Lesson Three: The Texts within the Text

Lesson Duration: 1 hour

Curriculum Links:
English: ACELY1698; ACELY1701
Literacy Indicators: LS5.iii; LS5.iv; LS5.v; VR5.i; VR5.ii; VR5.iv; VR5.viii

Geography: ACHGK027

Learning Objectives:
- Students will develop their understanding of points of view within text by examining
vocabulary choices, in order to learn how these choices have been made for a
particular purpose
- Through a class brainstorm and engaging with the texts within our focus text,
students will develop an understanding of the text structure and key language
features of information text types
- Through examination of our information text types, students will begin to develop an
understanding of the influences that people can have on the environmental
characteristics of Australian places.
Resources Required:
- Focus text: One Small Island with required pages marked- timeline page (back of
book), pages 3-4 & 7-8
- 2x Large sheets of butchers paper (3m long)
- Pens to write on butchers paper
- Outline of information text types (teachers use)
- iPad and Apple T.V. (to display sections of the text while reading them)
- Container of paddlepop sticks with names to draw out peoples names to contribute
to discussion
Classroom Organisation:
- Roll out butchers paper along to floor, space out markers along the paper
- Have children gather in a circle around the butchers paper
Learning Experiences:
- Asks students to gather on the floor in a circle surrounding the laid out butchers
paper and pens * ask them to sit far enough away that they cannot touch the paper
and pens until it is necessary to do so
- Clearly explain that this lesson will involve re-reading our focus text but not the
picturebook sections we have already read, some of the pieces of text positioned
within this text; after this there will be a group brainstorm
- Read timeline in that back of the text followed by a discussion on what type of text it
may be
- Read pages three and four followed by a discussion of what text type they may be
- Read pages seven and eight followed by a discussion on their text type What type
of text do you think might be the focus for this unit?
- Brainstorm 1: Brainstorm on the similarities and differences between all of these
texts *Draw out names to contribute * allow children access to the markers so that
they can write up their brainstorm ideas as they go
- Brainstorm 2: Key features of information text types, in particular information
reports *Draw out names to contribute * allow children access to the markers so
that they can write up their brainstorm ideas as they go; display brainstorm in the
classroom to review when developing oral presentations
Assessment:
Assessment as Learning: Informal assessments will take place through observations
of work, BLOG posts, and keeping record of any students not participating
appropriately in their groups and intervening when necessary.
Assessment for Learning: Will take place at a later stage in unit when children begin
drafting their speeches and Strip Design posters.
Assessment of Learning: Will take place in the final two lessons where students
deliver their oral presentations for this unit of work.
Adjustments:
- Children are broken in to Heterogeneous groups (3 groups of 5 and 2 groups of 6) so
that there is room for peer support and peer scaffolding throughout each lesson.
However, within these groups, the children with English as an Additional Language or
Dialect (EAL/D) will be placed into the same group so that support staff can work
with them during research times and speech drafting
- Visual aids are employed for students with EAL/D and student with hearing
impairment (as well as whole class as we understand that children are visual learners
- Activities are engaging and hands on and require the focus of all members of the
class to complete
- Whole group brainstorming with names drawn out of a hat so it isnt the same
people contributing all of the time *if a students name is drawn and they cannot
contribute, they may ask to sit with a friend who knows the answer for a discussion
and then they can deliver this answer once this discussion has taken place