Date: 10/05/16 (Middle session) KLA: ENGLISH GUIDED FOR WRITING GROUPS TO FOLLOW.

WALT: plan and structure writing as a class
focussing on rainforest narrative
WILF: planning and structure developed with
understanding of language and vocab.
TIB: We need to know how to structure our
narrative for writing groups to link with our
weekly text.
Behaviour strategies:
- Super student chart for positive choices and
preparedness.
- Blake: personal behaviour program, rating for each
session and discussion about choices made regarding
behaviour.
- Silent count down from 5 with my hand to indicate class
volume during you do phase.
Differentiation/Support teachers/TA:
- Harrison: support in writing, graphic organiser and
whiteboard for planning. Sight word charts to refer
to.
- Ryan: support in writing of words, scribe where
needed, check for understanding through
verbalisation and one-on-one discussion.
- Kyla: check for on-task behaviour.

Checks for learning/Assessment:

- Development of understanding will be demonstrated through discussion and planning structure.
Lesson Sequence
Time Lesson outline Resources
10mins I DO/Warm up:
- Model planning process: consider the introduction (setting, who, what, where) only Biami and Bunyip weekly text.
needing a couple of sentences. We are going to focus on the rainforest and we can Butchers paper (for planning/bstorm of animal
pick one or two animals to create a story. Link discussion to dreamtime stories names)
explored and how these are traditionally used to pass on information through Traditional stories and Dreamtime stories from
5mins generations. classroom bookshelf.
- Basic story structure: introduction, problem, resolution.
- EXT: start with the problem (with a BANG!), introduction then resolution.
WE DO:
- As a class, begin planning problem/plot. Think aloud: what will the problem be?
Why- what will this show us?
15-20mins - Begin writing plan and structure of narrative to set expectation.

YOU DO:
- Students work independently planning their narrative about a rainforest.