LITERACY / UNIT PLANNER

Topic: Sarah's life 1808 , Episode 21.

GRAMMAR FOCUS: (levels)

1. Whole text structure of a Information Narrative/Fiction Narrative

Orientation (introduction)- setting, characters and time are established. The

who, when and where are provided.
Complication and series of events (middle)- situations, activities and events
around the main character are expanded upon.
Resolution (end)- complication is resolved satisfactorily but not necessarily
happily.

Language features for the text-type:

Verbs

Adjectives/adjectival phrases and clauses

Adverbs/ Adverbial phrases and clauses

Similes

Metaphors

Hyperbole

Analogy

Onomatopoeia

(Wing Jan, 2009, pp. 235)

YTerm: 2
Listened to
X

Weeks: 3-10
Spoken
X

Date:
23/9/14

Read

Written

Viewed

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 Literature Circles Reciprocal Teaching Mini lesson
Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Notetaking.
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine
wheel, KWL chart, Flow chart, Story map, templates for text-types for
planning,

CONTEXT: Overview of series of lessons and background information

Students Will be identify the components of an information narrative text, by

viewing, discussing, creating and justifying.

Using language features that are specific to the text-type in particular,

adjectives and onomatopoeia.

Discovering what the causes and effect were of child labour is in both the
1800s and current

Using different representations to demonstrate understandings

1|Page

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 identify and replicate information

narratives both independently and within a group.
Learning behaviours: I need to offer ideas, listen to other students perspectives
about the topic and construction/deconstruct the text; locating factual information.
Success criteria: I know Im doing well if I can identify factual information within a
text or use factual information to construct a text.

Topic-specific vocabulary for the unit of work:

Labour, industrial revolution, manufactured , century, adjective, onomatopoeia,
wages, factory,

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 (refer Ritchhart, R., Church, M., &
amp; Morrison, K. (2011). Making Thinking Visible: How to Promote
Engagement, Understanding, and Independence for All Learners. eBook
online)
Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP. pp. 235-;
EPISODE 21 English teaching resources downloaded on
http://www.myplace.edu.au/teaching_activities/1878__before_time/1808/1/sarahs_life.html
My Place website http://www.abc.net.au/abc3/myplace/
Child labour jobs http://www.victorianchildren.org/victorian-child-labor/
Oral rubric
http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf
Working on the railway http://www.youtube.com/watch?v=l8KevH0fZS0
EAL application- https://itunes.apple.com/en/app/idaily-pro-hd/id453217344?
mt=8
Story map- http://mcdn1.teacherspayteachers.com/thumbitem/FREE-StoryMap-Worksheet/original-106776-1.jpg
Click go the shears, Boys- http://www.youtube.com/watch?v=fb2bq5Wjxto
The Sound monster gamehttp://www.bbc.co.uk/schools/magickey/adventures/soundmonster_game.shtml
adjective detectivehttp://www.childrensuniversity.manchester.ac.uk/interactives/languages/words
/adjectives/
Factory-act 1833-

2|Page

http://www.nationalarchives.gov.uk/education/resources/1833-factory-act/ .
Factory image-

http://digitalvaults.org/images/assets/000/005/516/5516_dt_larg
e.jpg
Horrible Histories, 'Victorian work song.'http://www.youtube.com/watch?v=zF_U4VGl1Jk
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

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

Session 1
Building topic
knowledge
We are learning to
differentiate between
fact and fiction.

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

WHOLE CLASS
Hook or 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)

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.

Hook:
Listen to John
Schumanns
'working on the
railway'
http://www.youtu

Before:
Students will use the
'Graffiti wall 'strategy to
hypothesize jobs for
children in the 1800's.

During:
Students will then
research in pairs using
IPads/laptops jobs
children had in the
1800's. They will record

After:
The class will come back
and create a 'T-Chart' of
fact and fiction. They will
discuss which category
each job fits into; using

ASSESSMENT
STRATEGIES
(should relate to
literacy learning
intention or focus of
the session.
Includes how &
what you will use to
make a judgement
on students
attempt/work)
Success criteria
written for students
to know what the
minimum
expectation is.
Anecdotal notes:
Verbal feedback from
students classifying
which is factual and
which is fiction; and how
to justify.
3|Page

be.com/watch?
v=l8KevH0fZS0
What do you think
our topic might be?

Modeling:
The teacher will model
how to note-take both
on a graffiti wall and
sunshine wheel.

When do you think

our topic is based?

their ideas using a

'Sunshine wheel'
Small teaching group:
The teacher will work
with a small group of EAL
students, directing them
to useful sites and
checking note-taking.

the initial job suggestions

from the graffiti wall and
the new jobs they
researched.
Reflection Circle:
How can you tell if
something is fact or
fiction? Justify.
What strategies can we
use to find if something is
factual?

Session 2
Building topic
knowledge
We are learning the
structure of an
informational narrative.

The Students have previously had the teacher read aloud 'Kids During the Industrial Revolution' by Lisa A. Wroble. They have since
then re-read it at home and been assigned jobs for the literature circle. The teacher will rove the classroom, and conduct a roving
conference with at least three different groups. At the end of the session the teacher will ask then ask the whole class, 'what
information did you gain about the characters/setting/plot?', 'What was the main complication?' and 'How was the complication
resolved?'

Session 3
Building topic
knowledge
We are learning to
differentiate between
fact and fiction in a print
based narrative setting.
Session 4
Building text
knowledge/Model the
genre
We are learning to
differentiate between
fact and fiction in a
multi-modal narrative
setting.

Students in small groups will read short narrative passages (both non-fiction and fiction) based on childrens jobs in the 1800's.
EAL learners are able to use the Ipad application 'Idaily Pro HD' to hear pronunciation and gain meaning of unfamiliar words from
the texts. Students in the same small groups, will record the similarities and differences between the two text-types using a 'Venn
diagram' ; focusing on Characters/events/setting/time. As a class they will discuss the characteristics of how narratives can be used
to convey both fictional and non-fictional information.
Hook:
Open My Place site
on Sarahs Page and
explore the
interactive site.
http://www.abc.net.a
u/abc3/myplace/

Before:
Before Students will
engage in the See,
Think, Wonder strategy;
with a focus on what the
video will be about,
what kind of person
Sarah is and how
different she might be
from themselves. This

During :
Students will watch
Sarah's life episode 21
twice. They will make
notes on which aspects
are fact and which are
fiction using a T-chart.

After:
Students will fill in
'Student Activity Sheet
E21.1 Episode 21: 1808:
Sarah Activity 1: Child
labour' see appendix.

Assessment:
Students will be assessed
on whether their TChart's correctly depict
factual or fictional
aspects of her life.

Reflection:
As a class discuss the
similarities and
4|Page

can be recorded through Small teaching group:

words or drawings.
Students who have
difficulty writing, will be
Modeling:
able to dictate to the
The teacher will model
teacher in both before
how to organize your
and during sections of
page to record see,
the lessons.
think, wonder.

differences between
Sarah and themselves. In
particular focusing on
lifestyle and work.
Which were the factual
aspects of the video?

Session 5
Building text
knowledge/Model the
genre
Focusing on the start of
information narratives

Students will research the 1800's using the MyPlace site http://www.abc.net.au/abc3/myplace/. They are to look at both videos and
interactive text to discover the cultural changes such as language, clothing, social rankings, housing etc. Using their new found
knowledge about that era, students are to record this using a flowchart; using words,images or symbols. The teacher will model
how to use a flow chart effectively and rove the classroom. In reflection time, students in small groups will participate in headlines,
outlining what the main characteristics of each child.

Session 6
Guided activities to
develop vocabulary or
specific language
feature

Students spelling words of the week will based on the key phrases used within the topic. In particular the 'er' sound seen in words
such as manufacture and Labour. Students will construct a word sort, identifying the different letter combinations to make the 'er'
sound. They will collage the results of their word sort using both images and text. Students will compare the different letter
combinations with other students, in small groups showing their collages.

Session 7
Guided activities to
develop vocabulary or
specific language
feature
Learning what
onomatopoeia is and
why it is used

Hook:
Listen to the song
Click go the shears,
Boys
http://www.youtu
be.com/watch?
v=fb2bq5Wjxto
How does this song
relate to our topic?
What is language
feature is the word
click?

Before:
The students will then
play a game on the
interactive whiteboard
as class, 'The Sound
monster game' http://www.bbc.co.uk/s
chools/magickey/advent
ures/soundmonster_ga
me.shtml
Modelling:
Show students as a class
how to use the program
comic life. Display

During:
Students in pairs, will use
the program comic life,
to create a information
narrative about the
1800's using
onomatopoeia's.
Small teaching group:
The teacher will rove the
small group of pairs,
making sure students
stay on topic and are
matching the correct
onomatopoeia to images.

After:
Assessment:
Students will share their
Students are verbally
stories in groups of three. able to identify what
onomatopoeia is, give an
Reflection:
example of it and why it
What is an
is used within a text.
onomatopoeia? - Use
dictionary definition.
Why do you think
onomatopoeia are used
in texts?
How do they enhance the
text?
5|Page

common onomatopoeia
words and images to
match the topic.
Session 8
Guided activities to
develop vocabulary or
specific language
feature
Learning how adjectives
enhance the text.
Session 9
Joint construction of
text
Creating a information
Narrative with some
assistance focusing on
all structural elements
Session 10
Joint construction of
text
We are learning to
research and then create
a informational
narrative.

As a whole class students will play adjective detectivehttp://www.childrensuniversity.manchester.ac.uk/interactives/languages/words/adjectives/ They will be separated into pairs and
will play 'Have a guess,'(Wing Jan, pp.260 ) using topics around the industrial revolution. The descriptive terms used within the
game will be highlighted and added to a graffiti wall at the front of the classroom. Students are asked why they think certain
adjectives appear more than others and how do they enhance the overall text.
Students will research the Factory-act 1833- http://www.nationalarchives.gov.uk/education/resources/1833-factory-act/ .
Individually they will choose one of the 7 laws that was created and research how and why it was needed. They will then be
separated into groups, based on choice of law and conduct the +1 strategy. They then then will individually write a short narrative
(three paragraphs; one for each construct- introduction, middle, end) using the factual information. The teacher will model the
constructs of each paragraph, outlining what needs to be included (Wing Jan, Pp.235)
Hook:
Show students an
image of children
in the workplace
and use the 'What
makes you say
that?' strategy.
http://digitalvaults.o
rg/images/assets/00
0/005/516/5516_dt_
large.jpg

Before:
Students will be divided
in small groups and fill in
the K and W of the, KWL
chart about their chosen
job from the 1800's.
Modelling:
The teacher will model
how to fill in the chart,
by using an unpicked job
as an example;
mentioning when and
where you fill certain
information in.

During:
Students will research
what their job is, the
working conditions,
problems/ positives and
interesting facts. Filling
in the L, of the KWL. They
are to create a one
minute role play of what
they have learnt.
Small teaching group:
The teacher will prompt
ideas and questions of
what they need to
research and help with
fluency in the dialogue of
the play.

After:
Students will present
their role play to the rest
of the class.
Reflection:
Were what you knew and
learnt different?

Assessment:
Students will be assessed
by an Oral presentation
rubric. See appendix
Reflection answers about
using research to create
information narratives.

Which letter (K?W? Or

L?) did you have the
most answers for?
How will this help us in
writing an informational
narrative?

6|Page

Session 11
Independent
construction of text
Using different
representations to
Create a text.

Session 12
Independent
construction of text
We are learning to
write informational
narratives
Session 13
Reflecting on
language choices

Hook:
Listen to Horrible
Histories, 'Victorian
work song.'http://www.youtub
e.com/watch?
v=zF_U4VGl1Jk

Assessment:
During:
After:
Before:
Wing Jan's information
Students will use their 5
Students are to do a self
Students will write the 5 VIPS to being writing a
narratives criteria,
assessment (Wing Jan,
VIPS about the Industrial short information
pp.251-252.
2009 pp.251,252)
revolution.
narrative about the
Reflection:
Modelling:
revolution.
What did you find
The teacher will model
difficult?
how to identify the main Small teaching group:
What did you find easy?
ideas
about
the
What is the
The teacher will rove the How did you match up
industrial revolution.
industrial
classroom, assisting
against the criteria?
This
will
be
a
broad
revolution?
students who are
overview.
struggling to start or
create cohesion in their
text.
Students will use their prior and researched knowledge about child labour in both current and past times; to create an
informational narrative based on a fictional character. To plan their ideas they will fill in a story map, both using fictional and nonfictional aspects. Once completed they can beg to write their narratives. The teacher will rove the classroom, clarifying students
ideas and making sure they are fulfilling the non-fiction element of the narrative.
The teacher will collect the narratives and assess them using the criteria created. (Wing Jan, 2009, pp 251,252 &263)

Assessment of end product

http://e4ac.edu.au/units/year-4/sequence05.html

7|Page