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EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks


Week 2. Focus for Student Activities: Closer focus area: Narratives- Hating Alison Ashley
Outcomes
1.
30
mi
n

EN3-8D
Identifies and considers how
different viewpoints of their world,
including aspects of culture, are
represented in texts
EN3-2A
Composes, edits and presents
well-structured and coherent texts
EN3-6B
Uses knowledge of sentence
structure, grammar, punctuation
and vocabulary to respond to and
compose clear and cohesive texts
in different media and
technologies
EN3-7C
Thinks imaginatively, creatively,
interpretively and critically about
information and ideas and
identifies connections between
texts when responding to and
composing texts

Designing, Selecting and Sequencing


Activities
Joint Construction
Ss will review chapter six and seven and
discuss slang/colloquial language and its
effects on the reader and authors purpose.
Discuss the different types of expression
slag achieves and the differences between
American and Australian slang,
comparisons will be written on
SMARTboard by Ss answering.
Ss research and define slang language on
http://www.koalanet.com.au/australianslang.html
Ss create a half page diary entry in their
writing books (Ss have previously studied
how diary entries) for Alison Ashley in first
person pretending they are Alison and
discuss what happen in art and craft for
the chapter. Ss must use Australian slang
language and should use other language
features such as metaphors, simile,
personification, adverbs, symbolism,
hyperbole, repetition, onomatopoeia,
alliteration, verbs, adjectives and nouns.
Ss are to check spelling, punctuation and
grammar before submission.
Fast finishers are to draw and colour in a
family photo of Ericas family.
Homework is to read chapters eight and
nine, defining and looking up in the
thesaurus difficult words to extend
vocabulary.

Resources

SMARTboard

iPad or
laptop
http://www.k
oalanet.com
.au/australia
n-slang.html
Writing
book, pen

A4 paper
and
coloured
pencils

Assessment
Observe and
listen to Ss
discuss the
text and
assess their
comprehensio
n by
questioning.
Collecting
work samplesT will mark all
diary entries
ensuring all
different
language
types are
used, as well
as being
creative and
correct
grammar,
structure and
punctuation.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


2.
40
mi
n

EN3-2A
Composes, edits and presents
well-structured and coherent texts
EN3-7C
Thinks imaginatively, creatively,
interpretively and critically about
information and ideas and
identifies connections between
texts when responding to and
composing texts
EN3-5B
Discusses how language is used to
achieve a widening range of
purposes for a widening range of
audiences and contexts

3.
20
mi

EN3-3A
Uses an integrated range of skills,
strategies and knowledge to read,

Joint Construction
T asks Ss to write five summarising
sentences about the two chapters. Then
they join as a table group, look for
similarities and identify one key sentence.
Each table group should have one
sentence, which will bring on a discussion
on why their tables sentence is the main
summarising sentence of the two chapters.
The winning table with the best argument
will get table points (this will summarise
chapters eight and nine).
Read chapter ten in class with alternate
readers, T will choose and focus on fluency,
language and pronunciation.
After reading chapter ten, Ss will describe
the creature that Barry Hollis says crawls
out of the creek and into the window in
writing books. Ss will be encouraged to use
many metaphors, simile, personification,
adverbs, symbolism, hyperbole, repetition,
onomatopoeia, alliteration, adjectives and
verbs to describe the creature. Ss are to
name it, and T prompts Ss by asking for its
colour, shape, body type, legs, size, discuss
what it eats and if it is dangerous
(maximum one A4 page in writing book).
Fast finishers are to colour and draw it.
Homework Ss read chapters 11 and 12, T
tells Ss they will be informally assessed on
these two chapters on comprehension the
following lesson (five questions).
Joint Construction
Ss complete a comprehension assessment
on chapters 11-12. Assessment is only five

Writing
books

Book Hating
Alison
Ashley
Writing Book

Coloured
pencils

Comprehens
ion
assessment

T will observe
the final
discussion and
make
anecdotal
notes on
understanding
and
comprehensio
n.
T will listen to
Ss read and
ensure to
assist in
pronunciation
and fluency.
Collecting
work sampleT will assess
Ss creativity,
language used
as well as
grammar and
punctuation.

Informal
assessment on
comprehensio

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


n

view and comprehend a wide


range of texts in different media
and technologies
EN3-5B
Discusses how language is used to
achieve a widening range of
purposes for a widening range of
audiences and contexts

4.
20
mi
n

EN3-9E
Recognises, reflects on and
assesses their strengths as a
learner

questions to check their understanding


(appendix 3). Questions address all six
Blooms levels of questioning.
Chapter 13 is read in class, alternate
readers and Ss particularly focusing of the
different types of language used.
T and Ss discuss verbs, adjectives, nouns,
metaphors, short and long sentences in
detail from the text
T and Ss discuss more language features
found in a narrative such as simile,
personification, adverbs, symbolism,
hyperbole, repetition, onomatopoeia and
alliteration.
T and Ss then discuss what Erica has
learnt in these chapters.
Ss are to finish the book (chapter 14) for
homework and write a summary about
what they enjoyed, and how language
influenced the book.
Independent Writing
T led discussion asking Ss what they
enjoyed and didn't enjoy. T prompts; what
was your favourite part of the book and
why? Who is your favourite character and
why? Who would you recommend this
book to?
Ss are reminded of the narrative structure
(orientation, complication and resolution)
and shown the SMARTboard mind map
from lesson one.
Ss discuss the three areas (orientation,
complication and resolution) based on the
whole text Hating Alison Ashley.

n
Book Hating
Alison
Ashley

SMARTboard
Draft plan of
narrative
pen

Listening to Ss
and calling up
on Ss discuss
language and
taking notes
on their
understanding.

Observation
and
questioningassess
students
understanding
of the book as
well as their
reflection of
the text.
Questioning
and observing

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5.
40
mi
n

EN3-2A
Composes, edits and presents
well-structured and coherent texts
EN3-7C
Thinks imaginatively, creatively,
interpretively and critically about
information and ideas and
identifies connections between
texts when responding to and
composing texts
EN3-6B
uses knowledge of sentence
structure, grammar, punctuation
and vocabulary to respond to and
compose clear and cohesive texts
in different media and
technologies

Independent Writing

Ss on narrative
writing.

Ss are then given a narrative draft plan


(appendix 1) each and will create their
own narrative (in last lesson) but first
brainstorm the three areas on the plan;
orientation, complication and resolution.
Ss are asked to plan a narrative about
their personal experience at Barringa East
School. Ss are encouraged to be creative,
characters Ss could be: student, teacher,
cleaner, fly on the wall etc. Ss will be
required to make connections with at least
two characters from the book.
Ss hand in draft plan to teacher

T reminds Ss are aware the narrative is an


individual assessment and will base it from
their draft plan yesterday (week 2 lesson
4).
T will reiterate the language, creativity
and structure of a great narrative. T says
she will look for these three elements for
grading.
Ss are expected to check their own work
for an orientation, complication and
resolution, punctuation, spelling and
grammar, as well as verbs, adjectives,
nouns, short and long sentences, slang,
metaphors, simile, personification,
adverbs, symbolism, hyperbole, repetition,
onomatopoeia and alliteration before
handing in their final narrative in for
grading.

Draft plan of
narrative
(created
yesterday),
Paper and
pen

Collect work
sample and
make sure Ss
are on the
right track
before final
narrativeReview each
Ss draft plan
Formal
assessment of
Ss
understanding
of the text, as
well as use of
language,
comprehensio
n and
understanding
of the genre
narrative.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


EN3-4A
Draws on appropriate strategies to
accurately spell familiar and
unfamiliar words when composing
texts
EN3-5B
Discusses how language is used to
achieve a widening range of
purposes for a widening range of
audiences and contexts