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EDLA309369

Literacy Education 2_2016



Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna
Rawlins
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text

LESSON PLANNING
Literacy Unit learning intentions
In this unit we are learning to improve student abilities to write informative sentences, using facts, grammar and specialised vocabulary
within the structure of the description in an information report

Learning behaviours
I need to ensure that students are critically thinking and reflecting during discussion or question time

I need to re-word instruction to ensure students are on task


I need to ensure students understand through listening quietly and asking questions

I need to ensure students are working independently

I need ensure that students are working collaboratively when working in partners or groups
I need to provide constructive feedback to students to ensure they are learning the correct structure/information etc.

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EDLA309369 Literacy Education 2_2016

LESSON 1
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
We are learning WHOLE CLASS FOCUS: Using read aloud, students listen to the teacher read Wheatley, N., & Rawlins, D. Assessment Type
to identify texts to hear/become familiar with specialised vocabulary (1987). My Place. Newtown: Rove, assess
specialised Australia: Collins Dove student
vocabulary TASK: Publishers. 1918 understanding of
within an Read 1918 chapter My Place, ask prompting question 1- discuss specialised vocab
information Read Appendix 1 on IWB, ask prompting questions 2-6 Appendix 1
report and Write specialised vocabulary on whiteboard Success criteria
understand why Appendix 2 for whole class
they are Students use specialised vocab to write under the headings what I
important know and what I want to know about WW1 in sentences in books Appendix 3 I am doing well if
Language I can put all the
All students play a game of bingo with teacher being the leader
features of this specialised vocab
(Appendix 3)
text type words into

sentences
examined in DIFFERENTIATION STRATEGY:
this lesson: In pairs students use Appendix 2 to put into simple sentences

Specialised OUTCOMES REQUIRED:
Vocabulary Students use and respond to unfamiliar specialised oral language
Students use and respond to oral language to communicate

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:


Teacher Read Aloud 1918 My Place page and information report, emphasise vocabulary and ask 1. What do you think the main idea of this chapter is?
prompting questions 2. What type of text is this? How do you know? What
features does it have?
3. What would you include in a description of an
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EDLA309369 Literacy Education 2_2016

information report?
4. What is specialised vocabulary?
5. How does specialised vocabulary make an information
report more interesting?
6. Could you use this vocabulary to write an information
report about animals? Why?

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EDLA309369 Literacy Education 2_2016

LESSON 2
Learning Structure Resources Assessment
Intentions Criteria and
Success
Criteria
We are WHOLE CLASS FOCUS: Using Read Aloud students are to identify descriptive sentences Wheatley, N., & Rawlins, Assessment Type
learning to to produce a readers theater performance D. (1987). My Place. Take notes on
make Newtown: Australia: adjectives, verbs
interesting TASK: Collins Dove Publishers. and adverbs used
sentences Discuss My Place 1918 image one leg man, ask prompting questions 1,2, 1918
using Watch video (Appendix 4), students take notes Success
adjectives, Play interactive game (Appendix 5) on IWB Appendix 4 criteria for
verbs and Discuss adjectives, nouns and verbs in video and game, ask questions 3,4 whole class
adverbs Appendix 5 I am doing well
Language if I can add an
In groups, create a readers theater on life in the trenches (approx. 30 sec.
features of adjective,
performance) with one student being the narrator, yelling out adjectives, verbs
adverb or verb
this text type and adverbs for humour to a noun in a
examined in sentence to
this lesson: DIFFERENTIATION STRATEGY: make it more
Students amongst groups peers, say at least 2 sentences in performance interesting and
Adjectives descriptive
Verbs OUTCOMES REQUIRED:
Adverbs Students use and respond to oral language to communicate
Students create oral language to inform peers of information and solve problem

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Read Aloud/listen information from the video and game, asking prompting questions to ensure 1. What do you think happen to the brothers
understanding leg?
2. What do think happen in the WW1?

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EDLA309369 Literacy Education 2_2016

3. How would you describe living in a trench?
4. What do adjectives and verbs do to a
sentence? How?

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EDLA309369 Literacy Education 2_2016

LESSON 3
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
We are learning to WHOLE CLASS FOCUS: Using modeled writing, students are to Wheatley, N., & Rawlins, D. Assessment Type
transfer information write a descriptive paragraph on topic (1987). My Place. Newtown: Rove around classroom
from first person to Australia: Collins Dove and anecdotal notes
third person in an TASK: Publishers. 1918
information report Read/listen Appendix 6 Success criteria for
Discuss Something to be proud of sentence in My place Appendix 6 whole class
1918, emphasise that he could have written a letter to I am doing well if I
his family, ask prompting question 1 Appendix 7 include third person
Language features pronouns into my
Discuss main ideas, ask prompting question2,3,4
of this text type description
examined in this Model one body paragraph using appendix 6

lesson:
Students write descriptive paragraphs with partner using
Third person Appendix 7

DIFFERENTIATION STRATEGY:
Students will orally speak with a partner

OUTCOMES REQUIRED:
Students use and respond to oral language to
communicate
Students use oral language to convert into written
language

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Teacher to use Modeled writing of description asking prompting questions 1. Why does Bertie have to be proud of his dad?
2. Why do we have to write in third person and not first person in
an information report?
3. What does it mean to write in third person?

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EDLA309369 Literacy Education 2_2016

4. What type of words are considered as third person?

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EDLA309369 Literacy Education 2_2016

LESSON 4
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
We are learning to WHOLE CLASS FOCUS: Through joint construction, students and teacher are to Assessment Type
include facts in our construct a body paragraph of facts and statistics Wheatley, N., & Rove around
description section Rawlins, D. (1987). classroom and assess
to make our TASK: My Place. Newtown: each students draft
sentences more Watch Appendix 8, discuss, ask prompting questions 1,2 Australia: Collins through feedback
interesting Dictogloss with Appendix 9 Dove Publishers.
Joint construction of text on Google docs, ask questions 3-5 1918 Success criteria
for whole class
Language features I am doing well if I
Students use facts file to write paragraphs Appendix 8
of this text type can include 3 facts

examined in this within my
DIFFERENTIATION STRATEGY: Appendix 9
lesson: description
Students are to choose facts about the trenches, write description on

Facts and statistics Google docs
OUTCOMES REQUIRED:
Students use and respond to oral language to communicate
Students use and respond to oral language to explore written language

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Joint construction of text through fact files, asking prompting questions to ensure understanding 1. What did Bertie mean when its not
my fault
2. Why do you think Bertie wanted to tell
Ms Miller?
3. Why is it important to add factual
information to an information report?
4. What is the difference between a fact
and opinion?
5. How do you know if a fact is true or
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EDLA309369 Literacy Education 2_2016

not? Multiple sources

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EDLA309369 Literacy Education 2_2016

LESSON 5
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
We are learning to WHOLE CLASS FOCUS: Through a mini lesson, teacher and student revise Wheatley, N., & Assessment Type
create an language for students to then independently write body paragraphs Rawlins, D. (1987). Assess final piece of
informative and My Place. writing. Must include:
factual description TASK: Newtown: Specialised vocab
within an Read 1918 page 1 of My Place, discuss feelings Australia: Collins Facts and statistics
information report Mini lesson, discuss Dove Publishers. Writing in third
o Specialised vocab 1918 person
o Facts and statistics Adjectives, verbs
Language features
o Writing in third person
of this text type
o Adjectives, verbs
examined in this
Ask prompting questions
lesson:
Success criteria for
whole class
Students independently write description about World War 1 using
Paragraphs I am doing well if I write
planner
a description using at
DIFFERENTIATION STRATEGY: least 3 paragraphs
Write one paragraph about trenches
I am doing well if each

paragraph has its own
OUTCOMES REQUIRED:
topic
Students use and respond to oral language to communicate
Students use and respond to oral language to inform teacher of new
knowledge

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Mini Lesson based on revision of language features throughout the week 1. Why do you use paragraphs in an
Independent writing on language features focused on throughout the week information report?
2. What is the structure of a paragraph?
3. If you were the reader what would you

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EDLA309369 Literacy Education 2_2016

expect to read about?
4. What should you include in a description in
an information report?
5. What makes a paragraph interesting for
readers?

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