EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Informational Text (Desert People)

Year 5

Session

Week 2

1.

Outcomes
EN3-2A
composes,
edits and
presents well
structured and
coherent texts
EN3-3A uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

2.

EN3-3A uses
an integrated
range of skills,

H. Al-Houssayni

Designing, Selecting and Sequencing Activities

Recap what students learned in previous lesson (previous

week).
Comparison
Read the chart on page 7 and, working in pairs, have
students compare and contrast the Sonoran Desert with the
Atacama Desert and record the information on a Venn
diagram to share with the class.
Create a Venn diagram combining all the information from
the class.
Summarising
Ask students to explain how the strategy helped them to
understand the book.
Have students write a summary of page 13 and 14, the
better one, on a piece of paper. Students can share the
summary with the class.
Reflection
Differentiation
Scaffolding: Teacher simplifies the Venn diagram with word
clues to complete a close sentence to add to the diagram.
Teacher helps with summaries.
Extension: Comparing the Tohono Oodham and the
Bedouins on Different and Alike worksheet
Recap what students learned in previous lesson.
Grammar
Prepositions show a relationship between two things.
S00161625

Resources

Interactive
White Board
(IWB)
Venn
diagrams
Text
Paper

Assessment

Text
IWB
Prepositions

Venn
diagrams,
comparison
and contrast
Oral
questioning
on
summarising
Summaries of
page 13 and
14

Questioning
individual
students as
1

Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

Outcomes
strategies and
knowledge to
read, view
comprehend a
wide range of
texts in
different media
and
technologies

3.

EN3-6B uses
knowledge of
sentence
structure,
grammar,
punctuation
and folk ability
to respond to
and compose
clear and
cohesive text
in different and
technologies
EN3-2A
composes,
edits and
presents well
structured and
coherent texts

H. Al-Houssayni

Designing, Selecting and Sequencing Activities

Resources

worksheet

Students look at page 4. Imagine that you feel hungry in

this desert. Point to the word in. Discuss the use of
prepositions.
Assign the six chapters in the book to different groups and
ask them to list all the prepositions that they can find. List
all the prepositions by how, when why and so on. Have
students complete prepositions worksheet.
Reflection
Differentiation
Scaffolding: Assign students to a group for peer support
during the chapter summary activity. Teacher helps with
preposition completion sheet.
Extension: Writing Why are camels important to the
survival of the Bedouin?

Recap what students learned in previous lesson.

Writing connection (Session 1)
Provide print and Internet sources for students to further
research one of the following desert peoples: Kalahari
Bushmen, Atacama Indians or Australian Aborigines.
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Assessment

Internet
access
Books and
magazines
about the
desert

they work on
their text
Lists of
prepositions
Worksheet

Prewriting
discussion of
ideas about
the Desert
people
chosen
2

Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

Outcomes

Designing, Selecting and Sequencing Activities

Resources

Have them write an informational report, including at least

three paragraphs and two illustrations or photographs.
Display their work on a bulletin board titled Desert People.
Reflection
Differentiation
Scaffolding: Provide the print material at an easier level and
help students plan for writing, support with word bank and
dictionaries.
Extension: Using iPads, students use the Aurasma app to
take pictures of presentations and organise their
presentation for later.

people
Paper,
pencils,
coloured
paper
Printer

Incidental
observation
during
planning and
writing

Internet
resources
Text and
magazine
resources
Printer
Coloured
paper
Display
Board
Discussion
cards

Questions to
review
progress
Completed
paragraphs
Observing
Discussion
Card activity

4.

EN3-3A uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies
EN3-2A
composes,
edits and
presents well
structured and
coherent texts
EN3-3A uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in

H. Al-Houssayni

Recap what students learned in previous lesson.

Writing connection (Session 2)
Review student work and encourage students to complete
the paragraphs this session so that We may be ready to
present our work during the next session.
Completed work is to be placed on the display board.
Students who finish may use the discussion cards in pairs or
groups to review the text.
Reflection
Differentiation
Scaffolding: Teacher support throughout writing session,
peer support by early finishers to proof read and give help.
Extension: Support scaffolded group with proof reading and
presentation, Discussion Card activity and write other
possible questions to be used in the activity.
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Assessment

Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

5.

Outcomes
different media
and
technologies
EN3-1A
communicates
effectively for a
variety of
audiences and
purposes using
increasingly
challenging
topics, ideas,
issues and
language forms
and features
EN3-9E
recognises,
reflects on and
assesses their
strengths as a
learner

H. Al-Houssayni

Designing, Selecting and Sequencing Activities

Recap what students learned in previous lesson.

Presentation of research reports
Each child presents her/his report as it is shown on the IWB.
Any questions are to be kept until everyone in the group
has presented.
Teacher reviews the text Desert People and goes over the
key elements, vocabulary, prepositions, summarising and
researching to get feedback from students. The main points
are put on the board.
Reflection
Differentiation
Scaffolding: Peer support and teacher helps with
presentation of report, reading where needed and using
guiding questions.
Extension: Students video each presentation. Display
Aurasma materials on the IWB.

S00161625

Resources

IWB
Display
Board
Chart to
display
feedback

Assessment

Review
research
reports for
information,
presentation,
grammar and
spelling.
Discussion
and feedback
from students
to review the
unit