LITERACY / UNIT PLANNER Topic: My Topic: My Place: Victoria Victoria 1888 Episode 13
Year Level: 5
&RA''AR (#CU): *levels+
Te." "3pe a moe
1, Wole "e." s"rc"re o0 a informal narrative in the form of a formal letter.
I0orma"io
Term: 4 Weeks: 1- Lis"ee "o
:
)poke
:
Rea
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!a"e: 5 #c"o$er %15
Wri""e
8ie7e
6
6
Proce
6
Narra"ive- (ormal Le""er
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Parts of an information narrative – orientation, complication, resolution. Address of the writer Date of the letter Opening greeting Information Closing greeting Name of writer
La2a2e 0ea"res 0or "e "e."-"3pe: , )e"ece Level •
Descriptive language
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First or third person pronouns
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tense
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raditional greeting!closure
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"ignature of writer
)"eps i Teaci2 a Leari2 C3cle: *aap"e !ere7iaka9 1%/%%;+ 4. ;uildi ;uilding ng topi topicc 3nowl 3nowledg edgee *. ;uilding ;uilding te1t te1t 3nowledg 3nowledge!%od e!%odel el the the genre genre . . ?eflec ?eflectin ting g on languag languagee choices choices (re<e"l3 se Li"erac3 Is"rc"ioal )"ra"e2ies: Gradual Release of Responsibility Model 'anguage 01perience Approach $?!(& Picture Chat ?ead to "hared ?!(
, Wor Level •
Adver#ial phrases
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A##reviations $%s, %r, %rs, Dr&
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Capital 'etters for proper nouns $names, places&
$(ing )an, *++, pp. *+*-*/& C#NTE6T: #vervie7 o0 series o0 lessos a $ack2ro i0orma"io •
01plore the content #2 discussing the differences #etween what life was li3e in 4555 compared to now. "tudents will also e1plore the 6treasured o#7ects8 chosen #2 9ictoria 9ictoria and discuss particular o#7ects that that are sentimental to them. them.
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Over a series of sessions, students will anal2se various t2pes of letters and wa2s of communicating with people. o consolidate their te1t 3nowledge, students will write their own letters on #ehalf of 9ictoria, outlining the outcome of her time in the house she never wanted to
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leave. I do not anticipate an2 prior 3nowledge in the content. I am aware that children have prior 3nowledge a#out the structure of a narrative and informal letters #ut the writing of formal letters will #e new to them.
Pre-assessme" o0 s"e"s= skills a ko7le2e: "tandardi@ed tests for reading!writing! NAP'AN Profile of Data Progression of ?eading Development Conferences!interviews "tudent written wor3 samples "elf-assessments Li"erac3 Leari2 i"e"io: We are learning to write a formal letter to give information to the reader. Leari2 $eaviors: I need to use my knowledge of what life may have been like in 1888 and write from another person’s point of view.
(or resorce moel *(ree$o3 > Lke9 1%/1+: Code ;rea3erB e1t Participant!%eaning %a3erB e1t EserB e1t Anal2st Compreesio )"ra"e2ies: PredictingB 9isualisingB %a3ing connectionsB uestioningB InferringB Determining important ideasB "ummarisingB Finding evidence in the te1tB Enderstanding new voca#ular2B "2nthesisingB Comparing and contrastingB ParaphrasingB ?ecognising cause and effectB "3imming and scanningB Five semiotic s2stemsG linguistics, visual, auditor2, spatial, gestural, dictogloss, glogs. ?es"io "3pes: self-HuestioningB levelsB $literal, inferential, evaluative&B A? Tiki2 Ro"ies: "ee, hin3, (onderB eadlinesB J4, hree word summar2, /9IPs,
)ccess cri"eria: I know I’m doing well if I an use my imagination to realistially depit what life may have been like in 1888.
Topic-speci0ic voca$lar3 0or "e i" o0 7ork:
Resorces:
%uns' history' tradition' sentimental' treasures' letters' formal' informal' information narrative' key words' paragraphs' greetings' abbreviations' signature' information+evidene' indigenous perspetives' relationships' family' worth.
(ing )an, '. $*++&. (rite wa2sG %odelling writing forms $rd ed&. "outh %el#ourne, 9ic.G O1ford Eniversit2 Press, pp. *+*-*/ 4555 0PI"OD0 4 0nglish teaching resources downloaded on 4/th Octo#er *+4/ from www.m2place.edu.au! . %2 Place we#site www.m2place.edu.au 9ideo clip 4555 0pisode 4 A;C %2Place httpG!!www.a#c.net.au!a#c!m2place! %useum 9ictoriaG 6%2 grandmother8s to2 #o18 online printa#le picture stor2 #oo3 httpG!!museumvictoria.com.au!pages!5L/+!m2-grandmothers-to2-#o1-stor2.pdfMepslanguageen
Analysing Checking Classifying Cooperating Consideringoptions Designing Elaborating
Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying
Listening Locatinginformation aking choices !ote taking "bser#ing "rdering e#ents "rganising
$erforming $ersuading $lanning $redicting $resenting $ro#iding feedback %uestioning
&eading &ecognising bias &eflecting &eporting &esponding &estating &e#ising
'eeing patterns 'electing information 'elf(assessing 'haring ideas 'ummarising 'ynthesising
)esting *ie+ing *isually representing ,orking independently ,orking to a timetable
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TEACHING & LEARNING CYCLE (Identify step in the T & L cycle and the literacy learning intention or session’s focs !
"H#LE CLA$$ Hoo% or Tning In (Identify a strategy or a tool to help actiate prior %no'ledge andor to introdce the topic)!
We are learning to ...
Displa2 images of the 455+8s era as well as images from now as (e are learning to prompts for discussion identif2 the differences $appendi1 4&. #etween life in the 455+8s compared to What might life have now. been like in the 188,’s1, @ili2 "opic ko7le2e
What differenes an you see-
*INI LE$$#N (E+plicitly ,odel the se of a ne' strategy or a tool to assist 'ith the literacy learning intention or focs of the session and to prepare stdents for sccessfl co,pletion of the set tas%) Reference to "ing -an inclde page details!
IN.E/EN.ENT LEARNING (E+tended opportnity for stdents to 'or% in pairs0 s,all grops or indiidally on a set tas%) Ti,e for teacher to pro1e stdents’ thin%ing or 'or% 'ith a s,all grop for part of the ti,e) Reference to "ing -an inclde page details!
$HARE TI*E AN. TEACHER $2**ARY (3ocssed teacher 4estions and s,,ary to dra' ot the %no'ledge0 s%ills and processes sed in the session! Lin% 1ac% to literacy learning intention and %ey points of effectie reading'riting0 spea%ing0 listening and ie'ing)
@ack "o $ack vie7i2 Tik-Pair-)are Re0lec"io Circles Introduce students to the In pairs students are to watch Compare the video clips as #ac3-to-#ac3 viewing tas3. a second episode of their a class #2 completing a 6 %odel how to ta3e notes, to choice from 0pisode 4 on chart8 consisting of dot ensure the students do not IC. he2 are to ta3e down points a#out what life was forget the information the2 their own notes and 3e2 li3e in 455+ in one column attain. words #efore e1plaining compared to life now. "tudents are to find a partner their findings with their and using the #ac3 to #ac3 partner. viewing strateg2, the2 are to watch and ta3e notes on the (ocs &rop: 'ower level. video clip a#out 9ictoria In a focus teaching group, 4555G !he horse and get individuals to ta3e notes arriage' with one student and source important noting the visual differences information from a piece of and the other noting the te1t. Discuss wh2 it is ver#al differences in the clip important to highlight compared to life now. important information in dot points rather than re writing 01plain what a 3e2word is the sentences. and how notes are often more effective when written in point form.
A$$E$$*ENT $TRATEGIE$ (shold relate to literacy learning intention or focs of the session) Incldes ho' & 'hat yo 'ill se to ,a%e a 5dg,ent on stdents’atte,pt'or%! $ccess criteria 'ritten for stdents to %no' 'hat the ,ini,, e+pectation is)
Aeco"al o"es a3en of the students in the small teaching group to monitor their progress.
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he students refer #ac3 to what was discussed in the previous lesson (e are learning to gain and #rainstorm as a information from class the differences specific te1ts. #etween the 455+8s and now $appendi1 *&. , @ili2 "opic ko7le2e
, @ili2 "opic ko7le2e
(e are learning to gain and record information from specific te1ts. 4, @ili2 Topic ko7le2e
!ic"o2loss "tudents are divided into mi1ed a#ilit2 groups. he teacher reads a piece of te1t summarising the 455+ decade to the students after e1plaining the reHuirements of the tas3. In their group the2 are to complete a dictogloss $%arsland, 45, p. L4&.
In these same groups, the students are appointed a different section of the te1t which an allocated student reads. he group then complete a dictogloss of this passage $%arsland, 45, p. L4&.
he students return as a class and using the information the2 have attained, the2 are to create a 6semantic we#8 $*& around the focus HuestionG
#$serva"ios a aeco"al o"es he teacher o#serves the students in the focus group, monitoring their competence with the tas3 through anecdotal notes.
What were some important events that shaped the (ocs &rop: igher *&. Esing the information attained from the multi modal te1ts over the previous sessions, the students and teacher will wor3 together as a group to create a glossar2 of terms using topic-specific voca#ular2 from what was read and viewed.
"tudents are to wor3 in mi1ed a#ilit2 groups and using their previous 3nowledge of the 455+8s decade the2 are to wor3 with a partner in creating a glog $ert@#erg, *+44, p. L& using www.glogster.com. "tudents are a#le to conduct further research if reHuired using IC. hese glogs will #e presented to the class.
(e are learning to use our notes and information to create a glog.
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5, @ili2 "e." ko7le2e/'oel "e 2ere
)are Reai2 'oo3 at a variet2 of short te1ts and sentences written in (e are learning to plan third and first person. and review the Discuss with the structure and students the different language features pronouns that can #e used in information used to alter a piece of narratives. writing $first person and third person&.
, @ili2 "e." ko7le2e/'oel "e 2ere
Tik Alo On the smart #oard review the 6cone planning template8 $appendi1 =& with the students.
"how the students 4555, 0pisode 4G reasured o#7ects from the My %lae we#site.
"tudents will then wor3 !o" circles individuall2 to create their "tudents engage in donut own narrative plans using the circles $>& as the2 reflect on their $appendi1 =& and information proposed planned idea for a from the clip with the focus narrative #ased on the focus Huestions in mindG Huestion. he idea of this tas3 is to ensure that the What might have happened students #ecome familiar to "itoria and her family in with their idea whilst also 188, after that lipgaining further ideas for their planning. Were they fored to • move id they stay• Why+why not•
#$serva"ioal No"es O#serve the students progress on the tas3 and ta3e succinct notes.
As a pre-assessment to gain insight into the students a#ilit2 and 3nowledge of letter writing, as3 the students to write a letter to a person and topic of their choice. he teacher will then collect these wor3 samples so the2 can #e handed #ac3 at a later date to #e wor3ed on in a future lesson
(e are learning to review the structure and language features used in letter writing to share information.
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;, @ili2 "e." ko7le2e/'oel "e 2ere
)are Reai2 On the smart #oard, displa2 a variet2 of te1ts which depict information from one individuals perspective.
(e are learning to review the structure and language features used in letter writing to What do all of these share information. formal letters have in ommon-
?efresh the students memor2 a#out the meaning of formal and informal. As3 student volunteers to la#el which te1ts would #e considered formal and which would #e considered informal.
B, @ili2 "e." ko7le2e/'oel "e 2ere
Tik Alo %odel how to annotate the structural elements of a formal letter referring to the sample in (ing )an, *++, p. *+.
?ecord on the #oard a list of important language features relevant to the writing of a formal letter $(ing )an, *++, p. *+*&.
In pairs, students will wor3 together to annotate two formal letters from the a historical source. his will e1pose them to what letters in the 455+8s ma2 have loo3ed and sounded li3e. What language do you notie to be inluded within the dialogue of these letters-
%a3e "e."-"o-"e." connections and identif2 the similarities and differences amongst the different letters the children wor3ed on. ighlight the importance of identif2ing the audience and purpose for writing the letter.
#$serva"ioal o"es O#serve the students with in the focus group, noting their a#ilit2 to comprehend the importance of understanding proper nouns when writing a formal letter.
0ncourage students to use the correct la#els and terms as previousl2 discussed $(ing )an, *++, p. *+&.
(ocs &rop: Lo7er &rop 'oo3ing at proper nouns – %a3e a word wall with the students defining a proper pronoun and #rainstorm some e1amples. he teacher gives #ac3 the students pre assessment letters and using their newl2 attained 3nowledge, students are to annotate and edit their letters to ensure the2 include the correct elements of a formal letter as well as the correct language features.
(e are learning to review the structure and language features used in letter writing to share information
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, &ie ac"ivi"ies "o evelop voca$lar3 or speci0ic la2a2e 0ea"re
(e are learning to #rainstorm the different greetings, salutations and closures for a formal or informal letter. 1%, oi" cos"rc"io o0 "e." (e are learning to write a formal letter using our 3nowledge of the 455+8s.
11, Iepee" cos"rc"io o0 "e."
As a class #rainstorm the different greetings and salutations for #eginning a letter. 0ncourage the 0"'!0A' students to include their 3nowledge of greetings in their language also.
)are vie7i2 he students watch 0pisode 4G 9ictoria, !reasured /b0ets on www.m2place.edu.au.
(ocs <es"io: Imagine 2ou are i n 9ictoria8s situation, what treasures would 2ou give upM
(rite a short letter to a !ake note of the ob0ets partner e1plaining the things "itoria and her 2ou treasure and wh2. siblings hide in the house. Tik Alo he teacher models on the Why do they do this #oard the #eginning of her letter, as3ing the students for prompts in what to include ne1t.
"tudents write their short letters outlining their treasured items. (ocs "eaci2 2rop: 'ower group As a group, read the printa#le #oo3, m2 grandmothers to2 #o1 $appendi1 /&. Discuss the different items in the to2 #o1 and how the2 differ or are the same to to2s nowada2s.
!o" circles "tudents engage in donut circles $>& as the2 share their letters or favourite to2s $Focus group& with their peers.
#$serva"ios O#serve the students sharing their letters with peers and provide feed#ac3 for what could #e improved where possi#le and necessar2.
"tudents are to create a list of their favourite to2s. Esing their ideas from lesson /, students write up a plan to encompass all their ideas and guide their writing.
(e are learning to write a formal letter from the perspective of someone else.
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1, Iepee" cos"rc"io o0 "e."
"tudents #egin drafting their letter.
(e are learning to write a formal letter from the perspective of someone else.
1, Iepee" cos"rc"io o0 "e."
(e are learning to write a formal letter from the perspective of someone else. 14, Re0lec"i2 o la2a2e coices (e are learning to pu#lish our wor3 to the class.
"tudents #egin pu#lishing their letters. Once complete, the teacher will provide tea #ags to stain the paper #rown and #urn the edges of the paper to ma3e it loo3 li3e it was written in the 455+8s.
Re0lec"io Circles "tudents present their final letters to the class and peer feed#ac3 is given a#out the chosen language choices to remind the students of their importance in narrative and letter writing.
I like the way you used
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