EDLA519 Assessment 2 Template 3 Language Demands

What spoken
language
demands will
there be?

What listening
tasks will
there be?

What texts will

the students be
reading?

What written
text types will
there be?

What aspects of
grammar will the
students be
expected to use?

Think, pair, share

Discovering what
is a narrative,
create a mind
map.
Student led
discussion- from
research, text
type- narrative.
Teacher led
discussion
narrative structure
and language.

Listening to
other students
ideas and
answers

Reading by
researching
narratives on iPad
(multimodalweb-based,
visual, text)
(appendix 4)

Summary notes
after researchmap mapping.

Discovering narrative,
who writes them? What
is the purpose?

Teacher
discusses to
students
structure and
organisation of
narrative

Students read
aloud, alternate
readers of short
narrative The Two
Goats (appendix
2).

Write notes of
language features
and narrative
structure on
Gordons Garden
(appendix 2).

Listen to other
Ss answers and
discussion on
structure and
influences.

Students read
independently
short narrative
Gordons Garden
(appendix 2).

Narrative language:
first person, third
person, dialogue
tenses (past and
present), verbs, noun,
adjectives, figurative
language, metaphors,
simile, personification,
adverbs, symbolism,
hyperbole, repetition,
onomatopoeia,
alliteration, short and
long sentences.

Student discussion
on structure and
language.
Students alternate
readers.
Think, pair, sharewhy structure is
important and how
it influences text?

Narrative structure:
orientation,
complication and
resolution

What specific
vocabulary
does the topic
require
students to
know?
Narrative
Non-fiction
Entertain
Fiction
Character
Plot
Conflict
Setting
Orientation
Complication
Resolution
Metaphor
Simile
Personification
Dialogue tenses

EDLA519 Assessment 2 Template 3 Language Demands

Student discussion
making
assumptions about
the story.
Teacher led
discussion on book
summary.
Student group
discussion on
character profile
from chapter.
Student led
discussion,
questioning
orientation.
Students question
each other on the
text
(comprehension),
discussing and
summarising using
Students ask open
ended
questioning.
Think, pair, share
about narrative
voice.
Teacher led
discussion on
language used.
Think, pair, share
use of language in
narrative.

Listening to
students reading
to comprehend
chapter one.

Students listen
to each other
answer and
discuss.

Read aloud
chapter one, read
independently
chapter two and
three for
homework Hating
Alison Ashley

Write a character
profile/ analysis
on main
characters.

Read
independently
chapter four for
homework Hating
Alison Ashley.

Write five
summary
questions and
answers from
chapter.

Write down
difficult
vocabulary words.

Pronunciation.
Word
meanings/similarities.
Structure: chapter one
discovering orientation
of narrative.

Barringa East
Masonite sheet
Rhinitis
Sinusitis
Rheumatism
Bingo
Cellophane
Red-kneed
Dotterel
Ingratiatingly

The use of voice

variety, first and third
person.

Open-ended
questions
Station wagons
Pomegranates
Hobyah
Nail varnish

Noun, adjectives,
verbs, similes and
short and long
sentences

Anglasie blouse
Sari
Jeered
Wheatgerm
Swan Lake
Yakked

Write a chapter
review for
chapter four.

Listening to
student
discussion and
answers.
Listen to teacher
talk about

Read aloud
chapter five in
class and
chapters six and
seven for
homework Hating

EDLA519 Assessment 2 Template 3 Language Demands

Reading chapter
five aloud,
alternate readers.
Student led
discussion on
slang language
effects.

similes.
Listen to
students read.
Listening to
students review
chapter and
expression of
slag in text.

Alison Ashley.

Read individually
chapter eight and
nine for
homework Hating
Alison Ashley.

Diary entry using

Australian slang.

Student led
discussion- Table
discussion

Students listen
to each others
ideas in
discussion.
Listening to
students read

Read aloud
chapter ten in
class and
chapters 11 and
12 for homework
Hating Alison
Ashley.

Five summarising
sentences
activity.

Listen to each
other read

Read aloud
chapter 13 in
class and chapter
14 (end of book)

Answering
questions for
comprehension
assessment

Reading chapter
ten, aloud,
alternate readers.

Reading chapter
13 aloud, alternate
readers.
Teacher led

Kyle Grammar

Fast finishers:
Draw Ericas
family.

MultimodalCreative and
descriptive
analysis of
creature
(headings,
writing, colour,
picture).

Slang language,
metaphors, simile,
personification,
adverbs, symbolism,
hyperbole, repetition,
onomatopoeia,
alliteration, verbs,
adjectives and nouns.
Word
meanings/similarities.
Define and use
thesaurus of difficult
words.
First person voice.
Fluency, language and
pronunciation while
reading.
Language features;
adjectives, metaphors,
simile, personification,
adverbs, symbolism,
hyperbole, repetition,
onomatopoeia
alliteration and verbs

Derelict
Antarctic
Loathing
Balaclavas
Viking helmets
Mantilla
Mangrove

Verbs, adjectives,
nouns, metaphors,
simile, personification,
adverbs, symbolism,

Matron
Pharyngitis
Truant
Interflora

Dopey
Medieval chain
Insomnia
Palpitations
Piranha
Medi Crme
Wadding
Cinderella

EDLA519 Assessment 2 Template 3 Language Demands

discussion
language used.

Teacher led
discussionquestioning
narrative opinions.
Students led
discussion-reflect
on narrative
structure.

Teacher led
discussion
reminding
students of
narrative structure
and language.

Students listen
to teacher and
student
questions/answe
rs (discussion).
Students listen
to teacher
instruction about
narrative/
narrative plan.
Listen to teacher
instruct and
discuss.

for homework
Hating Alison
Ashley.

(appendix 3).

Read draft for

narrative plan
before submission
to teacher.

Create a draft
plan for narrative
on template in
appendix 1.

Narrative language and

structure.
Voice- first and third
person.

Re-read draft plan

Read narrative
before
submission.

Write a final
narrative for
assessment
submission.

Narrative language and

structure.
Verbs, adjectives,
nouns, metaphors,
simile, personification,
adverbs, symbolism,
hyperbole, repetition,
onomatopoeia,
alliteration, short and
long sentences etc.
Voice- first and third
person.

Write a book
summary of last
chapters.

hyperbole, repetition,
onomatopoeia,
alliteration, short and
long sentences

Shakespeare
Murmuring
Gastroduodenostr
omy
Osteogenisis
Usherettes
Accordion