MATHEMATICS / UNIT PLANNER



LITERACY / UNIT PLANNERTopic: My Place: Lily 1988 Episode 3: First Day Year Level: 5Term: 3 Weeks: Date: GRAMMAR FOCUS: (levels) Whole text structure of an: Information Narrative- Orientation (introduction to characters, time and setting of story). - Complication (Middle of story where a situation or event occurs involving the main characters).-Resolution (Ending of story, where the complication is solved).Language features for the text-type:Descriptive language to create imagery (Use of verbs, adverbs, phrases, adjectives and adjectival phrases, similes, metaphors). Adjectives to provide rich description of nounsAdverbs to add extra information about the verbs (describing how, when and where events take place). Dialogue Tense changes – (Present tense in dialogue and usually past tense in the remainder of text). (Wing Jan, 2009, pp. 235-236).CONTEXT: Overview of series of lessons and background informationThis unit is about facilitating the learning of information narratives. The unit contains multiple literary instructional strategies for English Language Learners and strategies to develop children’s oracy skills. The unit focuses of developing student’s ability to use descriptive language and use this language to describe facts and information. Students need to learn language skills in relevant contexts. The unit is focused on ‘Immigrating to Australia’. Many children who are English Language Learners may have heard stories about their parents or grandparents immigrating to Australia, or, they may have even immigrated themselves. Text type and modeListened toSpokenReadWrittenViewedProducedInformation NarrativeXXXXXXSteps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)Building topic knowledgeBuilding text knowledge/Model the genreGuided activities to develop vocabulary and text knowledgeJoint construction of textIndependent construction of textReflecting on language choicesFrequently used Literacy Instructional Strategies: Gradual Release of Responsibility ModelLanguage Experience Approach (R/W) Picture Chat Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking, Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow chart, Story map, templates for text-types for planning, Pre-assessment of students’ skills and knowledge:Standardized tests for reading/writing/ NAPLAN Profile of Data Progression of Reading DevelopmentConferences/interviews Student written work samples Self-assessmentsLiteracy Learning intention: We are learning to... Plan, draft, edit and publish an information narrative based on the topic of Immigrating to Australia. Learning behaviours: I need to… Work collaboratively Listen to feedbackAct upon advice Evaluate my work and make changes as requiredClarify ideas when unsureWork independentlySuccess criteria: I know I’m doing well if I can … Use factual information about immigrating to Australia in a descriptive way to construct 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.Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QARThinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. eBook online) Topic-specific vocabulary for the unit of work:Orientation, complication, resolutionInformation NarrativeAdjectives, nouns, adverbs, verbsDescribing wordsVenn DiagramPersonality traits ChecklistsImmigratingResources:Glynne, A., & Bentley, J. (2014). Rachel's Story - A Journey from a Country in Eurasia (Seeking Refugee). Wayland. Dennison, D. (2011). Creating and responding to texts isn't a drama! Practically Primary, 16(2), 30-35.Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible : How to Promote Engagement, Understanding, and Independence for All Learners Retrieved from Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press.My Place website myplace.edu.au Video clip Lily Episode 3:1: First Day ABC3 MyPlace Analysing CheckingClassifyingCooperatingConsidering optionsDesigningDescribingElaboratingEstimatingExplainingGeneralisingHypothesisingInferringInterpretingJustifyingListeningLocating informationMaking choicesNote takingObservingOrdering eventsOrganisingPerformingPersuadingPlanningPredictingPresentingProviding feedbackQuestioningReadingRecognising biasReflectingReportingRespondingRestatingRevisingSeeing patternsSelecting informationSelf-assessingSharing ideasSummarisingSynthesisingTestingViewingVisually representingWorking independentlyWorking to a timetableTEACHING & LEARNING CYCLE(Identify step in the T & L cycle and the literacy learning intention or session’s focus )We are learning to ...WHOLE CLASSHook or Tuning In(Identify a strategy or a tool to help activate prior knowledge and/or to introduce the topic.)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)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 ANDTEACHER SUMMARY(Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session)Link back to literacy learning intention and key points of effective reading/writing, speaking, listening and viewing.ASSESSMENTSTRATEGIES(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)Success criteria written for students to know what the minimum expectation is. Building topic knowledgeWe are learning to ... Identify and describe character traits and compare similarities and differences between characters. Brainstorm –“What are words we can use to describe characters or personality traits?”“Why are these words important for the reader?”Back-to-Back viewing of My Place: Lily 1988 Episode 3: First DayFirst viewing – simply watching to understand the story. Second viewing- “What character traits can we observe to describe Lily and Phoung?” Add words to brainstorm. “What makes you describe Lily as…?” (Drawing justifications from the clip). -Similar but different (Activity Sheet E3.1 Activity 1, Appendix 1) -Write two sentences about the difference and one sentences about similarities between Lily and Phoung. Sentences must include descriptive words from brainstorm/Venn Diagram.- Micro Lab Protocol thinking routine to share ideas from their individual Venn Diagrams. Small Teaching Group- Guided Writing- Review My Place clip and fill out a Data Chart (Wing Jan, 2009, pp. 238), in regards to Lily and Phoung. (Appendix Two). “What character traits can we observe from Lily and Phoung?” “What makes you think that?” Explore the characters actions and dialogue in support of character traits. Group together: Teacher has chosen three students to share their sentences. “Why is it important to describe the characters?” “How will you look out for character traits next time we read a story or watch a clip?” Work Samples: Have students identified and described character traits or are they focusing on another aspect of the clip? Are the students able to include their character traits in a few sentences to describe a character?Do the students need a focus lesson on building their knowledge and vocabulary of character traits? Building Topic KnowledgeWe are learning to… Use descriptive words to portray a setting. Think-Pair-Share (Ritchhart, Church & Morrison, 2011). Exploring ideas and personal experiences and research information regarding, “Why do people immigrate to Australia? How long is the journey? Can it be scary? Can it be safe?” “What are the first three things a newly arrived immigrant to Australia (Such as Phoung) would want to see?” and Create class brainstorm of these sights.Students form groups and create a short drama play responding to, “You’re leaving your home country and arriving in Australia. What is the journey like? How does Australia compare to your home country?” With a focus on describing the orientation and setting around them. (Denison, 2011). Building Topic KnowledgeWe are learning to… Use descriptive words to portray a setting. Students continue on from previous lesson. Students also have an opportunity to share and discuss each other’s short drama plays. Building text knowledge/Model the genreWe are learning to… identify the factual information in an information narrative. Class Venn Diagram. “What are the similarities and difference between an information narrative and a fiction narrative?” Read Aloud. Teacher reads, Rachel's Story…A Journey from a Country in Eurasia (Bentley, J. 2014). Students’ focus on question, “What did the author need to know to write this story?” “Why might the author have written this book?”(Wing Jan, 2009, pp. 256). Think-Pair-Share Whole Class – Students conduct a Plot summary and Spot the facts for Rachel's Story… A Journey from a Country in Eurasia (Glynne & Bentley, 2014). (Wing Jan, 2009, pp. 257) Appendix Three).Small teaching group: Guided Response Students verbally discuss the summary of the story. Students create a shared T Chart on the board. One side labelled ‘Factual Information’ and the other labelled ‘Fictional Narrative’. As a group, students go through Rachel's Story…A Journey from a Country in Eurasia (Bentley, J. 2014), and discuss what sections are ‘Factual Information’ and what sections are ‘Fictional Narrative’. Thinking Routine – “I Use to Think… I Now Think…” Focusing on the differences between information narrative and fiction narrative. (Ritchhart, Church & Morrison, 2011).Work Samples and observations: Are students able to identify the differences between an information narrative and a fictional narrative? Are students able to think of a purpose of an information narrative? 5. Building text knowledge/Model the genreWe are learning to… use factual information as a guide to writing an information narrative.Whole class: Create a sunshine wheel, answering: “Why do we read factual books?”“What sort of things do we learn from reading a non-fiction book?”I do, we do, you do. Modelled Writing (I do). “I have explored the App ‘There’s nothing like Australia’ which is an App all about things to do in Australia.” I’m going to use one of these destinations to build an introduction - Including fictional characters and events (Relate back to Lily and Phoung).Joint Writing (We do). As the teacher continues, open up and allow students to take part in writing the story.(You do) Whole Class: explores travel Apps such as ‘There’s nothing like Australia’ and creates their own short orientation around the information. Buddy reading: Students buddy with another student to read their orientations to each other and give feedback. Small Teaching Group: Language Experience Approach. A small group of students explore the travel app together. They verbally discuss and communicate a short orientation centred on a destination. The teacher scribes the story and reads the story back to the students.Headlines thinking routine to summarise the main ideas from the lesson. (Ritchhart, Church & Morrison, 2011).Work Samples and Observations: Are students able to incorporate factual information into a short narrative? Are they able to balance fictional narrative and information? Do the students need a focus lesson on using factual information to set the scene? 6. Building text knowledge/Model the genreWe are learning to… use factual information as a guide to writing an information narrative.Students briefly look at the structure of an information narrative (introduction, complication and resolution – recapping from previous years). Lesson is similar to previous lesson, however, creating a complication to continue on from their orientation. Guided activities to develop vocabulary or specific language featureWe are learning to… Use adjectives and adverbs to create imagery in our writing and engage our readers. Three Word Summary thinking routine “Why do we use descriptive language in our writing?” (Recap of session two). (Ritchhart, Church & Morrison, 2011).Revise ‘session two’ brainstorm of places a newly migrated person would like to visit. Choose two or three of these locations and as a whole class, brainstorm words to describe the location.Whole Class – Jigsaw Technique, broken into groups to research: Adjectives to describe nounsAdverbs to describe how an event is taking placeAdverbs to describe when an event is taking place Adverbs to describe where an event is taking place. Small group Oral Cloze activity. Teacher reads out a descriptive, short story relating to Lily and Phoung’s first day at school. Teacher omits adjectives and adverbs and allows the small group to discuss and fill in the words.Reflection Circle – students form back into their home groups and share the reasons we need adjectives/adverbs and the descriptive words they came up with in their expert groups. Students discuss words and how they could use them in sentences and stories. Observations: Did the students understand that the adjective was describing a noun? Or the adverb was describing a verb? Were the students in the small group able to fill in the words using the correct grammatical form of the word? 8. Guided activities to develop vocabulary or specific language feature We are learning to… use descriptive words to create imagery in our information narrative.Students continue to learn how to use descriptive language in an information narrative. Students brainstorm how Phoung might have been feeling on her first day in a new school and what it must have been like on the boat she came to Australia in. Students use these brainstorms to write a short diary entry from Phoung’s perspective and using the facts they know about Phoung and descriptive language. Joint construction of text We are learning to… plan an information narrative. Briefly Reflect back over past 9 lessons. “What are the key ideas we need to include in an information narrative?”Teachers and students collaboratively create a checklist of features that should be included in an information narrative.Joint Construction of Text Students and teacher begin constructing a plan for an information narrative based on Immigrating to Australia. Together, the students and teachers decide on the characters and settings. Teacher and students write introduction together.Partner Construction of Text In partners, students continue writing the complication and conclusion of the story. Students are to be reminded to keep referring back to the checklist to ensure they are including all the features. Small teaching group:Students in the small pull out group are those who are not confident to continue writing the story. the Joint construction of text continues with the teacher. Student Assessment Group A reads their story to group B. Group B assesses and ensures the group A has ticked off all the requirements from the checklist created at the start of the class. The groups swap roles. Students have the opportunity to discuss how the incorporated the key features. Observation and work samples: Did the students continue to include facts into their stories? Are the students creating imagery with descriptive words? Have they clearly written a complication and resolution? Independent construction of text.We are learning to…Plan and construct an information narrativeStudents work individually to create a plan of their own information narrative based on the topic ‘Immigrating to Australia’. The checklist created in the previous lesson is still available for students to refer back to. Students compile all their factual information into the plan that they would like to include in their information narrative. Students begin writing their information narrative. Independent construction of text. We are learning to…Plan and construct an information narrativeStudents continue on from the previous lesson, using their plan to write their own information narrative.Reflecting on language choices.Class reflects on the strengths of their language choices. Students reflect on the checklist they created and how they endeavoured to include this in their individual texts. Reference List:Glynne, A., & Bentley, J. (2014). Rachel's Story - A Journey from a Country in Eurasia (Seeking Refugee). Wayland. Dennison, D. (2011). Creating and responding to texts isn't a drama! Practically Primary, 16(2), 30-35.Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible : How to Promote Engagement, Understanding, and Independence for All Learners Retrieved from Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download