Writing Planner

Week 1, 2017
Transactional Writing.
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for
familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
(VCELY230)

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate
pen/pencil grip and body position (VCELY232)

Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms
(VCELA224)

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate
pen/pencil grip and body position (VCELY232)

Learning Intention: We are learning to identify, explain and write/create the different types of
transactional texts using the correct structure.
Success criteria: Ill know Ive got it when I can identify, explain and write/create different
types of transactional texts using the correct structure.
** Assessment

Resource needed to complete task

Learning Intention Warm Up Introduction Student Learning Activity Share/ Reflection

& Success Criteria Purpose to engage students Identify & articulate the writing Purpose explicit teaching Purpose evidence of
learning
 1 Introduction to 5 mins 10-15 mins 20-25mins 10mins
Transactional writing Task Task Task
and start to plan their Create signature. Use PowerPoint to introduce Plan their thankful letter for a family member. Note: only do if there
Teacher Transactional writing with the focus on is enough time
Letter Writing task.
let students have a go at Letter writing. Teacher
Learning Intention: creating a signature. Model how to complete the letter writing organiser (See TASK
We are learning to use Student SLIDE 1 Types of transactional writing. slide 6 of PowerPoint and A3 print out).
a writing oragniser to Facilitate a class discussion Students Student question each
structure our letter. about what a signature is? Have students have a guess of some Ask students to share some of their ideas they are other using the
And why it is important? types of transactional writing. thankful for. prompt cards.
Success Criteria: Ill Students to use white If students are unsure go through the
know Ive got it when I boards to practise their list and see if they can explain what they Teacher to roam the room and assist students where Teacher
can use the 5 structure signature. are? needed.
Students to try and make connection to (Differentiate task by reducing the amount of ideas Get students so sit in a
elements when
a type of transactional writing from a needed to complete) circle. Hand out the 10
planning a letter.
past experience. For example: where prompt cards to
they have seen them and the types of **Formative Assessment students. Explain that
things they saw on them. Whilst assisting, Teacher is to provide feedback and
the students select a
complete a checklist on each student to inform further
Teacher teaching and check for understanding and to re-assess student without a
The ones they cant explain provide an learning goal. (Minimum of 5 students) prompt to answer.
explanation.
Question students to see if they can Student Student
make connection to a past experience. Students to share their ideas on what they are for
For example: if they have seen them thankful for. Students will be sitting
somewhere and the types of things they Students to complete letter writing organiser to plan in the circle and
saw on them. their ideas for the writing task. students will ask each
SLIDE 2 Definition of Transactional Students to move their name in relation where they are other the prompt
writing. up to on the writing process display. using the prompt
Students 15mins cards.
Using what they have just learnt see if Task
students can come up with a definition **Self-assessment tool
of what transactional writing is? Teacher
Teacher
Facilitate discussion and question Model how to complete self-assessment tool. As a class
students on definition. After discussion come up with some possible answers to questions. Try
show students the definition and explain to link to their writing goal.
what it means and check for
Student
understanding.
Students to complete self-assessment tool and paste in
SLIDE 5 Parts of a letter

2 Text type Letter 5mins 10 mins
Learning Intention: Task
We are learning to Students share in pairs
write a letter. their ideas from their
writing organiser.
Success Criteria: Ill Teacher Discuss that the language we use when
know Ive got it when I Get students to get their sharing with our friends is the language
can use the 5 structure writing oraganiser from
yesterday and share with a
elements when writing
a letter. partner.
Explain to students that
sharing helps to put their
ideas into sentences.
Discuss that the language
we use when sharing with
our friends is the language
we use when writing an
informal letter to our
friend or family member.
Student
Share an idea from their
writing organiser.
Teacher
Get students to guess the 5 parts of a
letter through questioning.
Students
Students have a go at naming the parts
of the letter.
SLIDE 4 Example of a letter
Teacher
Get students to use the pointer to
identify the 5 parts of the letter.
Students
Using the pointer have a go at
identifying the parts of a letter.
Task
Revise over the PowerPoint slides from
yesterday
we use when writing an informal letter
to our friend or family member
Teacher
Teacher to go through slides and
question students to check for
understanding from yesterdays lesson.
**Introduce and go through rubric with
students.
Student
Students to answer teacher questions
to demonstrate their understanding.
their writing book underneath todays work.
35 mins 10 mins
Task
Thankful letter for a family member. TASK
**summative assessment
Student question each
Teacher
Model the thankful letter to the students and show the other using the
links to the writing plan. Use highlighters to show the prompt cards.
links. (slide 5 of power point also A3 printout)
Teacher to roam the room and assist students where Teacher
needed.
Get students so sit in a
** Formative Assessment
Whilst assisting, Teacher is to provide feedback and to circle. Hand out the 10
complete a checklist on each student to inform further prompt cards to
teaching and check for understanding and to re-assess students. Explain that
learning goa if neededl. (Minimum of 5 students) the students select a
student without a
Student
prompt to answer.
Once their plan is complete students can start their draft
letter. Student
Students to move their name in relation where they are
up to on the writing process display. Students will be sitting
Task
in the circle and
**Self-assessment tool
students will ask each
Teacher Facilitate a class discussion on possible answers.
Encourage students to develop a link to their writing other the prompt
goal. using the prompt
 StudentStudents to complete self-assessment tool and cards.
paste in their writing book underneath todays work.

3 - Text type Letter 5mins 10 mins 35mins 10 mins

Task Task Task
Learning Intention: Creative Connections Revise my letter and make changes Revise and start the publish stage for their letter TASK
We are learning to when necessary. **summative assessment
revise our work ready Teacher Teacher Teacher Student question each
for publishing. Write a blend on the Have a discussion about the key Teacher to roam the room and assist students where other using the
whiteboard. students work features of the revising stage. needed. prompt cards.
Success Criteria: Ill in pairs and write as many Spelling, punctuation, makes sense, ** Formative Assessment
know my work is to words on their white capital letters and correct structure. Whilst assisting, Teacher is to provide feedback and to Teacher
publish when my board that contain that Facilitate activity (see A3 printout of complete a checklist on each student to inform further
writing makes sense, blend in a 2 minutes. Get students so sit in a
letter with mistakes). Students can teaching and check for understanding and to re-assess
has no spelling Student either call out or come fix the mistakes. learning goal if needed. (Minimum of 5 students) circle. Hand out the 10
mistakes, uses correct In pairs, write on the Student Student prompt cards to
punctuation and whiteboard as many words Students will need to identify the Students complete draft and revise their letter ready for students. Explain that
capital letters and has that contain blend in 2 mistakes in the letter. publishing.
the 5 parts of letter the students select a
mins. Students to move their name in relation where they are
writing. student without a
up to on the writing process display.
Early finishers. prompt to answer.
Make an envelope and decorate it for their letter.
Task Student
**Self-assessment tool
Students will be sitting
Teacher Facilitate a class discussion on possible answers.
Encourage students to develop a link to their writing in the circle and
goal. students will ask each
other the prompt
Student Students to complete self-assessment tool and
using the prompt
paste in their writing book underneath todays work.
cards.

4 Text type letter 5 mins 10 mins 35 mins 10 mins

Task Task Task
Learning Intention: Creative Connections Compare and contrast an informal and Publish their letter TASK
We are learning to formal letter. **summative assessment
explain the purpose of Teacher Teacher Teacher Student question each
a letter. Write a blend on the Put an example of a business letter and Teacher to roam the room and assist students where other using the
whiteboard. students work our letter on the board. needed. prompt cards.
Success Criteria: Ill in pairs and write as many Facilitate a discussion to compare the
know Ive got it when I words on their white
can explain to my board that contain that two. ** Formative Assessment Teacher
friend why we use a blend in a 2 minutes. Whilst assisting, Teacher is to provide feedback and to
letter. Student Student complete a checklist on each student to inform further Get students so sit in a
In pairs, write on the Students are to identify the similarities teaching and check for understanding and to re-assess circle. Hand out the 10
whiteboard as many words and differences between a personal and learning goa if needed. (Minimum of 5 students) prompt cards to
that contain blend in 2 business letter. students. Explain that
mins. Student
the students select a
Students to finish their letter.
student without a
Students to move their name in relation where they are prompt to answer.
up to on the writing process display.
Student
Early finishers.
Make or finish their envelope for their letter. Students will be sitting
in the circle and
Create a Vienn diagram to compare an informal and students will ask each
formal letter. other the prompt
using the prompt
Task cards.
**Self-assessment tool
Teacher

Facilitate a class discussion on possible answers.

Encourage students to develop a link to their writing
goal.

Student

Students to complete self-assessment tool and paste in

their writing book underneath todays work.
 Term 2, Week 2 Transactional Writing, 2017
Learning Intention Warm Up
& Success Criteria Purpose to engage students
1 - Text type Email 5 mins
Task
Learning Intention: Creative Connections
We are learning to
discover the purpose Teacher
Write a blend on the
of using an email.
whiteboard. students work in
pairs and write as many words
Success Criteria: Ill
on their white board that
know Ive got it when I
contain that blend in a 2
can explain why minutes.
people use email. Student
In pairs, write on the
whiteboard as many words
that contain blend in 2 mins.
2 - Text type Email
Students can create their own
Learning Intention: pretend email address on a sticky
note and put them on the board
We are learning to
so all students can see each
identify the structure
others address for the main
elements of an email. activity.
Success Criteria: Ill Eg
know Ive got it when I MrMenzies@RollinsPS.com.au
can write an email
using correct structure
3 Text type list What would you take?
Learning Intention: In pairs using the white board.
Introduction
Identify & articulate the writing
Discussion points
Structure
Look at a blank email and discuss
similarities and differences in structure
between what they see and what they
learnt about letters
Discuss the advantages/disadvantages,
similarities and differences of email
compared to letter.
Discussion point
Language
Discuss difference between the
language we would use writing to a
friend or the principal.
Look at the different ways students
listed their items they would take
Student Learning Activity Share/ Reflection
Purpose explicit teaching Purpose evidence of learning
Open blank email and look at the features of an Students share their email
email to the class and I try and
answer questions from
Shared writing task
their email.
Write an email and send it to Lauren/Mr.
Gather feedback on the use
White/me
of PowerPoint in my
Wait for a reply, while waiting for a reply, teaching.
students can do a group activity.
Students to use a template
In pairs, students write an email using the
template asking questions they would like to to help answer .
know about me.
Students use blank email template and write
emails to each other
students need to fill in all the required
information.
Students then pass it onto the person they are
sending it to and wait for a reply.
Students can write as many emails as they like
Students are to use catalogues and create a list Students can share their
of 20 things they would take if they had to live work.
in outer space.
We are learning to Give children different
understand the scenarios/destinations and ask
purpose of list writing. them for the five top things
Success Criteria: Ill they would take with them:
know Ive got it when I
can write a list for the Desert island
correct purpose. Arctic Circle
On a 5-person boat
across the Atlantic
Ocean.
On a one-person boat
To the top of a
mountain.
4 Text type What would you take?
Invitation
In pairs using the white board.
Learning Intention: Give children different
We are learning to scenarios/destinations and ask
write an invitation. them for the five top things
they would take with them:
Success Criteria: Ill
know Ive got it when I Desert island
can use the correct Arctic Circle
structure when writing On a 5-person boat
an invitation. across the Atlantic
Ocean.
On a one-person boat
To the top of a
mountain.
To an imaginary place maybe
one in a book you are reading
at the moment.
Brainstorm and discuss ideas on why
we would use a list Students need to write the item in a list form
and cut and paste items into their writing book.
Brainstorm all the different list we have
seen? Extension students can work out the cost of
their items
Look around the classroom and identify Low: students can select only 10
any lists?
Look at an invitation and identify key Students to create an invitation to their Students can share their
characteristics. birthday party. invitation.
Tell invitees about the guest of honor Ensuring they are using correct structure.
and the host.
Once students finish they can colour and
There are five main elements to any decorate.
invitation,. ...
1. Who is the invitation for..
2. Explain what the invitation is
for. ...
3. Tell guests when the party will
be. ...
4. Remember to tell your guests
where to go. ...
5. Request that guests RSVP.
The term RSVP comes from the French
expression "rpondez s'il vous plat",
meaning "please respond".
 Term 2, Week 3, 2017
Learning Intention Warm Up Introduction Student Learning Activity Share/ Reflection
Identify & articulate the writing Purpose explicit teaching Purpose evidence of learning
& Success Criteria Purpose to engage students

1 Text type Poster/flyer What would you take? Using the PowerPoint, brainstorm Create a poster/flyer for their birthday party Students can share their
and discuss the different types of The poster will be used to advertise their poster and discuss the
Learning Intention: We are In pairs using a white board. Give posters we can create. party at school. things they liked and the
learning to create a poster children different challenges they faced
scenarios/destinations and ask
Success Criteria: Ill know them for the five top things they
Ive got it when I can would take with them. Students
create a poster and explain are to use the list structure they
when we use poster. have learnt.

Desert island
Arctic Circle
On a 5-person boat
across the Atlantic
Ocean.
On a one-person boat
To the top of a mountain.

2 Select appropriate 5 mins Quick recap of the different Students match the text type to the scenario Students to share their
Transactional text for Task transactional texts we have learnt and justify why they chose the particular text answers.
scenario Creative Connections type.
Go through activity and explain
Learning Intention: We are Teacher what to do.
Write a blend on the whiteboard.
learning to select the
students work in pairs and write
correct transactional text as many words on their white
for the right scenario. board that contain that blend in a
2 minutes.
Success Criteria: Ill know Student
Ive got it when I can select In pairs, write on the whiteboard
the appropriate text type as many words that contain
for a particular scenario blend in 2 mins.
3 Demonstrate their 5 mins Go through the multiple Students to complete multiple intelligences Discuss any challenges and
learning Task intelligences summative summative assessment task. questions students might
Creative Connections assessment. have.
Learning Intention: We are
learning to show our Teacher Brainstorm possible answers to
learning in different ways Write a blend on the whiteboard. each scenario.
students work in pairs and write
Success Criteria: Ill know as many words on their white Go through the rules and discuss
Ive got it when I can board that contain that blend in 2 what these rules look like.
complete the multiple minutes.
intelligences assessment to Student
show what I have learnt In pairs, write on the whiteboard
as many words that contain
blend in 2 mins.
4 - Demonstrate their Student to continue the assessment task.
learning
Students are to hand in all the answers to
Learning Intention: We are their multiple intellengences.
learning to show our
learning in different ways

Success Criteria: Ill know

Ive got it when I can
complete the multiple
intelligences assessment to
show what I have learnt