EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: The Island By Armin Greder.
Week 1:

1.

Outcomes

Designing, Selecting and Sequencing Activities

Resources

Assessment

EN3-3A
- analyse
how text
structures and la
nguage
features work
together to
meet the
purpose of a
text (ACELY1711
)

- T shows Ss cover book of The Island and asks Ss What

do you think this book may be about?
- T reads the book to the class and asks them to identify
any words that they are not familiar with, T places a sticky
note near each word that the Ss are not familiar with.
- Once the book is finished T asks Ss What the book was
about? T leads a class discussion, starting to identify the
feeling and message within the book.
- T skims through book and writes up the words on the
board that the Ss are not familiar with.
- T breaks Ss up into groups assigning one of the words to
their group.
- Each Ss identifies both the definitional and contextual
information of the word as well as the overall feeling it gives
them.
- T also prompts Ss to identify the morphemes in the word
by underlining it.
- A member from each group writes the definition and
contextual information on the butchers paper, they then
present their word to the class.
- Once each word has been identified the T re-reads the
book and discusses the words researched within the context
of the book.
- T will then create a word wall with these words for the

- Book: The
Island.
Armin
Greder.
- Post it
notes to
identify
unfamiliar
words.
- Butchers
paper for
group work
(identifying
the word).
- Cardboard
to create
word wall.

- T uses
observation
when
conducting
class
discussion
and group
work.
- Make
observations
of the cooperative skills
displayed by
individuals in
groups as they
work.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

class to refer to throughout the unit.

2.

EN3-3A
Indicator analyse
how text
structures and la
nguage
features work
together to
meet the
purpose of a
text (ACELY1711
)

- T puts students in cooperative learning groups and gives

each group a certain page from the book.
- T prompts Ss to summarise each page, identifying the the
meaning of the text and the overall feeling it gives them.
(Summarisation)
- T asks Ss to compile a list of emotions that it gives them
and the emotions the characters would be feeling.
- Once each emotion is identified T will prompt Ss to draw
their emotion around the page on the butchers paper.
(Drawing themselves expressing the emotion).
- Once complete a member from each group explains to the
class what the page is about in their own words and
identifies the emotion it gives them and the character.
- Whilst the Ss are talking the T compiles a list of emotions
on the board that each Ss mentions. If a Ss repeats an
emotion the T will put a tally next to each word.
(ESL Ss and lower ability Ss will be in mixed ability groups)

Photocopied
pages of the
book for
each Ss.
- Butchers
paper.
- White
board.

3.

EN3-3A
- T uses one page in book to model the impact of visual
Indicator imagery with class.
analyse
- T identifies the following: colour, texture, line, form, space,
how text
size and shape.
structures and la - Class discussion about the feeling the illustration gives
nguage
and how it relates to the text, identifying the link between

- IWB with
illustrations
projected.
- cardboard.

- On the
spot
conferences
: T will speak
with each
group to
identify the
emotion they
feel from the
text.
- Observation:
T will observe
class and the
discussion
they have
with each
other during
group work.
- Anecdotal
notes: T
observes
pairs
discussion
about their

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

features work
together to
meet the
purpose of a
text (ACELY1711
)

4.

EN3-7C
EN3-2A
Indicator interpret events,
situations and
characters in
texts.

the written and the visual text.

- T puts Ss in think, pair, share groups and allocates a
page to each pair.
(ESL Ss and lower ability will be paired with higher ability
Ss).
- Each pair is given cardboard and they must talk and write
about: colour, texture, line, form, space, size and shape and
how it relates to the text.
- Each pair presents their information to the class with the
image up on the IWB for all students to see. Ss may use the
IWB to circle any parts of the illustration to further explain
their ideas.
Question/answering.
- T gives the Ss a set of questions to answer drawing upon
the message within the book.
- Ss work individually to answer the questions, the answers
are written in their books.
ESL Ss and lower ability Ss work in a small group with
support teacher.
Questions:
1. Why was the stranger on the island?
2. Why did the people treat the stranger like they did?
3. Why did they lock the stranger in the goat pen?
4. Why were the people frightened by the stranger?
5. Why did the people push the man back out to sea on
his raft?
6. Why did they set fire to the fishermans boat?
7. How would you feel if you were the stranger?

images and
the
information
presented to
the class.

- IWB with
questions.
- English
books.
- The
Island
(photocopy)
book for
each Ss.

Collect books
and assess Ss
ability to
answer the
questions
(comprehensi
on).

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5.

EN3-7C
EN3-2A
Indicator recognise and
explain creative
language
features in
imaginative,
informative and
persuasive texts
that contribute
to engagement
and meaning.
Indicator understand and
use the key
elements of
planning,
composing,
reviewing and
publishing in
order to meet

- T facilitates whole class discussion to answer the

questions.
- T identifies the refugee crisis and relates it to the book. T
draws upon Ss to contribute to class discussion, identifying
the relationship to the book.
- T explains to class that they are to write a journal entry
pretending to be the stranger in the story. Highlighting the
refugee crisis as well to further develop emotion.
- Reread book and ask Ss to think about the different events
that happen.
- Once book is finished T has class discussion with Ss about
the different things that happened to the stranger in the
book. T writes the events on the board.
- T asks what emotions the stranger would feel with each
event, elaborating on different emotions (extending
vocabulary).
- T models the text structure of a journal entry and the
language used within it.
- Ss write as though they are the stranger and about the
struggles that they experienced in the book drawing upon
the events and the emotion.
- T assists ESL and lower ability Ss allowing them to draw
their experience as the stranger, using smaller sentences to
explain each drawing.
- T edits Ss work and Ss publish work on A4 display paper
(see appendix)

- Book: The
Island.
Armin
Greder.
- The
Island
(photocopy)
book for
each Ss.
- White
board
- Draft
books.
Worksheets
to publish.

Editing and
proofreadin
g
conferences
: T edits Ss
work and
assists Ss
with spelling,
punctuation,
capitalisation
and other
conventions
of written
English.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

the increasing
demands of
topic, audience
and language
Week 2
1.

Outcomes
EN3-7C
EN3-2A
Indicator recognise and
explain creative
language
features in
imaginative,
informative and
persuasive texts t
hat contribute to
engagement and
meaning.
Indicator understand and
use the key
elements of
planning,
composing,
reviewing and

Designing, Selecting and Sequencing Activities

- Ss continue writing their journals. Ss that have finished
and their work has been edited begin publishing.
- T continues editing Ss work and assisting Ss where
needed.
- Once most Ss have finished their journal articles T will
explain that they are to draw an illustration that relates
to their journal article (see appendix).
- T has class discussion with Ss about the different things
they could draw, developing their ideas. T also touches
upon visual imagery encouraging students to think about
colour, texture, line, form, space, size and shape.
- Ss finish publishing.
- ESL Ss and lower ability Ss publish their drawings and
smaller sentences.

Resources
- The Island
(photocopy)
book for
each Ss.
- White
board
- Draft
books.
- Worksheets
to publish.

Assessment
Editing and
proofreading
conferences:
T edits Ss work
and assists Ss
with spelling,
punctuation,
capitalisation
and other
conventions of
written
English.
Presentation
of work: T
marks Ss
published
work, giving a
comment for
each.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

publishing in
order to meet the
increasing
demands of
topic, audience a
nd language.
2.

EN3-3A
EN3-2A
Indicator understand how
texts vary
in purpose,
structure and
topic as well as
the degree of
formality (ACELA
1504)
Indicator understand and
use the key
elements of
planning,
composing,
reviewing and
publishing in

- T looks at page in book about the people reading the

newspaper article.
- Class discussion about newspaper articles, as well as
explanation that they are going to create one about the
book.
- Hand out newspaper article template as well as
newspapers. Ss work in pairs and identify the header, sub
heading, author and date, introduction, development,
conclusion and image in the newspaper.
- ESL Ss and lower ability work in pairs with higher ability
Ss.
- T goes through template with class, drawing upon their
ideas relating to the book. T further gives examples on
what could be included in the information.
- Ss begin their drafts in their draft books.
- ESL Ss and lower ability Ss work in a small group with
support teacher.
- T edits Ss work.
- Any Ss that finish may begin publishing on the
computers in the computer room (attached to
classroom). Chances of Ss being at this stage are very

- Newspaper
to share
between 2.
- Worksheet
example
(See
Appendix)
- Draft
books.
- Computers
(computer
room
attached to
classroom).
- USB with
newspaper
template.

Editing and
proofreading
conferences:
T edits Ss work
and assists Ss
with spelling,
punctuation,
capitalisation
and other
conventions of
written
English.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3.

order to meet the

increasing
demands of
topic, audience a
nd language.
EN3-3A
EN3-2A
Indicator understand how
texts vary
in purpose,
structure and
topic as well as
the degree of
formality (ACELA
1504)
Indicator understand and
use the key
elements of
planning,
composing,
reviewing and
publishing in
order to meet the
increasing

slim.

- T conducts lesson in computer lab, in preparation to

publish.
- Ss that have had work edited begin their typing on the
template provided.
- Teacher aid will be present to help.
- Ss are also to find images that relate to the story line to
add to their article.
- Once publishing is finished the articles will be printed
and hung up in the classroom.
- T will choose Ss to have the opportunity to read their
articles to the class, further modelling the text structure.
- ESL Ss and lower ability Ss work in a small group with
support teacher.

(Ss will get the opportunity to finish typing up their

newspaper articles throughout the week).

- Computers
(computer
lab)
- Draft books
- Worksheet
example
(See
Appendix)
- USB with
newspaper
template.

Editing and
proofreading
conferences:
T edits Ss work
and assists Ss
with spelling,
punctuation,
capitalisation
and other
conventions of
written
English.
Collect printed
work and
assess
according the
criteria on the
rubric. (See
Appendix)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

demands of
topic, audience a
nd language.