Year Five Reading Planner

Term: 2

Week: 10 Date:17th 21st of June

Monday
Focus and
AusVELS Topic
AusVELS
Content Description

Tuesday

AusVELS Level: 5

Wednesday

Year Level: 5

Thursday

English Reading and Viewing-

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Reading Vocabulary

Learning Goal

We will make
inferences from music.

We will infer explicit

meaning from a whole
text.

We will infer implicit

meaning from a whole
text and plan our own
stories with a
message/moral.

We will finish planning

our stories/comics and
start writing them.

We will finish our stories/comics.

Warm Up: 5 -15 minutes

Doesnt need to connect to
the rest of the lesson it is
about motivation and
interest

Today we will forego parts of the

usual lesson structure, as the Peter
and the Wolf recording goes for
approx. 30mins and you will also
need time to discuss with the class.

Have a class text and think aloud

while reading about the inference
and predictions you make. Model
writing your think aloud on the
IWB

Read The Fisherman and the

Theefyspray by Paul
Jennings. Like Mending
Lucille this text is light on
written text but has very
descriptive illustration (it
can be read reasonably
quickly).

Watch Grizzly tales for

gruesome kids The barber
of civil (10mins)
A funny, modern cautionary
tale in which rude students
have their tongues cut out.
http://www.youtube.com/wat
ch?v=dmYF_YzrvGo
Discuss the meaning (it is
very explicitly explain both
in the animation and
afterward)

Have a class text and think aloud while r

Use this text to discuss

inferring meaning in more
modern texts, compare the
similarities and differences
between how meaning is
delivered in this text and
Bat and Butterfly.
Introduction: 5 10 minutes
Introduce the topic of the
lesson, explicitly teach and
set the task

Briefly discuss how tone,

emotion, meaning, etc. can
be inferred from music.
Obvious examples are film
scores and incidental music.
A good one that kids will
know is the Imperial March
(Vaders theme) from Star
Wars.
https://www.youtube.com/w
atch?v=-bzWSJG93P8

Discuss inferring meaning

from a whole text with
students. You may wish to
discuss the concept of the
moral and the cautionary
tale with reference to well
known stories (the boy who
cried wolf, the ugly
duckling., etc.)
Also discuss the historical
and cultural use of stories as
a means of moral and
cultural education. its
probably a good idea to
specifically mention
indigenous storytelling here.

Introduce learning activity

for the next 3 lessons:
Students will be required to
plan and complete a short
story or comic with an
implied meaning/moral.
They may like to follow an
indigenous story telling
format, as suggested in
question 5 of the Bat and
Butterfly study guide, or
they may like to write a fairy
tale/fantasy or use a
personal anecdote (you may
like to discuss the difference
between infer and imply
here)

(maybe skip this if your

students are particularly
behind on their story
planning)
Ball-toss discussion: Get
students to stand and toss a
ball to each other, when a
student catches the ball
they are to share their
planning from the day
before:
What is my message and
what will happen to deliver
it?
They may also share a tip or
idea for another students
story.

Year Five Reading Planner

The first 4mins of this video
are great for explaining the
concept of dreamtime. It
also links really well to
yesterdays lesson.

Part

Year Five Reading Planner

Learning Investigation:
25 35 minutes
Students to be independent
grouped or paired. Teacher
to engage, direct, give
guidance, to affirm what
students are doing and to
teach at the point of need

Sit students on the floor and

play Sergey Prokofievs
Peter and the Wolf (narrated
by David Bowie). Its in 4
parts and runs for approx.
30mins. Bowie briefly
narrates each part of the
story, and the action is then
illustrated by the orchestra
(each character is portrayed
by a different instrument). It
sounds a bit dated but its
actually very engaging and
fun.
Throughout the piece, stop
occasionally and discuss
what students can infer
(mood, action, character,
etc.) and visualise from the
music. Note here that
inferring and visualising are
very closely linked in this
case. Some suggested
moments:
- You may like to stop as the
characters/instruments are
being introduced and
discuss what students think
the character would be like
(looks, movement, etc.) and
why. Here is a link to
pictures of the instruments
used, if required.
- At the end when Peter and
the other characters are
proudly parading the
captured wolf to the zoo,
Peters theme changes tone.
You may like to stop and ask
why? How would he feel?
How would he be walking?
Part 1:
https://www.youtube.com
/watch?v=kpoizq-jjxs
Part 2:
https://www.youtube.com

Watch the video Bat and

Butterfly - a story from the
Dhuwa people of central
Arnhem Land (from the Dust
Echoes website).
Its definitely worth reading
the What this story means
and original story sections
to yourself (you may also
with to read them to
students) before this lesson,
as it is quite layered with
meaning specific to its
peoples cultural/moral
context (and the video has
no narration/dialogue).
After watching the video
discuss the meaning with
students (you may need to
use you knowledge of the
storys cultural context to
help them. The first page of
the videos study guide is a
great resource for inferring
meaning from the animation
(particularly questions 14). You like to discuss some
as a class and have students
do others individually.
If you have time you may
like to introduce the task for
tomorrow so students can
begin thinking and drafting
(see lesson for Wednesday).

Today students will plan

their piece today. Their piece
needs to follow a show,
dont tell principle They
shouldnt explicitly tell us
their message.
Questions students should
be answering in their plans:
What is my message/moral?
(eg. Bullying is wrong, you
should treat animals with
respect, etc.).
How will I deliver this
message in my piece? What
will happen? (beginning,
middle, end).
Students have three lessons
plan and complete their
stories/comics, so try to get
students involved in the
creative process rather than
just rushing through to get it
done quickly (we have
noticed a trend in this in 5A).
Try to ensure that students
are showing the knowledge
gained from the previous
lessons on inferring in their
writing (tones of voice, body
language, facial expression,
delivery of overall
meassage)

Students are to finalise any

planning and begin working
on their story/comic.

Students are to complete their story/com

Try to focus on the difference between re

Year Five Reading Planner

/watch?v=pFSrmhNHz84
Part 3:
https://www.youtube.com
/watch?v=ShA-ew26eL4
Part 4:
http://www.youtube.com/
watch?v=486ZYCYt4zo
Focus Group
Teacher Focus Group:
Support and Extension

The questions in the study

guide can involve quite indepth analysis of meaning
If students are completing
these on their own it may be
worth holding a small group
conference with some lower
students.

Again, it may be worth

conferencing with students
who are struggling to come
up with ideas as this task
could be quite creatively
involved.

Reflection Time: 5 10
minutes
Students to think, talk
and/or write about the
mathematics in order to
develop and show an
understanding of what it is
that they have learnt during
the lesson

Rocket writing: Focus

question Why do
people/cultures create
stories with a deeper
meaning?

What is one thing I need to

keep in mind when I am
writing my piece tomorrow?
(eg. Spelling, presentation,
paragraphing, etc.)

Conference with students

who are still struggling with
ideas/ turning their plan into
a story.

It may be worth doing a revising confere

Whole

Choose a few students to share their pie