YEAR 5

The World in a Second

By Isabel Minhos Martins and Bernardo P. Carvalho

STRAND and Content Activities

sub-strand Description
LANGUAGE
Expressing and Explain sequences of Guided Viewing (First Steps Viewing Resource Book, p17-18)
developing images in print texts After Reading the text as a class, students are guided on analysing the pictures of the book with the
and compare these
ideas purpose of making connections. Teacher scaffolds students learning with directing them to pages 16,
to the ways
hyperlinked digital 14, 10, 11 and 12 where students are to analyse and explain the page’s illustration and fill in the chart.
texts are organised, Teacher provides feedback and actives students background knowledge, suppling additional
explaining their knowledge where needed. Review connections as a class and discuss the purpose of the picture book.
effect on viewers’
interpretations
(ACELA1511) What What can I see Probably Confirmed
information do I in the means… meaning
Elaborations;
get from the illustration?
Interpreting
text?
narrative texts told
as wordless picture
books

Identifying and
comparing Another multimodal text with a different purpose is compared/contrasted to the informing/
sequences of images entertaining picture book.
revealed through
 different hyperlink
choices
Viewer’s Circles (First Steps Viewing Resource Book, p19- 22)

Discussion on purpose of picture book and how it achieves its purpose (inform.) A variety of
multimodal images (print and digital) are selected as well with similar and different purpose to
compare.

(To enable and extend purposely group students according to their comprehension competency. So to
extend a circle include more complex texts, to enable take away. Also prompt intellectually higher
discussion for extension group.)

LITERATURE
Identify aspects of Visuals and symbolic elements are aspects of The World in a Second that convey information about
literary texts that places social, cultural and historical context. Page 11 depicts an official securing a crowd watching a
convey details or building blow up (Russia) and Page 12 depicts a young girl on her way to school (Iceland) are to be
information about
particular social, focused on.
cultural and
historical contexts Speed-dating activity for Class discussion
(ACELT1608)
Teacher has set discussion questions she will ask the class. The class has split in half made two circle,
Elaboration; one outside one inside. Having an inside member to face a member from the outside. This is their
describing how discussion partner for the first question, then rotate two places to their left.
aspects of literature, Page 11 and 12 are on display on the board. Teacher questions students to tell their partner;
for example visuals, - Where do you think they are set? What makes you think this?
symbolic elements, - What do you know about Iceland?
dialogue and - What do you know about Russia?
character After every question teacher asks students to share anything they learnt from their partner.
 descriptions, can
convey information Teacher moves on to explain political and economic circumstances in both countries and their social
about cultural context regarding freedom and rights. (Socialism and Democracy are briefly covered in year 5 HASS so
elements, such as students have background understanding.)
beliefs, traditions Student are then asked to discuss how that might be reflected in the Visual and symbolic elements and
and customs The World in a Second.

LITERACY
Interpreting, Use comprehension
evaluating and strategies to analyse (Looking at comprehension strategy that analyses text- ‘self-questioning’)
evaluating information,
integrating and Example according to book; Page 11- “A house is demolished”. Text only gives restricted information
linking ideas from a (what). Students are to FIND OUT the hidden meaning (who, where, why) and SORT OUT to
variety of print and comprehend. What is the first step? Self-questioning.
digital sources
Activity;
(ACELY1703)
Clouds of wonder- An activity (First Steps- Reading Resource Book, p155) to Modelling self-
questioning

Teacher creates brainstorm by modelling self-questioning. Questioning who, where, how and
why of the chosen focus page to analyse the picture book. (First Steps, Speaking and listening
resource book, p155, figure 4.37)
Followed by lessons with student’s independent research to fill in clouds, group sharing and
presenting (integrating) and whole class summary guided by teacher (linking).
LITERACY
Creating texts Plan, draft and Creative Writing (Grace Enriquez (2015) The Classroom Bookshelf. Retrieved:
publish imaginative, http://www.theclassroombookshelf.com/2015/12/the-world-in-a-second/)
informative and
persuasive print and
multimodal texts, Use The World in a Second as inspiration for creative writing. Students are asked to choose one page
choosing text to incorporate at any part of their narrative.
structures, language
features, images First, they are to plan carefully considering
and sound - Purpose
appropriate to - Audience
purpose and - Structure
audience - Features
(ACELY1704)
Consider other using resources for student prompting;
- VIDEO: ABC Education (2015) Andy Griffiths' tips for starting your story
(http://education.abc.net.au/home#!/media/2160894/)

(Open-ended activity where students that need to be enabled or extended can complete side-by-side
for an inclusive classroom.)