Académique Documents
Professionnel Documents
Culture Documents
Journal 15 mins
Students to write in their learning journal.
Modelled Writing
Spellin Teacher to model planning to write a story inspired by the front cover of The Arrival. Have
g graphic organiser on the interactive whiteboard.
(ACEL
A1526) Modelled Writing 10 mins
(ACEL Teacher to bring in an object of importance from home and tell the class about it. Teacher to
A1830) model descriptive writing about the object. What does it look, feel, smell, sound like? What
emotions and memories does it evoke? Model the use of adjectives and adverbs. Think aloud-
how can I make this more interesting/descriptive?
Sharing 5 mins
Students to add their favourite adjective/adverb to the word wall.
Most able students to begin with independent viewing. Least able students will do that activity
last to ensure they have enough semantic knowledge to succeed.
Week 7 Develop ability The Arrival
Tuesda
Checklist for Spelling 20 mins
to make
y students Students to complete two activities from their spelling journal.
inferences by Spelling journals
making text to contributions to
text, text to self shared reading Shared viewing 10 mins
and text to world session. All
connections Choose a new set of images from The Arrival for shared viewing. What are the text to
students are to
be questioned self/text/world that have been used to support inference. Ask for student interpretations. The aim
Use inference to
make throughout the of making these connections is to improve inference skills by tapping into prior knowledge.
conclusions week,
about the Rotations 15 mins
questioning to
meaning of
pictures viewed start with more 1. Read different texts about Shaun Tan and migration. Each person in group to retell what
able students to they have read. FSRR- Reciprocal Retells (p.166)
familiarise less 2. Students to individually come up with a 6 word story for what they have viewed of The
able students Arrival so far.
with answering. 3. Independent viewing session using the image of the serpent over the city students are to
write down their interpretation.
Mark 6-word
story against 4. Definitions and examples of different devices used in viewing taken from FSVR.
checklist does
the story reflect Independent writing 30 mins
the chapter? Students to continue with their writing of the story of chapter one of the arrival.
Y/N
Sharing Circle 10 mins
Mark Authors circle. Students to sit on mat and create inner and outer circle. Change partners 2 times.
independent Students can share their writing and partner can make suggestions of how the writing can be
viewing and improved.
make
assessments
about whether Learning Journal 5 mins
more modelled
sessions are
needed.
Review viewing
conventions to
ensure there are
no
misunderstandin
gs
Review viewing
conventions to
ensure there are
no
misunderstandin
gs
Collate scores
from spelling
test
Week 8 Reread and edit The Arrival
Monday
Review spelling Spelling 20 mins
work to improve
words to ensure Students to choose 30 words from their word collection and words from the word wall. Chosen
flow and Spelling journals
cohesion of appropriateness words to be run by teacher to assess appropriateness.
writing . There are
more words this
Shared viewing 20 mins
week as the test
will be on the Teacher and students to continue working through The Arrival. Questions students periodically to
following Friday gauge comprehension. Allow for discussion and students to make predictions and inferences.
(camp)
Modelled editing 10 mins
Review editing Teacher to model editing for syntactic errors, increasing interest, better word choices, spelling,
and mark grammar and punctuation.
against checklist
y/n
Shared editing 20 mins
edits for
meaning Students to make suggestions for how teachers writing could be improved. Give students a copy
corrects of the writing to make edits on. Students to share their contributions for how it could be
spelling improved.
adds grammar
makes stylistic Independent editing 20 mins
edits Students to edit their writing from the previous week. Students to bring their work to teacher if
they believe it is as good as it can be. If teacher agrees then students can begin typing their
work. Students to edit in a different coloured pen.
Week 8 Students create The Arrival
Tuesda
Writing to be Spelling 20 mins
a story based on
y assessed Students to complete at least two spelling activities from their spelling journals.
the inferences Spelling journals
made while against rubric.
viewing The Shared viewing 20 mins
Arrival Students who
Teacher and students to continue working through The Arrival. Questions students periodically to
are unable to
type during the gauge comprehension. Allow for discussion and students to make predictions and inferences.
lesson can type
during silent Finishing off
reading and the Students to finish their writing and editing and then type their work if there are enough laptops.
HASS lesson. Ideally enough students finished typing yesterday that there are enough laptops.
Once students start going off task bring them to mat. Students can share their writing if they
wish.
Teacher to read to students until recess. (this will be a very informal lesson as I anticipate that
students will be restless and excited about camp on the following day)
x not
demonstrated
o Developing
Well
developed
Consolidated
Mini modelled grammar lesson on the use of commas in complex sentences. When using linking
words, rather than full stops, there are often two clauses in a sentence that are separated by a
comma.
Technical words being a language feature of persuasive texts is to be an explicit teaching point
in the lesson. Persuasive texts use topic specific technical vocabulary. There will be technical
vocabulary regarding key policy issues, politics and voting. Students are to re-read the article
and write a list of all the words they are unfamiliar with. Then, using a dictionary, they are to
define these words. These lists will be reviewed by the teacher and some of these words will
become the spelling words for the week. Each student is to pick their favourite word from the list
and write it neatly and add it to the word wall.
Conclude class with explicitly teaching that many persuasive texts have a variety of technical
subject specific words. Have each member of the class share the word that they will be adding to
the word wall and explain it to the class.
Feedback to be
given on the
topic sentences
for why students
should get to go
to lunch.
Anecdotal notes
to be kept on
anything
noteworthy in
those samples
Week Language Students will Worksheet with
10
Anecdotal notes Spelling 20 mins
follow the guidelines for
Thursd on student Students to complete two activities from their spelling journal.
ay (ACELA1 template to form persuasive writing
a persuasive behavior and for students to follow.
518)
writing piece focus on the Following the framework Guiding
task
Literature Construct a Teacher to model how proficient writers use the framework or rules students identified in
convincing
Teacher to rove previous lessons. Teacher to create a work sheet that roughly follows the posters that have been
argument using
a range of around the class made in the previous lesson. There will be five boxes, one called thesis, three called arguments
Literacy persuasive and give over and one called conclusion. Around the outside of these boxes there are to be reminders of the
devices key components of a persuasive text (technical language, verbs changed to nouns (eg to
(ACELY17 the shoulder
14) feedback on the pollute to pollution), emotive language etc.)
work This template will be used in several sessions. The first with the teacher to model constructing
an argument using think alouds. Students will then work in teams to construct arguments and
eventually use the template on their own.
Week Language Construct a Lined paper for the
10
Students will be Spelling 20 mins
convincing letters.
Friday constructing a Students to complete partner test. Spelling books to be handed to teacher to record results.
argument using
a range of rubric with
Literature persuasive marking criteria. Letter to your MP Applying
devices Students will
This lesson is to be conducted at the end of the unit of persuasive writing which will occur at the
explain what a
provide relevant
gold, silver and same time as the HAAS politics unit finishes.
Literacy information to
(ACELY17 support key bronze piece of Teacher is to write an example letter to an MP on a chosen topic and students are to be taught
11) ideas work would look the framework for letter writing Dear MP, Yours sincerely.
(ACELY17 Letter conventions to be written on the board.
like. Students
14) work will be Students are to choose a topic that is of interest to them and write a letter to their local MP
marked against persuading them that they need to take more action regarding this issue and clearly state all the
these criteria reasons why the MP should be persuaded by your letter.
Bibliography
Annandale,K.,Bindon,R.,Handley,K.,Johnston,A.,Lockett,L.&Lynch,P.(2005).
FirstSteps:Writingmapofdevelopment(2nded.).Melbourne:RigbyHeinemann.
det.wa.edu.au/stepsresources/detcms/navigation/firststepsliteracy/
Annandale,K.,Bindon,R.,Handley,K.,Johnston,A.,Lockett,L.&Lynch,P.(2004).
FirstSteps:Writingresourcebook(2nded.).Melbourne:RigbyHeinemann.
det.wa.edu.au/stepsresources/detcms/navigation/firststepsliteracy/
ParliamentofWesternAustraliahttp://www.parliament.wa.gov.au/WebCMS/WebCMS.nsf/content/parliamentaryeducationofficeschoolexcursions
SchoolCurriculumandStandardsAuthority(2010).WesternAustralianCurriculumEnglish
http://k10outline.scsa.wa.edu.au/
WesternAustralianConstitutionalCentrehttps://www.constitutionalcentre.wa.gov.au/ForSchools/Pages/StandardProgramsAtTheCentre.aspx
Winch,G.,Johnston,R.,March,P.,Ljungdahl,L.&Holliday,M.(2014).
Literacy,reading,writingandchildrensliterature.(5thed.).Melbourne:OxfordUniversityPress.