Kristy Sly

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LITERACY / UNIT PLANNER

Topic: Lilly 1988, Episode 3

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

1. Whole text structure of a Information Narrative

Orientation (Introduction): Characters, setting and time of the story are

established. Usually the answers to who, when, and where are provided in
this part of the narrative (Wing Jan, 2009, pp. 235)
Complication & series of events (middle): situations, activities and events
concerning the main character are expanded upon. These events are written
in a fluent and cohesive sequence.
Resolution (Ending): The complication is resolved satisfactorily but not
necessarily happily.
N.B. Some narratives may include a reorientation in which either the
characters or their lives are described after the complication is resolved or
the events of the narrative are drawn together and a moral or message may
be included.

Language features for the text-type:

Descriptive language to create vivid images

Adjectives and related groups of words (e.g., adjectival phrases and clauses)
to provide a rich description of nouns (e.g., characters, setting)
Adverbs and related groups of words (e.g., adverbial clauses and phrases) to
add extra information about the verbs (to describe how, when and where
events take place)
Tense Changes (Present tense in dialogue and usually past tense in the
reminder of the text)
First- or third-person pronouns
Dialogue

Information Narrative

Term:
Listened to

Spoken

Weeks:
Read

Date:
Written

Viewed

Produced

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,

(Wing Jan, 2009, pp. 235-236).

CONTEXT: Overview of series of lessons and background information
Lilly 1988: Episode 3. Unit focus: English Year level 5.
Episode 1: First Day
Episode 2: Food and Chores
Episode 3: The Bicentenary

I have chosen to use Episode 3: Lilly (1988) as the basis of my planning as it

covers a wide range of subthemes which are relevant todays society. It allows
students to engage with Australian history while building knowledge and
gathering information about issues that they may face. Students are surrounded

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Kristy Sly
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by news that informs them about refuges and boat people. Students are able to
use Lilly and Phoungs experiences in their writing as well as learn about
different experiences. For those who are born in Australia, Episode 3: Lilly is a
video clip which provides students with insight into the lives of refugees and
allows them to make sense of what they see and hear on the news, Episode 3:
Lilly (1988) also serves as an exemplary factual topic for the text type of
information narrative, which will contribute positively to the students
development of language skills achieved through oracy and writing activities.
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 the structure and relevant features of
an information narrative, in order to construct an independent information narrative.
Learning behaviours: I need to use the MyPlace resource to gather and develop
knowledge of the context of the 1900s era. I will incorporate a wide range of
listening, reading and viewing, oracy and writing techniques.
Success criteria: I know Im doing well if I can:
Identify and provide examples of the relevant language features of an
information narrative.
Extend my vocabulary using topic knowledge and text-type specific words.
Work collaboratively with my peers.
Construct an 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)

Topic-specific vocabulary for the unit of work:

Resources:

Refugee, boat people, immigration, , fleeing, country, descriptive language, History,

culture, family, chores.

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 248; EPISODE 3 English teaching resources downloaded on
from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 3; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

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

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TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and the
literacy learning intention or sessions
focus )
We are learning to ...

1. Building topic
knowledge
We are learning to
identify key elements
and ideas within a
multimodal text (video
clip).

Brief Lesson 1
We are learning identify
key elements of our
focus topic and work
toward using relevant
language features of our

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
Students will be
shown an image of
boat with r efugees
on it. (Appendix 1)
Fr om this, the
teacher will facilitate
a discussion/pictur e
chat using the
following pr ompts:
Who do you think
these people are?
What do you see in
this image?
Why do you think
they're on a boat?
What do you
think is
happening in this
image?

See, Think, Wonder.

Students will watch the
video (Lilly, 1988: Episode
3, par t 1). They will be
asked to note down what
they see, think and wonder ,
asking themselves
questions such as who is in
this clip? (focusing on
char acter s)
This is to be noted in a
gr aphic or ganizer . (Mind
Map).
Why did Phoung
Migrate?
I wonder what was
happening in her country
back home?
Did she come by herself?

Think, Pair, Share.

Students will use both their
pr evious and new
knowledge to wr ite a shor t
r eflection on what they
know about r efugees based
on the video. They will also
make connections between
the video and the image
pr esented in the pictur e
chat.

Students will come

together to compare and
contrast what they have
written. A class discussion
will follow:
What did you learn from
the video that you didn't
know?
Did you know there were
people who had to run
away from their
countries to stay safe?
What would you still like
to know?
What strategies did you use
to note down information?

Observation
Through observation, the
teacher will note down
what they see, focusing
on how students are
scaffolding new and old
information.
The teacher will collect
the students written
reflections as a form of
pre-assessment.

Focus Group:
This gr oup will have
students that ar e below the
standar d level. As a gr oup
they will look at another
image, making pr edictions
on what they think the
image is and how it can be
r elated to the video clip
they just viewed. Together
with the teacher , the
students will wr ite a shor t
par agr aph
Students will be reminded of verbs, adjectives, adverbs, adverbial phrases, their clauses and their purpose. They will be asked to think of an
object or a place related to the focus topic and will have to describe it using as many words as they can. Students will write a paragraph on their
chosen object or place without naming it. Students will give their piece of writing to another student who will then have to read it and guess the
object/place. This can be performed a number of times with different students, adding to their paragraph as they progress if their peers are not
able to guess what it is.

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text type (information

narrative).
Brief Lesson 2

2.

Building text
knowledge/Model
the genre

We are learning to collect

information from a
multimodal source and place
it in a graphic organiser.

Building text
knowledge/Model
the genre
We are learning to review the
structure of narratives.

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**At the completion of this lesson, students are required to go home and find an article that is relevant to the focus topic. This article will be used
for the next lesson.

Students will continue learning to note down information. In mixed ability groups of 3, students will read through their chosen article. (article
was picked as homework in previous lesson). They will focus on the language used, specifically focusing on finding key descriptive words that
help tell the story.
Think Aloud
Students will watch a
feature video clip
about a young refugee
boy. They will discuss
as a group what was
significant about this
video. (Appendix 2)
What was similar to
the Video with lily
and phoung?
Were their stories
similar? How?
How was this boys life
different?
What are the things
that help tell Tashs
story. (e.g. tone of
voice, body language,
word connotations)
Revisit/Introduction
Display a variety of
well known narratives
on the floor. Have
students pick a text
and briefly analyse.
What do all of these
texts have in
common?
Identifiy the structure
if a narrative:

Word Bank:
As a class, the students will
create a word bank of
descriptive words that they
would use to describe the
boy in the video as well as
the girl in the first video clip
(Episode 3, Phoung)
Students are reminded of
what a descriptive word is:
How do we know its a
descriptive word?
Do they have a specific
name?
Why are they important?

Think aloud
Teacher will model how to
deconstr uct and annotate
aspects of the str uctur e of
an infor mation nar r ative
using the text The Little
Refugee by Anh Do with
Suzanne Do (See appendix
3).

Venn Diagram
Students will compare and
contrast the information they
have collected on the boy in
the video and the character
Phoung in a Venn Diagram,
ensuring they use the words
they came up with in their
word bank.

Students will get intro

groups of 5 where they will
be able to share with their
peers how they chose to
group their findings. They
will be able to discuss what
the included and what they
did not and why.

The teacher will correct

students work based on
whether they were able to
identify the key
similarities and
differences to see whether
students understanding on
the topic was developed
or improved.

The students will return to

the floor where they will
construct a large class story
map using their individual
story maps.

The teacher will collect

the students work and to
sensor that they were able
to develop an
understanding of the
structure of an
informational narrative.

Focus Group:
Guided Writing. Students
from an ESL or lower
English level will join the
teacher and create a Venn
diagram together.

Students will create a story

map (See appendix 4) that
will require them to use the
Little Refugee to outline the
important aspects of the text.
Students are able to work
together to discuss what they
think they should place in
each section of the story
map, promoting and
developing their oracy skills

Is there anything important

on the board that some of
you missed?
Why is it good to do a story
map to get an
understanding of the text?

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Orientaton,
complication,
resolution.

Brief Lesson 3:
We are learning to
review the language
features of information
narratives.
3. Guided
activities to
develop
vocabulary or
specific
language
feature
We are learning to use
the correct pronoun
through the use of oracy
in the classroom.

Have the students

deconstruct the text by
highlighting the important
aspects of a narrative.
Ensure that the text has been
appropriately separated into
the relevant sections.
How many parts to the
narrative should there be?
Can you tell me what the key
aspects are of each section of
an information narrative?
Where are these in the book?

as well as understanding the

structure of the text.

Add a bit Stories

Sitting in a circle, students
will go around one by one
adding a sentence to the
others persons, creating an
extension to the video they
have watched. However, it
must be realistic in relation
to the video clip.
Their focus will be on
ensuring the use descriptive
language.

Role Play:
Students in groups of 3 will
rehearse and reenact a scene
in the video clip.
First they will write a script
to how it could have ended;
an alternative ending to
ensure that they stick to the
story but use their
imagination and vocabulary
to compose an alternate
ending.

Questions that will be asked

at the end:

Once their script is done, and

time permitting, the students

Can you use this to

deconstruct an narrative
and see the different
sections to it?

Focus Group:
The 4 Cs:
The focus group is at an
above average level. They
will be asked to scaffold the
text (The little Refugee) as
well as differentiate what are
facts and what is fiction. The
thinking routine will be used
to focus on the writing more
so than the actual content.
E.g. what do you think the
author would have had to
ask themselves before
writing this book
Recap the structure of a narrative. Revise the language features relevant to the narrative text-type. Review the meaning of pronouns, descriptive
language, dialogue and tense. Students are to work in small groups and individually explore the language features of any given text, providing
examples for each.
Students will watch
second video to
Episode 3. They will
look at the change in
characters.
How is lily reacting to
this change?
How is phoung
dealing with a
different
environment?

To conclude the lesson,

students will be able to act
out their plays to the class.
The class are to give
constructive feedback to
the students performing,
therefore promoting
discussion throughout the
class.

Students will selfassess. They will ask

themselves
How did I go?
How did I work with my
group?
Did
we use our time

effectively?

Observation:
By watching the students
role plays, the teacher is
able to see how students
were able to develop their
knowledge on the context

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Guided
activities to
develop
vocabulary or
specific
language
feature
Students will learn to infer
and represent their findings in
a graphic organizer.

4.

Joint
construction
of text

Students will learn how to

write an information

Students will read

through a number of
different newspaper
clippings with regards
to refugees, looking
for the language
features and
vocabulary that is
similar to an
information narrative.
Are there and key
features of this piece
of writing?
What language
features can we see
throughout the
article?
What similarities can
you see with the
newspaper clippings
and an information
narrative?
Revisit
Students will revisit
their story board that
they made in previous
lessons. Briefly recap

How did we make sure the

story stayed realistic?
What did we refer to (think)
of when we created our
sentences?
What sort or pronouns were
used?
Does using descriptive
language make it easier for
you follow on with the story?
Why? Why not?
The focus is on the pronouns
used (first and third person)
How has the writer referred
to others?
Have they written in first
person? Third person?
Why do we use different
pronouns to refer to people?

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as well as their use of
pronouns and descriptive
language.

will practice performing their

scenes.

Story Map
Students will research stories
of those who have come to
Australia as refugees.
They will collect and collate
important ideas and events.
Their findings will be used to
create a story map where
they will put key events into
a story map

4 students will be asked to

share (1 being from the
Focus Group) They will
share what they have learnt
about their chosen refugee.
They will also show their
Story map to the class

Focus Group:
Shared Reading/Writing
Students will have small
paragraphs that they will
have to look at and figure out
what type of pronouns are
being used and why they are
being used

Shared Writing
They will construct a
narrative together based on
the text The Little Refugee
as a class.

Whacky Tales
Students are to be shown
clip: Lilly 1988: Episode 3.
From this, in small groups,
they are to construct an

Class discussion:
Students present their
Whacky Tales.
What did you learn
today?

Teacher will assess their

work, ensuring they have
linked the information
they have found and used
it effectively so that their
story map is a true
indication of the story
they read about their
chosen person.
Focus is on:
Finding key Ideas.

To edit, they must peer

asses. To do this they will
first edit their own work,
then they will swap with

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narrative focusing on the

use of descriptive
pronouns and correct
pronouns.

Brief Lesson 4:
5. Independent
construction
of text
We are
learning to
independently
construct an
information
narrative.

the important
information. Clarify
any questions and add
any additional
information.

Ensure that the text follows

the structure of an
information narrative
(Orientation, complication,
resolution)
The focus:
- Ensuring the use of the
correct pronoun (1st and 3rd
person)
Using descriptive language
to describe significant events
and issues that occur.
- Ensuring that the
relevant language
features have been met
(Descriptive language,
tense, first/third person
pronouns).

information narrative based

on Lillys point of view.

What did you find difficult

when writing your
information narrative?

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another person and have
them correct their work.

Each group is assigned a

different section of the
narrative (introduction,
complication & Resolution)
These sections are composed
individually and combined at
the conclusion of the lesson
to discover their whacky
tale (Wing Jan, 2009, p.
248).

Focus Group:
Shared Writing
The focus group will plan an
information narrative
together. This will help
students with writing their
information narrative,
ensuring that the structure
and relevant language
features are understood.
Students will continue working on their information narratives (if this time is required).
They will be reminded of the important features to include: Descriptive language, pronouns and the structure.
Students will sit down and discuss what it would be like to flee their country. They will independently construct an information narrative based
on the idea that they are a refugee who needed to flee their country. They are to use the information that they have gathered throughout the unit
in their narrative.
To begin, students will use a story map to ensure that all aspects and language features of the information narrative are covered.
They will then begin to write a draft of their narrative.

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Brief lesson 5:
We are
learning to
independently
construct an
information
narrative.

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Students will complete their draft of their information narrative. They will independently edit and publish their work once the teacher has
corrected it to ensure all aspects and language features are included. Students will have access to their prior work in order to assist the
development of their narrative if this is required.

6. Reflecting on
language
choices

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Appendix 1:

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Appendix 2:
Link to feature video: http://www.abc.net.au/btn/story/s3639711.htm

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Appendix 3: The Little Refugee by Anh Do and Suzanne Do

Zack stood right by his mother. He didn't want to ever let go of her hand. Not after what he had just
experienced. They walked along the dusty gravel road towards his aunties house. Zacks feet hurt.
He was tired and hungry but he knew he couldn't complain, not when he knew the rest of the
family was the same. They all understood their own situation.
The night before, whilst Zack and his family were having dinner, they felt what could have been
mistaken for an Earthquake. Except it wasnt, in fact Zack and his family wished it was. It was a
rocket that had landed near their house, exploding into a million tiny pieces that filled the air. Zack
father rushed to the nearest window to take a look at what had happened. He wasn't able to see
anything specific but he knew as soon as he had seen the colour of the sky change that their area
had just been hit. At that moment he knew that him and his family could no longer stay in their
house. It was no longer safe.
For Zack the events to follow are all a blur. What he did remember though were the screams that
came from his mothers and the cries that came from his sister. He could see his dad running
around. Looking at his father now he could see that it was probably to get their valuables.
They continued walking to his Aunties house. Maybe it wont be too long before we get to aunt
Sarahs house. All I want to do is gulp down a thousand litres of water! THATS how thirsty I am!
Two hours had passed, but to Zack it felt like 20 years. They had finally reached his Aunties
house. As soon as she opened the door he couldn't help but run straight past her and going to the
kitchen where he demolished 3 glasses of water. Zak and his family were relieved, but by the look on his fathers face, he knew the worst wasn't
over yet.

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Appendix 4: Story Map:

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Section 1: Focus and Rationale for Planning

I have chosen to use Episode 3: Lilly (1988) as the basis of my planning as it covers a wide range of subthemes which are relevant todays society. It allows students to engage
with Australian history while building knowledge and gathering information about issues that they may face. Students are surrounded by news that informs them about
refuges and boat people and many students may be able to relate to Lilly and her cousin, Phoung. Students are able to use Lilly and Phoungs experiences in their writing as
well as learn about different experiences. For those who are born in Australia, Episode 3: Lilly is a video clip which provides students with insight into the lives of refugees
and allows them to make sense of what they see and hear on the news, Episode 3: Lilly (1988) also serves as an exemplary factual topic for the text type of information
narrative, which will contribute positively to the students development of language skills achieved through oracy and writing activities.

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