Week 2

1&
2

Outcomes

Designing, Selecting and Sequencing Activities

Resources

Assessment

EN3-2A - composes, edits and presents wellstructured and coherent texts

The class have read the story My Place by Nadia Wheatley, as a shared
reading task on the smartboard to closely examine the maps related to each of
the time periods in the book.

My Place by
Nadia Wheatley

From the
students work
sample Teacher
assesses the
degree of
competence in
which the student
links their
descriptive piece
of writing to their
map and images.

EN3-3A - uses an integrated range of skills,

strategies and knowledge to read, view and
comprehend a wide range of texts in different
media and technologies
- identify and explain how analytical images
like figures, tables, diagrams, maps and
graphs contribute to our understanding of
verbal information in factual and persuasive
texts
- compose increasingly complex print, visual,
multimodal and digital texts, experimenting
with language, design, layout and graphics

3.

EN3-3A - uses an integrated range of skills,

strategies and knowledge to read, view and
comprehend a wide range of texts in different
media and technologies
- identify the impact of first-person and thirdperson narration on the reader/viewer

Sts choose one character from the story My names and this is my
place and identify the connection between the written description and
the map and how the two are linked.
Sts create their own page titled My names and this is my place.

Access to
scanned copy on
smart board and
youtube

Distribute a blank piece of paper to sts.

Sts create their own page based on the My Place page using written
language to connect the map with a description of themselves & their
family highlighting similar features to the maps in My Place.
All sts pages will be put together to create a book titled Our Place.

My Place by
Reading and Writing - first person
Nadia Wheatley
Sts will share their page titled My names and this is my place and
ask to identify whether it was written in first, second or third person.
Sts will be asked to define 1st, 2nd and 3rd person identifying changes
of pronouns from:
I saw. [1st person]
You saw ..[2nd person]
He/She saw ..[3rd person]
Whole class work collaboratively to change one page of the book from
first person to third person
My names . and this is my place to His name is and that is his
place.
Sts work in pairs and are allocated a character from the book. They
change the description from 1st person to 3rd person.
Sts respond to the question Why do you think Nadia Wheatley wrote the
story in 1st person? [natural, believability, closeness, connectedness,

Tr assesses the
degree of
competence of
sts work sample
in which the sts
changes the
description from
1st person to 3rd
person.

helps to identify with character] Does changing the story to 3rd person
change the purpose of the author?
4.

EN3-6B - uses knowledge of sentence

structure, grammar, punctuation and
vocabulary to respond to and compose clear
and cohesive texts in different media and
technologies

My Place: Present Tense - tense verbs

Sts look at their own piece of writing My names . and this is my
place and identify the tense of the verbs in the passage.
Sts recognise that the verb tense indicates notions of time to identify
events that occurred in the past, present or future.
Sts will list verbs from their own piece of writing that indicate present
- understand how ideas can be expanded and
tense.
sharpened through careful choice of verbs,
Sts create a table past, present and future tense using verbs from their
elaborated tenses and a range of adverb
writing
groups/phrases
PAST TENSE

PRESENT TENSE

My Place by
Nadia Wheatley

Tr assesses the
degree of
competence of
sts work sample
of past, present
and future tense
table.

My Place by
Nadia Wheatley

Tr assesses the
first work sample
of the sts My
Place piece of
writing and the
edited work
sample of the sts
My Place piece
of writing.
Success criteria:
- written in 1st
person
- present tense
- descriptive
language
including emotive
language

FUTURE TENSE

Complete the table by changing the tense of the words.

5.

EN3-3A- uses an integrated range of skills,

strategies and knowledge to read, view and
comprehend a wide range of texts in different
media and technologies
- recognise evaluative language, including
emotive language and modality
EN3-6B - uses knowledge of sentence
structure, grammar, punctuation and
vocabulary to respond to and compose clear
and cohesive texts in different media and
technologies
- select appropriate language for a purpose,
eg descriptive, persuasive, technical,
evaluative, emotive and colloquial, when

Type of text - Descriptive

Purpose of Descriptive language - descriptive language is used in
literature to create a picture in the readers mind.
Sts read and acknowledge descriptive language used in the 1988 entry
in My Place.
The 1988 entry is shown on the Smartboard. Sts read through the entry
and discuss the language features:
What is the purpose of the written text next to the map? It is describing.
What things are described in this text?
When we write stories without the help of illustrations and pictures, we
have to use words to create an image for the reader.
Tr draws Sts attention to the emotive descriptive language used:
eg. Hes my nephew and hes so cute.
.. and whenever I sit in it, it always makes me feel good.
.. under the tree, and it felt just like home.

composing texts

Sts revisit their own My place piece of writing and enhance it by

- understand how noun groups/phrases and
including more descriptive and/or emotive language.
adjective groups/phrases can be expanded in
a variety of ways to provide a fuller
>
description of the person, place, thing or idea
EN3-2A - composes, edits and presents wellstructured and coherent texts
- understand and appreciate the way texts
are shaped through exploring a range of
language forms and features and ideas
- reread and edit students own and others
work using agreed criteria

- links between
written
description, map
and images.