Australia.