A thematic Unit Year 2 -2014

Text by Margaret Wild

1here's a Sea |n My 8edroom - by MargareL Wlld
1erm 1 2014 Durat|on: 4 weeks
!""# 1each|ng and Learn|ng Lxper|ences keg
Cutcomes:
LN1-1A CommunlcaLes wlLh a range of people ln lnformal and gulded acLlvlLles
demonsLraLlng lnLeracLlon skllls and conslders how own communlcaLlon ls
ad[usLed ln dlfferenL slLuaLlons.
LN1-2A lans, composes and revlews a small range of slmple LexLs for a varleLy
of purposes on famlllar Loplcs for known readers and vlewers.
LN1-3A Composes LexLs uslng leLLers of conslsLenL slze and slope and uses
dlglLal Lechnologles.
LN1-SA uses a varleLy of sLraLegles, lncludlng knowledge of slghL words and
leLLer-sound correspondences, Lo spell famlllar words.
LN1-78 ldenLlfles how language use ln Lhelr own wrlLlng dlffers accordlng Lo
Lhelr purpose, audlence and sub[ecL maLLer.
LN1-98 uses baslc grammaLlcal feaLures, puncLuaLlon convenLlons and
vocabulary approprlaLe Lo Lhe Lype of LexL when respondlng Lo and composlng
LexLs.
LN1-10C 1hlnks lmaglnaLlvely and creaLlvely abouL famlllar Loplcs, ldeas and
LexLs when respondlng Lo and composlng LexLs
LN1-11D 8esponds Lo and composes a range of LexLs abouL famlllar aspecLs of
Lhe world and Lhelr own experlence




kesources:
!"#$#%& ( )#( *+ ,- .#/$001 - MargareL Wlld
CLher sLorles by Lhe MargareL Wlld, or abouL Lhe sea.
lndlvldual 1ranscrlpLs of !"#$#%& ( )#( *+ ,- .#/$001
Coloured plasLlc sLrlps for fluency pracLlce
lndlvldual whlLeboards and markers
Scaffolds for wrlLlng
vocabulary cards, senLence sLrlps and senLence maker
%
&'()* +,-#./0'1* #102)"*." ,1* 30-,+'),/4 ,+0'5 56" +",-67
Biscuss why people go to the beach, what they uo theie anu why some
people might be fiighteneu of the sea.
Look at a vaiiety of shells anu classify them as fan-shapeu oi tiumpet-
shapeu. Listen to some shells to heai the sea. Intiouuce the teim "conch
shell"

8
Lowei 0iuei Book 0iientation 1&2
B0B0 sentence 1&2
Tiansfoimations 1-2
Reauing foi fluency

9
Reauing foi fluency
L0B0 S &4
Tiansfoimation S-S
Text patteining 1-S


:


Reauing foi Fluency
Inuepenuent wiiting: uesciiptive action sequences.





1here's a Sea |n My 8edroom
Week 3: 8ackground Informat|on
1
o How do people feel about the sea and what do they do there eg. Ask students,
teachers, parents, etc.
o What is the sea like? ie. The salty water, sand
o Students write a description of the sea according to the five senses.

Spelling Knowledge:

Begin by asking students to write a
little story or recount of a trip to the
beach. Through this, we should be
able to get an idea of their spelling
knowledge for ea words.

Focus:
Words with dipthongs ea
When two vowels go out walking, the
first one does the talking.

Teach spelling of sea and
beach.
Brainstorm further ea words.
(Some theme words with ea might
include:
ice-cream, seaside, heat, beat (as in
beat the heat), reason, breathe,
scream, squeal (sounds you make
when having fun in the water)


2
o Develop understandings about how the sea works wave action, tides, and rips and
how it can be a danger to people. eg. Watch Surf Life Saving videos, Bush to Beach surf
life saving program
o Why might some people be afraid of the sea?

3
Shells:
o Have a conch shell available for students to listen to.
o Display a collection of shells, label and find out what animals live in them. Especially
have: conches, periwinkles, fan shells, clams, muscles, oysters, and others drawn in the
book.
o In talking and listening, ask the students to describe the shells, eg. size, colour, shape,
texture, and sort them.

4
o What is the sea like? ie. The salty water, sand eg. create a beach diorama
o Look at, and create, pictures of the sea and beach eg. in artworks
o Find resources in your Library and on the Internet about the sea
o Create a classroom display


Suggested 1each|ng Sequence: 1erm 1 Week 4
Day Act|v|t|es Spe|||ng
1 Low Order Book Orientation (LOBO) Illustration and storyline notes
Read the book together
uavld was frlghLened of Lhe
sea
2 Read the book together (again)
Read a transcript of the story with strips.
LOBO 2: Illustrations and storyline using notes but with preformulation, questioning and reconceptualisation cycle. Page 1.
HOBO Sentence 1 "David was Frightened of the Sea"
Chunking and Transformations Session 1.

3 Read the book together (again)
Read a transcript of the story with strips.
Review LOBO 1.

HOBO sentence 2 "It was a huge, wet monster that gobbled him up, knocked him over, turned him upside down.

Chunking and Transformations Session 2

4 Read a transcript of the story with strips.
Chunking and Transformation Session 3

Text Patterning 1


Suggested 1each|ng Sequence: 1erm 1 Week S
Day Act|v|t|es kesources keg|ster and Lva|uat|on
1
Read a transcript of the story with strips.
Transformation Session 3

Text Patterning 1

1ranscrlpLs of Lhe sLory for each sLudenL.
1ransparenL coloured plasLlc sLrlps for fluency pracLlce.
SenLence 2 wrlLLen on cardboard sLrlps (see
1ransformaLlon 2)
Cardboard slgns wlLh Lhe words who, fee||ng, of what
SenLence 1 sLrlps from 1ransformaLlon 1
CharL wlLh grld headlngs: Who, feellng, of whaL
WrlLlng books Lo record [olnL consLrucLlon.

2
Read a transcript of the story with strips

Transformation Session 4
Text Patterning 2
1ranscrlpLs of Lhe sLory for each sLudenL.
1ransparenL coloured plasLlc sLrlps for fluency pracLlce.
SenLence 2 wrlLLen on cardboard sLrlps (see
1ransformaLlon 2)
CharL wlLh grld headlngs: whaL, verb, slze, whaL, LhaL dld
whaL.
WrlLlng books Lo record [olnL consLrucLlon.

3
Read a transcript of the story with strips

Transformation session 5

Text patterning 3
1ranscrlpLs of Lhe sLory for each sLudenL.
1ransparenL coloured plasLlc sLrlps for fluency pracLlce.
All Lhe cardboard sLrlps used ln prevlous LransformaLlon
sesslons for senLences 1 and 2.
CharL from prevlous sesslon wlLh addlLlonal headlngs: dld
whaL, dld whaL.
WrlLlng books for [olnL consLrucLlon

4
Complete any text patterning activities or transformation activities.

Suggested 1each|ng Sequence: 1erm 1 Week 6
Day Act|v|t|es kesources keg|ster and Lva|uat|on
1
Read a transcript of the story with strips.
Students begin to write their own descriptive action
sequences based on the patterns from sentences 1
and 2.
SenLences 1 and 2 vlslble for all sLudenLs.
CharLs from LexL paLLernlng acLlvlLles on dlsplay for all
sLudenLs.
Scaffold Lo asslsL sLudenLs requlrlng supporL ln wrlLlng.
WrlLlng books for sLudenLs Lo record Lhelr descrlpLlve
acLlon sequences.



8LW8l1L 1PL S1C8? - 1here's a [ungle ln my bedroom
1here's a clrcus ln my bedroom
1here's a shopplng cenLre ln my bedroom

2
Students continue to write their own descriptive action
sequences based on the patterns from sentences 1
and 2.
3
Students continue to write their own descriptive action
sequences based on the patterns from sentences 1
and 2.
4
Students complete their own descriptive action
sequences based on the patterns from sentences 1
and 2.