Literature Sequence Rationale

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Grade: 5 Students: 25 (13 boys, 12 girls)

Phamville Primary Burwood

Literature-based Plan: Gargoyles Galore

Rationale:
This literature sequence is designed for a Grade 5 class of 25 students (13 boys, 12 girls) who attend an inner eastern primary school in Melbourne. The majority of students are from an English speaking background, with 5 students from a background other than English (ESL). Most students enjoy reading and are at or near the literacy level required in Grade 5, with 5 students well above standard and 2 ESL students just slightly below. The text chosen for this literature-based plan is Night of the Gargoyles, which incorporates Eve Buntings richly descriptive prose with David Wiesners pastel illustrations to create a sombre and spooky picture book. Even though a picture book, Night of the Gargoyles is written in a narrative poetry with complex language structures containing rich vocabulary that is suitably interesting and engaging for this grade level. The illustrations are also sufficiently sophisticated and detailed to intrigue students of this age. Furthermore, scary books have emotional power and suspense [and] introducing scary books other than horror stories, such as science fiction, survival stories, and fantasy quests, may help broaden students interests and expand their reading repertoires (Richards et al 1999, p. 834). The English domain of AusVELS states that it is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and the world around them English also helps students to engage imaginatively and critically with literature to expand the scope of their experiences. This literature-based sequence is designed to provide learning experiences to scaffold students through the reading and writing process whilst immersing them in the world of gargoyles. Given that most students enjoy reading, the text is sufficiently interesting to enable them to engage imaginatively and creatively through poetry. The focus on such literary devices as imagery as well as the many visual prompts provided in the first session will support the 2 struggling students. These students will further be supported through multiple readings of the book, including a teacher read aloud, whole class shared reading experience and individual copies made available for independent reading. The learning experiences in this literature sequence is based on the ethos that all students will enjoy the particular type of language used in the book, which in this case is poetry. The idea is not necessarily to dissect the structure of the language used in the book, but rather to allow students to gain enjoyment of poetry, and through that enjoyment engage with the vocabulary and structure. In advocating for students to enjoy the poetry they study, Prelutsky (2008) asserts that technical terms, such as alliteration and assonance, as well as figurative devices such as simile, metaphor and personification, will become part of childrens terminology as they respond and attempt to explain why and how words work in a poems (p. 9). This literature sequence is primarily focused on immersing students in the theme of gargoyles and the emotions and memories evoked by the vocabulary and images in the text, which will naturally be individual and
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Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature Sequence Rationale

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unique to each student. This individualisation of the experience is deliberate in order to cater for the range of abilities and interests of students in the class as no one size fits all. This literature sequence incorporates a balanced approach to instruction in that it not only includes reading and writing but also integral literacy components such as viewing, vocabulary, oral language and presentation. It begins with frontloading, tuning in and pre-reading activities in order to both determine students prior knowledge as well activate any background knowledge students may have of both the topic of gargoyles and of the literary form of poetry. The teacher read aloud provides an exemplar model of how to read poetry prose and is an integral factor, along with the shared reading experience, in scaffolding students through the reading process, especially when poetry prose is unfamiliar, as in the case of ESL students. Whilst literature focus units represent a transition between teacher-centred and student-centred learning because the teacher guides students as they read (Tomkins et al 2012, p. 320), this approach is effective in the teaching of poetry because students are required to move away from the more familiar language structures of sentences to the more unfamiliar poem construction of lines. Furthermore, when students cannot read fluently, this approach allows teachers to teach vocabulary words, which can often be more complex when used in poetry. Leading up to the writing process, this sequence incorporates mini-lessons in three poetry forms (acrostic, haiku and alliteration) using an explicit teaching approach designed to quickly introduce students to these text forms and literary devices such as imagery. The Word Wall provides a basis for word-study activities as well as a pool of vocabulary for students to draw on during the writing process. The quickwriting activities support students to be creative and adventurous and the formal class presentations encourage and foster a community of learners. The development and delivery of multi-modal presentations also incorporates inter-disciplinary links to Communication and the use of computers and various multi-media devices provides ample opportunity for students to engage in ICT use. Finally the two levels of assessment, peer and teacher, provides students with balanced assessment and different viewpoints on their strengths and weaknesses. Overall, it is hoped this literature focus unit will provide an appropriate and balanced literacy program for middle years students.

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Literature-based Plan

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Table 1: AuSVELS Strands/Domains/Dimensions

Strand Domain Dimension Reading & Viewing Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1608) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Writing Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Create literary texts using realistic and fantasy settings and character that draw on the worlds represented in texts students have experienced (ACELT1612) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Speaking & Listening Understand that the patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Language

DisciplineBased Learning

English

Literature

Literacy

Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication, performance and oral presentations. InterDisciplinary Learning Communication Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience. For formal presentations they begin to select appropriate forms for sharing knowledge and influencing others; for example, adding sound to presentation software. With support, students use provided criteria to evaluate and reflect on the effectiveness of their communication and to provide feedback on the communication of others.

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Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan

AusVELS Level: 5 (Grade 5)

By Eve Bunting Illustrated by David Wiesner Summary of Expectations according to AusVELS Strands/Domains/Dimensions

Night of the Gargoyles

Literature Focus:

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The major curriculum understandings are drawn from the AusVELS English domain within Discipline-based Learning with one understanding from the Communication domain within Inter-disciplinary Learning. Table 1 outlines all the links to AusVELS that this unit is designed to take students through. It is expected that students will attain the key understandings as laid out in Table 2. In responding to this text, it is expected students will also attain and practice the key concepts and skills laid out in Table 3. Students are also expected to showcase their learning through the formal presentation of their work to their peers and teacher. Table 2: Key Understandings Table 3: Key Concepts & Skills
1. Understand how texts vary in purpose, structure and topic as well as the degree of formality (Language/Reading & Viewing) 2. Understand, interpret and experiment with sound devices and imagery in narratives (Literature/Reading & Viewing) 3. Understand the use of vocabulary to express greater precision of meaning (Language/Writing) 4. Understand that the patterns of language interaction vary across text types (Language) 5. Experience a variety of aural, written and visual communication forms in both formal and informal settings (Communication) U1 U2 U3 U4 U5 Identify and explain characteristic text structures and language features used in imaginative texts Present a point of view about a text using appropriate language and reflection Create literary texts using fantasy settings that draw on the world of experiences Plan, draft and publish imaginative and multimodal texts using appropriate text structures, language features, images and sound Plan, rehearse and deliver presentations incorporating multimodal elements Develop formal presentations to organise ideas, share knowledge and influence others Evaluate and reflect on the effectiveness of their communication and provide feedback on the communication of others CS1 CS2 CS3 CS4 CS5 CS6 CS7

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Literature-based Plan

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Stage of Learning Session 1 (2 hours) Front Loading Tuning In Pre-Reading

Planned Learning Experiences Whole Class Brainstorm Introduction (10 mins) Focus: To introduce the gargoyle theme, determine prior knowledge and activate existing background knowledge (general). Strategic questions: Does anyone know what a gargoyle is? Has anyone seen a gargoyle? Do you know what its purpose is? Students to discuss and record ideas on butchers paper for display around the classroom. Whole Class Discussion - So, what is a gargoyle? (10 mins) Focus: To tune students in to the concepts of gargoyles as mythical creatures. Mini-lesson / Teaching point: What is a myth? A traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves to explain aspects of the natural world or forms the basis of customs or ideals or a society. Strategic questions: Do you think La Gargouille really existed? What other myths or legends have your hear of? Pair and Share Discussion Mythical creatures (10 mins) Focus: Students to share ideas with their peers Strategic questions: What other mythical creatures do we know about? Are these creatures unique to a specific society? Do you have any childhood memories of a mythical creature? If you imagined yourself as a mythical creature, how would you look, feel and smell like? Students to share their partners answer with the rest of the class. Whole Class Discussion - Website Exploration (10 mins)

Resources Butchers paper Coloured markers Video (4 mins): Meet Me At The Corner Gargoyles (Appendix 1)

Assessment of Learning Outcome Diagnostic / FOR Teacher observations of student interactions will occur throughout all sessions

Video (4 mins): Gargoyle Presentation (Appendix 2)

Visual discussion prompt:

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Literature-based Plan

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Focus: Introduce students to mythical creatures and provide an informational resource Strategic questions: What different sorts of mythical creatures are there? Are some creatures more believable than others? Any new information specific to gargoyles to be added to the butchers paper brainstorm. Individual Activity - Mythical Creatures Class Book (20 mins) Focus: To immerse students in the topic and provide students with background knowledge (specific). Students will invent their own mythical creature (gargoyle or non-gargoyle based) using a worksheet detailing a drawing of their creature, what it looks, feels, smells, and sounds like. Students will complete a worksheet for inclusion in a class book to be displayed via the Class Blog. Teacher will scaffold the process, conferencing with individual students and providing suggestions to struggling students. Whole Class Activity Tuning in to Gargoyles (10 mins) Focus: To tune students in to gargoyles specifically in preparation for reading the book. Strategic questions: Did you recognise any of those places? Can you remember seeing a gargoyle on a building now? Whole Class Activity Book Orientation (10 mins) Focus: Introduce the book and author/illustrator in preparation for reading Teacher will show the book to students, showing the front cover and flicking through the pages before passing the book to students to allow them to thumb through and have a quick look. Students will explore a webpage giving information about the book, the author and the illustrator. Strategic questions: What do you think the book is about?
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Website: Mythical Creatures & Beasts Wiki

My Mythical Creature worksheet (Appendix 3) Google Docs online display of class book Mythical Creatures Class Book to be embedded into Class Blog

Formative / AS Teacher feedback will be given during conferences Class book will be read and discussed as a group

Video (5 mins) Gargoyles Around The World Slideshow (Appendix 4)

Website: About The Book

Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan

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Whole Class Activity Reading The Book (20 mins) Focus: Implement the reading stage where the book will be read more than once The book will be displayed on the IWB (interactive whiteboard) so all can see. Teacher will read the book aloud to the students the first time, to allow students the pleasure of enjoying the book. The second reading will be a shared and interactive experience with all students taking turns reading in the order they are sitting. Teacher will call out designated beginning and end points. Students will become active participants in exploring the book and discussion and questions is encouraged. Copies of the book will also be made available to students to follow on with. Strategic questions: What sort of genre (text type) is the book? (Narrative) What sort of style of writing is the book written in? (Poetry) Ensure students understand the text structure is a narrative poem and explain that students will be engaging in the books theme of gargoyles and writing poems that they will be presenting to the class as an assessment piece. (Setting purpose). Pair and Share Discussion Night of the Gargoyles (10 mins) Focus: Students to share their thoughts with their peers and the rest of the class Strategic questions: Did you find the book interesting? Did you enjoy it? Do you think the gargoyles were good or bad? Or could they be both? Why was the book only in black and white? Would colour have changed the story? What other things have been known to come alive at night? What sort of images came to mind as we read the book? Students to share their partners answers with the rest of the class Any new ideas relating to gargoyles to be added to the brainstorm chart.
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Google docs online display of the book to be projected on the IWB 'Night of the Gargoyles'

Teacher observations will be important in determining any knowledge gaps

Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan

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Individual Activity - Reflective Journaling (10 mins) Focus: Students to reflect on their learning Strategic questions: What is the most interesting thing you learned? What is something you want to know more about now? Session 2 (2 hours) Thinking within/about or beyond the text Whole Class Activity Creating A Word Wall (15 mins) Focus: Identify vocabulary in the text that is unfamiliar, and/or can be used to invoke an image. Mini-lesson / Teaching Point: Introduction to figurative language and imagery When you read a story, the mental picture you create in your mind is called imagery. Imagery involved one or more of your senses: sight, hearing, touch, taste and smell. An author uses a word or phrase to stimulate your memory of those senses. These memories can be positive or negative which will contribute to how you feel about the story. Strategic questions: What words or pictures in the book make you remember a feeling? What words can you use to describe what you feel when remembering? What words or pictures in the text make you think of something? Teacher takes students through the book on the IWB again to identify key words and phrases in the book that invoke the imagination and can be included on a word wall. One student sit with a laptop and enters the words into Word It Out in order to generate an online Word Wall to later be displayed on the IWB. Individual & Whole Class Word-Study Senses Table (15 mins) Focus: Students examine the words on the word wall and think more deeply about and practice visualising the words meaning. Students may choose to focus on any number of words from the Word Wall or to examine the Word Wall as a whole. Strategic questions:
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English journals

Diagnostic / FOR Formative / AS Online web tool Word It Out to create an online Word Wall. Screenshot of Word Wall (Appendix 5) Depending on student response, other mini-lessons may be incorporated

English books Sticky note Senses Table projected on to

Teacher observation of the types of words students write, some may need

Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan

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How do you imagine a gargoyle? What does it look like? What does it feel like? What does it sound like? What does it smell like? What does it taste like? Individually, students will write in their English books 2-3 words in answer to each question and then write these on sticky notes and stick on the senses table projected on the interactive whiteboard. Whole Class Introduction to Poetry (10 minutes) Focus: Explicit instruction on the text structures of poetry, specifically the acrostic, haiku and alliteration forms in preparation to commence the writing process. Students will be taken through a series of three mini lessons where they will explore three forms of poetry and write their first draft of poems to be presented for formal assessment. Mini-lesson: Acrostic Poem (10 mins) Acrostic poems take the first letters of a word as the beginning of each line in the poem. Show an exemplar to students: Gargoyle-hunches immobile on the ledge As night falls movement and mischief begins Reaching for the moon on gargoyle wings Green-pickled stone soars to lick the stars Over and under somersaults amidst clouds Yelling and grumbling scorn at the world Living by night whilst unblinking by day Empty eyes see everything and nothing Solid once more as the dawn brings the sun Explore a webpage with students containing examples of acrostic poems

the IWB (Appendix 6)

clarification

Google docs online Powerpoint presentation projected on the IWB Introduction to Poetry (Appendix 7)

Website: Acrostic Poems

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Literature-based Plan

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Quickwriting Write your own acrostic GARGOYLE poem (10 mins) Focus: Allow students to be creative and experiment with writing poetry Two to three students share their poems with the rest of the class. Mini-lesson: Haiku Poem (10 mins) A Japanese poem written on three lines where the first line has five syllables, the second line seven syllables and the third line five syllables again. Show exemplar to students: Bloodless eyes by day Pockmarked stone a birds abode Nearsighted frozen Explore a website with examples of haiku poems Quickwriting Write your own haiku poem (10 mins) Focus: Allow students to be creative and experiment with writing poetry Two to three students share their poems with the rest of the class. Mini-lesson: Poems Using Alliteration (10 mins) The repetition of the beginning consonant in all the words in your poem Show exemplar to students: Greg Gargoyle gregariously gallivants Gurgling, gargling, giggling glibly Grandly guffaws and gloatingly gawks Grunting gluttonously gobbles goats Greg Gargoyle the grotesque gamin Explore a website with examples of alliteration poems Quickwriting Write your own G alliteration poem (10 mins) Focus: Allow students to be creative and experiment with writing poetry Teacher will put up a website with a list of uncommon G words to provide
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English books

Formative / AS All quickwriting sessions will incorporate informal formative assessment based on teacher observations and student conferencing in order to monitor student progress

Website: Examples of Haiku

English books

Website: Examples of alliteration

Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan

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inspiration. Students will also have access to classroom dictionaries Two to three students share their poems with the rest of the class. Individual and/or Teacher Conferencing Drafting & Revising (10 mins) Focus: Students transfer their rough copies from the quickwriting sessions into a word processing program such as Word on the computer. Using Word, students type out their rough drafts and revise their ideas in preparation to formally present their poems to the class. Individual Activity Editing & Proofreading (10 mins) Focus: Students finalise their written poems for publication and presentation to the class. Using Word students proofread their poems and ensure that all words are spelled correctly, all relevant punctuation is present. Students will also ensure that their poems are sufficiently edited in terms of structure and appearance in preparation for final presentation. During the last two activities, teacher will ensure each student receives a quick conference in this time to ensure they are on the right track. Individual Activity - Reflective Journaling (5 mins) Focus: Students to reflect on their learning Strategic questions: Which form of poem did you enjoy writing the most? Why? Session 3 (2 hours) Developing a multi-modal response Individual Activity Recording their poems (20 mins) Focus: Students to rehearse and record either an audio or video recording of their poems for inclusion in their final multi-modal presentation. If video recording, students may work in pairs so that one student records another performing before swapping. Students use vocaroo to record and save their audio recordings Teacher provides an example of a video made by a student. Individual Activity Developing a Glog (40 mins)
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English books Dictionaries Website: Uncommon G Words

English books Dictionaries ICT lab

English journals Video Link to Website: Perform A Poem Any digital device such as an iPad, hand held camera that can record video Online audio recording tool Website: Vocaroo Formative / AS Informal assessment from teacher observations may determine that a mini-lesson on verbal recitation is required

Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan

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Focus: Develop a multi-modal response showcasing their work via Glogster Students spend a full ICT Lab time slot producing a Glog containing: A title for their presentation Their poems presented in a written format Their poems either aurally via an audio recording or visually via a video or both Whole Class Activity - Presentation to the class (1 hour) Focus: Students present their work to their peers and are peer assessed as well as formally assessed against a rubric. Teacher has collated all student glogs into a single class presentation on Glogster that can be accessed via a link. Each student will stand up and present their glog in the order it appears in the presentation. Students celebrate their achievements by applauding each others work. Students will also conduct a brief Q&A session after their presentation allowing their peers to find out more about their work. Peer-assessment will be in the form of verbal sandwich feedback (positive/negative/positive) to ensure that positive feedback as well as genuine areas for improvement are provided. Teacher will also provide general comments and a marked rubric. Individual Activity - Reflective Journaling (5 mins) Focus: Students to reflect on their learning Strategic questions: What did you do really well in your presentation? What will you do next time to improve?

Link to Glogster for a Glog Example Screenshot of the glog (Appendix 8) Summative / OF Link to Class Gargoyle Poems Presentation on Glogster. Formal assessment occurs here according to the rubric outlined in Appendix 9 Students will also receive verbal peerassessment

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Literature-based Plan

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References
Abcteach 2012, website accessed 4th October 2012, http://www.abcteach.com/Contributions/HaikuContest.htm. Fisher, A 2008, The magic of poetry, English Four to Eleven, no. 32, pp. 7-11, retrieved Education Research Complete database, 1 October 2012. Mythical Creatures and Beasts Wiki 2012, website accessed 26th September 2012, Mythical Creatures & Beasts Wiki. Perform a Poem 2012, website accessed 4th October 2012, http://performapoem.lgfl.org.uk/play.aspx. The Phrontistery 2012, website accessed 28th September 2012, http://phrontistery.info/g.html. Poems By Paul McCann 2012, website accessed 4th October 2012, http://home.vicnet.net.au/~poems/ps/html/alliteration_examples.html. Primary Resources 2012, website accessed 29th September 2012, http://www.primaryresources.co.uk/english/englishC2.htm. Richards PO, Thatcher DH, Shreeves M, Timmons P and Barker S 1999, Dont let a good scare frighten you: choosing and using q uality chillers to promote reading, The Reading Teacher, vol. 52, no. 8, pp. 830-40, retrieved Education Research Complete database, 1 October 2012. The Teachers Guide 2012, website accessed 1 October 2012, http://www.theteachersguide.com/poetrymonth.htm. Tompkins G, Campbell R and Green D 2012, Literacy for the 21st century, Pearson Australia, Frenchs Forest, NSW. Victorian Curriculum and Assessment Authority (VCAA) 2012, ausVELS Website, accessed 3 October 2012, http://ausvels.vcaa.vic.edu.au/.

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Phamville Primary School Gargoyles Galore ECL310, Tri 2, 2012

Literature-based Plan - Appendices

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Appendix 1 Video: Meet Me at the Corner Gargoyles

Appendix 2 Video: Gargoyle Presentation

Literature-based Plan - Appendices

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Appendix 3: My Mythical Creature Worksheet

My Mythical Creature
My mythical creature is called___________________ It lives____________________________________
It sounds like: It looks like:

It feels like:

It smells like:

Literature-based Plan - Appendices

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Appendix 4 Video: Gargoyles Around the World

Literature-based Plan - Appendices

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Appendix 5 Screenshot: Word Wall

Appendix 6 Senses Table

Sight

Sound

Taste

Smell

Touch

Appendix 7 Screenshot: Introduction to Poetry Powerpoint

Literature-based Plan - Appendices

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Literature-based Plan - Appendices

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Appendix 8 Screenshot: An Example of a Glog Presentation