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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
PART A: RATIONALE

The Grade Five students will be using Wheatley and Rawlins (2008) book My Place as the basis to form their own Information Narrative. The students
have been studying convicts in their Inquiry Unit during the term (Victorian Curriculum and Assessment Authority [VCAA], 2017). They will use the information
that they have acquired through that unit to help form the basis of their Information Narrative (Seely Flint, Kinston, Lowe & Shaw, 2015). In a previous writing
task, students have demonstrated that they understand the basic structure of an Information Narrative. For this reason, the lessons are planned to have a
revision of structure before learning to write creatively using noun groups. At the conclusion of the unit, students will each write their own Information
Narrative, as though their family was a convict and these will be collaborated to create a classroom version of My Place.

The chapters from My Place that will be used throughout the unit are: 1798, 1808, 1818 as well the video Convict (Australian Children's Television Foundation
and Education Services Australia Ltd [ACTFESA]; Wheatley & Rawlins, 2008). These chapters each speak to the theme of convicts whilst being written as an
Information Narrative. Throughout My Place, Information Narratives are used regularly as this is the way in which many of the characters share their own
journey. By working on an Information Narrative, it provides students with the ability to use information that they already know, such as their own family unit
and the facts they have found from their inquiry unit about convicts to create a story. This provides students with an opportunity to demonstrate that they
understand the main themes that happened during the time that convicts settled in Australia. However, it also provides them with an ability to be creative and
demonstrate their writing abilities.

The first lesson will be a summary of the structure of the Information Narrative to remind students what is expected as they plan for their writing. The students
will be introduced to the My Place book with the chapter 1788. As a group they will revise which parts make up the structure of the Information Narrative. To do
this students will create a skit to demonstrate their understanding of each part of an Information Narrative. This supports children's literacy and oral skills and
ensures that they have understood the various parts of an information narrative (Gleeson, 2007). This technique also allows for students to enter in at their own
level. Students at a lower level can act out what is written, while higher order thinkers may choose to create extra information to the story, based on what is
written (Gleeson, 2007). By starting with a revision of the structure, it provides students with an expectation of what they will be required to complete by the
end of the unit.

The following lessons will be focused on making sure that students are writing interesting creative Information Narratives. For this reason, noun groups will be
the central teaching focus of this writing unit. Understanding how noun groups are written and allowing opportunities for students to practice will support
students to write creative and interesting work (Musgrave & Parkinson, 2014). During year 4 students were introduced to the ideas of noun groups, this will be
an opportunity for students to gain a deeper understanding of the parts of noun groups and how to best incorporate it into their writing. Students will learn how
to create sentences using descriptors and qualifiers to enhance their writing. In their Inquiry Unit, students have created word posters around the theme of
convicts, this will assist them as they write their Information Narrative. Once students understand the parts that create a noun group, they will use this to create

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

interesting character and setting descriptions. The fifth lesson allows for students to start working on their story line by drafting a complication and resolution.
Students will then have a series of 5 lessons to draft, write and publish their final piece.

Throughout the unit of work, the Gradual Release Responsibility of Model will be used. Each class will begin with the teacher demonstrating the writing task to
the class; this is often done as shared writing before the children work in pairs or individually. Students who are taught in this way are much more likely to
understand and comprehend the topic and what is required (Crosse, 2007; Seely Flint et. al., 2015). This means students will be confident in their own abilities.
The purpose of focused instruction is to guide the students through the process before at doing it on their own (Fisher & Frey, 2013). After students have learnt
to write more interesting writing for each of the different sections, they will be able to put what they have learnt into their final piece.

Students will participate in shared reading as a way to improve their oral skills. This strategy helps students no matter their reading ability. Students with limited
verbal abilities can improve, while it can help other students become more fluent in their reading (Seely Flint et. al., 2015). This will further support English as
additional language or dialect (EAL/D) students as they will have an opportunity to create meaning between written words and their pronunciation. Both shared
reading and writing helps the students to participate in instructional teaching with the teacher (Seely Flint et. al., 2015). Furthermore, EAL students benefit from
being able to actively communicate and workshop their ideas (Leung & Creese, 2010). For this reason, incorporating thinking routines such as Think Pair Share
allow for students to be able to verbally communicate their ideas before writing them down.

This curriculum has been developed with an understanding that every student has different academic ability. Leung & Creese (2010) states the importance of
"developing a curriculum responsive to the language needs and abilities of all pupils" (p.18). For this reason, there are two learning intentions for the unit to help
have realistic expectations of students who may be struggling, this will help them not feel overwhelmed by the task (Leung & Creese, 2010). As all students have
different needs, every activity allows for differentiation where students can advance themselves as the write creatively or do the bare basics as they learn (Seely
Flint, et. al., 2015). Therefore, a student who is advanced, can write more creative descriptions, while a student who is struggling can use the basic framework.
Even though there will be a focus group running throughout each lesson, it is important not to segregate students regularly as this can make them feel less
important in the classroom (Leung & Creese, 2010; Seely Flint et. al., 2015). Students that require more support will be provided with worksheets that can
scaffold their writing and a range of word posters are available around the classroom for the students to use.

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

PART B: LESSON PLANS

LITERACY UNIT PLANNER


Year Level: 5 Term: 3 Date: August 7-20
TOPIC: CONVICTs – MY PLACE 1798,1808,1818 TEXT TYPE: Information Narrative
Instructional Strategies ELEMENTS OF Structure:
TEXT TYPE: ▪ Orientation
Gradual Release of Responsibility Model
▪ Complication
Read to
▪ Resolution
Shared Reading
Guided Writing Inclusion of facts and fiction
Shared Writing Descriptive Language Features including noun groups
Independent Writing First-or third- person pronouns
Mini Lesson Dialogue
Tense changes - present tense in dialogue, past tense in the remainder of the text.

Assessment : Observations Thinking Routines: Generate, Sort, Connect, Elaborate


Roving Conference Class gallery
Rubric for process and final piece (see appendix) Read Write Think
TAG Feedback
Think Pair Share
See Think Wonder
What makes you say that?
Chalk Talk

Topic Specific Language for the Unit of Work: Major Resources for the Unit of Work
Information Narrative: Orientation, Complication, Resolution Wheatley, N. (2008). My Place. Newtown, Australia: Walker Books Australia.
Noun Groups: Pointer, Quantifier, Describer, Classifier, Noun, Qualifier Australian Children's Television Foundation and Education Services Australia Ltd, (2011). My place for teachers.
Convict, First Fleet, colony, guilty, stolen Retrieved from http://www.myplace.edu.au/home.html
Landbeck, N. (2013, 5 May). Noun groups [Video file]. Retrieved from
https://www.youtube.com/watch?v=F1QJRp_QF58
Literacy Unit Learning Intention: Learning Behaviours: Success Criteria for the Unit:
In this unit, we are learning to write an information narrative C3 Before Me I am doing well if I understand the parts that create a noun group.
using all the correct features. Growth Mindset I am doing well if I understand the structure of an Information
EAL/ Low writing students: In this unit, we are learning to write Back of Book (BOB) words Narrative.
an information narrative using some of the correct features. Editing Guidelines I am doing well if I can describe characters and settings using noun
Active Listening groups.
We are learning to make our writing descriptive with the use
of noun groups.
EAL/ Low writing Students: We are learning to make our writing
descriptive as we learn about the features of noun groups.

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

Intention Introduction Mini Lesson Whole Class Focus Group Share

Lesson 1 of 10 Students use "Think Pair Revise the sections Students work in High writing group: Students sit in a circle.
Share" to revise what which make up a partners to read My Students read My Place Teacher calls out pairs to
perform their skit. Teacher
makes an information narrative, based off Place 1798 and create a 1798 and each group
We are learning the encourages active listening
narrative unique. sharing. skit of either the works out an to give the class a basis to
language of an introduction, alternative beginning analyse as a class which
information narrative. Read My Place 1788 complication or or complication or part of the story it is and
identify which scenes resolution.^ resolution and create a what features make it that
make up the skit. part. Teacher encourages
introduction, students to voice opinions
and ideas.
complication,
resolution.

Lesson 2 of 10 A game of snowman Use Noun Group Provide students with Low writing students: Teacher has three
(previously known as Youtube Clip to containers that that Students are provided students share a
We are learning the
hangman) to make a reintroduce the each have a selections with picture and word sentence. Other
parts that make up a
whole sentence. After concept of noun of verbs, adjectives, cards to create a students need to show
noun group.
the sentence is found groups.** nouns.**** Students sentence. They will active listening and
identify what parts use these words to then go through each identify what parts of a
Show a sentence from
make up a noun group.* write 5 of their own part of the noun group noun group is each
My Place 1798*** and
sentences. and how they fit into a sentence.
have students identify
sentence.
which word is what Students then use at
part of the noun group. least one of these
Discuss ways to alter sentences to form a
the parts of the paragraph.
sentence.

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

Lesson 3 of 10 Teacher will describe a Watch the My Place: Individually, students Low Group: Teacher Gallery Walk: Every
student in the class, Episode 20. Focus on will write a paragraph works with students to person will put their
We are learning to
without using their character of Liam. Ask that describes a brainstorm specific description and
create interesting
name, using noun questions that make member of their family noun groups that apply drawing together on
character descriptions
groups. The class will students think of ways as if they were living in to their families and the table. The class will
using our knowledge of
guess who the teacher to describe Liam. the early 1800's. Use of the theme of convicts. walk around each
noun groups.
is describing. Repeat noun groups must be Teacher oversee table, when the teacher
Through Shared Writing
multiple times.۶ evident. writing of the decides there has been
create a paragraph that
paragraph. enough looking, they
describes the character In pairs, they will read
will stop the students.
of Liam. Make focus on their paragraph and
Students will write 3
using noun groups: have the other person
positives and 1
identifying each part as draw what they see
improvement for a
the sentence is written. based on the
class member.
description.۶۶

Lesson 4 of 10 Word Poster: Students As a class students will A variety of images Middle Focus Group: Teacher will choose
to brainstorm adjectives do a brainstorm using that represent the era Teacher works with one or two students
We are learning to that can be used as part See, Think, Wonder of convicts will be given students to enhance that have written
create interesting of a noun group that routine on boat image. to children. Students their writing by doing quality paragraphs and
settings using noun describe setting of a ٦ will use See Think the See Think, Wonder have them share their
groups. convict era. Wonder thinking routine with them and writing. The class will
Using shared writing
routine to write up a scaffolding through engage in a discussion
together create a
creative setting guided writing. of the noun group
paragraph on that
description, using noun features used and what
image, ensuring noun
groups as their basis. makes it quality
groups are used to
writing.
describe.

Lesson 5 of 10 Students will be Teacher will show a Students will use Low Focus Group: Work Students will use Think,
provided with My Place number of ‘Generate, Sort, with students to Pair, Share to discuss
We are learning to 1818 story in cut up complications and Connect, Elaborate’ discuss possible with each other what
create an interesting pieces. In pairs, they resolutions from thinking routine to options. Use shared they have worked on
complication (and will identify the parts different stories.٥٥ As a brainstorm their writing to create a during the class. They
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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

resolution) using noun that make the class do compare and complication and complication that could will provide TAG٥٥٥
groups.٥ introduction, contrast: what makes resolution. be written into their feedback for each
complication and each one unique? How story. other.
resolution. are noun groups used? Students will have time
to do Individual Writing
to start creating their
own complication

WORD COUNT TOTAL: 2 126

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

APPENDICES:

^Skit must use part of the book but may be expanded to create a more comprehensive story.
* With noun groups looking at pointer, describer, quantifier, classifier, qualifier. As part of these there is a focus on adjectives and descriptive language.
** Youtube Clip: https://www.youtube.com/watch?v=F1QJRp_QF58

*** This is an example of the activity. Use words that students have come up with around the theme of convicts.
****Sentence wxample: "The judge put me in gaol because I stole a jacket."
۶If students feel confident, they can have a go at describing, rather than the teacher doing it all. this also supports their oral language development.
۶۶Students can then use this picture as a way to add to their description. This is a self-assessment check - are the words I am using describing what I want people
to imagine?

٦ Image suggestion.

٥This lesson can be focused on just complication for students at a lower writing level. However, students who are capable can work on their resolution.
٥٥Suggested stories include: Patch Parker: Son of a convict by Kay Crabb; You wouldn’t want to be an 18th century British Convict by Meredith Costain; Convict
Labourers by Carmel Reilly. However, any suitable book can be chosen.
This activity can also be used for multimodal texts by having the students write out the complication that they saw.
٥٥٥TAG Feedback: Tell something positive, Ask a question, Give a suggestion

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

Learning Behaviours:

Students have been working on their Growth Mindset, this will be emphasised in each class.
Back of Book (BOB) Words are words that students have gotten wrong in their writing previously and have started to create their own dictionary of words.
Students must utilise these as they write.
C3 B4 Me: Students know if they have a question, they must consult three other resources (books/people etc) before asking the teacher.
Editing Guidelines: Students need to go through and edit their own work before showing the teacher. Each student has a copy of this in their book.

Assessment:

Assessment for this task will take place throughout the writing process with observational notes and roving conferences as required. Students will be marked on
the way they work in the whole process of the task not just the final published piece. For this reason the rubric will look both at how the student went about
planning, writing and editing their work, while the second part of the rubric will be used on the final piece. This rubric will be modified from Wing Jan (2009) book
Write Ways pages 263-264 (this will be slightly altered to emphasis the use of noun groups in the writing: Students understand each part of the noun group).

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EDLA309 Literacy Education 2_2017 Laura Bennett S00142516

REFERENCES:

Australian Children's Television Foundation and Education Services Australia Ltd. (2011) My place for teachers: Episode 20, 1818: Charles.
Retrieved from http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1818/2/the_convict.html
Australian Curriculum Lessons (2017). Nouns, verbs and adjectives [Picture]. Retrieved from
https://www.australiancurriculumlessons.com.au/2014/05/18/nouns-verbs-adjectives-lesson-plan-years-234/
Crosse, K. (2007). Introducing English as an additional language to young children: A practical handbook. London: SAGE Publications Ltd. doi:
10.4135/9781446214893.n5
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility, 2nd Edition.
ASCD. USA: Association for Supervision and Curriculum Development.
Landbeck, N. (2013, 5 May). Noun groups [Video file]. Retrieved from https://www.youtube.com/watch?v=F1QJRp_QF58
Leung, C., & Creese, A. (2010). English as an Additional Language Approaches to Teaching Linguistic Minority Students. London: SAGE
Publications.
Musgrave, J., & Parkinson, J. (2014). Getting to grips with noun groups. Elt Journal, 68(2), 145-154.
Pintrest. (2017) Editing guide for classroom. Retrieved from https://i.pinimg.com/736x/3d/38/3f/3d383f34baa24430abf36f84dc0f03f8--
curriculum-homeschool.jpg
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2015). Literacy in Australia: Pedagogies for engagement. Milton, Qld: John Wiley & Sons
Australia Ltd.
Sydney Living Museums. Convict Sydney exhibition. [Picture] Retrieved from https://sydneylivingmuseums.com.au/stories/convict_sydney-
exhibition
Victorian Curriculum and Assessment Authority (2017). History: Historical knowledge. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=5-6&search=9dea78ca-6e45-4130-90ae-
544feb2349bb
Wheatley, N., & Rawlins, D. (2008). My Place. Newtown, Australia: Walker Books Australia.
Wing Jan, L. (2009). Write ways: Modeling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press

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