LITERACY / UNIT PLANNER Topic: My Place: Mike 1978: Episode 4: Performance Cars
Year Level: 5
GRAMMAR FOCUS: (levels)
Text type and mode
Listened to
Spoken
Read
Written
Viewed
Produced
Information report
X
X
X
X
X
X
1. Whole text structure of a information report • • • • • • • • •
Opening statement to introduce topic Main body of report including description of aspects, features, or characteristics Related information grouped in paragraphs Topic sentences give an idea of what will follow Paragraphs elaborate on and support topic sentence Final paragraph conclusion or summary Visual text to support printed text Headings to give structure to report, dividing different sections and content Bibliography or reference list if required
Language features for the text-type: 2. Sentence level • • • •
Sentences containing one or more facts Formal and objective style of writing Written in third person Descriptive language
3. Word level • • • •
Term: 2 Week: 3-5
Date: 13/5/13
Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1. Building topic knowledge 2. Building text knowledge/Model the genre 3. Guided activities to develop vocabulary and text knowledge 4. Joint construction of text 5. Independent construction of text 6. Reflecting on language choices Frequently used Literacy Instructional Strategies: Think Aloud Language Experience Approach (R/W) Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Reading Interviews Cloze
Nouns Adjectives Verbs Adverbs
(Wing Jan, 2009, pp. 122-124).
Topic-specific vocabulary for the unit of work: Information, report, cars, muscle cars, high performance cars, opening statement, body, topic sentence, paragraph, conclusion, summary, sentence, factual, facts, formal, descriptive, nouns, adjectives, verbs, adverbs, school, resource, research,
Thinking Tools/techniques to support chn’s thinking before/during/after an activity: Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Role-play; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; 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; Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR
Resources: Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 14. 83, 122-124, 126-128; EPISODE 4 | 1978: Mike : Performance cars English teaching resources downloaded on 15th October, 2013 from www.myplace.edu.au/. My Place
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website www.myplace.edu.au Video clip Episode 4 (1); ABC3 MyPlace http://www.abc.net.au/abc3/myplace/ Graphic organiser Analysing Checking Classifying Cooperating Considering options Designing Elaborating
Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying
Listening Locating information Making choices Note taking Observing Ordering events Organising
Performing Persuading Planning Predicting Presenting Providing feedback Questioning
Reading Recognising bias Reflecting Reporting Responding Restating Revising
Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising
Testing Viewing Visually representing Working independently Working 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 focus )
Session 1 Building text knowledge/Model the genre To develop an understanding of the structure of an information report.
WHOLE CLASS Tuning In (Identify a strategy or a tool to help activate prior knowledge and/or to introduce the topic.)
Students should be sitting on floor in front of IWB. Students should watch short video clip Episode 4 (1). Teacher should lead discussion on what happened in the clip. What can you tell me about Mike and his place?
MINI LESSON (Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus of the session and to prepare students for successful completion of the set task. Reference to Wing Jan include page details)
Think aloud Teacher should use IWB to show students an information report about cars displaying how Mike could represent his knowledge. Teacher should model (Wing Jan, 2009, p14) how to annotate and deconstruct an information report, labelling the different aspects and features. (Refer,
INDEPENDENT LEARNING (Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students’ thinking or work with a small group for part of the time. Reference to Wing Jan include page details)
SHARE TIME AND TEACHER SUMMARY (Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session)
ASSESSMENT STRATEGIES (should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students’ attempt/work)
Students in pairs should each be given a new information report to annotate and label the different parts. Each student in the pair will have a different report to the other. If students struggle, write a list of the features on the board for students to refer to if needed. (Independent Practice,
Each pair of students will compare and contrast their information texts, discussing the similarities and differences of the structure of the text.
Teacher should observe students in independent learning time annotating their information reports. Observe whether students are able to identify and label the key structural features of information reports.
Wing Jan, 2009, p. 14)
sample Wing Jan, 2009, p. 122).
Do you know of a way that Mike could present all the information he knows about cars? Brainstorm Students should briefly brainstorm the different ways that Mike could display what he knows about cars.
Teaching group with small group of EAL: Guided writing Group of students will work together with the assistance of the teacher to complete annotating task. Group of students will sit around one large copy of information report and the features of the whole text structure written on labels. Students will match the labels with the features of the text with help and feedback from teacher.
Selected students from both pairs and small teaching group should share and have a discussion about what they annotated in their information reports. Teacher should question students to why they labelled different parts.
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Each label should be discussed. (Guided practice, Wing Jan, 2009, p. 14)
Session 2 Building topic knowledge To assist students in the researching and planning to write an information report.
Think aloud Teacher to refer to or re-watch My Place episode 4 (1) with Mike. Discuss with students that Mike was very interested in cars, however he does not know EVERYTHING about cars. If Mike was to write an information report he would need to identify what he knows and what he wants to know. This would help Mike with his research and planning for his information report. Discussion and Brainstorm Teacher to pose these focus questions to class. Discuss and brainstorm answers. “What would you like included in a text about our school?” “If you were a reader what would
Modelled writing Model for students how to record current knowledge and information needs using ‘What I want to write about...’, ‘What I know about...’ and ‘What I need to know about...’ charts. (Refer, sample Wing Jan, 2009, p. 127).
Joint Construction Model these charts to students using the topic of their school. Students can discuss and contribute to the chart with what they know about the school and also what they would like to know. ( Wing Jan, 2009, p. 14). Teacher to place copy of research guide chart (Refer, sample Wing Jan, 2009, p. 128) on IWB. Resources listed should be available to the students during the lesson.
Individually, students should choose a topic of interest to them and should create ‘What I want to write about...’, ‘What I know about...’ and ‘What I need to know about...’ charts in their books. Once completed, students should begin to research their chosen topic. (Independent Practice, Wing Jan, 2009, p. 14)
Reflection circles Selected students share their chosen topic, what they know and what they want to know. Student identifies where and how they will locate information to find what they need to know.
Teacher should take anecdotal records of students during individual activity. Teacher should focus on students ability to identify existing knowledge and knowledge needed to write information report. (Wing Jan, 2009, p. 83)
Teaching group with small group of EAL: Shared writing. Students in small group with teacher should be directed to choose an animal that they like. Teacher should guide students to the type of features and details that you should include in the ‘What I know about...’ and ‘What I need to know about...’ charts. Students should fill in the charts that were created.
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you expect to read about in a report on our school?” (Wing Jan, 2009, p. 126).
Session 3 Guided activities to develop vocabulary and text knowledge
Read to Teacher will read the following statements to class.
To introduce students to the vocabulary, sentence and word level features of an information report.
“The Labrador has four legs, brown fur, a wet nose and a collar” And “The Labrador has four long legs with short smooth brown fur, a shiny wet nose and a black studded collar with the name ‘Spike’ on it” Ask the class which of the statements is more informative and why. Think, pair, share Students should be encouraged by teacher to think of response to question, share response with partner and selected students share with class.
Think Aloud Place information report on cars from previous session on IWB. Students should each take turns to stand up and highlight a word in the text, annotate what kind of word it is and say why they think it is important for an information report.
Independent Writing Students will use their topic research from session 2 to make a vocabulary list of words, sorting them into different categories of words. (Adjectives, verbs, nouns etc.) Teaching group with small group of EAL: (sample, refer Wing Dictogloss Jan, 2009, pg 123) Teacher will read an Teacher to facilitate information report to activity and prompt students twice. The first students if required. Assistance can be given by time it is read, students explaining word types and will just listen. On the second reading, students getting students to locate will take notes, trying to them. Nouns – collective, focus on the key general, subject vocabulary. specific/technical. In pairs, students will Adjectives – describe combine their notes to appearance, create a summary of what characteristics, the original information comparative, superlative. report said, using correct Verbs – action, present vocabulary. tense, relational. Adverbs – manner, time, location, accompaniment.
Fish Bowl 4 competent students should be selected to participate in a fishbowl discussion. All other students should be arranged in a circle around the chosen students. Each student will pick a type of word (adjective, verb, noun, etc.) and inform the group what words they had in their topic that fell under that category. Students can respond to each other, finding connections between their vocabulary words and their meanings.
Teacher should have a focussed observation on students ability to recognise different topic specific vocabulary and which vocabulary is important to the text type of information report.
Students from small teaching group can also share their written summaries with group.
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Session 4 Joint construction of text
Think aloud Recap students on previous sessions referring to the text To develop students structure of ability and information reports confidence in writing and the language and a information report. vocabulary features. Ask students “What comes first in an information report?” “What kind of vocabulary is used?” “What goes at the end of an information report?” “What should be in the topic sentences?”
Shared Writing Referring back to session 2 where class filled out the ‘What I know about...’, ‘What I need to know about...’ charts about the school. Teacher should work with students to write an information report about the school using knowledge known and found out knowledge from the students ‘Need to know...” responses. Focus should be on text structure, introduction, topic sentences, conclusion as well as specific vocabulary.
Take individual answers from students and ask if any students have other answers.
Session 5 Independent construction of text To create a detailed writing plan using acquired knowledge
Teacher to refer back to session 1 and put car information report on IWB. Ask students focus question
On IWB, teacher should bring up Graphic Organiser Hamburger (Appendix 1) Identify to class what the hamburger means, referring to the hamburger
Collaborative writing In small mixed ability groups, students will work collaboratively to write an information narrative about their class. Students will all have a thorough existing knowledge of their class and can write text without planning. Students should focus on the structures and vocabulary. Teaching group with small group of EAL: Guided Writing With a small teaching group, teacher should have an information text cut into separate pieces. Group is required to read the pieces and place them together so that the information report flows and is structured properly. Teacher should ask students how they know which pieces go where. Graphic Organiser Students will work individually to complete information report plan using graphic organiser based on their chosen topic and research
Reflective Learning Journals Before moving into individual writing next session, students should write in a reflective learning journal about everything they have learnt about information reports. Discussion Students should share their learning with the class.
Student selfassessment Students should complete a self assessment on their ability and confidence in writing information reports after the previous sessions. Questions can be ‘Things I have learnt about writing:’ ‘What I am good at:’ ‘What I would like to improve:’ (Wing Jan, 2009, p. 87)
Share Time All students come together and have a discussion of the plans that were written. Individual students can stand up and discuss their
Teacher should collect work samples of information report from students and fill in an Assessment of Information Report Writing (Refer, sample, Wing 6|Page
and begin to write information report.
“Why is it important to plan before writing?” “What could happen when writing if we don’t make a plan?”
buns as the introduction and conclusion and the filling as the topic sentences.
Interactive Writing Referring to the car Post it notes information report from Students will write a session 1, teacher and response to focus students should question and place on collaborate to fill in the board. Teacher will hamburger plan. (Joint deconstruction, Wing Jan, 2009, read out and discuss p. 14) responses.
undertaken in previous lesson. Independent writing When students complete plan, writing of information report can be commenced.
chosen topic and how their report will be written. Class has opportunity to ask questions and give feedback as well as teacher.
Jan, 2009, p. 135) for
each
student.
(Independent Practice, Wing Jan, 2009, p. 14)
Teaching group with small group of EAL: Guided practice Graphic Organiser Students in small teaching group will complete task with teacher guidance. Students will do the work with teacher helping and giving feedback when required.
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