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ED4671

English 4: Literacy Rotations

20131079

Contents
Overview....................................
................................. 2
Australian
Curriculum....................................................
.................3
Planning
grid.................................................
....................6
Literacy Rotations
timetable.................................................................
....7
Unit
outcomes...........................................
..........................8
Forward Planning
Document................................................................
.....9
References....................................
.................................19

ED4671

English 4: Literacy Rotations

20131079

Overview
This literacy rotation is targeted at year 4 students who are already considering narrative writing in the given term. The
literacy rotations will focus on students developing their ideas of character, personified characters in particular. At the point
of commencement of this literacy rotation, students have explored the general purposes of different texts and the key ways
they differ, read texts with the purpose of entertaining, and created entertaining texts through a shared scenario. They have
also investigated strategies for encoding and decoding unfamiliar multi-syllabic words, as well as reviewed general grammar
practices including capitalising, and the use of commas when listing. Students have also experimented with narrative writing
during independent writing sessions, making it so they are generally familiar with the structural and language features of
entertaining texts. In previous literacy rotation sessions, the focus has been on the development of plot, and will now be
moving toward the development of character. At the completion of this rotation topic, students will move onto working with
setting, with the aim to being able to produce an engaging and well structured creative writing piece. The structuring of the
literacy rotations focus on the individual aspects of creative writing in explicit teaching sessions, as in previous experiences,
the value of this teaching has been overlooked.
The rotations will take a integrated approach where by reading, writing, speaking and listening, viewing and grammar,
spelling and punctuation will be taught simultaneously. Students will therefore be introduced to new skills and practices when
they are required. They will get the opportunity to read and create creative literature, as well as be immersed into the aspect
of visual text and its value in meaning making. In assessing the students competency in the skills, reading conferences,
checklists and anecdotal notes techniques will be used. These assessments appear to be the most optimal as of their ability
to be applied to group situations and making observational assessments. In addition to these assessments, every Friday
afternoon students will complete a spelling test, testing their knowledge of the focus words for that given week. In each

ED4671

English 4: Literacy Rotations

20131079

lesson, students will have a skill modelled to them which they will try using in a class shared scenario and then explore
further in an in group shared scenario.

Australian Curriculum: English- Year 4


Achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They
explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and
implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They
express preferences for particular types of texts, and respond to others viewpoints. They listen for and share key points in
discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion
based on information in a text. They create texts that show understanding of how images and detail can be used to extend key
ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to
class and group discussions, varying language according to context. They demonstrate understanding of grammar, select

Cross- Curriculum
priorities
Sustainability
Asia and Australias
engagement with
Asia
Aboriginal and Torres
Strait Islander
Histories and
Cultures
General
Capabilities
Numeracy
Literacy
ICT
Critical and creative
thinking
Ethical

ED4671

English 4: Literacy Rotations

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vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve
meaning.

understanding
Social competence
Intercultural
understanding

Literature

Language

Language variation and change:


Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been
influenced by many other languages (ACELA1487)
Language for interaction:
Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the
ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Text structure and organisation
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
Expressing and developing ideas:
Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases
(ACELA1493)
Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a
range of types of texts (ACELA1496)
Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research (ACELA1498)
Phonics and word knowledge:
Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and
suffixes and word origins to spell more complex words (ACELA1779)
Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)
Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel
sounds and known prefixes and suffixes (ACELA1828)
Literature and context
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Responding to literature
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Examining literature

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Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example
character development and plot tension (ACELT1605)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words,
spoonerisms, neologisms and puns (ACELT1606)

Creating literature
Create literary texts that explore students own experiences and imagining (ACELT1607)

Literacy

Create literary texts by developing storylines, characters and settings (ACELT1794)

Texts in context
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts
(ACELY1686)
Interacting with others
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and
information (ACELY1687)
Use interaction skills such as acknowledging anothers point of view and linking students response to the topic, using familiar and new vocabulary and a
range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Interpreting, analysing and evaluating
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example
monitoring meaning, cross checking and reviewing (ACELY1691)
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and
evaluating texts (ACELY1692)
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of
audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

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English 4: Literacy Rotations

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Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio
elements (ACELY1697)

Writing

Literacy Rotations Plan


Reading
Considering how a
character is personified
in texts.

Creating character profiles.


Creating personified
characters.
Using adjectives to create
characters.

Illustrations in text.

Brainstorming ideas.

Authors use of
adjectives.

Creating a story using the


personified character.
Grammar
Using grammar and
Adjectives- exploring the
use of adjectives to create
character.

Explore the elements of

Spelling
Adjective spelling
Punctuation
Words of interestQuotation marks
dependent on the
students needs.

CharacterSentence structureexploring the language of


Personified
writing relating to how the
sentence is structured to
more accurately express
Character

Viewing
Make comparisons between what they
believe a character looks like based on
the written description with that of its
illustration.
Make comparisons between what they
believe a character looks like based on
Speaking
andwith
listening
the written
description
that of its
Students will work
collaboratively to investigate
characters and develop a book
based on a personified
character, requiring them to
share their ideas and build on6
the ideas of others.
At the completion of each
literacy rotation, students are to

ED4671

English 4: Literacy Rotations

20131079

Literacy Rotations Time Table


Time

Monday

Tuesday

Wednesday

Thursday

Friday

10 minutes

Program of the
day- handwriting

Program of the
day- handwriting

Program of the
day- handwriting

Program of the
day- handwriting

Program of the
day- handwriting

15 minutes

Independent
reading

Independent
reading

Independent
reading

Independent
reading

Independent
reading

Reading
conferences

Reading
conferences

Reading
conferences

Reading
conferences

Reading
conferences

15 minutes

Introduction to
the task

Introduction to
the task

Introduction to the Introduction to


task
the task

Introduction to
the task

60 minutes

Group rotations
(integration of
elements of
language)

Group rotations
(integration of
elements of
language)

Group rotations
(integration of
elements of
language)

Group rotations
(integration of
elements of
language)

Group rotations
(integration of
elements of
language)

10 minutes

Presentation of
student work

Presentation of
student work

Presentation of
student work

Presentation of
student work

Presentation of
student work

10 minutes

Modelled reading

Modelled reading

Modelled reading

Modelled reading

Modelled reading
Reflective writing

ED4671

English 4: Literacy Rotations

20131079

Unit Outcomes
Writing

Reading

Develop fluency in modern cursive handwriting


Understand how creative stories are structured.
Recognise the importance of dialogue and link between dialogue and
other elements of character.
Develop own descriptions of character using adjectives and adverb
groups.
Demonstrate an understanding of how characters are created through
creating a personified character.
Develop a personified character with the purpose of engaging their
targeted audience.

Grammar

Understand how to use adjectives and adverb groups to personify a


character.
Use adjectives and adverb groups in their character descriptions in order
to develop meaning.

Understand how character can used to entertain in literature.


Understand how dialogue is an essential part of character.
Engage in text user practices in order to determine the elements of a
given character.
Understand how authors personify a character.
Understand how authors use dialogue create character .
Identify own experiences with personified characters in literature.
Compare the characterisation techniques across literature of a similar
theme.
Recognise and understand the importance of character as a
technique for engaging an audience.

Viewing

Understand how illustrations contribute to meaning making.


Understanding the link between adjectives and illustrations through
producing illustrations of characters.

Spelling

Speaking and Listening

Use spelling strategies to fluently spell multisyllabic words.

Work collaboratively within a small group, recognising and


appreciating differing opinions.

Punctuation

Understand how quotation marks are used to show direct speech.


Demonstrate an understanding of the importance of dialogue through
creating examples of dialogue for personified characters.

ED4671

English 4: Literacy Rotations

Year Level: 4

Learning Area: EnglishCharacter

20131079

Term/ Weeks:

Key Australian Curriculum Link:

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example
character development and plot tension (ACELT1605)
Create literary texts by developing storylines, characters and settings (ACELT1794)

Cross- Curriculum priorities


Sustainability
Asia and Australias engagement with Asia
Aboriginal and Torres Strait Islander Histories and Cultures

Lesson

Monday

Phase
of
inquiry
Tuning in

Australi
an
Curricul
um links
(ACELA149
8)
(ACELT160
5)
(ACELY169
1)
(ACELY169
6)
(ACELY169
1)
(ACELY169
2)

Objectives

Identify the
elements of
character.
Understand how
character can
be used to
entertain in
literature.
Use spelling
strategies to
fluently spell
multisyllabic
words.

General Capabilities
Numeracy
Literacy
ICT
Critical and creative thinking
Ethical understanding
Social competence
Intercultural understanding

Assessme
nt

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent
competency in
task will be

Lesson steps: Literacy focus

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.

Teacher will use this time to conduct reading conferences.


Introduction to the task (15 mins)

Students are notified that they will be exploring how characters are
created and used to entertain.

Modelled reading: Read The Jungle Book

Brain storm and discuss the elements of character.

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English 4: Literacy Rotations


(ACELY169
6)

Demonstrate
fluency in the
use of modern
cursive
handwriting.

used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences

Tuesday

Finding out

(ACELA149
0)
(ACELA182
8)
(ACELT160
3)
(ACELT160
4)
(ACELT160
5)
(ACELY168
8)
(ACELY169
0)
(ACELY169
1)

Demonstrate an
understanding
of how creative
stories are
constructed.
Understand how
illustrations
contribute to
meaning
making.
Use spelling
strategies to
fluently spell
multisyllabic
words.
Work
collaboratively

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed

20131079

Shared reading: considering character and personified character-use


thinking out loud strategy to focus on the character.

Create character profiles for all elements of a selected character- Discuss


and note what areas of their character are personified.
Group rotations (E-resource) (15 mins each):
1. Explore the question: how do the characters help to make the story more
engaging? What if the animals were replaced with humans, would it still be
as interesting?
2. Create a character profile for a selected character.
3. How do the animals in the story compare to the real life version of the
animals?
4. Spelling centre- students are given a list of multisyllabic words relating to
the context of character using materials to recreate the words, for
example, pipe cleaners and shaving cream.
Presentation of student work (10mins):

Students work is presented and discussed.


Conclusion (10 mins):

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.
Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Introduction to the task (15 mins):

Model read The Jungle Book.

Consider the structural features of a book.

Shared reading: Read, discuss and record structural features of short


stories referring to The Jungle Book shown on the interactive white board,
identifying the structural features of the text.
Group rotations- shared reading (15 mins each):
1. Jigsaw story- recreate a segmented story, labelling all its structural
features.
2. Illustrations: discuss the story line of story based on the illustrations alone.
Read the story and compare the story line with original ideas.
3. Pull it apart: identify the plot, the characters and the main ideas of a story.
4. Spelling centre- break list words into sounds, and identify other words in
given literature with a sound in common, for example, -tive.
Presentation of student work (10 mins):

Students work is presented and discussed.

10

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English 4: Literacy Rotations


(ACELY169
2)
(ACELY169
6)

within a small
group,
recognising and
appreciating
differing
opinions.

objectives.
Reading
conferences.

20131079
Conclusion (10 mins)

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Demonstrate
fluency in the
use of modern
cursive
handwriting.

Wednes
day

Finding out

(ACELT160
2)
(ACELY169
1)

Understand how
dialogue is an
essential part of
character.

(ACELY169
2)
(ACELT160
3)

Engage in text
user practices
in order to
determine the
elements of a
given character.

(ACELT160
4)
(ACELY168
8)
(ACELY169
6)
(ACELT160
5)
(ACELY169
1)
(ACELY169
2)
(ACELY169

Use spelling
strategies to
fluently spell
multisyllabic
words.
Work
collaboratively
within a small
group,
recognising and
appreciating
differing

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences.

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.
Introduction to the task (15 mins):

Discuss the elements of character.

Read Disneys The Jungle Book discussing and recording the elements of
each of the characters.

Consider how dialogue contributes to the characters, looking at quotation


marks.
Group rotations: (shared reading) (15 mins each)
1. Analyse provided dialogue, matching it to a given character description.
Create further dialogue for these characters using quotation marks.
2. Read a given literature and discuss your impression of the characters,
recording ideas into a table of character elements.
3. Using literature as a reference, brain storm words that can be used to
describe each element of character.
4. Spelling centre- using their list words, students are to identify the
definition of the words.
Presentation of student work (10 mins):

Students work is presented and discussed.

11

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English 4: Literacy Rotations


6)

opinions.

Conclusion (10 mins)

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Demonstrate
fluency in the
use of modern
cursive
handwriting.

Thursda
y

Sorting out

(ACELA149
2)
(ACELA149
3)
(ACELA182
8)
(ACELT160
3)
(ACELT160
4)
(ACELT160
5)
(ACELY168
8)
(ACELY169
1)
(ACELY169
2)
(ACELY169
6)

Demonstrate an
understanding
of developing
personified
characters
through
applying human
characteristics
to a nonhuman.

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.

Demonstrate an
understanding
of how the
nature of
character adds
to the
entertainment
of the story
through a
discussion.

Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.

Use spelling
strategies to
fluently spell
multisyllabic
words.

Reading
conferences.

Work
collaboratively

20131079

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.

Teacher will use this time to conduct reading conferences.


Introduction to the task (15 mins):

Looking at how authors personify non-humans consider, note and discuss


the human behaviours portrayed in the characters in the Jungle book.

Expand on initial ideas using the e-resource video clips.


Group rotations (15 mins):
1. Discuss the value of using personified characters- what value do they
serve? What if all the characters in the Jungle Book were humans, would it
still be as interesting?
2. What if we were animals? What animals would we be? Consider your group
and transfer yourselves into animals- why do you think you are that
animal? What characteristics do you possess that are already like that
animal?
3. Read and discuss The Jungle Book, focussing on the phrases that suggest
human characteristics- noting this down on a brain storm.
4. Spelling centre- students are to complete look, cover, write, check, correct
activity.
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins):

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

12

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within a small
group,
recognising and
appreciating
differing
opinions.
Demonstrate
fluency in the
use of modern
cursive
handwriting.

Friday

Sorting out

(ACELA149
2)
(ACELA182
8)
(ACELT160
3)
(ACELT160
4)
(ACELT160
5)
(ACELY168
8)
(ACELY169
1)
(ACELY169
2)
(ACELY169
6)

Understand how
authors use
dialogue create
character.
Demonstrate an
understanding
of the link
between
dialogue and
other elements
of character
through
creating
dialogue for a
given character.
Understand hoe
quotation
marks are used
to show direct
speech.
Use spelling
strategies to

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences.

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.

Teacher will use this time to conduct reading conferences.


Introduction to the task (15 mins):

Share, note and discuss how dialogue is a technique used by authors to


personify characters. Considering the examples in The Jungle Book.

Play: who said that? Using the interactive white board, sort the dialogue
between personified characters and their non-personified counter parts,
determining what each would say.

Modelled writing: demonstrate how to use quotation marks.


Group Rotations (15 mins each):
1. Correct my writing! Add the quotation marks to the paragraph.
2. Using the image as a stimulus, create a page of a story book, including
what the character will say.
3. We all have something to say- Have everybody in your group say
something. Record what they say using their name, quotation marks and
how they said it, for example: "I'm hungry." announced Mark.
4. Spelling centre- partner test of list words.

13

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English 4: Literacy Rotations


fluently spell
multisyllabic
words.

20131079
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins):

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Independent writing: reflect on the learning from the week.

Work
collaboratively
within a small
group,
recognising and
appreciating
differing
opinions.
Demonstrate
fluency in the
use of modern
cursive
handwriting.

Monday

Sorting out

(ACELY169
1)
(ACELY169
2)
(ACELY169
6)
(ACELY168
8)
(ACELT160
5)
(ACELT160
3)
(ACELA182
8)
(ACELA149

Recognise how
adjectives and
adverb groups
are used to
personify a
character.
Develop own
descriptions of
character using
adjectives and
adverb groups.
Use spelling
strategies to
fluently spell
multisyllabic
words.

Week 2
Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.

During independent reading, the teacher conducts reading conferences


with individual students.
Introduction
to the task (15 mins):
Checklist
Review
of
the
way authors personify character.
student

Questioning
of
the authors use of adjectives and adverb groups to
competency in
personify character- referring to The Jungle Book.
task will be
Explore the use of illustrations to complement adjectives.
used to assess

Viewing: modelled reading of character descriptions from the' Alice in


their
achievement
Wonderland' novel for the white rabbit and the Cheshire cat without saying
Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.

14

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8)
(ACELA149
5)
(ACELY168
8)
(ACELY169
1)
(ACELY169
2)
(ACELY169
6)

Tuesday

Sorting out

(ACELA149
3)
(ACELA182
8)
(ACELT160
3)
(ACELT160
4)
(ACELT160
5)
(ACELY168
8)
(ACELY169

Demonstrate
fluency in the
use of modern
cursive
handwriting.

level in the
proscribed
objectives.
Reading
conferences.

Work
collaboratively
within a small
group,
recognising and
appreciating
differing
opinions.

Understand how
illustrations can
be used for
meaning
making
including add
dimensions of
characterisation
.
Demonstrate an
understanding
of the link

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent

20131079
who the character is, asking students to imagine what they think the
personified character looks like based on the authors description- how
they move, how they behave etc. Students are shown the corresponding
Alice and Wonderland movie clips (https://www.youtube.com/watch?
v=G4fHre-yRPY and https://www.youtube.com/watch?v=fCPoX6ilfBE).
Discuss students ideas relating to how authors use adjectives to create an
image of character.

Modelled writing of a character description relating to a Jungle Book


character.
Group rotations (guided reading and writing) (15 mins each):
1. Read and discuss a given literature, identifying what you believe a
character would look like by discussing and drawing it.
2. Grammar- exploring adjectives through identifying them in a given text,
creating a summary of a character.
3. E-resource- view a selected Jungle Book characters page and create a
passage to describe them in the way that they would if they were writing a
story.
4. Spelling centre- students are given a list of multisyllabic words relating to
the context of character and are to use materials to recreate the words,
for example, pipe cleaners and shaving cream.
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins):

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.
Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.

During independent reading, the teacher conducts reading conferences


with individual students.
Introduction to the task (15 mins):

Students view only the illustrations of a book and are asked to create the

15

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English 4: Literacy Rotations


1)
(ACELY169
2)
(ACELY169
6)

between
adjectives and
illustrations
through
producing
illustrations of
characters.
Use spelling
strategies to
fluently spell
multisyllabic
words.

competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences.

Work
collaboratively
within a small
group,
recognising and
appreciating
differing
opinions.

20131079
text for the book in a shared writing session. the teacher should prompt
students to ensure that they focus on what the illustrations reveal about
the character.
Group rotations (15 mins each):
1. Personifying the character: a comparison between the illustration of a
personified character and that of the real life version.
2. Considering the elements of the illustration and what they say about the
character: setting, facial expression, stance, etc. Match an illustration to
the description you may find in a book, then use the books provided to
check your answers.
3. Considering the link between adjectives and illustrations: create your own
illustration using a passage from a book for a given character. what makes
you think that the character looks that way?
4. Spelling centre- students are to break their words into sounds, and
through referring to given literature, identify other words with a sound in
common, for example, -tive.
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins)

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Demonstrate
fluency in the
use of modern
cursive
handwriting.

Wednes
day

Going
further

(ACELA182
8)
(ACELT160
2)
(ACELT160
3)
(ACELT160
4)
(ACELT160

Recognise and
understand the
importance of
character as a
technique for
engaging an
audience.
Compare the

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.
Introduction to task (15 mins):

16

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English 4: Literacy Rotations


5)
(ACELT160
7)
(ACELY168
8)
(ACELY169
1)
(ACELY169
2)
(ACELY169
6)

characterisation
techniques
across literature
of a similar
theme.
Identify own
experiences
with personified
characters in
literature.
Use spelling
strategies to
fluently spell
multisyllabic
words.

character.
Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences.

Work
collaboratively
within a small
group,
recognising and
appreciating
differing
opinions.
Demonstrate
fluency in the
use of modern
cursive
handwriting.

Thursda
y

Drawing
conclusions

(ACELA149
2)
(ACELA149

Demonstrate an
understanding
of how

20131079

Review of personified characters.


View the Beauty and the Beast YouTube Video
(https://www.youtube.com/watch?v=afzmwAKUppU) identifying it as an
example of personified characters.

Reading of Beauty and the Beast- discuss the personified characters in the
text.

Explore students own experiences of personified characters within a class


brainstorm.

Present childrens literature, for example: Disneys The Lion King, and Toy
story. Discussing why personifying characters may be so common- what is
its value?
Group rotations (15 mins each):
1. Each student reads a book and shares their description of character
according to the elements. Determine if all elements of character need to
be personified through exploring the elements of character by noting
adjectives of personified characters in given books on post it notes and
then grouping them based on the elements of character.
2. Sort books into categories of characters: personified and non- personified.
Using sticky notes, note the characters in each book. Create subcategories
in accordance to what has been personified i.e. animals, furniture, food.
3. Explore the question: what if the characters were not included, would the
stories be as entertaining as they are? Students are to discuss this based
on a comparison between The Jungle book, and a summarised version of
The Jungle Book lacking all elements of character except for reference to
their name.
4. Spelling centre- using their list words, students are to identify the
definition of the words.
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins)

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Anecdotal
notes will be
taken on as

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for

17

ED4671

English 4: Literacy Rotations


3)
(ACELA182
8)
(ACELT160
3)
(ACELT160
4)
(ACELT160
5)
(ACELT160
7)
(ACELT179
4)
(ACELY168
8)
(ACELY169
1)
(ACELY169
2)
(ACELY169
6)

characters are
created through
creating a
personified
character.
Demonstrate an
understanding
of the
importance of
dialogue
through
creating
examples of
dialogue for
personified
characters.
Use spelling
strategies to
fluently spell
multisyllabic
words.
Work
collaboratively
within a small
group,
recognising and
appreciating
differing
opinions.

many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences.

20131079
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.
Introduction to the task (15 mins):

Shared writing- brainstorm and create a personified character based on a


motivator, for example, furniture, toys or animals, through creating a
character profile and create dialogue and descriptive sentences for the
character.
Group rotations (15 mins each):
1. Change some characterisation elements of a given character from the
provided text, for example, attitude or the way they move, to create a
different version of the character.
2. As a group, brainstorm a personified character to be used in a story to be
written in coming lessons.
3. Using the given character profile, create dialogue and descriptive
sentences that could be included in a story.
4. Spelling centre- students are to complete look, cover, write, check, correct
activity.
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins)

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Demonstrate
fluency in the
use of modern
cursive
handwriting.

18

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Friday

English 4: Literacy Rotations

Drawing
conclusions

(ACELA182
8)
(ACELT160
3)
(ACELT160
4)
(ACELT160
5)
(ACELT160
7)
(ACELT179
4)
(ACELY168
8)
(ACELY169
0)
(ACELY169
1)
(ACELY169
2)
(ACELY169
4)
(ACELY169
6)

Demonstrate an
understanding
of the role of
character in
engaging an
audience
through
planning a short
story.
Use spelling
strategies to
fluently spell
multisyllabic
words.
Work
collaboratively
within a small
group,
recognising and
appreciating
differing
opinions.
Use spelling
strategies to
fluently spell
multisyllabic
words.
Demonstrate
fluency in the
use of modern
cursive
handwriting.

Anecdotal
notes will be
taken on as
many
students as
possible
relating to
their prior
knowledge of
character.
Checkliststudent
competency in
task will be
used to assess
their
achievement
level in the
proscribed
objectives.
Reading
conferences.

20131079

Program of the day (10 mins):

Inform and discuss.

Students record the program of the day in their writing journals for
handwriting practice using modern cursive.
Independent reading (15 mins)

Students read their own books at their own ability level. While reading,
students are encouraged to note interesting words- working to expand
their vocabulary.

Teacher will use this time to conduct reading conferences.


Introduction to the task (15 mins):

Task explanation and preview of end product.

Teacher demonstration of the planning phase of story writing.

Negotiating roles: determine who will be the illustrator, the writers and the
editors. Become familiar with their roles. How will you organise
yourselves?
Group rotations (15 mins each)
1. Beginning, middle and end: consider story beginnings, what are you going
to include in your beginning- relate these elements to your character.
2. Ideas tree: the most important ideas to the least important ideas in
relation to the character.
3. Using literature to help plan: consider the main ideas of each part of given
literature, summarising the story into three segments- beginning, middle,
end.
4. Spelling centre- partner test of list words.
Presentation of student work (10 mins):

Students work is presented and discussed.


Conclusion (10 mins):

Modelled reading: The Jungle Book novel- focus on how ideas can be
expanded.

Independent writing: reflect on the learning from the week.

19

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English 4: Literacy Rotations

20131079

References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Foundation to year 10 curriculum: English year 4. Retrieved
from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level4
Bergen, L. (2007). Walt Disney's the Jungle Book- Deluxe edition. Disney Press.
Carroll, L. (1865). Alice's Adventures in Wonderland. Retrieved from http://www.alice-in-wonderland.net/resources/chapters-script/alicesadventures-in-wonderland
Disney Songs (2008). Beauty and the Beast- Be Our Guest [YouTube]. Retrieved from https://www.youtube.com/watch?v=afzmwAKUppU
Ferguson, D.(1994). Disneys The Lion King. Mouse Works.
Kipling, R. (2003). The Jungle Book. Bath, UK: Parragon. NB: This text uses the original text from the 1894 edition.
Rey, N (2015). Alice In Wonderland- Alice meets White Rabbit HD [YouTube]. Retrieved from https://www.youtube.com/watch?
v=fCPoX6ilfBE
Solum, E. (2008). Alice In Wonderland- The Cheshire Cat [YouTube]. Retrieved from https://www.youtube.com/watch?v=G4fHre-yRPY
Walt Disney (1996). Disney's Toy Story. Grolier.
Walt Disney (2015). Disney Movie Collection: Beauty and the Beast: A Special Disney Story Book Series. Parragon Book Service Ltd

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