FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2 Wk6-8 YEAR LEVEL: 5/6 LEARNING AREA/TOPIC: ENGLISH: Writing

Forward Planning Document

• The purpose of this FPD is to improve students persuasive paragraph writing
• The diagnostic assessment occurred prior where students had to write a persuasive text on ‘Bullying No Way’. See APPENDIX 1 to view student achievement.
• The diagnostic task informed my planning to focus specifically on TEEL paragraphs
• Surrounding the theme of ‘Storm Boy’ by Colin Thiele
• Purple: Post-Programming notes

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
 thinking Competence
 
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability


WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Lang Literacy
Literature
Lesson 1 These curriculum links 1. Students 1. Anecdotal notes Introduction Storm Boy is
Topic Sentence apply from L1-6 participate in a and observations 1. Introduce statement lesson on persuasive paragraph receiving a Text: 'Storm Boy'
Formative Year 5: shared (see Figure 1.0) writing better (1967) by Colin
Literacy: Creating Texts brainstorm of 2. Rubric: See 2. Ask students to think about it during the reading education Thiele
• Plan, draft and publish arguments for APPENDIX 2 session living at the
imaginative, and against the 3. Read chapter 3 and 4 to students Coorong rather Whiteboard
informative and question than going to Markers
persuasive print and ‘Storm Boy is Body school. Do you
multimodal texts, receiving a 4. Brainstorm for and against on board: shared session agree or These resources
choosing text structure better 5. Shared session of a Topic Sentence. Explain to disagree? apply for all
s, language features, education students it needs to say the position that they are taking Why/why not? lessons
images and sound living at and the topic they will talk about. Ask students to
appropriate to purpose Coorong rather contribute and write some ideas for a sentence on the
and audience (ACELY than going to board
1704) school.’ 6. Instruct students to write their own topic sentence.
2. Students Scaffold Student A by asking them to reword the
Language: Text structure construct 1 example on the board. Ask Student B and C to create
and organisation topic sentence, their own.
supporting or
• Understand how texts opposing this Closure:
vary in purpose, statement 7. Ask three students to share their topic sentence to the
structure and topic as expressing 1 rest of the class. Ensure they have included their position
well as the degree of argument. and topic.
 formality (ACELA150
4)

Literature: Responding To

• Present a point of
view about particular
literary texts using
appropriate metalangu
age, and reflecting on
the viewpoints of
others (ACELT1609)

Year 6:

Literacy: Creating Texts

• Plan, draft and publish
imaginative,
informative and
persuasive texts,
choosing and
experimenting
with text
structures, language
features, images and
digital resources
appropriate to purpose
and audience(ACELY
1714)

Language: Text structure

and organisation

• Understand how
authors often innovate
on text structures and
play with language
features to achieve
particular aesthetic,
humorous and
persuasive purposes
and
effects (ACELA1518)

Lesson 2 1. Students create 1. Rubric: See Introduction

Explain at least 1 APPENDIX 2
Formative EXPLAIN 2. Observational 1. Revisit previous lesson on Topic Sentence: ‘I disagree
sentence that Storm Boy is having a better education at the
supporting Coorong than of school because he is learning more
their for or math problem solving skills’
against 2. Students also wrote their own topic sentence in What language
argument. response. Allow some time for students to finish their can you use to
2. Students topic sentence. persuade the
participate in a reader that
modelled Body your argument
reading session 3. Move into E: Explain is the right
of ‘Storm Boy’ Explain to students that they must include one?
by actively 1-2 sentences where they explore specific details of their
listening. topic. How can
4. Use example from L1 as an example: ‘When he goes someone
to the city or larger populated town he won’t know what extend or
to do’. adjust this?
5. Shared session on whiteboard-
6. Move year 6’s to independent writing session on their What kind of
explanations. Student B/C complete an independent math problem
writing session solving skills
7. Work with year 5’s in guided writing: group students will be
into agree/disagree. Work closely with Student A to help beneficial for
them craft their explain. Storm Boy?

Closure (15 min)

8. Ask students about progress of explain. Who is ready
for evidence and who needs more work on what they
have so far?
9. Read first half of chapter 5 students

* Had to revisit TEEL structure for 10 minutes after

lesson to re-iterate that TEEL is one paragraph not a
group of paragraph.

Lesson 3-5 1. Students have 1. Observational Introduction Who can tell

Evidence to source the 2. Rubric: See 1. Read the rest of Chapter 5 to students me what the
Formative quotes in the APPENDIX 2 2. Questioning on prior knowledge of TEEL: T/E stands for?
book to use as Topic Sentence: Choose someone and pin-point their 1
evidence argument and agree or disagree Who would
supporting for Explain: Pin-point their reasons and specific details like to share
or against the about their 1 argument their topic
question and sentence and
begin writing Body explain?
their 3. Introduce EVIDENCE by asking students to write on
EVIDENCE. a piece of paper in groups of 2: why they
2. Insert at least 1 4. Choose 3 students to share for each question (Quotes, believe
quote from the information, language in the text ect.) evidence is
excerpts 5. Look at two excerpts from the text (where they have important?
properly as read up to): 1 agree/ 1 disagree: And how you
EVIDENCE in Agree/For: can source
their TEEL p.9 “He could point out fish in the evidence in
paragraph water and birds in the sky.” “he knew books?
all the signs of the wind and the
weather in the clouds and the sea. And
he could read all the strange writing on
the sand hills and beaches- the scribbly
stories made by the beetles and mice
and bandicoots and anteaters and crabs
and birds’ toes and mysterious sliding
bellies in the night.” “Before long
Storm Boy had learnt enough to fill a
hundred books.”
P.12 “All living creatures were his
friends- all, that is, except the long,
narrow fellows who poured themselves
through the sand and sedge like glass.”
P. 21 “He wrapped up the tiny bruised
body in one of Hide-Away’s scarves,
and put it by the fire…Every now and
then he poured out a drop of cod-liver
oil from the bottle that Hide-Away
once bought for him and tried to trickle
it down the baby bird’s throat.”
Disagree/Against: p. 64/65 “He’s ten, or is it
eleven? Soon he’ll be grown up, and yet he
won’t be able to read or write. It’s not right to
stop him” “…We’ve decided. We’d like to pay
for the boy to go to school- to boarding school
in Adelaide.”
6. Have students read out sections of the excerpts to find
the clues that best fit their argument
7. Explain how to quote effectively: word for word, use
… for bits you don’t want to add in, use “/”

Closure
8. What have you learnt about EVIDENCE today?

Students work with evidence for the next 2 lessons

(L3-5)
Lesson 6 1. Write 1 1. Rubric: See Introduction
Link/Wrap sentence as the APPENDIX 2 1. Revisit quoting properly
Formative LINK or 2. Read Chapter 6
WRAP to *Year 6's were ready to move on to Link/Wrap so I
summarise the decided to speak to them as a group and let the 5's
end of the continue with evidence. After I informed the 6's, I let
paragraph by them work independently, so I could work closer with
using language the 5's to help the enabling students. I also asked one of
in the question the low achieving 6's to join the 5's so I could work close
and/or topic in proximity with them too.
sentence.
Body
3. Introduce LINK
LINK or WRAP: Link onto next paragraph or wrap back
to topic sentence
Summarise your paragraph in 1 sentence
Use key words that are in your topic sentence or
the question
This shows that….
Through the…..
Hence/Thus…
4. Model with the shared example:
Topic Sentence:
I disagree that Storm Boy is having a better
education in the Coorong than at school because
he is learning more math problem solving skills
(L1)
Explain:
The math problem solving skills Storm Boy will
learn at school includes fractions,
multiplication/division, algorithms and word
problems. He also might have more chance at
getting a good paying job and will do better in
school. (L2)
Evidence:
The crew on the tugboat also support this idea
“He’s ten, or is it eleven? Soon he’ll be grown
up, and yet he won’t be able to read or write.
It’s not right to stop him” “…We’ve decided.
We’d like to pay for the boy to go to school- to
boarding school in Adelaide.” (L3-5)
Link or Wrap:
Storm Boy is not receiving a better education at
the Coorong, as he will learn more math
problem solving skills at school. (THIS
LESSON- L6)
 5. Independent lesson on writing link/wrap. Work
closely with enabling students such as Student A.
* Working closely with these students enabled me to
micro-manage where everyone was at and to catch them
up to Link/Wrap.

Closure
6. Have some students read their paragraph
7. Indicate the TEEL structure

Lesson 7 Year 5 1. Students edit 1. Work Sample: 2 Introduction

Editing Language: their work by stars 1 wish and rubric 1. Revisit TEEL: what is needed in each component- T:
Summative Task Expressing/developing either (APPENDIX 2) position/topic E: specific details E: Evidence- Quoting,
ideas adding/removi L/W: Link or Wrap (position/topic) What is
• Understand the use of ng/changing 2. Show students the rubric for TEEL. Give students incorrect about
vocabulary to express words, time to check the criteria and their paragraph. This the
greater precision of checking for extends Student B/C. punctuation
meaning, and know incorrect 3. Modelled/Shared editing on white board with Storm and grammar
that words can have punctuation/gra Boy question. Ask students to come up and correct the of this
different meanings in mmar and punctuation and grammar question?
different contexts ensuring their No capital on boy: Proper Noun
ACELA1512) structure Giong = going: Spelling
adheres to Agree or Agree: Omit word
Literacy: Creating Texts TEEL. coorong= Coorong: Proper Noun
• Re-read and edit Recieving = receiving: e before i
student’s own and
others’ work using Body:
agreed criteria for text 4. Hand out work to students: Edit using a different
structures and colour
language 5. Extend students by asking them to remove
features (ACELY170 unnecessary word: “I agree that..” to “Storm Boy is…”
5) 6. Add words: Vocabulary- Evaluative language
(expressing point of view and opinion)
Year 6 Introducing a quote
Language: Text Structure Supporting it
and Organisation Connecting words:
Therefore
• Understand that
However
cohesive links can be
Although
made in texts by
Similarly
omitting or replacing
Furthermore
words (ACELA1520) 7. Students are given some time to individually edit their
• Investigate how work.
vocabulary choices,
including evaluative
 language can express 8. Allow for 6’s to work independently. Work closely in
shades of meaning, proximity with the enabling 5’s.
feeling and
opinion(ACELA1525) *Because students were away during some of the
lessons, I asked the year 6's who were behind to join the
Literacy: Creating Texts year 5's and I used a mini-white board to micro-manage
• Re-read and edit my students working through different components.
students’ own and Most of these students didn't get to the editing stage but
others’ work using were rewarded marks for editing as they have been
agreed criteria and going.
explaining editing
choices (ACELY1715 Closure
) 9. Students swap their work for editing (year 5/6)
10. Students complete a 2 Stars/A wish for their peer
about their work. Sign their name on the bottom.

*Students were given a mark for their ability to edit as

they go, peer and self-editing.