Lesson 1: Introducing Australian Backyard Explorer by Peter Macinnis and

familiarising students with the content of the text (front page, focus chapters,
pictures, and themes).
Estimating Length: 40 minutes
Lesson Objectives: Literacy- Interpreting, analysing and evaluating: Navigate and
read texts for specific purposes applying appropriate text processing strategies, for
example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702).
Elaboration: View, read and familiarise students with the unit focus text, whilst
incorporating inference strategies such as skimming and confirming meaning by
identifying content vocabulary.
Classroom Organisation: Whole class led by the teacher, students at their desks
during the think-a-loud, however invited up to the interactive board to add to the mind
map.
Resources: Australian Backyard Explorer by Peter Macinnis, interactive whiteboard,
butchers paper, markers

Learning Experiences:
1. The teacher comes to school dressed as a female explorer and introduces the
focus text Australian Backyard Explorer by Peter Macinnis.
2. The teacher models reading of pages 2 and 3 to the class and uses a Think Aloud
approach during the shared reading process. Students are invited to express their
ideas about the text to begin to build their background knowledge of explorers.
3. As a whole class activity, the teacher and students work together using the
information gathered from the text just read to create a Mind Map on
http://popplet.com titled 'What's an Explorer?'.
4. The teacher prompts students to identify vocabulary from the mind map and
create a Word Wall to build their key vocabulary for the unit and their content
knowledge.
5. Both the class mind map and word wall are displayed in the classroom for the
remainder of the unit for student reference to help with their language use for future
writing tasks.


















Lesson 2: Building student understanding of the Types of Explorer.
Estimating Length: 60 minutes
Lesson Objectives: Literature- Literature and context: Identify aspects of literary
texts that convey details or information about particular social, cultural and historical
contexts (ACELT1608).
Historical skills- Explanation and communication: Use a range of communication
forms (oral, graphic, written) and digital technologies (ACHHS106).
Classroom Organisation: Whole class led by teacher proceeding into collaborative
group work
Resources: Australian Backyard Explorer by Peter Macinnis, mind map, word wall,
paddle-pop sticks, 27 copies of resource sheets (RS1), class ipads

Learning Experiences:
1. Teacher covers prior knowledge from the first lesson using the mind map and
word wall display. Asking students the meaning of words on the wall, or if they can
use it in context correctly by orally putting it in a sentence.
2. Introduce the types of explorers by teacher modelling reading of the first two
paragraphs on page 4 Convict Explorers.
3. Teacher deduces student understanding of the text by asking them what they
think it is about and how did they come to that conclusion. Students use their known
strategies of decoding the text by using their word knowledge.
4. Using a number-pop strategy, split the class into 4 groups. Three groups working
together and one group assisted by the Literacy Support Assistant.
* Teacher will need to be mindful of students in groups, making sure the level
abilities and behavioural issues are evenly distributed.
5. Allocate one type of explorer for each group to study (convict explorers, Aboriginal
explorers, Governor Explorers and women explorers).
6. Groups use a prepared resource sheet to find specific information about their
explorers (where they travelled, when they travelled, who were in the fleet,
interesting facts about the explorers and their travels).
7. Each group present their information to their peers using www.prezi.com to create
a basic 5 minute presentation to the class of their researched explorers.
8. During this lesson the teacher will be taking informal anecdotes of student
scaffolding, participation and motivation, level of understanding and overall ability to
gather main ideas from their section of text and present them to their peers.















Lesson 3: Building student understanding about How the explorers lived- Scurvy.
Estimating Length: 80 minutes
Lesson Objectives: Language- Text structure and organisation: Understand that the
starting point of a sentence gives prominence to the message in the text and allows
for prediction of how the text will unfold (ACELA1505).
Historical skills- Historical questions and research: Identify and locate a range of
relevant sources (ACHHS101).
Classroom Organisation: Students at their desks then move into literacy rotation
groups guided by the teacher and teacher-aide.
Resources: Interactive whiteboard, KWL chart, 27 copies of page 31 from the text,
literacy rotation packs (LRP), and class text type anchor charts, class reading
process anchor charts, class ipads, class buzzer

Texts and activities for rotations:
Activity 1- Non-Fiction Text Features Scavenger Hunt. Retrieved from
http://www.teacherspayteachers.com/Product/Non-Fiction-Text-Features-Scavenger-
Hunt-For-All-Subjects-393639

Activity2- Early European Tastings- kale, kangaroo, turtle and oysters. Retrieved
from http://australia.gov.au/about-australia/australian-story/austn-food-and-drink

Activity 3- Captain Cook and the Scourge of Scurvy. Retrieved from
http://www.bbc.co.uk/history/british/empire_seapower/captaincook_scurvy_01.shtml

Activity 4- The Garden Planner App retrieved from
http://www.thegardenplanner.net.au/ipadapp/


Learning Experiences:
1. Teacher introduces the lesson topic by having enlarged pictures on the interactive
whiteboard, of convict and sailor explorers who suffered from scurvy.
* Teacher needs to be mindful of the appropriateness of the pictures.
2. Teacher asks students what they can see in the pictures and deduces their
thoughts and ideas of what the disease is.
3. Teacher draws students attention to the text on their desks and asks a capable
reader (who he/she knows, uses comprehension and expression strategies) to
model reading of the text on page 33, titled Scurvy!
4. Students are asked to identify what the text type is, by using their prior knowledge
of informative texts. If they cannot do this the teacher re-reads the text, highlighting
the structure (e.g. opening sentence), key vocabulary (e.g. especially sailors and
others on ships) and visuals, to help them infer what the text is about and what is
likely to happen in it.
6. Teacher draws up a KWL chart on the whiteboard and asks students to identify
information from the text just read, to fill in the What we already know and what we
want to know columns.
7. Teacher explains that in the lesson today we will be doing literacy rotations by
participating in 4 activities that investigate the types of food explorers had access to
during their expeditions.
8. The teacher informs the class that they will need to read different types of
informative texts in the activities as well as engage in an interactive game.
* During this step the teacher reminds the class of appropriate noise level and
expected behaviour during the rotations.
9. Students are divided into 4 groups by the teacher, according to skill and
behavioural level.
10. Students begin at the station according to their group number and rotate
clockwise when the class buzzer is sounded.
11. Once all groups have done one full rotation the teacher concludes the lesson by
discussing with the groups, which activity they enjoyed the most and collaborating
with the class to fill in the What we have learnt columns of the KWL chart.
12. The chart is then displayed in the class for future reference in lessons and
especially for the Journal Writing Task.






































Lesson 4: Building student understanding of the difficulties faced by the explorers
The Water Problem.
Estimating Length: 60 minutes
Lesson Objectives: Language- Text structure and organisation: Understand how
texts vary in purpose, structure and topic as well as the degree of formality
(ACELA1504).
Elaboration: Access a procedural text and discuss, compare and contrast the
purpose of it, the target audience and how they are structured similarly and/or
differently to journal entries.
Classroom Organisation: Students begin at their desks during the introduction
phase of the lesson then move into their pairs. Teacher led to the under-covered hall
where the water filter activity is done. Synthesising phase is done back in the
classroom.
Resources: Pages 81, 82, 85, large collection of plastic juice bottles, waterproof
containers, scissors, fine and coarse sand, fine and coarse gravel, cotton wool

Learning Experiences:
1. Teacher revises learning from prior lesson on scurvy and the informative texts that
the students read in the literacy rotations, by drawing their attention to the KWL chart
from the last lesson. The teacher asks students to read points out from the What we
have learnt column to perfect student prior knowledge.
2. Teacher asks students to identify features of the texts (if they cant remember
back that far, they can use points from the Text Types anchor charts in the
classroom).
4. This leads into the discussion of the different structures of texts and how the
purpose of the text determines the structure.
5. The teacher asks students to listen carefully while pages 81 and 82 of the focus
text, titled Finding Water, is read to them. This gives the students a glimpse into the
difficulties the explorers faced with regards to finding and preserving fresh water.
6. The teacher explains that in the lesson today the students will be reading a
procedural text to make their own water filter to purify rainwater, just like the
explorers used.
7. The students are split into pairs of their choice.
* Teacher needs to check all the pairs are suitable to work together.
8. Each pair are given a printed copy of the procedure sourced from page 85 of the
focus text.
8. Pairs collect the required equipment and begin making their filters.
* This activity takes place in the under-covered hall where there is appropriate room.
* The teacher will assist those students with developmental delay in Literacy and
those ESL learners.
9. During this activity the students engage with a text that involves different types of
features such as headings (materials), instructions (steps to make the filter) and
visuals (diagrams). These text features are explained further by the teacher by using
the Text Types anchor chart and linked to other types of texts such as journal
entries.
10. After the activity the teacher and students pack up the materials and go back to
the classroom where a reflection on the lesson is done.
11. When back in the classroom, the teacher asks students to identify vocabulary
from the procedure such as (cut off, place, turn, pour, then, after etc.)
12. The teacher asks why these words are used in the procedure. The students need
to infer and state that they are adjectival and transitional words and they are used
because it is a How to text.
13. To finalise the lesson the teacher goes over the learning from the lesson and
asks questions such as:
What type of text did we read today?
What types of words were used in this type of text, and why?
How was this text different to the texts we looked at in our literacy rotations last
lesson?
What features in a procedural text are similar to those in a journal entry?







































Lesson 5: This is the final lesson focussed on building student background
knowledge of the Australian explorers lives Sheltering in Tents.
Estimating Length: 60 minutes
Lesson Objectives: Literature- Literature and context: Identify aspects of literary
texts that convey details or information about particular social, cultural and historical
contexts (ACELT1608).
Elaboration: View two types of informative texts (one from the present and one from
the past), and compare and contrast the text features and how the language use
changes depending when the event is being narrated. Use ICT to present findings.
Classroom Organisation: Whole class led by the teacher with students at their
desks for the shared reading and text analysis and comparison.
Resources: 27 copies of pages 116-119, sample journal entry, Venn diagram, ipads

Learning Experiences:
1. Teacher and students take part in a shared reading exercise of pages 116-119 of
the focus text. (This introduces the types of shelter the explorers used and the harsh
environment on which they had to set up camp).
2. Teacher links the topic by presenting an example of a journal entry for a typical
day in the life of a girl in the present, sourced from
https://www.msu.edu/~jones136/WebQuest/samplejournal.html
3. Teacher touches on prior learning from last lesson on the text features that can be
found in a journal entry and explains the purpose and target audiences of the two
texts, and how the writers express their point of view through their language
choices. (Teacher gives an example for each text).
4. Teacher and students work collaboratively together to create a Venn diagram on
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/ of the
similarities and differences in ideas, characters and events found in the two texts.
4. Teacher then asks the students what other features were talked about, (for
example references to the weather), and language items such as the use of past
tense when narrating a past event.
5. Student are asked to add new found vocabulary to the unit word wall to help assist
them for their Journal Writing Task.
6. Students then are paired up to access (iPad app) to consolidate their learning
about vocabulary found in the excerpts of texts.














Lesson 6: Students access a number of journal entries and express their personal
responses to ideas, characters and events in them. This lesson focuses on the
personal inquiry question What do I think about it?
Estimating Length: 60 minutes
Lesson Objectives: Literature- Responding to literature: Present a point of view
about particular literary texts using appropriate metalanguage, and reflecting on the
viewpoints of others (ACELT1609).
Elaboration: Students identify personal experiences and make connections
between them and the texts. They also learn to make informed reactions and
opinions about characters, events and ideas in journal entries and record them.
Classroom Organisation: Students at their desks whilst the 2 journal entries are
read around the classroom then work independently to fill in the graphic organiser.
The teacher monitors the students work by walking around the classroom and
offering assistance when needed.
Resources: 27 copies of example journal entry, 27 copies of Literary Reactions
Journal Entry graphic organiser, Reading Process anchor chart to help students
form responses and opinions.

Learning Experiences:
1. Before asking students to compose their own journal entries, the teacher needs to
revisits target vocabulary and language structures of journal entries by using an
example.
2. The teacher models reading of the first paragraph and then calls upon students to
read a sentence or two of the entry.
3. Students identify the expressive vocabulary in the entry that the author uses to
convey their message.
4. The teacher explains the worksheet and the expected noise level and behaviour
for this activity.
5. Students are given 20 minutes to complete the graphic organiser.
6. The teacher uses a copy of the graphic organiser, fills in one example, and
enlarges it on the whiteboard to scaffold the students learning.
7. When the students finish the graphic organiser, they are asked to draw a visual in
the square next to their response to each excerpt of the journal entries.
* This links the learning from the previous lesson about visual devices and how they
are used in both procedural texts and journal entries.
* This is also appropriate for the students who have delay in literacy, as well as the 2
ESL learners, one whom has recently arrived to Australia.
* Their lack of expressive language knowledge and putting their thought on to paper
may be limited, so an alternative is to let them do drawings for all their responses to
the excerpts.









Lesson 7: Students discuss how figurative language including simile and metaphor
can make use of a comparison between different things, for example My love is like
a red, red rose; Tiger! Tiger! burning bright, in the forests of the night; and how by
appealing to the imagination, it provides new ways of looking at the text and
interpreting it. This lesson focusses on the literal inquiry question What do the
words say?
Estimating Length: 60 minutes
Lesson Objective: Literature- Examining literature: Understand, interpret and
experiment with sound devices and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611).
Classroom Organisation: Students work in their literacy rotation groups to
complete the worksheet.
Resources: 27 copies of Figurative Language worksheet, interactive whiteboard

Learning Experiences:
1. Teacher accesses prior learning from last lesson, by asking students what
personal experiences they used to make connections with the journal entry and why
they chose them.
2. Teacher uses and example from a student (trip to the beach) to link the lessons
focus of teaching how the students can use expressive vocabulary in their writing to
make it more meaningful.
3. The teacher explain what a simile and metaphor are and give examples of each
using the theme of a trip to the beach, The waves crumbling like bones; Fresh and
crisp the air cuts through the grass.
4. The teacher asks students to close their eyes and imagine what both the simile
and metaphor would look like.
5. The teacher explains that when authors write texts they can alter what the words
say by using literary devices such as similes and metaphors.
6. Teacher asks students to identify what types of texts figurative language is used
in.
7. Teacher asks someone to add the term literary devices to the unit word wall.
8. The teacher hands out a copy of Figurative Language worksheet for students to
work through at their own pace.
9. When students have completed the worksheet, the teacher tells the class how
knowing what figurative language is, and being able to identify it in texts, will help
them gain the authors meaning.













Lesson 8: This lesson involves a formative piece of assessment based upon the
lesson inquiry question What do the words mean? By now the students are
equipped with the suitable skills to identify main ideas, characters and events in
journal entries. They have the knowledge to point out key vocabulary, text cues and
figurative language to assist them in gaining meaning of what the author is saying.
Estimating Length: 60 minutes
Lesson Objectives: Literacy- Interpreting, analysing, evaluating: Identify and
explain characteristic text structures and language features used in imaginative,
informative and persuasive texts to meet the purpose of the text (ACELY1701).
Elaboration: To identify and use text features and authors language choices in
informative texts to gain meaning and answer text-based questions.
Classroom Organisation: Students seated at desks
Resources: 27 copies of A Typical Day in the Life of a Girl in the Present journal
entry used in lesson 5, 27 copies of Comprehension Task Sheet (attached to journal
entry), pencils, erasers, highlighters, blank paper.

Learning Experiences:
1. The teacher revises the work completed in last two lessons, when the students
learnt about making personal responses to journal entries and how they can find
particular words in them to help them make meaning of the authors writing.
2. Students are given a copy of the sample journal entry used in lesson 5 last week,
which they used to compare and contrast characters, events and ideas and make a
Venn diagram.
3. The teacher explains what is expected of the students (read the text, highlight the
main ideas, vocabulary and text clues and answer the questions as best as they can)
* The teacher also sets the appropriate level of noise and behaviour before the task
begins and advises the students that if they need help to please ask.
* It is not a test so therefore they can ask for as much help as needed.
* This sheet is just a guide to let the students and teacher know what more work is
needed to be done to help them achieve unit outcomes.
* The teacher will collect the sheets at the end of the lesson and write anecdotal
notes on each students work and hand them back (after the teacher has recorded
their own results for further instructional and teaching guidance).















Lesson 9: Students begin to recognise that literary texts can be written from different
points of view, which can lead to different kinds of interpretations. This lesson
focusses of the inferential inquiry question What does the message mean?
Estimating Length: 60 minutes
Lesson Objective: Literature- Examining literature: Recognise that ideas in literary
texts can be conveyed from different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610).
Elaboration: Students examine two journal entries of the same event and discuss
the words used in each and how these choices can effect meaning and reader
interpretations.
Classroom Organisation: Students seated at their desks or the handing back of
comprehension tsk then move to the carpet to listen to
Resources: Journal entries from page 70 of the focus text, class ipads, dictionaries

Learning Experiences:
1. The teacher hands back the students comprehension task sheets from last lesson
and touches on things he/she found common amongst the work (remembering not to
name students).
2. After discussion about the comprehension task, the teacher prepares the students
for the lessons content by modelling reading of the first paragraph on page 70
Different versions of an event.
3. The teacher explains that the explorers entries were sometimes similar in the
topic however written quite differently.
4. Students then take turns in shared reading of the journal entries.
5. The teacher and class then discuss the similarities and differences between the
two entries, paying particular focus to the spelling of words such as seemd, and how
sentences were written differently back then, making it hard to comprehend now.
6. The teacher uses instructional teaching as he/she and the class work together to
de-construct the two entries to make further clarification of what the two explorers
wrote about and what the words mean.
7. After the text de-construction, the teacher allows half of the class to use the ipads
to look up meanings of words found in the entries that are unknown to them (e.g.
stone ballast, staves, oyle jars).
8. The other half of the class use their dictionaries. After 5-10 minutes, they swap
resources.
9. The meanings of words are recorded by the students in their History books and on
the unit word wall for reference when they begin drafting their Journal of Time
entries.
10. The teacher explains that in the next lesson the students will be using the ipads
and their dictionaries again to compare the differences in language from that which
the explorers used, to the language we use today.








Lesson 10: Word identification- to explore meanings of words and sentences found
in the journal entries from Chapter 6 last lesson, and compare the different types of
language use from the past to the present. Students begin to identify the different
types of sentences in other journal entries and how they can add detail to a text.
Estimating Length: 60 minutes
Lesson Objective: Language- Language variation and change: Understand that the
pronunciation, spelling and meanings of words have histories and change over time
(ACELA1500)
Elaboration: Students explore examples of words in which pronunciation, writing
and meaning has changed over time, including words from a range of cultures.
Classroom Organisation: Students seated at their desks
Resources: 27 copies of John Murrays entry on page 71, interactive whiteboard, 27
copies of Parts of Speech worksheet

Learning Experiences:
1. Students are given a printed copy of John Murrays entry found on page 71 of the
focus text.
2. The teacher demonstrates correct pronunciation, grammar and decoding skills,
whilst reading the entry (high support).This allows the students to make predictions
about what sentences mean, such as there is plenty of duck about it, but do shy
that only two have been shot, a circumstance we did not a little regret as they
exceed in flavour any I ever eat.
3. The teacher writes the sentence on the interactive whiteboard and asks students
what they think the sentence is about, pointing out key words such as duck, shot,
eat.
4. This then leads into a discussion about how the sentence is written differently and
almost back to front. The teacher underlines word clusters in the sentence such as
we did not a little regret and as they exceed in flavour any I ever eat.
5. The teacher acts as a scribe as the students work together to re-write the
sentence using language devices of the present.
6. Students then complete a Parts of Speech worksheet with similar sentences on it
and are asked to correct the grammar by re-writing the sentence correctly.
7. When students have finished the worksheet the teacher revisits noun
groups/phrases and adjective groups/phrases by asking the students to circle all the
noun groups on the worksheet and underline all the adjective groups.
* This sheet is collected by the teacher at the end of the lesson or formative
assessment.
* The teacher makes informal notes on students level of ability to make sentences
cohesive.
* This allows the teacher to assess their ability to understand the concept of noun
groups/phrases and adjective groups/phrases in order to plan next learning
experience.







Lesson 11: Students experiment with noun groups/phrases and adjective
groups/phrases and learn how they can be expanded in particular ways to provide a
fuller description of a person, place, thing or idea. This is the final learning
experience in the instructional phase before the students begin to plan their own
authentic writing.
Estimating Length: 60 minutes
Lesson Objective: Language- expressing and developing ideas: Understand how
noun groups/phrases and adjective groups/phrases can be expanded in a variety of
ways to provide a fuller description of the person, place, thing or idea (ACELA1508).
Elaboration: Students learn how to expand a description by combining a related set
of nouns and adjectives Two old brown cattle dogs sat on the ruined front veranda
of the deserted house.
Classroom Organisation: Students seated at desks while teacher explains the
literacy rotation activities then move into their rotation groups.
Resources: Class timer, literacy rotation packs (LRP2),

Learning Experiences:
1. After the teacher hands back students worksheet from last lesson he/she revisits
the parts of speech and asks students to identify the two found on the worksheet
(noun groups and adjective groups) and give an example for each. This is done to
observe how many of the students can remember them.
2. The teacher explains that the students will be participating in activities that focus
on extending their knowledge of the parts of speech and how the activities will help
them learn to use them to give more description in their writing, making it more
interesting.
3. The students are given 10 minutes for each activity before rotation.
* Teacher aide and classroom teacher monitor behaviour.
* Teacher aide stays with one group that consists of 2 students with literacy delay, 1
ESL learner and the student with ADHD.
* The teacher will need to be mindful that the activities are adjusted for all students
and that they cater for all needs.
* Parent helper is in the class and stays with another group that has 1 Indigenous
student and 1 student who is identified as gifted.
* The classroom teacher assists the other 3 groups consisting of 3 students with
literacy delay, 1 ESL learner, 1 Indigenous students and the remaining students.














Lesson 12: Students use a template as a guide, of how to write a journal entry to
help them create an authentic text reflecting what they did on the
September/October holidays. They access their personal experiences and use
meaningful sentences in their writing, accessing all three types; simple, compound
and complex sentences. They begin to edit their own writing. The teacher hands out
the summative assessment task and goes thoroughly over the task and criteria sheet
with the students.
Estimating Length: 80 minutes
Lesson Objective: Literacy- Creating texts: 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).
Elaboration: Students select an appropriate text structure for their writing purpose
and sequence content according to that text structure, introducing the topic, and
grouping related information in well-sequenced paragraphs with a concluding
statement.
Classroom Organisation: Students seated at their desks with those students using
ipads situated away from the student with ADHD to decrease distraction.
Resources: 27 copies of Journal Entry Template, 27 copies of Layout of a Journal
Entry sheet, class ipads, History workbooks.

Learning Experiences:
1. The teacher explains how the learning the students have gained so far has guided
them to this lesson where they will create their own draft journal entry.
2. The teacher recaps students learning carried out in important lessons such as
lessons 6 What do I think about it?, where they learnt to make personal responses
to excerpts of journal entries.
3. The teacher explains that the students will be given a template to follow to do their
pre-writing planning (teacher has given an example- moderate control of
responsibility). They will be writing a journal entry from a day during the
September/October holidays.
4. The students will need to access their personal experiences; what they did and
how they felt during the particular event they choose to write about.
5. The teacher also explains that in the template he/she is expecting at least 3 dot
pointed ideas for each paragraph that they can then extend when in the drafting
stage.
6. Students are given time to work through the template.
7. The teacher then asks how the students found the template (easy to follow, easy
to list ideas etc.)
8. The teacher then asks a student to identify the next stage in the writing process
(drafting)
9. The teacher models how to begin the first paragraph of a journal entry (including
how to state the topic, the narrative voice and the length).
10. Students are then given time to work independently on their introduction
paragraph of their entry. Teacher offers help when needed.
11. When the students have written the introduction paragraph of their holiday
journal entry, the teacher asks them to close their workbooks and direct their
attention to the whiteboard.
12. The teacher projects a copy of the Assessment Task Sheet and Criteria Sheet on
the board and explains the task and criteria thoroughly to the students as well as
outlining the due date.
13 The teacher asks the students questions to clarify that the students understand
what is being asked of them and answers any of their questions as well.
14. Teacher informs the students that in the last 3 lessons of the unit they will still be
learning new skills, however they will also be allocated class time to work on
assessment journal entries.
15. For homework, the students are given a copy of the Layout of a Journal Entry
sheet to complete their draft copy of their holiday journal entry, ready to be revised
and edited in the next lesson.
* For the 2 ESL learners, the teacher can give them an ipad to do their template and
writing on. This may assist with the speed at which they work at.
* For the 5 students with developmental delay in literacy, they can also use ICT
and/or the teacher aide can be used as a scribe and fill the template in for them.
* The parent helper can also be of assistance for this lesson by helping students who
need help with recalling what they did on their holidays.
* For the student identified as gifted, they can continue working on by starting to do
their pre-writing planning or their Journal of Time entry.


































Lesson 13: Students swap their holiday journal entry with a peer and reread and edit
their work by using the assessment criteria sheet as a marking tool. Peer
assessment is important for students to do as it allows students to take greater
responsibility for their learning. Through this, students can learn from their previous
mistakes, identify strengths and weaknesses in their writing and learn to target their
learning accordingly.
Estimating Length: 80 minutes
Lesson Objective: Literacy- Creating texts: Reread and edit student's own and
others work using agreed criteria for text structures and language features
(ACELY1705).
Elaboration: Students edit for flow and sense, organisation of ideas and choice of
language, revising and trying new approaches if an element is not having the desired
impact.
Classroom Organisation: Students seated at their desks then move to swap writing
with a peer member before moving back to their own desk to conduct marking.
Resources: Students holiday journal entries, 27 copies of assessment criteria sheet,
27 copies of Layout of a Journal Entry sheet.

Learning Experiences:
1. Teacher hands out a copy of the assessment criteria sheet to each student.
2. Explains the main points on the criteria marking sheet and how to use it.
3. The teacher states that all the students will be given a mark based on this criteria.
4. The teacher explains why peer assessment is important and how this activity will
help all the students with their Journal of Time entry.
5. Students are asked to swap their workbooks with a peer, reminding them not to
choose their friends.
6. Students sit back at their desks and are given 15 minutes to mark their peers
writing.
7. Teacher offers assistance during the peer assessment and clarifies any questions
about the criteria.
*The teacher needs to ensure that the students dont sit near the peer whose work
they are marking. This is done so concentration when marking is maximised and the
student cant alter their mark.
* The teacher also needs to be mindful of whose work the students mark (making
sure students dont mark their friends work).
8. After marking, students hand back their peers work and criteria sheet and are
given time to read their own.
9. Teacher asks students to consider the feedback that their peers gave them before
they begin writing their Journal of Time entry.
10. The teacher hands out another copy of the Layout of a Journal Entry sheet for
the students to use as a guide for writing their Journal of Time entry. This is where
the gradual release of responsibility is handed over to the students.
11. Teacher gives students 35 minutes to write their draft introduction paragraph.
12. At the end of the lesson homework is set, to complete their main ideas
paragraphs for next lesson.






Lesson 14: Students learn about the importance of visuals and how they can add
further meaning and clarification to their writing. The teacher links students prior
learning from lesson 4 when they made water filters, how the procedure they read
included diagrams to help them understand the information in the text.
Estimating Length: 60 minutes
Lesson Objective: Literacy- Creating texts: 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).
Elaboration: Students learn to add images and associated artefacts to their journal
entries to add detail and clarification to the reader, as well as making it visually
appealing.
Classroom Organisation: Students seated at their desks
Resources: Pages 74 and 75 of the focus text, History workbooks, class computers

Learning Experiences:
1. By now the students should have a rough draft copy of their introduction and main
ideas paragraphs.
2. Teacher explains that in the lesson today they will be given more time to complete
their draft copy of their entry and begin editing.
2. Before that though, the teacher shows pages 74 and 75 of the focus text and
draws the students attention to the photographs and drawings students added to
their entries.
3. The teacher explains how the images can add further meaning and detail to the
theme of the text, as well as make it comical if that is the authors desired approach.
4. The teacher allows students the remainder of the lesson to work on their journal
entries and advises students that they should be up to the editing stage by the end of
this lesson (Friday), as it is due next Thursday.
5. Students will have the weekend to work on their entries, as well as 2 lessons next
week.
6. However, for the students who have edited their work and believe they are ready
to start publishing, they can begin to.
* Teacher will need to ensure the 5 students with developmental delay in literacy are
on track with their entries.
* The teacher aide sits with the 2 ESL learners during this lesson to offer full
assistance.
* The classroom teacher monitors students progress by walking around and reading
students work and giving reminders of the content on the criteria sheet.