LITERACY / UNIT PLANNER

Topic: My Place: Lilly 1988 Episode 3: First Day

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

Information
narrative

1. Whole text structure of a information narrative

Orientation (introduction)
Complication
Series of events (middle)
Resolution

Language features for the text-type:

2. Word group level

Sentences

Clauses

Adverbial phrase
3. Word level

Verbs

Adjectives

Adverbs

Conjunctions
(Wing Jan, 2009, pp. 235-237).

Term:

Weeks:

Date:

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,

CONTEXT: Overview of series of lessons and background information

ExplorecontentbydiscussinghowPhoungfeelsmovingtoanewcountry,andwhy
shewouldfeelleftoutinAustralia.Listwhatarethefactsandwhatisnotintheclip
ofLillybringingPhoungtoherschool,getstudentstousethecliptobackupwhatis
factandfiction.Similarly,wewillexplorerelatedtopicssuchaswhychildrenand
familiesmovefromtheirhomecountriestoothercountries.
Overaseriesofsessions,wewilllookatdifferentatdifferentinformationnarratives
andrecapthestructure,andjointlycreateorowninformationnarrative,aboutachilds
journeytoAustralia,aswellashowtheyfeelwhentheygettoAustralia.Inthe
informationnarrative,theywillusefactsthattheywilllearnthroughouttheunit.To
consolidatethetextknowledgewewillwriteinformationnarrativesabout
immigrationstories,wherestudentswilloutthemselvesintheshoesofsomeoneona
journey.
Idonotanticipateanypriorknowledgeinthecontent.Iamawarethatchildrenhave
priorknowledgeaboutthestructureofinformationnarrative.Ihaveviewedchildrens
worksamples.

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 write an information narrative
based around immigration
Learning behaviours: I need to think about what is fact and fiction and use them
properly throughout my narrative
Success criteria: I know Im doing well if I can distinguish fact from fiction using
evidence from text

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)

Topic-specific vocabulary for the unit of work:

Resources:

Moving, exile, migration, travel, settling, shift, journey, leaving, uprooting, reestablishment,
homesteading, wandering, departure, displacement, crossing, colonization, relocation, voyage.

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 235-265;

Lilly 1988 EPISODE 3: First Day English teaching resources downloaded on 4/10/2015 from www.myplace.edu.au/. My
Place website www.myplace.edu.au Video clip First Day Episode 3; Lilly 1988 ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/ OTHER?

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 )

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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)

Display the suitcase

from the immigration
museum (Appendix
one)
What do you think
the suitcase is for?
Why would you need
a suitcase?
What do you think
happened in 1988 to

Have student draw up a

Venn diagram; in the
three sections break it into,
fact, fiction and both (the
both is for the students
who find it difficult to
distinguish if it is fact or
fiction.)
Model to students how to
take keywords and note

We are learning to ...

1. Building topic
knowledge
We are learning to
identify differences
between fact and
fiction through taking
notes after watching
the clip

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

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)

Think, Pair, Share:

Have students in pairs
watch the third clip of
episode 3 (3). Have each
student take notes of what
they believe to be fact or
fiction using the Venn
diagram. Then after they
are done collaborate with
one another to see

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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.

Share Circle:
Have students come to
the circle and discuss
both the fact and fiction
aspects of each clip.
Record the fact and
fiction points of a T chart.
Discuss how their
collaboration with each
other enabled them to

Anecdotal notes taken

during focus group,
seeing how well they
can distinguish fact
from fiction using
keywords from clips
and note taking.

2|Page

require a suitcase?
What does it mean by
immigration?

We are learning to use

the internet and
multimodal texts to
find out information
about immigration
We are learning to find
facts and information
about immigration
from the museum.
2.

Building text
knowledge/Model
the genre

We are learning to
deconstruct the
structure of a
information text

taking from the shared

viewing. Explain to the
students the power of
keywords, and tell them to
try not to make full
sentences, as it is note
taking.

someone elses opinion of

the fact/fiction of the clip.

distinguish fact from

fiction.
With your collaboration
were there less notes in
the both section?

Focus Group: 4 children

(lower mixed), we will
watch the first clip again
and each student will
choose either a fact or
fiction from the clip and
write it on a Venn
diagram. Discuss how you
are able to distinguish fact
from fiction
We will be working in expert/home groups (Gibbons, 2002, p. 60) using multimodal texts as well as technology to research other
immigration stories, as well as immigration facts. We will come back as a class and discuss what we had found and create a a
brainstorm of what they had found. As a class we will also create a glossary of words that we dont know or find interesting.
We will continue to research into immigration in our expert/home groups (Gibbons, 2002, p. 60) at the immigration museum.
Students in heir groups will be given a passport to take notes of the stories in the museum. We will come back as a class and add to
our brainstorm of immigration, as well as add to our glossary.
Recap what is a
narrative? What
makes up a
narrative?
Shared Reading:
Read the book the
Arrival by Shaun
Tan (2006)
Discuss the structure
of the book
How do we know
that it is an
information
narrative?
Write students

Summary and spot the

facts:
Model to students a
summary and spot the
facts table. Clearly explain
how summaries are short
retellings, and why you
had chosen the facts,
provide evidence. (Refer,
sample Wing Jan, 2009, p.
257)

In pairs students will fill

out a summary and spot
the facts table for an
information narrative on
immigration. After this is
done students will swap
pairs and discuss with
someone who had another
book what they had found.
Focus Group: 4 students
(lower mixed)
Have an information
narrative that is split into
Orientation, complication,

Classroom discussion:
Have a discussion with
the class based on the
structure of the
information narratives.
How do you know what
the structure of the
narrative is?
How can you distinguish
fact from fiction?
What did you find
interesting?
Draw up a plan of what
you find in Information
narratives. (Refer,

Anecdotal notes as
well as work example
taken during focus
group, seeing how well
they can order the
structure of an
information narrative
using prior knowledge
of texts.

3|Page

answers in a mind
map on the IWB

Building text
knowledge/Model
the genre

From the book the

Arrival by Shaun
Tan (2006)
We are learning to
plan and structure an (Appendix 2) create
information narrative a character profile
of the character that
includes facts on
their life
How do you know
that happened?
Could that be an
exaggeration of their
life?
Is that Fact of
Fiction?

We are learning to
unravel how the author
writes their
information narrative.
3.

Guided activities
to develop
vocabulary or
specific language
feature

We are learning to
use key words from
the text to recount
information

Shared Writing:
As a class jointly create a
story map to show the
sequence of the narrative.
i.e. what goes in the
orientation, a
complication, series of
events and resolution.
Write all the idea in a
brainstorm. Putting facts
in where appropriate

series of events and

Resolution. Have students
collaborate with one
another to properly
structure the story.
In pairs students will make
up their own story may
with all the sequences of
the narrative. Have them
collaborate and create
setting and character
descriptions with proper
facts through out.

sample Wing Jan, 2009,

p. 235)

Gallery Walk:
Have students in their
pairs roam the room to
see what the other
students had come up
with and between
themselves compare and
contrast what other
students had done to their
own.

Anecdotal notes and

self assessment in the
form of the thinking
routine what I knew
before What I know
now
Taken during focus
group, seeing how well
the have learnt the
features of the structure
and their collaboration
with one another

Have students share their

recounts to the class; if
they used words that
students think are
descriptive or that they
like they can add it to the
class glossary.

Anecdotal notes as
well as work example
taken during the focus
group to see how well
students understand
how to use keywords to
rewrite the information
into their own words.

Focus group: 4 students

(lower mixed)
Have flash cards with the
structure titles on them
and on the back have what
goes in that area. Play a
guessing game that has the
features facing up and the
students have to guess the
area structure
We will be using another example of an information narrative, to see how it is structured as well as seeing how the author depicts the
story in their words. What descriptive language they use. What facts they use and so on. We will add words to the class glossary.
Display the suitcase
from the first lesson
with all the items in
there. Have students
on their tables
brainstorm what the
items are and what
they would be used
for.

Dictogloss:
Teacher will read out
excerpts from Impacts of
immigration by Ryebuck
media for the national
museum of Australia
(Appendix 3), twice, the
first time students just
listen. Second time

In their tables students

will combine their key
words and come up with a
short retelling of the
information they had
gotten in their own words.
Focus group: 4 students
(lower mixed)

4|Page

students will write down

key words, explain they
are not to write down full
sentences just words.

Guided
activities to
develop
vocabulary or
specific language
feature

Have paragraphs for each

student and a highlighter
each. While reading have
them highlight what they
believe to be keywords.
Discuss why they think
they are key words; have
them write at least a
sentence recounting what
they read.
Think, Pair, Share:
Have students pick out
adverbial phrases from
texts and use them as a
base to construct their own
adverbial phrases.

Explain what an
Think aloud:
Sit student down to
Anecdotal notes as
adverbial phrase is
Model how to construct an
discuss what they found
well as work example
and discuss with
adverbial phrase and how
when constructing
Taken during the focus
students some
to pick out the adverbial
adverbial phrases.
group to see how well
sentences they could phrases from texts and to
What is the structure you students understand
We are learning to
create.
create your own.
found in the adverbial
how to properly
write sentences to
Spot the Difference:
phrase?
construct adverbial
better create
Display a sheet of
Focus Group: 4 students
phrases.
description in the
paper with a few
(lower mixed)
information narrative
paired sentence (two
Have deconstructed
using adverbial
sentences, one
sentences on the floor all
phrases
adverbial phrase and
mixed up. Have students
the other not, but
collaborate with one
they have the same
another to construct a
meaning) and have
proper sentence with an
students spot the
adverbial phrase.
difference between
the sentences.
Discuss terms to add
to class glossary
4. Joint construction
We will be using our brainstorm and glossary that we have been working on through out the unit to come up with a detailed plan as a
of text
class. We will also formulate a structure of how we are writing our information narrative and where appropriate facts should go in the
We are learning to
plan.
collaborate as a class
and come up with a
plan.
5|Page

We are learning to
write an information
narrative as a class.

We will continue to use the plan as a guide to contract the orientation, complication, and series of events and resolution of our class
information narrative. As a class we will all have a chance to voice our opinion in the creation of the narrative.

5. Independent
construction
of text
We are learning to
construct our own
plan for an
information narrative
We are learning to
use our plans to
write our
information
narratives
6. Reflecting on
language
choices
We are learning to
self assess our own
work as well as
observe others work

Students will be given the chance to plan their information narrative based on the topic of immigration. Individually students will
brainstorm ideas and plan their first draft. Once they have completed that students will be able to begin writing. As this is happening
teacher is roaming around and helping whenever needed.

Students will continue with their information narrative draft writing, once they have finished they can move on to reading through and
correcting their own work three times, then a teacher can look over it and say if they can move on to the final draft. Teacher is roaming
around helping whenever needed.
Once students have completed their final product they will be given the chance to reflect on what they had learnt in the inquiry as well
as what they had learnt on the structure of an information narrative. Students will also be encouraged to participate in a gallery walk to
see the final products of other students.

6|Page