EDLA369 Literacy Education 2 Rebecca Hind – S00171803

Assessment Task Three – Planning for Oracy and Writing Skills for Year Five
Using the Fictional Text ‘My Place’ by Nadia Wheatley and Donna Rawlins

Rebecca Hind
S00171803
EDLA369 Literacy Education 2 Rebecca Hind – S00171803

Justification

The following oracy and writing unit, comprising five lesson plans has been developed using the picture book text ‘My Place’ (Wheatley &
Rawlings, 1984). The sequence of lessons, draw upon the year of 1798 of ‘My Place’ (Wheatley & Rawlings, 1984). Throughout the series of
the following lessons, students will be exposed to the language features and structure of an explanation sequence.

The concise focus for the five lessons to explore the explanation text type has been built upon using ‘My Place’ as it has the capacity to be
applied to progress to an enriched level of comprehension of the text (Emmitt, Pollock, Komesaroff & Zbaracki, 2015). As supported by
Zbaracki (2015) an explanation text poses to be the answer to the recurrent question ‘Why?’. Some explanation text guides students to explore
and justify the why of a multiplicity of events, experiences or facts.
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Lesson Planning

Literacy Unit Learning Intentions

Within the literacy unit we are learning to build on our understanding of explanation text types, we will draw a close focus to the order within an
explanatory text. We will achieve this goal by participating in group and class discussions, and undertaking modelled, shared and independent
writing (Wing Jan, 2009).

Learning Behaviours

o To establish a learning environment that motivates students to learn, through the incorporation of differentiation
o To guide students to become independent learners, through the utilization of explicit instruction and a variety of resources
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Lesson One
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
o We are learning to WHOLE CLASS FOCUS: The whole class focus is on interpreting and Wheatley, N. & Assessment Type
use secondary evaluating to extend students’ content knowledge. Teaching & Learning Rawlins, D.
information sources Cycle [TLC]: 1 (1987). My Place. Formative Assessment
to develop a topic. New South using KWL chart:
TASK: Wales: Walker o To assess
o Think Pair Share: Show students illustrations (Appendix 1) initiate Books Australia, students are able
class discussion 1798. to locate a
o Read Aloud: Read 1798 of ‘My Place’ minimum of three
Language features of this o Develop a KWL chart with students with the focus on ‘convicts’ Interactive pieces of
text type examined in this o Using the whiteboard, students contribute ‘W’ questions Whiteboard information that
lesson: o Play the video clip (Appendix 2) during the clip pause it and demonstrates a
o The linking of prompt students to contribute answers shared in the video clip. Set of link to convicts
words o Using the My Place resource video clip (Appendix 3) guide illustrations
(cause/action/effect) students to whole class brainstorm to the ‘L’ section (Appendix 1) Success criteria for
(Wing Jan, 2009) whole class
DIFFERENTIATION STRATEGY:
o Use picture chat with leading questions to guide students o I am doing well if
I can locate three
OUTCOMES REQUIRED: information from
o Using a graphic organizer will prompt students to share and secondary sources
discuss their analysis of information on convicts
within 20 minutes

INSTRUCTIONAL STRATEGY CHOSEN PROMPTING QUESTIONS:

Read Aloud: Using this strategy, the teacher verbalises thoughts, questions and observations to show o What does this picture tell us?
students how to evaluate and construct meaning from a text. o What can you see that links to
convicts? What is a convict?
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Lesson Two
Learning Intentions Structure Resources Assessment Criteria
and Success Criteria
o We are learning WHOLE CLASS FOCUS: The whole class focus is on students’ Wheatley, N. & Rawlins, Assessment Type
the components identification of the components of an explanation piece. [TLC]: 2. D. (1987). My Place. New Anecdotal using oral
that form an South Wales: Walker feedback:
explanation TASK: Books Australia, 1798. o To assess
piece o In pairs students view texts (Appendix 4) students
o Think, pair share: students review what type of text A2 Paper (Flower Petal) understanding
(explanation/narrative or persuasive) of the
o Modelled Writing (Think Aloud): Students watch (Appendix 3) Printed copies of three components of
Language features of this and locate features of an explanation text in MP. Teacher models texts (Appendix 4) an explanation
text type examined in the components of an explanation piece, whole class discussion piece through
this lesson: encourages students’ contribution. Interactive Whiteboard whole class and
o Vocabulary o Flower Petals (Appendix 5): The teacher prompts each table of small group
linked with: students to respond to the question ‘What makes an explanation discussions
Time/Sequence text?’ and contribute the features of an explanation text on each
Cause/Effect petal of the flower. Success criteria for
whole class
o Enriched DIFFERENTIATION STRATEGY: o I am doing well
meaning through o Differentiated Text with prompting questions (Appendix 6 instead if I can locate
detailed of 4) three features
description of an
(Wing Jan, OUTCOMES REQUIRED: explanation
2009) o Flower Petals: Students to share and discuss the features of an text in ‘My
explanation text Place’ within
20 minutes.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Flower Petals: Students collaboratively work to contribute components and features of an explanation o What does it mean to explain? What does it
text. involve?
Modelled Writing: Using the ‘Think Aloud ‘strategy the teacher models the process and features of an o Is ‘My Place’ an explanatory? Is ‘My Place’
explanation text factual?
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Lesson Three
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
o We are WHOLE CLASS FOCUS: The whole class focus is on students evaluation of Wheatley, N. Assessment Type
learning to information to recognize the suitability to be used in an explanation piece. [TLC]: 3. & Rawlins, Formative Assessment
distinguish D. using discussions:
between TASK: (1987). My o To assess
opinion and o In pairs students play ‘Fact or Opinion’ (Appendix 7) Place. New students
fact, to o Using the activity sheet (Appendix 8), small groups rotate around six South Wales: capacity to
determine stations Walker differentiate
what to use o Each station, a student reads aloud a quote from ‘My Place’ in 1798 Books fact from
for an (Appendix 9), students discuss fact or opinion using evidence to support Australia, opinion
explanation o Individually students conclude fact or opinion recording response on 1798.
piece. activity sheet with justification. Success criteria for
Fact or whole class
Language features of DIFFERENTIATION STRATEGY: Opinion o I am doing well
this text type o Students are supported by peers and questions are used to scaffold Cards if I can
examined in this (Appendix 7) successfully
lesson: OUTCOMES REQUIRED: recognise 2
o Terminology o Students can distinguish facts and opinions to develop reasonable Activity facts and 2
used explanations for a question. Sheet opinion from
(Appendix 8) ‘My Place’
o Subject within 20
specific minutes.
vocabulary
(Wing Jan,
2009)
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Classification: Students share and join ideas to distinguish between and classify fact or opinion. o Is an explanation text based on
opinion or fact?
o What facts and opinions can we see
on this page?
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Lesson Four
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
o We are WHOLE CLASS FOCUS: The whole class focus is on students developing an event Wheatley, N. & Assessment Type
learning to sequence with connections to time and cause. [TLC]: 4. Rawlins, D. Summative Assessment
create an (1987). My using shared writing of an
explanation TASK: Place. New explanation sequence:
sequence. o Individually students read 1978 of ‘My Place’ South Wales: o To assess students
o Think, pair share: Students orally discuss ‘Why Sam from 1798 is in Australia?’ Walker Books aptitude to
o Show students the ‘Explanatory Guide’ poster, discuss features (Appendix 10) Australia, 1798. contribute to a
o Shared writing of an explanation sequence, cause and effect, linking words and shared writing
factual information. (Students work in small groups for shared writing –all Explanatory experience of an
Language features of group members to contribute – one student will scribe – the teacher will roam t Guide Poster explanation
this text type guiding the small groups) (Appendix 10) sequence
examined in this o Individual activity: Students respond on activity sheet focusing on cause and o To assess students
lesson: effect (Appendix 11) Cause and Effect oral contribution
o Vocabulary (Students will have access to the video clips, text, articles, illustrations and ‘My activity sheet to whole
linking Place’ text used in prior lessons. (Appendix 11) class/small group
Cause-action- discussion
effect (Wing DIFFERENTIATION STRATEGY:
Jan, 2009) o Guided writing supporting students, prompting questions and ideas to aid Success criteria for whole
o Verbs students in writing process class
(specific o I am doing well if
focus on OUTCOMES REQUIRED: I can make a
action verbs) o Students use of their graphic organize to show learning on convicts, migration contribution to the
o Tense (past and settlement using their KWL chart shared writing task
and present to develop a
tense) question and
explanation.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Shared writing (small groups): The students compose text together; the teacher directs students focus to o What is a convict/ migration/
features of an explanation sequence settlement?
Think Pair Share: Students can orally discuss convicts and settlement o How did Sam get to Australia?
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Lesson Five
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
o We are WHOLE CLASS FOCUS: The whole class focus is on Wheatley, N. & Rawlins, D. Assessment Type
learning to students independently writing an explanation sequence. (1987). My Place. New South Summative assessment
independently [TLC]: 5. Wales: Walker Books Australia using explanation draft:
write an TASK: p. 1798. o To assess students
explanation o Whole class discussion, recapping plan of explanation can appropriately
sequence. text structures and features include the
o Drawing on ‘My Place’ and resources used in prior structure, features
lessons, independently students construct an and facts of an
Language features of explanatory sequence on ‘Getting to Australia in the explanation
this text type 1790’s’ sequence
examined in this o Whole class discuss, teacher guides students to
lesson: include; what a convict is, travel requirements,
o Rich meaning conditions and what happens on departure/arrival Success criteria for whole
developed o Independent writing: Students create a draft and edit class
through with two peers, before submitting their explanation o I am doing well if
detailed sequence to the teacher. I can write an
descriptions explanation draft
o Generalised DIFFERENTIATION STRATEGY: within 45 minutes.
participants o Guided writing supports students, recapping facts that
(Wing Jan, can be used
2009)
OUTCOMES REQUIRED:
o Independent explanation sequence
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Independent writing: Students create an explanation sequence o What do we know about Sam from ‘My Place’? How can
we use this to develop our explanation sequence?
o What facts did Sam use?
o How did Sam get to Australia?
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Rationale
The series of five lesson plans within the literacy unit have been developed to build on literacy knowledge of year five students, focusing on
explanation sequences. The lessons draw on the picturebook text, ‘My Place’ by Nadia Wheatley and Donna Rawlins, focusing on chapter 1798.
This chapter follows a boy called Sam, who migrated from London to Australia for stealing a jacket. It signifies, how England’s poor were
handled under cruel and merciless conditions (Charlton et al., 2012). The text integrates Australian history and fictitious explanations, to
establish ground for students to juxtapose a factual explanation text and conversational explanation text (Anderson & Anderson, 1997). The
series of lessons develops focus towards student-centred learning (Bullard & Felder, 2007), with the objective to scaffold students using a
Gradual Release of Responsibility Model (Pearson & Gallagher, 1983).

The series of lessons follow the Gradual Release of Responsibility Model (Pearson & Gallagher, 1983). This model progresses students to
become proficient text users. The first lesson utilises the instructional strategy ‘Read Aloud’, the teacher reads the text, students become
motivated to engage with the text independently, moreover the teacher can direct discussions within, about and beyond the text (Fountain &
Pinnell, 2006). A ‘Read Aloud’ addresses learner diversity, this strategy represents proficient reading, enabling students to observe both text and
picture (Omar & Mohd Saufi, 2015). Followed by the instructional strategy of ‘Think, Pair, Share’, students require time to reflect and
consolidate thinking with peers and teacher (Hertzberg, 2012). ‘Think, Pair, Share’ caters for EAL learners, promoting students to collaborate
and develop ideas through discussions. Using the instructional strategy ‘Shared Writing’ engages students’ to share their thoughts and ideas, in
addition to the teacher guiding students focus of text types and specific language structure and features (Wing Jan, 2009). The closure of the five
lessons, students’ progress to the strategy of ‘Independent Writing’, whilst the teacher draws on prior instructional strategies to scaffold students
when required (Seely Flint et al, 2014). The progression of the teaching and learning cycle can be evident in the unit, commences with the
EDLA369 Literacy Education 2 Rebecca Hind – S00171803

development of topic knowledge building to broadening text knowledge and independent text construction. (Victorian Curriculum and
Assessment Authority, 2016) (Victorian State Government, 2014).

Drawing on the Victorian Curriculum, the first and second lesson draws on students’ to “understand how texts vary in purpose, structure and
topic as well as the degree of formality” (VCELA309, VCCA, 2017). The first and second lesson, engages students to explore the intention,
sequence and necessity for an explanation text and purpose of the chapter 1798 in ‘My Place’. The third lesson focuses on students to “analyse
the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320,
VCCA, 2017). The third lesson immerse students to consider language components to discuss and distinguish an explanation text. Throughout
the fourth and fifth lesson, focuses on students to “use comprehension strategies to analyse information, integrating and linking ideas from a
variety of print and digital sources (VCELY319). The fourth and fifth lesson develops students to connect ideas to independently develop their
explanation text. As demonstrated, the year five writing achievement standards derived from the Victorian Curriculum was drawn on as a guide
for the unit.

Expressed by Hertzberg (2012) it is essential for oracy learning to be fused into literacy lessons, to develop critical thinking through analytic
speech. Oracy learning guides students to build on ideas by reasoning and alternate hypotheses (Chandler & Munday, 2011). The series of
lessons immerse students in strategies to increase oral language through participation in pair, group and class discussions and writing tasks.
Additionally, oral language is extended by engaging in activities to build on knowledge of the text type using speech and description (Hertzberg,
2012). Throughout the series of lessons, written language is developed by students engaging in three main writing development methodologies.
According to Rijlaarsdam, Bergh & Couzijn (2005) students increase writing development through students examining the purpose of an
explanation text, editing peers work, group and class discussion of the language features and structure of an explanation text. With the overall
object for students to improve their writing through reading and self-enhancing writing skills.
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Furthermore, the series of lessons incorporate a array of differentiation strategies to cater for the range of students’ learning abilities and styles.
The series of lessons has been constructed with a specific focus on catering for EAL/D learners. As recognised by Angelo (2013) instilling a
specific socio-cultural purpose, editing and instructional language load are differentiation strategies that can aid EAL/D students. Within the
series of lessons investigating the purpose of explanation text, the reviewing of writing through instructional strategies and exploring language
features and structure through scaffolding are specifically drawn on to differentiate for EAL/D learners. Moreover, a variety of learning styles
are catered for inclusive of visual (videos, pictures) and auditory (discussions, videos) learners.

Overall, the intention of the series of lessons is to broaden student’s proficiency in an explanation sequence. The lessons were thoroughly
developed to be inclusive of diversity and provide ample opportunities to develop oracy and writing skills.
EDLA369 Literacy Education 2 Rebecca Hind – S00171803

Appendices:
Appendix 1
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Appendix 2
YouTube Clip: https://www.youtube.com/watch?v=V3rFmdXfxPk

Appendix 3
http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1798/1/farm_lad.html
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Appendix 4

Fife-Yeomens, J. (2016). How a Hostage became a Hero. The Daily Telegraph. Retrieved from http://theconversation.com/australias-history-wars-reignite-
57065/
State Library New South Wales. (2016). The First Fleet. State Library. Retrieved from:
http://www2.sl.nsw.gov.au/archive/discover_collections/history_nation/terra_australis/firstfleet.html
My Place. (2017). The First Fleet. Australia in the 1780s. Retrieved from:
http://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=2
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Appendix 5
Flower Petals – ideas are combined onto the petals of the flower (A2 Sized Paper)

Appendix 6

Prompting Questions
- What does this tell us?
- What do we gain from this text?
- Can we link information between ‘My Place’ and
the poster?
- What is an explanation text?
- What can we learn from this text?
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Appendix 7
Fact or Opinion Card Game
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Appendix 8
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Appendix 9
Quotes from ‘My Place’

“I was born in London”

“The judge put me in gaol because I stole a jacket”

Then they put me on a ship and sent me here”

“Mr Owen is still in England”

“He goes to Sydney Cove to get supplies”

“Mr Owen has 90 acres” “I think he’s got too much already”

“I’ve found a great swimming hole”

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Appendix 10
Explanatory Guide
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Appendix 11
Cause and Effect Activity Sheet
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