Jenna

Mason S00107285 EDLA309 Assessment Task 3 21/10/16

RATIONALE

This series of five lesson plans explores chapter 1858, within Wheatley and Rawlins picture book My Place (1987). These lessons explore the
informational narrative text type and aim to improve the year 5 students research skills while building language and structure knowledge specific to the
orientation. This chapter explores the period of 1858 which saw the gold rush sweep through California and Victoria, providing rich opportunities for
student to explore the causes and reasons why people migrated to Australia, and their stories while developing oral and written language (Victorian
Curriculum and Assessment Authority, 2016).
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LESSON PLANNING
Literacy Unit learning intentions
In this unit we are learning to develop our understanding of informational narrative by using the correct structure, grammar and factual information.

Literacy Unit Learning behaviors

I need to write a list on the board outlining my clear expectations of student behaviors, to ensure they stay focused and develop work in appropriate time
given.

LESSON 1

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
WHOLE CLASS FOCUS: Building topic knowledge My Place, Wheatley N. and Assessment Type
We are learning to TASK 1: Zoom in Rawlins, D.(1987). Australia: -Observations of
learn to build topic Zoom in image of My Place, Chapter 1858 (see Appendix Collins Dove Publishers. Chapter involvement in class
knowledge by 2a). 1848 discussion and
finding the main Class brainstorm: See-Think-Wonder brainstorming
ideas of the text. What do you see? What do you think the whole image may
be? What are your wonderings about the themes explored Digital version of chapter 1958 -KWHL chart (what have
in the text? (zoomed in images and whole I learnt?) to be filled in at
Language - zoomed in image of 1858 (Appendix 2b) text) end of the lesson (self
features of this assessment)
text type KWHL chart (Appendix 3): Teacher models initially.
examined in this Students fill in the chart based on their knowledge of the Success criteria for
lesson: book so far whole class
Descriptive and -Read aloud chapter to students prompting them to listen for
emotive language subject specific words that can help develop their I am doing well if I can
to create vivid understanding of the main ideas explored in the text write 2 things I want to
imagery -Students update their KWHL chart based on new know in my KWHL chart
First person voice knowledge from the text based on my wonderings
of the text.
-As a class create a word wall that will list the main ideas
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and topic specific language found within the text. Students
will refer to this when choosing the topic to research for their
final piece of writing.

Fill in what have I learnt in KWHL chart.

DIFFERENTIATION STARTEGY: Learning Contracts for

at risk students.
A written agreement between teacher and student that will
result in students working independently and set daily and
weekly work goals and develop management skills.

OUTCOMES: Graphic organizers- KWHL chart.

Oracy is achieved through class discussion.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Read aloud of My Place Chapter 1958 -What can the images tell us about the setting and time?
-Who is narrating the story?
-Do any words sound familiar to you
-Are there any words that you have never heard before?

LESSON 2

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
WHOLE CLASS FOCUS: Building text knowledge/Model My Place, Wheatley N. and Assessment Type
We are learning to the genre Rawlins, D.(1987). Australia: Appropriate examples
understand the Collins Dove Publishers, given within work
structure of an TASK 1: Narrative Sort (Wing Jan, 2015. Pg 278) samples: correct
information 1. -Show Stages of a narrative poster (Appendix 4) to Spot the graph proformas for each structure and facts are
narrative, with students. Brainstorm what may be included in each stage student. found within Pro Forma.
emphasis on the and fill in poster as a class, prompting students to use prior Observation: Adequate
orientation. knowledge of other stories they have read or written. Stages of narrative poster Participation in groups
2.
3. -In groups of 3: students receive different information Set of different information
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narratives that are cut into the 3 different stages. Students narratives (letters, journals,
must reconstruct the text in correct sequence. narratives) Success criteria for
4. whole class
5. Students will orally perform their text to the class in correct I am doing well if I can
sequence where one student represents one feature: (Wing identify correctly the 3
Jan, 2015. Pg 277). stages of a narrative
6. within my group.
TASK 2: I am doing well If I can
Language -Explain to students that the texts used are all real life find 2 pieces of factual
features of this examples and include factual information. information within the
text type -Class discussion regarding what are facts? (Non-fiction). text.
examined in this -Teacher and students will jointly construct a definition of an
lesson: information narrative based on structure and inclusion of
factual information.
Descriptive
language (noun Literacy groups: Students will each analyze only the
groups) orientation from an information narrative.
Dialogue -Take turns of reading and highlighting the different
features. Students will fill in the summary and spot the facts
proforma (Appendix 5), summarizing the features of an
orientation and the facts included.

DIFFERENTIATION STRATEGY: Literacy groupings based

on ability. Teacher to work closely with the lower level
students. Refer to EALD student background to choose a
topic of interest relating to their culture.

OUTCOMES REQUIRED: Students will use Graphic

organizers to plot their findings within the text.
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INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Shared reading 1. What do you already know about the main features of an
Modeled writing imaginative narrative?
2. How might an information narrative be different to an
imaginative narrative?
What is being introduced to the reader in the orientation?
1. Who is being introduced in the orientation?
2. How are the characters described?

LESSON 3

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
WHOLE CLASS FOCUS: My Place, Wheatley N. and Rawlins, Assessment Type
We are learning Guided activities to develop vocabulary, text knowledge D.(1987). Australia: Collins Dove Summative assessment:
to build research and research Skills Publishers, include page number used Students fill in a
skills through here questionnaire based on
formulating TASK 1: Finding and documenting facts research and finding
appropriate -Teacher will show Data Chart (Appendix 6) and model Migration Website facts
questions and how to correctly fill it in. (http://eschooltoday.com/migration/what- Success criteria for
adequately -Teacher will show a facts sheet (Appendix 7). is-migration.html) whole class
organizing factual -Student and teacher shared reading filling in chart as a I am doing well if I can
information. class (joint construction). successfully find factual
TASK 2: Students will formulate headings in their data information using a
Language chart based only on information to include in their final minimum of 3
features of this orientation. They will undertake research and fill in chart references.
text type using ipads, computers, library books, facts sheets
examined in this and/or interviews.
lesson: -Students can refer to above KWHL sheet.
Descriptive
language
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DIFFERENTIATION STATEGY: Pull out-group of EALD
and low learners. Teacher focuses on formulating
headings with the groups. Research using Ipads and fill
in the headings together.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Mini lesson and Shared reading and writing
Now when I read this, or any other informational text, I look for clues
and key words.
What kind of key phrases might I be looking for?
What does the term referencing mean?
What is a good reference? What is a bad reference?

LESSON 4

Learning Intentions Structure Resources Assessment Criteria

and Success Criteria
WHOLE CLASS FOCUS: My Place, Wheatley N. and Assessment Type
We are learning to -Engaging the reader through language features. Rawlins, D.(1987). Australia: Observation- active
demonstrate -Guided activities to develop vocabulary and text knowledge Collins Dove Publishers, include engagement within think-
techniques for writing -Joint Construction of introduction page number used here pair-share. Ability to
an introduction for an TASK 1: Teacher will read an exciting opening paragraph retell partners thoughts
information narrative. from A Banner Bold novel. A Banner Bold, Wheatley, N. and ideas.
Think-pair-share: Think: What about this paragraph makes (2000). A banner bold. Lindfield, Active involvement in
you want to continue to read? NSW: Scholastic Press. modeled writing session.
Pair: In pairs discuss the paragraphs and your feelings?
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Language features of Share: What made your partner interested in the text? Success criteria for
this text type whole class
examined in this Introduce the 5 techniques that will hook your reader I am doing well if I can
lesson: (appendix 9). identify and use
descriptive language
Descriptive language Synonym Substitute (Wing Jan, 2009. Pg 277) Highlight throughout my
(nouns, adverbs, verbs descriptive language in passage (including adjectives, introduction.
and adjectives) adverbs and verbs). As a whole class students are to
substitute each highlighted word with a synonym I am doing well if I
Sentence level: forming (Prompt EALD students to think of a word that describes the contribute an idea to the
a main or independent way they look and compare it to the character in the story). joint construction of the
clause that makes orientation.
sense and expresses a
complete thought Joint construction of Introduction using appropriate
structure, descriptive language, and hooking techniques in a
journal format: Students will assist teacher in developing an
introduction based on the facts sheet filled in from
yesterdays lesson (Appendix 8).

Continue research for draft linking with students with similar

topics to exchange and discuss research (buddy sharing)

DIFFERENTITATION STRATEGY: Buddy-Studies

A buddy-study permits two or three students to work
together on a project. Groupings based on topic choice.

INSTRUCTIONAL STRATEGIES: PROMPTING QUESTIONS:

Read Aloud
Shared writing of an interesting introduction What are some similarities and differences between the
language used in My Place and A Banner Bold? (re read
My Place to inform students).
Can tell me what a synonym is?
What can I use to make my sentence more interesting?
appearance?
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Did any of these techniques make you want to keep reading
the initial paragraph? (Refer to appendix 9).
How has the author described the different characters within
the introduction?

LESSON 5
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
WHOLE CLASS FOCUS: Independent construction of My Place, Wheatley N. and Assessment Type
We are learning to orientation for narrative. Rawlins, D.(1987). Australia: Formative assessment:
independently write our Collins Dove Publishers, include Involvement and
own information TASK 1: Student will independently write the orientation page number used here engagement within group
narrative weaving in for their information narrative in the form of a letter, journal work. Accepting and
the factual information. entry or poem Individual data charts to refer to providing feedback
facts
Have the students underline the hook and circle any key Summative assessment:
Language features of words used in the introduction using the Techniques Rubric relating to the key
this text type worksheet (Appendix 9). aspects to writing an
examined in this information narrative
lesson: TASK 2: In small groups have the students read their (Appendix 8).
introductions aloud.
Descriptive language -Have the group members define their peers chosen Success criteria for
Word level: Verbs, theme based on My Place whole class..
Adjectives, Adverbs, -facts they found out.
Conjunctions -hooking techniques I am doing well if I include
Sentence level: forming a clear hook and identify 2
a main or independent This can be a chance for the students to proof and edit of my peers hooks within
clause that makes their introduction based on feedback form their peers. their writing.
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sense and expresses a
complete thought -Introductions are kept in the writing folder as works in
progress to be completed as further steps in the writing
process are taught within the unit of work.

DIFFERENTIATION STRATEGY: Learning

Profiles/Styles
Preferred environment or learning modality: auditory,
visual, kinesthetic preferences
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Independent writing What could you include to make the reader want to read on?
How will you introduce your characters?
How will you describe the setting and time?
Word Count: 1480
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JUSTIFICATION

Wheatley & Rawlins (1987) picture storybook My Place portrays the history of one area in Australia, from the Dreamtime until present

day and the people who have come to settle there. As time moves back, the children describe their families, homes and the situations

that lead them to their place, offering various examples of themes that are explored throughout the History Domain for Level 5 of the

current Victorian Curriculum, such as immigration and Indigenous perspectives (Victorian Curriculum and Assessment Authority, History

Level 5, 2016). Within these lessons the book lends itself as a rich tool to scaffold students deep and contextual understanding of the

branches of literacy, including reading, writing, speaking, listening and viewing, helping students build vital skills mandatory to engage in

activities required for effective functioning in the community, (Hill, 2012, p. 3).

The overall unit of work aims to foster the growth of students written language through scaffolding the writing process of an information

narrative whereby students will explore structures, ideas and stylistic features such as the main idea, characterization, setting and

incorporating factual information (Australian Curriculum And Assessment Authority, English Level 5, 2016). Descriptive language is a key

language feature of a narrative to create vivid imagery through the use of verbs and adjectives, building rich descriptions of characters

and settings (Wing Jan, 2015). It is vital that these characteristics are explicitly taught using various instructional strategies and teaching

activities that incorporate listening and speaking to purposefully build oracy across the entire spoken language (Wing Jan, 2015).

New South Wales Department of Education and Training (2007) identified that to be an effective writer one need to know and understand

the subject matter and main ideas of the topic, therefore incorporating brainstorming and note taking in conjunction with graphic
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organizers helps students to explore and organize information in preparation for effective writing based on the themes explored. This

also provides rich opportunities for students to engage in conversational speaking through group sharing and discussions contributing to

oral language development.

Hannel (2009) states that oral language is the foundation for student literacy learning therefore is essential for teachers to foster the

development of the complex systems that relate sounds to meaning, which in turn will develop students written language. These series

of five lessons encourage students to part take in rich dialogue through continuous and effective open ended questioning, class

discussions, oral reflections and readers theater ultimately helping students master their fundamental thinking and communicative skills

(Wing Jan, 2015). Due to the mixed abilities within the classroom, including EALD students, there must be a focus on building oral

language by providing circumstances where the listener has to process what they hear by either talking or writing in order to indicate their

understanding, (Hertzberg, 2012). Teaching in context and providing rich opportunities to share knowledge regarding their culture Is

paramount in building comprehension, communication and confidence EALD students, giving them motivation to speak, read and write

about their interests. EALD students require explicit teaching of all aspects of language in all curriculum areas, however, it is important

not to study language in isolation, therefore providing as many opportunities that will promote verbal and written communication is

imperative, such as incorporating buddy systems, group discussion and reflections. Hertzberg (2012) indicates that teaching strategies

such as partner work, think-pair-share, Readers Theater and see-think-wonder are valuable to enhance oral language as they emphasize

speech and communication skills in a collaborative setting, benefiting students of all abilities.
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It is paramount for teachers to incorporate pedagogy that creates an environment where students and teachers work effectively, whereby

positive relationships to learning are formed. These lessons aim to provide stimulating tasks that are seen by the student as authentic

and purposeful to motivate and encourage them to achieve learning outcomes of lesson. The aim of these literacy lessons is to support

students through phases of learning to ensure they are equipped with the skills and strategies to independently write an information

narrative. This is achieved through the purpose of clearly scaffolding instruction that sees the systematic sequencing of prompted

content, materials, tasks, and teacher and peer support enhance learning (Dickson et al. 1993, p.12). Rich connections are made within

this lesson to The Zone of Proximal Development model whereby Vygotsky (1978) identified the vital stage in learning to involve

guidance and encouragement from teacher and peers, to boost the skills too difficult for a child to master on their own. This is evident

throughout the series of lessons through implementation of instructional teaching strategies that align with The Gradual Release of

Responsibility Model of instruction, whereby the teacher slowly shifts from assuming all the responsibility for performing a task, to a

situation in which the students assume all of the responsibility (Duke & Pearson, 2002, p. 211). A Read Aloud, modeled reading and

writing aims to build students vocabulary, developing understandings of story structures, teaching the reading process and fluency in a

meaningful context. This will motivate students to continue onto shared, guided and independent reading with the skills to develop fluent

oral language needed to communicate in a verbal and written manner effectively (Miller Burkins, 2016).

The overall literacy unit aims to meet the needs of students varied abilities and learning styles, equipping them with the skills or strategies

to take ownership of their learning, This is achieved through providing meaningful learning experiences and purposeful instruction from
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teacher (McCarthy, 2014). Teachers who differentiate consider student learning preferences, abilities, styles, and interests when planning

lessons. Throughout this series of lessons differentiated instruction has been included in the form of flexible groupings, buddy systems

and learning contracts to encourage student centred learning and goal setting. McCarthy (2014) states that the use of the learning profile

assigns students to tasks based on varied learning styles, such as preferred environment and learning modality, while taking into

account the intrinsic motivation of the students learning. Throughout the series of lessons buddy sharing is implemented to promote

effective collaboration with peers. This is an effective strategy to develop students oracy through use of topic specific language within

discussions while encouraging the oral development of EALD students in a safe and comfortable environment. In order to activate higher

order thinking and measure cognitive learning, Devewianke (1990) describes the usefulness of implementing intended learning outcomes

that use measurable verbs to indicate explicitly what the student must do in order to demonstrate learning outcomes. This relates to

Blooms Taxonomy, a helpful way to differentiate instruction that allows teachers to plan one overall activity that can scaffold all abilities,

depending on the cognitive level the student demonstrates (Devewianke, 1990).

(Word Count: 1120)

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REFERENCES
Derewianka, B. (1990). Exploring how texts work. New South Wales, Australia: Primary English Teaching Association.

Duke, N. K. and P. D. Pearson, (2002). What Research has to Say About Reading Instruction, International Reading Association, Newark, Delaware.
pp. 205-242

Hannel, I. (2009). Insufficient questioning: Effective questioning can keep students interested and improve their learning. Phi Delta Kappan, 65(3),
65-72. Retrieved from:http://go.galegroup.com/ps/retrieve.do?sort=docType=Report

Hertzberg, M. (2012). Focus on oracy. In Teaching english language learners in mainstream classes (pp. 48-75). Newtown, Australia: Primary
English Teaching Association Australia.
Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed.). South Yarra, Victoria: Eleanor Curtain Publishing.
McCarthy, J. (2014). How Learning Profiles Can Strengthen Your Teaching. Edutopia. Retrieved 17 October 2016, from
https://www.edutopia.org/blog/learning-profiles-john-mccarthy
Miller Burkins, J. (2016). Teacher Read-Aloud That Models Reading for Deep Understanding - ReadWriteThink. readwritethink.org. Retrieved 8
October 2016, from http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html
My Place, Wheatley N. and Rawlins, D.(1987). Australia: Collins Dove Publishers,
New South Wales. Dept. of Education and Training. (2007). Writing and spelling strategies: assisting students who have additional learning support
needs. Learning Assistance Programs. Disability Programs Directorate, Darlinghurst, NSW
Victorian Curriculum and Assessment Authority. (2016). Victorian Curriculum - History Level 5 Curriculum. Retrieved 22 Septmeber 2016,
http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Victoria: Oxford University Press.
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APPENDICIES

Appendix 1. Chapter 1858 explored throughout lesson plans

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Appendix 2.
Images from My Place used in Zoom in task.
2a

2b
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Appendix 3.
KWHL Chart
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Appendix 4.
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Appendix 5.
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Appendix 6. Example data chart

My Data Chart
Topic: Migration in Australia in the nineteenth century
Date Started: Name:
Who? What? How? Why? Where? Other interesting
information found

My research Did children migrate to What happened once How did people Why did people want Where did people
headings and Australia with their people arrived to migrate to Australia if to come to Victoria live once they arrived
questions parents? Australia in the 1800s? plains were not from overseas? in Australia?
invented?

What I already
know?

Reference 1

Reference 2

Reference 3
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Appendix 7.
http://eschooltoday.com/migration/what-is-migration.html
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Appendix 8. Rubric for final copy of information narrative

NARRATIVE Rubric Upper Primary

Name...............................................Date............................

High: 4 Outstanding: 5
CRITERIA Limited: 1 point Some: 2 points Good: 3 points
points points
Does the narrative have an orientation that tells who, when and where?
Does it include a sequence of events disrupted by a complication?
Are past tense action words used to develop the complication, e.g. danced, ran?
Does it include a resolution?
Does it include noun groups to describe the characters and things in the story, e.g. black and white striped
shirt?
Does it have conjunctions and connectives to sequence events, e.g. first, then, finally; and create causal
relationships between events, e.g. so, consequently?
Does it have saying and thinking verbs, e.g. sobbed, thought, whispered?
Does it contain adverbs and adverbial phrases to locate incidents or events, e.g. near the house?
Does it contain quoted and reported speech?
Does it contain metaphors, idioms or personification?
Does it contain complex sentences and/or change the beginning focus of the clause?
Is punctuation used correctly?
Are facts linked to the characters included in the story?
Are facts links to the setting within the story?
Are facts included surrounding a particular event in time?
Are adjectives used throughout the text.
Is there a clear hook using one or more of the Hooking Techniques
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Appendix 9. Techniques That Will Hook Your Readers

1. Dialogue
Hurry or youll be late! called my mother from the bottom of the stairs. Today of all days you want to be on time. If I had only know
what that day would bring, I would have stayed in bed.

2. A Question
Have you ever had a day when you wished you had stayed in bed? As I rushed to catch the bus on what seemed to be a perfectly normal day
I had no idea what was ahead of me.

3. A Vivid Description
The sun was warm on my back as I raced toward the waiting yellow school bus. As I nestled into the worn leather seat I was greeted by the
friendly voices of other excited children. The look on my face was one of confidence and contentment. With a jerk the bus rumbled down the
road and I was on my way into one of the worst days of my life.

4. An Interesting Fact
Shock has been known to kill ten year olds. It can cause their brains to explode and their heart to stop dead still. These facts raced through
my mind as I stood dumbfounded in front of my fourth grade classmates. I wish I had stayed in bed!

5. Sound Effect Buzzzzzz! The sound of my alarm clock droned in my ears as I struggled to come awake. With a start I sat straight up
in my bed. This was my big day and I had to be on time.
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