LITERACY / UNIT PLANNER

Topic: My Place: Sam 1798 Episode 22

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

Information
narrative

1. Whole text structure of an Information Narrative

Orientation (introduction)

Complication and series of events (middle)

Resolution

Some information narratives may include a reorientation

Language features for the text-type:

Word level: Descriptive language to create vivid images

Sentence level: Adverbs and related groups of words (adverbial phrases and
clauses) to add extra information about the verbs

(Wing Jan, 2009, pp. 235-36).

CONTEXT: Overview of series of lessons and background information

Explore what life was like as a convict who arrived during the First Fleet,
comparing to life as we know it today. A focus will be placed on listening
and reading carefully to extract information to be used in later lesson in the
construction of an information narrative.

The use of descriptive languages and adverbial phrases/clauses will be

explored through modeled writing and student collaboration in addition to
examining a selection of texts, with oral reasoning as to why language
choices have been made being developed. These texts will also be used to
explore the structure of a narrative in preparing to jointly and individually
construct information narratives.

Term: 1

Weeks: 3

Date: 13/10/14

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)

1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W)
Picture Chat Read to Shared R/W
Guided R/W
Modelled writing Interactive writing Independent R/W Pair-share Literature Circles
Reciprocal Teaching Mini lesson Roving conferences Interactive viewing
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking, Illustrated word
ball Discovery Approach Dictogloss Information Exraction
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning,

I anticipate that some children will be familiar with the story of the First Fleet,
however I am aware that many students may not be. I am aware that students have
some prior knowledge about the structure of fictional narratives. I have used student
work samples of fictional writing to inform my knowledge.

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Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to construct an information narrative
using facts we have extracted from the My Place website and other sources.
We are learning to increase our use of descriptive words and adverbial
phrases/clauses to make our information narratives exciting for the reader.
Learning behaviours: I need to refer to displays we will make to help me construct
my information narrative.
I need to pay attention to the information presented in the videos to help me
construct my information narrative.
I need to follow the correct structure of an information narrative.
Success criteria: I know Im doing well if I can base my ideas for my information
narrative on some of the information in the texts we explore.
I know Im doing well if I can include 10 adverbial phrases or clauses and 5 relevant
descriptive words in my narrative.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One Chalk Talk (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking
Visible: How to Promote Engagement, Understanding, and Independence for All Learners. eBook
online)

Topic-specific vocabulary for the unit of work:

Resources

convict, Sir, chores, mattock, poverty, rights, timeline, decade, social structure,
wealthy, journey, crime, punishment, information narrative, adverbial phrases,
adverbial clauses, onomatopoeia, dictogloss, extract, orientation, complication,
resolution, reorientation, sequential, justify, editing, template, plan, enhance

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 235-264; EPISODE 1789 Sam English teaching resources
downloaded on 20/09/14 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 22;
ABC3 MyPlace http://www.abc.net.au/abc3/myplace/; Sydney Living Museums. (n.d). A Day in the Life of a Convict.
Retrieved from http://sydneylivingmuseums.com.au/stories/day-life-convict; Gibbons, P. (2002). Scaffolding language,
scaffolding learning: teaching second language learners in the mainstream classes. Newton: PETAA. pp. 62; Nessel, D. &
Dixon, C. (2008). Using the Language Experience Approach with English Language Learners: Strategies for Engaging
Students and Developing Literacy. Retrieved from http://www.sagepub.com/upmdata/21108_Introduction_from_Nessel.pdf; Choudhurt, A.S. (2013). Of Speaking, Writing, and Developing Writing Skills in
English. Retrieved from http://go.galegroup.com/ps/retrieve.do?
retrieveFormat=PDF_FROM_CALLISTO&accesslevel=FULLTEXT&inPS=true&prodId=AONE&userGroupName=acuni
&tabID=&workId=PI-5893-2013-SEP00-IDSI-27.JPG%7CPI-5893-2013-SEP00-IDSI-28.JPG%7CPI-5893-2013-SEP00IDSI-29.JPG%7CPI-5893-2013-SEP00-IDSI-30.JPG%7CPI-5893-2013-SEP00-IDSI-31.JPG%7CPI-5893-2013-SEP00IDSI-32.JPG&docId=GALE%7CA349609321&callistoContentSet=PER&isAcrobatAvailable=false; National Film and
Sound Archive of Australia. (2013). Australian History Timeline: 1770s Decade Events. Retrieved from
www.aushistorytimeline.com.au; ABC: Behind the News. (2014). First Fleet. Retrieved from
http://www.abc.net.au/btn/story/s3934600.htm; Grammaropolis for Schools and Districts. (2012). Adverb Song from
Grammaropolis- Do You Qualify?. Retrieved from
http://www.youtube.com/watch?v=kKw1j7sZni0; Workplaced.com. (n.d). Narrative Writing Outline. Retrieved from
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=Narrative-Writing-Worksheetb&links=3&id=&link1=43&link2=154&link3=106; Workplaced.com. (n.d). Narrative Success Criteria. Retrieved
from http://www.worksheetplace.com/mf/Success-Criteria-Narrative.pdf; Workplaced.com. (n.d). Narrative Writing
Checklist. Retrieved from http://www.worksheetplace.com/mf/Success-Criteria-Narrative.pdf

Analysing
Checking
Classifying
Cooperating
Considering options
Designing

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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Elaborating

TEACHING & LEARNING CYCLE

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

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

We are learning to ...

Session 1 Building
topic knowledge
We are learning to
extract information
about the First Fleet
and the life of a
conflict from visual
texts and to compare
this information with
our own knowledge.

Interactive reading from

www.aushistorytimeline.
com.au
Explore the timeline
(1700s).

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)

Information Extraction:
Model how to complete
the information extraction
sheet as a class using the
template (see Appendix 1).

Interactive Viewing: First

Think Puzzle Explore:
-What might have life has Fleet
(http://www.abc.net.au/btn
a convict been like?
-How is the way of life in /story/s3934600.htm)
the 1700s different from
our way of life today?

Prior to viewing, read

through the extraction
sheet and prompt the
students to think about the
answers.

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)

Information Extraction:
Students work in pairs at
computers/iPads to view
Sam 1798 Episode 22(1).
Students will complete a
Venn diagram to make
comparisons between
information presented in
Sam 1798 Episode 22(1),
First Fleet and their own
knowledge/experiences of
life today.
-What do you notice about
the way the characters
dress? What does this tell
us about the characters?
-What do you notice about
the way the different
characters speak?
-What kind of things did
the people do in these
clips?
-How does our way of
living compare to the lives
of these characters?

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions and summary to draw
out the knowledge, skills and processes used in the
session)
Link back to literacy learning intention and key
points of effective reading/writing, speaking,
listening and viewing.

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)
Success criteria written for students to
know what the minimum expectation is.

Each pair will share one

point from their Venn
Diagram with the class.
Record these points on a
class Venn Diagram and
reflect on the differences
between the two texts and
students knowledge of life
today, adding to the Venn
diagram as you go.
Display.

Collect Venn diagrams

and information
extraction sheets
-Evidence of
recognition of the
common theme of
convicts in both texts
-Evidence of 7
similarities/differences
between videos and
current knowledge of
society today.
Focus:
-Collection of sheets:
evidence of 5
similarities/differences

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Focus:
Interactive viewing: Sam
1798 Episode 22(1)
As a group discuss the
information presented
-What do you notice
about the way the
characters dress? What
does this tell us about the
characters?
-What do you notice about
the way the different
characters speak?
-What kind of things did
the people do in these
clips?
-How does our way of
living compare to the lives
of these characters?
Individually complete a
Venn Diagram.
Session 2
We are learning to
listen carefully for
key words read from
the text and to use
this information to
construct a
paragraph.
Session 3
We are learning to
investigate questions
we may have about
the information we
have learnt in Sams
video and First

Read Sams story to the class twice, the second time modelling dictogloss (provide opportunity for student contributions). In pairs students will read
two extracts of interest from A Day in the Life of a Convict ( http://sydneylivingmuseums.com.au/stories/day-life-convict ) on PCS and iPads and
complete a dictogloss. A KWL will be created following this based on their acquired knowledge. Focus group will participate in guided reading of the
text and complete +1 activity. Collect work for assessment.

Pairs will be given back KWL charts and a class KWL chart will be created based on sharing. Students will research what they want to know in the
library using books, iPads and computers and things that have been confirmed. Record on Sunshine Wheel (these will be displayed in the classroom for
future reference). Focus on key words, concepts, dress and ways of life.

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Fleet.

Session 4
We are learning to
present the
information we have
by performing a
short play based on
Sams experiences.
Session 5: Building
text
knowledge/Model
the genre
We are learning to
compare and
contrast the written
structure between
Wombat Divine and
one of our class
texts.
We are learning to
classify information
according to
beginning,
middle and end.

Students will be given half the lesson to come up with a 3-5 minute script (familiar with basic structure) in groups of 4 based on their findings of the
1800s and in particular Sams experiences. They will use dress-ups and KWL charts as their inspiration and their performances will reflect their
understandings of topic knowledge. Performances will take place.

Read Aloud: Wombat

Divine by Mem Fox
-What do you notice
about the way in which
this book is written?
-Are there any other
books written in the same
way?

Refresh the students

memory of a novel read as
a whole class.
T-chart: similarities and
differences between the
novel and Wombat Divine
in terms of structure.
Illustrated sentence ball
(picture and word
matching) (Gibbons, 2002,
p.62): model using
Wombat Divine and Sam
1798 Episode 22(1).
Narrative template:
Allocate each sentence in
sequential order under
each heading (beginning,
middle and end).

Illustrated sentence ball:

In pairs view Sam 1798
Episode 22 1(1&2)
separately and reconstruct
the images and sentences
to match.
Focus:
Interactive viewing: Sam
1798 Episode 22(1&2)
separately.
Discuss the order of events
and justify reasoning.
Individually complete a
text reconstruction
(Gibbons, 2002, p. 65) and
allocate each sentence
under the narrative
template (see Appendix 2).

Pairs will rotate around the

room with sticky notes,
viewing each others
illustrated word balls and
writing constructive
suggestions and feedback for
each group.

Student work will be

photographed and
assessed:
-Correct sequence:
beginning, middle end
Focus group:
-Anecdotal notes will
be taken: confidence
in sequencing, verbal
reasoning of
sequencing choices,
correct allocation to
narrative template.

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Session 6
We are learning to
use facts to create
sentences that could
be included in an
information
narrative.
Session 7
We are learning to
think about how to
construct an
orientation,
complication and
resolution and to
record our thoughts.
Session 8: Guided
activities to develop
descriptive
language
We are learning to
use our experience
of performing to
create a text that
includes lots of
descriptive words
(adjectives and
onomatopoeia) and
to work in groups to
provide feedback to
our classmates when
looking at their
writing.

Remind the students of the narrative structure and discuss how facts can be used to create an information narrative. Using their KWL charts narrative
using their experience of performing a mini-script as a stimulus, create a few sentences informed by the information under each narrative heading.
Student to continue this activity individually and discuss reasoning with a partner.

Refresh knowledge of adjectives and introduce onomatopoeia using a Y-chart to build on other words.
As a class explore the details of the basic narrative structure and how to go about approaching each one: orientation, complication and series of events,
resolution (optional reorientation). Read aloud a short text and conduct a Think Aloud in terms of analysing the structure.
Individual charts: Things to remember when planning my narrative. Share points and examples with a partner. Each pair in the partner then shares
their partners points with the class.

Brainstorming: KWL
chart
-What makes a good
narrative?
-What are some features
of a good narrative?
-What makes you want to
keep reading a book?
Record on butchers
paper.

Language Experience
Approach (Nessel &
Dixon, 2008):
Emphasis on:
Adjectives
Onomatopoeia
Use the students
experience of acting/recent
school excursion as a
stimulus.

Chalk Talk (continuation

from LEA) (Ritchart,
Church & Morrison, 2011,
p.78):
Place butchers paper
around the room with
simple sentences from a
paragraph. In groups of 3,
students walk around and
read what is written in
silence, considering ideas
for 1-2 minutes (silent
conversation).
Add descriptive language
to the sentences/write
suggestions on sticky
notes.

Organise the butchers paper

in order and read its original
form and then its current
form.
-Compared to what it
sounded like at the start,
what do you think it sounds
like now?
-Are there any words we
could substitute here to make
it more exciting?
-Identify onomatopoeia
-Explain reasoning
-Does this sentence make
sense?

Observation of
students
communicating during
sharing
-Recognition of how
descriptive language
can enhance a text
Focus group:
-At least 5 examples
are given of adjectives
and onomatopoeia
during LEA
-Insightful feedback
during Chalk Talk:
extends on ideas
already presented

FOCUS:
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Complete LEA based on a

personal experience
Session 9: Guided
activities to develop
adverbial
phrases/clauses
We are learning to
use adverbial
phrases to instruct a
partner to perform
specific actions.

Brainstorming
As a class allocate 15
seconds for students to
write down as many
verbs as they know.
Repeat for adjectives.
Interactive viewing:
http://www.youtube.com/
watch?v=kKw1j7sZni0
0:00-1:11

Interactive Viewing:
http://www.youtube.com/
watch?v=kKw1j7sZni0
2.00-2.48
Students to explain
adverbs of time, manner
and place in own words.
Create a chart to record
examples.

Random students videos

Discovery Approach:
shown to class.
Adverb Acting
Random students from focus
(Choudhurt, 2013): Model group to share their
with a student this activity. sentences. Record these on a
In pairs students must
piece of butchers paper &
instruct each other to
display in the classroom.
perform actions using
adverbial phrases, filming
with the iPad.

Focus group:
-Can identify one
example each during
discussion
-Discussion: discuss
with each student their
choice of adverbial
phrase in their
sentence and ask them
to explain why they
think it is one

Eg Walk to the board as

Discuss what a phrase may quickly as possible
be.
Take this pencil with a
Discuss what an adverbial smile and write your name
phrase may be.
for 10 seconds at your
Discuss these concepts
desk.
with the students and
provide examples via
After each instruction
Think Aloud using the
record on paper and swap
following examples and
over.
more in sentences:
Focus:
-Phrases of manner: as
Model identifying
quickly as possible; with adverbs/adverbial phrases
a smile
in the text
-Phrases of place: in the
Watch My Place on iPads
playground
in pairs: individually
-Phrases of time: before
create adverbial phrases
breakfast
for the way Mr Owen
speaks and the way Sam
looks and acts in a
sentence.
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Session 10
We are learning to
identify adverbial
clauses in a variety
of texts and to come
up with our own
examples.

With random texts available from the library or classroom have students locate these language features and record them in their spelling journal,
creating a new section for this word bank. Look at adverbial clauses briefly and how they enhance a texts depth.

Session 11: Joint

construction of text
We are learning to
brainstorm our
ideas for an
information
narrative based on
what information we
have looked at in
class and sequence
our ideas.

Present the students with

the stimulus for creating
an information narrative
on the board:
You are the wealthy
owner of a property in
1789
Sunshine wheel:
brainstorm ideas
Silent thinking: using
this stimulus, what could
your narrative be about?

Flow chart:
Model putting
ideas in a
sequential order,
and then
catergorising
them into
beginning,
middle and
end.
Focus on building
ideas about what
we factual
information we
have.

Give the students the stimulus

Imagine you woke up and found
yourself as a convict travelling to
New Holland, just like Sam
did. Get them to begin
planning by thinking of what their
story will revolve around and
things they would like to happen
in it using a sunshine wheel. Use
the flow diagram to and refine
ideas as you go along.
For each idea in the flow diagram
create a new sunshine wheel and
think of details you may want to
include including descriptive
language and adverbial
phrases/clauses and important
facts that will be used.

Pair-share:
In pairs students share their
flow diagrams and ideas,
justifying their choice on
events based on factual
information.

Anecdotal of pairshare:
-Evidence of correct
sequencing of events
-Evidence of a clear
beginning
(orientation), middle
and resolution
-Incorporation of facts
to inform ideas

Focus:
Guide students to complete flow
charts and sunshine wheels:
-What is a good way to start your
information narrative?
-What facts did you find
interesting from our research?
-Which facts do you think would
be exciting to use in your
information narrative?
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-What sound words would relate

to this topic?
-What are some adjectives or
adverbial phrases/clauses that you
like and would want to use?
Session 12
Independent
construction of text:
Planning
We are learning to
put our ideas into
the correct narrative
structure.

Following on from their sequenced events and sunshine wheels, students fill in the narrative template beginning, middle and end (Appendix 2) and the
narrative question template (Appendix 3) paying attention to what needs to be included in the orientation, complication and resolution as to well as how
they may incorporate adjectives and onomatopoeia words to enhance their text.
Allow time for extended research.Usng the narrative checklist to help guide them (see Appendix 4). Ensure that factual information has been included
in each section.
Allow time for extended research.

Session 13
Independent
construction of text
We are going to
begin to construct
our narratives,
remembering to look
at our information
notes, sunshine
wheels and
narrative template.

Students being to construct their narratives, referring to the displays created throughout the unit and their sunshine wheels, narrative templates and
research notes from the previous lesson. Remind them to read over a sentence or paragraph once they have completed it and to see if they can include
any adverbial phrases or clauses to enhance the text.

Session 14

Continue narrative drafting.

Session 15
We are learning to
conduct a Roving
conference and to
provide
constructive
feedback to our
classmates.

Self-editing takes place, with an emphasis on grammatically correct sentences and a logical sequence of events and the language features studied. Peer
editing then follows this via a Roving conference (constructive feedback, spelling editing etc). Use some points from the checklist to guide feedback
(see Appendix 5).
Explore what is meant by constructive feedback before commencing.

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Session 16

A good copy of the draft is typed and published in a class book titled Back in TimeLife as a convict.
NB The production of a good copy may require 2 lessons.

Session 17:
Reflection of
Language choices

Have I based my narrative on factual information? Find evidence.

Have I made the narrative exciting by using many examples of the two language features studied?
Does my narrative make sense? Does it follow a logical order?
How did I find writing an information narrative? Challenges? Achievements?

APPENDIX
1
Information
extraction:
Created
from
transcript
http://www.abc.net.au/btn/story/s3934600.htm (See Resources)

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My Place: Sam 1789 Episode 22(1)

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APPENDIX 2

BEGINNING

MIDDLE

END

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APPENDIX 3

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APPENDIX 4

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APPENDIX 5

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