KLA : English Class : 5/6L Date : 15/06/17 Time : 9:30 10:30

Syllabus outcome/s and indicator/s: In this lesson, the learners will:

EN3-3A: Uses an integrated range of skills, strategies and knowledge to Summarise and comprehend main ideas/ key information by identifying the who, what, when,
read, view and comprehend a wide range of texts in different media and where, why and how in texts.
technologies.

Summarise a text and evaluate the intended message or theme.

TEACHING AND LEARNING ACTIONS

Orientation: 10 minutes Reflection: 10 minutes

Focus: Using the WALT (we are learning to..) card on the white Consolidate: Discuss the purpose of summarising ask students if they make links between the new
board, set clear learning goals for students summarise the main passage and prior knowledge, did this assist them in making new connections?
ideas in texts using the who, what, when, where, why and how
questions. Reflect: Have some students share their responses. What is the intended message or theme from the
passage?
Engage: Show students YouTube video about rain at Uluru -
https://www.youtube.com/watch?v=kUL5DZYhe84
Challenge/Extend: The importance of Uluru video Show students video of Uncle Bob Randal speaking
Access: Link back to Super 6 Comprehension Strategies why do about the importance of land and why Uluru is such a sacred site for the Anangu people. Discuss the
we need to summarise? What skills can we use when we need to main points from Bob Randals interview.
summarise a text? Has anyone been to Uluru before? Also link
back to Tuesdays text about the people of Uluru can we use our
prior knowledge to answer the WWWWHW questions?
Content Time Guided Discovery Group Teachers Assessment Resources 8
Read the passage from the Uluru text to the Structure Role What How Ways
class and go through some important - Rain at Uluru Video
information in the text on the board. Have https://www.youtube.c
Summaris 15 students decode the text using the tick for WC TD Use Product om/watch?
ing the mins already knew, question mark for not sure, comprehension analysis v=kUL5DZYhe84
WWWW plus sign for new information and WOW face strategies to
WH in a for interesting information. Students also summarise and Observing - Passage hand outs
text. highlight unfamiliar words to be added onto evaluate key ideas
tomorrows vocabulary list. in texts. Questioning - Roll and Retell hand
outs
Exploration
In this lesson, students are in small groups - English books
each with a teacher to assist to ensure
maximum learning; In English books have - The Land Owns Us
students roll the dice and answer the video
question according to what number the dice https://www.youtube.c
landed on. Ensure the class that there is a SG TM om/
25 lot of information on the passage, so if they watch?
mins roll the same number twice they should be v=w0sWIVR1hXw
able to find some more information eg who
is involved Anangu, tourists or
animals/wildlife? This will prompt deep
knowledge and understanding and higher
order thinking (QTF).

Individualising
Extend: If students finish early, have them
write a story using the sentence starter
When I went to Uluru .. Students use their
own WWWWWH information in texts.
Support: Support students why prompting
them with questions and links to prior
knowledge who do we know lives at Uluru?