1 | P a g e

LITERACY / UNIT PLANNER YEAR 5/6

Learning Outcome: We are learning to identify what it is that makes a narrative entertaining to students in years 3/4. We are learning to work collaboratively
with people we may not usually work with.
Success Criteria: Students develop, in groups, their own success criteria.

Topic: LET ME ENTERTAIN YOU. Year Level: 5/6 Term: 4
Weeks: 7-10
Date: Monday 18
th

November Friday 13
th

December



TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and the literacy
learning intention or sessions focus )

WHOLE CLASS
Tuning In
(Identify a strategy or a tool to help activate prior
knowledge and/or to introduce the topic.)

INDEPENDENT
LEARNING
(Extended opportunity for students to work in pairs,
small groups or individually on a set task. Time for
teacher to probe students thinking or work with a
small group for part of the time. Reference to Wing
Jan include page details)

SHARE TIME AND
TEACHER SUMMARY
(Focussed teacher questions and summary to draw
out the knowledge, skills and processes used in the
session)


ASSESSMENT
STRATEGIES
(should relate to literacy learning intention or focus
of the session. Includes how & what you will use to
make a judgment on students attempt/work)
Session 1
To develop, through group
discussion, a set of questions
for the grade 3/4 students to
determine what it is that
makes a narrative
entertaining
Students write out the
learning intention.

Whole Class
Discussion/Brainstorm:
The class will discuss what
they like about reading.

Think Pair Share:
Ideas for questions to ask the
year 3/4 students.

Mixed ability/gender/age
Groups (3-5 students):
Groups write their own
success criteria, and create a
list of at least 10 questions to
ask the year 3/4 students.



Focus questions:
What stories do you like to
read?
Would the year 3/4 students
likes be the same as yours?
Do you have favourite
authors or illustrators?
Themes?
Characters?
What does entertaining mean
to you?
How are you going to get the
information you need to
write this story?
Self Assessment & Peer
Assessment: Students create
own Success Criteria

Teacher Assessment:
Are the questions relevant?
Will they elicit the right
information?

Are the group members
working well together?
Focus Area: 3.1 Establish challenging learning goals - I believe I have accomplished this through a broad yet specic learning outcome - the challenge is to entertain a group of year 3/4 students (critical audience). The year
5/6 students have to listen to their specic groups responses to questions and create an entertaining narrative for the year 3/4 students.
Focus Area: 3.2 Plan, structure and sequence learning programs - below is my structured sequence of lessons for the unit. These classes are exible dependent on your class and the amount of time you have
available. I have allowed plenty of time for students to work in groups to develop their entertaining narrative. Providing freedom of presentation and success criteria encourages student participation and engagement.
Focus Area: 3.4 Select and use resources - Students are encouraged to select and/or create and use a range of resources, including ICT, to create their entertaining narrative and show their creative sides.
Focus Area: 3.5 Use effective classroom communication - Through the use of verbal and nonverbal communication strategies, such as focus questions, body language, teacher roaming and continual updates and
discussions I was able to support student understanding, participation, engagement and achievement. I often asked the students to show me their work as I wondered around the groups, explaining where they were up to,
what they were doing, how each and every member of the group had participated and contributed, etc. which allowed me to keep them on task, assess their progress, and assess for myself the success of the lessons and
make any adaptations to the unit dependent upon which stage they were at, what was working and what wasn't.
2 | P a g e

Session 2
Complete questionnaire
interview with grade 3/4
students
Whole class Recap:
Recap with students the
learning outcome and
success criteria. Reiterate the
purpose of the questionnaire
and how they can elicit the
information.
Interview with Grade 3/4
students:
Students visit the year 3/4
students and each member of
the group asks their
questions to a different set of
year 3/4 students to elicit
information.
How are you going to get the
information you need to
write this story?

*questions are develop by
each group to be asked to the
year 3/4 students
Completed questionnaire
with answers from the year
3/4 students.
Session 3
Group Planning & Rough
Draft

Groups use the answers to
the questionnaire to plan and
develop ideas to write a story
Whole class Recap:
Recap with students the
learning outcome and their
success criteria.
Reiterate to students how the
questionnaire can help guide
their story.

Group Work:
Students work with their
groups to develop ideas,
storylines, and plots for their
entertaining story.

Start writing their rough
draft.
Focus question:
How will you use the
information you have
gathered to develop an
entertaining story for the
year 3/4 students?

Groups have begun
developing ideas and
storylines for their
entertaining story based on
the information from the
questionnaire answers.
Even if students are choosing to
present their entertaining narrative
using ICT or other forms, they are still
required to write out their storyline,
script, sequence of events, etc.
3 | P a g e

Session 4
In groups, students proofread
and edit their story for their
final draft
Whole class Recap:
Recap with students the
learning outcome and their
success criteria.

Proof reading capital
letters, punctuation and
grammar.
Group Work:
Students work with their
groups to complete their
rough draft and edit their
work for the final draft
Focus question:
How have you used the
information you have
gathered to develop an
entertaining story for the
year 3/4 students? What
ideas have you come up
with? Does your story relate
to the answers of the
questionnaire?

Self/Peer Assessment:
Groups have written their
rough draft and proof read
their work so it is structurally
and grammatically correct.

Teacher also proof reads.
Session 5
In groups, students complete
their final draft for
publishing
Whole class Recap:
Recap with students the
learning outcome and their
success criteria.
Group Work:
Groups work on their final
draft of their entertaining
story.
Focus question:
Is this ready for publishing?
What does a published piece
look like?
Are there any spelling
mistakes?
Will your story entertain the
year 3/4 students?
Story is complete and ready
for presentation to year 3/4
students.
4 | P a g e

Session 6
Students develop an
assessment rubric for the
year 3/4 students to provide
feedback.
Whole class Recap:
Recap with students the
learning outcome and their
success criteria.

Think-Pair-Share:
Ideas for assessment rubric

What do you think the year
3/4s will be assessing you
on?
How will you best represent
this?
Group Work:
In groups, students develop
the assessment rubric and
marking system for an
entertaining story at least 4
criteria.
Focus question:
How will the year 3/4
students provide feedback?
How will they grade your
success level at entertaining
them with a story?
What does entertaining mean
to you?
How are you going to get the
information you need to
write this story?
Rubric has at least 4
assessment criteria
Session 7
Presentation to Grade 3/4 students
Students present their story to a group of year 3/4 students.