Documente Academic
Documente Profesional
Documente Cultură
Stage 3
Literacy
Outcomes
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
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
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections
between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
Cross
curricular
priorities
And
General
capabilitie
s
Findhy Khow
Nicholas Arambatzis
Atilla-Han Telim
Alessandro Farina
5.
6.
7.
Cluster 9
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Camila Godoy
Maluenda
Jessica (Thuong) Le
Jennifer (Duong)
Nguyen
Linda Sabouni
Yana Strakhova
Tugba Yildirim
Vee Jei Choi
William Lazaris
Mathew Jin
Jorge Moudanidis
Rhys Williams
Cluster 10
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
Ryan Tuften
Mark Thu
Jastin Micla
Thomas Raj
Michelle Reid
Liv BjorkliRerceretnam
Eda Haller
Saina Navabi
Adrijana Petkovic
Elizabeth Tairi
Erokay Tulpar
Kaemon Burfoot
Melvin Chen
Sebastian Maron
Leon Peter
Liam Tiedemann
Cluster 11
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
Charles Smith
Jack Trimmer
Dylan Gil
Darcy Pritchard
Kyran Adam
Sai Cropper
Ansel Lee
Andrew Miles
Toby Riggs
Samuel Cropper
Zoe Johnston
Greta Lewis
Cluster 11 (cont)
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
Analise Rosa
Sophia Koulis
Ava Haywood White
Fay (Di Fei) Liang
Sascha Craney ***
Simone Waugh
Hannah Noun
Suzi Christian
Angeliina Courtis
Annabella McKinnon
Dimitra Permagalis
Cluster 12
Cluster 10
Draws ideas from personal
experiences, other texts and research
to create imaginative, informative
and persuasive texts for different
audiences.
Shows awareness of the need to
justify opinions with supporting
evidence.
Locates resources and accesses
information when planning.
Rereads and revises text to check
and improve meaning, deleting
unnecessary information or adding
new information.
Creates meaningful sentences using
a variety of sentence beginnings,
including adverbial and adjectival
clauses to create complex sentence
Uses sentence and simple
punctuation correctly.
Uses morphemic, visual, phonic
knowledge and knowledge of prefixes
and suffixes to spell and edit words.
Term
Week
1 2
1
0
1
1
Class
5/6W
Read to teacher
Maos Last Dancer: The
Autobiography Genre
Autobiography and biography are
popular genres. They provide a birds
eye
view of someones life. For some this
is voyeuristic, for others it allows
some
comparison of our own human
existence.
Do you enjoy this genre?
Recall another autobiographical
film or story that you have seen or
read. What is appealing about it?
Compare and contrast.
Writing
Multimodal
Read to teacher
Maos Last Dancer
This autobiography is told in
chronological order. In this case it
starts with birth, childhood, leaving
home and going abroad. It is told
from the authors recollections and
relies on Lis memories of childhood.
Often autobiographies unfold around
events that stand out such as
starting school, family occasions,
getting into trouble and leaving
home.
What problems could there be with
Writing
Bring 3 key ideas from read to
self and create web of
understanding. In brag
books/journals record one idea
from another group member
and reflect on it.
Multimodal
Choose a different link from
teacher created Thinglink and
write three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.
Summarising I remember!
Modelled lesson: Explain to Ss they have to listen carefully while the teacher reads aloud. Their goal is to find information
that they think is important or interesting. Think-Pair-Share they have to use the stem I remember
Read with a
Partner
1. Both read
silently until
reaching preagreed
stopping point.
2. Stop and
signal with
thumb on
chest when
ready to share
I remember
reflection..
Read to teacher
Writing
Multimodal
Alphaboxes use
proforma to record key
words from the reading
passage.
Summarising Sum it up
Modelled lesson: Good readers take time to stop reading and think about what they have learned. When you are reading
today stop at the end of each page and think what did I just learn? What is most important? Read a text and model
recording the page number and use proforma to record key points.
Read to self
Read a page of
the text and
complete
proforma as
modelled above.
Read to teacher
Maos Last Dancer
Using the notes from the chart:
Students could compare Li
Cunxins upbringing to their own,
this could be an oral or written
activity.
They could debate which type of
upbringing is more valuable.
Interview grandparents and
compare their upbringing to the
Writing
Take a section from the text and
create a comic strip of the
section of text.
Multimodal
Choose a different link from
teacher created Thinglink and
write three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.
above.
Read to teacher
Maos Last Dancer
Throughout Lis childhood there are
examples of great struggle: not
having enough food or coal, being ill
and not affording to go to the doctor,
sharing a bed with three brothers
and regularly having lice. Li Cunxin
grew up in poverty, yet throughout
the first section there are examples
of great warmth and love alongside
terrible hardship.
Can there be any joy in this kind of
upbringing?
Make a list of what you think are
the elements of a happy family
upbringing.
What are the benefits and
drawbacks of having five siblings
and a large extended family nearby?
How does this compare to your
family?
Does affluence make you happy or
want for more?
Writing
M: Read text Model !Wow and ?I
dont understand
G: Jointly construct !Wow and ?
Idont understand
I: create own !wow and ?I dont
understand from shared text.
Multimodal
Choose a different link from
teacher created Thinglink and
write three VIPs.
Ext: Add to own thinglink or
access peer created thinglink
and add a VIP they found as a
comment.
Read to teacher
Maos Last Dancer
Writing
M: Use modeled text to create
sentences to jointly add to text
using the predicted words.
Multimodal
Create a wordle using the words
from the text.
Read to teacher
Maos Last Dancer: Chinese Fables
Writing
Select up to five facts about
light to add to our Wackypedia
entry about light.
Write your facts in such a way
that your audience is deceived
into believing your fact is a fib
or vice versa.
Multimodal
Use technology to create a
vodcast of your facts/fibs about
light. Remember to make your
character believable.
Read to teacher
Maos Last Dancer:
Customs/Superstitions
There are many Chinese customs
throughout the novel
Bound Feet (pIX, p21)
Arranged marriages (introduction)
Chinese medicine/herbs (p7)
Ginger tea (p23)
Cure for warts (p34-6)
Dust on cuts (p33)
Snakeskin and green onion (p33)
Customary death practice (p62-5)
Lucky look/three long toes (p97)
What makes these anecdotes
interesting?
Explain one of these beliefs in
more detail. Compare this to
Australia in the 21st Century.
Writing
(M) Classify the information on
the Wackypedia to
subheadings and then create a
table of contents.
Multimodal
Complete the vodcast from
previous lesson. If students
have finished, they can
choose a different link from
teacher created Thinglink and
write an I wonder question.
I wonder______ (something
they have questions about or
need to clarify).
Alessandro Farina
Vee Jei Choi
3.
Gabriel Da
Fonseca Reis Cluster 5
4.
5.
Simon Mella
Cluster 9
6.
7.
8.
9.
10.
11.
Nicholas Arambatzis
William Lazaris
Mathew Jin
Jorge Moudanidis
Atilla-Han Telim
Camila Godoy
Maluenda
12. Findhy Khow
13. Yana Strakhova
Cluster 10
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Melvin Chen
Sebastian Maron
Leon Peter
Jastin Micla
Rhys Williams
Jessica (Thuong) Le
Jennifer (Duong)
Nguyen
Saina Navabi
Dimitra Permagalis
Erokay Tulpar
Elizabeth Tairi
Linda Sabouni
Tugba Yildirim
Cluster 11
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
Ryan Tuften
Liam Tiedemann
Kyran Adam
Mark Thu
Thomas Raj
Kaemon Burfoot
Sai Cropper
Dylan Gil
Suzi Christian
Angeliina Courtis
Greta Lewis
Sascha Craney
Sophia Koulis
Fay (Di Fei) Liang
Cluster 12
49.
50.
51.
52.
53.
54.
55.
56.
57.
Toby Riggs
Charles Smith
Jack Trimmer
Darcy Pritchard
Samuel Cropper
Ansel Lee
Andrew Miles
Analise Rosa
Ava Haywood White
Espinola Cluster
2
42.
43.
44.
45.
46.
47.
48.
Annabella McKinnon
Hannah Noun
Adrijana Petkovic
Michelle Reid
Eda Haller
Simone Waugh
Zoe Johnston
Cluster 9
Reading
(Comprehension)
- Cluster
Markers
and Teaching Focus
Cluster
10
Cluster
11
Cluster 12