Students will be engaged in: - Read it, Talk it, Write it ...



-457200-360680001945640145415STAGE ONE & TWO SHARED READING & WRITING UNIT USING QUALITY TEXTTerm 1, 2018Imaginative Writing 00STAGE ONE & TWO SHARED READING & WRITING UNIT USING QUALITY TEXTTerm 1, 2018Imaginative Writing 60483743073400041929053111500025882603111500099949030861000-24765032385004935415339725Developed by Emily Moisy, Amy Kendrick & Leanne Williamson, 20180Developed by Emily Moisy, Amy Kendrick & Leanne Williamson, 2018Unit OverviewConnection FocusThe unit has included many opportunities for students to use creative and critical thinking, the basis of being a successful 21st Century learner. By giving a balance of both facilitative and directive teaching, the students will be provided with opportunities to view and read quality literature. Students will be able to:Identify the Author’s purposeImprove vocabulary knowledge with the intention to entertain Understand and use vocabulary according to purpose and audienceShow evidence of their capacity to improve vocabulary choices in response to purpose and audience Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures.Students will be engaged in:Students will be engaged in: critical and creative thinkingcompleting comprehension questionsthink deeply and expressing verballymaking logical connectionsKey to general capabilities and cross-curriculum priorities?Literacy???Numeracy???ICT capability???Critical and creative thinking???Ethical behaviour???Personal and social capability???Intercultural understanding?Aboriginal and Torres Strait Islander histories and cultures???Asia and Australia’s engagement with Asia???SustainabilityText Purpose Imaginative – to entertainLiterary devicesAdjectives, conjunctions, time connectives, cohesion, direct speech, sentence structure, onomatopoeia, alliteration, paragraphs, grammatical feature (conjunctions), vocab (powerful language synonyms)English Outcomes and ContentStage OneStage TwoReading & ViewingEN1-4A :draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologiesStudents:Develop and apply contextual knowledgeunderstand how readers' self-selection and enjoyment of texts is informed by personal interestsdiscuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) Understand and apply knowledge of language forms and featuresrecognise grammatical patterns to enhance comprehension, eg action verbs, words or groups of words that tell who, what, when, where and howrecognise a clause as a complete message or thought expressed in words, noun–pronoun agreement, conjunctionsunderstand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives(ACELA1468)understand patterns of repetition and contrast in simple texts (ACELA1448) identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)understand how sentence punctuation is used to enhance meaning and fluencyidentify word families and word origins to understand the meaning of unfamiliar words, eg base words, rhyming words and synonymsDevelop and apply graphological, phonological, syntactic and semantic knowledgerecognise sound–letter matches including common vowel and consonant digraphs and consonant blends(ACELA1458)understand the variability of sound–letter matches (ACELA1459)recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)automatically recognise irregular high-frequency words, eg 'come' and 'are'use phonological, graphological, syntactic and semantic cues to decode and make meaning from written texts, eg using an increasing repertoire of high-frequency and sight words, segmenting words into syllablesmanipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)Respond to, read and view textsread supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonicknowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)self-correct when meaning is interrupted in simple texts, eg pausing, repeating words and phrases, rereading and reading on read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669) read with fluency and expression, responding to punctuation and attending to volume, pace, intonation and pitchuse comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures(ACELY1660, ACELY1670) use background knowledge of a topic to make inferences about the ideas in a textpredict author intent, series of events and possible endings in an imaginative, informative and persuasivetext discuss the use of text connectives, eg sequencing ideas, indicating timeidentify the cohesive links between pronouns and people and thingssequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive textsidentify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469) compare opinions about characters, events and settings in and between texts (ACELT1589) distinguish between fact and opinion in persuasive textsEN1-8B- recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter?Students:Develop and apply contextual knowledgerecognise a range of purposes and audiences for?imaginative, informative and persuasive?print and?visual textsidentify how imaginative, informative and persuasive texts can vary in?purpose, structure and topicunderstand that texts can draw on readers' or viewers' knowledge of texts to make meaning and enhance enjoyment, eg comparing fairytalesdiscuss possible author intent and intended?audience?of a range of textsUnderstand and apply knowledge of?language forms and featuresunderstand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links?(ACELA1450)?understand how?text structure?contributes to the meaning of textsknow some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines?(ACELA1466)?understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life cyclesRespond?to, read and?view?textsselect a widening range of texts for enjoyment and pleasure and discuss reasons for their choicerespond to a range of?literature?and discuss purpose and audienceEN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologiesStudents:Develop and apply contextual knowledgediscuss how a reader's self-selection of texts for enjoyment can be informed by reading experiencesdraw on experiences, knowledge of the topic or?context?to work out the meaning of unknown wordsUnderstand and apply knowledge of?language forms and featuresuse?metalanguage?to describe the effects of ideas,?text structures?and?language features?of?literary texts(ACELT1604)?understand how texts are made cohesive through the use of linking devices including?pronoun?reference and?text connectives?(ACELA1491)know that word contractions are a feature of informal language and that?apostrophes?of?contraction?are used to signal missing letters?(ACELA1480)skim?a text for overall message and?scan?for particular information, eg headings, key wordsidentify and explain language features of texts from earlier times and compare with the vocabulary, images,?layout?and content of contemporary texts?(ACELY1686)?Develop and apply?graphological,?phonological,?syntactic?and?semantic knowledgeuse graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of?homophones, contractions,?syllables, word families and common?prefixesidentify syllables in multisyllabic words in order to support?decoding?of longer words in context to make meaningrecognise?high frequency sight words?(ACELA1486)Respond?to, read and?view?textsread different types of texts by combining contextual, semantic, grammatical and?phonic?knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing?(ACELY1679, ACELY1691)?read texts, including poems and scripted drama, using appropriate expression, eg pitch, pause, emphasis and attending to punctuationuse?comprehension strategies?to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts?(ACELY1680, ACELY1692)?use strategies to confirm?predictions?about author intent in?imaginative,?informative?and?persuasive textsrecognise how aspects of personal?perspective?influence responses to textsrecognise cohesive links in texts, eg pronouns that refer back to particular people or things, and understand how they contribute to meaningconnect information by observing text connectivessummarise a paragraph and indicate the main idea, key points or key?arguments?in imaginative, informative and persuasive textsinterpret text by discussing the differences between literal and inferred meaningsjustify interpretations of a text, including responses to characters, information and ideas4914903746500Writing & representing EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewersStudents:Develop and apply contextual knowledgediscuss how a reader's self-selection of texts for enjoyment can be informed by reading experiencesdraw on experiences, knowledge of the topic or?context?to work out the meaning of unknown wordsUnderstand and apply knowledge of?language forms and featuresuse?metalanguage?to describe the effects of ideas,?text structures?and?language features?of?literary texts(ACELT1604)?understand how texts are made cohesive through the use of linking devices including?pronoun?reference and?text connectives?(ACELA1491)know that word contractions are a feature of informal language and that?apostrophes?of?contraction?are used to signal missing letters?(ACELA1480)skim?a text for overall message and?scan?for particular information, eg headings, key wordsidentify and explain language features of texts from earlier times and compare with the vocabulary, images,?layout?and content of contemporary texts?(ACELY1686)?Develop and apply?graphological,?phonological,?syntactic?and?semantic knowledgeuse graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of?homophones, contractions,?syllables, word families and common?prefixesidentify syllables in multisyllabic words in order to support?decoding?of longer words in context to make meaningrecognise?high frequency sight words?(ACELA1486)Respond?to, read and?view?textsread different types of texts by combining contextual, semantic, grammatical and?phonic?knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing?(ACELY1679, ACELY1691)?read texts, including poems and scripted drama, using appropriate expression, eg pitch, pause, emphasis and attending to punctuationuse?comprehension strategies?to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts?(ACELY1680, ACELY1692)?use strategies to confirm?predictions?about author intent in?imaginative,?informative?and?persuasive textsrecognise how aspects of personal?perspective?influence responses to textsrecognise cohesive links in texts, eg pronouns that refer back to particular people or things, and understand how they contribute to meaningconnect information by observing text connectivessummarise a paragraph and indicate the main idea, key points or key?arguments?in imaginative, informative and persuasive textsinterpret text by discussing the differences between literal and inferred meaningsjustify interpretations of a text, including responses to characters, information and ideasEN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and languageStudents:Develop and apply contextual knowledgeidentify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of?purposes?and?audiences?experiment and share aspects of composing that enhance learning and enjoymentdiscuss issues related to the responsible use of digital communication?Understand and apply knowledge of?language forms and featuresplan, draft and publish?imaginative,?informative?and?persuasive texts?containing key information and supporting details for a widening range of audiences, demonstrating increasing control over?text structuresand?language features?(ACELY1682, ACELY1694)?understand, interpret and experiment with a range of devices and deliberate word play in poetry and other?literary texts, for example nonsense words,?spoonerisms,?neologisms?and?puns?(ACELT1606)?Respond?to and?compose?textsplan, compose and review imaginative and persuasive textsdiscuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language featuresplan and organise ideas using headings, graphic organisers, questions and mind mapscreate imaginative texts based on characters, settings and events from students' own and other cultures using?visual features, for example perspective, distance and angle?(ACELT1601, ACELT1794)?create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm,?mood, music,?sound effects?and dialogue?(ACELT1791)experiment with visual,?multimodal?and digital processes to represent ideas encountered in texts?identify elements of their writing that need improvement and review using feedback from teacher and peersreread and edit texts for meaning, appropriate structure, grammatical choices and punctuation?(ACELY1683)reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure?(ACELY1695)Grammar, punctuation and vocabulary EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing textsStudents:Develop and apply contextual knowledgeunderstand that ideas in texts can be organised to enhance meaning using sentences and paragraphsbegin to understand that choice of vocabulary adds to the effectiveness of textUnderstand and apply knowledge of?language forms and featuresunderstand that paragraphs are used to organise ideasunderstand that simple connections can be made between ideas by using a compound?sentence?with two or more?clauses?usually linked by a coordinating?conjunction?(ACELA1467)explore differences in words that represent people, places and things (nouns, including?pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)(ACELA1452)recognise that a?preposition?placed in front of a noun group can show where, when, eg 'on the box' (where), 'before my birthday' (when)recognise that time?connectives?sequence information in textsrecognise that different types of punctuation, including?full stops,?question marks?and?exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands?(ACELA1449)recognise that capital letters signal proper nouns and commas are used to separate items in lists(ACELA1465)experiment with the use of?quoted?(direct) and?reported?(indirect) speechUnderstand and apply knowledge of vocabularyunderstand how texts are made cohesive through resources, for example word associations,?synonyms, and?antonyms?(ACELA1464)recognise, discuss and use creative word play, eg?alliteration?and?onomatopoeiaRespond?to and?compose?textsbegin to organise ideas into paragraphs when composing textscompose sentences effectively using basic grammatical features and punctuation conventionsuse?subject–verb?and?noun–pronoun agreement?when composing texts and responding to texts orally and in writingdemonstrate the use of more precise vocabulary to describe emotions and experiences when writingEN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing textsStudents:Develop and apply contextual knowledgeunderstand that effective organisation of ideas in imaginative, informative and persuasive?texts?enhances meaningunderstand that choice of vocabulary impacts on the effectiveness of textsUnderstand and apply knowledge of?language forms and featuresunderstand that paragraphs are a key organisational feature of written texts?(ACELA1479)understand that a?clause?is a unit of grammar usually containing a?subject?and a?verb?and that these need to be in agreement?(ACELA1481)understand how to elaborate on ideas in texts through the use of?prepositional phrasesunderstand how?adverb?groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity?(ACELA1495)understand that the meaning of?sentences?can be enriched through the use of?noun groups/phrases and verb groups/phrases and prepositional phrases?(ACELA1493)identify and use grammatical features, eg?pronouns,?conjunctions?and?connectives, to accurately link ideas and informationunderstand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through?tense?(ACELA1482)experiment with punctuation to engage the reader and achieve?purposeinvestigate how?quoted?(direct) and?reported?(indirect) speech work in different types of text?(ACELA1494)use?apostrophes?for?contractionsidentify a variety of connectives in texts to indicate time, to add information and to clarify understandingUnderstand and apply knowledge of vocabularylearn extended and technical vocabulary and ways of expressing opinion including?modal verbs?and adverbs?(ACELA1484)?experiment with vocabulary choices to engage the listener or readerRespond?to and?compose?textscompose a range of effective imaginative, informative and persuasive texts using language appropriate to purpose and audienceuse grammatical features to create complex sentences when composing textsexperiment with?figurative language?when composing texts to engage an audience, eg?similes,?metaphors,?idioms?and?personificationincorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research?(ACELA1498)Thinking imaginatively, creatively and interpretivelyEN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing textsStudents: Engage personally with texts respond to a wide range of texts through discussing, writing and representing Develop and apply contextual knowledge recognise and begin to understand how composers use creative features to engage their audience identify and compare the imaginative language used by composers Understand and apply knowledge of language forms and features patterns and features for a variety of audiences identify creative language features in?imaginative texts that enhance enjoyment, eg illustrations, repetition Respond to and compose texts predict and discuss ideas drawn from?picture books and digital stories jointly adapt a well-known text for a different audience and purpose 7239029908500EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing textsStudents: Engage personally with texts respond to texts by identifying and discussing aspects of texts that relate to their own experience Develop and apply contextual knowledge discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605) identify and analyse the different organisational patterns and features to engage their audience Understand and apply knowledge of language forms and features identify creative language features in imaginative, informative and persuasive?texts that contribute to engagement identify and discuss how vocabulary establishes setting and atmosphere Respond?to and compose?texts create?literary texts that explore students' own experiences and imagining (ACELT1607) use visual representations, including those digitally produced, to represent ideas, experience and information for different?purposes and audiences respond to a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express thoughtful conclusions about those texts justify interpretations of a text, including responses to characters, information and ideas, eg 'The main character is selfish because …' make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1594, ACELT1602) PLAN ClusterComprehension6th cluster Retells and responds to incidents from a story book or film with attention to plot elements such as setting, character, conflict and resolution. Builds understanding of how media texts can be interpreted. Shows awareness that information about one topic can be sought from a number of sources, e.g. graphs, posters, reference texts, websites. Analyses and evaluates a character's actions/motives in a story. 7th cluster? Analyses and evaluates how visual images support print to create meaning in texts.? Interprets and responds to texts by skimming and scanning to confirm predictions and answer questions posed by self and others while reading8th cluster? Justifies predictions about sections of a text.? Builds understanding of a text by using knowledge of text organisation and features, e.g. referring to headings to locate information.? Articulates the main idea and provides a synthesised retell that captures key events in texts.? Exemplifies descriptive words or sequences of information and ideas in texts by creating mental images.9th cluster? Builds understanding about the meaning of a text by actively seeking information from different parts of a text.? Analyses the ways ideas and information are presented by making comparisons between texts.? Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text.? Analyses a text by discussing visual, aural and written techniques used in the text.PLAN ClusterWriting6th cluster? Demonstrates elementary proof-reading and editing, e.g. circles a word that does not look right.? Accurately spells an increasing number of high frequency and topic words.? Uses simple punctuation, e.g. full stops, exclamation marks and question marks.? Writes a sequence of thoughts and ideas.? Experiments with using some complex sentences to enhance writing.7th cluster? Uses contraction apostrophes and capitals for proper nouns as well as other simple punctuation.? Writes short, connected and sequenced texts to narrate events or convey information.8th cluster? Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences.? Writing shows evidence of revision, editing and proof-reading.? Produces a range of grammatically accurate sentences.9th cluster? Constructs well-sequenced imaginative, informative and persuasive texts using language appropriate to purpose and audience.? Rereads texts during and after writing to check accuracy, consistency of meaning and fitness for purpose.? Structures texts using paragraphs composed of logically grouped sentences that deal with a particular aspect of a topic.PLAN ClusterVocab6th clusterDemonstrates the use of more precise vocabulary to describe feelings and experiences when speaking and writing. Shows beginning understanding of the effects of different words and phrases, e.g. to create humour, to persuade, to inform. Applies knowledge of base words to build word families, e.g. move, moving, remove. Independently uses a range of classroom print resources to enhance vocabulary, e.g. topic word lists, labels, etc. 7th clusterKnows the meaning of commonly used words in increasingly challenging texts and can demonstrate this knowledge when reading, writing and speaking. Shows beginning understanding of the effective use of ?word play' to enhance and enrich meaning, e.g. alliteration, onomatopoeia. Uses knowledge developed about word families and word origins to understand the meaning of unfamiliar words, e.g. rhyming words, synonyms, base words. Uses a simple dictionary to check word meanings. 8th clusterUses words and phrases for effect, e.g. to create images, to add emphasis, to create atmosphere. Draws on topic/content knowledge to assist in working out the meaning of unknown words. Understands relevant vocabulary associated with electronic texts. Recognises that different words can be used to describe similar concepts, e.g. everyday or technical language, synonyms. Shows evidence of capacity to improve vocabulary choices in response to purpose and audience when reviewing and editing writing. 9th clusterUses synonyms for a range of common words. Uses simple content specific vocabulary in appropriate ways when creating texts. Uses relevant vocabulary associated with digital technology and electronic texts. Understands how prefixes and suffixes change word meanings. WrittenRainbow Fish and the Big Blue whale by Marcus PfisterJim and the Beanstalk by Raymond BriggsLittle Red Writing by Joan HolubInto the Forest by Anthony BrowneGiraffes Can’t dance by Giles AndreaeThe Gruffalo by Julia DonaldsonMeet the Anzac by Claire SaxbyMidnight- The story of a light horse by Mark GreenwoodAnzac Ted by Belinda LandsberryThe beach they called Gallipoli by Jackie French & Bruce WhatleyVisualCharacter trait postersArtwork by Niki Gulley (Impressionist). Photography; Simpson and his donkeyMultimodal The Girl Who never made mistakes by Mark Pett and Gary Rubinstein and the Beanstalk - Gordon MacDonald Partridge by Mem Fox - Rainbow Fish- the Dirty Dog- the Wild Things Are- Ravenous Beast by Niamh- for Learning*anecdotal records * comments or notations * conversations * marks & grades * feedbackAssessment as Learning*Self-assessment of writing tasks, including assessment of handwriting style of key letters covered and the use and correct spelling of topic words and high frequency words from texts. Identify skills that need further practise.* Peer assessment* Questioning* Skill practiseAssessment of Learning* writing tasks graded, based on set criteria’s * student achievement against selected outcomes * student achievement against set learning goals * achievement against Literacy Continuum MarkersAdditional ResourcesTeach starter- Goal (writing process)All lessons will continue to work on writing process. In addition there will be a specific Learning Goal and success criteria relating to the particular piece which will be identified at the beginning of that lesson.To plan, compose and review an Imaginative textsSuccess Criteria (writing process)PLANNINGSuccess Criteria:I can plan texts by making notes, drawing diagrams, and jotting down a series of informationI can plan and organise ideas using headings, graphic organisers, questions and mind mapsCOMPOSINGSuccess Criteria:I can write a sequence of thought s and ideasI can write short, connected and sequenced texts to convey informationI can construct a sequence a well sequenced informative text using language appropriate to purpose and audienceREVISINGAdding detail from textSuccess Criteria:I can read my work and add, delete or change words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text.I can reread texts during and after writing to check accuracy, meaning and fitness for purposeEDITINGPunctuation & SpellingSuccess Criteria:I can check spelling using a dictionary.I can check for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks. Weekly Overview WeekReadingWritingGrammar FocusQuality Talk1Rainbow Fish and the Big Blue whale by Marcus PfisterThe Girl Who never made mistakes by Mark Pett and Gary Rubinstein about me Letter2Jack and the Beanstalk - Fish and the Big Blue whale by Marcus PfisterWilfred Gordon MacDonald Partridge by Mem Fox - Imaginative texts (Teach Starter)Introducing Narrative Structure (Teach Starter)Nouns (common & Proper Nouns)Why is it important to share and treat others with kindness?3Rainbow Fish and the Big Blue Whale by Marcus PfisterJim and the Beanstalk by Raymond BriggsRetell of Rainbow fish and the Big Blue whale NounsWhat does it mean to be a good friend?4Jim and the Beanstalk by Raymond BriggsThe Rainbow Fish- the Dirty Dog- characters (Teach Starter)Character Traits (Teach Starter)AdjectivesIs it okay to be different?5Jim and the Beanstalk by Raymond BriggsLittle Red Writing by Joan HolubRetell of Jim and the BeanstalkAdjectivesDoes there always need to be a bad character in a story for it to be engaging?6Where the Wild Things Are- Ravenous Beast by Niamh- Red Writing by Joan HolubCreating a Fictional Character (Teach Starter)Interesting sentences (Teach Starter)AdverbsCan using your imagination help your with writing?7Little Red Writing by Joan HolubInto the Forest by Anthony BrowneAdaptation of Little Red Riding hood by varying setting and charactersAdverbsWhy is it important to get to know people before making judgements?8Giraffes Can’t dance by Giles AndreaeThe Gruffalo by Julia DonaldsonInto the Forest by Anthony BrowneDressing up Sentences (Teach Starter)Quotation Marks & ConjunctionsIs it important to be unique?9Into the Forest by Anthony BrowneMidnight- The story of a light horse by Mark GreenwoodA forest inspired NarrativeQuotation MarksHow do authors engage a reader?10 & 11Meet the Anzac by Claire SaxbyAnzac Ted by Belinda LandsberryMy Grandad Marches on Anzac Day by Catriona Hoy & Benjamin JohnsonThe beach they called Gallipoli by Jackie French & Bruce Whatley Explicit Teaching SequenceWeek / DateLearning ExperiencesResourcesWeek 2/3Learning Goal: To use comprehension strategies to build literal and inferred meaningSuccess criteriaI can make predictionsI can use my own experiences and knowledge to apply to the text and make connectionsI can make connections between information in print and images.I can build on and use prior knowledge and vocabularyI can make valid inferences using information in a text and my own prior knowledge.Week 2Date:_______Text : Rainbow Fish and the Big Blue Whale by Marcus Pfister Focus: Comprehension and VocabularyShow students the book Rainbow Fish and the Big Blue Whale. Ask students if they have read any other books about Rainbow Fish. What do they know about Rainbow Fish? Discuss the type of text, the authors purpose, etcTell students that this book will be about a problem between Rainbow Fish and the whale. Ask students to predict what the problem might be. Encourage them to explain their answers.Read the text and clarify any tricky words or phrases WordMeaningSynonymkrillKrill are shrimplike animals that live in the ocean. They belong to the group of animals called crustaceans, which also includes shrimp, crabs, and lobsters.plentifullarge in amount; more than enough.ample, generous, unlimited, sufficientdriftedthe flow of a river or oceanirritablyeasily irritated or annoyedangry, cranky, testysuspiciousnot as expected; "there was something fishy about the accident", questionablecautious, wary, doubtfulcastinga violent throwsinisterSuggesting or threatening harm or evilevil, threateningcautiouslyacts very carefully in order to avoid possible dangercareful, slowlyhostilenot friendlybitter, hateful, nastyPossible questions after reading:1. How was the Rainbow Fish feeling living on the reef?2. How do you think the fish felt the first time the whale swam by the reef?3. Why did the whale watch the fish?4. Why did the author pick the fish with the jagged fins to be in a bad mood?5. Why would the fish grow suspicious of the whale?6. Do you think the whale would eat all the krill? Why or why not?7. Would the whale eat Rainbow Fish and his friends if he ran out of krill to eat?8. Why did Rainbow Fish decide to talk to the whale?9. What qualities does Rainbow Fish have that are good at solving this problem? Text: rainbow Fish and the Big Blue whale by Marcus Pfister1193807366000Wow Words (word, definition and some synonyms). Add to class displayWeek 2Date:_______Focus: Structure of an Imaginative textWatch the video of Jack and the Beanstalk on YouTube. After watching, ask the students: ? Is this text informative or imaginary? How do you know? ? Why do you think the author wrote this text? ? Where is this story set?Display the Exploring Narrative Texts PowerPoint and discuss slides 5-6. Ensure that the students understand the meaning of the setting, characters and plot in a narrative plete the class brainstorm activity, as outlined on slide 7. Use the blank cards from the Fairytales Word Wall Vocabulary to list some of the fairy tales suggested by the students. Discuss the setting, characters and plot of each fairy tale.Ask the students to sit in small groups and assign group roles (leader, writer and reporter). Provide each group with one of the Fairy Tale Settings Posters and an enlarged copy of the Five Senses Graphic Organiser. Have students use words and pictures to write about the setting of their fairy tale using the graphic organiser. Select students to report back to the group.To review the content of the lesson, ask the students:What are narrative texts? What is the purpose of narrative texts?What makes a story entertaining?Video of Jack and the Beanstalk on YouTubeFive senses graphic organiserWeek 2Date:_______Focus: Structure of an Imaginative textWatch the video of Wilfred Gordon McDonald Partridge on YouTube. After watching, ask the students: ? What happens at the beginning of the story? ? What goes wrong? What has Ms Nancy lost? ? How is this problem solved?Discuss the structure of narrative texts ( refer to Powerpoint. Ensure that the students understand the meaning of the orientation, complication and resolution in a narrative text.Read the story of Little Red Riding Hood to the class. Have students identify the structure (refer to Powerpoint)Provide each student with a copy of the Story Map Template - Lower Primary. Have students complete the template for the story of Little Red Riding Hood.Rewatch Wilfred Gordon McDonald Partridge on YouTube. After watching, ask the students: ? Where is the story set? ? Who are the main characters? ? What is the problem? ? What else happens? ? What is the resolution?Wilfred Gordon McDonald Partridge on YouTubeExploring Narrative texts PowerPoint from Teach StarterWeek 2/ 3Date:_______Focus: Grammar- NounsLesson One:Play “Where’s the thing?” Have students come to understand the function of a noun by asking them to bring items which are referred to only as ‘things’. Eg “Mark, please bring me the thing from the table………No! No! I want the other thing”, etc. The ensuing confusion will soon have students asking questions. Through guided discussion, show them the importance of everything having a name so that we can communicate our thoughts clearly.Tell the students that Nouns are the names of things around us. Nouns that are used to name general things (rather than a particular person or thing) are called common nouns. Examples dog, table, car, bottle Explain that some nouns are the names of particular or special people or things. These are called proper nouns and are written with a capital letter at the beginning. Examples: Katie, Ben, October, Australia, New South Wales, Captain Cook.Have students suggest some common and proper nouns.Have students sort through magazines and find pictures of nouns and sort them under the headings: People, Places and ThingsLesson Two:Revise previous lesson on nouns and proper nouns. Challenge students to write or say, in a set time, a set number of nouns in a certain category eg: Name ten types of birds( sparrow, dove, emu……..): Name ten teachers at our school….; Name six different fruits, etcHave students add a Proper Noun from the box to complete each sentence:50609570485DecemberTuesdayJoannePerth Terry Spot00DecemberTuesdayJoannePerth Terry Spot My best friend at school is a girl called_______________.My birthday is next ________________.Christmas is in __________________.My small black and white dog is called_______________.My dad’s name is _______________.A large city in Western Australia is called ________________.Additional resourcesCommon and Proper nouns IWB- Susan BurkeWeek 2/3Date:_______In the next two to three lessons model to the class the writing process (See the model below) and have students write their own Retell of the Rainbow Fish and the Big Blue Whale.Week 2/3Date:_______Art lesson: Have students draw and create their own Rainbow Fish scene. The following artworks could be used as inspiration.45808901771650025895303302000596903111500Materials for chosen art work ( paper, pencils, crayon, metallic paper / glitter and paint)Specific Writing focusLearning Goal: To retell a known imaginative text using growing knowledge of text structures and language features. Success Criteria:I can write sentences that make sense to othersI can retell key events in the correct orderI can begin to structure texts using paragraphs composed of logically grouped sentences that deal with one particular aspect of a topicI can use adjectives in noun groups to create more accurate descriptionWeekly Grammar Focus: Common and proper NounsPLANNINGKeywordsCOMPOSINGSpellingREVISINGAdding detail from textEDITINGPunctuationCharacters The Rainbow FishThe old WhaleFish with silvery scales and one stripy fishSettingFar away from land Deep blue seaCoral reefWhat happenedThe glittering fish were happily swimming in the coral reef.They were eating krill.Along came an old whale.The whale worried the fish because he was eating all the krill and staring at them.The fish screamed that the whale was coming to get them.The whale got angry and decided to teach the fish a lesson.The whale swished its tail sweeping the fish all over the place.The fish got scared and swam to a cave.The whale calmed down and disappeared.The fish were cautious when they came out of their cave.The Rainbow Fish decided to talk to the whale.They became friends.They all went to find a new home.ProblemThe fish and the whale were angry at each other.SolutionThe Rainbow Fish decided to talk to the whale. They both apologised for upsetting each other. They went to find a new home together as friends.Rainbow Fish and the Big Blue WhaleBy Marcus Pfistera long, long way out in the deep blue sea, lived rainbow fish and his friends Each of the fish had a glittering silver scale. Except for one who was stripythe fish ate tiny krill and delicious shrimp. rainbow fish would glide through the water with his mouth open to catch as many as he wanted one day the fish watched as a gentle old whale swam by the reef. the old whale liked the spot where the reef was because he also ate krill and he loved being around the glittering fish. Since there was so much krill available in the reef, he decided to stay after a while, the fish with the jagged fins noticed the whale watching them. “why is he looking at us like that?” the fish asked the others angrily “Look at how he is staring at us, who knows what he’s thinking!” he said, annoyed at the whale.As time went on, the fish became more suspicious of the whale and why he was there, watching them “look at that giant mouth” said one of the fish. “He is going to eat all the krill and there will be none for us” said another. One day the whale swam up to the school of fish. the fish with the jagged fins began to panic, Look out, the whale is coming for us he screamed. the whale heard the fish and he got angry. He decided to teach them a lesson. After a little while, the whale began to calm down He swam past the fish one last time and then disappeared. the glittering fish slowly began to swim out of the cave. The rainbow fish decided that this was silly and it was time to be friends with the whale. But the other fish were all too scared So Rainbow Fish swam up to the whale. The two talked for a while. They both laughed and decided to be friends. Rainbow Fish and the Big Blue WhaleBy Marcus Pfistera long, long way out in the deep blue sea, lived rainbow fish and his friends they swam happily through the reef all day, every day. Each of the fish had a glittering silver scale. Except for one who was stripy, but he belonged to the group anyway. the fish ate tiny krill and delicious shrimp. rainbow fish would glide through the water with his mouth open to catch as many as he wanted the fish had a wonderful life in the reef, in the deep blue sea. one day the fish watched as a gentle old whale swam by the reef. the old whale liked the spot where the reef was because he also ate krill and he loved being around the glittering fish. Since there was so much krill available in the reef, he decided to stay the old whale enjoyed watching the glittering fish swim up and down the reef. He could watch them for hours. He admired their beautiful silvery scales.after a while, the fish with the jagged fins noticed the whale watching them. “why is he looking at us like that?” the fish asked the others angrily. he was in a bad mood. “Look at how he is staring at us, who knows what he’s thinking!” he said, annoyed at the whale.As time went on, the fish became more suspicious of the whale and why he was there, watching them “look at that giant mouth” said one of the fish. “He is going to eat all the krill and there will be none for us” said another. Rainbow fish got really worried that the whale might actually eat up all the krill. He wondered why the whale kept staring at them and did he perhaps want to eat themOne day the whale swam up to the school of fish. the fish with the jagged fins began to panic, Look out, the whale is coming for us he screamed. the whale heard the fish and he got angry. He decided to teach them a lesson. He swam right in the middle of the school of fish and moved his gigantic tail from side to side sweeping all the fish in all different directions. the glittering fish swam away trying to get safe. The whale wouldn’t leave them along. He followed them all the way back to their cave he swam back and forth, trapping the fish into their cave. They had no way of escapingAfter a little while, the whale began to calm down He swam past the fish one last time and then disappeared. the glittering fish slowly began to swim out of the cave. They were very cautious as they swam off to find food. But they could not find any krill. it was all gone. The rainbow fish decided that this was silly and it was time to be friends with the whale. But the other fish were all too scared So Rainbow Fish swam up to the whale. The two talked for a while. The whale told the fish how upset he had been The fish said sorry and the whale explained that he watched the fish only because he thought their shining scales were so pretty. They both laughed and decided to be friends. so the whale and the glittering fish set off in search of a new home togetherRainbow Fish and the Big Blue WhaleBy Marcus PfisterA long, long way out in the deep blue sea, lived Rainbow Fish and his friends. They swam happily through the reef all day, every day. Each of the fish had a glittering silver scale. Except for one who was stripy, but he belonged to the group anyway. The fish ate tiny krill and delicious shrimp. Rainbow Fish would glide through the water with his mouth open to catch as many as he wanted. The fish had a wonderful life in the reef, in the deep blue sea. One day the fish watched as a gentle old whale swam by the reef. The old whale liked the spot where the reef was because he also ate krill and he loved being around the glittering fish. Since there was so much krill available in the reef, he decided to stay. The old whale enjoyed watching the glittering fish swim up and down the reef. He could watch them for hours. He admired their beautiful silvery scales.After a while, the fish with the jagged fins noticed the whale watching them. “Why is he looking at us like that?” the fish asked the others angrily. He was in a bad mood. “Look at how he is staring at us, who knows what he’s thinking!” he said, annoyed at the whale.As time went on, the fish became more suspicious of the whale and why he was there, watching them. “Look at that giant mouth” said one of the fish. “He is going to eat all the krill and there will be none for us” said another. Rainbow Fish got really worried that the whale might actually eat up all the krill. He wondered why the whale kept staring at them and did he perhaps want to eat them.One day the whale swam up to the school of fish. The fish with the jagged fins began to panic, “Look out, the whale is coming for us” he screamed. The whale heard the fish and he got angry. He decided to teach them a lesson. He swam right in the middle of the school of fish and moved his gigantic tail from side to side sweeping all the fish in all different directions. The glittering fish swam away trying to get safe. The whale wouldn’t leave them along. He followed them all the way back to their cave. He swam back and forth, trapping the fish into their cave. They had no way of escaping.After a little while, the whale began to calm down. He swam past the fish one last time and then disappeared. The glittering fish slowly began to swim out of the cave. They were very cautious as they swam off to find food. But they could not find any krill. It was all gone. The Rainbow Fish decided that this was silly and it was time to be friends with the whale. But the other fish were all too scared. So Rainbow Fish swam up to the whale. The two talked for a while. The whale told the fish how upset he had been. The fish said sorry and the whale explained that he watched the fish only because he thought their shining scales were so pretty. They both laughed and decided to be friends. So the whale and the glittering fish set off in search of a new home together.Week / DateLearning ExperiencesResourcesWeek 4/5Learning Goal: To use comprehension strategies to build literal and inferred meaningSuccess criteriaI can make predictionsI can use my own experiences and knowledge to apply to the text and make connectionsI can make connections between information in print and images.I can build on and use prior knowledge and vocabularyI can make valid inferences using information in a text and my own prior knowledge.Week 4Date:_______Text : Jim and the Beanstalk by Raymond Briggs Focus: Comprehension and VocabularyShow students the book Jim and the Beanstalk. Ask them to predict what the book will be about based on the cover. Discuss the type of text, the authors purpose, etcTell students that this book is a sequel to jack and the beanstalk only now the giant is old. Ask students to recall the traditional tale.Read the text and clarify any tricky words or phrases WordMeaningSynonymgolden harpa musical instrumentfiercelydangerously wild, hostile, or vicious; ferociousoculista medical doctor specializing in the treatment of diseases of the eye; a person skilled in testing for defects of vision in order to prescribe corrective glasseseye doctor, optometristgnashingto grind or strike (the teeth) together, especially in rage or painseizingto take hold ofPossible questions after reading:1. What is similar to both the stories?2. What is different between the stories?Have students compare the characters, setting and the plot.Text: Jim and the beanstalk by Raymond Briggs-185616174100Wow Words (word, definition and some synonyms). Add to class displayWeek 4Date:_______Focus: Character ProfilesWatch the The Rainbow Fish video on YouTube. After watching, ask the students: ? How would you describe what the rainbow fish looks like? ? How would you describe what the rainbow fish is like as a character? Does he change? ? What feelings does the rainbow fish feel during the story? Do his feelings change?Revise character traits discussed in previous lesson. Rewatch the video clip, asking the students to keep these character traits in mind as they are watching.After watching, project the Character Profile Template on the board. As a class, fill in the character profile for the character of the rainbow fish. Remind the students about the difference between a character's appearance (what's on the outside) and a character's feelings and personality (what's on the inside).View and complete slides 21-24 Exploring Narrative Texts PowerPoint. Review the content of the lesson, ask the students:? What is meant by the 'appearance' of a character?? What words help to build an image of a character?? Why do you think it is important for an author to describe a character's appearance?The Rainbow Fish video on YouTubeCharacter trait postersCharacter profile templateWeek 4Date:_______Focus: Character trait – personality and feelingsWatch the video of Harry the Dirty Dog on YouTube. After watching, ask the students: ? How would you describe the appearance of Harry? Does his appearance change? ? What do you think Harry is like on the inside? What is his personality like? ? Does he have any feelings during the story? Why does he feel this way?Discuss slides 24-30 Exploring Narrative Texts PowerPoint. As a class, discuss the similarities and differences between a character's personality and a character's feelings.Explain to the students that they are going to rewatch the video clip. As they watch, they will need to listen out for clues that the author gives to express Harry's personality or feelings.Rewatch the video, pausing the clip at pertinent places so that the students can suggest ideas about the character of Harry. List the students' ideas on the board.Provide the students with a copy of the Character Profile Template. Allow the students to work in pairs to complete the worksheet for the character of Harry. Monitor and support the students as required.Have students share their work.Watch the video of Harry the Dirty Dog on YouTube.Exploring Narrative Texts PowerPointCharacter Profile TemplateWeek 4/5Date:_______Focus: Grammar- AdjectivesLesson One:Part A (whole class)Ask students to suggest what an adjective is. Record suggestions on the board. Explain to the students that adjectives are words that tell us more about nouns or pronouns. Explain how they are sometimes referred to as describing words. By using adjectives, we can add meaning and interest to our sentences. Examples:The kind girl showed the old lady the way.The savage dog chased the frightened boy.The playful dog chased the laughing boy.Have students suggest adjectives to describe nouns you have written on the board. Students could work in small groups to compile lists of adjectives and then compare their lists with those of another group.For example:dog savage, big, friendly, black, loyalteachercargirlbikeflowerPart B: (to be completed during literacy rotations)Have students rewrite the sentences below where they add the correct adjective to describe the noun which has been underlined into their Grammar Books.A magpie is (green black) and white.A pig can be (fat dry).Grass is often (green clean).A circle is always (square round).A ripe apple is sometimes (red blue).Feathers are usually ( left soft).An elephant is a very (strong long) animal.Lesson Two:Revise previous lesson on adjectives. Ensure students understand what type of word they are.Have students supply the opposite of an adjective that you have given in a sentence. Example:An elephant is large but a mouse is ______________.A fire is hot but ice is ______________.Have students write the sentences below into their Grammar Books and supply the missing opposite to complete the sentence.My string is short but your is ________________.I think he will win and I might _________________.My hair is wet but yours is ________________.Sam came early but Kathy came _______________.Sally is a girl but Mike is a ______________.This is my right arm and this is my ____________ arm.Additional resourcesAdjectives IWB- Susan BurkeComparing Adjectives IWB- Susan BurkeGrammar booksSusan Burke iWBWeek 4/5Date:_______In the next two to three lessons model to the class the writing process (See the model below) and have students write their own Retell of Jim and the Beanstalk.Week 4/5Date:_______Art lesson: Have students draw and create their Jim and the Beanstalk scene. The following artworks could be used as inspiration.3829050304790020307303048000381010160000Materials for chosen art work ( paper, pencils, crayon and paint)Specific Writing focusLearning Intention: To retell a known imaginative text that is at least one page in length using growing knowledge of text structures and language features. Success Criteria:I can write sentences that make sense to othersI can retell key events in the correct orderI can begin to structure texts using paragraphs composed of logically grouped sentences that deal with one particular aspect of a topicI can use adjectives in noun groups to create more accurate descriptionWeekly Grammar Focus: AdjectivesPLANNINGKeywordsCOMPOSINGSpellingREVISINGAdding detail from textBlue- adjectivesEDITINGPunctuationCharactersJackThe GiantJack’s MotherOculistDentistWigmakerSettingThe Giant’s CastleWhat happened?Jack climbed beanstalkJack met the GiantThe Giant invites Jim inside for breakfast.The Giant is grumpy because a boy named Jack stole his father’s gold.The Giant is so old that he can’t see properly– Jim gets him reading glasses with a giant cold coin.The Giant can’t eat because he has no teeth- Jim gets him false teeth with a giant gold coin.The Giant has no hair – Jim gets him a wig with a giant gold coinThe Giant is happy again with how he looks.The Giant says to Jim that he better go and cut down the beanstalk before he eats him with his new false teeth.Jim cuts down the beanstalk.The beanstalk falls and so does a giant gold coin wrapped in a giant piece of paper (a letter)The letter thanked Jim for what he had done for the Giant.ProblemThe Giant was angry because of what Jack had done in the past. The Giant wanted to eat Jim.ResolutionJim got reading glasses, false teeth and a wig for the Giant. The Giant was so pleased with Jim for helping him to be happy with how he looks. jim woke up one morning and saw a plant growing outside his window. He began to climb up the plant and as he was climbing he disappeared into the clouds.When he reached the top of the plant, jim noticed a castle in the distance. jim was very hungry after his climb and decided to go to the castle and ask for some breakfast. he knocked on the castle’s door and waited and waited for a response. Suddenly, a very old giant slowly opened the door. The giant looked at jim and saw a juicy boy that he could have on toast. The Giant shared his brekfest with Jim. Whilst they were eating, the giant asked the boy if his name was Jack. Jim told the giant that his name was Jim. The giant explained to jim that a boy named Jack had climbed the beanstalk once before and stole his father’s gold, golden harp and golden hen and that is the reason why he is so grumpy all the time. The giant also says that he is too old now and can’t even see anymore to read his poetry. jim explains that he needs reading glasses and the giant gets really angry, as he doesn’t know what jim is talking about. jim explained further what the reading glasses are for and the giant listened carefully and was excited! The giant asked jim to get them for him and will repay him with gold. jim agreed and started measuring the giant’s head.The giant gave jim a gold coin and jim ran straight back to the beanstalk. He climbed down as fast as he could and showed the gold coin to his mother. But before she could say anything he ran straight to the oculist. The oculist couldn’t believe his eyes when he saw the giant gold coin and so he worked on the reading glasses all night and by the morning the reading glasses were ready. jim carried the giant reading glasses home and back up the beanstalk. The giant absolutely loved his new glasses. The giant then explained to jim that he can’t eat much these days because he has no teeth. jim explained to the giant that he needs false teeth, so the giant paid him more gold to get him some sharp false teeth. jim took his gold coin back down the beanstalk and headed straight to the dentist. The dentist could not beleve his eyes when he saw the gold coin, but he set to work strait away and in the morning the teeth were ready. jim carried the false teeth back home and back up the beanstalk. The giant loved his new sharp false teeth and jumped up and down with joy! Until, the giant sat down and looked at himself in the mirror. He said to Jim that he used to be a good-looking lad with flaming red hair and now he has nothing. jim mentioned to the giant that he needs a wig and so the giant asked jim to get him one that’s red and curly and he will pay him gold. So jim took his gold coin down the beanstalk and ran straight to the wig-maker. The wig-maker couldn’t believe his eyes when he saw the giant gold coin, but he went to work straight away and the wig was ready in the morning.jim carried the wig home and back up the beanstalk. The giant loved his wig and danced around with joy! The giant was happy with how he looked and said that he was glad he didn’t eat jim. However, the giant said that jim better go before he felt like fried boy again. Jim ran and down the beanstalk. The giant shouted for jim to cut down the beanstalk so he couldn’t come down and eat him up. So jim swung his ax mightily and chopped down the beanstalk. At that very moment, the beanstalk fell and so did a giant gold coin rapped in a giant piece of paper. On the piece of paper was a letter written by the giant about how thankful he was for what jim had done for him.jim woke up early one morning and saw a great plant growing outside his window. He was surprised, as he didn’t see it the day before. He began to climb up the giant plant and as he was climbing he disappeared into the clouds. jim couldn’t believe how big it was!When he reached the top of the plant, jim noticed a dark brown castle in the distance. jim was very hungry after his climb and decided to go to the castle and ask for some breakfast. he knocked on the castle’s giant door and waited and waited for a response. Suddenly, a very old giant slowly opened the door. The giant looked at jim and saw a juicy boy that he could have on toast. He asked jim to come inside and told him that he was going to be safe. The Giant happily shared his brekfest with Jim. Whilst they were eating, the giant asked the boy if his name was Jack. Jim told the giant that his name was Jim. The giant explained to jim that a nasty boy named Jack had climbed the beanstalk once before and stole his father’s gold, golden harp and golden hen and that is the reason why he is so grumpy all the time. The giant also says that he is too old now and can’t even see anymore to read his poetry. jim explains that he needs reading glasses and the giant gets really angry, as he doesn’t know what jim is talking about. jim explained further what the reading glasses are for and the giant listened carefully and was excited! The giant asked jim to get them for him and will repay him with good gold. jim agreed and started measuring the giant’s head.The giant gave jim a gold coin and jim ran straight back to the beanstalk. He climbed down as fast as he could and showed the gold coin to his mother. But before she could say anything he ran straight to the oculist. The oculist couldn’t believe his eyes when he saw the giant gold coin and so he worked on the reading glasses all night and by the morning the reading glasses were ready. jim carried the giant reading glasses home and back up the beanstalk. The giant absolutely loved his new glasses. He could finally read again. The giant then explained to jim that he can’t eat much these days because he has no teeth. jim explained to the giant that he needs false teeth, so the giant paid him more gold to get him some sharp false teeth. jim took his gold coin back down the beanstalk and headed straight to the dentist. The dentist could not beleve his eyes when he saw the gold coin, but he set to work strait away and in the morning the teeth were ready. jim carried the giant sharp false teeth back home and back up the beanstalk. The giant loved his new sharp false teeth and jumped up and down with joy! Until, the giant sat down and looked at himself in the mirror. He said to Jim that he used to be a good-looking lad with flaming red hair and now he has nothing. jim mentioned to the giant that he needs a wig and so the giant asked jim to get him one that’s red and curly and he will pay him gold. So jim took his gold coin down the beanstalk and ran straight to the wig-maker. The wig-maker couldn’t believe his eyes when he saw the giant gold coin, but he went to work straight away and the wig was ready in the morning.jim carried the curly, red wig home and back up the beanstalk. The giant loved his wig and danced around with joy! The giant was extremely happy with how he looked and said that he was glad he didn’t eat jim. However, the giant said that jim better go before he felt like fried boy again. Jim ran and quickly slid down the beanstalk. The giant shouted for jim to cut down the beanstalk so he couldn’t come down and eat him up. So jim swung his ax mightily and chopped down the beanstalk. At that very moment, the beanstalk fell and so did a giant gold coin rapped in a giant piece of paper. On the piece of paper was a letter written by the giant about how thankful he was for what jim had done for him.Jim woke up early one morning and saw a great plant growing outside his window. He was surprised, as he didn’t see it the day before. He began to climb up the giant plant and as he was climbing he disappeared into the clouds. Jim couldn’t believe how big it was!When he reached the top of the plant, Jim noticed a dark brown castle in the distance. Jim was very hungry after his climb and decided to go to the castle and ask for some breakfast. He knocked on the castle’s giant door and waited and waited for a response. Suddenly, a very old Giant slowly opened the door. The Giant looked at Jim and saw a juicy boy that he could have on toast. He asked Jim to come inside and told him that he was going to be safe. The Giant happily shared his breakfast with Jim. Whilst they were eating, the Giant asked the boy if his name was Jack. Jim told the Giant that his name was Jim. The Giant explained to Jim that a nasty boy named Jack had climbed the beanstalk once before and stole his father’s gold, golden harp and golden hen and that is the reason why he is so grumpy all the time. The Giant also says that he is too old now and can’t even see anymore to read his poetry. Jim explains that he needs reading glasses and the Giant gets really angry, as he doesn’t know what Jim is talking about. Jim explained further what the reading glasses are for and the Giant listened carefully and was excited! The Giant asked Jim to get them for him and will repay him with good gold. Jim agreed and started measuring the Giant’s head.The Giant gave Jim a gold coin and Jim ran straight back to the beanstalk. He climbed down as fast as he could and showed the gold coin to his mother. But before she could say anything he ran straight to the oculist. The oculist couldn’t believe his eyes when he saw the giant gold coin and so he worked on the reading glasses all night and by the morning the reading glasses were ready. Jim carried the giant reading glasses home and back up the beanstalk. The Giant absolutely loved his new glasses. He could finally read again. The Giant then explained to Jim that he can’t eat much these days because he has no teeth. Jim explained to the Giant that he needs false teeth, so the Giant paid him more gold to get him some sharp false teeth. Jim took his gold coin back down the beanstalk and headed straight to the dentist. The dentist could not believe his eyes when he saw the gold coin, but he set to work straight away and in the morning the teeth were ready. Jim carried the giant sharp false teeth back home and back up the beanstalk. The Giant loved his new sharp false teeth and jumped up and down with joy! Until, the Giant sat down and looked at himself in the mirror. He said to Jim that he used to be a good-looking lad with flaming red hair and now he has nothing. Jim mentioned to the Giant that he needs a wig and so the Giant asked Jim to get him one that’s red and curly and he will pay him gold. So Jim took his gold coin down the beanstalk and ran straight to the wig-maker. The wig-maker couldn’t believe his eyes when he saw the giant gold coin, but he went to work straight away and the wig was ready in the morning.Jim carried the curly, red wig home and back up the beanstalk. The Giant loved his wig and danced around with joy! The Giant was extremely happy with how he looked and said that he was glad he didn’t eat Jim. However, the Giant said that Jim better go before he felt like fried boy again. Jim ran and quickly slid down the beanstalk. The Giant shouted for Jim to cut down the beanstalk so he couldn’t come down and eat him up. So Jim swung his ax mightily and chopped down the beanstalk. At that very moment, the beanstalk fell and so did a giant gold coin wrapped in a giant piece of paper. On the piece of paper was a letter written by the Giant about how thankful he was for what Jim had done for him.Week / DateLearning ExperiencesResourcesWeek 6/7Learning Goal: To use comprehension strategies to build literal and inferred meaningSuccess criteriaI can make predictionsI can use my own experiences and knowledge to apply to the text and make connectionsI can make connections between information in print and images.I can build on and use prior knowledge and vocabularyI can make valid inferences using information in a text and my own prior knowledge.Week 6Date:_______Text : Little Red Writing by Joan HolubFocus: Comprehension and VocabularyRead the title aloud. Ask the students if it reminds them of another story they might know. Discuss the cover illustration and identify any clues as to what story elements might be included. Discuss the type of text, the authors purpose, etc.Pose questions to make student’s think (predict) and promote interest (I WONDER QUESTIONS)Eg. I wonder why this book is called Little Red Writing. Pause, Ponder, and Predict: As the story is read aloud, pause at points to have students ponder what is happening in the story and then predict what might occur next. For example, when Ms. 2 gives Little Red a basket of 15 red words to use, have students brainstorm what those words might include such as rose, strawberry, fire truck, and others. What type of story could Little Red write using some of those words? What is the long, tangly tail that Little Red spies as it disappears around the corner?Read the text and clarify any tricky words or phrases. WordMeaning Synonymscouragemental or moral strength to venture, persevere, and withstand danger, fear, or difficultynerve, heroismdeciduousfalling off or shed seasonally or at a certain stage of development in the life cycleshort termabruptlysuddenly, without warningall of a suddenchasma gap or pitsuspicioussomething that careful, doubtful, cautiousrampageout of control behaviourPossible open-ended questions to ask during and after reading Little Red Writing:? Which character did you like best and why?? Why do you think Little Red had difficulty in beginning her story?? What strategies have you used to improve your writing? ? How did Little Red follow Ms. 2’s suggested “Story Path” for writing? ? Why do you think the illustrator, Melissa Sweet, included so many words in her illustrations? What else did she include? ? What was the most interesting or enjoyable part of the story? What illustration(s) caught your eye? Text: Little Red Writing by Joan Holub5842110160000Wow Words (word, definition and some synonyms). Add to class displayWeek 6Date:_______Focus: Fictional CharactersWatch the narrative text, Where the Wild Things Are, on YouTube. After watching, ask the students: ? Can characters in a story be human? ? Can characters in a story be animals? ? Can characters in a story be make-believe creatures?Display and discuss slide 21 from the Exploring Narrative Texts PowerPoint. Explain to the students that they are going to create their very own character.As a class, brainstorm different types of characters (dog, cat, monster, girl, boy, princess, prince and so on). Record these on the whiteboard for the students to use as ideas..Model how to plan a character using the template. When completing the template, explain each section in more depth to the students. ? Appearance - What does your character look like? ? Personality - What is your character like on the inside? ? Actions - What could your character do in a story? ? Could a prince lose his crown? ? Could a little girl get lost in the woods? ? Could a friendly dinosaur become a pet to a little boy? ? Feelings - What feelings could your character have? ? Could the prince feel sad that he lost his crown? ? Could the little girl feel scared that she is lost in the woods? ? Could the dinosaur feel happy he has an owner? ? Use the remainder of the lesson to support the students to complete their character profiles.Once they have finished, allow them to draw a picture of their character.Select students to share their characters with the rest of the class.The narrative text, Where the Wild Things Are, on YouTubeCharacter Profile Template Week 6Date:_______Focus: Adding detail to sentencesWatch the video of The Ravenous Beast on YouTube. As the students are watching, list adjectives, verbs and adverbs that are included in the story on the board.Refer the students to the list of words. Ask the students: ? What makes a story interesting? ? What would happen if the author didn't use these words in the story? ? Do you think these words are important? Why or why not?Go through slides 32-34 of the Exploring Narrative Texts PowerPoint. Revise the definition of a noun, adjective, verb and adverb.Discuss the activity on slide 35. As a class, create a mind map of words to help with the sentence construction. Ask the students: ? What is in the picture? ? What words could you use to describe the bird? ? What is the bird doing? What adverbs could you use to help describe what the bird is doing? ? Where is the bird? ? What words could you use to describe the tree-house?Ask the students to use the words from the class brainstorm to write a sentence in their workbooks which describes the picture on the slide. Once they have finished, encourage volunteers to share their sentences with the class.Using the Nouns, Verbs and Adjectives Flashcards, allow each student to pick a noun, a verb and an adjective to create a silly sentence. Ask the students: ? Can you add an adverb to your sentence to help describe the verb? ? Can you add information about where the event is happening? ? Can you add information about when the event is happening? ? Allow the students time to add to their ideas to re-create their silly sentence.The video of The Ravenous Beast on YouTubeExploring Narrative Texts PowerPointWeek 6/7Date:_______Focus: Grammar- AdverbsLesson 1An adverb is a word that adds meaning to a verb, an adjective or another adverb. It tells when, where or how. E.g. We went to the movies yesterday (When)Put it over there (Where)The dog barked loudly (How)Adverbs help us add important detail to the meaning of a sentence. Take the example, ‘Bill went to the door.’ We can add to the verb went such words as slowly, quickly, lazily, hastily.Begin a sentence and have children orally add an adverb. Encourage them to try and think of a when, where, and how word for each sentence.E.g. The cat ran…… today (when), here (where), quickly (how). The car drove…… this morning (when), home (where), slowly (how)Ask for volunteers to act out the action of a verb in different manners. Have the rest of the class supply a how word to match the acting out. E.g. She hopped (quickly, slowly, clumsily, noisily, quietly) across the classroom.ActivityLook at the underlined word in each sentence. Does it tell you when, where or how? Write when, where or how on the line. We will go tomorrow.He runs quickly.Put it over there.I want you to do it todayTrees grow slowly.We all ran over there.What do these words tell us? Write when, where, or how.SoonTomorrowFast HereThereEarlySlowlyLesson 2Ask students what they think an adverb is. An adverb is a word that adds meaning to a verb, an adjective or another adverb. It tells when, where or how. Adverbs help us add important detail to the meaning of a sentence. Take the example, ‘Bill went to the door’. We can add to the verb went such words as slowly, quickly, lazily, hastily.A large number of adverbs are formed from adjectives by adding –ly. Most of the how words end in –ly. Examples:Quickly, beautifully, quietly, slowly, really, heavily, angrily, neatly, greedily, eagerlyNot all adverbs end in –ly. Examples:Fast, soon, more, less, now, then, here, there, far, near, late, today, tomorrow, yesterdayUse and follow instructions using notebook file ‘adverbs’.Slide 50 (7 Super Sentences) – Now that we have learnt how we can modify the noun, we are going to examine how we can modify the verb by adding an adverbial phrase. Adverbial phrases answer questions including where, when, how, how often and why.Slide 51 (7 Super Sentences) – When the adverbial phrase or clause goes at the end, we do not separate it from the sentence with a comma. When the adverbial phrase or clause goes at the beginning, we use a comma to separate it from the rest of the sentence.Slide 52 (7 Super Sentences) – Model how we can add adverbial phrases and clauses to the beginning of a sentence. Remember that when placed at the front, the adverbial phrase comes with a comma. Slide 54 (7 Super Sentences) - Guide students as they place adverbial phrases and clauses on the beginning of the plete activity in their grammar books.Lesson 3Revise previous lesson on what adverbs are.Slide 53 (7 Super Sentences) – As a class, discuss and model how we can add adverbial phrases and clauses to the end of a sentence. Remember that when placed at the end, the adverbial phrase does not have a comma. Slide 55 (7 Super Sentences) - Guide students as they place adverbial phrases and clauses on the end of the plete activity in their grammar books.Seven Super sentences Notebook FileGrammar WorkbooksWeek 7Date:_______In the next two to three lessons model to the class the writing process (See the model below) and have students write their version of Little Red Riding Hood.Week 6/7Date:_______Art lesson: Have students draw and create their Little red Riding Hood scene. The following artworks could be used as inspiration.5058410132080002200910132715003162304191000Specific Writing focusLearning Goal I can create an imaginative text using growing knowledge of text structure and language featuresSuccess Criteria:I can sequence ideas according to text structure -orientation ( who, where, what) - series of events (What is the problem? What happens?) - resolution ( how is the problem solved)I can structure texts using paragraphs composed of logically grouped sentences that contain descriptive languageI can include speech marks to show when someone is talkingWeekly Grammar Focus: AdverbsPLANNINGKeywordsCOMPOSINGSpellingREVISINGAdding detail from textEDITINGPunctuationLittle Red, Rosy FishCharacters:Little Red Rosy Fish, Mother Fish, Grandma Fish, Shark, Woods-CrabSetting:Coral Reef, Sea Enemony, Deep Blue SeaWhat happened?Little Red Rosy Fish asked her mother if she could go visit Grandma Fish as it had been a while since they had seen each other. Little Red Rosy Fish promised her Mum she would go straight to Grandma’s Fish’s house.Little Red Rosy Fish she forgot her promise to her mother.?She picked some seagrass. A shark appeared beside her. Then she realized how late she was.The shark took a shortcut to Grandma's house and knocked lightly at the door. The shark let himself in and he gobbled Grandma Fish up! A few minutes later, Little Red Rosy Fish knocked on the door.? The shark leapt out of the bed and began to chase the little fish. Little Red Rosy Fish swam across the room and through the door, shouting, Help!?Shark! as loudly as she could.A Woods-Crab scuttled towards the cottage as fast as he could. He grabbed the shark by his nose with his nippers and made him spit out the poor Grandmother.Problem:The Shark ate Grandma Fish and tricked Little Red Rosy Fish by pretending to be Grandma Fish so he could eat her as well.Soluton:Little Red Rosy Fish screamed loud and the Woods-Crab hears and pinches the Shark on his nose making him spit Grandma Fish out. The Woods-Crab then throws the Shark away, never to be seen again. Little Red, Rosy FishOnce upon a time, there was a little fish who, lived in an enemony in a coral reef, in the deep blue sea. One morning, Little Red Rosy Fish aksed her mother if she could go visit Grandma Fish as it had been a while since they had seen each other. That's a good idea her mother said.? So they packed a nice bucket for Little Red Rosy Fish to take to Grandma Fish. Remember, go straight to Grandma Fish’s house her mother cautioned.? Don't slow down along the way and please don't talk to strangers. Don't worry, mommy said Little Red Rosy Fish I'll be careful.But when Little Red Rosy Fish noticed some lovely seagrass swaying in the water, she forgot her promise to her mother.?She picked some of the seagrass. Little Red Rosy Fish was enjoying her gentle and calm journey so much that she didn’t notice a dark shadow approaching behind her. Suddenly, a shark appeared beside her. What are you doing out here, little fish the shark asked in a voice as friendly as he could muster. I'm on my way to see Grandma Fish who lives on the other side of the reef Little Red Rosy Fish replied.Then she realized how late she was and quickly excused herself, rushing down between the seagrass and algae to Grandma Fish’s house. The shark, in the meantime, took a shortcut. The shark arrived at Grandma's and knocked lightly at the door. Oh thank goodness dear!? Come in, come in!? I was worried sick that something had happened to you along the way said Grandma Fish thinking that the knock was her Little Red Rosy Fish. The shark let himself in.? Poor Grandma Fish did not have time to say another word, before the shark gobbled her up! A few minutes later, Little Red Rosy Fish knocked on the door.? Do come in, my dear croaked the shark. When Little Red Rosy Fish entered the little sea cottage, she could barely recognise her Grandmother. Grandma!? Your voice sounds so odd.? Is something the matter she aksed. Oh, I just have touch of a cold squeaked the shark adding a cough at the end to prove the point. But Grandma!? What big fins you have said Little Red Rosy Fish as she edged closer to the bed. The better to swim with, my dear replied the shark. But Grandma!? What big eyes you have said Little Red Rosy Fish. The better to see you with, my dear replied the shark. But Grandma!? What big teeth you have said Little Red Rosy Fish. The better to eat you with, my dear roared the shark and he leapt out of the bed and began to chase the little fish. Little Red Rosy Fish swam across the room and through the door, shouting, Help!?Shark! as loudly as she could.A Woods-Crab who was chopping logs nearby heard her cry and scuttled towards the cottage as fast as he could. He grabbed the shark by his nose with his nippers and made him spit out the poor Grandmother. Oh Grandma, I was so scared! sobbed Little Red Rosy Fish, I'll never speak to strangers or dawdle in the reef again. There, there, Rosy.?You've learned an important lesson. Thank goodness you shouted loud enough for this kind Woods-Crab to hear you. Once upon a time, there was a little fish who, lived in an enemony in a coral reef, in the deep blue sea. The little fish had red fins and red and white stripes on her stumec, so everyone in the coral reef called her Little Red Rosy Fish.One morning, Little Red Rosy Fish aksed her mother if she could go visit Grandma Fish as it had been a while since they had seen each other. That's a good idea her mother said.? So they packed a nice bucket for Little Red Rosy Fish to take to Grandma Fish. When the bucket was ready, the little fish picked the bucket up and kissed her mother goodbye and off she went to Grandma Fish’s house. Remember, go straight to Grandma Fish’s house her mother cautioned.? Don't dawdle along the way and please don't talk to strangers the coral reef can be dangerous. Don't worry, mommy said Little Red Rosy Fish I'll be careful.But when Little Red Rosy Fish noticed some lovely seagrass swaying in the water, she forgot her promise to her mother.?She picked some of the seagrass, watched the mermaids glide along the edge of the reef for a while and listened to the dolphins whistling in the distance. Little Red Rosy Fish was enjoying her gentle and calm journey so much that she didn’t notice a dark shadow approaching from the depths of the seas behind her. Suddenly, a shark appeared beside her. What are you doing out here, little fish the shark asked in a voice as friendly as he could muster. I'm on my way to see Grandma Fish who lives on the other side of the reef Little Red Rosy Fish replied.Then she realized how late she was and quickly excused herself, rushing down between the seagrass and algae to Grandma Fish’s house. The shark, in the meantime, took a shortcut. The shark, a little out of breath from swimming, arrived at Grandma's and knocked lightly at the door. Oh thank goodness dear!? Come in, come in!? I was worried sick that something had happened to you along the way said Grandma Fish thinking that the knock was her Little Red Rosy Fish. The shark let himself in.? Poor Grandma Fish did not have time to say another word, before the shark gobbled her up! He let out a satisfied burp, and then poked through Grandma Fish’s wardrobe to find a nightgown that he liked.? He added a frilly sleeping cap, and for good measure, dabbed some of Grandma’s perfume behind his pointy fins.A few minutes later, Little Red Rosy Fish knocked on the door.? The shark jumped into bed and pulled the covers over his nose.? Who is it he called in a cackly voice. It's me, Little Red Rosy Fish Oh how lovely!? Do come in, my dear croaked the shark. When Little Red Rosy Fish entered the little sea cottage, she could barely recognise her Grandmother. Grandma!? Your voice sounds so odd.? Is something the matter she aksed. Oh, I just have touch of a cold squeaked the shark adding a cough at the end to prove the point. But Grandma!? What big fins you have said Little Red Rosy Fish as she edged closer to the bed. The better to swim with, my dear replied the shark. But Grandma!? What big eyes you have said Little Red Rosy Fish. The better to see you with, my dear replied the shark. But Grandma!? What big teeth you have said Little Red Rosy Fish her voice quivering slightly. The better to eat you with, my dear roared the shark and he leapt out of the bed and began to chase the little fish. Almost too late, Little Red Rosy Fish realised that the fish in the bed was not her Grandmother, but a hungry shark. Little Red Rosy Fish swam across the room and through the door, shouting, Help!?Shark as loudly as she could.A Woods-Crab who was chopping logs nearby heard her cry and scuttled towards the cottage as fast as he could. He grabbed the shark by his nose with his nippers and made him spit out the poor Grandmother who was a bit frazzled by the whole experience, but still in one piece. Oh Grandma, I was so scared! sobbed Little Red Rosy Fish, I'll never speak to strangers or dawdle in the reef again. There, there, Rosy.?You've learned an important lesson. Thank goodness you shouted loud enough for this kind Woods-Crab to hear you. The Woods-Crab knocked out the shark and carried him deep into the sea where he wouldn't bother anyone else again. Little Red Rosy Fish and Grandma Fish had a nice lunch and a long chat.Once upon a time, there was a little fish who, lived in an anemone in a coral reef, in the deep blue sea. The little fish had red fins and red and white stripes on her stomach, so everyone in the coral reef called her Little Red Rosy Fish.One morning, Little Red Rosy Fish asked her mother if she could go visit Grandma Fish as it had been a while since they had seen each other."That's a good idea," her mother said.? So they packed a nice bucket for Little Red Rosy Fish to take to Grandma Fish. When the bucket was ready, the little fish picked the bucket up and kissed her mother goodbye and off she went to Grandma Fish’s house. "Remember, go straight to Grandma Fish’s house," her mother cautioned.? "Don't dawdle along the way and please don't talk to strangers the coral reef can be dangerous.""Don't worry, mommy," said Little Red Rosy Fish, "I'll be careful."But when Little Red Rosy Fish noticed some lovely seagrass swaying in the water, she forgot her promise to her mother.?She picked some of the seagrass, watched the mermaids glide along the edge of the reef for a while and listened to the dolphins whistling in the distance.Little Red Rosy Fish was enjoying her gentle and calm journey so much that she didn’t notice a dark shadow approaching from the depths of the seas behind her. Suddenly, a shark appeared beside her. "What are you doing out here, little fish?" the shark asked in a voice as friendly as he could muster."I'm on my way to see Grandma Fish who lives on the other side of the reef,” Little Red Rosy Fish replied.Then she realized how late she was and quickly excused herself, rushing down between the seagrass and algae to Grandma Fish’s house.The shark, in the meantime, took a shortcut. The shark, a little out of breath from swimming, arrived at Grandma's and knocked lightly at the door. "Oh thank goodness dear!? Come in, come in!? I was worried sick that something had happened to you along the way," said Grandma Fish thinking that the knock was her Little Red Rosy Fish. The shark let himself in.? Poor Grandma Fish did not have time to say another word, before the shark gobbled her up! He let out a satisfied burp, and then poked through Grandma Fish’s wardrobe to find a nightgown that he liked.? He added a frilly sleeping cap, and for good measure, dabbed some of Grandma’s perfume behind his pointy fins.A few minutes later, Red Rosy Fish knocked on the door.? The shark jumped into bed and pulled the covers over his nose.? "Who is it?" he called in a cackly voice."It's me, Little Red Rosy Fish.""Oh how lovely!? Do come in, my dear," croaked the shark.When Little Red Rosy Fish entered the little sea cottage, she could barely recognise her Grandmother."Grandma!? Your voice sounds so odd.? Is something the matter?" she asked."Oh, I just have touch of a cold," squeaked the shark adding a cough at the end to prove the point."But Grandma!? What big fins you have," said Little Red Rosy Fish as she edged closer to the bed."The better to swim with, my dear," replied the shark."But Grandma!? What big eyes you have," said Little Red Rosy Fish."The better to see you with, my dear," replied the shark."But Grandma!? What big teeth you have," said Little Red Rosy Fish her voice quivering slightly."The better to eat you with, my dear," roared the shark and he leapt out of the bed and began to chase the little fish.Almost too late, Little Red Rosy Fish realised that the fish in the bed was not her Grandmother, but a hungry shark. She swam across the room and through the door, shouting, "Help!?Shark!" as loudly as she could.A Woods-Crab who was chopping logs nearby heard her cry and scuttled towards the cottage as fast as he could. He grabbed the shark by his nose with his nippers and made him spit out the poor Grandmother who was a bit frazzled by the whole experience, but still in one piece."Oh Grandma, I was so scared!"? sobbed Little Red Rosy Fish, "I'll never speak to strangers or dawdle in the reef again." "There, there, Rosy.?You've learned an important lesson. Thank goodness you shouted loud enough for this kind Woods-Crab to hear you!"The Woods-Crab knocked out the shark and carried him deep into the sea where he wouldn't bother anyone else again. Little Red Rosy Fish and Grandma Fish had a nice lunch and a long chat.Week / DateLearning ExperiencesResourcesWeek 8/9Learning Goal: To use comprehension strategies to build literal and inferred meaningSuccess criteriaI can make predictionsI can use my own experiences and knowledge to apply to the text and make connectionsI can make connections between information in print and images.I can build on and use prior knowledge and vocabularyI can make valid inferences using information in a text and my own prior knowledge.Week 8Date:_______Text : Into the Forest by Anthony BrowneFocus: Comprehension and VocabularyIntroduce the book by looking at the cover picture, displayed so that the whole class can see it, without showing the title or author. Discuss with the children what they can see. Ask them to think what kind of story this might be and what it will be about. Ask them to speculate where the boy might be going and why. Encourage them to make links with other stories they know.Take suggestions from the children about what might this story might be called. Then ask them to work in pairs and consider what the first line of the story might be; they could record their ideas on mini whiteboards. Read the text and clarify any tricky words or phrases. Text: Into the Forest by Anthony Browne-228607302500Wow Words (word, definition and some synonyms). Add to class displayWeek 8Date:_______Focus: Dressing up sentencesWatch the The Word-Type Rap video on YouTube. After watching, revise the following: ? What is a noun? ? What is an adjective? ? What is a verb? ? What is an adverb?Complete Dressing Up a Sentence Template on the board. Explain how they help to add more information to sentences.Pick a sentence from the flash cards and demonstrate how to 'dress up' a sentence. Repeat this process with a few simple sentences.Provide students with a copy of the Dressing Up a Sentence Template. Write a sentence on the board. Have students stretch/ dress up the sentence by themselves, then share their sentence with the class. Have students complete a sentence on their own.Rewatch the The Word-Type Rap video on YouTube. Encourage the students to sing along. Dressing Up a sentence templateWeek 8Date:_______Focus: Conjunctions Lesson One: Tear a piece of paper in two and show how it can be joined with glue or sticky tape. Now write two sentences on the board.Model how two sentences can be joined also, but this time instead of glue or sticky tape we use a conjunction (joining words).I washed the dishes. Sally dried them.I washed the dishes and Sally dried them.Explain to students that Conjunctions are words that are used to join words or groups of words together. They are sometimes referred to as joining words.Have students complete an exercise where they need to join sentences using the word ‘and’. Record in Work Books. I went to the shop. I bought an icecream.The boy opened the door. He walked in. I picked up the glass. I filled it with water.Mike saw the jet. Bill saw the jet too.Lesson Two: Revise previous lesson on conjunctions. Reinforce the use of capital letters and full stops.Have students complete an exercise where they need to join sentences using the word ‘but’. Record in Work Books. An elephant is big. A mouse is small. The stars are shining. The moon is behind the cloud.Feathers are soft. Steel is hard.paper, glue and sticky tapeGrammar workbooksWeek 8/9Date:_______Focus: Grammar- Quotation MarksLesson 1Quotation marks are used around the exact words that someone says.Write a sentence on the board.E.g. I’m hungry, said SallyDiscuss with the students what Sally actually said. Have two laminated cards with quotation marks on them, demonstrate how to insert the quotation marks into this sentence.Write the next sentence on the board.Sally said, I’m hungry. (ask the students what Sally actually said and whether it changed from the previous sentence.)Write more sentences on the board and ask for volunteers to come and insert the quotation mark plete activity p. 53 Punctuation and Grammar, book 1.View IWB on Introducing Quotation MarksLesson 2Revise previous lesson on quotation marks. Write simple sentences on the board that require quotation marks, have the students use the laminated cards to insert the quotation marks in the correct position.Read “Flies”, p.14 Grammar Rules, book C.With a partner allow students to read the conversation about flies with each person taking on a character, i.e Bob or Jessica.Remind students that direct speech is the actual speech that someone says. It is written inside speech marks.Ask students to choose two different coloured pencils. With one colour they will circle what Bob says. With the other colour they will circle what Jessica says. Students will then complete the activity pp.14-15 Grammar Rules, book C. Extension: Students will write a conversation between two people on a topic of your choice. They must write their direct speech inside quotation/speech marks.p. 53. Punctuation and Grammar, book 1.IWB: Introducing Quotation Marks- Susan Burkepp.14-15 Grammar Rules, book C.Week 9Date:_______In the next two to three lessons model to the class the writing process (See the model below) and have students write their own Narrative which takes place in a forest/woods.Week 8/9Date:_______Art lesson: Have students draw and create their forest/woods scene. The following artworks could be used as inspiration.531939572390002022132332200 Specific Writing focusLearning Intention: I can create an imaginative text using growing knowledge of text structure and language featuresSuccess Criteria:I can sequence ideas according to text structure – orientation ( who, where, what) - series of events (What is the problem? What happens?) - resolution ( how is the problem solved)I can structure texts using paragraphs composed of logically grouped sentences that contain descriptive languageI can include speech marks to show when someone is talkingWeekly Grammar Focus: Quotation Marks and conjunctionsPLANNINGKeywordsCOMPOSINGSpellingREVISINGAdding detail from textEDITINGPunctuationCharacters: BenClaire1270596900012268206667500Ben’s Mum Grizzly Bear 10972805270500-63510858500Old Wrinkly Woman (witch)2819407429500SettingWhat happened?Claire and Ben went for a walk and came across a sign that said ‘do not enter’The sign led them to a dark, gloomy forest where they saw a wrinkly old woman with a hat and broom.They found a rusty old gate which led them to a freaky house. As they looked through the window, it smashed and a grizzly bear came chasing after them.They lost the bear and went back towards the freaky house.They saw the old wrinkly woman making a children stew.The woman tried to catch them and the bear saved them.The children returned home safe and sound.Problem?The children went into the dark gloomy forest and found a freaky house, which lived a wrinkly old woman. The wrinkly old woman was trying to catch the children and make them into stew.Resolution?The bear saved the children from the wrinkly old woman and returned them home safely.one brite morning ben decided to take an early walk to his friend claire’s house. Once he got to her house, he asked her if she wanted to go on an adventure. She replied, “Of course, ben!’. So they left the house in a flash. They crossed the beech and looked at the pritty sunrise above. They crossed this path, which said “do not enter”, they ignored it. It led them to a forest, “It sure wasn’t a cheerful morning anymore”, Ben said out loud.?Out of nowhere, this woman with a hat and broom came around the corner and said hey! What do you think you’re doing, in a place like this, didn’t you read the signs you silly children?!, “AHHHH!” they screemed and ran the opposite way. “GET BACK HERE”, yelled the woman. They ran until they knew she wouldn’t catch up. They stopped and started walking until they reached this gate. Ben opened the gate, and it squeaked, like it was years old. “Come on Claire, let’s go!”, Ben said quickly. They walked until they reached this freaky house. Anyone would think it was haunted. Ben was one hundred percent sure no one lived in there, by the looks of it.they walked up the steps and looked through. *SMASH* went the window. Ben and Claire jumped off the steps and ran They then turned around. Before they knew it something was racing towards them. It was a grizzly bear! “RUN RUN!”, Ben shouted to Claire. Ben’s heart was racing so fast; he turned around and could no longer see the bear. They both stopped and stared at each other. “I really want to see what was in that freaky house Claire, let’s go back”, said Ben.Ben and Claire made their way back, snuck back up the steps and peaked through the window. It was her. The woman that they saw earlier. She was standing around a cauldron muttering a spell “Iggety Ziggety Zaggety Zoo, I need some children to put in my stew”. Suddenly, she glanced over at the window and saw us! “OH NO CLAIRE, SHE CAN SEA US! WE NEED TO GO NOW!” Ben yelled. As they turned around, we fell to the ground. It was the grizzly bear! He was back! His eyes looked as red as fire. His teeth looked as sharp as razor blades. His claws looked as sharp as a nife. He was coming towards them and then… he grabbed us. “I will save you from that evil old witch” he said. “Oh, I thought you were going to eat us”, Ben said. No way! I want to be friends with children, not eat them”. Ben and Claire both smiled. “We will be your friend”, replied Claire. “I’m glad, now let me take you home” said the bear.Claire and Ben returned back to Ben’s house. As they were walking through the door Ben’s mum started yelling at him. “WHERE HAVE YOU BEAN?” “I just went for a walk with Claire.” “DON’T EVER DO THAT AGAIN! YOU COULD HAVE BEEN HURT” “Okay, mum, I’m sorry”, we both looked at each other and giggled.one brite morning ben decided to take an early walk to his friend claire’s house. Once he got to her house, he asked her if she wanted to go on an adventure. She replied, “Of course, ben!’. So they left the house in a flash, without telling their parents where they were going and headed straight. They crossed the beech and looked at the pritty sunrise above. They crossed this path, which said “do not enter”, they ignored it. It led them to a dark, gloomy forest, “It sure wasn’t a cheerful morning anymore”, Ben said out loud.?Out of nowhere, this wrinkly old woman with a hat and broom came around the corner and said hey! What do you think you’re doing, in a place like this, didn’t you read the signs you silly children?!, “AHHHH!” they screemed and bolted the opposite way. “GET BACK HERE”, yelled the wrinkly old woman waving her broom. They ran as fast as they could until they knew she wouldn’t catch up. They stopped and started walking until they reached this rusty old gate. Ben slowly opened the gate, and it squeaked, like it was a million years old. “Come on Claire, let’s go!”, Ben said quickly. They walked until they reached this freaky house. Anyone would think it was haunted. Ben was one hundred percent sure no one lived in there, by the looks of it.they slowly walked up the steps and looked through. *SMASH* went the window. Ben and Claire jumped off the steps and ran They then turned around. Before they knew it something was racing towards them. It was big. It was furry. It was a grizzly bear! “RUN RUN!”, Ben shouted to Claire. Ben’s heart was racing so fast; he turned around and could no longer see the bear. They both stopped and stared at each other. “I really want to see what was in that freaky house Claire, let’s go back”, said Ben curiously.Ben and Claire made their way back, snuck back up the steps and peaked through the window. It was her. The wrinkly old woman that they saw earlier. She was standing around a cauldron muttering a spell “Iggety Ziggety Zaggety Zoo, I need some children to put in my stew”. Suddenly, she glanced over at the window and saw us! “OH NO CLAIRE, SHE CAN SEA US! WE NEED TO GO NOW!” Ben yelled. As they turned around, we fell to the ground. It was the grizzly bear! He was back! His eyes looked as red as fire. His teeth looked as sharp as razor blades. His claws looked as sharp as a nife. He was coming towards them and then… he grabbed us. “I will save you from that evil old witch” he said. “Oh, I thought you were going to eat us”, Ben said looking confused. “No way! I want to be friends with children, not eat them”. Ben and Claire both smiled and gave the bear a hug. “We will be your friend”, replied Claire. “I’m glad, now let me take you home” said the bear with a smile.Claire and Ben returned back to Ben’s house. As they were walking through the door Ben’s mum started yelling at him. “WHERE HAVE YOU BEAN? I HAVE BEEN WORRIED SICK” “I just went for a walk with Claire.” “DON’T EVER DO THAT AGAIN! YOU COULD HAVE BEEN HURT” “Okay, mum, I’m sorry”, we both looked at each other and giggled.One bright morning Ben decided to take an early walk to his friend Claire’s house. Once he got to her house, he asked her if she wanted to go on an adventure. She replied, “Of course, Ben!’. So they left the house in a flash, without telling their parents where they were going and headed straight. They crossed the beach and looked at the pretty sunrise above. They crossed this path, which said “do not enter”, they ignored it. It led them to a dark, gloomy forest, “It sure wasn’t a cheerful morning anymore”, Ben said out loud.?Out of nowhere, this wrinkly old woman with a hat and broom came around the corner and said “hey! What do you think you’re doing, in a place like this, didn’t you read the signs you silly children?!”, “AHHHH!” they screamed and bolted the opposite way. “GET BACK HERE!”, yelled the wrinkly old woman waving her broom. They ran as fast as they could until they knew she wouldn’t catch up. They stopped and started walking until they reached this rusty old gate. Ben slowly opened the gate, and it squeaked, like it was a million years old. “Come on Claire, let’s go!”, Ben said quickly. They walked until they reached this freaky house. Anyone would think it was haunted. Ben was one hundred percent sure no one lived in there, by the looks of it.they slowly walked up the steps and looked through. *SMASH* went the window. Ben and Claire jumped off the steps and ran. They then turned around. Before they knew it something was racing towards them. It was big. It was furry. It was a grizzly bear! “RUN RUN!”, Ben shouted to Claire. Ben’s heart was racing so fast; he turned around but he could no longer see the bear. They both stopped and stared at each other. “I really want to see what was in that freaky house Claire, let’s go back”, said Ben curiously.Ben and Claire made their way back, snuck back up the steps and peeked through the window. It was her. The wrinkly old woman that they saw earlier. She was standing around a cauldron muttering a spell “Iggety Ziggety Zaggety Zoo, I need some children to put in my stew”. Suddenly, she glanced over at the window and saw us! “OH NO CLAIRE, SHE CAN SEE US! WE NEED TO GO NOW!” Ben yelled. As they turned around, we fell to the ground. It was the grizzly bear! He was back! His eyes looked as red as fire. His teeth looked as sharp as razor blades. His claws looked as sharp as a knife. He was coming towards them and then… he grabbed us. “I will save you from that evil old witch” he said. “Oh, I thought you were going to eat us”, Ben said looking confused. “No way! I want to be friends with children, not eat them”. Ben and Claire both smiled and gave the bear a hug. “We will be your friend”, replied Claire. “I’m glad, now let me take you home” said the bear with a smile.Claire and Ben returned back to Ben’s house. As they were walking through the door Ben’s mum started yelling at him. “WHERE HAVE YOU BEEN? I HAVE BEEN WORRIED SICK!” “I just went for a walk with Claire.” “DON’T EVER DO THAT AGAIN! YOU COULD HAVE BEEN HURT” “Okay, mum, I’m sorry”, we both looked at each other and giggled.Week / DateLearning ExperiencesResourcesWeek 10 - 11The following lessons will give students opportunities to develop their knowledge and understandings of why we, Australians and New Zealanders, remember the men, boys and women who sacrificed their lives to join the armed forces in World War One and Two. Students will engage with a variety of formal and informal information that will aim to develop their historical understanding. Resources used throughout the unit will support the development of the students knowledge and understanding and will support them to achieve within the content criteria: The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) and Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems (ACHHK063).Throughout the unit there will be two key inquiry questions that the students will be focusing on. The first question will be identified while the students develop their knowledge and understanding of the Anzacs: “What is the nature of the contribution made by these individuals”. The second key inquiry question, “How and why do people choose to remember significant events of the past”, will require greater depth of study and some reflection. These key curriculum inquiry questions will be broken down into smaller parts:1.What is Anzac? ?2.Why it's so important we remember them??3.Why and how do we commemorate Anzac day?4.What are significant emblems and symbols of ANZAC day?See each lesson for learning goal.Week 10Date:_______Lesson 1Learning Goal: To understand the meaning of ANZAC and why we commemorate it today.View ‘Lest We Forget’ slide show with music (Anzac day Kit 100 years: 1915-2015, Dogmatic Music, 2015) video without the sound track.Brainstorm/mindmap and discuss initial words, reactions or personal connections.Replay film clip (this time with the music). Pausing and discussing throughout as necessary. Discuss the meaning of ‘Lest we Forget’ -‘lest’ -with the intention of preventing (something undesirable); to avoid the risk of – we remember them to pay respect but also as a reminder that we do not want this devastation to happen again.Ask students what they know about ANZAC Day. (When is it? What happens each year on that date?, have they taken part, what does it commemorate? The name ‘ANZAC’ is an acronym – briefly discuss what this means – which words were used to make up the name ‘ANZAC’?) ( Australian and New Zealand Army Corps)Read My Grandad Marches on Anzac Day by Catriona Hoy & Benjamin JohnsonDiscuss whilst reading:The purpose, intended audience and structure of the book.While reading, investigate the contribution of text and images to the meaning of the book – discuss how illustrations support or complement the text and/or communicate additional meanings. – discuss the authors intention in regards to illustrations (colour used for past and present)If they have ever attended a service. What is the purpose of the service?What do we do at school?Why do we dress up for special occasions?What appears on the bravery medal?At Anzac services what different emotions do you think people would have and why?What range of emotions did the illustrator of My ‘Granddad Marches’ depict on the characters throughout the book (sadness, pride, respect and love).Why is it important to remember them?During the day (fruit break) read ‘Meet the ANZACS’ by Claire Saxby mainly to give the students a history before and after The Anzacs and how we remember all those that served in all wars.Discuss:What sort of text is this? How do you know?What is its purpose?Who would be most likely to read and/or view this text and why?Why are we reading this text?What do the images suggest?OptionalView the following website for activities to support the teaching of Meet the Anzacs: book File Lest We Forget’ slide show with music (Anzac day Kit 100 years: 1915-2015, Dogmatic Music, 2015)Book: My Grandad Marches on Anzac Day by Catriona Hoy & Benjamin Johnson3335224723400Words and Music ‘Lest We Forget’- Anzac day Kit 100 years: 1915-2015, Dogmatic Music, 2015Book: ‘Meet the ANZACS’ by Claire Saxby-381006858000Week 10Date:_______Lesson 2 Learning Goal: To discuss how the author is telling the story through pictures. Look closely and the front and back cover of the book ‘The beach they called Gallipoli’ and ask:What might the book be about?Where is the story set?What clues are there about the story’s content?Read the blurb and discuss the pictures/symbols. Add new words to word bank that was started in the previous lesson. Ask:Why do you think the author wrote this book? (Author’s inspiration – to show how war effects people and places and how things get destroyed but also grow back)What do you think the story is going to be about?What genre do you think it is?What do you think the layout will be? What do you think will be the best way to tell the story of Gallipoli? (Illustrator used photos to show a true indication of what happened and it was far more powerful than drawings-to dramatise images would be disrespectful as it is impossible to imagine the full horror)Ask whether anyone has heard the name ‘Gallipoli’? Where is it? (Turkey)Look at a map of the world to see where Gallipoli is in relation to Australia.Flick through the book (without reading) and then ask again: Why did the author and illustrator choose this layout? ( photos, symbols, memorabilia, etc) Share the text ‘The Beach they Called Gallipoli’ with students, pausing to think aloud and model thinking about the text using a ‘See Think, Wonder strategy, or a ‘Say Something’ strategy. These thinking routines support students to attend closely to details in the visuals, stimulate their curiosity and encourage thoughtful interpretations. After modelling, pause at various openings and invite students to turn and talk with a partner about their observations, their questions, predictions and wonderings. Encourage students to justify their thinking using evidence from the illustrations.Adjustments: Provide scaffolds and sentence beginnings, eg I wonder why …, I can see that …, I think she is happy because …Optional ActivityAfter sharing, invite students to work in pairs and choose a double page opening to complete one of the suggested response activities. Students will work independently or with peers to analyse a picture and share their thinking about:what they noticedthe effect the picture has on the viewer/storyhow the illustrator achieved the effects.Note book File Book: The beach they called Gallipoli by Jackie French & Bruce Whatley-659410624000Week 10Date:_______Lesson 3 Learning Goal: To use critical thinking to discuss why poems and artworks are made to represent events and feelings. View “In Flanders fields” on IWB. Discuss:What is Flanders Field? Where are they? What is the significance of poppies? (Symbolises bloodshed, sacrifice and remembrance). The language in the poem.What poetic tools did John McCrae use in this poem? (rhyme, couplet, repetition - He wrote this in 1915) and why did he write it?Design a border around the poem - To use creativity to interpret how they would illustrate the event in history. Lesson 4View Artwork by Niki Gulley (Impressionist). Discuss that artwork is your own interpretation of what you experience and how you’re feeling at the time of the creation. People write poems or create artworks as a form of therapy (explain) and that ‘Beauty is in the eye of the beholder’ (explain) so we can have different opinions of artworks so whatever is created we do so without criticism (to stop students stating negative comments about their or other’s artworks). Discuss that Nikki Gulley’s artwork is in the impressionist style ( View: to learn more about teaching this technique.Directed Art Lesson – using crayon draw in horizon, outline of clouds, trees and flowers pressing heavily with pastels in correct colours for clouds (white and grey), flowers (red, crimson, black and yellow) and trees (brown, green, yellow, white and black) then add acrylic paint for the sky and grass (whilst creating discuss foreground and background and why they think this artwork has this layout).Note book File Poem – use images to view various ways it’s illustratedArt paper, crayons & acrylic paintWeek 11Date:_______Lesson 6Learning Goal: To combine their own knowledge and new knowledge in order to discuss an issue.Revisit p12-13 of ‘The Beach they Called Gallipoli’ text and view photograph of Simpson and his donkey (Private John Simpson Kirkpatrick of the 3rd Field Ambulance who was known as “the Man with the Donkey” used a donkey to help him carry wounded men back to safety. Week after week, Simpson and his donkey, Duffy, braved the Turkish bombs and bullets to rescue wounded Anzacs scattered amongst the steep and rocky hills of Gallipoli). Discuss how wounded soldiers needed to be taken back to the hospitals at Anzac Cove and that this was the job of a stretcher bearer (a person who helps to carry the sick or injured on stretchers, especially in time of war or at the scene of an accident).Read Big Book ‘Simpson and his Donkey’ by Mark Greenwood. Discuss animals & pets. What is a pet? What sort of animals do people keep as pets? What sort of things can you do with them?Discuss: Was Duffy a pet? Where did Simpson get him? Why was he such a special animal? What role did he play in the war? Talk about how Duffy helped save over 300 injured soldiers. Using the THINK, Pair & Share strategy have students respond to the following statement: Do you think Simpson looked Duffy as a beast of burden or a friend? Give reasons to your answer.Optional Activity:Have students respond to the writing prompt about Simpson and his Donkey during literacy rotationsBook: The beach they called Gallipoli by Jackie French & Bruce Whatley (pages 12 & 13)Photography; Simpson and his donkey368300247650036575938989000Big Book: Simpson and his donkey by Mark GreenwoodWriting Prompt Powerpoint: Simpson and his DonkeyWeek 11Date:_______Lesson 7Learning Goal: To use their knowledge of the role donkeys played in the war and be creative showing how this can be represented in their design. View Youtube clip the fact that donkeys received medals (see text box at back of big book) and view image.Have students design their own medal suitable for the donkey – before hand discuss the criteria of what needs to be considered before designing own medal - eg colour of ribbon, possible shapes of medal, what picture/words to include – why and justify/explain what they use/chooseHave students present to the class orally and have peers reflect and provide feedback.Notebook File6350039814500Week 11Date:_______Lesson 8Learning Goal: To become aware that during war time, things we take for granted like food, was scarce. Look at the front and back covers of the book “Anzac Biscuits” by Phil Cummings – make predictions about characters and events in the text.Read text as a class, noting information about setting, characters and plot, etc. Discuss purpose and structure of text – consider the use of line and colour in the illustrations, and their impact on the reader’s understanding of the text. List ways in which the author and illustrator seek to engage the reader’s interest and keep them involved in the story. Look at what is happening to the soldier and compare it to what is happening in his family home.Discuss how the soldier’s experiences of war might affect him.Discuss why they think ANZAC biscuits exist?Discuss that the origins aren’t clear and that originally the biscuit was not sweet at all; rather it was a savoury hardtack biscuit (also known as an Anzac tile or wafer) that was used in soldiers' rations as a substitute for bread.Why would people send them to the soldiers? (they had a longer shelf life, a taste from home…)Make Anzac Biscuits – follow the procedure to make and bake the biscuits.Optional ActivityAfter reading, evaluate the appropriateness of the front cover – could it be modified to be more effective? Students design a new cover for the book, including front and back covers and blurb.Notebook FileBook: Anzac Biscuitsby Phil Cummings3999036858000 Anzac Biscuit Ingredients 1 cup of desiccated coconut 1 cup of brown sugar 1 cup of rolled oats 1 cup of plain flour 1/4 cup butter 3 tbs of Golden Syrup 1/2 tsp of bicarbonate soda 2bs boiling water47256701485900Developed by Emily Moisy, Amy Kendrick & Leanne Williamson, 20180Developed by Emily Moisy, Amy Kendrick & Leanne Williamson, 2018 ................
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