Curriculum English Class Stage 3, Year 5 & 6 Teacher’s signature

Topic Reading Date Tuesday Time 9:00 – 10:00

English Concept Program 21/05/19

Learning Intention: Outcome(s) Content:

We are learning to (WALT): Use a range of skills to read, view and comprehend a wide range of EN3-3A uses an integrated range of  Navigate and read texts for specific purposes
texts. skills, strategies and knowledge to applying appropriate text processing
read, view and comprehend a wide strategies, for example predicting and
range of texts in different media and confirming, monitoring meaning, skimming
Success criteria: technologies and scanning.
What I’m Looking For (WILF): I can predict and confirm my predictions of a text (UnT9). EN3-1A communicates effectively for a  Participate in and contribute to discussions,
variety of audiences and purposes clarifying and interrogating ideas, developing
using increasingly challenging topics, and supporting arguments, sharing and
ideas, issues and language forms and evaluating information, experiences and
features. opinions.
Time Teaching strategies Learning strategies Grouping Space Resources
Intro As students are walking in, ask them Roll
to grab a pen and bring it to the floor
with them (set expectation that they
will not fiddle with them).

9:00- 9:05 Teacher marks the roll. Whole class On the floor

The Day the Crayons Quit

9:05- 9:15 Show the students a copy of ‘The Day picture book
the Crayons Quit ‘ (written by Draw Whole class
Daywalt and illustrated by Oliver
Jeffers).

Give students one minute to think to

themselves about what they think Think-pair-share
the story is going to be about, and Students think to themselves what the
then prompt them to turn to a story could be about, and then share
partner and share their ideas their ideas with another class member.
(remind them to use the skills they
use during reciprocal teaching e.g.
predicting = using prior knowledge/
skills).

Select a student or two to share their Whole class

answers and then asks students to Students share with their class some of
remember what they have said for their responses.
the activity.
Body Display the ‘Anticipation Guide’ On the floor IWB with digital ‘Anticipation
9:15-9:30 worksheet on the IWB, and explain to Guide’ displayed
the students that we will be
‘anticipating’ or predicting what will
happen in the text.

Teacher briefly gives an example of

how it should be completed (writing Students raise their hand to indicate Whole class
a statement and then asking the whether they agree of disagree with the
students if they agree or disagree). statement..

Ask the students to grab a clipboard Space around the

(which will be located at the front of classroom Clipboards
the room with the sheet already Students grab a clipboard and complete ‘Anticipation Guide’ sheet x27
attached) and to fill in the name of the activity independently, however Independently (with
the text, author, their name, the date they are allowed to speak to one discussion)
and the first two columns (statement another.
and agree/disagree).
Advise the students they will have
approximately 10 minutes to get the
5 statements done.
Inform the students they can speak
to each other about the task, as long
as their discussion is about the work.

Teacher roams around the room,

listening to responses and the ability
of the students to ‘anticipate’ what
will happen based on features of the
cover and/ or their background
knowledge.

Alternative: Teacher provides the

five statements, and students think
about the book and whether they
agree or disagree

Students return their attention to the

9:30-9:40 Regather the student’s attention
(1,2,3 eyes on me?).
Ask students to place their pens and
clipboards down on the floor in front
of them and not to touch them.
Teacher reads the book ‘The Day the
front of the classroom. On the floor
Whole class The Day the Crayons Quit book
Students place everything in their
hands on the floor in front of them.
Students listen to the story being read,
trying to make links between their
 Crayons Quit’. statements and what the story is about. Independently
Ask the students to think about their
statements they wrote in the
anticipation guide, and whether they
were right or wrong while reading Students complete the second half of
the story. the ‘Anticipation Guide’.
Space around the
9:40 – 9:50 Get students to complete the classroom
remainder of their ‘Anticipation
Guide’ worksheet – indicating
whether their prediction was correct
and their reflection. Students paste the sheet into their
The students reflect on their thinking books and return to the floor.
for each statement.

Give students 3 minutes to paste the

sheet into their (writing?) book and
move back to the floor.
Note: can display timer on
the IWB so students are
aware that they have to
paste the sheets in their
books efficiently.
Conclusion Teacher facilitates whole class Students answer discussion questions Whole class. The floor. N/A
9:50-9:55 discussion as the conclusion of the as a reflection and conclusion of the
writing session by asking the class lesson.
questions:

Do you think it is important to be

able to predict what a text may be
about? Why? Why not?
What information do we look for
when we are predicting? What does
this information tell us?

Differentiation: Summative Evaluation

L – Teacher can sit with L and get him to orally provide an answer and the teacher can
scribe. Alternatively, reduce the amount of statements he has to complete e.g. 3 rather than
5, but setting the expectation that he can and will have those 3 finished in that time frame.

Teaching notes
Curriculum English Class Stage 3, Year 5 & 6 Teacher’s signature

Topic Writing Date Tuesday Time 10:00 – 10:55

21/05/19

Learning Intention: Outcome(s) Content:

We Are Learning To (WALT): Select and use appropriate language for different types of EN3-2A composes, edits and  Plan, draft and publish imaginative,
texts (imaginative). presents well-structured and coherent informative and persuasive texts, choosing
texts. and experimenting with text structures,
language features, images and digital
Success criteria: resources appropriate to purpose and
What I’m Looking For (WILF): audience.
I can use a variety of interesting descriptive words to describe the image in ‘The Day the
Crayons Quit’. EN3-6B uses knowledge of sentence  Understand how noun groups/phrases and
I can identify where I used descriptive language in my description. structure, grammar, punctuation and adjective groups/phrases can be expanded in
I can identify where other people have used descriptive language in their description of the vocabulary to respond to and a variety of ways to provide a fuller
image. compose clear and cohesive texts in description of the person, place, thing or idea
different media and technologies  Select appropriate language for a purpose eg
descriptive, persuasive, technical, evaluative,
emotive and colloquial, when composing
texts.
Time Teaching strategies Learning strategies Grouping Space Resources
Intro Display an image from ‘The Day the Whole class On the floor. The Day the Crayons Quit
10:00- Crayons Quit’ on the interactive image x27
10:10 am whiteboard (the beach image with Writing books
the black crayon). IWB
Image from the text
Provide the students with an outline Students answer the questions to Spelling Bonanza resources
of what they are going to do. consolidate their understanding of the
Students will explain the scene. activity.
What can they see?
What language would you use? For
example, descriptive nouns.

Teacher will model the activity,

providing one or two example to the
students.
During the modelling component of Students answer the questions to
the lesson, teacher will highlight the consolidate their understanding of the
importance of using appropriate activity.
vocabulary.
Ask what type of text it is. What
words do we see in an imaginative
text? Are they the same words we
 would see in a persuasive or
informative text?

Encourage students to write beyond

what they see. We have read the text,
so what is the crayon feeling?

Body Teacher asks students to go to their Students move to their tables and in Pairs At their desks.
10:10- desks (one table at a time). The pairs, annotate the image they are given
10:20am students will each have a copy of the using descriptive language.
image that they can glue into their
writing books. Students can work
with the person next to them to
describe the image.
Tell the students they will have 5
minutes to describe the scene.

After 5 minutes is up, ask students to

turn their eyes to the teacher and
place everything out of their hands. Students return their attention to the
Ask students to volunteer to share front and share some of the words they Whole class
some of the words they used to used to describe the scene.
describe the scene, and the teacher
will scribe this onto the projected
image.

10:20- The teacher explains the next task –

10:35am the students will be using these
words to write a description of the
image.
Provide the students with 10 minutes
to complete the task individually.
The teacher provides quick example
for the students. If I wrote ‘large, Individually
black beach ball’ while we were
annotating the image, is that what I
am going to write? How could I use Students complete the writing task –
these words to start to write a writing a paragraph describing what
description of the scene? they can see in the image using
‘In the book, ‘The Day the Crayons descriptive language.
Quit’, there is a girl wearing a black
dress with white polka dots,
throwing a large black beach ball
above her head’.
What do you notice? What language
was used?

For more emergent

 learners, the teacher can
either tell the students to
come and sit on the floor if
they would like some help.
Alternatively, the teacher
could scribe the ideas that
they say orally.
Conclusion As a reflection, ask the students to Students reflect on their task by sharing Pairs At their desks
10:35- read their descriptions to a partner listening to a partners description and
10:40am. (someone at their table). Did they use providing feedback.
descriptive language? Give the Did the use a range of interesting,
person some feedback. descriptive words?
Depending on time, the teacher may
get select students to share their
description with the entire class.
Ask students to place their book in
the tote tray and return to the floor.

10:40-
10:55am Spelling Bonanza! Students participate in their Spelling Pairs (Spelling Bonanza Space around the
For the remaining time before recess, Bonanza activities depending on time. partners). classroom.
get students to complete their
spelling bonanza activities with their
partner.
Each student has 5 minutes to go
through the list with his or her
partner (orally spelling the word and
writing the word).

Depending on time, students may

have time to use their whiteboard to
write as many of their spelling
bonanza words as possible.

At 10:55am, get the students to start

packing up for recess.
Curriculum English Class Stage 3, Year 5 & 6 Teacher’s signature

Topic Reading and Writing Date Thursday Time 9:00-9:50am

23/05/19

Learning Intention: Outcome(s) Content:

We Are Learning To (WALT): Select and use appropriate language for different types of (Reading)
texts (imaginative). EN3-3A uses an integrated range of
skills, strategies and knowledge to
read, view and comprehend a wide
range of texts in different media and
Success criteria: technologies
What I’m Looking For (WILF):
I can use a variety of interesting descriptive words to describe the image in ‘The Day the
Crayons Quit’. (Writing)
I can identify where I used descriptive language in my description. EN3-6B uses knowledge of sentence
structure, grammar, punctuation and
vocabulary to respond to and
compose clear and cohesive texts in
different media and technologies
 Navigate and read texts for specific purposes
applying appropriate text processing
strategies, for example predicting and
confirming, monitoring meaning, skimming
and scanning.
 Select appropriate language for a purpose eg
descriptive, persuasive, technical, evaluative,
emotive and colloquial, when composing
texts.

Time Teaching strategies Learning strategies Grouping Space Resources

Intro On the floor The Day The Crayons Quit text
9:00 – Teacher brings the students into the The Day the Crayons Quit PowerPoint
9:05am classroom, settles them and marks Presentation
the roll. Anticipation Guide
Clipboards
Grammar Books
9:05 – Introduce students to the text. ‘The Writing Books
9:10am Day the Crayons Quit’ by Drew Whole class
Daywalt and Oliver Jeffers.
Explain that we will be using this
text. Along with others throughout
the terms to explore the English
concepts of Authority, Argument and
Point of View.

Give students 30 seconds to predict

what the story is going to be about, Students predict what they thing will
using their predicting skills and their happen in the text based on the
prior knowledge. Get some students information provided on the cover.
to share their responses.
Note: Students may have
read the book before, but
explain that we will do
different things with the
 text that they would not
have done previously.

Body Display the ‘Anticipation Guide’ Whole class

worksheet on the IWB, and explain to
9:10- the students that we will be
9:15am ‘anticipating’ or predicting what will
happen in the text.

Teacher models how to fill in the first

section of the anticipation guide.

Get the students to grab a clipboard

with the anticipation guide on it, and Students complete the first half of the
get them to fill in the first two anticipation guide. Individually
columns (statement and
agree/disagree).

Provide students with a few minutes

to fill in 2 of the statements.

9:15- After completing the first half of the

9:25am sheet, provide students with a copy Whole class
(one between two) of The Day The
Crayons Quit (provided there are Students read The day The Crayons Quit
enough copies). Get them to read a (or listen to the teacher read the text
page each. depending on resource availability).
If there are not enough
copies, the teacher can read
the book to the students.
Remind them to listen to the types of
language that is used by the author in
the book.

9:25 – After reading has been complete, get

9:30am students to finish the anticipation Students reflect on their statements. Individually
guide (two statement), writing Were they correct? What evidence
whether their prediction was true confirmed your prediction?
and reflecting on the statement
(what evidence confirmed your
prediction in the story).
Get the students to glue in their
grammar books and quickly return.
9:30-
9:35am Writing On the floor
Display an image from ‘The Day the
Crayons Quit’ on the interactive
whiteboard (the beach image with
the black crayon).
Whole class
Ask the students what they see. What
types of words would you use to
describe the image? (Precise,
technical vocabulary, descriptive Students participate, providing
language)? descriptive language that can be used to
describe the image.
Annotate the image displayed on the
9:35- board with the student responses,
9:40am emphasising that we are looking for
descriptive language to describe the
elements founds within the picture
(e.g. large, round, black, beach ball).

9:40- Once the displayed image has been

9:50am annotated, teacher models on the
board how we could use one of those
descriptions to create a sentence.

Explain that the students will write

their own description of the image in At their desks
their writing books, using the words
(or ones they may think of) in the
paragraph. Underline the descriptive
words you used in the paragraph.

Students write their paragraph Students write a paragraph describing

(remind them to include the title ‘The the page, using the descriptive words Individually
day the Crayons Quit – Description’ contributed by the class.
and the date.

Conclusion As a reflection, get the students to
9:50am – read their paragraph to the person
9:55am next to them. Can you identify where
they used descriptive language in
their paragraph to describe the page?
Provide the person with feedback.
Students share their paragraph with a In pairs At their desks
partner, listening for which descriptive
words they used and providing
feedback (could they have used more
interesting words, did they include a
good variety of descriptive words)?
Curriculum English
Topic Reading and Writing
Learning Intention:
We Are Learning To (WALT): Use knowledge of sentence structure, grammar, punctuation
and vocabulary to compose texts.
Success criteria:
What I’m Looking For (WILF):
 Uses complex punctuation correctly (apostrophes and possession) CrT9
 Use a range of sentences including correctly structured complex sentences CrT9
Time Teaching strategies
Intro
20 minutes Inform the students we will be doing
Spelling Bonanza.
11:35– Ask students to find their spelling
11:55 am bonanza partner, grab their folder,
and a whiteboard and find a place
on the floor.
Each student has 5 minutes where
they will be required to write and
verbally spell the word given to
them by the other student.
After 5 minutes, the partners will
swap roles.
Ask students to come to the floor
with a whiteboard and a whiteboard
marker for the speed round of
Spelling Bonanza!
Tell students they have 1 minute to
write as many of their Spelling
Bonanza words as they can.
After this is completed, set the timer
Class Year 5 & 6, Stage 3 Teacher’s signature
Date Monday Time Middle Session
27/05/19 11:30 – 1:10pm
Outcome(s) Content:
EN3-6B uses knowledge of sentence Respond to and compose texts
structure, grammar, punctuation and  Uses grammatical features, eg pronouns,
vocabulary to respond to and conjunctions and connectives, to accurately
compose clear and cohesive texts in link ideas and information to ensure meaning
different media and technologies when composing texts.
Learning strategies Grouping Space Resources
 Whiteboards (small)
 Whiteboard Markers
 Classroom Screen Timer
 Spelling bonanza resources
(in plastic document wallet for
each student)
 ‘The Day The Crayons Quit’
Spelling bonanza Space around the text
partners. classroom.
 Whiteboard (Large) for
Students assume one of two roles: modelled component of
1. Read and check their writing
partners verbal and written
spelling of different words or;
2. Write and verbally say the
words their partners are
telling them to write.
The purpose of Spelling Bonanza
is to expand student vocabulary
and expose them to a wider range
of words that they can use in their
writing.
Whole class.
On the floor
 for 2 minutes and tell students they
have 2 minutes to write as many
words as they can (target: 50).
Body
Reading
10 minute Question: Do you think there is a
discussion colour that is more important than
the others? Why? Why not?
11:55 – Tell students they have one minute
12:05pm to think to themselves about whether
they think there is a crayon that is
more important than the others.
Think – pair- share: turn to the
person beside you. Each person has 1
minute to tell their partner if they
think a crayon is more important
than the other. If so, which colour is
it? Why is it more important? If you
do not think one colour is more
important than the other, why do you
think this? Providing reasons!
How do we know something is
important?
What makes Me. Leaf important?
What makes Miss Yard important?
What about your parents or family?
12:05 – Read through the text ‘ The Day the
12:15pm Crayons Quit’.
After each page, take a few moments
to discuss with the class.: what
makes this crayon important? What
does it say in the book? What reason
does this crayon give as to why it is
important?
e.g. Black thinks he is important
enough to be the main colour used
rather than just the outline.
On the floor
Individually
Students think to themselves about
whether they think there is a colour
crayon that is more important than the
others, thinking of their answer and two
reasons why they believe that is the
answer.
Pairs
The students share these thoughts with
a partner, and then some students will
share their ideas with the rest of the
class.
Whole class
Students again engage in discussion
about how we know something is
important, linking it to significant
people in their lives to consolidate their
understanding.
On the floor
Whole class
Students listen to the reading of ‘The
Day The Crayons Quit’, answering
questions posed by the teacher asking
what reasons each crayon gives as to
why they are important.
Modelled Tell the students we will be writing Whole class
Writing from the perspective or point of view
of a different coloured crayon and an
10 minutes object in the classroom.

Point of view/ perspective – what do

we think that is? In the book, the red
12:15– crayon thinks it is over worked Students discuss their understanding of
12:25pm because it is used for so many things point of view.
– engines, apples, strawberries etc.
Would the black crayon feel the
same? This is from the perspective of
the red crayon.

Write a sentence or two on the

board that are written incorrectly Explicit sentence construction –
(with errors that students can students recognise the errors in the Whole class
identify to correct). sentences written on the board.

‘Dear duncan,
Im really frustrated that you have
forgotton me because I am just as
important as the other coloured
crayons.’
- Hot pink crayon

An error focusing on punctuation, an

error focusing on contractions and an
error focusing on correct spelling.

Highlight the use of because – what is

because (a conjunction to make more
complex and compound sentences).

After going through the explicit

teaching of sentence structure, tell
students that there will be 6 goals to
focus on while they are writing.
- Capital letters
- Full stops
- Self monitor
- Adjectives
- Conjunctions (FANBOYS)
- Handwriting

You are going to write a Quality At their desks

12:25– paragraph from the perspective of
1:05pm the crayon. Once you have completed
 this, and you can tick off each of the
goals, raise your hands so the teacher
can check.
After you have finished the
paragraph about the crayon, write a
description from the perspective of
an object in the classroom. How
would a chair be feeling? What about
a reading book?
Get the classroom assistants to hand
out the writing books and dismiss
students to their desks (table group
at a time).
Individually
Students write a paragraph from the
perspective or point of view from a
coloured crayon not found in the book
(for example, brown).
If this is completed, and they have
addressed the goals in their writing,
they can move on to writing a
paragraph from the perspective of a
classroom object.

Conclusion Reflection
5 minutes
Share your book with someone next
1:05pm – to you.
1:10pm Read their paragraph. Students reflect on their learning by Pairs At their desks.
Did they achieve the goals of the sharing their paragraph with another
lesson? Give some feedback about students and gaining feedback about
what they did well in their writing. their work.
For example, did they use a lot of
adjectives?
Were there some ideas in their
writing that you had not thought of?

1:10pm –
1:15pm
Get ready
for lunch
Differentiation: Summative Evaluation
For L, JG, S, JE, K?
Ask them to write two sentences from the perspective of a different coloured crayon. Reminder: Lunch starts at 1:15pm, however they are allowed to start getting their lunch orders at
Task is modified – they are still using the same goals and task, but it is achievable for the 1:10pm. Remember to get them to start packing up around this time.
students to experience success with the task.

Teaching notes
Curriculum English Class Year 5 & 6, Stage 3 Teacher’s signature

Topic Reading Date Wednesday Time 09:00 – 09:55

29/05/19

Learning Intention: Outcome(s) Content:

We Are Learning To (WALT): Evaluate the way that inference is used in a text to build EN3-3A uses an integrated range of  Analyse and evaluate the way that inference is
understanding in imaginative texts. skills, strategies and knowledge to used in a text to build understanding in
read, view and comprehend a wide imaginative, informative and persuasive
range of texts in different media and texts.
Success criteria: technologies  Use comprehension strategies to interpret
What I’m Looking For (WILF): and analyse information an ideas, comparing
- I can interpret point of view or perspective (UnT9) content from a variety of textual sources
- Justify an opinion or response by citing evidence from a text (UnT9). including media and digital texts.

Time Teaching strategies Learning strategies Grouping Space Resources

Intro
9:00 – 9:10 Bring the students in from lines and
settle them.
Go through the visual timetable –
what is going to happen during the
day.
Teacher asks the students if they
9:10 – 9:15 know what inferring means.
Get the students to turn to a partner
and explain to them what they think
inferring means.
Ask some students to share their
responses with the class.
I think… T chart (x27)
Grammar or Writing Books
Inferring poster
PowerPoint Presentation with different
pages from ‘The Day the Crayons Quit’
The Day the Crayons Quit
Whole class.
On the floor
Students think and share their ideas/
understanding about inferring.

‘Inferring Is being able to read

between the lines’, when the author
implies something but does not
necessarily state it. You need to use
the clues in the text and your own
prior knowledge to help you
understand’.

Tell students the activity they will be

doing: I think… T chart.
9:15 – 9:20 Display the scanned copy on the
Interactive Whiteboard that already
has the first example completed as a
modelled example for the students.

Explain that in the first column,

students are required to record their
inference, or what they think the
author is implying/ trying to say. In
the second column, they are to cite
evidence from the text – justifying
their inferences with evidence.

Go through the first modelled

example with the students.
Read the Red Crayon page from ‘The Students answer questions that prompt
Day the Crayons Quit’, and then read them to think about differencing.
the inference to them.
Why is this an inference (it is implied
and not necessarily explicitly stated
in the text). How do we know the Red
Crayon is feeling overworked? What
evidence from the text can we used
to support our inference?

Body Explain that the activity today will Whole class On the floor
9:20 – 9:30 require the students to make their
own inferences for ‘The Day the
Crayons Quit’.

Next, the teacher and the students

will jointly construct a response.
Show the students another page (eg Students volunteer responses to jointly
the Purple Crayon page). construct an inference that can be made
What can we infer from this page? from the text and what evidence can be
If students are unresponsive, teacher used to support this inference.
can prompt them.
How is Purple Crayon feeling? How
do we know that?

I think that Purple Crayon is getting

angry with Duncan. Students think about how we know
How do we know this? Purple Crayon may be angry with
The use of capital letters in the Duncan.
Purple Crayons letter to Duncan
suggests it may be yelling/ raising its
voice at Duncan for not staying in the
lines.
9:30 – 9:45 Ask the Teacher’s Assistants to hand
out the ___________ books, and ask
another student to place one ‘I
Think… T Chart’ on each desk.

Ask students to raise their hand if Select students help with the classroom
they understand what they are organisation – handing out books etc.
supposed to be doing.

Dismiss the students in small groups Students raise their hands to indicate
to their desks, and ask them to grab their understanding of the task.
something they can write with.
(Depending on availability, a copy of
‘The Day the Crayons Quit – one Students move to their desks to
between two). complete the independent part of the Independently At their desks
lesson.
If students indicate they know what
they are expected to do, ask them to
complete the reaming boxes.

If students are still confused, the

teacher and students can jointly
construct another response to ensure
they understand the task.

Remind the students when they are

working independently to make their
inference, and supporting that
inference with evidence from the
text.
Conclusion Ask students to paste the sheet in Students glue the T Chart into their At their desks and then on
9:45-9:55 their books and come to the floor books and return to the floor. the floor.
with their books.
Give students 2 minutes to complete
this (perhaps place a timer on the Small groups of 3
whiteboard to stop students from
taking too long).

Ask the students to create a group of In small groups, students share an

3. Each student is to share one of inference and their supporting
their inferences with the group. evidence.

Ask students if some would like to

volunteer their inferences and the Whole class
supporting evidence they have from Some students share their responses
the text. with the whole class.
Curriculum English Class Year 5 & 6, Stage 3 Teacher’s signature

Topic Writing Date Wednesday Time 14:00 – 15:00

29/05/19

Learning Intention: Outcome(s) Content:

We Are Learning To (WALT): compose, edit and present well-structured and coherent EN3-2A composes, edits and  Plan, draft and publish imaginative,
texts. presents well structured and coherent informative and persuasive texts, choosing
texts and experimenting with text structures,
language features, images and digital
Success criteria: resources appropriate to purpose and
What I’m Looking For (WILF): audience
Refer to the checklist.  Reread and edit students’ own and others’
I can use: work using agreed criteria and explaining
Capital letters, full stops, commas, question marks, explanation marks, checking for editing choices.
spelling mistakes, paragraphs and does it make sense?

Time Teaching strategies Learning strategies Grouping Space Resources

Intro Ask the students what we did in
writing on Monday (wrote a letter to
2:00 – 2:10 Duncan from the perspective or
point of view of a crayon that was
not in the book).
Whole class. On the floor Writing books
Students reflect on previous learning to PowerPoint Presentation (to display
inform future learning. modelled response).
Checklists (one for each student).

Ask students if someone can

explain what point of view is as a
recap.

Tell the students that today we will

be writing a letter to either Miss
Harding or Miss Yard from the point
of view of a classroom object.

Explain to the students that you

want them to think about the
different senses in relation to the
object.
What would it be feeling?
What would it see?
What would it hear?

Show students the modelled

response – a letter to Miss Harding
from a lead pencil who is upset that
 it is only used in maths.
Ask students what is included in the
paragraph: Students identify what is included in the
Rhetorical questions modelled response.
Full stops
Capital letters
Commas

Introduce the students to the

checklist they are going to use to
2:10 – 2:15 self-monitor: they will use these
checklists to edit their work.
Explain these will be what I am
looking for in their writing – if they
tick each of the boxes and sign their
initials, it means each element is
included.

Body Send students back to their desks Students plan their writing. Individually At their desks
2:15 – 2:20 and tell them they have 5 minutes to
plan what they are going to write.
Which object are you going to
choose? Do you think there are more
suitable options than others?
What is this object thinking, feeling,
seeing and/ or hearing?

2:20 – 2:40 After the 5 minutes is up, tell the

students they can begin writing their
letter to either Miss Harding or Miss
Yard (using the plans they just Students begin writing their letter to
created). the teacher from the point of view of a
classroom object.
2:40 – 2:45 Tell students that even if they aren’t
finished, this is their opportunity to
use their checklists to edit their
work.
Conclusion
2:45 – 2:55 Ask students to come to the floor
with their books. Students come to the floor to share their On the floor.
responses with the class.
Ask some students whether they Whole class
would like to share what they have
so far with the rest of the class.

After students have finished sharing,

ask the students if they felt the
checklist helped them remember
what they needed to include and
 helped them edit their work.

2:55 – 3:00 In small groups, ask students to put

their writing books away and to find
a spot around the room for a quick Students reflect on their learning by
game of PacMan. answering questions related to the
content covered throughout the English
Ask questions such as: lessons.
What is point of view?
What is an inference?
Give me an example of point of view
from The Day the Crayons Quit
Curriculum English Class Year 5 & 6/ Stage 3 Teacher’s signature

Topic Reading and Writing Date Thursday Time 11:30- 14:15

30/05/19

Learning Intention: Outcome(s) Content:

We Are Learning To (WALT): Read texts for a specific purpose - EN3-3A uses an integrated range of  Navigate and read texts for specific
Evaluating the intended message or theme of a text. skills, strategies and knowledge to purposes applying appropriate text
read, view and comprehend a wide processing strategies, for example
range of texts in different media and predicting and confirming, monitoring
Success criteria: technologies meaning skimming and scanning.
What I’m Looking For (WILF):  Summarise a text and evaluate the intended
I can identify the main themes or concepts (UnT9) message or theme
I can predict and confirm those predictions (UnT9)

Time Teaching strategies Learning strategies Grouping Space Resources

Intro
(Teacher gets the teachers
Writing assistants to hand out the writing
books and place them on desks).

Ask the class what they know about

books.
Okay, what do we know about
technology?

What are the advantages of books?

Technology?

A small class discussion will share

some ideas that can be written on
the board (so select students can
copy those responses).

Ask students, in their writing books,

to write the heading ‘Pros and cons
of books and technology’ and the
date (reminding them of the
expectations for our book work) and
ask them to write a pro and a con of
books, and a pro and a con of
technology.
Note: students may not
know what a pro and con
is. Ask the question, and if
 they are not sure, explain it
means advantages and
disadvantages.

Provide students with a few minutes

to write these down, and then turn
their attention back to the board.

Explain they are going to engage in

some group work. Display the
groups on the Powerpoint, and ask
the students to move into those
groups, and they will be discussing
both the pros and cons of
technology, or the pros and cons of
books.
Remind students that everyone is to
collaborate and write down the
ideas that the group is discussing,
because we will then swap groups,
and you will discuss with people
from the other group their ideas and
your own to complete your table.

Body Ask students to leave their writing

books on their tables, to grab a
Reading clipboard and pen and come to the
floor.

Ask students why predicting is a

useful comprehension strategy.
- Helps set a purpose for reading,
orientates the student to the type of
text being read and encourages them
to think about what might be coming
up next.

What helps us make predictions?

Title, front and back cover, blurb and
images.

The teacher will show the cover to

the class (ask the class who the
author is), and the blurb to the class.
Pass out the ‘Prediction flowchart
 for….’ And ask students to write the
name of the text and their name, as
well as their first prediction.

Once that is completed, ask students

to place everything out of their hands
and begin reading the book.

At 3 different marked spots in the

text, ask the students to write their
new prediction, or change their
prediction based on what we have
read so far.

Ask the students if any would like to

share their responses along the way.

Writing Why did Lane Smith write this book?

What is he trying to say about
society?

Looking at the information you have

– the pros and cons of books and
technology, your predictions and
revised predictions, how do you
think we can answer these
questions?

Display each of the questions on their

own slide, and as the students are
sharing their ideas, record them on
the slide.

Once there are responses for both

questions, ask students to return to
their desks and copy the mind maps
with our collaborative ideas into
their books.

After they have completed this, ask

them to glue the prediction flowchart
into their grammar book (and to fold
the sheet in half).
Conclusion What was something you found
interesting today?
Answer this question as your caption
for see-saw and upload a picture of
our mind map.
Reading & 9:00am EN3-3A uses an integrated
range of skills and knowledge
Writing – to read, view and comprehend
a wide range of texts in
9:30am different media and
technologies
9:30am  Analyse and evaluate
the way that inference
– is used in a text to
build understanding
10:15am in imaginative texts
 Summarise a text and
evaluate the intended
message or theme.
EN3-2A composes, edits and
presents well-structured and
coherent texts
 Identify and explore
underlying themes
and central storylines
in imaginative texts
Reading: PowerPoint
Ask students what they think
thin questions may be? Whole class presentation (thick
Thin questions deal with
specific words or information and thin questions).
found in the text. These
questions are closed. It’s a Book (x27)
When? Who? Where?
Post it notes (two
What do you think thick
questions may be?
colours)
Thick questions deal with large
concepts or the big ideas in a
text. They are open ended and
require complex answers.
Why? What? How?
Thick questions relate to
inferring – reading between the
lines.
Teacher models thick and thin
questions using Goldilocks and
the Three Bears
T: Should you go into someone’s
house when they are not there?
T: How do you think the three
bears felt when they saw
Goldilocks sleeping in baby
bears bed?
t: How many bears lived in the
house?
t: Whose porridge did
Goldilocks eat?
Give students a copy of ‘It’s a
Book’ and read through as a
Whole class
class
- the teacher can read the first 3
pages, then a student can read
the following 3 etc.
Remember to set expectation:
when we get our books, place
them on the floor with our
hands folded in our laps, we do
not touch them.
Ask the students what a thick
question and thin question may
be from the text to check their
understanding. Individually/pairs
Give students two different
coloured post it notes, and ask
them to write one thick question
and one thin question. They will
then swap the post its with a
class mate who will attempt to
Whole class
answer these questions.
Writing: Revision discussion
Once again go over the
questions that were asked
yesterday:
‘Why did Lane Smith write this
book?’
‘What is he trying to say about Individually Differentiation:
society?’
Liam, John, Seth: Use
Record student responses onto (writing books). iPad rather than writing
the PowerPoint presentation.
in book and answer first
Ask students to use the ideas question only.
from yesterday and today to
Jamaine, Kim: Write a
write a half page response for
few sentences about the
each of the questions (20
first question.
minutes of writing total.
Reflection: One thing I learnt
today is… caption for see saw.
Reading / Writing 9:30 – 10:55 EN3-3A uses an integrated range of skills, strategies and
knowledge to read, view and comprehend a wide range
9:30-9:45. of texts in different media and technologies
 Compares texts including media texts that
represent ideas and events in different ways,
9:40 – 10:00
explaining the effects of the different
approaches
EN3-7C thinks imaginatively, creatively, interpretively
and critically about information and ideas and identifies
connections between texts when responding and
composing texts
 Identify, describe and discuss similarities and
differences between texts, including those by
the same author or illustrator, and evaluate
characteristics that define an author’s
10:00 – 10:15 individual style
We are learning to: Identify connections between texts
What I’m Looking For:
I can describe similarities and differences between texts
I can interpret point of view or perspective
10:15 – 10:30
PowerPoint presentation – what is point of view,
argument? (English textual concepts). Further developing
the students understanding of these concepts to be able to
identify their use/ presence in a text.
Complete a compare and contrast diagram from ‘The Day
the Crayons Quit’ and ‘It’s a Book’.
Model examples – have a point already in each of the
boxes displayed on the IWB.
Joint construction: ask for student input and annotate the
responses on the diagram.
Individual: ask students to add an additional two points
that either show the similarities or differences between
the two texts that we have been looking at.
After 10 minutes, ask students to share some of their
responses.
Record them on the sheet and ask students to add what
they didn’t have to their diagram.
Focus: Using questions in writing
Go through each book and highlight the questions used in
each (The Day the Crayons Quit and It’s a Book).
What is the purpose of these questions?
- Knowing more about what the characters are feeling,
providing more information about the past, present and/
or future.
Ask the students why they think the Donkey keeps asking
questions in ‘It’s a Book’?
How do you think the Monkey would be feeling?
-highly frustrated, annoyed that he is asking over and over
again, angry/ irate.
Whose perspective do we see in the texts?
Whose perspective do we not really see? Duncan and the
Monkey.
Task: Students ask a question and answer it from the
perspective of a character whose perspective we do not
really see in the texts (Duncan/ Monkey).
For example:
Why does the donkey keep asking questions about the
 book?
10:30-10:40 (From the perspective of the Monkey).
I am highly frustrated that this donkey keeps asking me
different questions that have nothing to do with my book.
Even when I tell him it is a just a book, he keeps asking
other questions. Does he not know what a book is?
The white crayon asks Duncan “You colour with me, but
why?”

What would Duncan’s response be?

I wanted to make sure all of the colours were used, even
the white one. Even though the page may be white, there
are things in the world that are coloured white, like the
snow and various animals.

Reflection