LITERACY / UNIT PLANNER

Topic: My Place: Sarahs Life - Episode 21 | 1808 : Sarah

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Listened to

Spoken

Read

Written

Viewed

Produced

Information
Narrative

1. Whole text structure of an information narrative

Orientation (introduction) characters, setting and time for

story are established (who, when, where).

Complication and series of events (middle) situations,

activities and events involving main character are expanded
upon (written in cohesive, fluent sequence).

Resolution (ending) complication is resolved satisfactorily.

Possible inclusion of reorientation characters or their lives

are described after the complication is resolved (moral or
message may be included).

Language features for the text-type:

2. Sentence level

Clauses independent or main (The witch captured Hansel),

subordinate or dependent (The witch captured Hansel who
stumbled across the cottage)

Adverbial phrases (ran like scared rabbits)

Adverbial clauses

Adjectival clauses

Adjectival phrases

Term: 3

Weeks: 4-6

Date: 05/08/13

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)

1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual Release of
Responsibility Model
Language Experience Approach (R/W)
Picture Chat Read to Shared R/W
Guided R/W Modelled writing Interactive writing Independent R/W
Literature Circles Reciprocal Teaching Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel,
KWL chart, Flow chart, Story map, templates for text-types for planning,

3. Word level

Verbs

Adjectives

Adverbs
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Conjunctions

(Wing Jan, 2009, pp. 235-237).

CONTEXT: Overview of series of lessons and background information

Explore content by discussing the thoughts and feelings the

Aboriginal family, Sarahs family and Sarah have during meeting each
other. Compare the way the reaction from Sarahs family in the clip to
how the situation may have been approached today. Discuss the social
order and role of children at that time.
Over a series of sessions, we will analyse various information
narratives discovering its structure and features to jointly construct our
own information narrative based on the context of a childs life in the
1800s and the social order at that time. To consolidate the textknowledge we will write information narratives in the context of this
period with the influence of various information narrative samples and
clips.
I do not anticipate any prior knowledge in the content. I am aware
that children have prior knowledge about fictional narratives. I have
viewed childrens work samples.
Pre-assessment of students skills and knowledge:
Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to write an information
narrative with the context of the colonisation of Australia and its
impact on Indigenous people.
Learning behaviours: I need to listen to others ideas, contribute to
discussions.
Success criteria: I know Im doing well if I learn what the structure of
an information narrative involves and construct my own information
narrative.

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections;
Questioning; Inferring; Determining important ideas; Summarising; Finding
evidence in the text; Understanding new vocabulary; Synthesising; Comparing and
contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning;
Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary,
5VIPs, Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K.
(2011). Making Thinking Visible: How to Promote Engagement, Understanding,
and Independence for All Learners. eBook online)

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Topic-specific vocabulary for the unit of work:

Meta-language grammar of text type:
Orientation, series of events, complication, resolution, reorientation,
adjectives, verbs, adverbial phrases, description.
Topic specific words:
Aboriginal Australians, social order, education, chores, labour,
stereotypes, era, decade, gender roles, work, convicts, theft, crime,
punishment, domestic servants
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)

MINI LESSON
(Explicitly model the use of a new strategy or a
tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion of
the set task. Reference to Wing Jan include
page details)

INDEPENDENT
LEARNING
(Extended opportunity for students to work in
pairs, small groups or individually on a set
task. Time for teacher to probe students
thinking or work with a small group for part of
the time. Reference to Wing Jan include page
details)

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions and summary to
draw out the knowledge, skills and processes
used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.

Picture chat
Display photo
showing era of the
1800s to prompt
discussion (Appendix
1).What can you see?
What can you tell
from the photograph
about the life of
children in this
period?
What are you
wonderings?

Shared viewing
Model how to use viewing
sheet using Sarahs Life
video clip (Appendix 2)
Model how to take notes to
complete the activity sheet
using video clip about A
Sarahs Life (Appendix 2:
Student Activity Sheet )
Explain what a keyword is
when note taking.
Demonstrate how to take
notes in point form and
complete two aspects of the
activity sheet while only

Think-Pair-Share
Using the laptops students
complete the viewing
sheet with Seashells
activity sheet (Appendix
3) video clip. Students
view the clip together and
then compare answers
from their sheet once
completed.
Small teaching group:
Guided writing
Review first video clip
(Sarahs life) again. Ask
individuals to share a

Reflection Circles
Three students will read
out their answers. Model
how to provide
constructive feedback on
work samples.
Compare children in the
video in comparison to the
class.
Use a Venn Diagram to
record differences and
similarities (Scott, 2014,
sample).

Anecdotal notes taken

with small group keywords and notetaking skills.
Record students abilities
for choosing appropriate
keywords and record
notes on a checklist
(Appendix 4).

We are learning to ...

1. Building topic
knowledge
We are learning to
take notes using key
words after viewing a
clip.

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp.235-265. XX;
EPISODE XX English teaching resources downloaded on Teaching activities
Episode 21 | 1808 : Sarah from www.myplace.edu.au/. My Place website
www.myplace.edu.au Video clip Episode 21; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/ Queensland Studies Authority. (2014). First
Contacts A First Fleet story. Retrieved from
https://www.qcaa.qld.edu.au/downloads/p_10/ac_sa_hist_yr4_first_fleet.pdf

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2. Building topic
knowledge
We are
learning to
identify key
words and
paraphrase a
text.
3. Building topic
knowledge
We are
learning to
build on our
vocabulary
words.
4. Building text
knowledge/M
odel the genre
We are
learning the
elements of the
structure of
an information
narrative.

viewing the short video clip keyword for a specific

Episode 21 Sarahs Life
scene in the video clip.
with the children giving
Discuss how to record ideas
responses (Scott, 2014,
on the viewing sheet.
sample).
Undertake Dictogloss activity where the students reconstruct a text by using topic specific words from a dictated text (Appendix 5).
This activity is familiar to the students. They will expand on their note-taking skills from the previous session. Students will then work
in small groups to expand their content-vocabulary knowledge by sharing their paragraphs. New words will be explored and added to
the class glossary. (Appendix 5)

Students will continue to discover content-specific vocabulary words when viewing multimodal texts A female gaol video clip and
continue to jot down key words and place their wonderings on the questions What do you think life would have been like for children in
this era? How is it different now? Is it just females who acted as servants? Students will use Initiate, Respond and Elaborate thinking
routine.

Sunshine wheel
Brainstorm the
elements that are
included in a
narrative. Ask
students what they
think the differences
are between an
information narrative
and other narratives.

Shared reading - mini

lesson
As a class read First
contacts sample
(Appendix 6) and ask
students to identify the
factual information after
short paragraphs are read
aloud. Outline where
specific elements of the
narrative are represented.

Independent writing
Students deconstruct an
information narrative,
labelling its parts.
Students must also
highlight the factual
information they find.
Small teaching group:
Guided Writing
Take a deconstructed text
(cut up into sections) and
(labels) on the IWB. Ask
students to discuss which
sections and labels match
and explain why they think
so.

Construct a venn
diagram with the class in
relation to the difference
between fictional and
information narratives.
Gather some facts
collected from students
during independent
writing.

Anecdotal notes of
student responses of
structure of information
narrative from small
teaching group.

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5. Building text
knowledge/M
odel the genre
We are
learning to
identify the
association of
the structured
elements of an
information
narrative with
factual
information.

6. Building text
knowledge/M
odel the genre
We are
learning to
identify the
language used
in information
narratives and
their purpose.

Read Aloud
Read information
narrative.

Shared reading and

interactive writing
Model in how to fill out a
Spot the facts proformaI
(Wing Jan, 2009, p.257).
(Appendix 7). On the IWB
add the factual
information about each
section as a class. Students
will come up and fill out a
section each to emphasise
the importance of factual
information in information
narratives.

Think-Pair-Share
Reflection circles
Anecdotal notes of
In pairs, students will fill
Three students will share students understanding
in their own Spot the facts their factual information
of facts linked to
proforma sheet (Appendix with the class. Discuss
elements of an
7) with a provided
how the factual
information narrative.
information narrative.
information is explained.
They will once again
How is it written? What
become exposed to the
words are used? Identify
parts of an information
importance of descriptive
narrative and link the
language.
elements to the factual
information being
presented throughout the
piece.
Small teaching group:
Guided Writing
Use the information
narrative to clearly identify
all the facts and match the
facts in the appropriate
sections of the narrative
that will be cut up.
Read another information narrative related to the context of a child living in Australia in the 1800s and focus on the purpose of an
information narrative. Pose questions including: What might be the reasons the author wrote this piece? What did the author need to
know to write this piece? How/where did the author include factual information? How did the author begin the piece (characters,
setting)? How was the complication resolved? What did you notice about the language the author used to write this?

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7. Guided
activities to
develop
vocabulary or
specific
language
feature
We are building on
our descriptive
writing by using a
range of adjectives
to describe
settings in
photographs.

Discussion
Discuss the
importance of
character and setting
description. Tell
students that
describing in detail to
make the setting
believable in an
information narrative
in crucial.

Mini Lesson
Choose a particular setting
for example, the bush and
as a class come up with a
list of adjectives that
describe this setting.
Model in writing a short
description of two to three
sentences with the help of
the class.

Think-Pair-Share
Students are provided with
various images of various
settings. Their task is to
write a detailed
description using
adjectives and adjectival
phrases. They will share
these descriptions with a
partner and their partner
will have to guess what
they are describing
through their language
(Appendix 8).
Small teaching group:
Guided Writing
As a group, guided writing
of a particular photograph
using descriptive language
will be undertaken with the
help of the group.

8. Guided
activities to
develop
vocabulary or
specific
language
feature
We are
learning to
enhance our
descriptive
language
writing by
focusing on
adjectives in

Shared viewing
Students view
Sarahs Life again
this time particularly
focusing on the
characters
appearance.
Emphasise the
importance of using
descriptive sentences
of characters in an
information
narrative.

Interactive Writing
As a class interactively
gather words that describe
Sarah, Mrs. Owen and
Alices appearance
(Appendix 9). Create list
of adjectives on the
interactive whiteboard.

Independent writing
Ask students are to
imagine they are Sarah
and then write a diary
entry for her first week at
the Owens' farm. They
should include in their
diary entry the events
leading up to her arrival
and state the reason why
she bit Mrs McCarthy.
Small teaching group:
Guided Writing

Reflection circles
Two students will read
out their descriptions with
the class guessing what
their setting is. Particular
attention to adjectives
will be noted and then
added to the class list of
adjectives.

Anecdotal notes of
observation of
adjectives from students
in small teaching group.

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describing
characters.

Use the words gathered

from the whole class task to
structure a sentence.

9. Guided
activities to
develop
vocabulary or
specific
language
feature
We are learning to
write in the first
person in another
point of view.

Students will undertake a task related to the tense of specific information narratives. Point out that the information narratives that have
been explored are written in a point of view by a particular character in first person. After having viewed Sarahs Life in previous
lesson, ask students are to imagine they are Sarah and then write a diary entry for her first week at the Owens' farm. They should
include in their diary entry the events leading up to her arrival and state the reason why she bit Mrs McCarthy. Model writing an
introduction of this piece for the students to continue.

10. Joint
construction
of text
We are planning
an orientation of a
class constructed
narrative
establishing
characters, setting
and a plot.

Discussion
Using headings of
each part of a
narrative (orientation,
complication,
resolution) as a class,
plan an information
narrative using first
person through
character Sarahs
point of view. May
use story map to
sequence events
(Wing Jan, 2009,
p.247).

Mini Lesson
As a class an orientation
where all aspects
including setting,
characters. The use of the
class adjectives list and
settings will be decided
upon using descriptive
language as practiced
previously. Link factual
information where
necessary explicitly
showing it must be
incorporated in each
section.

Think-Pair-Share
Students will use this
introduction completed as
a class and plan their own
complication and
resolution.
Small teaching group:
Guided Writing
A plan of the plot and
complication and resolution
will be established with
ideas from the group.

Reflection circles
Students will share their
complication to another
pair.

Anecdotal notes of
understandings sections
of an information
narrative.

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11. Joint
construction
of text

In pairs students will continue writing their narratives with the introduction that was completed as a class. Developing the complication
and resolution using descriptive language taking on the point of view as a character will continue.

We are
continuing to
plan a plot on
our class
constructed
narrative in
pairs.
12. Independent
construction
of text
We are taking on
the point of view
of a character
from previous
exposure to
information
narratives to
plan an
independent
information
narrative. We are
planning our
characters.

Another session may be necessary to complete the joint construction of a narrative.

13. Independent
construction
of text
We are using
story maps to
plan our
independent
writing.

Students will begin to plan a story map (pictorial representation) (Wing Jan, 2009, p.247) to plot the actions and setting of their story
and begin writing using the help of the class list of adjectives and the class glossary of vocabulary.

Students begin planning their information narratives. They can choose to write from a characters point of view from the video clips
viewed or information narratives read from previous lessons but changing the complication and resolution.
Provide story starter cards (Wing Jan, 2009, p. 244). (Appendix 10). Using the context of living in the 1800s era and building upon the
factual knowledge as to what responsibilities and environment was apparent in that era. They will also fill out a building character
sheet where they will write detailed descriptions of their chosen characters.

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14. Reflecting
on language
choices

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