TCHE 2351 21st Century Literacies -Reading and Viewing two

week planner
Weeks 1 and 2, Semester 2, 2016
This unit has been written for a class of 26 Level 5 students attending a primary school in the inner north of Melbourne. Of the 26 students
there are two students who learning difficulties, four students who have a refugee background, EAL, (arriving in the country four years ago)
and one these students has an intellectual disability they received learning assistants from an integration-aide full time.
A Long Walk to Water written by Linda Sue Park is the focus of this literature focused literacy unit of 6 thirty-minute lessons. Exploring the
central ideas of water how water is connected to many facets of our lives and survival will also be addressed in the unit. Students will be
exploring these ideas by participating in group discussions and research, mapping the progression of their ideas and thoughts as well as
independent, yet quick, self-assessment activities.

Purpose of the Unit

Students will understand
Points of view- hearing only a single story about a certain place
or event will give only brief parts of a wider story.
Various texts use different writing techniques to deliver their
message.
Working collaboratively will develop deep understanding of
texts.
Reading a text for a second time will uncover key elements
missed the first time.
Understand that access to water is not as simple as turning a
tap. A tap can deliver water that is not safe to drink. For some
children they have very limited access to water, and that water is

Key questions
Water = school. How is this true?
To have nothing is too How can someone who has something
define a person who has nothing?
From help to helping.
Water is more than just life giving life can be taken by it; lives can
be improved by it

dangerous to drink.

Students will know and understand

Books/texts with similar themes can expand our knowledge on a topic.
The different features of certain types of texts (dual narrative,
autobiography, fiction, picture book)

What key knowledge will students acquire as a result of this

unit?

Students will be able to

Make connections: Text-to-Text; Text-to-Self; that will assist
in developing deep understanding of the text
Analyse text types explore how these can influence the
reader's opinion of characters, events or issues addressed by
the text.
Investigation of issues and topics explored in text they read.

Section B. Curriculum understandings highlight content description and sentence from the achievement
standard that are addressed in these lessons.

Level 5/ English/ Reading and Viewing/ Literature/ Literature and Context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (VCELT313) (VCAA,
2016)
Students will be identifying the cultural and historical context as to where the story takes place, how these elements can change the reader's
opinion of these; by conducting thorough research into the details and information they can broaden understanding. Through guided and
insightful discussion with peers and using skills of inferring and predicting students will identify how cultural, social and location differences
influence the lives that people are able to lead.

Level 5 Achievement Standards

Reading and Viewing

James McKimmie

By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images
and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a
variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. When
reading, they confidently encounter and can decode less familiar words. (VCAA, 2016)
Students will utilise making connections of text-to self-conducting a self assessment of knowledge at the beginning and end of the unit and
group discussions; and text-to-text by referring to supporting texts to develop a deep understanding of the issues and ideas addressed by the A
Long Walk to Water novel.

Overview of Texts
Text
A Long Walk to
Water

On World Water day,

glass half empty for
fifth of world's
children.
UNICEF 2005

Genre

Purpose

Fiction/Nonfi
ction

Non
-Fictions

To inform readers of the

lack of access to clean
water, how this affects
the health of children.

Text Features &

structure

Language Features

- Dual narrative; telling

stories- one true (though
extrapolated), one
fictional. - Stories are
swapped chapter by
chapter - Book features a
map - Past Tense - Third
Person

Imagery: Vivid imagery explored through the

language.

Factual.

Facts. Historical and recent.

Symbolism- Nyas narrative as a symbol of

many stories of the conflict and turmoil in
Sudan.

LEARNING AND TEACHING SEQUENCE

James McKimmie

Level 5 Reading & Viewing planner Term 3, 2016.

Week 1

30 minutes per session

Session
focus

Resources

Specific
learning
intention/s:

Whole class
focus

Independent or teacher lead

groups

Sharing group
(feedback)

Session 1
Identifying
key
elements/iss
ues/plot
points in a
novel

Reading journals

We are learning
to identify key
elements of a
novel.

Students will be
working to
develop a clear
understanding of
the issues and
topics addressed
by A Long Walk
to Water

Students to work in small mixed

ability groups of 3 students.
Mind mapping as a group the key
issues addressed by the text.
From this initial activity students will
pick the issue they would like to
know more about.

Group share,
teacher lead at
the end of the
session, taking
main points from
each group, listing
in Mind-map on
interactive whiteboard.

Students are working collaboratively at the beginning of this unit of work, as sharing ideas and having discussions with their peers will open up new
thought trails for individual students. Student in this class are from a diverse range of backgrounds and experiences, when reading the text students
will have identified with key elements in different ways. For students to develop a deep understanding of a text, Gallagher tell us that only after
students are given time to discuss, to share what they saw in the story a deep level of understanding will be achieved (2004), by all students in the
class.
As the EAL students will have read the text in an alternate language to their main language, they will greatly benefit from discussion with peers, who
they communicate with regularly, due to the strong relationship they have.
The student who requires assistance from an integration aide is very verbal and social with peers, grouping them with higher achieving students,
who they aspire to be, will benefit their learning greatly, and when interacting with the text some of the issues addressed were not accessible to
them.
Session 2:
Research
Water is life

On World Water
day, glass half
empty for fifth of

James McKimmie

We are learning
to understand
how water is

Independently
reading the text,
highlighting main

Lower level students will be working

with the teacher, reading the text,
identifying elements that

changingPositive or
Negative

worlds children.
(UNICEF press
release)

precious.

points.
Discussion in
pairs as to how
water is life
changing.

complement the events and themes

addressed in A Long Walk to Water.
This session conferencing with the
teacher will be formative
assessment for these students who
need guidance.

Add these notes

to reading journal
Using a satellite text at this early stage of the unit will assist students in connecting themes and issues between texts. By using
satellite texts in group learning situations, Harvey and Goudvis tell us that students are able to use personal and collective
experience to construct meaning, pushing them into thinking on a more worldly scale of issues occurring outside of their personal
lives (2007).
Session 3:
Bravery
Courage

We are learning
to identify
personality
traits of our own
that are
reflected by
characters in
texts.

Journaling our
ideas and
thoughts about
bravery in
reading journals.

Students will work independently to

identify times in their lives when
they have had to be brave or
courageous.

Journaling of reading activities, thoughts, feelings and attitudes are recorded by students to express, reflect on and assess what they have learned
(Parker, Armengol, Brooke, & Carper, 1995).

Week 2
Session 4
Water usage

Reading journals

James McKimmie

We are learning
how an author

How did the

Author, Linda Sue

In small groups students will be

identifying the strategies that Salva

depending
on our
personal
situation/loca
tion
Water/Braver
y/Courage

can influence
the reading
using literary
techniques.

Park, depict
Salvas inner
thoughts using
the third person
narrative? .

used to keep walking

(Positive self talk, goal setting,
courage)
How has the author described these
in the novel?
Does the way they are described
change the significance of the
event?

We are learning
to identify
changes in our
thoughts and
opinions

Charting the
changes in our
ideas.

Students are to use the mind maps

from the beginning of the unit, using
a different colour pen, they note
down any new knowledge they
have, development of ideas, new
interests.

Identifying the
new knowledge
learnt during this
unit.

In small groups of, 5, mixed ability.

Students are to discuss the learning
they have completed over this 2week unit.
Prompt Questions:
How have your water usage habits
changed since reading A Long Walk
to Water?

Session 5

Mind maps from

lesson 1

Session 6

Personal
Learning to
learning
identify new
artefacts/reading skill, knowledge,
journals
interests we
A Long Walk to
have gained
Water.
from reading
On World Water texts of different
Day, glass half
genre with
empty for fifth of
similar main
worlds children.
ideas.

Summing up
of our
learning

James McKimmie

From this discussion and reading

journal entries write a short
narrative, from the perspective of
Nya, How could things have been
different if.

If her village did not receive a well

Students with additional needs are
able to discuss with teacher/aide
who is to note down key points from
the students narrative.

Assessment and Reporting overview

Summative- assessment of
learning
Pre-assessment:
Mind-mapping key ideas from text
Bravery
Final assessment:
Mind-Mapping of how ideas have
changed

Formative assessment for

learning

Peer & Self Assessment assessment as

learning

Conferencing with students mid-way

through the unit.

Peer discussion groups- Guided discussions

informed by students reading journals. Discussions
will ignite various viewpoints students may not have
noticed in the text.
Journaling of ideas explored during each lesson,
students personally tracking their understandings.

Write a short narrative from the

perspective of Nya what if this.

Assessment has been developed with reference to The Six Facets of Understanding (Wiggins & McTighe, 2005) of Explanation, interpretation,
application, perspective, empathy and self-knowledge. To be able to write a short narrative piece from the perspective of a supporting character
in a text a student needs to have developed a deep understanding of the themes and issues a text addresses along with how this character
relates to the main character. By writing in the perspective of Nya, in a situation if her village did not receive a well from Salva. It will be possible
to identify the students who have a deep understanding.

James McKimmie

Diverse learners can be catered for with this style of assessment as the narrative does not need to written down, students could record their
discussion; conference with teacher; annotate illustrations of their ideas. Students who have little interest in reading and struggle when reading
a required text will benefit from knowing what is expected of them, all students are expected to achieve to the best of their ability. By offering
various forms the final assessment can be presented offers all students the ability to be empowered by the knowledge that the expectations are
high for their learning, but the teacher and peers are a resource they can use to extend their learning and succeed (Lowe, 2016).

Learning intention for assessment task:

We are learning to apply our knowledge of the novel's main ideas to the perspective of a supporting character that is in a different situation.
Success Criteria:
I am able to create a short narrative from the perspective of a supporting character whose story does not follow that of the novels; informed by
the main ideas of the text.
To succeed in this assessment task students are given a rather succinct starting point but will be given the freedom to address this in the way
they choose. The majority of students will explore how Nyas life will as if Salva never came to her village; some will explore the advantages of
Salva coming to Nyas village much earlier give her water and access to school from a much younger age. By keeping this task open-ended
teachers will be able to identify the students who have not developed a deep understanding of the text, as these students will only address
Nyas requirement to collect water each day changing slightly; if deep understanding has been developed students will connect access to water
with health, time and education.

James McKimmie

(The State of Victoria (Department of Education and Training), 2014)

Bibliography
The State of Victoria (Department of Education and Training). (2014, Feburary 27). Literacy Professional Learning Resource - Teaching
Strategies - AusVELS Levels 5 and 6 - Teaching Reading Using the Four Resources Model: Code Breaking. Retrieved October 2, 2016 from
Teaching Resources :
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/proflearn/Pages/teachread4.aspx#1

References:
Gallagher, K. (2004). Deeper reading. Portland, Maine: Stenhouse Publishers.
Harvey, S. & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement (2nd ed.). Portland,
Maine: Stenhouse Publishers.
Lowe, K. (2016). For the love of reading: Supporting the struggling reader. Newtown, NSW: Primary English Teaching Association Australia.
Parker, E., Armengol, R., Brooke, L., & Carper, K. (1995). Teachers' choices in classroom assessment. The Reading Teacher, 48(7), 622-624.
Victorian Curriculum and Assessment Authority (VACC) (2016). The Victorian Curriculum Foundation10 (F10): English. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=5&search=8ff1f043-18bf-46aa-a837-9e4600a2a3c5
Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

James McKimmie

James McKimmie

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