MATHEMATICS / UNIT PLANNER



LITERACY / UNIT PLANNER

|Topic: My place: Bridie 1928 Episode 9: Children Chores |Year Level: 5 |Term: 3 Week: 5-7 |Date: 23 August |

|GRAMMAR FOCUS: (3 levels) |Text type and |Listened to |Spoken |Read |Written |Viewed |Produced |

|1. Whole text structure of a persuasive text, argumentative piece |mode | | | | | | |

|An opening statement of the issue or concern that is being argued | | | | | | | |

|A statement of opinion, position or proposal that may be part of the opening statement | | | | | | | |

|Background information to support the opening statement | | | | | | | |

|Arguments (points put forward) to support the opinion or proposal each of which are supported by | | | | | | | |

|evidence or examples | | | | | | | |

|Sequentially ordered arguments from the most to the least persuasive | | | | | | | |

|Carefully selected facts to support and elaborate argument | | | | | | | |

|A concluding statement | | | | | | | |

|Language features for the text-type: | | | | | | | |

|2. Sentence level | | | | | | | |

|Present tense | | | | | | | |

|Use of connectives to indicate sequence points (firstly, secondly, thirdly, finally) | | | | | | | |

|Clauses and phrases | | | | | | | |

|Facts and opinions included | | | | | | | |

|3. Word level | | | | | | | |

|Emotive words | | | | | | | |

|Conjunctions that signify/link reasons, cause and effects (e.g. so, because, therefore) | | | | | | | |

|Specialised vocabulary and technical terms | | | | | | | |

|Variety of verbs, e.g. action and mental verbs | | | | | | | |

|The use of first person (I) | | | | | | | |

| | | | | | | | |

|(Wing Jan, 2009, pp.166 - 169). | | | | | | | |

| |Argument |

|Topic-specific vocabulary for the unit of work: |Thinking Tools/techniques to support chn’s thinking before/during/after an activity: |

|Persuasive, point of view, opinion, arguments, purpose, audience, reasoning, supportive arguments, |Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; |

|emotive language, verbs, conjunctives, connective, present tense, discussion, chores, education, |Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share|

|history, evidence, duties, introduction, sequence of arguments, conclusion, topic sentence, for, |time; Reflection Circles; Role-play; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; |

|against, text-structure, language features, justify, paragraphs, annotate, specialised vocabulary, |Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important |

|persuade, girls, boys, gender, convince, structure, organization, sentence level, word level, compare, |ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; |

|contrast, advantages, disadvantages, expectations |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. 166-182; EPISODE 09 - Bridie English teaching resources |

| |downloaded on 9th October from myplace.edu.au/. My Place website myplace.edu.au Video clip Episode 9; ABC3 |

| |MyPlace . |

|Analysing |Estimating |Listening |Performing |Reading |Seeing patterns |Testing |

|Checking |Explaining |Locating information |Persuading |Recognising bias |Selecting information |Viewing |

|Classifying |Generalising |Making choices |Planning |Reflecting |Self-assessing |Visually representing |

|Cooperating |Hypothesising |Note taking |Predicting |Reporting |Sharing ideas |Working independently |

|Considering options |Inferring |Observing |Presenting |Responding |Summarising |Working to a timetable |

|Designing |Interpreting |Ordering events |Providing feedback |Restating |Synthesising | |

|Elaborating |Justifying |Organising |Questioning |Revising | | |

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|TEACHING & LEARNING CYCLE |WHOLE CLASS |MINI LESSON |INDEPENDENT |SHARE TIME AND |ASSESSMENT |

|(Identify step in the T & L cycle|Tuning In |(Explicitly model the use of a new strategy or|LEARNING |TEACHER SUMMARY |STRATEGIES |

|and the literacy learning |(Identify a strategy or a tool to |a tool to assist with the literacy learning |(Extended opportunity for students to work |(Focussed teacher questions and summary |(should relate to literacy |

|intention or session’s focus ) |help activate prior knowledge |intention or focus of the session and to |in pairs, small groups or individually on a|to draw out the knowledge, skills and |learning intention or focus |

| |and/or to introduce the topic.) |prepare students for successful completion of |set task. Time for teacher to probe |processes used in the session) |of the session. Includes how|

| | |the set task. Reference to Wing Jan include |students’ thinking or work with a small | |& what you will use to make |

| | |page details) |group for part of the time. Reference to | |a judgment on students’ |

| | | |Wing Jan include page details) | |attempt/work) |

|Session 1 |Brainstorm |Modelled writing |Think- Pair-Share |Reflection circles |Anecdotal notes |

|Building topic knowledge |*Teachers will use the focus |*Teacher models how to form a T chart to |*Students are given a topic question: Do |As a whole class discussion, students in |The teacher is to take |

| |questions to prompt students |students using the topic question in the |you think children (themselves) should have|pairs will discuss their T charts to the |anecdotal notes on two pairs|

|To allow the students to |thinking on the topic after |discussion by asking the students ‘why’ they |to do chores in the household? |class – expressing either ‘for or |that present their T charts |

|formalise a point of view/opinion|viewing the video clip. |believe chores are easier or harder to carry |Students individually think of their own |against’ the topic question – choosing |to the class. |

|on the topic by establishing for |Focus Questions: |out in today’s society compared to 1928? |point of view/opinions on the topic and |which side they felt more strongly about.| |

|and against on the topic |Are chores today similar or | |formalise/record a T chart of for and |*EAL students can perform their role play|Are they able to formalise a|

|presented in the video clip. |different to those in the clip? |Teacher models a T chart of for and against |against the topic [Students need to record |to the class. |point of view/opinion on the|

| |How are the chores today similar |the topic question by separating the students |at least two arguments of for and against].| |topic? |

|Children watch: |or different to those in the film |points of view/opinions in for and against the|Students then share their T chart with |Questioning: |Are they able to justify |

|Bridie 1928 Episode 9: Children’s|clip? |topic. |their partner. |Why is it important to establish a ‘for |‘why’? |

|chores |What types of chores do the girls | | |and against’ the topic in a persuasive | |

|*This sessions needs to be |do in the film clip that is |Emphasis and explain to the students why the |Teaching group with four EAL students: |argumentative piece? | |

|repeated: emphasising in more |similar or different to the chores|teacher has put their (the students) point of |ROLE PLAY |Why is it important to justify points of | |

|context why it’s important to |today? |view/opinion into either the for or against |Teacher allocates students to each |view/opinions in an argument? | |

|support our arguments of for and |How do tools or machines |column on the T chart. |character: | | |

|against with facts and evidence |(technology) help with house hold | |- Bridie and Kath from the film clip. | | |

|and allow students to their T |chores? | |- A child in today’s society and a parent. | | |

|chart (arguments) and list |Topic Question: | |Each student is to act out their character | | |

|supporting evidence for each |Are chores easier today compared | |role by verbally expressing their point of | | |

|point. |to 1928? |Adapted from: Wing Jan, 2009, p.171. |view/opinion on the topic. Students can | | |

| | | |create a scenario of their own choice to | | |

| | | |express the each of characters stance on | | |

| | | |the topic. | | |

| | | |Teachers role: | | |

| | | |Probe students thinking by asking: | | |

| | | |-How do you think your character would | | |

| | | |feel? | | |

| | | |-Why do you think your character would feel| | |

| | | |that way? | | |

| | | | | | |

| | | |Adapted from: Wing Jan (2009) p.159. | | |

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|Session 2 |Shared Reading |Think Aloud and Modelling |In small groups [4], children will |Reflective Questioning |Focussed observation Teacher|

|Building topic knowledge/model |*Teacher reads an example of a |Teacher presents an enlarged image of the |deconstruct and annotate samples of |Teacher ask the students the following |will observe the small group|

|the genre |persuasive argumentative piece of |persuasive argumentative piece on the IWB for |persuasive argumentative texts. |questions: |of six EAL students. |

| |writing to the class (See appendix|children to review. |Students will use coloured post it notes, | |How well do they know the |

|To explore the text structure of |1). |The teacher will model how to deconstruct the |to label the appropriate text structure |What did you learn today? |text structure in a |

|a persuasive argumentative piece |Question students throughout |text by using coloured post it notes to |(modelling the teacher).Students are |How do you know you have learnt about the|persuasive text? The teacher|

|of writing by reviewing and |reading the text to consider and |‘annotate’ the text structure: |encouraged to use the correct labels/terms |text structure in a persuasive |will note observations on |

|annotating an example text. |take notes (visualising) on the |For example: |(e.g., introduction, opening |argumentative text? |sticky notes to use for |

| |text structure: |Label in pink: introduction; opening statement|statement/statement of position, body |How will you use that learning again? |future planning. |

| |- What does the introduction |and statement of position. |paragraphs, sequential arguments, | | |

| |include? |In red: body paragraphs, sequential arguments;|conclusion etc.). |Teacher and students complete a Flow | |

| |-How is the writer presenting |reasons and examples to elaborate their | |diagram together of the text structure of| |

| |their arguments? |position. |Teaching group with six EAL students: |a persuasive argumentative piece to | |

| |-How does the text conclude? |In blue: conclusion; re-stating their |Think-pair-share |highlight their learning. | |

| | |position. |Teacher reads the text to students. After | | |

| |Students and teacher label a | |the introduction, sequential arguments and | | |

| |spider diagram to show what they | |conclusion, ask the students to note | | |

| |know about the text structure (See| |(indivually) what they notice. Students | | |

| |Appendix 2). | |then share with their partner their notes. | | |

| | | | | | |

| |Adapted from: Wing Jan (2009) | | | | |

| |p.29. | | | | |

| |*Students have previously had a | | | | |

| |session on ‘how to take notes’. | | | | |

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| | | | |Adapted from: Wing Jan, (2009) p.27. | |

|Session 3 |Read to |Think Aloud |In pairs, students will be given an |Share time |Anecdotal Notes |

|Building topic knowledge/model |Teacher reads the example text |*Construct a persuasive text back together. |envelope that will contain a pack of |The teacher will select two pairs to |The teacher is to take |

|the genre |from previous lesson and another |Teacher has pre prepared a persuasive |jumbled cards. Students need to work |present their texts to the class. The |anecdotal notes on two pairs|

| |example text. |argumentative text that has been cut into |together to place the structure of the text|students will read their text to the |that present their |

|To explore the text structure and|(See appendix 2). |sections and written on cards according to the|back together. Ensure students are able to |class and peers need to determine if the |constructed texts to the |

|organisation of a persuasive |Teacher and students compare and |text structure and organisation. It is mixed |justify why they believe this paragraph |text structure is in the correct order. |class. |

|argumentative text by allowing |contrast the similarities in the |and jumbled and not in correct order. The |belongs in that order. | | |

|the students to identify key |text structure and organisation. |teacher will put the text back into correct | |KWL Chart |Are they able to identify |

|structural features. | |order whilst ‘thinking aloud’ how she knows | |Teacher writes in what the children have |the text structure and |

| |Focus Questions: |each section is in the correct order. |Teaching group with six EAL students: |learned about text structure and |organisation of a persuasive|

| |What are the similarities and |For example, this is stating the person’s |Shared Writing |organisation of a persuasive text in the |text? |

| |differences between the two |position; therefore this will be in the |Students work together in a small group to |‘learned’ section. |Are they able to |

| |examples in terms of text |introduction. |compare and contrast the similarities and | |explain/justify their |

| |structure and language features? | |differences between the two sample texts | |reasons for the order of |

| |What is constantly the same in | |and use coloured post it notes to identify | |their text? |

| |both texts? | |the similarities and differences in text | | |

| |What is changing in both texts? | |structure and organisation. | | |

| | | |The teacher will scaffold students | | |

| |KWL Chart | |learning. | | |

| |Teacher writes in what the | | | | |

| |children know about the text | | | | |

| |structure and organisation of a | | | | |

| |persuasive text in the ‘know’ | | | | |

| |section. | | | | |

| | |An adapted version by Emily Mack of Wing Jan | | | |

| | |(2009) p.175. | | | |

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|Session 4 |Shared reading |Modelled Writing |Individually, students complete the Y chart|Reflection circles |Gallery Walk |

|Guided activities to develop text|Teacher revisits the persuasive |The teacher models how to fill in a Y chart. |with the specialised vocabulary used in the|As a whole class discussion, the teacher |During independent learning,|

|type and vocabulary |argumentative piece from the |Teacher highlights the different words used |persuasive argumentative text. Students |will nominate students to discuss their Y|the teacher will walk around|

| |session prior (See appendix 2). |within the text, particularly emotive |need to at least have three different words|charts to the class. Ensure students |the classroom, observing |

|Students begin to develop the |Throughout reading the text, |language, present tense, connectives and |in each section. |emphasise the specialised vocabulary used|students learning. During |

|language features in a persuasive|question students at certain |conjunctions used to indicate sequence of |Students can refer to the teacher’s sample,|within the sample text. |this time, The teacher can |

|text by studying the text at |points to begin to identify the |arguments. |by beginning to highlight different words | |take Anecdotal Notes on four|

|sentence level and word level. |sentences and words used within |Teacher models 3 different words and puts them|and list them into the Y chart. |The teacher completes a Venn diagram to |focus children and their |

| |the writing. |into their sections on the Y chart. | |separate the student’s sentences and |progress of understanding |

| | |Variety of conjunctions: Look like |Teaching group with small group of EAL |words to show the difference between |language features used in |

| |Discussion/ |Emotive words: Feel like |students: |sentence level and word level. |persuasive argumentative |

| |Focus Questions: |Present tense: Sound like. |Guided writing | |texts. |

| |What does the language used within| |The teacher will guide the students through| | |

| |the text look like? | |the example text and identify particular | | |

| |How does the language influence | |emotive language. The teacher will ask the | | |

| |your feelings? | |students to describe using oral language | | |

| |How does the language sound like | |what the words look, feel and sound like. | | |

| |to you? | |The students will write down key words and | | |

| | | |ideas into a Y chart. | | |

| | | | |Adapted from: | |

| | |Adapted from: | |Wing Jan (2009) p.26. | |

| | |Wing Jan (2009) p. 28. | | | |

|Session 5 | Brainstorm |Guided writing |Individually, students use their T charts |Share Time |Focussed Observation |

|Guided activities to develop text|*Students revisit the film clip |Teacher models how to write an argument using |formed from session 1 to choose an argument|Teacher will nominate students to present|Teacher will observe the |

|type and vocabulary |from session 1. |their arguments formalised in session 1 [T |either ‘for or against’ the topic and write|their argument to the class. |small group of four EAL |

| |As a whole class discussion, |charts] with the vocabulary brainstormed, such|an argument [can be one sentence] using the| |students. |

|Students identify language |students brainstorm key words and |as emotive language and types of verbs in this|vocabulary, such as emotive language to |The EAL students will act out their role |How well do they use the |

|features, by extending their |vocabulary that they would use in |session in relation to the topic theme. |write an argument in relation to the topic.|play to the class. |vocabulary to complement |

|knowledge of specialised |a persuasive argumentative writing| | | |their argument? |

|vocabulary used in a persuasive |in relation to the film clip’s |*Teacher writes on the IWB one sentence that | |Reflective Questioning: |The teacher will note |

|argumentative text. |theme. [revisit topic question in |is either for or against the topic, combing |Teaching group with four EAL students: |*How does the vocabulary used within the |observations on sticky notes|

| |session 1]. |the vocabulary brainstormed. |ROLE PLAY |sentence influence the argument? |to use for future planning |

|*After this session a session |Focus Questions: | |The teacher allocates two students that |*How does the language influence the | |

|would be conducted on beginning |What type of vocabulary is in a | |will both pose an argument ‘for’ the topic,|person stance on the topic? | |

|to write their opening sentence |persuasive argumentative piece? | |using the vocabulary brainstormed in the | | |

|of a persuasive argumentative |What continually is needed in an | |session and the other two students will | | |

|text. |argumentative piece to express | |pose an argument ‘against’ the topic using | | |

| |language? | |the vocabulary brainstormed. The children | | |

| |Ensure students give examples – | |will work in pairs to use oral language to | | |

| |students can refer to their Y | |develop their arguments and act them out to| | |

| |charts from previous lesson. | |the opposing side. | | |

| |*Teacher uses a Venn Diagram to | | | | |

| |separate students vocabulary | | | | |

| |identified into emotive language, | | | | |

| |verbs etc. | |Adapted from: Wing Jan (2009) p.159. | | |

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