Assignment 3 Lesson Plans

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Section 1: Focus and rationale for planning

For this unit of work, the students of a year 5 level look at a My place episode and will eventually
write a narrative story based on the the main character of the episode. Students will be looking at
episode 14 titled 1878: Henry, this episode looks at a boy named Henry who are many failed
inventions he still believes that he is going to be a brilliant inventor. In order to become a brilliant
inventor Henry ends up blowing up the local school house. This episode looks at the themes of
Family and friendship, lifestyle and technologies. This episode was chosen so students and can write a
narrative story based on Henry and an invention in which he will be trying to create.
Stephanie Jordan S00140461
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Focus Inquiry Question:

Overview of program:
Session 1: Students look at My place video to gain knowledge of like in 1878 and so that
they will see the historical context in which the narrative they are creating in future
lessons will be set.
Session 2: Students will be looking at the structure of a narrative focusing on
Orientation, Conflict and Resolution. They will expand their knowledge through narrative
activities where they will have to pin point the structure in them.
Session 3: Students will look out how to plan a narrative through planning work sheets.
They will begin to plan their fictional narrative based on the main character of the My
Place episode in which they watched in session 1.
Session 4: Teacher will explain the editing process in which students will go through to
edit their draft. Editing worksheets will be given as a resource for students to follow.
Before editing students must finish their drafts.
Session 5: Students will finish editing their drafts and complete their final published
work. At the end of the lesson there will be time for students to share their narratives
with the class.
Text Type:
Assessment and
evaluation:
Text type purpose, structure and language features:

The text type features of a narrative are to sequence and describe participants, settings,
events and actions that eventually lead to a complication/problem then to a resolution.
Reference/s:
Wing Jan, L. (2009). Write ways: modelling writing forms. Melbourne: Oxford University
Press.
Program Learning
Outcomes:
Explicit Text Type

Knowledge
(Conceptual)
(Learning Outcomes):
Procedural Knowledge
(Organisation)
(Learning Outcomes)
Content Descriptors Australian Curriculum,

English:
Identify aspects of
literary texts that
convey details or
information about
particular social,
cultural and historical
contexts (VCELT313)
Create literary texts
using realistic and
fantasy settings and
characters that draw on
the worlds represented
in texts students have
experienced
(VCELT328)
Plan, draft and publish
Children will know /

understand...
Students will
understand a
narratives structure:
orientation,
complication and
resolution.
Students will
understand how to
convey historical
context in their
writing.
Students will know
how to create a
narrative piece
based off an my
place episode the
class has watched.
Children will be able to...

Students will be able
to plan, draft, edit
and publish their
narratives.
Students will be able
help another
students work by
proof reading and
editing.
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imaginative, informative
and persuasive print
and multimodal texts,
choosing text
structures, language
features, images and
sound appropriate to
purpose and audience
(VCELY329)
Reread and edit own
and others work using
agreed criteria for text
structures and
language features
(VCELY330)
Assessment and evaluation

Learning outcome 1-5: Students will be given a rubric at the beginning of the unit in which they
must follow to complete the assessment. When assessment is handed in the students will mark
their rubric at where they think their planning, editing and narrative work fits into the marks. This is
for self assessment of their work and so the teacher can see where the students feel their work fits
within the rubric and what mark the students feel they should be receiving for their work.
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Section 2: My Place Planning Template

Session 1
Focus Inquiry Question: What was life like in 1878?
Focus: Historical context.
Learning Outcomes:
Explicit Text Type Knowledge (Conceptual)
Students will know the historical context in
which their narrative is set.
Students will know how to create a mind
map.
Procedural (organisation)
knowledge:
Discuss what students think
life was like in 1878.
Watch My place video
episode 14.
Review writing.
EAL students work with
teacher through guided
reading create a review.
Frontloading Activity:
Activity that activates and builds upon childrens prior knowledge and interests;
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The class will create individual mind maps about what they think/know life was
like in the 1800s in Australia.
Motivates children to be interested in the unit.
Allows fro teacher to asses the students prior knowledge and where they will
need to help branch out their understanding.
Scaffolding Activities:
Explore and practice concepts
Move children from where they are at to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Teaching Plan and Key Questions: Link to learning
Assessments
Time
15mins
Mind map for prior knowledge on life

in 1800 Australia.
outcomes:
Students will discuss
life in 1878.
Students will watch episode 14 of My

place.
Watch My place
video Episode 14.
Students can see
historical context in
a narrative form.
Individual Writing.
Students will complete a review on
the My place episode
Write a review on
My place episode.
Mini Lesson - Shared Writing: EAL

students that are at a Consolidation
English level. Students will work
together to create a review on the My
place episode.
EAL students work

with teacher
through Guided
writing and create
a review.
:
Mind Map to
asses
students prior
knowledge.
30 mins
15 mins
15 mins
Extension activity: Extend the mind

map with knowledge they have
gained through the My place episode.
Share Time
Students would share what they knew before
the episode and how they gained knowledge by
watching the episode.
Individual
writing of My
place review.
Guided writing
of My place
review.
My place episode 14
Blank A3 paper.
Pencils and Texters.
T.V or Smart board to play episode.
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Materials/ Resources
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Session 2
Focus Question: How do we write a narrative?

Focus: Narrative structure.
Learning Outcomes:
Explicit Text Type Knowledge
(Conceptual)
knowledge:
What is a narrative text?

How do we write a narrative text?
What is the structure of a narrative
text?
Discuss pervious lesson.

Discuss what a narrative is and
structure.
Class activity on narratives.
EAL narrative activity/ shared
writing.
Short narrative writing.
Class discussion on the My place episode watched in previous lesson.

Class concept map on what they know a narrative is and its structure
Enhances students knowledge on previous lesson and prepares for continuing
lesson
Idea is to build on the map throughout the unit so students have something to
look back to throughout the unit.
Learning Experiences and Key Link to learning
Assessments:
Time
Questions:
10
mins
20
mins
Whole class instruction:

Class discussion on knowledge
about narratives and their
structure;
What is a narrative?
Can you name some?
What types of narratives?
Whats a structure of a
narrative?
Whole class activity on narrative:
students will asked to find the
narrative structure of the texts
they have read during their
reading lessons.
What is the orientation?
What is the conflict?
What is the resolution?
outcomes;
What is a narrative
text? What is the
structure of a
narrative text?
Discuss pervious
lesson. Discuss
what a narrative is
and structure.
What is the
structure of a
narrative text? Class
activity on
narratives.
Conceptual map
completed as a
whole class task.
Individual responses
from the text about
its structure.
Students narratives
with correct
15-20
mins
10
mins
Individual writing:
Students will write a short
narrative of their choosing using
the narrative structure;
Orientation
Complication
Resolution
Mini lesson - shared writing

lesson.
Students and teacher will as a
group will plan and write their
own narrative following the
structure. The narrative will be
written on butchers paper and
displayed around the class room.
Teacher will ask students opened
ended questioning to get them
thinking about narratives;
What is a narrative?
Can you name some?
What types of narratives?
Whats a structure of a
narrative?
What is the orientation?
What is the conflict?
What is the resolution?
What is the
structure of a
narrative text? Class
activity on
narratives.
What is a narrative
text? How do we
write a narrative
text? What is the
structure of a
narrative text? EAL
narrative activity/
shared writing.
Short narrative
writing. Discuss
what a narrative is
and structure
Extension activity:
Students can brain storm ideas
for a narrative based off the
continuation of the My place
episode.
Share Time
As a whole class student can
share their short narrative.
Students can ask the class
questions such as;
What was my orientation,
conflict and resolution?
Teacher will explain the units
assessment and the rubric with
students.
structure.
Page
15-20
mins
Assessing by seeing
students knowledge
by seeing their
narrative structure
knowledge and how
they work together
to write.
Visually seeing and

hearing how
students have used
a narrative structure
in their narratives.
How do we write a
narrative text? What
is the structure of a
narrative text?
Short narrative
writing.
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White/smart board.
White board markers.
Butchers paper.
Texters
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Session 3
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Focus Question: What does it take to write a narrative?

Focus: Narrative Planning
Learning Outcomes:
(Conceptual)
knowledge:
What are the planning stages for

narrative writing?
What are we writing our narrative on?
Whats the historical context of our
narratives?
Discuss previous lesson.

Watch My place clips.
Planning work sheet.
Narrative writing.
Class discussion on the previous lesson about narratives.

Creating a word wall of words relating to the My place episode historical context.
Allows students to start thinking about words being used in their narratives.
Will be around the room for students to use when needing to spell words.
Learning Experiences and Key Link to learning
Assessments:
Time
Questions:
15
mins
15
mins
10
mins

Class discussion on the historical
context of their narratives and
creation of a Word Wall;
What words would we see
in our narratives that
relate to the My place
episode?

Class will watch some clips from
My place episode 14 to bring back
their memory and give them
ideas to their narratives.
Individual writing:
Students are to plan a narrative
based around the My place
episodes character Henry and an
invention he has made. Teacher
will go through the planning, draft
and editing stages for students;
outcomes
Whats the historical
context of our
narratives? Discuss
previous lesson.
What are we writing

our narrative on?
Whats the historical
context of our
narratives? Watch
My place clips.
What are the

planning stages for
narrative writing?
What are we writing
our narrative on?
Watch My place
clips. Planning work
sheet.
Visual assessment of
students planning
work sheet.
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Planning worksheet.
(appendix 1)
Students are to draft their
work.
15
mins
Individual Writing:
Students and EAL students will fill
out their planning sheets.
15
mins
Mini Lesson- Guided Writing:
the teacher will work with a small
focus group that will need help
when in the planning stages of
their narrative to keep them on
the write track of a narrative
structure;
Guided writing; the small
group will all write a
narrative based on the
same narrative structure
so that the teacher is able
to watch how the stick to
the narrative structure.
5
mins
Extension activity:
Students should begin to writing
their drafts which follow their
planning sheets.
Share Time
Students can come up and share
with the class their ideas for their
narratives.
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What are we writing

our narrative on?
Planning work
sheet.
What are we writing

our narrative on?
Planning work sheet
students planning
work sheet.
students planning
work sheet.
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My place clips
Tv/ Smartboard
Planning worksheet (appendix 1).
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Session 4
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Focus Question: whats our narratives about?

Focus: Narrative writing.
Learning Outcomes:
(Conceptual)
knowledge:
What is the historical context of my

narrative?
How do I edit my narrative?
Discuss last lesson.

Writing narrative
Editing narrative
Whole class will under go an editing task where they will edit a piece of work as a
whole class.
Bring children back to the on going topic of writing narratives.
Creates a visual representation of what their edited work should look like.
Learning Experiences and Key Link to session
Assessments:
Time
Questions:
20
mins
10
mins

Class discussion on previous
lessons about narrative planning
and structure. Actives their prior
knowledge on the topic.
What is the structure of a
narrative?
How do we plan to write
our narrative?
Teacher will go through whole
class editing activity.
Teacher will go through the
editing process with students
(appendix 2 & 3). Once draft is
written students are to edit their
work then swap work with
another student which they will
edit. After this process the
students will give their work to
the teach to edit and then begin
their final draft.
learning
outcomes
Discuss last lesson.
How do I edit my
narrative?
How do I edit my
narrative? Writing
narrative. Editing
narrative
Writing narrative.
30
mins.
Individual Writing:
Students and EAL students will
Students editing
skills on their work
and another
students work.
15
mins
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write their narratives using the

narrative structure of;
Orientation
Conflict
Resolution
They will write their narrative
based off their completed
planning sheet form the previous
lesson (appendix 1)
Mini lesson - Shared writing:

Teacher will hold a mini lesson
with a group of students that
might need help when picking an
invention to write about.
Ask question such as;
What do you think in 1878
needed to be invented?
Why would they need this?
After this students will finish their
planning and begin writing their
narratives.
Extension activity:
If finishing their narrative
students can begin the editing
process.
Smart/whiteboard.
Markers.
Editing sheet (appendix 2-3)
Previous planning sheet (appendix 1).
Writing narrative.
students planning
and beginning to
write their
narratives.
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Session 5
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Focus Question: how do we edit and publish our narrative?

Focus: editing and publishing.
Learning Outcomes:
(Conceptual)
knowledge:
How do I edit my work?

How do I publish my work?
What marks do I think I deserve for
this task?
Discuss previous lesson.

Narrative writing.
Go through editing process.
Go through publishing process.
Edit/ publish work.
Mark rubric.
Teacher will hold another editing activity for the students.

Brings back prior knowledge from previous lesson on editing
Allows students in enhance their knowledge.
Gives them a reference of editing to work from.
Learning Experiences and Key Link to session
Assessments:
Time
Questions:
10
mins
40
mins
15
mins
Whole class Instruction:

Teacher will hold another editing
session for the student in
enhance their knowledge before
they edit their work.
Individual Writing:
Students will finish their draft for
their narratives. Once finished
they are to edit their work then
another students before bringing
it to the teacher to edit. Once
edited students will write their
good copy of their narrative. Once
final copy is finished students are
to go mark their rubric (appendix
4) on where they feel their marks
are.
learning
outcomes
How do I edit my
work? Discuss
previous lesson. Go
through editing
process.
Narrative writing.
Edit/ publish work.
Narrative writing.
Edit/ publish work.
Mini lesson Individual
Writing/ Writing Conference:
Teacher will meet with the EAL
group to help them through
shared writing to complete their
Visual assessment
on how much
students have
retained from
previous lesson.
drafting/editing and
publishing skills. Self
assessment through
rubric.
drafting/editing and
publishing skills.
10min
s
Share Time
Students will get to share their
completed narratives to the
whole class.
.
Smart/white board
Markers
Editing sheets (appendix 2-3)
Planning sheets (appendix 1)
Rubric (appendix 4).
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16
draft if need be. If completed the

teacher will assist in the editing
stages.
How do we edit?
What do we need to do
before we being our good
copy?
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Section 3: Justification for differentiated instruction

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This unit of work looks at teaching instruction for students who have English as an additional
language (EAL). It focuses mainly of EAL students that are placed in a classroom that is on English
speaking students. Throughout the unit the teacher holds mini-lessons with the group of EAL students
so they get the further instruction that they need. The Mini lessons have a writing focuses such as
Shared writing and Guided writing therefore the EAL students get more teacher focus as their specific
needs so they can build on their knowledge and understanding of the English language and English
curriculum.
English as an additional language (EAL) is a term used for students whos first or even second
language is not English. Since English is not the primary language or dialect the students will need
addition support to assist them to develop proficiency in many curriculum areas particularly English
(Flint., Kitson., Lowe., & Shaw., 2014). These students will have competency and have the acquired
understanding of their home language, however for these students when it comes to learning the
English language it will become a major component of their schooling needing explicit and systematic
instruction in different contexts and an enormous amount of teaching support (Winch., Johnston.,
March., Lijungdahl., & Holliday., 2010). In the Australian education system, a quarter of the student
population at students that are learning English as an additional language, this means that Australian
schools must cater for these students who have different abilities, prior learning experiences, varied
intellectual and learning potential (Winch et al, 2010). Teachers must prepare for students with
different English speaking levels, it is important for them to identify the level of schooling the student
has received and how similar their first language is to English (Winch et al, 2010).
In this unit of work, the teacher holds a number of Mini-lessons within class time with EAL students
to extend their knowledge and understanding of the narrative writing process. The students focused on
in this unit of work at EAL students who are at the level of consolidating as stated in the Australian
Curriculum Assessment and Reporting Authority (ACARA, 2011). Students who are at the
consolidating level of English can speak one or more languages as well as having the sound
knowledge of standard Australian English. Once students have reached this level of English they
should be working independently, participating in classroom discussions, routines and focusing during
instruction time (ACARA, 2011). EAL students at this level still require focused teaching lessons on
language, reading and writing skills (ACARA, 2011). This unit of work focuses on a writing unit so
students at this level of English understanding should be beginning to produce a range of text types
for different purposes and topics. They will begin to demonstrate knowledge of a particular topic and
understand their structures and grammatical features (ACARA, 2011).
Guided writing allows a small group of students to work closely with the teacher, the teacher will
guides, supports and provides feedback to the students so that they can grow as writers. The teacher
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will hold writing conferences with the students to assess students strengths and determine where they
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will need further support (Flint et al, 2014). These conferences will develop into Mini-lessons where
the teacher will focus on a particular writing strategy, these Mini-lessons allow students to reflect on
their work as they progress through the drafting and editing stage (Flint et al, 2014). Throughout this
unit of work students of EAL go through a number of Mini-lessons with the teacher that focuses on
Guided writing. Throughout this lesson the students will use Guided writing as the begin to plan their
narratives to the narrative structure. So that the teacher can keep the focus on structure the groups
narratives will be based on the same invention so that the structure of Orientation, Conflict and
resolution are the same and the students can work together to create their narratives. By having a
Mini-lesson focused on Guided writing it allows for students to gain some control over their learning
as the jointly participate in a literacy demonstration (Wing Jan, 2009).
Like Guided writing, shared writing again allows for students to gain control over their learning and
jointly participate in a literacy demonstration by suggesting with the teacher relevant words, phrases
and sentences (Wing Jan, 2009; Winch et al, 2010). When holding Shared writing sessions teachers
must allow for a broad and balanced selection of factual and narrative genres. (Winch et al, 2010). By
having a broad range of lessons it allows for students to become familiar with different kinds of
writing (Winch et al, 2010). Writing conferences allows for teachers to see a students composing
strategies, teacher will be able to see the students thought process so that they will be able to create a
Mini-lesson on components that are relevant (Winch et al, 2010; Flint et al, 2014). Shared writing if
used throughout these Mini-lessons with EAL students so that they do have the joint control of the
writing. As a groups students and teachers will plan their narrative based off the My place episode
together. By creating their plan of a big piece of paper it allows students to contribute to the writing
and idea process, allowing them to extend their knowledge and understanding of the planning process.
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References:
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Australian Curriculum Assessment and Reporting Authority (2011).

language or dialect: Teacher resource.
English as an additional
Retrived from: http://www.acara.edu.au/default.asp?id=site_search&query=eald
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K.
(2014). Literacy in Australia:
Pedagogies for Engagement (1st ed.) . Miltion, Queensland: Wiley.

Winch, G., Johnston, R,R., March, P., Ljungdahl, L., & Holliday, M. (2012). Literacy:
Reading, Writing and Childrens Literature (4th ed.). South Melbourne, Victoria:
Oxford Press.
Wing Jan, L. (2014). Write Ways: Modeling writing forms (3rd ed.). South
Melbourne, Victoria: Oxford Press.
21
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Appendixes: 1
PLANNING A NARRATIVE
SETTING: TIME AND PLACE
CHARACTERS: (Names and Descriptions)
PROBLEM / GOAL:
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IMPORTANT EVENTS:
1.
2.
3.
4.
5.
6.
RESOLUTION: (How the Problem is Solved)
HOW THE STORY ENDS:
STORY SEQUENCE CHART

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Beginning
Middle
End
Appendix 2
REVISING MY STORY
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Name: ___________________________________________
Title: ____________________________________________
I checked that my story has:
A beginning that:
A middle that:
introduces the characters.
tells where the story will take place.
tells about a problem or adventure.
tells the reader interesting facts and

details.
An ending that:
adventure.
solves the problem or ends the
The events are:
in order
NEXT STEPS
clear
interesting
I have edited my work and someone elses.
I had a teachers conference for editing
I wrote a good copy of my story and I drew illustrations to

go with my story.
I am ready for the authors chair.
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25
Appendix 3:
EDITING CHECKLIST
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Name: ___________________________________
REMEMBER TO USE RED!
Date: _______________________
1.
Title: ____________________________________
I used capitals at the beginning of sentences, on

names and places. I did not use capitals in the middle
YES
NO
of words or the middle of sentences.
2.
I used punctuation at the end of every sentence.

(Talking marks, question mark, exclamation mark)
YES
NO
3.
All of the word wall words are spelled correctly.
YES
NO
4.
I used a dictionary to check at least 5 words.
YES
NO
EDITING
CODES
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SPELLING
CAPITAL
PUNCTUATION
INSERT A WORD
REMOVE A WORD
NEW PARAGRAPH
)
P
AWKWARD WORDING A W K
INDENT
WORD WALL
WW

Assignment 3 Lesson Plans

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1

Section 1: Focus and rationale for planning

Stephanie Jordan S00140461

Focus Inquiry Question:

Text type purpose, structure and language features:

Explicit Text Type

Content Descriptors Australian Curriculum,

Children will know /

Children will be able to...

Stephanie Jordan S00140461

Assessment and evaluation

Stephanie Jordan S00140461

Section 2: My Place Planning Template

Stephanie Jordan S00140461

Mind map for prior knowledge on life

Students will watch episode 14 of My

Mini Lesson - Shared Writing: EAL

EAL students work

Extension activity: Extend the mind

Stephanie Jordan S00140461

Stephanie Jordan S00140461

Focus Question: How do we write a narrative?

What is a narrative text?

Discuss pervious lesson.

Class discussion on the My place episode watched in previous lesson.

Whole class instruction:

Stephanie Jordan S00140461

Mini lesson - shared writing

Stephanie Jordan S00140461

Visually seeing and

Stephanie Jordan S00140461

Focus Question: What does it take to write a narrative?

What are the planning stages for

Discuss previous lesson.

Class discussion on the previous lesson about narratives.

Whole class instruction:

Whole class instruction:

Stephanie Jordan S00140461

What are we writing

What are the

Stephanie Jordan S00140461

What are we writing

What are we writing

Stephanie Jordan S00140461

Focus Question: whats our narratives about?

What is the historical context of my

Discuss last lesson.

Whole class instruction:

Stephanie Jordan S00140461

write their narratives using the

Mini lesson - Shared writing:

Stephanie Jordan S00140461

Focus Question: how do we edit and publish our narrative?

How do I edit my work?

Discuss previous lesson.

Teacher will hold another editing activity for the students.

Whole class Instruction:

Stephanie Jordan S00140461

Stephanie Jordan S00140461

draft if need be. If completed the

Section 3: Justification for differentiated instruction

Stephanie Jordan S00140461