EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
PART A: RATIONALE and PART B: LESSON PLANNING TEMPLATES
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text

PART B: LESSON PLANS

Learning behaviours

I need to plan my writing before creating a draft persuasive text. I need to revise and edit my work before publishing. I need to refer to class collaborative
work to support my opinions and writing.

LITERACY UNIT PLANNER

Year Level: 5 Term: 2
TOPIC: A Greek Garden – MY PLACE 1958 Michaelis Episode 6 TEXT TYPE: Persuasive
Instructional Strategies ELEMENTS OF  Introduction (opening statement)
TEXT TYPE:  Three to four paragraphs
 Gradual Release of Responsibility Model
 Series of arguments that support opinion with supporting
 Shared Writing
evidence
 Guided Writing
 Concluding statement that reiterates opinion with a
 Modelled Writing
recommendation for action.
 Independent Writing
 Mini Lesson
 Roving Conference
Assessment:  Observations Thinking Routines:  KWHL Chart
 Anecdotal notes  Think-Pair-Share
 Peer Assessment  PMI Chart
 Exit slips  Word cloud/mind map
 Correcting writing  Brainstorm
 T Chart

Topic Specific Language for the Unit of Work:
 Modal verbs i.e. May, might, must, could, should.
 Sensing Verbs i.e. Think, believe
 Signal Words i.e. Because, therefore
 Emotive language i.e.
 Sentence starters i.e. I think… It appears to me… In my opinion…
 Themed vocabulary i.e. Gardening, self-sufficient
 Use of first person for an active voice
Major Resources for the Unit of Work
My place. (2011). Episode 6 | 1958: Michaelis. Retrieved from
http://www.myplace.edu.au/teaching_activities/episode_landing_6.html
Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford
University Press

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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

Literacy Unit Learning Intention: Success Criteria for the Unit:

In this unit, we are learning to write a persuasive piece presenting a strong opinion based on I am doing well if I can create an persuasive piece that includes a strong introduction, three to four
the topic of self-sufficient gardening. argumentative paragraphs and an emotive concluding statement.

Intention Introduction Whole Class Mini Lesson Focus Share/Assessment

Group strategies

Lesson 1 of 5 Whole Class Watch Episode 6 Guided writing Whole class

discussion and word discussion
Build topic cloud/map. Use tuning in questions to As a small group watch
knowledge engage students in Episode 6 again. Prompt Whole Class complete
Why was it essential watching the episode. students to discuss and a KWHL Chart.
A Greek Garden
for survival that share their thoughts on Students contribute
– 1958 Michaelis KWHL Chart
families might have what they know about their ideas that they
Episode 6
grown their own Students are given a large self-sufficient gardening. wrote down in their
We are learning fruits and vegetables piece divided into two Students record their own charts
to collate our during 1958? sections to cover ‘What ideas as we discuss. throughout the lesson
understandings What are you Students are guided to to class discussion.
do I know?’ and ‘What do
of the topic. wondering about life answer ‘How will I find Students are allowed
I want to know?’
in 1958?
out?’ and record their time to add further
Using your own ideas in the KWHL Chart. details to their own
knowledge and what we charts. Emphasize
have just seen in episode EALD Strategy
students’ connection
6 write in the top section between own
Work with students to
what you know about thoughts and the
understand the specific
self-sufficient gardening? video.
metalanguage.
Working individually
students complete the
KWHL Chart.

In the lower section write

in what you want to know

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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

about self-sufficient
gardening.

Think-Pair-Share

On the back of the

worksheet students will
answer ‘How will I find
out?’

Students think
independently about how
they will found out about
self-sufficient gardening
and then find a partner
and share their ideas.

In between Students will watch a whole episode of MY PLACE, 1958 to build topic knowledge during this lesson. Model how to take notes during a
lesson viewing session. While students are watching, they take notes that are impertinent to the topic.
Tuning students into external factors that might have led the family to have a garden. For example; financial, cultural, environmental
factors. This lesson will support students to develop an opinion of their own about self-sufficient gardening.
We are learning
to list our
understandings
of the topic.

Lesson 2 of 5 Whole Class ‘Making Use the article Recycling  Guided writing Exit Slips
choices’ activity. in the garden: inspiring
We are learning Review the article again Student write one
kids and busting myths as
to build a point As a whole class as a small group. As a positive, one negative
guided reading
of view on self- prompt students to group discuss and share and one interesting
experience. Read the
sufficient be involved in making one positive, one fact from the article at
article as a whole class.
gardening. a choice. Ask negative and one the end of the class.
Provide students with
questions such as; interesting fact from the
time to reread the article
article. Students record
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 Would the world independently. Once this in their own PMI

be a better place students have finished chart.
if everybody had reading ask them to
their own self- EALD Strategy
identify the point of view,
sufficient garden? arguments, supporting Work with students to
Agree or evidence and the understand how to take
disagree?
purposes of the article. a stance on the topic of
 Is it too time
Students will identify self-sufficient gardening.
consuming to
modal verbs and opinion
maintain a self-
sufficient garden? adjectives.
Agree or  PMI Chart
disagree?
 Students will have the
 Would it be cost
opportunity to once again
effective to have
re read the article and
a self-sufficient
then create a PMI chart
garden?
independently.
Agree or

disagree?
Students must justify 1. P= Plus: What are
their position. the positives in
having a self-
sufficient home
garden?
2. M= Minus: What
are the negatives
associated with this
type of garden?
3. I= Interesting: What
are the interesting
elements of a self-
sufficient garden?

Lesson 3 of 5 Whole Class Word A persuasive text Modal verbs Enabling group/EALD Peer assessment
Cloud/map checklist.

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We are learning As a whole class Provide class with an Create a word wall as a class, to As a small group teacher Students will provide
to use language prompt students to persuasive to analyze allow students to refer to in will support students to feedback to their
of persuasion. come up with some persuasive language (see when writing. work on writing peers during the
persuasive language appendix 1). Prompt sentences lesson while following
they have heard or students to find emotive independently. The an assessment
seen before i.e. language and phrases, teacher will provide the checklist.
modal verbs and group with sentence
Discuss and Teachers observes
specialized vocabulary starters. For example, I
demonstrate how both the whole class
within the text. believe… In my opinion…
opinions may be and small group
The benefits of self-
expressed. For Independent writing. during the lesson.
sufficient gardening
example, I think… It Teacher will gather
Students construct 3-5 are…
appears to me… In anecdotal notes.
sentences using
my opinion…
persuasive language to
convince their partner of
their views around self-
sufficient gardening.

In pairs students will

share their points a loud
and provide peer
assessment feedback.

Lesson 4 of 5 Viewpoints/opinions. Model writing. Emotive language Guided writing Class collaboration
Add emotive language examples group/EALD
We are learning Seek students’ Teacher asks the students to the word wall. Using the google doc
to create a viewpoints and to order two to three of As a small group teacher as a class select three
persuasive text opinions around the the pros and use these as will support students to or four argument
topic of longer lunch topic sentences for each write collaboratively on paragraphs that have
times. Students to list argument paragraph. a paragraph using one of been created by the
the arguments for the topic sentences. students and place
and against using a T Model writing of the them under the
chart. introduction in a google introduction. Ask the
doc. students to suggest
ways to best edit the
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Shared writing. work in order for it to

flow. Jointly construct
Allocate a topic sentence a conclusion and being
to pairs of students. sure there is a focus
Students need to add on the purpose,
information such as structure and
explanation, examples language features of
and supporting evidence the text.
to support their stance on
the topic.
Lesson 5 of 5 Writing process. Writing steps. Guided writing Sharing.
Creating a draft group/EALD
Discuss as a whole As a whole class write up Peers reviews of drafts
We are learning class the steps that the steps in planning, As a small group teacher as well students need
to plan and are involved in drafting, revising, editing will support students to to hand in a copy of
create a draft producing an and publishing a write independently to their draft to the
text using effective persuasive persuasive text of their plan and draft their teacher for correction.
persuasive text. own. Ensure students persuasive text.
language Discuss and write on have a clear
the board the understanding that they
structure. need to follow this
process and the steps.

Independent writing.

Students begin planning

and draft of their
persuasive text.
Roving conferences to
support the writing
process.
In between Revise the corrected draft, edit your work, seek feedback from peers and teacher and publish finished work/good copy to google doc.
lesson Fill out the remaining component of the KWHL Chart.

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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

We are learning
to create a
persuasive text

REFERENCES:

Allison, D. (2011). Learning our Literacy Lessons: EAL/D Students, Critical Literacy, and the National Curriculum. Australian Journal of Language and
Literacy, 34(2), 181-201.

Dobinson, T., & Buchori, S. (2016). Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in
One Australian Setting. Australian Journal of Teacher Education, 41(2), 32-52.

Halliday, M. (1975). Learning how to mean: Exploration in the development of language. London, UK: Edward Arnold.

Lin, N., & Cheng, H. (2010). Effects of gradual release of responsibility model on language learning. Social and Behavioral Sciences, 2(2), 1866-1870.
My place. (2011). Episode 6 | 1958 : Michaelis. Retrieved from http://www.myplace.edu.au/teaching_activities/episode_landing_6.html

Seely Flint, A., Kitson, A., Lowe, L., Shaw, K., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for engagement. Queensland, Australia; John
Wiley & Sons.

Taplin, A. (2017). Accounting for the needs of EAL/D students in the mainstream classroom. Metaphor, 1, 48-50.
Tomlinson, C. (2017). How to Differentiate instruction in Academically Diverse Classrooms (3rd ed.). Alexandria, VA: ASCD.
Victorian Curriculum and Assessment Authority. (2017). Cross Curriculum Priorities. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/overview/cross-
curriculum-priorities
Wheatley, N., & Rawlins, D. (1987). My place. Blackburn, Vic: Collins Dove.

Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press.

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