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Session 1
Building topic
knowledge:
Exploring Convict
history through
researching.
WHOLE CLASS
Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)
MINI LESSON
(Explicitly model the use of a new strategy or a
tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion of
the set task. Reference to Wing Jan include
page details)
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)
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)
Read to
Teacher begins to read
Tom Appleby, Convict
Boy by Jackie French
(Wing Jan 2011, p.
223)
Reflection circles
Students discuss what
questions they posed and
the information they have
found from their research.
Anecdotal notes
The students will be
assessed on their ability to
pose relevant questions
and research these
questions, note taking
their answers.
Anecdotal notes
Students will be assessed
on their ability to make
notes from the readings
and use topic specific
vocabulary.
Session 2
Building topic
knowledge:
Developing a deeper
understanding of
Convicts
Read to
Teacher continues to
read Tom Appleby,
Convict Boy by Jackie
French.
How would it feel to be
sent so far away from
home?
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Session 3
Building text
knowledge/Model the
genre:
Charles 1818: Life in
the 1810s
Shared Writing
The teacher models using a
T-chart to write down
factual and fictional
information from the clip.
(Wing Jan, 2011, p. 261)
The students then add to the
information. [See appendix
8]
Share Time
The class discuss the
second clip and the
fictional and factual
information the students
have put in their Tcharts. Students discuss
the difference between
fictional and factual
information, making
connections to
Information Narratives,
like Tom Appleby,
Convict boy.
Collection of Work
Samples.
Students work is
collected and assessed on
their ability to distinguish
between fact and fiction.
Roving conferences
The teacher will conduct
roving conferences
allowing students to
demonstrate their
understanding of
differentiating between
fact and fiction.
Session 4
Building text
knowledge/Model the
genre:
Creating Story Maps
(Wing Jan, 2011, p.
261)
Read to
The teacher continues
reading Tom Appleby,
Convict Boy by Jackie
French.
What would Jackie
French have
researched in order to
write the book? Idea
adapted from (Wing
Jan, 2011, pp.256- 258)
Think Aloud
Model how to create a story
map from whats been read
from Tom Appleby, Convict
Boy, ensuring the whole text
structure of Orientation,
Complication and Resolution
are included.
[See Appendix 10]
Literature circles
Each group is allocated a
reading from Jackie Frenchs
Grim Crims and Convicts
(French, 2009). Students
Independently read the
selected text then as a group the
students create a story map for
an Information Narrative story
that incorporates information
from the reading. [See
appendix 11 & 12]
Share Time
The groups present their
story maps to the class
explaining their story
maps and paraphrasing
their short story.
Collection of work
samples
The groups work samples
will be collected
demonstrating whether
students have effectively
created a story map.
Anecdotal notes
The students will be
assessed on their ability to
contribute to the story
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Session 4
Building text
knowledge/Model the
genre:
Creating Story Maps
(Wing Jan, 2011, p.
261)
Session 5
Building text
knowledge/Model the
genre:
Developing
understanding of
Information
Narratives through
Character profiles.
(Wing Jan, 2011, p
262).
Read to
The teacher continues
reading Tom Appleby,
Convict Boy by Jackie
French.
What would Jackie
French have
researched in order to
write the book? Idea
adapted from (Wing
Jan, 2011, pp.256- 258)
Read to
The teacher continues
reading Tom Appleby,
Convict Boy by Jackie
French.
What to we know about
the character Tom
Appleby?
Think Aloud
Model how to create a story
map from whats been read
from Tom Appleby, Convict
Boy, ensuring the whole text
structure of Orientation,
Complication and Resolution
are included.
[See Appendix 10]
Modelled Writing
The teacher models writing a
character profile for Tom
Appleby that contains
historical facts. This will
facilitate the inclusion of
some appropriate sentence
and word level
understandings. [See
appendix 13]
Think Aloud
As a class the students
discuss information they
could use through their
exploration of convicts to
create a character profile.
Literature circles
Each group is allocated a
reading from Jackie Frenchs
Grim Crims and Convicts
(French, 2009). Students
Independently read the
selected text then as a group the
students create a story map for
an Information Narrative story
that incorporates information
from the reading. [See
appendix 11 & 12]
Teaching group with small
group of EAL:
The teacher takes the EAL
students for Shared Reading
of a short story and then uses
Shared Writing to take notes
on the reading and to create a
story map.
Independent Writing
Student using their T-charts
from session 3 and the
information they have explored
over the past 4 lessons create
their own character profiles,
which include factual
information and topic specific
vocabulary. [See appendix 14]
Teaching group with small
group of EAL:
The teacher models
deconstructing the character
profile identifying and labelling
information like the characters
name, setting, descriptive
language, factual information
and the fictional information.
The students are given a
character profile which they
then deconstruct. [See appendix
15]
Share Time
The groups present their
story maps to the class
explaining their story
maps and paraphrasing
their short story.
Collection of work
samples
The groups work samples
will be collected
demonstrating whether
students have effectively
created a story map.
Anecdotal notes
The students will be
assessed on their ability to
contribute to the story
maps and identify
appropriate information.
Discussion
Making a text-to-text
connection the students
will discuss how an
Information Narrative
differs from a fictional
narrative. The teacher
will discuss the
importance of an
Information Narrative
having factual and
accurate information.
Collection of work
Students working
independently will be
assessed on their
character profiles and
how well they integrated
information into a
fictional characters
profile.
Anecdotal notes
The EAL students will be
assessed on their ability to
deconstruct the character
profile and distinguish
between fact and fiction.
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