LITERACY / UNIT PLANNER

Topic: My Place: Ben 1858 Episode 16: Eggs for

tuppence
GRAMMAR FOCUS: (levels) Adjectives and
Vocabulary
1. Whole text structure of an Information
Narrative

Orientation: introduction of characters, setting and time frame

who, what, where, when, why, how
Complication and series of events: activities, events,
situations, consequences
Resolution: solve the complication
Re-orientation (optional): ending after the complication.

Language features for the text-type:

Word level:

Verbs
Adjectives
Adverbs
Conjunctions

(Wing Jan, 2009, pp. 236-238).

CONTEXT: Overview of series of lessons and background information

Students have been studying the Eureka Stockade and the effects it had

Year Level: 5
Text type and

Weeks:

Listened to

Spoke
n

Read

Written

Put X in boxes if you

include this

mode in

your planning

mode
Which genre?

Term:

Date:
Viewed

Produced

will

Steps in Teaching and Learning Cycle: (adapted

Derewianka, 1990/2007)
1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of
Responsibility Model
Language Experience Approach (R/W)
Picture Chat Read to
Shared R/W
Guided R/W Modelled writing Interactive writing
Independent R/W
Literature Circles Reciprocal Teaching Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Notetaking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine
wheel, KWL chart, Flow chart, Story map, templates for text-types for planning,

on the Victorian colonies in their History Unit. Students will Look at several
videos during the course of the unit from the My place website Episode
16(1) and 16(2) surrounding that time period.
Students will use their knowledge from the History unit to learn how to and
create a structured Information Narrative.

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to Write an
Informative Narrative based around the Eureka Stockade.
Learning behaviours: I need to think about how loud my
conferencing with peers needs to be. I need to try my best and Edit

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections;
Questioning; Inferring; Determining important ideas; Summarising; Finding
evidence in the text; Understanding new vocabulary; Synthesising; Comparing
and contrasting; Paraphrasing; Recognising cause and effect; Skimming and
scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative);
QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary,

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my own work before asking someone else to!

Success criteria: I know Im doing well if I can show use the
structure of a title, introduction, complication and resolution.
I know Im doing very well if I can show use the structure of a title,
introduction, complication, resolution and reorientation.

5VIPs, Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K.
(2011). Making Thinking Visible: How to Promote Engagement, Understanding,
and Independence for All Learners. eBook online)

Topic-specific vocabulary for the unit of work:

Introduction, Complication, Resolution, Reorientation,
Bonnet, Gold Rush, Explorers, Information narrative,
adjectives, verbs, Eureka, Summarising, Note taking,
Identify, Title, Illustrate, Upload, Scan, Edit

Resources:

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING

CYCLE
(Identify step in the T & L
cycle and the literacy
learning intention or
sessions focus )

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

We are learning to
identify key
aspects of a text
and summarise
them.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a
tool to help activate prior
knowledge and/or to
introduce the topic.)

MINI LESSON
(Explicitly model the use of a
new strategy or a tool to assist
with the literacy learning
intention or focus of the session
and to prepare students for
successful completion of the set
task. Reference to Wing Jan
include page details)

See- ThinkWonder
Students are
shown the front
cover of the book
Eureka Stockade
by Alan
Boardman.

Headlines
Teacher models
headlines strategy for
students using the text
Eureka Stockade- Alan
Boardman, on the
white board.
Explain what a key
aspect might be:
person, place, item,

We are learning to ...

1. Building
topic
knowledge

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. XX; EPISODE 16 English teaching
resources downloaded from www.myplace.edu.au/. My Place website www.myplace.edu.au Video
clip Episode 16 Eggs for Tuppence (1),Episode 16(2) Working together; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/ Bens Diary
Paul Hamilton-Smith, Eureka Stockade: http://www.youtube.com/watch?v=wSySV9xoHzg;

Prompts:

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

INDEPENDENT
LEARNING
(Extended opportunity for
students to work in pairs, small
groups or individually on a set
task. Time for teacher to probe
students thinking or work with
a small group for part of the
time. Reference to Wing Jan
include page details)

Headlines
Students in their
reading groups, read
one chapter of the
novel Fly a Rebel Flag
Robyn Annear, and
use the demonstrated
strategy to summarise
the main events and
characters of the

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions
and summary to draw out the
knowledge, skills and
processes used in the session)
Link back to literacy learning
intention and key points of
effective reading/writing,
speaking, listening and
viewing.

ASSESSMENT
STRATEGIES
(should relate to literacy
learning intention or focus of
the session. Includes how &
what you will use to make a
judgment on students
attempt/work)
Success criteria written for
students to know what the
minimum expectation is.

Sticky notes graph

Teachers will assess

students ability to
identify key
information and
summarise the text
with the use of
anecdotal records.

Children come
together to share their
concepts and
summaries of their
texts and share it with
the group. Students
use their coloured
sticky notes to create

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What do you think

was the most
import impact of
the Eureka
Stockade on
people in 1854
and afterwards?
What do you
wonder when you
look at this
picture?

time, etc.
Explain a summary: if
it was a TV show it
would be the
previously on section.

chapter. Students are

to summarise main
events on blue post-its,
main characters
involved on yellow
post-its, places on
green post-its, times or
dates on red post-its
and items on pink
post-its.

a graph on the wall of

key information.

Focus group:
Headlines
Read Book: Stories
from Australias
history: Peter Lalor
and the Eureka
Stockade Melanie
Guile, page 6-7.
Students work
collaboratively and
with the teacher to
identify and
summarise the key
information. Students
are to write the
summarised
information on to
coloured post-it notes
as above.
2. Building
topic
knowledge
We are learning to
identify key
aspects of a text
and summarise

Explanation
Game
The students
watch the episode
from My Place:
Ben 1858 Episode
16: Working
together. Students

Back to Back
viewing - Aural
Teacher models the
process of taking notes
on the activity form.
Students are paired
and numbered one or
two. The students

Think pair share

Students will use the
strategy to deconstruct
episode 16 from My
Place: Ben 1858
Episode 16: Eggs for
tuppence and find
clues that tell us

Mini White boards

Students are given 5
minutes to write 5
facts they know about
the Eureka Stockade
and/or the impact of it
on members of the
Victorian colonies.

Assessment of the
variety and accuracy
of facts presented in
the mini whiteboard
thinking strategy will
be noted through
use of anecdotal
records and

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them by taking
notes.

then deconstruct
the video by
observing details
and explaining
them.
I notice
Why is it like that?
Why did that
happen like that?

watch the episode 16

from My Place: Ben
1858 Episode 16: Eggs
for tuppence using
back to back viewing.
Students record key
words and ideas and
what they notice about
the video.

What else could

explain that?

about the time period

this video is set.
Think pair share
Students conduct this
strategy with support
from the teacher using
the familiar text
Eureka Stockade by
Alan Boardman. Find
clues that tell us
about the time period
this book is set in.

Teacher asks for a

student to read out a
fact and for other
students with that fact
written to rub it off.
Students that can
come up with a fact
that no other student
has written on their
whiteboard earn a
marble for their
marble jar (behaviour
management
strategy)

observations.

What can you tell me

about that man in the
picture? How do you
know?
What might that be in
the background? What
makes you say that?
3. Building text
knowledge/M
odel the
genre
We are learning to
structure an
information
narrative and
extend our
knowledge of the
topic.
4. Building text
knowledge/M
odel the
genre

Teacher continues last lesson: models the writing aspects of the information narrative:Title, Introduction,
Complication, Resolution Reorientation and Inclusion of facts. Specific focus for this lesson is on Introduction and
Complication. Students to watch video Eureka stockade by PLC year 5 students: http://www.youtube.com/watch?
v=wSySV9xoHzg. Students will use the headlines strategy to take notes while watching the video. After the video
think pair share discussion students identify the parts of an information narrative in the video - Introduction,
Complication, Resolution Reorientation and Inclusion of facts. The teacher will assess students by listening and taking
notes and using prompting questions for deeper thinking. Why do you think that is a part of the introduction and not
the complication? How do you know that?
Finish with the mini whiteboard game.

Think Pair Share

Students are
directed to
consider the
following 3

Teacher models the

writing aspects of the
information narrative:
Introduction,
Complication,

Students are given a

planning for their
Information narrative
to complete.

Mini White boards

(on paper)
Students are given 5
minutes to write 5
facts they know about

Teacher will assess

students from the
think pair share
activity by taking
notes and the

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We are learning to
structure an
information
narrative and use
a planning
template.

5. Guided
activities to
develop
vocabulary or
specific
language
feature
We are learning to
extend our writing
with adjectives.

questions.
Students have 4
minutes to discuss
their ideas in pairs
and threes.
What is a
narrative?
What is an
Informative
narrative?
What makes them
different?

Think pair share

What is an
Adjective?
Students will have
a focus on
Adjectives during
this lesson to help
with the
construction of
their information
narratives

Resolution
Reorientation and
Inclusion of facts.
Specific focus for this
lesson is on
Resolution,
Reorientation and
Inclusion of facts.
Site text: Eureka
Stockade by Alan
Boardman as example
text. Explain task for
unit: students will be
writing their own
Information narrative
to share with parents
and other teachers via
the classroom website.
Students will record
illustrate the final
product scan it, and
upload to an eportfolio.
Show and model the
use of the planning
template. (appendix 1)
Dictogloss
Model and conduct:
Teacher will read an
excerpt from students
reading book: Fly a
Rebel Flag Robyn
Annear, Students will
listen to the first read
through without taking
notes. During the
second read through
students will take
notes of any adjectives

Focus group: teacher

supports children with
ideas for planning with
use of images on the
smart board and print
offs. Suggestion:
students to pick a
character from an
image to be their main
character. Imagine
what happened before
and after the Image.
Extension: Any
children that finish
their planning may
begin work on their
first draft of their
writing.

Students then read

printed passage from
Bens Diary (appendix
2) on the My Place
website
(http://www.abc.net.au/
abc3/myplace/) and
choose an item to
describe using
adjectives.

the Eureka Stockade

and/or the impact of it
on members of the
Victorian colonies.
Teacher asks for a
student leader for the
fact game to organise
students. Student
starts by reading a
fact and then takes
teachers role for
continuing game; read
out a fact and for
other students with
that fact written to rub
it off/ cross it out.
Students that can
come up with a fact
that no other student
has written on their
whiteboard earn a
marble for their
marble jar (behaviour
management

completion of the
planning template
has it been
attempted and
included all
specifications for an
information
narrative. Has each
box been
considered?

Students will be given

an opportunity to read
their description of the
item from Bens Diary
and have the other
students guess what
object they are
describing.

Teacher will collect

evidence from
writing.

Extension:
Students will carry on

5|Page

that they hear.

6. Guided
activities to
develop
vocabulary or
specific
language
feature
We are learning to
extend our writing
further with
adjectives.
7. Guided
activities to
develop
vocabulary or
specific
language
feature
We are learning to
extend our
vocabulary.
8. Joint
construction
of text
We are learning
how to construct a
reorientation for
an information
narrative

with writing their draft

information narrative.

Students will have a focus on Adjectives during this lesson to help with the construction of their information
narratives. Students will be given an image each and given time to create a descriptive piece to share with the class.
Students will describe the image and peers will attempt to match the description to the picture. Images of the 1850s
to be used. Once children that want to share have, students will continue to create their draft piece of writing.
Teacher will take anecdotal notes of each students description as well as, Teacher collecting and reviewing
students drafts to see their progress.

Discussion on Synonyms: what are they? Why do we use them? Give an example. Synonyms for some common
words: Said replied, went- travelled, etc. Students will use their draft piece so far to choose 10 words and replace
them with a more interesting alternative. Students will be taught to use a thesaurus in order to help them with this
task. Once students have shown this to a peer/ the teacher they may continue on with their draft information
narrative. Students will be editing their own and their peers information narratives. Teacher will collect and review
students drafts to see their progress.

Generate- SortConnectElaborate:
Reorientation
Teacher will
explicitly teach
Reorientation.
What is
reorientation?
How can we tell it
is reorientation?
What aspects?
Students will work
in groups to create

Teacher models how to

construct a
reorientation using the
video from My Place:
Ben 1858 Episode 16:
Eggs for tuppence to
creating a
reorientation of the
episode.

Students are to finish

their information
narrative drafts and
begin the Final/ good
copy information
narrative.

Children will share the

4 facts that they have
included in their
information narrative.

Teacher will assess

students facts by
playing the mini
white board game.

6|Page

a map of their
ideas.
9. Reflecting on
language
choices
We are learning to
extend our
vocabulary

Students will use their draft piece so to choose 4 words and replace them with a synonym using a thesaurus. Once
students have shown this to a peer/ the teacher, they may finish their draft/ begin their final/good copy information
narrative. Students will be editing their own and their peers information narratives. Teacher will collect and review
students drafts to see their progress.

10.
Joint
construction
of text

Students to continue with creation of reorientation using the My Place episode Ben 1858 Episode 16: Working
together. Students are to continue/ finish the Final/ good copy of their information narrative. Teacher will assist
students to edit their work. Asking Prompting questions in regards to structure, content and appearance.

We are learning
how to construct a
reorientation for
an information
narrative
11.
Independe
nt
construction
of text
We are learning
self-edit and
complete an
information
narrative
12.
Independe
nt
construction
of text
We are learning
self-edit and
complete an
information
narrative

Students are to finish the Final/ good copy/ begin illustration of their information narrative for upload to the web
page. Teacher will assist students to edit their work.

Students work collaboratively illustration of the good copy for one another. Student will scan the finished product for
upload in a digital e-portfolio and save the title of their information narrative.

7|Page

Appendix 1
EUREKA
Who: characters

Introduction
Hugo McDonald soldier

What: what happens

Complication
Peter lalor
diggers

Why: why does it

happen?

Reorientation

Facts
complication

Day after stockade

Complication
(character) and
resolution (date)

Eureka stockade

Where: where does this

happen

When: when does this

happen/ when is it set?
(time of day/ year)

Resolution

ballarat

Morning before
stockade

Day of stockade

Day of stockade

Gold licenses

8|Page

How: how does this

happen

Burning the licenses

Appendix 2

9|Page

Appendix 2 Continued
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Rationale:

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I chose to use Episode 16 of the My place website to tie it into the history unit, making the history and literacy unit easier to
make cross curricular. The History unit that my grade 5 students were focusing on was the Eureka Stockade and its impact on
the Victorian colonies. As an Information narrative is also known as a historical narrative it made sense for the students to be
able to use their knowledge for the literacy unit. Over this unit I aim to extend my students vocabulary and understanding of
adjectives through the creation and understanding of an Information narratives structure. I also aim to incorporate parent
involvement in students learning by creating an e-portfolio of students published work.
Justification:
Through my experiences on placement with students of this level I became aware of the limited vocabulary of many of my
students, which affected the quality of many of their pieces. In particular the ESL students benefitted from the widening of
their vocabulary showing through the quality of their writing. ACARA notes the importance of a wide Vocabulary by its inclusion
in the Australian Curriculum for Year 5 English (ACARA, 2014, p.12). Gipe (1978, p. 642) states that methods of introducing
new vocabulary, such as using the new word in a sentence designed to explain its meaning or the use of a familiar synonym,
are supported by the results of this study. With explicit instruction on the use of synonyms and the careful instruction
surrounding their use students must be informed and understand that synonyms are not identically interchangeable and do not
always work in the same context. This is noted by Martin (1984) as she warns that the most common misconceptions
developed surrounding synonyms and vocabulary development come from use of interchanging synonyms without proper
explanation of the role of context and their realistic meaning.

Further research by Dixon (1990) notes that in order to broaden vocabulary teachers should read to their students regardless
of their ages and confer with students after the story if read. Dixon (1990) also suggest teachers should allow students to
choose their reading materials as often as possible to encourage student reading and enjoyment of the text. Using themes
within a unit of work from a book is also considered a useful tool for engaging students in widening their vocabulary.
12 | P a g e

Dykes (2007) notes that in explaining adjectives to student it is more comprehendible when classified as describing words, for
primary students. Although Dykes (2007) suggests that these are highly important features in good narrative writing, Wellchosen adjectives are succinct and titillate the imagination, she warns against their over use. My method of replacing words in
the draft with reference to a thesaurus allows student to see the word in its context and therefore replace it with a suitable
alternative. Students are also encouraged to conference with one another in order to support their learning and widen their
vocabulary through each others knowledge and research and therefore be able to pick up mistakes in each others words.
Learning Vocabulary is conducted in three forms according to Beck and Makeown (cited in, Zhen, 2011) the meaning of the
word, the relationship among words and the usage of the word in context. In using images to stimulate the children visual
process, children are able to base their adjectives on the look of the picture. These images are useful tools in teaching
adjective as teachers may prompt students thinking by asking specific question about aspects of the image or for more
capable students allowing them to find the adjectives in the images.
Word count: 500

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References:
ACARA (2014). Year 5 Work samples,
Dixon, D. (1990). Organising Vocabulary. Journal of Reading. 33(7), 554-555. Retrieved from:
http://www.jstor.org/stable/pdfplus/40032023.pdf?&acceptTC=true&jpdConfirm=true
Dykes, B. (2007). Grammar For everyone: Practical tools for learning and teaching grammar [online]. Camberwell, VIC. ACER.
Retrieved from:
http://search.informit.com.au/fullText;dn=755454593439965;res=IELHSS
Gipe, J. (1978). Investigating techniques for teaching word meaning. Reading Research Quarterly. 14(4), 624-644. Retrieved
from:
http://www.jstor.org/stable/pdfplus/747265.pdf?&acceptTC=true&jpdConfirm=true
Martin, M. (1984). Advanced vocabulary teaching. The modern language journal. 68(2), 130-137. Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1111/j.15404781.1984.tb01556.x/abstract;jsessionid=A87F762E543D6F644D3098856EA605 DF.f02t03?
systemMessage=Wiley+Online+Library+will+be+disrupted+on+the+18th+October+from+10%3A00+BST+
%2805%3A00+EDT
%29+for+essential+maintenance+for+approximately+two+hours+as+we+make+upgrades+to+improve+
our+services+to+you&userIsAuthenticated=false&deniedAccessCustomisedMessage=
Zhen, Y. (2011). Using TPR method in Teaching English Adjectives. Kristianstad University. p.2.

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