Planning for Teaching, Learning and Assessing in Writing

Term: 1 2 3 4
Week: 1 2 3 4 5 6 7 8 9 10 11

Outcomes

Cluster
Markers and
Teaching
Focus

Grammar, Punctuation and Vocabulary EN3-6B uses knowledge of sentence structure, grammar, punctuation and
vocabulary to respond to and compose clear and cohesive texts in different media and technologies.
Writing & Representing EN3-2A composes, edits and presents well-structured and coherent texts.
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
contexts.
Reflecting on Learning EN3-9E recognises, reflects on and assesses their strengths as a learner.
Cluster 10
Cluster 11
Cluster 12
(Grammar- uses grammatical features, such as
pronouns, conjunctions and connectives)
Ryan Tuften
Sebastien Maron
Mark Thu
Jastin Micla
Thomas Raj
Saina Navabi
Erokay Tulpar
Elizabeth Tairi
Eda Haller
Adrijana Petkovic
Michelle Reid

Charles Smith
Jack Trimmer
Dylan Gil
Darcy Pritchard
Kyran Adam
Sai Cropper
Ansel Lee
Andrew Miles
Toby Riggs
Samuel Cropper
Zoe Johnston
Greta Lewis
Annabella McKinnon
Analise Rosa
Sophia Koulis
Ava Haywood White
Di Fei Liang
Sascha Craney
Simone Waugh

Cluster 11
Writes coherent, structured texts for a
range of purposes and contexts.
Deliberately structures language in a way
that creates more cohesive imaginative,
informative and persuasive texts.
Selects appropriate language for purpose,
e.g. descriptive, persuasive, topic,
technical, evaluative, emotive, and
colloquial.
Uses word processing programs
confidently and accurately, integrating

Cluster 12
Writes sustained texts for a wide
range of purposes.
Selects some sophisticated and
subtle language features, literary
devices (e.g. irony, humour) and
grammatical features (e.g. modality)
to engage and influence an
audience.
Makes sentence level choices (e.g.
short sentences to build tension;
complex sentences to add detail)

various functions.

Wee
k

Day

Learning
Intentions/Suc
cess Criteria
WALT: to
deconstruct a
recount

Thursday

Monday/
Tuesday

WILF:
paragraphs, time
connectives,
descriptive
language, past
tense, first
person, adjectival
and adverbial
phrases, more
complex
punctuation, mix
of simple,
compound and
complex
sentences.
WALT: Create
opening
paragraph for an
outstanding
recount.
WILF:
paragraphs, time
connectives,
descriptive
language, past
tense, first
person, adjectival
and adverbial
phrases, more
complex

using a variety of sentence

beginnings and dependent clauses.
Learning experiences

Introduction
Jointly read the diary entry ACARA Sample
Year 6 students 2062 (on IWB).
Choose the key features of the text to
generate a modelled text.

Resources

Evaluatio
n

http://www.acara.edu.au/curriculum/
worksamples/year_6_english_portfol
io_satisfactory.pdf

Lesson Body
Deconstruct the text, using highlighter on IWB.
Discuss WILF
Critique modelled text.
Use Emotional planning graphic to identify how
we could improve this modelled text.
Conclusion
EEKK with your partner what you need in an
audience-grabbing recount
Change the students EEKK ideas into a
learning intention.
Introduction
Review deconstructed text from last week with
focus on learning intent especially features
students thought could be improved.
Lesson Body
In pairs or groups of three talk through the
part of camp chosen and the information that
should be included in the opening paragraph/s.
Complete emotions planning graphic organiser.
Individually conference with teacher to review
planning and first few sentences.
Conclusion
Students self-assess which parts of the WILF

http://www.acara.edu.au/curriculum/
worksamples/year_6_english_portfol
io_satisfactory.pdf
photos from camp

Students
moved from
rudimentary
recounts
(step by
step
first/next/fin
ally) to high
level
introduction
s. Students
found
graphic
organiser
very helpful.
Conferenced

punctuation, mix
of simple,
compound and
complex
sentences.
WALT: Create
body paragraphs
for an outstanding
recount.

Wednesda
y
4

Moved to
Monday
and
Tuesday
Week 5

Wednesda
y

WILF:
paragraphs, time
connectives,
descriptive
language, past
tense, first
person, adjectival
and adverbial
phrases, more
complex
punctuation, mix
of simple,
compound and
complex
sentences.

WALT: Create
body paragraphs
for an outstanding
recount.
WILF:
paragraphs, time
connectives,
descriptive
language, past
tense, first
person,
adjectival/adverbi

they can identify their writing ie two stars and

a wish.
Teacher chooses 5 students to share their
writing.

Introduction
Review Camp photos
Jointly read two camp recounts
Choose the key features of the text to make a
modelled text.
Label and display features of recounts sample
texts.
Lesson Body
Students begin writing body of recount using
modelled texts and WILF as guide for focus.
Individually conference with teacher to review
second paragraph and identify areas for
improvement.
Students encouraged to constantly refer to the
Bump It Up Wall and checklist to encourage
self editing.
Conclusion
Students self-assess which parts of the WILF
they can identify their writing ie two stars and
a wish.
Teacher chooses 5 students to share their
writing.
Introduction
Revise what an adjective/adjectival phrase is
Explain activity and how to behave and the
fact that there is NO TALKING
Students silently walk around the room using
sticky notes to add adjectives/adjectival
phrases to the photographs.
Revise what an adverb/adverbial phrase is
Explain activity and how to behave and the
fact that there is STILL NO TALKING
Students silently walk around the room using

with groups
1 & 2.

Slide show of photos

Coloured copies of photos

Didnt
happen
NAPLAN and
shortened
literacy
session. Do
on Monday.
Students
continued
independent
work on
recounts
and
conferenced
with
teachers.

Coloured copies of pictures

Pre written adverbs

Hurriedly
Desperately
Weirdly
Nervously
Frantically
With gusts of wind
Over the edge

Didnt
happen
Lisa & 20
students at
Grip
Leadership
Conference
remainder
students
split
Defer this
lesson and

al phrases, more
complex
punctuation, mix
of simple,
compound and
complex
sentences.
WALT: Create a
plan for a
historical recount.
Using graphic
organisers.

Monday

Tuesday

WILF:
paragraphs, time
connectives,
descriptive
language, past
tense, first
person, adjectival
and adverbial
phrases, more
complex
punctuation, mix
of simple,
compound and
complex
sentences.
WALT: Create a
plan for a
historical recount.
Using graphic
organisers.
WILF:
paragraphs, time
connectives,
descriptive
language, past
tense, first

sticky notes (different colour) to add

adverbs/adverbial phrases to the photographs.

Introduction
Revisit the types of plans known ie mindmaps,
graphic organiser (traditional), emotional plan
Discuss which type of plan might be most
suitable for this type of writing.
Review structure of historical recount

move on to
historical
recounts.

Examples of different types of

graphic organisers
Sample historical recount
https://prezi.com/gfit98ffrigg/histori
cal-recount/

Main Idea
Deconstruct sample historical recount. (Sarahs
lesson)
Begin plan for historical recount.

Introduction
Review key features of historical recount.
Use rubric to identify differences between
types of recounts.
Main Idea
Independently complete plan.
Jointly start research for recount and organise
research notes.
Students writing recount using modelled texts
as guide for focus.
Individually conference with teacher to review
plans and research notes.

Examples of different types of

graphic organisers
Sample historical recount
http://dera.ioe.ac.uk/4930/3/nls_y5b
ooster_hisrecount.pdf

Deferred to
Wednesday due
to SOLE Dem
Lesson

person, adjectival
and adverbial
phrases, more
complex
punctuation, mix
of simple,
compound and
complex
sentences.
WALT: Start
historical recounts
WILF: refer to
rubric

Wednesda
y/ Friday (if
wet
weather)

Conclusion
Students peer-assess partners plans using 2
stars and a wish.
Teacher chooses 5 students to share their
feedback.

Introduction
Read another example of a historical recount
Gallipoli
Review key features of historical recount using
rubric to set high expectations look at high
and outstanding and compare to at.
Main Idea
Students use the stimulus material and their
own research to write referring to rubric for
assessment criteria.
Review documents that have been part of
close reading and identify other texts (paper
based and multi modal) of the students choice
that may be useful as sources.
Conclusion
Share and peer assess draft recounts.

Book Gallipoli
Marking rubrics