STANDARD 3.

2 Plan, structure and sequence learning programs

STANDARD 3.3 Use teaching strategies
STANDARD 3.4 Select and use resources
Topic !" Place #ohanna $%4% &pisode $' (ear )e*el + Term $ ,ee- 3.+ Date /ommencing 20
th
April 21$3
2RA!!AR 34/US 53 le*els6
$. ,hole te7t structure o8 a persuasi*e piece o8 te7t
An opening statement
A statement of opinion
Background Information to support the opening statement
Arguments to support opinion
Evidence and facts to support each argument
A concluding statement that sums up the argument, suggesting a solution or
possible action.
)anguage 8eatures 8or the te7t.t"pe
2. Sentence le*el
Present tense
Persuasive voice
Use of connectives (Firstl, secondl!
3. ,ord le*el
Emotive "ords
Use of first person (I, "e, us!
Use of con#ectures (therefore, furthermore!
($ing %an, &''(, pp. )**+)*,!.
Te7t t"pe and
mode
)istened to Spo-en Read ,ritten 9ie:ed Produced
Persuasi*e
argument te7t
7 7 7 7 7 7
Steps in Teaching and )earning /"cle 5adapted Dere:ian-a, $001;211'6
). Building topic kno"ledge
&. Building te-t kno"ledge./odel the genre
0. 1uided activities to develop vocabular and te-t kno"ledge
2. %oint construction of te-t
3. Independent construction of te-t
*. 4eflecting on language choices
3requentl" used )iterac" <nstructional Strategies
5hink Aloud 6anguage E-perience Approach (4.$! 4ead to 7hared 4.$ 1uided 4.$
/odelled "riting Interactive "riting Independent 4.$ 6iterature 8ircles 4eciprocal
5eaching /ini lesson 4oving conferences
4eading Intervie"s 8lo9e 7hared time
Topic.speci8ic *oca=ular" 8or the unit o8 :or-
8hores, thesis, school, business, responsibilities, emploment, gender
roles, stereotpes, social order, evidence, statement, education, eras,
decade, timeline, rights, e-pectations, aspirations, entitlements,
histor, Indigenous Australians, evidence, proof, #ustif, support,
reason, e:ualit, duties, routines, tanner, paragraphs, ke "ords,
abbreviations, persuade, rhetorical :uestion, opinion, closure,
argument, o"nership, control, discussion, debate, ;<uring the
decade=, countr, ma#orit, evidence, proof, #ustif, support, reason,
linking and conclusion.
Thin-ing Tools;techniques to support children>s thin-ing =e8ore;during;a8ter an acti*it"
1raphic >rganisers (1>! e.g. ?enn <iagram, @+8hart, 5+chart, 7emantic gridA BrainstormA /indmapA 5hink+Pair+
7hareA <>?EA PlacematA 1raffiti $allA Post+it BotesA 7unshine $heelA A+C proformaA Problem+solvingA 4eflective
6earning %ournalsA 7hare timeA 4eflection 8irclesA 4ole+plaA Fish Bo"lA <ebateA <iscussionA PBIA 3?IPsA BundlingA
/omprehension Strategies PredictingA ?isualisingA /aking connectionsA DuestioningA InferringA <etermining
important ideasA 7ummarisingA Finding evidence in the te-tA Understanding ne" vocabularA 7nthesisingA
8omparing and contrastingA ParaphrasingA 4ecognising cause and effectA 7kimming and scanningA
?uestion t"pes self+:uestioningA 0 levelsA (literal, inferential, evaluative! DA4
Resources
$ing %an, 6. (&''(!. Write ways. 7outh /elbourneE >UP.pp. *,+F), (2+(3, &'&+&'FA EPI7><E )F G ),2,E
%>HABBA English teaching resources do"nloaded on &nd >ctober &')0 from """.mplace.edu.au.. /
Place "ebsite """.mplace.edu.au ?ideo clip Episode )F ()!A AB80 /Place
httpE..""".abc.net.au.abc0.mplace.
Analysing
Checking
Classifying
Cooperating
Considering options
Estimating
Explaining
Generalising
Hypothesising
Inferring
Listening
Locating information
Making choices
Note taking
Obsering
!erforming
!ers"ading
!lanning
!redicting
!resenting
#eading
#ecognising bias
#eflecting
#eporting
#esponding
$eeing patterns
$electing information
$elf%assessing
$haring ideas
$"mmarising
&esting
'ie(ing
'is"ally representing
)orking independently
)orking to a timetable
*esigning
Elaborating
Interpreting
+"stifying
Ordering eents
Organising
!roiding feedback
,"estioning
#estating
#eising
$ynthesising
TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and the
literacy learning intention or sessions focs !
"H#LE CLA$$
Tning In
(Identify a strategy or a tool to help
acti%ate prior &no'ledge and(or to
introdce the topic)!
*INI LE$$#N
(E+plicitly ,odel the se of a ne' strategy or a
tool to assist 'ith the literacy learning
intention or focs of the session and to
prepare stdents for sccessfl co,pletion of
the set tas&) Reference to "ing -an inclde
page details!
IN.E/EN.ENT
LEARNING
(E+tended opportnity for stdents to 'or& in pairs0
s,all grops or indi%idally on a set tas&) Ti,e for
teacher to pro1e stdents thin&ing or 'or& 'ith a
s,all grop for part of the ti,e) Reference to "ing
-an inclde page details!
$HARE TI*E AN.
TEACHER $2**ARY
(3ocssed teacher 4estions and
s,,ary to dra' ot the &no'ledge0
s&ills and processes sed in the
session!
A$$E$$*ENT
$TRATEGIE$
(shold relate to literacy learning intention or focs
of the session) Incldes ho' & 'hat yo 'ill se to
,a&e a 5dg,ent on stdents atte,pt('or&!
7ession )E 1uided activities
to develop vocabular and
te-t kno"ledge.
5e-t specific vocab
building.
7tudents re+"atch
Episode )) of %ohanna
),2, (see appendi-!.
5he familiari9e
themselves "ith the era
and ho" %ohanna
spends her time.
2ra88iti :all
Using our notes in previous
sessions and ne" findings
from toda. 7tudents create a
graffiti "all detailing "ords
that are appropriate for the
era.
/odel ho" to use a
thesaurus to e-tend the
"ords "e have included on
our graffiti "all. For
e-ample, the "ord ItiredJ
ma be replaced "ith
Ie-haustedJ. Using 3 "ords
model 3 sentences "here ou
have taken a "ord off the
"all and made it more
interesting.
7tudentJs "ork in small groups
using thesauruses to find the
snonms of 3 "ords off the "all
and use these ne" "ords to
create sentences. 7tudents then
create 8lashcards to be used in a
game of memor.
Teaching group :ith small
group o8 &A)
2uided :riting 4evie" first
video clip again. Ask individuals
to share a ke"ord for a specific
scene in the video clip. Have
them e-plain "hat that "ord
means to them and give an
e-ample from their o"n culture.
As a class students
create a ne" gra88iti
:all using the ne"
"ords the have learnt
in todas lesson.
Each student then
receives a 8lashcard of
the old "ords on the
graffiti "all and "hen
the teacher reads aloud
the ne" matching "ord.
5he student "ins a
pri9e.
Anecdotal notes are taken
during guided "riting "ith the
small group.
4ecord studentsJ abilities for
choosing "ords that emphasis
meaning "ithin the te-t. Also
note ho" the decide to record
their
7ession &E %oint construction
of te-t. 7eeing ho" the te-t
relates to us in real life.
Discussion
Have a special guest to
the class knock on the
door and inform
students that the
principal has cancelled
sport for the ne-t "eek.
5he teacher models
thin-ing aloud asking
the class "h this ma
have happenedK
5he teacher should re+
phrase student
suggestions, as "ell as
record these on the
I$B.
Role pla"
7tudents are placed in t"o
large groups one a group of
students and the other a
group of people acting as the
principal.
>n butchers paper students
"rite all the reasons that
their character believes sport
should. or should not be
including in ne-t "eeks
activities.
Thin-.Pair.Share
7tudents pair up "ith someone of
the opposite group to them. 5he
de=ate using e-amples the have
formed "ithin their larger
groups.
Teaching group :ith small
group o8 &A)
7tudents also debate this topic.
4evisit an vocab from the
discussion. 7tudents then reflect
on the sentences that the felt
"ere trul convincing. 4ecording
one on the "orksheet and
completing the columns II
thoughtJ and II feltJ (see
appendi-!. 7tudents can use
Re8lecting circles
7tudents are given time
to "rite do"n a
reflection of their
e-perience. 5he teacher
encourages them to
focus onE
What points did you
raise that were truly
convincing to others?
Why do you think this
may have been the
case?
How did you feel when
you were debating with
your peers?
What did you think
Anecdotal notes are taken
during guided "riting "ithin the
small group.
4ecord studentsJ reflections of
their selected sentence in their
"riting #ournals.
pictorial responses her if
necessar.
when the principals
explained to you why
sports should be
cancelled?
7ession 0E Independent
construction of te-t.
Bring in old
photographs of oung
children "orking in the
),''Js.
<iscuss "ith the class
"h this occurred and
"h man students did
not attend school.
7tudents should be
encouraged to make
te7t to te7t and te7t to
:orld connections.
Thin- aloud
Pose the :uestion to the
class. 7hould %ohanna stop
"orking and attend schoolK

4evise the structure and
language features and
model ho" to complete the
graphic organiser
ham=urger for assistance
"ith paragraphs.
Encourage students toE
Ask yourself, do have?
An opening statement
A statement of opinion
Arguments to support my
opinion
A concluding statement that
sums up the argument,
suggesting a solution or
possible action!
7tudents "ork individuall to
create a persuasive te-t, using the
hamburger organiser as a guide
for their paragraph structure.
Teaching group :ith small
group o8 &A)
4evise the structure and
language features. Have students
create a planner of "hat the
"ish to include. 7tudents "ill
onl "ork on one paragraph and
aim to include a connective.
In share circles have
students discuss their
stance and ideas about
the topic. Encourage
talk about e-amples in
real life that support
their arguments.
Who do you think our
audience would be?
What is your opinion?
Why as the author is
your opinion
important?
How do you want your
readers to think and
feel?
7tudents are marked on their
abilit to use present tense, a
persuasive voice and connectives
(Firstl, secondl!.
7ession 2E
Editing.Preparing to publish
Read aloud
4ead to the class our
persuasive argument as
to "h %ohanna should
stop "orking and
attend school.
Thin- aloud
/odel the persuasive te-t on
the board. Using one colour
model revie"ing our o"n
"ork. Adding punctuation,
grammar and spelling as
necessar.
Using another colourA have a
student come up and revie"
our "ork. Allo" them to
model ho" the "ould edit
our "ork also.
Pair :or-
7tudents return to the floor "ith
t"o different coloured pens.
7itting back to back "ith a
partner the begin editing their
o"n "ork. >nce finished, the
s"ap "ith each other.
Teaching group :ith small
group o8 &A)
7tudents also form partners, but
are given a rubric as a guide,
askingE
If all their sentences
make sense.
If the have used capital
letters
If the have used full
stops.
5"o students are
selected to share "ith
the class their
e-perience in editing
each otherJs "ork.
7tudents can no"
commence tping their
"ork on their laptops.
What things should be
looking for when am
checking my work?
How can tell if my
sentences make sense?
How does reading
aloud help me to see if
need to use a full stop?
Both the small group and
teaching group use a peer
assessment checklist "here the
assess ho" "ell their partner
could edit their o"n "ork and
look for errors.
7ession 3E
4eflecting on language
choices.
Using a :ord cline
model the "ords hot
and cold on the I$B
(see appendi-!. <iscuss
"hat "ords ma be in
the gaps.
<iscuss "ith students
ho" "e can use a
thesaurus to enhance
IboringJ nouns "ith
interesting ad#ectives.
Thin- aloud
/odel an introduction
paragraph (on the I$B!,
using a studentJs "ork and
the student to assist ou.
Have the student add in
"ords (in a different colour!
to enhance their o"n "riting
in front of the class.
Encourage positive feedback
from classmates.
Pair :or-
7tudents return to their laptops.
$ith the student ne-t to them
the read each otherJs "ork and
discuss appropriate "ords to
enhance each otherJs "riting.
Teaching group :ith small
group o8 &A)
7tudents are given access to
dictionaries and thesauruses.
Individuall students edit their
"ork adding at least three ne"
"ords.
Share time
7elect t"o students "ho
have printed their "ork
and have them share
their e-perience "ith
the class.
Why is it important that
we revise our work with
others?
What type of words did
we use to make our
writing interesting?
How did you feel
knowing that you had
edited your work plenty
of times?
"id you find using a
thesaurus to be helpful?
/on8erencing
$ork "ith students one+on+one
to revise their te-t. Using a
rubric demonstrate to students
ho" the have meet the
outcomes. Ensure ou use the
sand"ich approach.