LITERACY / UNIT PLANNER

Topic: Michaelis, Episode six Greek school, 1958 Year Level: 5 Term: 4 Weeks: Date: 5th of October
1-5 2015
GRAMMAR FOCUS: (levels) Text type Listened Spoke Read Written Viewed Produced
and mode to n
Word group level:
Sentences, clauses, adverbial phrases, adverbial clauses Information X X X X X
narrative
Word level:
Verbs, Adjectives, Adverbs, Conjunctions Steps in Teaching and Learning Cycle: (adapted
1. Whole text structure of a Information narrative Derewianka, 1990/2007)
1. Building topic knowledge
Orientation (introduction) in which the characters, setting and time
2. Building text knowledge/Model the genre
of the story are established
Complication and series of events in which the situations, activities 3. Guided activities to develop vocabulary and text knowledge
and events involving the main character are expanded upon. 4. Joint construction of text
Resolution (ending), complication is resolved. 5. Independent construction of text
May include a reorientation in which the characters or their lives
6. Reflecting on language choices
are described after the complication is resolved or the story has
ended. A moral or message may be included
Language features for the text-type:
Frequently used Literacy Instructional Strategies: Gradual Release of
Descriptive language including verbs, adverbs, adverbial phrases, Responsibility Model
clauses, adjectives, adjectival phrases, similes, metaphors, Language Experience Approach (R/W) Picture Chat Read to Shared R/W
hyperbole, analogy, onomatopoeia, alliteration Guided R/W Modelled writing Interactive writing Independent R/W
First or third person pronouns Literature Circles Reciprocal Teaching Mini lesson Roving conferences.
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-
Dialogue taking,
Tense changes, present tense in dialogue and usually past tense
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine
wheel, KWL chart, Flow chart, Story map, templates for text-types for planning,
for the rest of the text

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

CONTEXT: Overview of series of lessons and background information

In a series of 13 lessons I will aim to teach the students how to write an

information narrative using the context of 1958. With the support of
episode six titled Greek school I will use the context of cultures and
immigration to allow students to progress into writing their own
information narrative about their culture or the many cultures that
immigrated to Australia in the 1950s. The series of lessons will use
Derewiankas teaching and learning cycles to teach the students how to

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write an information narrative step by step in the provided order. By the
final lesson students will be able to write their own information narrative
using the appropriate structure and grammar specific to the text type.
Pre-assessment of students skills and knowledge:
Student written work samples Students have previously written
narratives in class in term three, but did not delve to deeply into
the structure and grammar that is used specifically to a narrative.
Now we are moving on to information narratives , use the students
work samples from the prior term to see what students did not
understand about the structure and language of 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.

Literacy Learning intention: We are learning to use the specific Question types: self-questioning; 3 levels; (literal, inferential, evaluative);
structure and language features of an information piece to write QAR
our own in the context of the year 1958.
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary,
Learning behaviors: 5VIPs, Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K.
I need to use and look out for the correct language specific (2011). Making Thinking Visible: How to Promote Engagement, Understanding,
to the text type when writing, speaking, or listening to an and Independence for All Learners. eBook online)
information narrative
I need to follow the correct structure when writing a
information narrative
I need to be able to understand and point out the specific
part of an information narrative structure.
I need to always asses my writing whilst writing it including
asking for feedback from the teacher and my peers.
Read my writing out loud in order to understand the
language used

Success criteria: I know Im doing well if I can;

Understand and use the correct structure of an information
narrative
Understand the difference between a narrative and a
information narrative
Use and identify the correct language features of an
information narrative at word level
Follow an information narrative and understand the
intention of the story.
Produce a final information narrative at the end of the unit
of work

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Topic-specific vocabulary for the unit of work: Resources:
Orientation -
-
Wing Jan, L. (2009). Write ways. South Melbourne:
1958 Michaelis: Episode Six Greek School from www.myplace.edu.au/1958
Complication - My Place website www.myplace.edu.au
Resolution - Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in
mainstream classes. Newtown: PETAA. pp. 48-75
Reorientation - Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language
learners in the mainstream classroom, Heinemann, Portsmouth, N.H.
- Marsden, J (2002) Home and Away. Hachette Australia
- Fleischman, P (2013) the match box diary.
- Australian migration the experience https://www.youtube.com/watch?v=6qYCPM3oAZY )

Analysing Estimating Listening Performing Reading Seeing patterns Testing

Checking Explaining Locating information Persuading Recognising bias Selecting information Viewing
Classifying Generalising Making choices Planning Reflecting Self-assessing Visually representing
Cooperating Hypothesising Note taking Predicting Reporting Sharing ideas Working independently
Considering options Inferring Observing Presenting Responding Summarising Working to a timetable
Designing Interpreting Ordering events Providing feedback Restating Synthesising
Elaborating Justifying Organising Questioning Revising

TEACHING & LEARNING WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
CYCLE Hook or Tuning In (Explicitly model the use of a LEARNING TEACHER SUMMARY STRATEGIES
(Identify step in the T & L (Identify a strategy or a new strategy or a tool to assist (Extended opportunity for (Focused teacher questions (should relate to literacy
cycle and the literacy tool to help activate prior with the literacy learning students to work in pairs, small and summary to draw out the learning intention or focus of
learning intention or knowledge and/or to intention or focus of the session groups or individually on a set knowledge, skills and the session. Includes how &
sessions focus ) introduce the topic.) and to prepare students for task. Time for teacher to probe what you will use to make a
successful completion of the set students thinking or work with processes used in the session) judgment on students
We are learning to ... task. Reference to Wing Jan a small group for part of the Link back to literacy learning attempt/work)
include page details) time. Reference to Wing Jan intention and key points of Success criteria written for
include page details) effective reading/writing, students to know what the
speaking, listening and minimum expectation is.
viewing.

Instructional Instructional Small teaching

Strategy? Strategy? group:
Thinking Instructional
Tool/Routine? Strategy?

1. Building In order to tune in
topic the whole class we
knowledg will complete a
e back to back
viewing activity.
Students will view
We are learning to the my place
use and identify episode 6 Greek
Think pair share strategy
with the whole class.
Teacher explains the
immigration story of
Michaelis and the
background of the clip
briefly.
Pair cloze exercises: Give
the students the text
The match box diary by
Paul Fleischman. Get the
students to cover up
words for each other
without the other one
seeing. The students
Reflection circles
Watch the episode again
as a class
Revise over what was
discussed in the think
pair share discussion.
Anecdotal notes: take
these during the
guided cloze exercise
in relation to the
literacy learning
intention. Are students
using the topic
knowledge gained

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and use school Get students to think then need to read aloud from the discussion to
adjectives from a about, pair and then to each other filling in the Get students thinking aid in their reading of
text using Back to back share their answers to gaps. Keep the words and about words to describe the text?
effective listening, viewing is where the the following questions. answers on the board the characters in the The small teaching
students first listen from the think pair share video, describe their group will consist of
reading and
to the audio of the What do you know about exercise to prompt their experiences. the ESL student in the
viewing. video without seeing immigration? topic knowledge. class
the footage. Second
the students view What types of cultures Small teaching group:
the video without are in Australia? complete a cloze exercise
sound followed by as a group with The
questions in relation Do you know anyone who match box diary by Paul
to what occurred. has immigrated to Fleischman. Prompt
Hertzberg, M (2011, Australia? students knowledge
pg. 63) about the topic from
Feel free to write the what they have
Before viewing and students answers on the discussed on during think
listening ask the board and save them for pair share. Go around the
focus question: a future lesson. Provide group getting students to
What was it like for your own answers for answer a word each
families immigrating prompting. providing them with
to Australia? In assistance when
relation to the 1958 struggling
my place episode
Greek school.

Watch the video as

a whole. And fill out
the work sheet
(Appendix one)

Building topic During this lesson students will construct a family tree to learn more about their culture and/ or immigration story to Australia.
knowledge They will use information they have collected from their parents/ grandparents in order to complete a family tree (My place, 1958
on immigration). This information will be used in following lessons as the basis for their information narratives. During this lesson
students will have the chance to share with the class their family stories in order to practice their listening and speaking skills.
Building topic During this lesson students will swap family trees with another child in the class. They will then interpret them and gather
knowledge information about their history. Depending on where the families are from or who they are the students will research the culture
immigration into Australia using various modes such as internet websites, books and videos. The place website may have clips
that will assist with some cultures. Students are then to collaborate with the student they have swapped with to see if the
information they have researched is correct. They will have discussions in order to build knowledge of the topic.

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2. Building Tunning in question: Instructional strategy: Get students to create Students will orally share Collect work samples/
text Shared reading story maps based on the their story maps with story maps.
knowledg How do we tell text. After reading the the class. The aim on Analyse if students
e/ Model stories? Again read the story text get students to this exercise is to get have understood the
practicing oral story create a story map using students to re tell the plot and outlined the
the genre
Read the story The telling skills as a whole the worksheet provided story in their own way. significant events of
match box diary by class. (appendix two). This will the story. The story
We are Paul Fleischmanto (Wing Jan, 2009, Pg. 237) help build their maps should outline
Teacher poses question
learning to the class normally to understanding of plots to the class; the correct main
display engage them in the and further assist when problem solution.
effective story topic. The teacher employs writing their final piece. Why do we tell stories?
telling skills. services of a professional The maps should include
DO exercise storyteller to entertain as significant events in the How did you change
Sentence phrase well as demonstrate the story and indicate the your voice when reading
word in relation to art of storytelling to the problem that arose. the story to the class?
the text. students.
(Making Thinking What are other ways you
Visible: How to Give students a chance Small teacher group: can tell a story besides
Promote to read the story out loud create a story map as orally?
Engagement, to in the same manner. one big group. Go
Understanding, and through the book
Independence for All Discuss with the class the together again pointing
Learners.) . purpose of story telling. out specific parts that are
Students reflect on integral to the plot. This
the text writing exercised will be lead by
down a sentence the teacher.
that was meaningful
to them. A phrase
that engaged them
and word that
captured their
attention. This will
allow them to tune
into the topic.

3. Building Tunning in question: Provide students with a The whole class will Coming back to the floor Take down anecdotal
knowledge/ What components Structure of narrative complete a what if as a class to discuss the evidence on individual
model make up an sheet (appendix three), activity. Students will do structure of an students when doing
genre information story grammar (Wing Jan, this on the non-fictional information narrative the what if activity
narrative? pg.244, 2009) event of immigration into What did we learn (moving away from
We are today? small teacher group).
Australia in the 1950s.
learning to Watch Australian Play the video again this Anecdotal notes
understand As the think about the
the structure
migration, the time with the students topic they begin to create Ask the students, how should be based on

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 and purpose Italian experience writing down what a what if? brainstorm would you plan an the childrens
of a as a whole class. happened at the start, with things that may information narrative? understanding of the
information Although this video middle and end of the have effected this event. structure of an
narrative can be viewing as a video. Do this more than This allows students to Ask the students, how information narrative,
recount we will use once so students get a start thinking about ideas are you going to use the and also purpose.
it as an information chance to complete the for their information topic of immigration to Write down warm and
narrative in the work. narrative. write an information cool notes. Record
classroom viewing Follow this with some narrative? students ability to
the narrator as a discussion questions to Students list facts think critically about
fictional one complete a mind map on associated with the Get students to share the topic.
(https://www.youtub the board on narratives. subject and then share their what if activities,
e.com/watch? fictional aspects. question their use of
v=6qYCPM3oAZY ) Write the features of an information and also
information narrative on Small teacher group: fiction.
Open up for class the board and guide work on story starter
discussion. students through card with the teacher.
answering them in (Appendix four) (Wing
relation to the text. Jan, 2009)
- Setting
- Characterisation
- Plot
- Structure

Building Students will focus on the structure of Information narratives again. Read Home and Away by John Marsden (picture story book
knowledge/ model for young adults talking about a families struggle to immigrate to Australia) to class to model narrative in a story telling tone.
genre Complete activity Picture Dictation: (Gibbons P, 2002, pg. 112.) Students have number of jumbled pictures from the story. As you
read the text again, students put the pictures in order.

4. Guided Tunning in question: Overall the class will Creating character and Go back to the idea from Student self
activities to what are the complete a Word climb in setting profiles (Wing Jan, the beginning of the assessment get the
develop similarities and relation to the characters 2009, pg262) Get class, similarities and students to reflect on
vocabulary differences between in episode six Greek students to create a differences of a narrative their understanding of
or specific a narrative and an school. Aim to get character profile for the and an information information narratives
language information students to widen character that they want narrative. Asking going into the
feature narrative? character vocabulary. to write about in their questions to form a construction part of
final piece e.g. their discussion the unit get the
Discuss with the Create word climb on grandfather or students to identify
class what makes - Adjectives grandmother. - Will using real life - Their strengths
We are learning to this an information - Adverbs characters, - What they need
identify the specific
language features in a
narrative and not - Tense changes Following this get the settings and to improve on
information narrative just a story. children to use word events make your - What they need

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 Create ven diagram Write all answers on the climb activity to create a piece to the teacher
on the board to board. setting profile informative? - Concerns about
clearly show - How will you take the topic
differences in Small teacher group: a real life - What they need
narrative and This group will consist of experience and to focus on next
information ESL students who have turn it into a Use data to form
narratives. obviously come from a story? discussion for next
family that has recently session.
migrated. Get these
students to orally share
the story of their family
and have a discussion
about the individual
members of their family
and the setting they
came from. Get these
students to take notes as
you discuss this as a
basis for their own
information narrative.
Guided activities In this lesson students will re visit the language used in narratives. Using a semantic web (Gibbson 202,
to develop p.g6) students will focus on the question what do you think it was like to migrate to Australia in the
vocabulary or
specific language
1950s From what the class has previously read and viewed they will create a class glossary of terms using
feature specific information narrative vocabulary. Go over any concerns that were raised in the students self-
assessment.
5. Joint Watch episode Shared writing (Wing Jan, 2009, pg. 262) Read through the Assess within small
constructio Greek school - Go through a plan Students are put into narrative plan as a class. teach group using
n of text again with the whole with the students. small groups. They use a Pointing out the main
We are learning to use class - Looking back on jointly constructed components
a Checklist
the correct structure what theyve introduction (orientation) (Appendix six)
and grammar to write Ask three level learnt about and complete the Do we have a clear
an information questions to get the information texts: narrative in small groups. setting?
narrative.
class thinking about orientation, The students are not
the characters and complication, and writing a final polished Do we have clear
settings. resolution. piece in groups but characters?
- Write your plan rather a plan or detailed
focusing on outline of the piece. Is there a clear
Michaelis so the orientation, conflict and
students are not Small teacher group: this resolution.
copying when it group will attempt to
comes to their complete the same
final piece. activity but with the

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 teacher as facilitator.

Independe In this lesson students will begin to construct their own plan for an information narrative on the topic of
nt immigration in Australia.
constructio Students are to choose a culture or use their own immigration story to inform their writing. The class will
n of text focus on devising solid plans for their story that include potential settings, characters and plot. Students
will use knowledge gained in the previous lessons to plan an orientation, complication and resolution.
Students can use a planning template (Appendix five)
Independe Students will begin to write their information narrative independently using their plan created in prior
nt classes. The teacher will be available for constant writing conferences.
constructio
n of text

Independe Students will continue to write their information narrative in order to create a final piece. Facilitate one on
nt one conference with students.
constructio
n of text

Reflecting Students will have completed their final piece by this class and will use writers conferences to check the
on language choices of their writing. They will firstly correct each others work to look for errors in spelling and
language language choices, making sure students are providing warm and cook feedback to each other. One by one
choices they will have time with the teacher correcting their work as they also provide warm and cool feedback to
the child. This will continue on for more than one lesson.

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