Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One

PART ONE - 5 WEEK PLANNING IN ENGLISH

1. PREAMBLE: From Case Study:

“Teaching needs to reflect a changing society and the evolution of its literacy by “…preparing today’s students to face a complex world of unpredictability and… equip them “…with the necessary degree
of co-operation and agility to anticipate and deal with the unknown challenges of the next half-century (Puttnam, 2012, p. 4)”.

With an ever-increasing cultural and linguistic cohort entering schools in Australia, educators are also faced with the challenge and political obligation of fostering, maintaining, developing, valuing and
supporting all languages and dialects while teaching and developing Standard Australian English (Lo Bianco, 1987 cited in Carter, 2011). Standard Australian English is the dynamic and evolving
language that is recognised as the common language of Australians (Commonwealth of Australia, 2009) and Standard English the common cross-border global language (Sawir, 2005). It is a requirement
of current educators to teach concepts and skills which enable all students to use the language proficiently to empower them as they aspire to reach their potential in an interactive global economical
society (Australian Broadcasting Commission, 2009; Lo Bianco, 1987; Shape 6 cited in Carter, 2011).

Kalantzis and Cope (2012) maintain a balanced approach which includes integrating didactic, authentic, functional and critical pedagogies (p. 64). They argue that there are relevant “…aspects of each of
theses pedagogies which we may want to keep, extend and strengthen (Kalantzis & Cope, 2012, p. 64)” and that providing a holistic approach is the most effective teaching methodology. Interconnecting
these pedagogies effectively requires educators to have an understanding of how and when they are best implemented and where it is necessary to seamlessly move between them for differentiated
instruction.

If an educator chooses a didactic approach it would be for the explicit instruction of skills and may include activities such as guided reading, interactive writing, mini-lessons and think-alouds (Tompkins,
Campbell & Green, 2012, p. 398). If a child is given explicit instruction it is more likely they will make sense of the information as it has been broken down into smaller more manageable chunks or
building blocks (Johnstone, 1998 cited in Winch p. 5). Authentic pedagogy relies on an organic student-centred and social approach with teacher giving direction or guidance and negotiating the learning
(Deakin-Crick, Goldspink & Huang, 2013). It may include activities such as book-talks, double-entry journals, grand conversations, hot seat, sustained silent reading (Tompkins et al., 2012, p. 399). In this
way the activities are designed for reading whole words and then linking them into simple and then more complex sentences often in social situations - as they develop reading skills and learn that words
are part of “…larger meaning units…(Kalantzis & Cope, 2012, p. 98). Functional pedagogies knowledge process aims to look at texts and the ways in which they are structured, their purpose, intention
and meaning (Kalantzis & Cope, 2012, p. 120). This supports the authentic pedagogical ethos as it aims to allow student opportunities to gain meaning. Through exploring different genres – students
learn to recognise how text and image producers are able to manipulate and empower text and image consumers. Knowledge may be reciprocated as students as consumers make critical and
sophisticated choices about what they read and view and how they manage their interpretations – relative to providing “…as broad a range of social options as possible…(Kalantzis & Cope, 2012, p.
141).” Critical literacy has developed to encompass a rapidly diversifying area of learning that embraces even more dimensions. These changing aspects include the broadening of cultures within our
communities, democratic stance and an expected acceptance of differences within individuals and groups within our communities” (Preamble from Carter, 2014 cited in Assignment One: LitEd335).

2. CONTEXT: This five week learning plan is based on a real-world Year Four group at a small coastal country District High School. There are on average twenty students in the class with a variety of
learning needs – there are students with learning challenges in the English Learning Area. There are two Indigenous students in the class and an AEIO and six students from single parent households
and two from blended families. There are no major behavioural issues. The school is classed middle socio-economic.

To make the teaching and learning authentic the planning has been devised around the students’ local environment for meaning making experiences that connect the texts and Big Idea. .Students are
introduced to the term relationships. Students listen to, read, view and interpret spoken, written and multimodal texts in which examples of text are used to provide a broad response to English language,

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
literature and Literacy outcomes, as well as trying to evoke different affective responses. They develop interest and skill in recognising how texts, images, sounds, gestures and spatial modes work
together to portray a story and begin to recognise the layers and themes that are in a story – using literal and inferential knowledge. The school is in a small regional coastal town which has many
parallels with the geographical layout of the Coorong. In places the town is relatively isolated and depicts the natural and protected environment depicted in the text. The integration of learning areas has
been an important consideration in the development of the teaching and learning unit overview.

The five week plan is structured around the students choosing a text at the end of Term Two to work on in the first five weeks of Term Three. Some example worksheets are provided from the Guided
Reading section, others have links to them.

3. GUIDING PRINICIPLES FOR SCHOOLS IN WESTERN AUSTRALIA. The development of this five-week plan is underpinned with the following principles that teachers aim to develop in students
through teaching and modelling;
 Values:
- Respect: Developing qualities and skills that promote respectful and thoughtful attitudes towards others.
- Pursuit of Knowledge: Develop student’s quest for knowledge and understanding through critical and creative thinking.
- Social & Civic Responsibility: Students value cultural diversity and promote social justice through developing respectful relationships.
 Teaching & Learning:
- Opportunities to learn: A wide range of learning experiences are provided.
- Connection & Challenge: The learning experiences provide opportunities to link prior knowledge to new learning as well as providing challenging tasks.
- Inclusivity & Difference: The learning experience integrates these topics in the planned lessons and use of relevant text.
- Independence & Collaboration: The planning is based around providing opportunities for autonomy and collaboration to allow new perspectives.
 Student Diversity
- The program is set up for differentiated learning to occur through adjustments to lesson content.
(SCSA, 2012).

4. CURRICULUM LINKS

Strands of
Australian English Curriculum
English -
A Balance
Language
Language for interaction

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising
their own views and reporting them to a larger group (ACELA1488) Modes: RWSL

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
 DEVELOPING: understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across
cultures

Expressing and developing ideas

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Modes: RWSL

 building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics

Literature

Responding to literature

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Modes: RWSL

 drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this
in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it
bring?'; ’How do they fit with what I believe?'

Examining literature

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot
tension (ACELT1605) Modes: RWSL

identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences

Creating literature

Create literary texts that explore students’ own experiences and imagining (ACELT1607) Modes: RWSL

 drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or
changing their personalities, or offering an alternative point of view on key ideas

Literacy
Interacting with others

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such
as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) Modes: SL

 participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations

Interpreting, analysing, evaluating

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Modes: RWSL

 making connections between the text and students’ own experience and other texts
 making connections between information in print and images

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing
control over text structures and language features (ACELY1694) Modes: W

 using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into
paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

 using handwriting fluency with speed for a wide range of tasks

(ACARA, 2012).

5. LINKS TO OTHER CURRICULUM AREAS, GENERAL CAPABILITIES AND CROSS-CURRICULUM PRIORITIES

 In Science the students have been studying local birdlife (including pelicans), which contributes to the cross-curricular learning by students understanding of these birds, their
habitat and feeding habits. Resources used to enhance vocabulary in English Learning Area.
Link: Science Understanding: Biological Sciences

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
Elaboration: recognising that interactions between living things may be competitive or mutually beneficial
Link: Science as Human Endeavour: Use and influence of science
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Elaboration: exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment

 Geography students are studying estuarine systems that link to the book and local environment. There is also an opportunity for links to Aboriginal perspectives.

 Health & Phys Ed students use their knowledge from the tasks in this area to build on their vocabulary and understandings of relationships in the ELA.
Sub-strand 2: Communicating and interacting for health and wellbeing
Year Three & Four
- Describe how respect, empathy and valuing difference can positively influence relationships. (ACPPS037)
Elaboration: describing behaviours that show empathy and respect for the rights of others (RS)
- Investigate how emotional responses vary in depth and strength. (ACPPS038)
Elaboration: understanding that emotional responses vary across cultures and differ between people and different situations (MH, RS)

 The Arts students use the connection to the story in the areas of;
Dance 4.1 4.1.1
Drama – 4.1 4.1.1 & 4.1.3
Media Arts – 4.3 4.3.3

Aboriginal – Respectful relationships

Students “…understand that respectful relationships are a pre-requisite for success…” (Reconciliation Australia, n.d.) and that as a society we should be working towards building positive
relationships in our local and global environments with all groups of peoples. These relationships are underpinned by students recognising racism, sustainability, cultural awareness,
environmental awareness and showing respect (Reconciliation Australia, n.d.). www.shareourpride.reconciliation.org.au/sections/respectful-relationships/

ICT is incorporated into the learning experience and was a focus in Term Two..
(ACARA, 2012).

6. ASSESSMENT:

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Assessment Strategies
Formative and Summative English Assessment
Use along with description of what you are
looking for
Reading/Viewing Writing – Creating Text Speaking and Listening  Observations
 Target child
Formative: Formative: Formative:  Event/task
Writing samples Peer Assessment of drama performance  Self-assessment
Anecdotal evidence Journals  Rubric
Checklist Portfolios Drama presentation –field/ tenor/ mode  Reflection questions
Discussions  KWL
Observation at excursion and with guest  Conferencing
Summative: speaker.  NAPLAN marking guides
- Teacher constructed spelling tests (WTW 183). Summative: Explicit  Diagnostic
- Running records diagnostic Guided Reading Rubric – Narrative Writing Rubric  WTW inventory
groups beginning of year, and twice more during the Summative:  Rubrics
year.9 (Tompkins, 77) Oral presentation rubric.  Anecdotal records
- PROBE – Comprehension and Fluency testing  Running record
may also be an option.  Core words
-Venn Diagram comparisons.  Work samples
Spelling Rubric (see Appendices 5). Relevant  Concept maps
sections will be recorded at the end of the five week  Questioning
block using gathered information.  Teacher designed tasks and tests
 Standardised test
 Peer assessment
 Projects
 Writing samples
 Discussions
 Teacher judgement moderation
 Oral presentations
Link to Standards for year level Students are developing in all modes throughout the learning experience.
Cross-Curriculum General
Listening and Speaking Year 4 Achievement Standard Priorities Capabilities
Receptive modes (listening, reading and viewing)

Reading and Viewing  Literacy

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
 Aboriginal and Torres  Numeracy
By the end of Year 4, students understand that texts have different text structures depending on
Strait islander  ICT capability
purpose and audience. They explain how language features, images and vocabulary are used to
histories and cultures  Critical and
engage the interest of audiences.
creative thinking
This area of the  Personal and
They describe literal and implied meaning connecting ideas in different texts. They express
curriculum has been social capability
preferences for particular texts, and respond to others’ viewpoints. They listen for key points in
addressed through the  Ethical behaviour
discussions.
text Storm Boy and  Intercultural
Productive modes (speaking, writing and creating) the relationship that understanding
has been formed
Students use language features to create coherence and add detail to their texts. They understand within.
how to express an opinion based on information in a text. They create texts that show
Writing
understanding of how images and detail can be used to extend key ideas.

 Asia and Australia’s

Students create structured texts to explain ideas for different audiences. They make presentations
engagement with
and contribute actively to class and group discussions, varying language according to context.
Asia
They demonstrate understanding of grammar, select vocabulary from a range of resources and use
Not addressed
accurate spelling and punctuation, editing their work to improve meaning

(ACARA, 2012).  Sustainability

Text addresses
estuary and birdlife
conservation

7. RICH CONCEPTUAL QUESTION STEMS – these relate to the big ideas and the thinking you want student to do.

Lower level Questions Higher Level Questions Creative and Essential life questions
Eg: Who, where, which one, what happened, true or false, etc??? Clarify, evaluate, what was the turning point, How is this similar to Design and creative opportunities – What would happen if? How
many ways, What if this had happened?
 What do we mean by relationships?  Why do you think authors use multimodal texts using the  How may the scenario have changed if Storm Boy’s mother
 Who were the relationships between in the story? same story? had been present?
 Do you think Mike liked being referred to as Storm Boy by  What are the differences between authors using text and  What may have been the outcome of the story if the
Fingerbone? imagery? shooters had killed Mr. Percival?
 What type of animals would make good companions?  How is it possible for relationships to be forged between  How do you think your life may differ if you had a
animals and humans? And how can these be sustained? relationship with an Aboriginal man like Finger bone Bill?

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
 Why do you think Storm Boy’s father was called Hide-
Away Tom?
 Do you have a relationship with an animal?
 How do you think Storm Boy felt about Fingerbone Bill?
 Do you think that Storm Boy understood the Aboriginal
perspective of the pelican given in the dreamtime story by
Fingerbone?
 How the text, movie and stage are play different or similar?
How do these differences or similarities alter your
understanding and engagement with the story?
 Do you think that relationships with pets assist us with our
relationships with humans?
 How many different relationships contribute to your life?
 Consider the relationship between Storm Boy and Mr
Percival. Have you seen this type of relationship in any
other situation? What animal was involved?
 Are relationships important in our lives and what do they
give us?

8. OVERVIEW OF TEACHING AND LEARNING: Objectives and Essential Learning - Knowledge Processes: Included and at least one example of all Knowledge Processes from your text.

Learning Pathways – steps included Literacy Pedagogies Multimodal Elements included

Objectives:
1. Students will learn how authors can use multimodal texts to deliver a story and assist the reader/viewer in meaning making. They will learn to compare the portrayal of the story
through different genres to better engage the viewer/ reader – movie, print text (novel) and stage play.
2. Students will learn there are often many layers which underpin a story and that we will be looking at one layer - relationships.
3. Students will learn that through social interaction and collaboration they may better understand a text or assist others in gaining meaning. Additional to this these opportunities
allow students to work towards building respectful relationships (Reconciliation Australia).
4. Students will learn that there are many ways in which relationships contribute to our lives.
5. Students will learn that the processes they are learning in English assist them in creating meaning in a coherent way.
6. Students will learn that multimodal texts will assist them in making meaning of their lives. For example from the texts in the unit students will learn about human to human
relationships and human to animal relationships.

Overarching context/ theme: RELATIONSHIPS

NB: Students chose the novel storm boy to read and study after being given a variety of texts to choose from at the end of the previous term.

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
Fiction: Fiction: Fiction: Fiction Fiction
Storm Boy by Colin Thiele Storm Boy Storm Boy The One and Only Ivan by K. Applegate Read blurbs
Storm Boy Picture Book by
Colin Thiele (The use of Pearl Baley & Charlie Parseley
symmetry in the printed text by A. Blabey, 2008 Other
and images helps the reader DVD covers
make connections and make Non Fiction: Non Fiction: Non Fiction CD’s music covers
meaning). Reader’s Digest Complete Book Handbook of Australian, New Zealand and Animal-human relationships
of Australian Birds Antarctic Birds. Vol. 1. Part B. http://www.youtube.com/watch?v=u0WsmOhm2Q Song and lyrics to
Non Fiction: Handbook of Australian, New Reader’s Digest Complete Book of c Father & Son by Cat
pelican and bird books Zealand and Antarctic Birds Australian Birds, 1979 Stevens
Text Variety
Multimodal

Author research Simpson & Day, 1993, Field Guide to the Animal and Down Syndrome child
http://eudunda.com/colinthiele/ Other: Birds of Australia http://www.youtube.com/watch?v=JA8VJh0UJtg
http://www.thieleps.sa.edu.au/ Visual/audio Movie: Storm Boy
colinthiele.html (Parts 7 & 8) Link Other: Other
http://www.southaustralianhist Visual/oral Stage Play Trailer to The One and Only Ivan by K. Applegate
ory.com.au/thiele.htm Storm Boy http://www.youtube.com/watch?v=UtPdqV2crQ0
http://www.equitainment.com.a
u/factsheet.asp?ID=49 Poetry
http://www.abc.net.au/btn/v3/st The Beak of the Pelican
ories/s1737720.htm Pelicans
(Students are not limited to
these sites but rather are Guest speaker
provided as a base for those Aboriginal Elder (Knowledge Process:
Conceptualising)

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
who may be finding the task too Students develop through the Aboriginal
challenging). story about the pelicans, environment and
man - a broader perspective.
Other: (Atlantis & Cope, 2012, p. 359).
Movie Storm Boy (Parts 1,2 &
3) Approx 10.50 min each Excursion (Knowledge Process:
Link Experiencing)
http://www.youtube.com/watch Students will embark on a practical out-of-
?v=cefU7uRtEbg school experience to assist in consolidating
an understanding of the relationship
between man and pelicans.
Extension: Class Blog: About (Kalantzis & Cope, 2012, p. 359).
or relating to the text including Pelican feeder gives a talk on pelicans
responses to teacher posed and tells stories about their behaviours
questions – ongoing and idiosyncrasies.

Internet sites
http://www.birdsinbackyards.net/specie
s/Pelecanus-conspicillatus
http://birdlife.org.au/bird-
profile/australian-pelican
http://www.mdavid.com.au/waterbirds/p
elicans.shtml

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
http://www.birdlife.org.au/images/uploa
ds/branches/documents/WA-
07a_kalbarri.pdf

Day One to five: Prior to Read Read Aloud Day One: Teacher reads book review Day One to Five: Teacher reads ‘The One & Only Read Aloud
Aloud - Students view image Storm Boy pages about One Eyed Cat. Ivan’. Blurbs
on cover to decipher what Link
they think the book is about. http://www.thebookbag.co.uk/reviews/in Teacher reads
dex.php?title=One- Pearl Baley & Charlie
Storm Boy Chapter 1, 2, 3 Eyed_Cat_by_Paula_Fox Parseley
(teacher reads novel in parts).
Visual Storm Boy Part 1, 2 & (Based on Critical Pedagogy). Teacher reads
Teacher Read

3 (students listen to movie Day Four: Excursion to Pelican Feeding students

narration without images some Permission to be obtained from relevant PhotoStories to
Aloud

parts). bodies, including photo/video allowance. class.

- All relevant safety issues and procedures Extension: Student
to be discussed prior to the excursion. For then resumes role as
example; boundaries at feeding, proximity teacher and reads
to water, shoes, sun hats, sunscreen, their PhotoStory to
walking together and listening to Pre-Primary students.
instructions. I will introduce a “stop and Students use the
listen” signal at this time. YouTube clip to sing
- Students listen to and participate in to students about a
feeding pelicans. pelican and a fish.

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
http://www.youtube.
Day Five: Aboriginal Elder tells stories com/watch?v=_p8-
about pelicans and their relationship to byVEOnk
man and country in their culture. (Creating
relationships in safe
environment).
N/A N/A N/A N/A N/A
Shared
Readin

Yrs1-3
g

Choral Reading
Each day student’s will read
the Word Wall together.
Reading Together
Choral Reading
Day One/Two: Read Word Wall.
Day Three: Read together a
song about a pelican.
Choral Reading Choral Reading Choral Reading
Day One: Read Word Wall. Day One to Five: Teacher chooses pages from text in Day Three: Audio
Read Aloud for students to read together. Read song lyrics to
Day Two: Read Haikus together. Father and Son
together, play song
Day Three: Read poems together. and sing together

http://www.youtube.c
I Am A Pelican Pelicans om/watch?v=vdMPu
Reading
Choral

Break poems in to parts for groups to read. MeTxzY

http://www.youtube.com/watch? Using these lyrics
v=HiVwHXwucsg links to the Big Idea
Day Four: The Beak of the Pelican. of the unit -
Sing words with YouTube clip Break poems in to parts for groups to read Relationships

Adding songs to a
teaching repertoire
provides exposure to

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
valuable vocabulary
(both old and known),
grammar and cultural
aspects.
Guided Reading
Reading
Guided

SEE DAILY TEACHING PLAN BASED ON CHILDREN’S NEEDS

Creating Text Creating Text Creating Text Creating Text Creating Text
Knowledge Process: Individual: Daily Journal writing Knowledge Process: Analysing* Knowledge Process: Applying – creativity. Day One: Teacher
Experiencing retelling what they had learned Students discuss and identify and evaluate Students express their own voices and begin to learn modelling and
Students share information or from the text so far. their own and others perspectives (critical) how to transfer knowledge to a different context guiding discussion on
experiences that are familiar to Comprehension: Character and logical connections (functional) in the (Kalantzis & Cope, 2012, p. 357) Book Appeal –using
Teaching and Learning Points

them Building story Prior Knowledge: Students have previously been three books focusing
(Kalantzis & Cope, 2012, p. Day One: exposed to the elements of writing a narrative. on
357) Day One: Grammar: Day One: Grammar: Whole class discusses nouns, Students are familiar with using PowerPoint. what appeals to you
Writing

Introduction of activity verbs, adverbs and adjectives found in the as the viewer
Day One to Five: Day One: Identification through skim and novel. List on board. colour design layout
Introduction; Teacher gives scan (Swirk Online Education, Creative Narrative (based on Functional text font artistic style.
revised explanation on 2014). Prior Knowledge: Students have an Pedagogy): Use a teacher
summaries. technique looking for nouns, understanding of sequencing and story Day One: supplied
verbs, adverbs and adjectives. maps from past tasks. Oral Introduction: Students discuss and are asked to panning sheet (see
Individual daily journal writing This will involve explicit Whole class: Review the book Storm Boy. use their imagination to create a relationship between Appendices 4
briefly summarising what they teaching and modelling using a Students begin by individually themselves and an animal they have chosen. Day two: Teacher
have learned from the text so different part of the print text on brainstorming the main ideas in the book. models and re-shows
far. Adding personal thoughts Smartboard – students follow book covers.

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Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
or opinions (Queensland using enlarged and photocopied Plan (Research animal and setting) using Narrative Students then design
Studies Authority, 2010, p. 16). copy of the same page from the Storyboard PowerPoint. a cover for their own
novel for each student. Day Two: Write down new words about your animal. (According short story with a
Day One to Five: Investigating Students use pencil/pen initially Grammar: Haiku to Winch, Johnston, March, Ljungdahl & Holliday blurb on the back
Characters: to cross out all non-key words Teacher models creating a Haiku (2004) subject specific language builds on student’s Use a planning sheet
Comprehension: Students will like the, and, but, then, etc.. using one verb, one noun , one adjective semantic knowledge creating real-world connections provided by the
record things about the Then they can use a highlighter and one adverb from the list. which gives deeper meaning to their reading and teacher.
characters in the story. Task: to mark the key words writing (p. 92-93)).
Character Building using Whole class consider the Visual Students create story maps Link: Day Three: Create a
teacher supplied graphic characters so far based on their identifying the main points in the story – http://www.wcsoh.org/userfiles/4278/Classes/46396/N blurb about the
organiser. daily recordings. Create a using texts and illustrations and focusing arrativeStoryboardTemplate.ppt?id=426661 creative narrative
character chart to be displayed on sequence. (First slide not to be used). written in Week Four.
Consider the following; in the classroom which students Include pictures and illustrations, as well as print in
What sort of person is each can add to. Day Three: your plan. Day Four: Complete
character? Grammar: Students create a Haiku – the cover.
Teacher models how students Oral In pairs discuss who out of Using words that are on word wall, have Day Two: Handwriting lesson:
can record the evidence at the all the characters you like the been discussed or they can refer to the 1. Students use finger warm ups from the kinaesthetic Day Five:
end of the first read-aloud by most? What traits does the text for more ideas. program to assist in their fluent hand-writing Prior Knowledge:
choosing one character. character have that you like? (acrostic poem for less developed students use their write and wipe alphabet card to Students
Students use a graphic What would you do or talk students). practice the teacher modelled writing of the letters k, understand letter
organiser to keep a record of about? (Relationships). Give a v, w,x,z writing format.
the characteristics they learn brief oral character analysis Whole class: Brainstorm and discussion to Concentrating on size, shape, kicks, slope, hooks and
about each character on a daily about yourself. Giving at least create ten pivotal sequential points in the links Using Word
basis. three reasons why you would story. Students write 3 words starting with each letter and document, students
Relate back to text. be a good friend to have. joining another without lifting their pen plan and write a letter

Page 14 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
In groups of 3-4 students illustrate visually, They write the words in a sentence and then write the to a company director
Day One: Prior Knowledge and Day Two: drawing and painting the points. These are sentence as many times as they can in one minute - about how they
building field knowledge. Grammar: Day Two: In pairs, then given captions and displayed in the developing fluency. should publish their
Whole class discusses what (using a different page for the school library. http://www.ldalearning.com/searchresults.aspx?ti book. (Persuasive
they know and want to know task from Day One) – Repeat er1url=Motor-Skills&tier2url=Handwriting-and- writing). Edit using
about the novel Storm Boy and task in pairs. Each student has Fine-Motor-Skills&&style=0&Page=2 the graphic marker
the author Colin Thiele. Using a copy. Day Four: and then use spelling
KWL students record research Tactile Grammar: Poems - After listening and and grammar check
information on the author of the Students bring in an object or discussing poems from choral reading - 2. Write draft copy of the story concentrating on letter on tools icon.
novel using the graphic artefact that represents them – Class will create a poem about the novel formation and spacing. Print out and display
organiser provided by the this can be a photograph doing ‘Storm Boy’ as another way to tell a story– in school library.
teacher – see teacher sheet. something they like or in a place teacher scribe. Students contribute using Day Three: Edit (self, peer and teacher editing –
In groups of four research and they love such as the beach. It vocabulary from past tasks focusing on focus on using correct sentence structure from
create a short biography based must be something that sentences making sense. HOOK previous lessons).
on the author. Share this students can touch. Share in reconnecting to the story.
information with another group. small groups explaining why the Day Four & Five: (Prior Knowledge: In ICT
thing is important. Groups of 3 or 4: Visual/spatial Students students have used Sketchpad a drawing tool
come together in groups of 3-4 and available for free online).
Day Two: Introduction and Tactile Cooking: Students will discuss with each other the images they
explicit teaching on hooks eat fish bought in and cooked have captured (shape, colour, space) and Write & Illustrate with self-drawn or images from
(Kelley, 2010). by local fisherman. Discuss with how they might use them. They are also research.
Students read the first two the fisherman why he fishes. asked to think about what the pelicans Use Microsoft Word to document. Students will add
paragraphs of the book and Consider the question, “Were were thinking – thus allowing free-flow of stories to a class folder that will be published on the
make dot-point notes on what fish important in the novel? How imagination about. (Turn taking S,L,V) school intranet.
were they?

Page 15 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
parts want to make them keep Review filming on iPads the interaction Extension: Students use PowerPoint to make a
reading. What are the hooks? Individually: Think of a food that between pelicans and feeder that were storybook using their written copy. They break the
represents you – taste, smell, taken on the excursion. story in to relevant parts and represent the written text
Day Three: Students create a touch, looks. Use graphic Create a short dialogue between 2 or 3 with a symmetrical image they have drawn or
retell of the story so far using a organiser. pelicans and the feeder – discussing how researched. Students will insert the story text orally so
teacher framework. Share in Share with your group. they feel about having their food supplied that the text is oral as well as visual. (Using
groups of four then with a and the relationship they have with the appropriate referencing which they have learned in
partner compare your retell. (These activities consider the feeder. ICT). These stories will be used by the Pre-Primary
(First Steps: Writing p. 195- development of sense of self, class in Story-time sessions.
196). while keeping links to the book (Students have to consider spatial
through using the fish idea. components and the positioning of the
Day Four: Prior knowledge: Discussion may lead to deeper pelicans when they are creating the
Students have previously understandings and dialogue).
worked on these considerations, including the Students will use this dialogue to perform a
grammatical features, but pelican’s diet or; survival and drama presentation for the Year One
need revision. Explicit use of nature such as with students.
teaching on full stops, capital Fingerbone Bill.
letters and speech marks. Use It also allows students to Oral/spatial Day Five: Students will
one page from the text for connect with their local engage with a local Aboriginal elder who
students to highlight full stops, environment, a meaning making will tell them a story about the river and
capital letters and speech experience). pelicans.
marks. Students write 2 They will talk about how Aboriginal people
sentences using capital letters represent pelicans and their significance in
and full stops and 2 sentences Day Three: their culture. They will show the students
using both and speech marks. and interact with them about symbols and

Page 16 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
Grammar: Day Three: gestures they use to represent the pelican
Day Five: Students will Individually. Repeat task from – while asking students to develop their
consider the Setting of the Day One and Two with a own gestures and story about the river and
story. Whole class create an different page from the text. Use pelicans.
explosion chart to record their Fishbone graphic organiser
findings. Chart will be displayed (This will be used as an Having a visitor from a different culture
in the classroom. individual assessment sample). underpins the Big Idea: Relationships,
while also assisting in embracing and
Teacher feedback in Create a character analysis promoting unity amongst cultures.
each of these activities about your choice of character

makes assessment in the novel identifying their

ubiquitous. traits and how they link to the

story - using metalanguage.
Use the character analysis
rubric.

Knowledge Process:
Conceptualising
Students use classifying
terminology, connect concepts
and begin to develop theories

Day Four:
Whole class brainstorm using
explosion chart identifying the

Page 17 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
similarities and differences in
the print text, movie and play.
.
In groups of 3 or 4 compare and
contrast the book and movie.
Using a Venn Diagram to
compare and record the
information. This can be used
as a summative assessment
task.

Whole class comes together to

discuss and compare and
contrast their findings.

Day Five: Complete unfinished

work.

Word Study Word Study Word Study Word Study Word Study
Including Spelling

Selection of words from the (Based on Didactic Day One: Day One; Word hunt from research about the animal. Day One: Explicit
& Vocabulary
Word Study

book (can be teacher selected Pedagogy). Explicit teaching/ reminder/ reinforcer of to use in imaginative narrative writing. Choose 10 teaching of
or/ teacher guided student Day One: what an antonym is. words – some students will need teacher guidance compound words.
selected) Using the words from the grammar Discuss 2 of your words in groups of 3.
session; discuss their meanings/reiterate Dictionary/internet - Look up the word meaning.

Page 18 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
Group students in to levels
From the words their way and scan – look for beginning
diagnostic testing which was consonant clusters and use
done at the beginning of year
10 words per week
(Weaker kids select 5 words
with teacher assistance to work Day Two:
with for the week).
Study 10 High frequency
words from the novel –
relevant to developmental
level or that are unfamiliar to
students.
High level may include;
Relationships, Lonely
friend
Beachcomber
Nick-named
Scrub
Postmaster
Wiry
Page 19 of 28
Week 2
Using the words from the skim
graphic organiser from Words
Their Way (Invernizzi, Johnston, Add new words and meanings to personal
Bear & Templeton, 2009, p.
106) squ, thr, shr,str,spr,scr
Use your words from the skim
and scan to look for words with
tch and ch ((Invernizzi,
Johnston, Bear & Templeton,
2009, p. 101) use 3 column
chart tch; ch; oddballs
Day Three:
Look for the C or V pattern in
the words from day one and two
put the pattern next to the word
put words into the correct
pattern eg: CVC ; VCC
Week 3 Week 4 Week5
and have students find antonyms for each Put words in sentence. In pairs students will
and their meaning. Ask them to create a look for compound
crazy sentence or senseless sentence to Day Two: Create individual word wall – have displayed words in each others
present to their group. for sharing of vocabulary. narratives. Discuss
LCSWC of words. their meaning. Look
dictionary. up the meaning of
Day Three: Look for and write down long and short these words on your
Day Two: vowels in each word. Use column organiser with title iPad record on
In groups of 3 or 4: Use teachers Haiku eg: a-e, ai, ay
words to find five words of each with the Put words in to Words their way activities. Day Two: Create a
same long and short vowel sounds. Have word document and
three columns long/short/unsure. Present create two columns.
to class and clarify or correct giving Day Four: Draw on your iPad
students the opportunity to be teacher. Explicit teaching of Homophones. Use Smart-board what these compound
Individual students put a word into a (interactive whiteboard) to model and add student words represent to
sentence and present it orally to class. contributions. Use homophones in a sentence. you on one side.
Add new words and meanings to personal Students play a game of Homophone Rummy with
dictionary. teacher premade cards (Bear, Invernizzi, Templeton Search the internet
&, Johnston, 2008, p. 199). for images of these
words and add to the
Day Three: Plurals other column for a
Explicit teaching of plurals using base Day Five: compare and
words. Use Fishbone graphic organiser Explicit teaching of Synonyms and reinforcement of contrast. Discuss the
(see Appendices 3) broken into: Just add s antonyms. Do separately – then together. Use Smart- similarities and
(even when the sound ending varies); Add differences.
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
Driftwood es (when words end in ch, sh,ss,s and x); board (interactive whiteboard) to model and add
Blunderbuss Change y to I and add es Change when student’s contributions.
Day Four/ Five: Students do a ends in a consonant but not when it ends Use a thesaurus to find synonyms for each word. Day Three: LCSWC
Day One; Introduce and Google image search using in a vowel); Change f to ves (words may Using your antonyms and synonyms create a riddle. words. Partner test.
discuss words. Introduce class words from Day One and change for spelling and pronunciation); Teacher models riddle writing (Rasinski, n.d., p. .22).
task word wall. decide whether the images Change vowels; no change. (Bear, Day Four: Put words
Look up the word meaning. match the keywords. Invernizzi, Templeton &, Johnston, 2008, in to sentence. Break
Put in sentence. (Justification: Ability to identify p. 345). the word into two and
key words for internet search put each single word
Day 2: LCSWC add words to terms, and to refine the search in to a sentence.
class word wall. using additional keywords, is Day Four: Students think of key words
(Bear, Invernizzi, Templeton &, crucial; also crucial is ability to from the excursion that they will use in Day Five: In groups
Johnston, 2008, p. 182; skim/scan the search their play. They make a word bank. Look students make cards
Commonwealth of Australia, results. So skim/scan/keywords up word meanings. Think, Pair, Share with the first part of
1999, p. 57). are more important than ever). Think about one word each and about how the compound word
you could represent the word with and put at the top of
Students make a printed record
Day 3: Look for and write down gestures. columns. Students
of their search terms and of the
long and short vowels in each Pair – Discuss with your partner. record as many words
image they got. (This will be
word. Use column organiser Share with the group. as they can in each
used as an assessment
with title eg: a-e, ai, ay column.
sample).
Day Five:
Aboriginal Elder teaches students four
Day 4 Divide and Conquer:
Put words in to words from their tribes dialect for;
Teacher models activity.
Words their way activities Pelican , Fish, Storm, Boy
Students are given three words
from the text with prefixes re

Page 20 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
remember; un unable; out (For students and teachers: Links to
Day 4: Explicitly Teach Nouns outside (Hope, 2001, p. 10-12) Aboriginal culture which may offer
and Verbs – they use these words to find openings to understand that there are
do a class walk in pairs to find three more words with the same other linguistic languages/dialects from
nouns and chart words prefix. They then find out what which they can teach and learn. Also
choose verbs that you could the prefix means, what the base acknowledging that complex
relate to noun word is and what the words languages/dialects systems have been
mean (Rasinski, n.d., p. 21). successfully used to communicate for
many thousands of years).
Day 5: Adverbs and adjectives Day Five: Reiterating prefixes
from Day Four and adding new
prefixes tri, bi and mid. Students
repeat task but extend word
amount to five.

Put one word from each prefix

group into a sentence.
into other parts of the lesson

Day One: Small groups - Day One: Whole class: (Based on Authentic Pedagogy). Day One: The One and Only Ivan .Day One: Discuss
day and may be integrated

Discuss what you have found Why do you think authors or Day One: Affective: Discuss how the book Discussion is had about how relationships are how the blurb relates
or time used to complete
TALK DISUCSSION - Not

out about the author. script writers make changes? made you feel. integrated into the story. to the images on the
Whole class: Discuss: Consider the Print text, movie Discuss the authors purpose in the covers.
Why do you think the author and play book (*Knowledge Process: Analysing) Day Two:
done every

wrote the book Storm Boy? What are the changes – Links to Week One. 1. In small groups, students discuss their plan for Day Three: Discuss
activities

Students have an opportunity Discuss representation in print the creative narrative. the lyrics, story and
to make real-world text and movie. song.

Page 21 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
connections between the
author and the story.
Day Two: Small groups:
Students discuss introductions
from several stories they have
read and the hooks that were
used. Each group decides on
the most popular two.
Day Three: Students discuss
in pairs the importance of trust
in relationships.
Day Five: Students view the
images from the movie and the relates to Science project.
picture book and discuss their
importance and whether they
represent the print text or what
the author was trying to say in
the story.
Page 22 of 28
Week 2
Day Two: Students view the
images from the movie and the
picture book and discuss their
importance and whether they
represent the print text or what
the author was trying to say in
the story
Day Three: Discuss the
message in the I Am A Pelican
song. Talk about the similarities
to the book. (Eg: Environmental
messages in the song they can
relate to the story – about the
pelican and their habitat. (Also
Day Five: Affective: Which do
you think had the most impact
on you – book, movie, play?
(Reflection) Why?
(Metacognition).
Week 3 Week 4 Week5
Day Four: Short play and dialogue for Year 2. Students explain characteristics of themselves
Ones to watch. which they intend to include/ Day Five: Discuss all
3. Students discuss interesting facts about the the ways we have
animal they have researched. learned how people
Day Five: Invite local Aboriginal elder to 4. Students discuss what they will use in the tell stories through;
come in and tell a story about the pelican introduction to hook the reader. Novels, movies,
from an Indigenous perspective – make plays, images, dance
links to Fingerbone Bill and what he said Day Three: Day Two: Reread the text together. and music. Ask
about the pelicans in the movie. Students then watch the trailer for the book and students which ways
(View this together). Ask the Aboriginal discuss and pause where the students want to add are the easiest for
Elder to discuss this scene from his point comment. Reread storybook together. them to understand
of view. the story. Discuss
how understanding
Day Four: The One and Only Ivan the English we learn
Discussion is had about how relationships are in school helps us
integrated into the story. understand. For
example, planning,
punctuation and
Day Five: Read stories to class while being recorded. grammar. Discuss
Three secret students are asked to peer assess the how stories can help
presentation. Students discuss each story. us say something
meaningful to
someone we have a
relationship with.
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.

Day One: Trust – “Blindfold a Day One: Day Two: Students perform their Haiku Day One: Students are given a card of an animal. Gestural/spatial In
partner, and guide them Trust game (based on using gesture for each of the lines. They must decide whether they want to keep the pairs students play a
around the hall. Let them relationships). animal, send it to a zoo, put it back in the wild or give game where they use
learn to trust you (which they Group trust: Day Four: Gestural/Spatial Practice the it to someone else- they can come up with other ideas a compound word
will do, unless you make “Counting to 20 Objective of dialogue and create relevant gestures but they must stand at the front of the class and tell and break it in to two
them walk into things)! Then the game is to count to 20 in a which promote an understanding of your everyone their choice (Morals/values). and use gestures to
swap over, and be the group without having more than dialogue for young viewers. Consider the represent the word to
blindfolded person”. one person saying a number at spatial aspects relevant to your the class. Other
a time. However everyone must presentation Day Two: In pairs of threes – students make the most students have to
http://www.jugglingworld.biz be sitting in a circle with their (Students will film and photograph the accurate form of each letter they concentrated on in guess what the word
Drama

/tricks/games-ideas-for-kids-
and-youth-groups/trust-
games
Day Two: Generosity - Give
students an object – they are
to decide whether to keep it or
if someone else would benefit
from it and why.
eyes closed, and the order of plays and create PhotoStories in ICT the handwriting lesson. Ask students to have another is.
who says what number MUST which will be added to the Year One class member take a photograph of your letter.
be random. – much harder than reading and viewing resources). This task requires co-operation from each person in Day Three: With the
it sounds!” the group as they work together to create the letter. It music to Father and
Gestural/spatial With the Aboriginal elder, also requires respect for the person/s from another Son playing –
http://www.jugglingworld.biz/t in groups - use the gestures and dialogue group they want to ask to photograph them teacher holds up a
ricks/games-ideas-for-kids- from the discussion to create your own (Relationships). word from the song
and-youth-groups/trust- movements and gestures to tell the story. students stop and
games make a statue
representing the
word.

Page 23 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
Day Three: Honesty - Students Day Three: Whole class:
have to say whether they felt
like they really wanted to give
it away or whether they really
wanted to keep the object.
Day Four and Five: In pairs
students discuss outside of
their family who is someone
they can trust. Create a
presentation with a few lines
each showing this relationship.
Prior to the presentation
students tell the class who the
other person is and why.
(These tasks underpin the Big
Idea of Relationships allowing
students to integrate Values
from the Guiding Principles for
WA Schools documents).
Page 24 of 28
Week 2 Week 3 Week 4 Week5
“Drama to engage and inspire Day Three: Students pretend they are an animal
Students play charades The use of drama is such a powerful tool. (possibly their own pet) or a pet of someone – they
depicting one of the characters Taking the lead from our drama specialist, act out how they would like their day to be if they
in the novel. Student model. all teaching staff use a range of techniques were that animal. Ask the class if they think that pet is
to promote the exploration of characters, treated right.
Day 4: In pairs. Think about the situations and historical events. This
parts in the novel where two process expands the pupils' imaginations,
characters were together. Using and provides them with the ideas they
gestures see if you can depict need to give their writing that extra spark
the relationship and what they and flair”.
were doing. Teacher model.
(Warren, 2014).
Day 5: Whole class: Using
premade masks depicting each
character in the book, students
move in ways they think depict
that person or animal. Teacher
videos for participation
observation.
(The tasks undertaken in
drama assists students in
writing their book review
through gaining different
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One
Week 1 Week 2 Week 3 Week 4 Week5
Focus: Giving students the
multimodal opportunity to
engage in the four roles of a
reader; code-breaker, text
participant, text user and text
analyst (Luke & Freebody,
2012, p. 2-4) to assist in
making meaning of the world
in which they live.
perspectives and
understanding and giving
depth to the characters and
scenarios in the story).

Post partum: The unit overview and overarching context has the capacity to embrace many areas. The relationships between human beings; and human beings and animals identified in
this work of study creates a base for students to learn about relationships in more complex or diverse ways such as; looking at personal roles and behaviours in a relationship or the
relationships between humans and place. This unit of study may be continued with a focus on the relationships between human beings and the environment being underpinned by
acknowledging our sense of place.
Learning is a journey away from the learner’s comfort zone, leaving the relative narrowness and limitations of the life world. As much as learning needs to affirm identity and create a sense of belonging,
it is also a process of travelling away from the familiar, everyday world of experience. This journey is one of personal and cultural transformation (Curtin University, 2014, Week 12).
Please Note: Not all worksheets or assessment recording sheets are provided – some examples are included as Appendices.

9. ACCOMMODATION FOR: LEARNER DIVERSITY

The integration and use of multimodal genres have allowed learner diversity to be addresses. If a child does not understand the printed text, they may gain an understanding from the picture book images,
the movie with images and spoken text or from the gestural representation in the stage play. All activities can be simplified for students who are having difficulties with the tasks.
Examples: For students with learning difficulties for example the Haiku activity could be replaced with creating an acrostic poem.
For students who require extension: Students find a group of words in the novel with the same etymology for kids to puzzle over/research? Can some kids take still photos at the excursion and use them
to create a visual recount? Recount could be on PhotoStory, and students could add one descriptive word for each slide (creating meaning, vocabulary development)?
Differentiated learning could also include asking students at each end of the developmental spectrum to choose one sentence in the whole book that they love, and explain why (responding to
literature)? This is unobtrusive for challenged learners because they can do the task at their own level or ask them to choose three words (beginning with random letters chosen by you or by them) from
the novel that they love (vocabulary development)?
For ESL/D students there is a workbook provided which uses visual representations to assist in understanding the text that the class is studying and this can be used for ideas to provide meaningful
lessons.

Page 25 of 28
Brigitte Carter SN 13052340 Literacy Education 335: Assignment Two_Part One

10. RESOURCES:
English writing books
Lined & plain paper
Interactive Smart-board/pens/erasers.
Books: Storm Boy; The One & Only Ivan; other fiction and non-fiction books - as outlined in mutilmodal section.
MOVIES: Storm Boy by Colin Thiele
STAGE PLAY: Storm Boy by Barking Gecko Company
Website addresses/ YouTube,
iPads.

11. REFERENCES FOR ALL PARTS OF THE PLAN.

Applegate, K. (2012). The One and Only Ivan. HarperCollins. Retrieved from http://www.goodreads.com/book/show/11594337-the-one-and-only-ivan

Australian Curriculum Assessment & Reporting Authority (ACARA). (2012). English Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level4

Bear, D. R., Invernizzi, M., Templeton, S. &, Johnston, F. (2008). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, New Jersey: Pearson Education
Ltd.

Bradford School cited in Teach-ICT.com. (2014). Suggestions for Plenary Activities. Retrieved from http://www.teach-ict.com/teacher/plenary/plenaries.htm

Bruce, J. (2008). Literacy: Guided Reading Rotation Programme (Book 4). Oak Flats, NSW: Essential Resources Publishers Limited

Commonwealth of Australia. (1999). Program and Strategies Handbook: Follow-up to ELLA. Retrieved from
http://www.schools.nsw.edu.au/media/downloads/schoolsweb/studentsupport/programs/disabilitypgrms/pshandbooksec.pdf

Crow, E. (2011). Pelicans. Retrieved from.http://birdephemera.blogspot.com.au/2011/05/poemabout-pelicans.html

Curtin University of Technology. (2014). Literacy Education 335: Week Twelve. Accessed from Curtin University of Technology.

Deutscher, G. (2011). Common & Proper Nouns. Retrieved from http://www.phonics.net.au/images/common-and-proper-nouns-worksheet-lesson22.jpg

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Evans, L. (1998). Munching Monsters. Melbourne, Victoria: Shortland Publications.

Hope, D. (2001). The Complete Phonic Handbook: The grapho-phonic and spelling reference. Greenwood, Western Australia: R.I.C. Publications.

.Islam, Y. & Knopfler, M. (n.d.). Father and Son. Cat Music Limited. Retrieved from http://www.azlyrics.com/lyrics/catstevens/fatherandson.html

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Kelley, L. (2010). Getting Hooked: Introduction for a Narrative. UNC School of Education. Retrieved from http://www.learnnc.org/lp/pages/2992?ref=search

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Acknowledgements to Janice Keenan (Kalbarri District High School) and Michelle Westlake (Margaret River Primary School) for their contributions and input into the development of this learning plan.

http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Reviewed-resources/Reading/Comprehension/ELP-Years-1-4/Guided-reading
.

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