Shieta 17749154 Edpr3001 A2

Norhan Shieta EDPR3001 Assignment 2 Student ID: 17749154
EDPR3001 - Three Week Plan for English (Y5) Incorporating (HASS). Time allocation per week is approximately 11 hours 40 minutes.
Group members: Alexander Wilson, Farahdiba Nabizadeh, Helen Parish and Norhan Shieta
Students’ Needs
Reading:
● Comprehension of informational texts needs to be improved.
● Comprehension of fictional texts needs to be improved for most groups.
● Expose all students to new vocabulary.
● Decoding could be extending for some groups and further developed for others.
Writing:
● Students need to be exposed to various forms of texts that are engaging and purposeful, as well as authentic.
● Spelling needs to improved through various strategies such as word works, incorporating poems, semantics, phonics and etymology.
Curriculum foci (English) Curriculum foci (subject)

State the specific aspects of the curriculum to be covered State the specific aspects of the curriculum to be covered
● (ACELA1504) texts vary in purpose structure and topic and as well ● Key values that underpins Australia's democracy, including freedom, equality,
as the degree of formality. fairness and justice (ACHASSK115).
● (ACELA1505) Understand that the starting point of a sentence gives ● The nature of convict or colonial presence, including the factors that influenced
prominence to the message in the text and allows for prediction of patterns of development, aspects of the daily life of the inhabitants (including
how the text will unfold. Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment
● (ACELA1508) Understand how noun groups/ phrases and adjective changed (ACHASSK107)
groups/phrases can be expanded in a variety of ways to provide a
fuller description of the person, place, thing or idea.
● (ACELT1609) Present a point of view about a particular literary text
using appropriate metalanguage, and reflecting on the viewpoints
of others.
● (ACELY1699) clarify understanding of content as it unfolds in
formal and informal situations, connecting ideas to students own
experiences and present and justify a point of view.
● ACELY1700 Plan, rehearse and deliver presentations for defined

audiences and purposes incorporating accurate and sequenced
content and multimodal elements
● ACELY1705 Reread and edit own and others work using agreed
criteria for text structures and language features
Curriculum integration (describe how you will integrate the foci of the two curriculum subjects)
● Reading- the use of books that relate to colonialism and the everyday lives of Indigenous people and settlers to enhance student interest in the subject and
expose them to new vocabulary words they will encounter throughout the unit. This will also introduce them to new vocabulary as well as provide the
students with an opportunity to become familiar with informational texts and develop their comprehension skills.
● Students will engage with texts that represent both indigenous and colonial point of view.
● Writing- the use of functional literacy to produce an informational text on an historical event or period in Australian history
● Using personal experiences to look at historical events and compare and make connections to current society.
Objectives: (identify what you expect students to be able to do/ to know by the Assessment:
end of the three week program – writing, reading, word level) ● Diagnostic- brainstorming, questioning, observations, checklists based off
By the end of the three week program students will be able to: year 4 curriculum and concept maps to assess student prior knowledge.
 Produce an informational text on a historical event. ● Formative- creation of a Venn diagram comparing past and present
 Research and obtain relevant information based on a historical event. Indigenous lives, small written passages and paragraphs, observations,
 Compare and make connections between historical events and current creation of persuasive text and incorporation of new vocabulary learnt in
society. writing.
 Understand the purpose and structure of an informative text. ● Summative- Students plan, write, edit and present a debate to the class.
Key Questions
 How did the Aboriginal and Torres Strait Islander people live before Europeans came to Australia?
 Why did the British seek to colonise Australia?
 Who was affected by European colonisation, and how?
 Are Indigenous lives of the past and present different, similar or the same?
 How and why do authors reflect on purpose, text structure and audience when writing?
 How do good writers use a range of language features to create engaging and exciting texts?
 What is a persuasive text?
 What defines a persuasive text?
 What type of language is used in informative and persuasive texts?
Resources/Strategies: Provocation/Stimulus
 Tom Appleby by Jackie French This unit of work consists of learning experience that encourages students to
 First Australians First Australians, they have come to stay
make connections with their society by incorporating authentic Images that
https://www.youtube.com/watch?v=oTJG8AJ_tDs promote students’ critical thinking. Using YouTube clips such as the first fleet
 Side by Side by Allen Tucker documentary, the story of a child convict and closing down Aboriginal
 Beth The Story of a Child Convict communities allow student interest to be captured at the beginning of a learning
https://www.youtube.com/watch?v=P4qgyNDUiVI experience. Students are growing in a Digital world therefore incorporating ICT
 OREO persuasive text structure such as using I Pads as a stimulus during a lesson allows students to be further
 PEEL paragraph structure engaged and develop their ICT skills.
 Persuasive writing YouTube clip
https://www.youtube.com/watch?v=hD9arWXIddM
 Closing Down Aboriginal Communities in WA
https://www.youtube.com/watch?v=tNuqMCLlGNY.
Week 1
Time allocation: Key questions for the week.

o 60 mins per day – literacy/ English hour
o 20 mins per day – reading class novel  Why did the British seek to colonise
o 30 mins per day – literacy concepts – cross curricular – note taking; debating etc. Australia?
o 15 mins per day – free writing  How does adding a prefix or suffix change a
o 15-20 per day – free reading/ directed silent word?
 How did the Penal colonisation affect
Indigenous people?
English Literacy activities 60min Class Reading: Whole class 20min: Read novel Tom
Below are the English and HASS integrated learning activities that students will complete throughout the week: Appleby Jackie French to students outside of the
Note*: some learning experience may take more than one lesson to complete. classroom or in the library for 20min each day.
Learning experience 1(60min): As a class read Tom Appleby by Jackie French. While reading the book discuss the text and take
Discuss with the class what the British settlement is and life in Europe at the time might have been or felt like at note of new vocabulary that may be introduced,
the time. explain the meaning and add to the word wall
Create a mind map on the board to record the students’ prior knowledge about the British settlement. Using the which will be developed over time.
terminology students come up with for the mind map, as a class explore their definitions, synonyms, prefixes, Free reading 20min: Students will read a text of
suffixes and the root words, word families of the terminology that students come up with. their choosing.
As a class watch Beth the story of a child convict. In groups think and discuss about the differences and similarities
between Beths’ and Toms’ story.
Add any new or interesting words students come across throughout this lesson.
This learning experience is introducing students to the beginning of the British settlement; and determining their
prior knowledge. Students will be engaged in modelled and guided reading throughout this learning experience. By
exploring, participating in class discussions and listening to other students’ opinions of each text; students are
exposed to different points of view and how it impacts them as readers and viewers. (L, S and V)
Learning experience 2 (60min): In the previous learning activity students looked at the British settler’s point of Class Spelling:
view with being transported and arriving in Australia. This learning experience student’s will be exposed to the For groups one and two words of interest that have
First Australians side of the story. They will look at two different modes of text and explore and compare how the be discussed throughout learning activities and
Indigenous people of the past and present feel. various reading sessions will be drawn from the
Students will watch First Australians First Australians, they have come to stay word wall developed by students. Students will
https://www.youtube.com/watch?v=oTJG8AJ_tDs complete spelling activities during one lesson per
As a class discuss the Indigenous people’s perspective of when the settlers came to Australia, discuss how they felt week.
and compare it to how the British settlers felt when they first arrived. Groups three, four and five will use the words of
In groups Students will read Jack Patten’s opening address to the Day of Mourning protest on 26 January 1938 and interest developed by students from the word wall
create a brainstorm of how Indigenous people felt in the past during the British settlement. and various reading lessons throughout the learning
Individually they will complete a Venn diagram compare how indigenous people felt in the past and present. They activities. Students will use these words to complete
will look at the differences and similarities. (V, L, S and C) word sort activities such as similar spelling patterns,
*Learning experience 3 (one to two lessons): By this learning experience students will have explored what Penal syllables, prefixes and suffixes.
colonisation means from the two sides of Australia. During this learning activity students will form opinions of
their own of the colonisation of Australia and the positive and negative effects it had.
Using the Venn diagram and brainstorm they have created from previous activities, students will use them to plan
Free writing: Using an image to prompt writing
and write a passage of their opinion of the Penal colonisation and convict transportation. Students will be
students will be encouraged to practice writing a
encouraged to explain and justify their reasoning behind the opinions they have formed so far.
persuasive text about a topic of their choosing,
Key questions:
making sure to use the correct structure, grammar,
 What is your opinion of the Penal colonisation?
punctuations and spelling.
 Was it a good or bad event for the settlers and Indigenous people
 Why do you think so? Provide some evidence using your completed brainstorm and Venn diagram.
(C and S)
Learning experience 4 (60min): As a class read one story from Side by Side by Allen Tucker.
Students will be reintroduced to the new terminology they have come across so far in the various texts they have
studied such as:
Convicted, freedom, slavery, transportation, colonialism, invasion, assimilation and settlement. As a class will be
displayed on the board, as a class discuss the root words for these vocabulary.
In Pairs students use a dictionary to find the meaning and record it in their English books. (L and S)
Guided Reading:
Group 1: Focus comprehension of informational Text and fluency.
Begin by introducing the title, author, front and back covers, and take a brief look through the text.
Students will predict what the text will be about; record their answers on a sheet of paper. Prior knowledge will be
tested through inquiry students identify text type, purpose, knowledge and personal world connections to topic.
Underline and discuss new vocabulary seek meanings to develop fluency and comprehension by looking at the
glossary. Students will read pages a few pages and be prompted to seek visual, syntactic and semantic clues as
modelled. Read all additional information boxes to further aid comprehension of the text. Discuss students' early
predictions, did they predict correctly? What helped them? Use the who, what, when, where and how model
questions to develop students comprehension of the text which will lead to further discussions.
Group 2: Focus comprehension of informational text and vocabulary.
tested through inquiry; students identify text type, purpose, knowledge and personal world connections to topic.
glossary. Students take turns to read and are prompted to seek visual, syntactic and semantic clues as modelled.
Read all additional information boxes to further aid comprehension of the text. Discuss students' early predictions,
did they predict correctly? What helped them? Use the who, what, when, where and how model questions to
develop students comprehension of the text which will lead to further discussions.
Group 3: Focus Comprehensions of informational text and vocabulary.
glossary. Students take turns to read and are prompted to seek visual, syntactic and semantic clues as modelled.
Read all additional information boxes to further aid comprehension of the text. Discuss students' early predictions,
did they predict correctly? What helped them? Use the who, what, when, where and how model questions to
develop students comprehension of the text which will lead to further discussions.
Group 4: Focus Comprehension of informational text and fluency:
glossary. Students take turns to read individually and as group to develop fluency. They will also be prompted to
seek visual, syntactic and semantic clues as modelled. Read all additional information boxes to further aid
comprehension of the text. Discuss students' early predictions, did they predict correctly? What helped them?
Use the who, what, when, where and how model questions to develop students comprehension of the text which
will lead to further discussions.
Group 5: Focus comprehension of informational text and fluency
To expand their vocabulary underline and discuss new vocabulary seek meanings to develop fluency and
comprehension by looking at the glossary. To extend their fluency students take turns to read and are prompted
to seek visual, syntactic and semantic clues as modelled. Read all additional information boxes to further aid
comprehension of the text. Discuss students' early predictions, did they predict correctly? What helped them?
Use the who, what, when, where and how model questions to further develop students comprehension of the text
which will lead to further discussions about the topic.
Inferential questions will be used with group five to develop their comprehension skills of informative texts.
Literal questions will be used with groups one, two, three and four to develop their comprehension skills of
informative texts.
Key
S- speaking, L-listening, C- creating and V-Viewing

Week 2
Time allocation Key questions for the week.

o 60 mins per day – literacy hour  What is a persuasive text?
o 20 mins per day – reading class novel  Where in our society can you see persuasive
o 30 mins per day – literacy concepts – cross curricular – note taking; debating etc. texts?
o 15 mins per day – free writing  How do we construct a paragraph?
o 15-20 per day – free reading/ directed silent  What format/structure do we use to
construct a persuasive text?
English Literacy activities 60min Reading:
Below are the English and HASS integrated learning activities that students will complete throughout the week:
Whole class 20min: Read novel Tom Appleby Jackie
Note*: some learning experience may take more than one lesson to complete.
French to students outside of the classroom or in
Learning Activity 1 (60min):
the library for 20min each day. While reading the
Students will look two types of persuasive texts an image with a message and a written debate about indigenous
book discuss the text and take note of new
people freedom. They will examine how the text structure, purpose and language can be used and how it is
vocabulary that may be introduced, explain the
different to each text type. As a class, complete the Venn Diagram by comparing the imaginary text about the
meaning and add to the word wall which will be
Penal colonisation to the informative text (prompt students with key questions). In pairs students will brainstorm
developed over time.
of the types of persuasive texts students encounter in their everyday lives, this can include advertisements, images
Free reading 20min: Students will read a text of
or speeches made by politicians (creatively). They will explore what it is, its purposes and where they may have
their choosing.
encountered forms of it in our society. Students will examine how the language used in a persuasive text can be
used to persuade readers about a particular topic. (V, L and S)
Learning Activity 2 (60min): Students will look at identifying facts and opinions in texts. Students will discuss the
meaning behind facts and opinions; they will explore what each word means and other vocabulary that is
associated (Synonyms and antonyms). Students will watch First Australians, They have come to stay and Beth The Class Spelling:
For groups one and two words of interest that have
Story of a Child Convict, in groups students discuss if the clip is informative or imaginative and how do they know?
be discussed throughout learning activities and
Individually students will look at a passage from the class novel Tom Appleby and identify if the author is
various reading sessions will be drawn from the
expressing facts or opinions, they will be encouraged to record their answers and justification as to why they think
word wall developed by students. Students will
the passage is conveying a fact or opinion (Appropriately). (V, L and C)
Learning Activity 3 (60min): As a class discuss paragraph structure. Students are explicitly taught the paragraph complete spelling activities during one lesson per
format in the form of: Point/purpose, Explain/ Evidence, Evaluate and Link (PEEL model). week.
Read a paragraph to the students that has the sentences mixed up, after reading, ask the students: Groups three, four and five will use the words of
 Do you think this paragraph flows smoothly? Why or why not? interest developed by students from the word wall
 What is wrong with the way this paragraph is structured? and various reading lessons throughout the learning
 How might these problems be fixed? activities. Students will use these words to complete
Working in groups students will be given individual sentence cards that make up a paragraph. They will be tasked word sort activities such as similar spelling patterns,
with identifying and rearranging the sentences to be in the correct order while discussing the reason for why they syllables, prefixes and suffixes.
have chosen that order.
This learning activity will encourage students to look at the starting point of a sentence which will give prominence Free writing: Using an image to prompt writing
to the message in the sentence and allows them to predict the next sentence. (S, L and C) students will be encouraged to practice writing a
*Learning Activity 4 (one to two lessons): This learning activity will draw on students’ knowledge of how to persuasive text about a topic of their choosing,
construct a paragraph from the previous lesson. As a class revise the content of the unit so far and watch the making sure to use the correct structure, grammar,
persuasive writing YouTube clip and discuss the different points of view, types of persuasive texts and the punctuations and spelling.
language features used in this particular text.
Students will be introduced to the persuasive text structure: Opinion, Reason, Example and Opinion (OREO
model). Have a class discussion about freedom during the Penal colonisation of Australia, discuss the word family
and root word of the term freedom (Naming). Using the OREO model as a guide, students will use write
persuasively about freedom suing their already formed opinions from the previous week’s findings and discussions
(Approprately). (V, C, S and L)
Guided Reading:
This guided reading will be a whole class activity; it also has the potential to be extended to more than one lesson.
As a whole class student’s will discuss the various camera angles used is visuals clips such as Wide shot, long shot,
close up, birds-eye -view, High angle, and low angle. To help students remember each camera angle discussed as a
class each camera angle and shot will be displayed on the board. In their guided reading groups students will
receive a paragraph from the class novel Tom Appleby by Jackie French. Working in pair within their guided
reading groups students deconstruct each sentence to match with a camera angle or shot. Students will be asked
to sketch their work and be able to justify their reasons for choosing a particular camera angle or shot.
Key

Week 3
Time allocation Key questions for the week

o 60 mins per day – literacy hour  How is a debate a type of persuasive
o 20 mins per day – reading class novel text?
o 30 mins per day – literacy concepts – cross curricular – note taking; debating etc. 
o 15 mins per day – free writing
o 15-20 per day – free reading/ directed silent
English Literacy activities 60min Reading:
Below are the English and HASS integrated learning activities that students will complete throughout the week:
Whole class 20min: Read novel Tom Appleby Jackie
Note*: some learning experience may take more than one lesson to complete.
French to students outside of the classroom or in
Learning experience 1(60min): This learning experience will create an opportunity for students to think critically
the library for 20min each day. While reading the
about their point of view on the Penal colonisation. As a class discuss the types of persuasive texts mentioned in
book discuss the text and take note of new
previous lessons ask students:
vocabulary that may be introduced, explain the
 What do they all have in common?
meaning and add to the word wall which will be
Students will watch the political debate about Indigenous people freedom with regards to their communities
developed over time.
‘Closing Down Aboriginal Communities in WA’, students will be asked to discuss the various point mentioned in
Free reading 20min: Students will read a text of
the debate.
their choosing.
https://www.youtube.com/watch?v=tNuqMCLlGNY.
Discussing the two sides of these political debate students will gather into mixed ability groups, based on whether
they are for or against the closure of Indigenous communities’ students will begin to construct a persuasive text
which they will use as a foundation for a debate. (S, L, V and C)
*Learning experience 2 (one to two lessons): During this learning experience students will use I Pads to research, Class Spelling 15-20min:
For groups one and two words of interest that have
plan and draft their written component of their debate. Students will be given the opportunity to include images,
be discussed throughout learning activities and
video clips and sounds they believe will enhance their justification to their debate. This will allow them to explore
various reading sessions will be drawn from the
multimodal forms of persuasive texts. They will be encouraged to reread and edit their own and other group
word wall developed by students. Students will
members work. (L, S, and C)
*Learning experience 3 (one to two lessons): This learning activity will provide students an opportunity to present complete spelling activities during one lesson per
and debate as groups and portray their opinions on the closure of Indigenous communities in Western Australia to week.
the class. Each students will debate will not only include their opinion but they will also incorporate facts and Groups three, four and five will use the words of
visual images or YouTube clips to justify their answers; this allows them to think critically about their debate point interest developed by students from the word wall
of view. (S,L, V and C). and various reading lessons throughout the learning
Guided Reading: activities. Students will use these words to complete
Group 1: Focus comprehension of informational text, fluency and vocabulary. word sort activities such as similar spelling patterns,
Begin by introducing the text as well as discuss the features such as the contents page, glossary, and index page. syllables, prefixes and suffixes.
As well as the teacher reading to them, students will read the text individually and together as a group. They will
be prompted to seek visual, syntactic and semantic clues as modelled. Underline and discuss new vocabulary seek Free writing: Using an image to prompt writing
meanings to develop fluency and comprehension by looking at the glossary. Read all additional information boxes students will be encouraged to practice writing a
to further aid comprehension of the text. Individually students will make a list of as many words that are either persuasive text about a topic of their choosing,
adjectives, adverbs, prefixes or suffixes as they can from the book. As a group choose five and explore other words making sure to use the correct structure, grammar,
that mean something similar. punctuations and spelling.
Group 2: Focus comprehension of informational text and vocabulary.
Begin by introducing the text as well as discuss the features such as the contents page, glossary, and index page.
Revisit the discussion about how to identify the text type and the purpose of the text, ask question such what is
the purpose of this text? How do you know? As well as the teacher reading to them, students will read the text
individually and together as a group; they will be prompted to seek visual, syntactic and semantic clues as
modelled to further comprehend the text. Underline and discuss new vocabulary seek meanings to develop
fluency and comprehension by looking at the glossary. Read all additional information boxes to further aid
comprehension of the text. Individually students will make a list of as many words that are either adjectives,
adverbs, prefixes or suffixes as they can from the book. As a group choose five and explore other words that mean
something similar. To further develop group twos comprehension of the text allow them to copy a sentence from
text and answer these questions: What tense is it written in? (past/present/future) How do you know? Is it written
in 1st or 3rd person or is no-one referred to at all? Does it contain any speech? What is the sentence about?
Group 3: Focus Comprehensions of informational text, fluency and vocabulary.
something similar. To further develop their comprehension skills have students read through 3 paragraphs in their
informative text and make notes on what they feel are the most important point, discuss their decisions as a
group.
Group 4: Focus Comprehension of informational text, fluency and vocabulary:
something similar. To further develop their comprehension skills have students choose what they feel was the
most interesting section from their informative text. They will read each sentence and write down the key words
and phrases to summarise it.
Group 5: Focus comprehension of informational text and fluency
something similar. To further develop their comprehension skills have students choose what they feel was the
most interesting section from their informative text. They will read each sentence and write down the key words
and phrases to summarise it.
o Inferential based questions will be used with group five to develop their comprehension skills of
informative texts.
o Literal based questions will be used with groups one, two, three and four to develop their comprehension
skills of informative texts.
Key

Rationale
The study of English is fundamental to the education and development of all young and
future Australians. It helps constitute self-assured communicators, imaginative and critical
thinkers and well-versed citizens of our society. Through the study of English, individuals are
able to learn to interpret, comprehend, communicate and interact with others and with the
world around them. In our constantly evolving society children need to develop the ability
be multiliterate to create paths for them to become active citizens, enabling children from
diverse cultural, social and social-economic backgrounds to make meaning as they learn
(Kalantzis, Cope, Chan & Dalley-Trim, 2016, p.7).
This unit of work was designed to develop a year five classes’ competency in English
reading, writing and improve their comprehension skills. According to the Australian
Curriculum, children are required to be competent with the various types of communication
processes such as speaking, listening, reading, viewing, writing and creating (Australian
Curriculum, Assessment and Reporting Authority, n.d., para. 3). It strives to incorporate
these communication processes through various learning experiences such as differentiated
guided reading activities, various spelling strategies and Humanities and Social Sciences
integrated reading and writing learning experiences. By examining the appointed year five
classes’ comprehension, fluency, vocabulary and spelling results I have created a three-week
plan that aims to develop their comprehension of informative texts, improve their reading
fluency, further develop their spelling strategies and increase their vocabulary word bank;
through a range of open-ended and differentiated strategies.
The learning experiences developed in the three-week unit plan draws on the critical
literacy approach by providing the year five students the opportunity to read texts in an
active and reflective approach, allowing them to better appreciate and comprehend the
meanings behind the text. Robinson and Robinson describe this approach as a “vehicle
through which individuals communicate with one another using the codes and conventions
of society” (Robinson & Robinson, 2003, p.3). Learning experiences throughout the first
week draws on students’ prior knowledge of the penal colonisation of Australia, to
incorporate the critical literacy approach students are encouraged to be engaged in various
discussions that allow them to share and formulate their own opinions of Australia’s history.
This not only allows them to explore the different modes of literacy but encourages them to
comprehend each text they come across to form their opinions.
Observing the NAPLAN results released in 2011, 2016 and 2017 year five students struggle
with writing persuasive texts. Therefore the writing component of this unit of plans main
focus was to develop students’ understanding of persuasive texts through various engaging
learning activities. For example, over the course of three weeks, students look at the
different types of persuasive texts and where in their community and society can they see
them. Students look at the structure of a persuasive text and the language used to persuade
the reader. To support and encourage students to learn I created learning activities that not
only provide students with opportunities to learn new writing skills but allow them to
become mean-makers and active participants in their education. This is done by providing
students with the flexibility to shape their own outlook about a topic and apply their learned
persuasive skills to write and create a persuasive text.
One of the aspects of English the year five students needed to develop was their
comprehension of informative texts. By incorporating guided reading activities into the
three-week learning plan students are able to not only look at the various types of
informative texts during the learning experiences but also have an opportunity to think
about the text before, during and after reading. Fountas and Pinnel (2013) suggest that by
including guided reading in learning experiences students are not given the opportunity to
be engaged in the lesson, they also learn how to decode words, flexibly and efficiently while
thinking of the meaning of the text while sharing their ideas to deepen their understanding
of a wide range of texts (Fountas & Pinnell, 2013, para. 2). During the guided reading
activities students are grouped based on their overall competency levels in comprehension
of informational and fiction texts, vocabulary, spelling, fluency, and decoding. This allows
the educator to differentiate each guided reading activity to suit the needs of each group,
for example, groups one, two, three and four struggle with developing their comprehension
skills, therefore, incorporating Literal based questions will allow them to look directly in the
text. Whereas group five are attaining a standard level of informational text understanding
will have Inferential based questions to develop their comprehension skills. This requires
them to think beyond the text using hints found in the text.
Another learning experience that enables students to decode and really develop their
comprehension skills is the guided reading activity for week two. This whole class activity
allows students to work in their guided reading groups to deconstruct sentences from a
passage they are given from the class novel. Students are asked to match a camera angle to
each sentence in the passage. This activity allows students to carefully comprehend each
word in the sentence and visualise how it would look like if it was a visual text. By including
this activity in a guided reading session it allows for open-ended differentiation and enables
students to be challenged as they work in their groups and interpret the text to how they
visualise the text.
Debating is another learning activity I integrated into this English learning plan to provide
students with the contingency to use all modes of communication. According to the
Australian Curriculum, the English curricular subject aims to guarantee that students “learn
to listen to, read, view, speak, write, create and reflect on increasingly complex and
sophisticated spoken, written and multimodal texts across a growing range of contexts with
accuracy, fluency and purpose” (ACARA, n.d., para. 1). This learning activity not only
incorporates listening, speaking, viewing and creating; it also provides students
opportunities to plan, draft and present their informative text using multimodal means to
further enhance their opinions. Students are not only exposed to various forms of
informative texts; they are also encouraged to use and develop their ICT skills to research
information to justify their opinions.
Overall this three week English learning plan was designed to develop the year fives class
comprehension and writing skills of informative texts. It allows them to explore different
perspectives to develop their thinking, questioning skills and empathy for others. This plan is
based on the Critical literacy approach which enables students to analyse and think critically
about texts through social and new media cultures.
References
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Aims. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/english/aims/
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Key ideas. Retrieved
from https://www.australiancurriculum.edu.au/f-10-curriculum/english/key-ideas/
Australian Perspective. (2016, April 2). First Australians First Australians, they have come to
stay [Video file]. Retrieved from https://www.youtube.com/watch?v=oTJG8AJ_tDs
Fountas, I., & Pinnell, G. (2013). Guided Reading. Retrieved from

https://pdfs.semanticscholar.org/a0cc/130ebf0d803236a6278c75e66c25df12bf3e.pdf
French, J. (2004). Tom Appleby, convict boy. Pymble, N.S.W.: HarperCollins.
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Port
Melbourne, VIC: Cambridge University Press.
Lovegrove, M. (2014, November 17). Closing Down Aboriginal Communities in WA [Video

file]. Retrieved from https://www.youtube.com/watch?v=tNuqMCLlGNY.
Robinson, E., & Robinson, S. (2003). What does it mean? Discourse, Text, Culture: An
Introduction. Sydney: McGraw-Hill Book Company
Story Box Library. (2016, December 8). Beth-The Story of a Child Convict [Video file].
Retrieved from https://www.youtube.com/watch?v=P4qgyNDUiVI
Teaching Without Frills. (2016, January 24). Persuasive Writing for Kids: What is It [Video
file]. Retrieved from https://www.youtube.com/watch?v=hD9arWXIddM
Tucker, A. (1998). Side by Side. Norwood, South Australia.:Omnibus books

Appendix
Appendix 1: Persuasive writing template plan
Appendix 2: Persuasive writing checklist

Appendix 3: Paragraph structure
Appendix 4: Persuasive Language

Appendix 5: Techniques used in persuasive writing

Appendix 6: Spelling Activities

Appendix 7: collaborative work

LBD placement planning link

https://docs.google.com/document/d/1oNoy8jP6DzUD_rrIqeM6QdaET7aeUFuRrwNIk_fh8j
Y/edit?usp=sharing

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Norhan Shieta EDPR3001 Assignment 2 Student ID: 17749154

Curriculum foci (English) Curriculum foci (subject)

● ACELY1700 Plan, rehearse and deliver presentations for defined

Time allocation: Key questions for the week.

S- speaking, L-listening, C- creating and V-Viewing

Time allocation Key questions for the week.

S- speaking, L-listening, C- creating and V-Viewing

Time allocation Key questions for the week

S- speaking, L-listening, C- creating and V-Viewing

Fountas, I., & Pinnell, G. (2013). Guided Reading. Retrieved from

French, J. (2004). Tom Appleby, convict boy. Pymble, N.S.W.: HarperCollins.

Lovegrove, M. (2014, November 17). Closing Down Aboriginal Communities in WA [Video

Tucker, A. (1998). Side by Side. Norwood, South Australia.:Omnibus books

Appendix 2: Persuasive writing checklist

Appendix 3: Paragraph structure

Appendix 4: Persuasive Language

Appendix 5: Techniques used in persuasive writing

Appendix 6: Spelling Activities

Appendix 7: collaborative work

LBD placement planning link

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