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56S Writing Program

Term 1 2013 Descriptions


Aim & Rationale: Students will be supported to write detailed texts, using appropriate grammatical and language features. This program will provide opportunities for: explicit teaching in the structure of descriptions using learning intentions and success criteria. explicit teaching of text language and opportunities for students to develop their own vocabulary. modelled writing of text examples and opportunities for guided writing. students to participate in class discussions about descriptions students to contribute to oral development of descriptions students to participate in joint constructions of detailed descriptions students to apply their skills through daily writing practice. Outcomes: Quality Teaching Focus: Deep Knowledge WS3.9 Produces a wide range of well-structured and Students will demonstrate their deep understanding of key writing concepts by well-presented literary and factual texts for a wide variety of participating in explicit lessons, rehearsing skills and producing quality texts. Concepts purposes and audiences using increasingly challenging topics, will be taught slowly and reinforced before new learning is introduced. Learning is ideas, issues and written language features. sequential and prior knowledge needs to be built up prior to a new concept being WS3.10 Uses knowledge of sentence structure, grammar and introduced. punctuation to edit own writing. WS3.13 Critically analyses own texts in terms of how well they Learning Intentions and Success Criteria have been written, how effectively they present the subject matter For best achievement, Success Criteria are developed collaboratively with students. and how they influence the reader. Reflection at the conclusion of the lesson focuses on attainment of learning goals. WS3.14 Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related Formative Assessment grammatical features and conventions of written language to Formative Assessment strategies and opportunities are listed throughout the program. shape readers and viewers understanding of texts.

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Program Organisation Formal writing lessons are taught Tuesday 12.30pm 1.15pm, Wednesday 10.30 11.00 even weeks: 12.30 1.15 odd weeks: Thursday 10.30 11.00.

Indicators: Constructs detailed descriptive texts Analyses own texts for effective use of text structure and features. Researches information to enhance vocabulary and gain confidence in writing about unfamiliar topics. Uses graphic organisers to plan work Assessment: Observation of writing tasks regular formative assessment opportunities to inform direction for future teaching/consolidation of learning Self-assessment and reflection critically reflects own work by listening to the efforts of their peers. Formal post-teaching summative writing task assessment

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Teaching and Learning Activities


Weeks Focus 3 and 4 Descriptions Teaching and Learning Discuss how descriptions are part of longer texts such as information reports, biographies and narratives. They help the reader focus attention on the characteristic features of a particular thing Discuss the use of our senses to help describe Use picture prompts to write paragraph descriptions based on what can be seen, heard, felt, tasted or smelled. www.edgalaxy.com - use a selection of prompts including beach head and seadoo. Scaffold the task by creating a table under the heading of each sense and listing descriptive words and phrases Formative Assessment Two stars and a wish Students listen to the descriptions of their peers and assess, offering constructive advice on ways to improve work Discuss how noun groups are the foundation for an interesting description. Discuss structure of noun groups and parts of speech e.g. articles, adjectives and nouns Reinforce the 3 articles used a, an and the Write sentences using detailed noun groups to describe objects in the classroom Look at picture prompts from www.edgalaxy.com and write a paragraph using detailed noun groups Formative Assessment Student self-assessment Students assess their own work sing the sentence starter An improvement I have made in my writing is . . .
http://www.tes.co.uk/teaching-resource/Using-similes-metaphors-and-personification-6180281/ PowerPoint about figurative language similes, metaphors and personification http://www.tes.co.uk/teaching-resource/Similes-metaphors-and-personification-sheets-6180515/ Completing sentences using similes, metaphors and personification

Building noun groups

Using Figurative Language

http://www.buzzle.com/articles/list-of-similes-and-metaphors.html - discuss the meaning of commonly used similes and complete sentences using some examples as prompts. E.g. The young girl with blonde hair was as busy as a bee. The brave man had the heart of a lion.
http://www.tes.co.uk/teaching-resource/Witches-Roald-Dahl-Literacy-plan-week-3-6302152/ simile/metaphor quiz Students are given a simile or metaphor prompt to complete as they leave the room

Formative Assessment Exit Question

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Describing a character using figurative language Factual descriptions

http://www.tes.co.uk/teaching-resource/Describing-Characters-using-Similes-and-amp-Metaphors-6121324/ Describing a character using figurative language. Focus Gaston from Beauty and the Beast http://www.tes.co.uk/teaching-resource/Witches-Roald-Dahl-Literacy-plan-week-3-6302152/ simile/metaphor quiz Look at factual descriptions from TaLe http://www.tale.edu.au/tale/live/teachers/primary/search/guidedsearch.jsp?muid=011266&taleUserId=1934150716&actio n=search&index=&pageNumber=1&resultsPerPage=10&filters=&searchText=factual+descriptions&selSector=PRIMARY&sear ch=Search&learningArea=Global^KLAs^English&stage=Global^Stages^Stage_3&yearFrom=-1&yearUntil=-1 Students describe themselves in terms of their characteristic features. Reinforce the use of detailed noun groups and figurative language Look at Stage description task. Allow students time in computer lab to locate suitable images to describe traditional clothing, food, celebrations etc. Formative Assessment Two stars and a wish

Factual descriptions

Students listen to the descriptions of their peers and assess, offering constructive advice on ways to improve work Students develop descriptions of features of their cultural background Modelled then guided completion of a description of traditional male and female Arabic dress using picture prompt http://www.thelovelyplanet.net/traditional-dress-of-lebanon/ Students use pictures of clothing from their own culture located in computer time to write their descriptions Formative Assessment Student self-assessment Students assess their own work sing the sentence starter An improvement I have made in my writing is . . . Introduce Description Graphic Table Students describe themselves in terms of their characteristic features. Reinforce the use of detailed noun groups and figurative language Repeat task with students using their best friend as the subject of the description Formative Assessment Paddle pop sticks Students are selected to read the description sentence/noun group etc. they consider was their best and say why it was chosen Look at properties on sites such as http://www.realestate.com.au/buy . View properties and their features. Discuss language used by agents trying to sell properties. View real estate magazines Build a word bank of adjectives, noun groups and figurative language to advertise properties for sale, highlighting desirable features. Students design and then describe their ideal home.

Factual descriptions

10 and 11

Factual Descriptions

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Formative Assessment Two stars and a wish Students listen to the descriptions of their peers and assess, offering constructive advice on ways to improve work

Differentiation
Harley dictates noun groups/ simile/metaphors and basic descriptions for teacher or partner to scribe Jabril individual support to construct noun groups and complete sentences using similes and metaphors

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