LITERACY / UNIT PLANNER

Topic: Episode 14| 1878: Henry

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and

mode
Fictional
narrative

1. Whole text structure of an informational

narrative
Orientation
Complication
Resolution
Reorientation
Language features for the text-type:
2. Sentence Level

Using the correct descriptive language to

create clear images (adverbs, simlies)

First or third pronouns

Dialogue

Adjectives and related groups of words

Adverbs and related groups of words

3. Word Level

Verbs

Adjectives

Adverbs

Conjunctions

(Wing Jan, 2009, pp. 237).

CONTEXT: Overview of series of lessons and
background information

Students will learn the structure of

Term:

Weeks:

Date:

Listened to

Spoken

Read

Written

Viewed

Produced

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, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow chart, Story map,
templates for text-types for planning,

a narrative. This includes the

orientation, complication and
resolution. Students will explore
numerous language features
including dialogue, first and third
pronouns and descriptive language.

Over the unit students will be

exposed to components that are
critical to understand when
learning how to write a narrative.
These include setting, characters,
plots and point of view.

Over a number of sessions, we will

analyze informational narratives
and work towards writing our own
narratives based in the era of 1870.
Henrys clips will expose students
of this time which will allows them
to gage an understanding.

Students do have prior knowledge

to informational narratives as I
have seen previous work samples.

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
write our own fictional narrative in third person by
the end of the term.
Learning behaviours: I need to ask for help when I
dont understand.

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)

I need to ask inquisitive but general questions.

Success criteria: I know Im doing well if I can use
the correct structure of an informational narrative
and use descriptive language.

Topic-specific vocabulary for the unit of work:

Resources:
Multiculturalism, surging, tipped, gush, customs,
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. XX; EPISODE 14 English teaching resources downloaded
hover, faint, miss, stunned, celebrations, necessary,
on 28/09/2015 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 14; ABC3
fascinated, suitable, tamper, complication,
MyPlace http://www.abc.net.au/abc3/myplace/
orientation, resolution, setting, characteristics, horror,
mixture, subtle, retell, tense, similes, adverbs,
adjectives, incapable, inventions, assemble, delve,
nervous, separate, splendid, hesitation, justify,
problem, direct speech, indirect speech, experiment,
expel, dough churner, spring, shocked, traditions.
Analysing
Estimating
Listening
Performing
Reading
Seeing patterns
Testing
Checking
Explaining
Locating information
Persuading
Recognising bias
Selecting
Viewing
Classifying
Generalising
Making choices
Planning
Reflecting
information
Visually
Cooperating
Hypothesising
Note taking
Predicting
Reporting
Self-assessing
representing
Considering
Inferring
Observing
Presenting
Responding
Sharing ideas
Working
Interpreting
Ordering
events
Providing
feedback
Restating
Summarising
independently
options
Justifying
Organising
Questioning
Revising
Synthesising
Working to a
Designing
timetable
Elaborating
TEACHING & LEARNING
CYCLE
(Identify step in the T & L
cycle and the literacy learning
intention or sessions focus )
We are learning to ...

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

SHARE TIME AND

TEACHER SUMMARY
(Focused 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

ASSESSM
STRATEG
(should relate to l
learning intention
the session. Inclu
what you will use
judgment on stud
attempt/work)
Success criteria w
students to know

details)

effective reading/writing,
speaking, listening and
viewing.

minimum expecta

Gradual release of responsibility:

Before, During, After

1.

Building Topic
Knowledge
Session 1:
We are learning to take
notes

Display photographs
and books from 1878 to
activate discussion.
What were schools like,
how were they built?
What types of subjects
did they learn?

Back to back viewing

Model how to take notes to
complete this activity using the
video from Myplace : Henry|
1878.

Revisit how to write dot points.

Taking notes in point form
students will watch the clip
twice to complete this activity
(one front on , one back to)
(Wing Jan, 2009, pp. 238).

Think pair share

In pairs students to view
episode 14 (2). Students are to
take notes of the clip
individually then after viewing
the clip in pairs discuss and
share their notes on the
sequence of the clip. Providing
opportunities for students to
discuss is important.
Small teaching group
Guided writing
Re -visit the clip with students.
Ask students to record and
discuss 2 keywords from the
clip. Discuss how to record
ideas on the viewing sheet.

Venn Diagram
Based on Henry 1978 episode
14
How did back to back viewing
help you choose key words?

Checklist
Can you record i
Can you identify

(Wing Jan, 2009, pp.340).

Re-watch episode 14(2) conduct a re-tell procedure to help students understand structure of a narrative.
Read a narrative text based in the 1870s to introduce orientation, complication, resolution.

2.

Building text
knowledge/model
the genre
Session Two
We are learning to
understand the structure of
a narrative

Display photographs of
different stages of the
clip 14(1). Discuss with
students from the
photos can we presume
the sequence?
How do you know this?
Why do you think that
picture goes in that
sequence?

Think aloud
Recap orientation, complication
and resolution.
Model the structure of a
narrative. Provide headings for
each part of the narrative
(orientation, complication,
resolution).
Was the sequence clear to
notice?
What do you notice about the
way the story ended?
(Wing Jan, 2009, pp. 240).

Independent Writing
Students are to write down the
headings (orientation,
complication, resolution). Based
on Henrys clip students are to
fill in this chart.

Data Grid
Students are to complete a data
grid of the structure of a
narrative. Base the information
from clip 14(1).

Checklist
Can you sequenc
Do you know the
between orientat
complication and

5 VIPs
Students to discuss the 5 most
important facts about dialogue

Anecdotal notes
Take when reade
in place regardin
literacy intention
dialogue.
Can students see
different features

Small teaching group

Picture chat
With the pictures from the film
as a group discuss what is
happening in the photos. From
the photos alone can we
summarise what is happening?
Can we put them into a
sequence?
How do we know that this is
right?
(Wing Jan, 2009, pp. 237).

2.Building text
knowledge/model
the genre
We are learning to
understand the use of
dialogue

Watch episode 14(3)

Henry|1878. Discuss
how the dialogue is
used.
Who is talking?
When do they stop?

Think aloud
Introduce direct and indirect
speech. Discuss the differences
between the two. Define
dialogue. As a class look at the
print outs of the dialogue in
episode 14(3)

Readers theatre
With the same dialogue all
students are to work in pairs.
Select one character to read.
Students are to read the script
aloud with expression and
fluency to convey the mood

Prompt students if unsure and

use the print out of dialogue to
aid them.

When does the next

speaker start?
How do you know
these things?

Discuss the use of quotation

marks and the layout
Can dialogue change the way
something is said?

without props.

dialogue?

(Wing Jan, 2009, pp. 247).

What else do you notice?

(Wing Jan, 2009, pp. 241).

We are learning to use descriptive language to create vivid images. This includes adverbs,clauses,similes,metoaphors,analogy ect.

3.Guided activities to
develop vocabulary
and text knowledge
Session Three
We are learning to
identify and use
adjectives in our
writing

Define adjectives.
Re-watch clip 14(1).
Ask students to listen
take notes of any
adjectives used in the
clip.
Discuss the difference
between telling
something and building
up a description that
will create pictures in
the readers mind
What are some
examples of adjectives?
How do you know?

Think aloud
Introduce and discuss the
difference between adjectival
clauses and phrases. Write a
simple sentence on the board.
As a class list adjectives that
can be used in sentences to give
rich description. Model how to
write rich sentences on the
board. Ask students to close
their eyes and see if the new
sentence creates a better picture.
Change the simple sentence into
one filled with adjectives.
(Wing Jan, 2009, pp. 236).

Independent writing
Students are to write 4
sentences using adjectives. The
sentences must be based in
1870s. Use the clips based on
Henry to aid you in your
writing.
Small teaching group
Shared reading/writing
Discuss further about
adjectives. Read a section of
the dialogue from episode
14(2). Ask students to highlight
the adjectives. Discuss with
students how they used
adjectives to provide the reader
with information. Select two
sentences and re-word them
using different adjectives to
give the reader as much
information as possible.

Sunshine wheel
Complete this activity by
writing 8 adjectives based in
the 1870s which can be used
in your writing.

Peer assessment
Was the informa
from the 1870s?

Share students sentences.

Did Sally use d

words to create a
image in the read

Did Sally use a

(Wing Jan, 2009, pp. 240).

Read The Railroad Fuels Westward Expansion by Russ Roberts. This text is from the 1870s to give students an idea of the setting and what went on
time.
3.

Guided activities to
develop vocabulary
and text knowledge
Session Five
We are learning to create a
setting

Display photographs of
different settings used
in Henrys clips and the
typical setting in the
1870s.
Discuss the difference
between the
photographs.
What do you notice?
What is the most
common thing in the
setting for all the
pictures?

Think aloud
List different settings used
commonly in the 1870s as a
class.
Re-visit adjectives to add more
meaning to a setting.
Model how to write a beginning
of a narrative including the
setting on the board.
(Wing Jan, 2009, pp. 239).

Independent writing
Individually students to write a
beginning of their own
narrative. Students must include
the setting. This narrative must
be based in 1870s.

Concept map
Students create a concept map.
Students must include all the
descriptive words they
associate with a setting in the
1870s.

Checklist
Can the students
setting?
Can the students
own setting base
1870s?

Small teaching group

Guided writing
Provide the group with
photographs from the 1870s.
Using these photos to as a group
to create a setting and write a
beginning of a narrative.
(Wing Jan, 2009, pp. 239).

Why is it important to
create a clear setting?

Collaboratively view multimodal texts from Myplace. Build a sematic web on any new vocabulary. (Gibbons, 2002, p. 61) Create a glossary of term
we view and read.

4.

Guided activities to
develop vocabulary
and text knowledge
Session Six
We are learning to build up
character descriptions

Watch episode 14(4) of

Henry from Myplace.
Ask students to take
notes about the
characters.

Think aloud
Analyse Henry from Myplace.
Model how to use a character
profile sheet to build
information about Henry.

What do they look like?

How do they act?

How can we make it better?

Character Profile
Individually students are to
create a character profile on one
of their characters from their
own narratives. Students will
use the profile sheet to aid the
character description.

Reflection circle
Share students characters.
Give cool and warm feedback
to the student. This is a great
opportunity to fine tune
characters and get peer
feedback.

Checklist
Focused observa
students in small
group.

Can they note 5

features of a cha

What are they wearing?

What sort of personality
do they have?

Discuss how it may also include

inferences made by the reader
because of the characters
actions.
Discuss what other character
descriptions could be
(Wing Jan, 2009, pp. 246).

Small teaching group

Shared writing
As a group discuss the type of
characters that they wish to
have in their narratives. Discuss
different types of characteristics
that be used. Note at least 5
features of a character.
(Wing Jan, 2009, pp. 246).

Discuss complications that can go wrong in life. Discuss what kind of complications went on in 1870s? What did Henry face? Model a complication of a narrative on the board. S
write own complication.

We are learning to build the plot through the character and descriptive language.

We are learning to resolve complications to an end of a story.

We are learning to create a resolution to a story.