Micaela Wilson S0018170

LITERACY / UNIT PLANNER

Topic: The Apology Laura Episode 1, 2008

Year Level: 5

GRAMMAR FOCUS:

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Word group level:

Information
Narrative

Sentences

Clauses

Adverbial phrases

Adverbial clauses

Adjectival phrases

Adjectival clauses

Term: 2

Weeks: 1-3

Date: 13/04/15
Produced

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

Word level:

Verbs

Adjectives

Adverbs

Conjunctions

WHOLE TEXT STRUCTURE:

Language features of an Information Narrative:

Descriptive language to create vivid images (including adverbs, adjectives,

similes, metaphors, hyperbole, analogy, onomatopoeia, alliteration).

Adjectives describe nouns (characters and setting)

Adverbs give extra information to verbs (describing how, when and where
events happen

First and third person pronouns

Dialogue

Tense changes (predominately present tense in dialogue and past tense in

the remainder of the text)

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, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning,

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Micaela Wilson S0018170

(Wing Jan, 2009, pp. 235-236).

CONTEXT: Overview of series of lessons and background information

Students will explore the history of Aboriginal people in Australia, paying close
attention to the period between 1910-1970 where government policies allowed
thousands of children to be forcibly removed from their families. Students will
investigate many different types of texts, including songs, formal speeches, TV
episodes and picture books to gain a deep understanding of the experiences and
ongoing suffering of the Stolen Generation and their communities.
In this unit, students will learn how to write an information narrative about the Stolen
Generation using a combination of fictional and factual detail.
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 information narratives
about the Stolen Generation.
Learning behaviours: I need to use a combination of fictional and factual
information in the orientation, complication and resolution when writing my
information narrative.
Success criteria: I know Im doing well if I can write an accurate, believable story
following the information narrative structure.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst

Topic-specific vocabulary for the unit of work:

Resources:

Indigenous, Aboriginal, Stolen Generation, apology, separation, forced,

reconciliation, frontier, settlers, missions, reserves.

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, 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)

WingJan,L.(2009).Writeways.SouthMelbourne:OxfordUniversityPress.pp.235264
Hertzberg,M.(2011).Chapter4:FocusonOracy.TeachingEnglishlanguagelearnersin
mainstreamclasses.Newtown:PETAA.pp.4875
ABC3MyPlace.Episode1:2008:Laura.Retrievedfrom
http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.html?
tabRank=1&idSubtheme=
ABC3MyPlace.Episode1:2008:Laura:Englishteachingstrategies.Retrievedfrom
http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.html?
tabRank=1&idSubtheme=
Marsden,J.&Tan,S.(2010).TheRabbits.LothianChildrensBooks.
Youtube(2015).ArchieRoachTookthechildrenaway.Retrievedfrom

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Micaela Wilson S0018170

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

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

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

We are learning to ...

https://www.youtube.com/watch?v=aywDT6yHMmo
Roach,A.(2011).Tookthechildrenaway.OneDayHill,Australia.
Saffioti,T.(2011).StolenGirl.MagabalaBooks,Australia.
ABCsBehindTheNews(2008).StolenGeneration(19/02/08).Retrievedfrom
http://www.abc.net.au/btn/story/s2219619.htm
ABC3MyPlace(2008).KevinRuddsapologyspeech.Retrievedfrom
http://www.myplace.edu.au/TLF_resources/R10335/description.html.
ABCsSplash(2010).AvoicefromtheStolenGeneration.Retrievedfrom
http://splash.abc.net.au/home#!/media/103066/a-voice-from-the-stolen-generations

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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)

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)

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.

Students bring their

journals to the floor at the
conclusion of the lesson
to share their responses.

Teacher collects the

completed Thinking
Routine Y-Chart as
evidence of preassessment or prior
knowledge of this unit.

Gradual release of responsibility:

Before, During, After

LESSON ONE
1. Building topic
knowledge

Instructional
Strategy

Instructional Strategy

Focus questions:

Thinking Tool/Routine

Display a photo or an Before reading:

artefact of the
Students predict what
Australian Aboriginal
they think the story
flag.
will be about, using
the title, illustrations
Tune students into
and prior knowledge.

Small teaching group:

Instructional Strategy?

Introduce students to the

Thinking Routine
Think/Puzzle/Explore
In their literacy learning
journals, children respond

Through the discussion, it

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Micaela Wilson S0018170

We are learning to
reflect on our
learning about
Aboriginal history.

the overarching
theme of the unit
(Aboriginal history)
by discussing the
flag.
Focus questions:
Where have you
seen this flag
before?
Who or what
does this flag
represent?
What do you
think the colours
symbolise?

Read to: The Rabbits by

John Marsden and Shaun
Tan (2000).
After reading:
Three level questioning
Literal:
Inferential: from
whose point of view is
the story told?
Evaluative: why do
you think The
Rabbits was chosen as
the book title?

to the following prompts

using a Y-Chart graphic
organiser:

may come to light that

students have the same
puzzles.

Teacher writes all the

puzzles on a poster/
display to refer to during
the unit.

What do you think you

know about the Stolen
Generation?
What questions or
puzzles do you have
about the Stolen
Generation?
How might you
explore the puzzles
you have about the
Stolen Generation?

I am doing well if I
Can record at least two
sentences under each
part of the Thinking
Routine.

Begin creating a Word

Wall of unfamiliar topic
specific vocabulary. Use
language taken from the
text and discussions about
the flag. Continue adding
to this display daily as
new vocabulary presents.
LESSON TWO
1. Building topic
knowledge
We are learning
about the Stolen
Generation.

As a class, listen to and view the song Took the children away by Archie Roach using the link https://www.youtube.com/watch?
v=aywDT6yHMmo.
Then conduct a Read Aloud of the childrens book version written by Archie Roach and illustrated by Ruby Hunter.
Compare and contrast the two forms of expression (song and book) using a Venn Diagram. Reflect on the degree of emotive response
they each provoked about the Stolen Generation.
Add any new vocabulary to the class Word Wall.

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LESSON THREE
1. Building topic
knowledge

As a class, view the My Place episode The Apology (Laura Episode 1, 2008) without pausing or commenting. On the second
viewing, students record their 3 VIPs in their literacy learning journal. Students then pass their journal to their peer on the left, and add
a new VIP that is not already on the list. Students do this process one more time, so there are 5 VIPs in total. This gives children a
wider perspective/deeper understanding of the film, because they may not have picked up on certain things that their peers have.
In the episode it is revealed that Aunty Bev is a child of the Stolen Generation. Discuss how Aunty Bev feels about her past and how
she might be feeling about the impeding apology from the Prime Minister.

LESSON FOUR
1. Building topic
knowledge

To give the My Place episode viewed in the previous lesson more context, watch and listen to Kevin Rudds 2008 apology speech via
http://www.myplace.edu.au/TLF_resources/R10335/description.html. Children think about and discuss the following prompts: Whois
KevinRuddapologisingto?Whatisheapologisingabout?Whyisheapologising?
ThenwatchtheABCBehindTheNewsepisodeStolenGenerationsformoreinformation.Linkat
http://www.abc.net.au/btn/story/s2219619.htm
Add any new vocabulary from Kevin Rudds speech and the Behind The News segment to the class Word Wall, along with symbols
and pictures to match it.

LESSON FIVE
2. Building text
knowledge/
Model the genre
We are learning to
write information
narratives about the
Stolen Generation.

As a class,
brainstorm the
difference between
fact and fiction.
Record ideas on the
whiteboard. Discuss
possible language
and examples
associated with fact
and fiction (eg: real,
truth, proven,
objective, scientific
and make-believe,
imaginative,
unproven, subjective,
narratives).

Before reading:
Discuss the title and
illustrations.
Students predict what
the story may be
about, using their
learning from the
previous lessons about
the Stolen Generation.
Read to: Stolen Girl by
Trish Saffioti and Norma
MacDonald (2011).
After reading:
Questions to promote text

Add any new vocabulary

(with accompanying
visuals) to the class Word
Wall.
Students complete a Tchart summarising what
they think are the factual
and fictional details in the
story Stolen Girl.
Students should consider
the main characters,
setting, issues and events.

Students explain their

perspective on the factual
and fictional details of the
story. Teacher encourages
students to question or
challenge each other, so
that everyone must orally
justify and/or defend why
they believe that
particular detail is fact or
fiction (using
evidence/information
from other sources if
possible).

Teacher collects the

completed fact/fiction
T-Charts for Stolen
Girl as evidence of
formative assessment.
Teacher actively listens
to the students
justifications about why
they labelled events of
Stolen Girl fact or
fiction. Did they refer
to other texts or sources
of information as
evidence?

Teacher asks students to

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Micaela Wilson S0018170

to text/self/world
connections
How is this story
similar/different to
Archie Roachs
account Took the
children away?
Have you ever been
separated from your
family? How did it
feel? What was it like
when you were
reunited?
Why do you think
family and
Play the game two
relationships are so
truths and a lie to get
important? What are
students in the frame
the consequences for
of mind of
children around the
combining fact and
world who grow up
fiction.
without a family?
Re-read the story
Explain the purpose of an
Stolen Girl.
Information Narrative to
convey factual
Focus questions after information within a
reading:
narrative setting (Wing
Jan, p.255).
What did the
author need to
Outline the structure of an
know to write
information narrative,
this story?
What techniques making clear the
similarities to a standard
did the author
narrative:
employ to make
Orientation
this story
Focus questions:
How do you
know if
something is a
fact?
How do you
know if
something is
fiction?
What is
information? Fact
or fiction? How
do you know?

LESSON SIX
2. Building text
knowledge/
Model the genre

Students complete a story

map (Wing Jan, p.247) by
drawing a sequence of
pictures to reflect the plot
in Stolen Girl (at least 5
images).
Students must label
pictures with headings
(orientation, complication,
resolution) to demonstrate
understanding of the
layout of information

think about what type of

text Stolen Girl is.

I am doing well if I
Correctly identify at
least three factual and
three fictional aspects
of Stolen Girl.

Students turn to a partner

and orally retell the story
of Stolen Girl through
their pictures,
remembering to speak
with emotive language
and details to describe
each visual.

Teacher observes
students during their
oral retells
I am doing well if I
draw at least 6 pictures
(with appropriate
headings) in the order
that they appear in the
story Stolen Girl.

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Micaela Wilson S0018170

accurate and
believable?
Discuss ideas to the
following question
(asked at the
conclusion of the
previous lesson):
what type of text is
Stolen Girl?

Complication
Resolution

narratives.

Point out the specific

language features used in
information narrative
Stolen Girl (descriptive/
emotive language and
tense changes in
dialogue).

Explicitly state that

Stolen Girl is an
example of an
Information
Narrative.
LESSON SEVEN

Using the topic vocabulary on the Word Wall collected over the unit, students play a game of bingo in groups of 4-5 (Hertzberg, p.62).

3. Guided
activities to
develop
vocabulary or
specific
language
feature

Teacher has playing sheets/cards ready for use, with the English word alongside the translation into another language (that is
predominant within the class).

We are learning to
communicate our
ideas about the
Stolen Generation
through talk.
LESSON EIGHT
4. Guided

Activate and review

students knowledge
about the Stolen

Students continue to work

through the Dictogloss
cycle:

Students continue to work

through the Dictogloss
cycle:

Students conclude the

Dictogloss cycle:
(Herzberg, 2011, p.68).

Teacher collects
summaries as evidence
of formative
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Micaela Wilson S0018170

activities to
develop
vocabulary or
specific
language
feature

LESSON NINE
3. Guided
activities to
develop
vocabulary or
specific
language
feature

Generation in
preparation for the
Dictogloss activity.

(Herzberg, 2011, p.68).

Use the visual

stimulus in Appendix
2 as a springboard for
discussion.
Focus questions:
What do you
think has just
happened?
What relationship
or connection do
you think the
characters in the
picture have?
Why do you say
that?
Where do you
think this picture
is taken? Where
might they be
going?
Students view a short
video testimony from
Donna Meehan, a
child of the Stolen
Generation.

(Herzberg, 2011, p.68).

Students listen as the

teacher reads out a

short information text
about the Stolen
Generation (Appendix
3)
During the second read

through, students jot

down key words.

Explain how testimonies

and personal stories can be
told through interviews,
for example with a news
reporter or member of the
police force.

Link at
http://splash.abc.net.a Discuss and model the
u/home#!/media/103 structure of an interview.

In pairs, students
combine their key
words and write a
summary of what was
read out. This must be
paraphrased/put in
own words!
Each pair then gathers
with another pair to
form groups of four
and compare
summaries.

In pairs, students conduct

interviews with one
partner as the interviewer
and the other partner as a
child of the Stolen
Generation.
When it is time to swap
roles, one partner will

assessment.
Teacher displays the
original text read out
for students to
compare their
summaries with.

Teacher observes how

well students cooperate
and share the workload
with their partner.

Focus questions:
How accurate was
your paraphrasing?
Did your summary
encapsulate the main
idea in the original
text?
What key terms did
you identify from the
original text read out?
Are any of these
terms on our Word
Wall? (if not, add
them).

Teacher observes
students as they
compare summaries
with other pairs. Have
they identified
similarities and
differences?

Students join with

another pair to make
groups of four, and each
duo presents their
interview with the pretend
child of the Stolen
Generation, before
swapping roles and
presenting the interview

Students engage in peer

assessment and
consider the following
points when evaluating
the interviews:
Does the interview
follow the structure
of opening,
questions and

I am doing well if I
Can list as least 8 key
words and then use
them to accurately
paraphrase the text.

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066/a-voice-fromthe-stolengenerations
Focus questions:
Have you ever
felt like you
didnt belong?
What is like to
feel different to
those around
you?
What does the
phrase feeling
like a fish out of
water mean?

Opening/welcome/
thanks
Question/answer
cycle repeats
Conclusion/thanks

become the interviewer

and the other child will be
a parent pretending their
child has been removed.

with the parent of a child

that has been removed.
Pairs of students evaluate
each others performance
and give constructive
feedback.

answers and
conclusion?
Is the interview an
accurate
representation of
true events and
history of the Stolen
Generation?
Is the interview
interesting and
engaging?
Did the student use
descriptive/emotive
language in the
interview?
Did the student use
adverbs and
adjectives to
describe feelings/
events in the
interview?
Did the student use
a clear, confident
voice during the
interview?

I am doing well if I
Follow the interview
structure and give
accurate information
about the Stolen
Generation.

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Micaela Wilson S0018170

LESSON TEN
4. Joint
construction of
text
LESSON ELEVEN
5. Independent
construction of
text
LESSON TWELVE
1. Independent
construction of
text
LESSON
THIRTEEN
5. Independent
construction of text
LESSON
FOURTEEN
2. Reflecting on
language
choices

Using the childrens ideas for characters, setting and events, the teacher models how to write an information narrative about the Stolen
Generation, giving close attention to the structure and the language features of emotive language and tense changes in dialogue.
For example, students decide the main character will be a young girl of similar age to them (11 years old). The story will be about the
girls experience of being taken from her family and forced to work as a slave for a wealthy European family.
Students organise themselves into groups of three. Using the information narrative planning template (see Appendix 1), students work
together to plan a story about Indigenous children being forcibly removed from their families. Remember to include factual
information, and record this as dot points in the template.
The story can be told in first or third person, from either the childs perspective or the parents perspective.
In the same groups of three from the previous lesson, children prepare for collaborative writing or co-authoring. Students now choose
a section of their information narrative to each write about and draft in detail (orientation, complication, resolution), remembering that
the three sections will come together at the end and thus have to flow and make sense.
Refer to the planning template completed in the prior lesson.
Teacher reminds students to include emotive language and correct tense changes in dialogue.
In the same groups of three, students write a final copy for their section of the information narrative, and publish the three parts
altogether, ready for sharing with the class. One effective method of collating the orientation, complication and resolution is to take it
in turns to type the piece on a computer/laptop/iPad.
This is an opportunity for the teacher to gather summative assessment evidence.
Students refer to their Think/Puzzle/Explore recordings from the first lesson in the unit.
Students reflect on the unit in terms of:
What do you now know/have learned about the Stolen Generation? How does this compare with what you previously thought you
knew?
Their original questions or puzzles about the Stolen Generation. Can you now answer your own puzzles?
How did you explore your puzzles or explore research/information about the Stolen Generation for your information narrative?

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APPENDIX 1:
LESSON TEN Information narrative planning template
Summary of plot

Facts included

Orientation

Complication

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Resolution

APPENDIX 2:
LESSON EIGHT - Visual stimulus for Dictogloss activity

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APPENDIX 3:
LESSON EIGHT: Text for Dictogloss activity
OneofthedarkestchaptersofAustralianhistorywastheforcedremovalofAboriginalchildrenfromtheirfamilies.Childrenasyoungasbabieswerestolen
fromtheirfamiliestobeplacedingirlsandboyshomes,fosterfamiliesormissions.Attheageof18theywerereleasedintowhitesociety,mostscarredfor
lifebytheirexperiences.
TheseAboriginalpeoplearecollectivelyreferredtoastheStolenGenerationsbecauseseveralgenerationswereaffected.
ManyAboriginalpeoplearestillsearchingfortheirparentsandsiblings.

Source: http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolen-generations#ixzz3oaKTxZL3

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