ENGLISH - Term Two
Week 8
Monday
Independent Reading (15 mins)
LI: we are learning how to search google effectively
SC: I can refine my searches so that I can find information that is specific to my topic.
Grammar
Independent Reading (15 mins)
LI: we are learning how to search google effectively
SC: I can refine my searches so that I can find information that is specific to my topic.
Grammar
Information report prep.
EXPLICIT TEACHING:
Today we learning skills that will help us to search the internet effectively.
I really want a new pair of ‘Red sports shoes’ Let’s search that up together. View some of the sites that come up (very broad)
Then you could show that you can refine and make your search more specific by changing it to;
Well I love Adidas and I preferably want women’s shoes so I’m going to try search… ‘Red Adidas sports shoes for women’ or a ‘leg exercises’ to ‘body weight leg exercises for quads’ and compare the difference in results that come up.
What can we notice?
Get some suggestions from students- general searches (how to make soup etc..) then how can we change it to be more specific?
What words can we add in that help?
(students may try to search something and it keeps coming up with the wrong thing) this video will hopefully help…
Before you go and try this on your own, Watch this 3min video that gives 3 different useful tips to help make your searches more effective.
https://www.youtube.com/watch?v=LTJygQwYV84
(write the 3 strategies on the board so that students can remember to use them for the activity).
LEARNING TASK: students go back to their desk and get iPads out.
As a class get them to search ‘World War One’
Look at what comes up- discuss, then depending on what they would like to know about exactly (weapons, soldiers, countries involved, how many people were there/died etc) they can refine their search to make their search more effective-
Once they’ve done that turn and talk to your neighbour and tell them what you refined your search to.
Repeat this with ‘Antarctica’
Regroup for next skill.
Identifying credible websites-
In your searches just then you may have come across websites that were not overly reliable and you might not have fully trusted them. We need to be able to identify if websites and sources are credible or not so that our information reports are giving the correct information.
Go through this sideshow:
https://drive.google.com/open?id=1_zSjWR4FcL5ZDhkGWSI_bG9pa1Studjc
Go back and search ‘World War 1’ again and assess the Reliability of the websites that you have found.
REFLECTION: get some students to tell you the website they found and why they think it is reliable?
Discovery hour:
LI: we are learning how to search google effectively
SC: I can refine my searches so that I can find information that is specific to my topic.
Go through the project outline again quickly.
Give students time to choose their topic for their information report and to have 1-2 ideas for their creative task.
As a class search ‘Gold rush’. Share reasons why this is too broad and that we need to be more specific and what could we possibly refine our search to by adding words and using our 3 tools (Boolean operators, quotation marks and asterisk/star symbol).
Students can search specific areas of the gold rush and share what they refined their search to and if they’ve found sources how do you know if it is a reliable source or not?
Before beginning their project search time we need to start to create a bibliography.
In book creator you need to start a bibliography- what is a bibliography?
(list of sources we use so that we can give credit to information we use).
With each source you find and want to add to your bib you must have the title of the website and underneath that the copied link.
Eg. For this website http://www.egold.net.au/biogs/EG00007b.htm I would have the title of the website as
‘Egold A Nation’s Heritage’ with the link underneath.
You will now have time to browse and save useful websites- even if you think you may not use them this is just to start a bank of websites that you can refer to in the next lesson.
EXPLICIT TEACHING:
Today we learning skills that will help us to search the internet effectively.
I really want a new pair of ‘Red sports shoes’ Let’s search that up together. View some of the sites that come up (very broad)
Then you could show that you can refine and make your search more specific by changing it to;
Well I love Adidas and I preferably want women’s shoes so I’m going to try search… ‘Red Adidas sports shoes for women’ or a ‘leg exercises’ to ‘body weight leg exercises for quads’ and compare the difference in results that come up.
What can we notice?
Get some suggestions from students- general searches (how to make soup etc..) then how can we change it to be more specific?
What words can we add in that help?
(students may try to search something and it keeps coming up with the wrong thing) this video will hopefully help…
Before you go and try this on your own, Watch this 3min video that gives 3 different useful tips to help make your searches more effective.
https://www.youtube.com/watch?v=LTJygQwYV84
(write the 3 strategies on the board so that students can remember to use them for the activity).
LEARNING TASK: students go back to their desk and get iPads out.
As a class get them to search ‘World War One’
Look at what comes up- discuss, then depending on what they would like to know about exactly (weapons, soldiers, countries involved, how many people were there/died etc) they can refine their search to make their search more effective-
Once they’ve done that turn and talk to your neighbour and tell them what you refined your search to.
Repeat this with ‘Antarctica’
Regroup for next skill.
Identifying credible websites-
In your searches just then you may have come across websites that were not overly reliable and you might not have fully trusted them. We need to be able to identify if websites and sources are credible or not so that our information reports are giving the correct information.
Go through this sideshow:
https://drive.google.com/open?id=1_zSjWR4FcL5ZDhkGWSI_bG9pa1Studjc
Go back and search ‘World War 1’ again and assess the Reliability of the websites that you have found.
REFLECTION: get some students to tell you the website they found and why they think it is reliable?
Discovery hour:
LI: we are learning how to search google effectively
SC: I can refine my searches so that I can find information that is specific to my topic.
Go through the project outline again quickly.
Give students time to choose their topic for their information report and to have 1-2 ideas for their creative task.
As a class search ‘Gold rush’. Share reasons why this is too broad and that we need to be more specific and what could we possibly refine our search to by adding words and using our 3 tools (Boolean operators, quotation marks and asterisk/star symbol).
Students can search specific areas of the gold rush and share what they refined their search to and if they’ve found sources how do you know if it is a reliable source or not?
Before beginning their project search time we need to start to create a bibliography.
In book creator you need to start a bibliography- what is a bibliography?
(list of sources we use so that we can give credit to information we use).
With each source you find and want to add to your bib you must have the title of the website and underneath that the copied link.
Eg. For this website http://www.egold.net.au/biogs/EG00007b.htm I would have the title of the website as
‘Egold A Nation’s Heritage’ with the link underneath.
You will now have time to browse and save useful websites- even if you think you may not use them this is just to start a bank of websites that you can refer to in the next lesson.
Week 7
Monday
Writing
Shoe personification Lesson 3: To create a story about the day in the life of a shoe.
LI: To personify articles of clothing as a means of inspiring creative writing.
EXPLICIT TEACHING:
Share with the students these two examples of a ,’Day in the Life of a Shoe’
LEARNING TASK:
Students are now ready to take their writer's notebook ideas and turn them into an original story about the life of one of their shoes.
Firstly, you need to complete this planning sheet which will help you to gather some more ideas before creating a plan for your story.
You should complete your planning sheet today. Early finishers can begin planning their story.
Writing
Shoe personification Lesson 3: To create a story about the day in the life of a shoe.
LI: To personify articles of clothing as a means of inspiring creative writing.
EXPLICIT TEACHING:
Share with the students these two examples of a ,’Day in the Life of a Shoe’
LEARNING TASK:
Students are now ready to take their writer's notebook ideas and turn them into an original story about the life of one of their shoes.
Firstly, you need to complete this planning sheet which will help you to gather some more ideas before creating a plan for your story.
You should complete your planning sheet today. Early finishers can begin planning their story.
Tuesday
Independent Reading (15 mins)
LI: We are practising the skills required to complete a close reading.
SC: I can understand my feedback and use it to help prioritise what skills I need to work on this week.
Over the next few days you will have a chance to choose which skills you need to practise, before you do your close reading assessment on Thursday/Friday. Now that you have read your feedback, you need to choose which skills you are going to practise today.
LEARNING TASK:
Stations to practise the skills involved in close reading:
Vocabulary
Main idea
Word choice
Text structure
Inferences
Text purpose
Independent Reading (15 mins)
LI: We are practising the skills required to complete a close reading.
SC: I can understand my feedback and use it to help prioritise what skills I need to work on this week.
Over the next few days you will have a chance to choose which skills you need to practise, before you do your close reading assessment on Thursday/Friday. Now that you have read your feedback, you need to choose which skills you are going to practise today.
LEARNING TASK:
Stations to practise the skills involved in close reading:
Vocabulary
Main idea
Word choice
Text structure
Inferences
Text purpose
Week 6
Monday
LI: We are learning to understand what Reconciliation Week is.
SC: I can explain what reconciliation means, and the two major events that are commemorated by the dates chosen for Reconciliation Week.
Watch BTN: Reconciliation Week
What is National Reconciliation Week?
National Reconciliation Week (NRW) is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia.
Watch this clip about National Reconciliation Week 2019
The dates for NRW remain the same each year: 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey— the successful 1967 referendum, and the High Court Mabo decision respectively.
Let’s learn a little about both of these events:
1967 Referendum
High Court Mabo decision
Today we are going to learn about the Acknowledgement of Country that we hear in Assembly each week. Can you remember what this says? What do you understand this to be about?
You are going to read one section of this information text, either: “What is a Welcome to Country”, “What is an Acknowledgment of Country”, and “Why are Welcome to Country and Acknowledgment of Country important”. (Divide class into three, so there is a roughly equal number of students reading each section).
After reading, if you finish before others, write a summary of the key ideas you read. Once everyone is finished, meet with the people who read the same text as you, to make sure everyone understands. Then you are going to meet in a new group of three, where each student in the group has read a different section. You will need to teach each other what you read about, and come up with an answer to the question: What is the difference between a Welcome to Country and an Acknowledgement of Country”, and why do we need them?
As a whole class, watch Video of Aunty Joy Murphy Welcome to Country.
Did you know that there are more than 250 traditional and distinct Aboriginal and Torres Strait Islander languages across Australia? We are going to have a look at this AIATSIS map of Indigenous Australia. Each colour on this map represents a distinct linguistic-cultural community. Each community has their own cultural protocols and practices and a distinct connection to country. Let’s have a look.
On the map, find:
Why do you think land so important to Indigenous Australians?
Watch “The Land Owns Us”.
Here is a quote from an Indigenous woman, Deborah Bird Rose, in her book “Nourishing Terrains”:
“Country in Aboriginal English is not only a common noun but also a proper noun. People talk about country in the same way that they would talk about a person: they speak to country, sing to country, visit country, worry about country, feel sorry for country, and long for country. People say that country knows, hears, smells, takes notice, takes care, is sorry or happy. Country is not a generalised or undifferentiated type of place, such as one might indicate with terms like ‘spending a day in the country’ or ‘going up the country’. Rather, country is a living entity with a yesterday, today and tomorrow, with a consciousness, and a will toward life.”
So, what does this have to do with reconciliation? And what does reconciliation actually mean? Watch “Connecting with country and each other”.
Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.
LI: We are learning to understand what Reconciliation Week is.
SC: I can explain what reconciliation means, and the two major events that are commemorated by the dates chosen for Reconciliation Week.
Watch BTN: Reconciliation Week
What is National Reconciliation Week?
National Reconciliation Week (NRW) is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving reconciliation in Australia.
Watch this clip about National Reconciliation Week 2019
The dates for NRW remain the same each year: 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey— the successful 1967 referendum, and the High Court Mabo decision respectively.
Let’s learn a little about both of these events:
1967 Referendum
High Court Mabo decision
Today we are going to learn about the Acknowledgement of Country that we hear in Assembly each week. Can you remember what this says? What do you understand this to be about?
You are going to read one section of this information text, either: “What is a Welcome to Country”, “What is an Acknowledgment of Country”, and “Why are Welcome to Country and Acknowledgment of Country important”. (Divide class into three, so there is a roughly equal number of students reading each section).
After reading, if you finish before others, write a summary of the key ideas you read. Once everyone is finished, meet with the people who read the same text as you, to make sure everyone understands. Then you are going to meet in a new group of three, where each student in the group has read a different section. You will need to teach each other what you read about, and come up with an answer to the question: What is the difference between a Welcome to Country and an Acknowledgement of Country”, and why do we need them?
As a whole class, watch Video of Aunty Joy Murphy Welcome to Country.
Did you know that there are more than 250 traditional and distinct Aboriginal and Torres Strait Islander languages across Australia? We are going to have a look at this AIATSIS map of Indigenous Australia. Each colour on this map represents a distinct linguistic-cultural community. Each community has their own cultural protocols and practices and a distinct connection to country. Let’s have a look.
On the map, find:
- Wurundjeri (Aunty Joy Murphy’s country)
- Geelong, and determine the Country.
- Other areas of interest for students in the class.
Why do you think land so important to Indigenous Australians?
Watch “The Land Owns Us”.
Here is a quote from an Indigenous woman, Deborah Bird Rose, in her book “Nourishing Terrains”:
“Country in Aboriginal English is not only a common noun but also a proper noun. People talk about country in the same way that they would talk about a person: they speak to country, sing to country, visit country, worry about country, feel sorry for country, and long for country. People say that country knows, hears, smells, takes notice, takes care, is sorry or happy. Country is not a generalised or undifferentiated type of place, such as one might indicate with terms like ‘spending a day in the country’ or ‘going up the country’. Rather, country is a living entity with a yesterday, today and tomorrow, with a consciousness, and a will toward life.”
So, what does this have to do with reconciliation? And what does reconciliation actually mean? Watch “Connecting with country and each other”.
Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.
Tuesday
Reading
LI: We are learning to understand what happened during the Stolen Generation.
SC: I can respond to interviews of Aboriginal people telling their stories, by discussing what I learnt and how it made me feel.
EXPLICIT TEACHING:
Watch BTN Apology 10th Anniversary
Discuss: What did you learn from this clip? How did it make you feel?
Now let’s watch some interviews with people telling their stories of the Stolen Generation. After each interview we will pause and discuss what we learnt, and how each interview made us feel.
Faye Clayton
Ian Hamm
Michael Welsh
Gwen Shrieber
LEARNING TASK:
Today we are going to look at the lyrics of a song, “Took the Children Away” by a famous Indigenous Australian, Archie Roach. Before we begin, let’s have a look at the Close Reading Poster to remind us about this process.
You will each have a copy of the close reading checklist , and also a copy of the lyrics of the song.
Today as part of our cold read, we are going to listen to the song. You can read along the lyrics on your paper or watch the clip. (NOTE: I expect you to be mature about the lyrics. It talks about babies being snatched from their mother’s breast)
Watch the song here (with lyrics)
Now that we have listened to the song once to get the gist, you need to complete the rest of the cold read:
REFLECTION:
Share a variety of responses, particularly focusing on the main events or ideas.
Writing
Shoe Personification Lesson 1: Work in groups personifying shoes
Learning Intention:
To personify articles of clothing as a means of inspiring creative writing.
Success Criteria:
EXPLICIT TEACHING:
As we watch this video you need to think carefully about what the songwriters have written about in this song.
My Adidas RUN DMC
https://www.youtube.com/watch?v=JNua1lFDuDI
Discuss.
Does anyone know what personification is?
How has each of the following sentenced been personified?
Personifying a shoe: Discuss.
Reading
LI: We are learning to understand what happened during the Stolen Generation.
SC: I can respond to interviews of Aboriginal people telling their stories, by discussing what I learnt and how it made me feel.
EXPLICIT TEACHING:
Watch BTN Apology 10th Anniversary
Discuss: What did you learn from this clip? How did it make you feel?
Now let’s watch some interviews with people telling their stories of the Stolen Generation. After each interview we will pause and discuss what we learnt, and how each interview made us feel.
Faye Clayton
Ian Hamm
Michael Welsh
Gwen Shrieber
LEARNING TASK:
Today we are going to look at the lyrics of a song, “Took the Children Away” by a famous Indigenous Australian, Archie Roach. Before we begin, let’s have a look at the Close Reading Poster to remind us about this process.
You will each have a copy of the close reading checklist , and also a copy of the lyrics of the song.
Today as part of our cold read, we are going to listen to the song. You can read along the lyrics on your paper or watch the clip. (NOTE: I expect you to be mature about the lyrics. It talks about babies being snatched from their mother’s breast)
Watch the song here (with lyrics)
Now that we have listened to the song once to get the gist, you need to complete the rest of the cold read:
- Read the lyrics and add your own thinking marks to the text.
- Highlight tricky or interesting vocabulary
- Use dot points to list the main events or ideas.
REFLECTION:
Share a variety of responses, particularly focusing on the main events or ideas.
Writing
Shoe Personification Lesson 1: Work in groups personifying shoes
Learning Intention:
To personify articles of clothing as a means of inspiring creative writing.
Success Criteria:
EXPLICIT TEACHING:
As we watch this video you need to think carefully about what the songwriters have written about in this song.
My Adidas RUN DMC
https://www.youtube.com/watch?v=JNua1lFDuDI
Discuss.
Does anyone know what personification is?
How has each of the following sentenced been personified?
- Lightning danced across the sky.
- The wind howled in the night.
- The car complained as the key was turned.
- My alarm clock yells at me every morning.
Personifying a shoe: Discuss.
- Think about surfaces & other outdoor surfaces. Think like a shoe, which surfaces would you like/dislike?
- What is your shoes personality like?
- Does he/she get along with the other shoe in its pair? Split-personality?
- Does it get along with your socks?
LEARNING TASK:
In groups, you need to choose an unusual pair of shoes.
You are going to stick this picture in the middle of your page and write down your ideas surrounding this picture. You need to make sure that your work is presented neatly and colourfully as these will be displayed in the classroom. Make sure you’re working in the WITH box too!
Some prompts/questions that you might like to use are shown below:
REFLECTION:
Share with the class.
In groups, you need to choose an unusual pair of shoes.
You are going to stick this picture in the middle of your page and write down your ideas surrounding this picture. You need to make sure that your work is presented neatly and colourfully as these will be displayed in the classroom. Make sure you’re working in the WITH box too!
Some prompts/questions that you might like to use are shown below:
- What is your shoe's personality like?
- Does he/she get along with the other shoe in its pair?
- With your socks?
- What does your shoe like/dislike?
- Where does your shoe live?
- How old is your shoe?
- What is the condition of your shoe/s?
- What does your shoe/shoes think of its owner?
REFLECTION:
Share with the class.
Wednesday
Reading
LI: We are learning to understand what happened during the Stolen Generation.
SC: I can complete a close reading of Archie Roach’s song, “Took the Children Away”, and discuss the meaning of this song.
Let’s review the warm read part of the close reading checklist.
Note that when analysing song lyrics, it’s a bit like a poem. There might be more poetic devices that you notice in the warm read, for example repetition and rhyme. When you notice these things, annotate them on the text! (Not every single example of them though!). Then think about why that poetic device was used. For example, why do you think those certain lines were chosen to be repeated?
Watch the song again.
Students then complete warm read with a partner of “Took the Children Away”.
(Give students limited time to do this!)
Now we will share some of what you noticed in your warm reads.
Hot read: let’s do this together! First we need to review the hot read part of the close reading checklist.
For this text, we might only make one or two connections, and write a short sentence or two about the text purpose. The most important part of the hot read though is the inferences. While we read the lyrics together, remember to ask yourself: “What’s really going on here?”.
Complete hot read together.
Writing
hoe Personification Lesson 2: Create a Writer’s notebook page that personifies shoes
EXPLICIT TEACHING:
Bring in a pair of your shoes (Or find a picture of a similar pair of shoes) and tell your students a story about them.
Look at the example below:
LEARNING TASK:
Today you are going to create a fun page on a blank piece of paper (or in your English Book). Today you will be creating a story map (as we did in the introduction) about one of your favourite shoes. To personify, you need to make sure that you give your shoe human qualities!
Here are some human quality prompts you could use:
REFLECTION:
In groups have students share their page with each other.
Today you are going to create a fun page on a blank piece of paper (or in your English Book). Today you will be creating a story map (as we did in the introduction) about one of your favourite shoes. To personify, you need to make sure that you give your shoe human qualities!
Here are some human quality prompts you could use:
- What is your shoe's personality like?
- Does he/she get along with the other shoe in its pair?
- With your socks?
- What does your shoe like/dislike?
- Where does your shoe live?
- How old is your shoe?
- What is the condition of your shoe/s?
- What does your shoe/shoes think of its owner?
- What does your shoe dream about at night? What would be the subject of a nightmare for your shoe?
- What does your shoe aspire to be?
- What are a few of your shoe's pet peeves?
- What is your shoe's favorite song, book, movie, or TV show?
- What qualifications does your shoe have, if it was applying for a job?
REFLECTION:
In groups have students share their page with each other.
Week 4
Monday 13th
Writing
LI: We are learning to construct a persuasive paragraph.
SC: I can use the PEEL strategies - point/purpose, explain/evidence, evaluate and link.
EXPLICIT TEACHING: Revise the content of the unit so far. Remind the students that persuasive texts follow a specific structure, have specific language features and include specific devices to help the author present his or her viewpoint. Project the Persuasive paragraph muddle on the board where the sentences are in the incorrect order. Ask a student to read the paragraph aloud. Ask the class:
LEARNING TASK: Choose a topic card from the Persuasive Topic Cards – Upper Grades. As a class, brainstorm arguments for and against the topic. Record these on the board using a t-chart. After the brainstorm, select the viewpoint with strongest arguments.Select an argument from the t-chart. Using the PEEL technique, write a paragraph for this argument as a whole class activity. Encourage the students to build upon and develop each other’s ideas as the paragraph takes shape. If possible, research facts and statistics to be included as evidence. When the students are happy with what they have written together, allow them time to write the paragraph in their workbooks.
Provide the students with a copy of the Planning Template from PEEL Your Paragraphs (page 4.) Working in pairs, ask the students to choose another argument from the class brainstorm which supports the same viewpoint. Allow the students to work together to plan and write a persuasive paragraph for this argument. Monitor and support the students as required.
REFLECTION: Choose a non-volunteer (using paddle pop sticks) and their partner to share their persuasive paragraphs. Allow the class to provide positive feedback, as well as suggesting helpful ideas for improvement.
EXTENSION - Ask pairs who finish their shared paragraph to work individually to write a persuasive paragraph for a third argument (supporting the same viewpoint).
SUPPORT - Allow students who find writing challenging to work with a teacher or teacher aide during the pair activity.
Reading
LI: We are learning to closely analyse texts.
SC: Together with a partner I can complete a cold read to get the gist, and a warm read to dig a little deeper.
EXPLICIT TEACHING:
Today you are going to complete a cold and warm read of a text, with a partner. You will get a copy of the close reading checklist . It is essential that you refer back to this after each step. Let’s go through the cold and warm read steps on the checklist together, to make sure everyone is confident with the steps.
LEARNING TASK:
Students complete close reading of this Ned Kelly text with allocated partner.
REFLECTION: Selected students will share some of their annotations. (Choose these based on quality work, particularly those who did the tricky parts well!)
Independent Reading (15 mins)
Writing
LI: We are learning to construct a persuasive paragraph.
SC: I can use the PEEL strategies - point/purpose, explain/evidence, evaluate and link.
EXPLICIT TEACHING: Revise the content of the unit so far. Remind the students that persuasive texts follow a specific structure, have specific language features and include specific devices to help the author present his or her viewpoint. Project the Persuasive paragraph muddle on the board where the sentences are in the incorrect order. Ask a student to read the paragraph aloud. Ask the class:
- Do you think this paragraph flows smoothly? Why or why not?
- What is wrong with the way this paragraph is structured?
- How might these problems be fixed?
LEARNING TASK: Choose a topic card from the Persuasive Topic Cards – Upper Grades. As a class, brainstorm arguments for and against the topic. Record these on the board using a t-chart. After the brainstorm, select the viewpoint with strongest arguments.Select an argument from the t-chart. Using the PEEL technique, write a paragraph for this argument as a whole class activity. Encourage the students to build upon and develop each other’s ideas as the paragraph takes shape. If possible, research facts and statistics to be included as evidence. When the students are happy with what they have written together, allow them time to write the paragraph in their workbooks.
Provide the students with a copy of the Planning Template from PEEL Your Paragraphs (page 4.) Working in pairs, ask the students to choose another argument from the class brainstorm which supports the same viewpoint. Allow the students to work together to plan and write a persuasive paragraph for this argument. Monitor and support the students as required.
REFLECTION: Choose a non-volunteer (using paddle pop sticks) and their partner to share their persuasive paragraphs. Allow the class to provide positive feedback, as well as suggesting helpful ideas for improvement.
EXTENSION - Ask pairs who finish their shared paragraph to work individually to write a persuasive paragraph for a third argument (supporting the same viewpoint).
SUPPORT - Allow students who find writing challenging to work with a teacher or teacher aide during the pair activity.
Reading
LI: We are learning to closely analyse texts.
SC: Together with a partner I can complete a cold read to get the gist, and a warm read to dig a little deeper.
EXPLICIT TEACHING:
Today you are going to complete a cold and warm read of a text, with a partner. You will get a copy of the close reading checklist . It is essential that you refer back to this after each step. Let’s go through the cold and warm read steps on the checklist together, to make sure everyone is confident with the steps.
LEARNING TASK:
Students complete close reading of this Ned Kelly text with allocated partner.
REFLECTION: Selected students will share some of their annotations. (Choose these based on quality work, particularly those who did the tricky parts well!)
Independent Reading (15 mins)
LI: We are learning to apply knowledge of persuasive features and devices.
SC: I can edit the introduction and conclusion of a persuasive text and add in persuasive elements such as rhetorical questions, personal pronouns, alliteration, emotive language, modality, exaggeration, repetition and the rule of 3.
EXPLICIT TEACHING: Let’s remind ourselves of the PEEL paragraph structure and revisit what each letter of the acronym stands for:
LEARNING TASK: Together, let’s read through this persuasive text about Chocolate (page 1). Unfortunately, the author forgot everything they had learnt about persuasive language and devices. As a class, let’s work to improve this text.
What could be added to the text to make it more persuasive? Brainstorm all the persuasive elements that are missing from the text (e.g. rhetorical questions, emotive language, connecting words and phrases) and write examples of these on your whiteboards.
As a class, let’s now rewrite the text about chocolate together. We will focus on the INTRODUCTION and the CONCLUSION. Without a strong introduction, the reader will wonder whether it is worth reading the rest. At the same time, a weak conclusion will leave the reader wondering if they are truly convinced by you.
In your English books, scribe what we develop together. I encourage everyone to build upon and develop each other’s ideas as the text takes shape. On the whiteboard, write down the improvements students come up with. Start with the introduction, then skip down to the conclusion.
I will also choose three students to research facts and statistics about the benefits of chocolate, to be included as evidence in the series of arguments. One to research antioxidants, another to search up minerals and the third to look at endorphins.
- Ryan
- Lachlan H
- Emily
On the other hand, you may let the students choose their own topic. You could use these Persuasive Topic Cards - Upper Grades if students are stuck for ideas.
REFLECTION: I will be choosing three non-volunteers with the paddle pop sticks. These students will share their improved persuasive texts with the class. I would like the class to provide positive feedback, as well as suggesting helpful ideas for improvement.
SC: I can edit the introduction and conclusion of a persuasive text and add in persuasive elements such as rhetorical questions, personal pronouns, alliteration, emotive language, modality, exaggeration, repetition and the rule of 3.
EXPLICIT TEACHING: Let’s remind ourselves of the PEEL paragraph structure and revisit what each letter of the acronym stands for:
LEARNING TASK: Together, let’s read through this persuasive text about Chocolate (page 1). Unfortunately, the author forgot everything they had learnt about persuasive language and devices. As a class, let’s work to improve this text.
What could be added to the text to make it more persuasive? Brainstorm all the persuasive elements that are missing from the text (e.g. rhetorical questions, emotive language, connecting words and phrases) and write examples of these on your whiteboards.
As a class, let’s now rewrite the text about chocolate together. We will focus on the INTRODUCTION and the CONCLUSION. Without a strong introduction, the reader will wonder whether it is worth reading the rest. At the same time, a weak conclusion will leave the reader wondering if they are truly convinced by you.
In your English books, scribe what we develop together. I encourage everyone to build upon and develop each other’s ideas as the text takes shape. On the whiteboard, write down the improvements students come up with. Start with the introduction, then skip down to the conclusion.
I will also choose three students to research facts and statistics about the benefits of chocolate, to be included as evidence in the series of arguments. One to research antioxidants, another to search up minerals and the third to look at endorphins.
- Ryan
- Lachlan H
- Emily
On the other hand, you may let the students choose their own topic. You could use these Persuasive Topic Cards - Upper Grades if students are stuck for ideas.
REFLECTION: I will be choosing three non-volunteers with the paddle pop sticks. These students will share their improved persuasive texts with the class. I would like the class to provide positive feedback, as well as suggesting helpful ideas for improvement.
Week 3
Monday 6th May
LI: We are learning to understand the genre of persuasion.
SC: I can formulate arguments ‘for’ and ‘against’ a given persuasive topic.
Grammar:
Independent clauses vs. fragments. Go through slide 21 of Independent and Dependent Clauses PowerPoint. Clause Card Sort and ask students to sort into two piles - independent clauses and dependent clauses/fragments. After sorting, students can match the corresponding clauses. Extension: Use the clause cards to make their own complex sentences.
LI: We are learning to understand the genre of persuasion.
SC: I can formulate arguments ‘for’ and ‘against’ a given persuasive topic.
Grammar:
Independent clauses vs. fragments. Go through slide 21 of Independent and Dependent Clauses PowerPoint. Clause Card Sort and ask students to sort into two piles - independent clauses and dependent clauses/fragments. After sorting, students can match the corresponding clauses. Extension: Use the clause cards to make their own complex sentences.
EXPLICIT TEACHING: Watch the Toy Story 1 – This is the perfect time to panic! video on YouTube. After watching, ask the students:
- What type of conversation are Buzz and Woody having? How do you know?
- What are the different viewpoints Buzz and Woody are trying to express?
- What do you notice about Buzz and Woody’s voices and hand gestures?
- What is the point of having an argument? What is each person trying to do?
- Is this a very effective argument? Why or why not?
Discuss the argument as a class. Ask the students:
- Which student do you think was more convincing?
- Why do you think this?
- What language and gestures did you notice during the argument?
LEARNING TASK: Place students in pairs of similar abilities. Provide each pair with a topic card from the Persuasive Topic Cards - Upper Grades. Whichever student is the oldest must take the ‘for’ side of the topic, while the other student must take the ‘against’ side of the topic. Designate 10 minutes for students to conduct their argument. Ask each pair to report back to the class about how their argument unfolded.
Ask questions, such as:
- What tone of voice did you use when you were presenting your view?
- What information did you present to try and make your partner agree with you?
- What types of words were you using as you were arguing?
- Did your partner manage to convince you to agree with their viewpoint on the topic?
Tuesday 7th May
Grammar
21-27
Grammar
21-27
Reading
Why are we learning this? Analysing the author’s use of words helps us to understand their perspective and their message, but also to think critically and analyse how authors are persuading, entertaining, or even manipulating us. This is a very important life skill, especially to help you determine what is fact and what is “fake news”! It also helps to improve our writing, as we can learn a lot from different authors.
EXPLICIT TEACHING: Today we are going to be analysing an author’s choice of words. Remember, to analyse means to closely examine something, so that we can understand and explain it. Author’s choose words carefully, in order to have an impact on the reader. For example, what word choices could you use to describe a scary character? If you just said “she was scary” this wouldn’t help the reader picture the character in their mind, and so they wouldn’t get a feeling of just how scary the character was. With a partner in a moment, think of a scary character. Write on your whiteboard a descriptive sentence or two to describe this character. Show the reader how scary they are, rather than telling! I will use the icy-pole sticks to pick a non-volunteer to share.
Now we are going to have a look at a text by an author you might know, R.L. Stine.
Before we read, let’s look at two words we will come across: menacing and convulsing. Vocabulary: Slides 15 -22
As we read, take notes on your whiteboard of the word choices that you think help create a scary scene in this story.
Goosebumps excerpt: Welcome to Camp Nightmare
Let’s go through some of the words you wrote down. Why do you think those particular words were chosen? What mood was R.L. Stine trying to create? What impact do you think he was trying to have on the reader? Do you think he was successful?
LEARNING TASK: Your task now is to annotate your own copy of this excerpt from Goosebumps. Remember: you are only focusing on word choice, you don’t need to annotate the meaning of any words. What we are looking for is how has the author used words to have an impact on the reader, and what are they hoping this impact will be.
Look for and highlight:
- Precise verbs
- Interesting words
- Descriptive language that helps you visualise something
- Any similes or metaphors
- Anything else interesting that you notice! This could be alliteration, assonance or rhyme, onomatopoeia
Annotate (write notes to explain):
- What you noticed.
- Why it is interesting, and/or what is the intended impact on the reader
REFLECTION:
With another pair of students: Meet with another pair and compare and contrast your annotations. What did you notice that was the same? What was different?
Wednesday 8th May
Writing
EXPLICIT TEACHING: Ask the students to recall some of the skills they used yesterday when arguing verbally with their partner e.g. using a convincing tone of voice, choosing strong, emotive words and drawing upon facts to back up their viewpoint. Explain that, just as there are techniques needed to argue effectively when speaking, there are also techniques needed to be an effective persuasive writer.
We're going through slide 5 first.
Encourage the students to suggest some other possible topics that a persuasive text might be written about.
Discuss the structure of persuasive texts, as outlined on slide 6.
Read through the first example text, Stop Polluting the Ocean, on slides 7-9. Subheadings have been added to the text to assist the students in identifying the persuasive structure.
Read through the class activity, as outlined on slide 10. As a class, read through the second example text, Childhood Obesity Must Be Prevented, on slides 11-13. Ask students to use their whiteboards to take notes about the persuasive structures they identify when reading. These include: write on board.
- Title
- Opening statement
- Series of arguments
- Concluding statement
LEARNING TASK: Display and discuss the independent activity on slide 15. Provide the students with a copy of the Persuasive Texts Sequencing Activity. Read through the instructions for the task and answer any questions the students may have. Allow the students to work through the sequencing worksheets independently. Monitor and support the students as required.
As a class, discuss the correct sequence for each of the persuasive texts. Discuss any techniques used by the students to help them sequence the texts e.g. using connectives to order arguments.
Reading
EXPLICIT TEACHING: Today we are going to do some more work on analysing word choices, but this time we will look at some non-fiction texts. Remember, when we talk about word choice we mean more than just individual words! An author might write an incredibly descriptive sentence, and we can notice this and analyse the impact the author is trying to have on a reader. The same goes for persuasive techniques or figurative language - sometimes it might be more than just one word that you notice is interesting, or is used intentionally by the author to make the reader feel something.
Today we are going to analyse one text together, “Roar for the Snow Leopard. . I will read it to you once, and you just need to listen and follow along.
After that, we will read one paragraph at a time out loud together, and discuss and annotate the word choice. Remember what we are looking for is how has the author used words to have an impact on the reader, and what are they hoping this impact will be.
(You might only have time to do a couple of paragraphs together as a whole class)
LEARNING TASK: Your task now is to read and annotate a different text, focusing on how has the author used words to have an impact on the reader, and what are they hoping this impact will be.
REFLECTION:
With a partner: share some of your annotations. Try to find at least one that your partner did not also have!
Thursday 9th May
Independent Reading
Whole class: When you were reading today, did you make any connections? Before answering, remember there are three main types of connections that we usually refer to: Text-to-Self, Text-to-Text and Text-to-World. Display anchor chart:
Have a look back at your text from today. Can anyone share any connections they made?
LI: We are learning to closely analyse texts.
SC: Together with the teacher I can complete a cold read to get the gist, and a warm read to dig a little deeper.
Why are we learning this? The close reading process involves intentionally using many different comprehension strategies to help make texts more meaningful. It not only allows us to practise and improve at using all of these strategies so helps us become better readers, but also helps us to learn to think critically when we are reading, which is a very important skill. The strategies we practise in close reading will also help us in any assessment task, including NAPLAN, other English assessments, and even Maths worded problems.
EXPLICIT TEACHING & LEARNING TASK:This week we are going to learn how to put all of our comprehension strategies together into a process called Close Reading. You may have done a similar process last year, but you might notice some differences in how we do it this year in 5/6.
Before we begin let’s look at this poster, which explains the process. Have a look at the three symbols used to represent each “read”. Why do you think we are using these symbols?
SC: Together with the teacher I can complete a cold read to get the gist, and a warm read to dig a little deeper.
Why are we learning this? The close reading process involves intentionally using many different comprehension strategies to help make texts more meaningful. It not only allows us to practise and improve at using all of these strategies so helps us become better readers, but also helps us to learn to think critically when we are reading, which is a very important skill. The strategies we practise in close reading will also help us in any assessment task, including NAPLAN, other English assessments, and even Maths worded problems.
EXPLICIT TEACHING & LEARNING TASK:This week we are going to learn how to put all of our comprehension strategies together into a process called Close Reading. You may have done a similar process last year, but you might notice some differences in how we do it this year in 5/6.
Before we begin let’s look at this poster, which explains the process. Have a look at the three symbols used to represent each “read”. Why do you think we are using these symbols?
Let’s also go through the presentation section of the checklist, so you know the expectations.
Today we will be reading the same text, The Eureka Stockade, and I will model the process of close reading. We will use a checklist to make sure we complete each step. You will need to copy my notes onto your own copy of the text. (You may wish to provide students with a copy of the complete checklist to follow along as you complete the steps).
Let’s read have a look at this cold read checklist so we know what to do.
(Model cold read. Students copy annotations onto their text).
Now we will go back to our checklist and read the warm read section.
(Model warm read. Students copy annotations onto their text.)
We will complete the hot read tomorrow.
REFLECTION: Discuss what you think was the hardest part in today’s cold and warm reads of this text.
Let’s read have a look at this cold read checklist so we know what to do.
(Model cold read. Students copy annotations onto their text).
Now we will go back to our checklist and read the warm read section.
(Model warm read. Students copy annotations onto their text.)
We will complete the hot read tomorrow.
REFLECTION: Discuss what you think was the hardest part in today’s cold and warm reads of this text.
Writing
EXPLICIT TEACHING: Revise the structure of persuasive texts with the students. Discuss the features of the title, opening statement, series of arguments and concluding statement.
Discuss the language features of persuasive texts, as outlined on slide 16 of the TeachStarter Writing Persuasive Texts PowerPoint. Encourage the students to suggest some examples of each persuasive language feature.Discuss the first example text on slide 17, then encourage the students to label the second example text on slide 18. Discuss the answers on slide 19.
LEARNING TASK: Provide the students with a copy of the Identifying Persuasive Language Worksheets. Read through the instructions for the task and answer any questions the students may have. Allow the students to work through the language worksheets independently. Monitor and support the students as required.
As a class, discuss the answers for each of the worksheets. Allow the students to self-correct their work so they can monitor how well they have understood the lesson’s objective.
REFLECTION: Provide the students with a copy of the Persuasive Text Type With Annotations Poster to paste in their English books for future reference.
Week 2
Monday 29th April
Independent Reading
15 min - Record your thinking and complete reading log when finished (should only take 5 min or less)
Independent Reading
15 min - Record your thinking and complete reading log when finished (should only take 5 min or less)
Writing
Go through the Don't Eat Me Monologues Slideshow slides 1 - 13.
Go through the Don't Eat Me Monologues Slideshow slides 1 - 13.
Reading
Why are we learning this? Learning to understand the meaning of unfamiliar vocabulary is an essential skill! As the texts you read get more and more challenging, you are going to come across new words all the time, and the only way to understand what you are reading is to learn the meaning of the new words. There are lots of different ways we can do this, and we are going to look at several different strategies this week.
EXPLICIT TEACHING: Let’s watch these two clips:
https://youtu.be/6spWj7Ol3x0 (1 min)
https://youtu.be/sgIXnzU2ZYU (7 mins)
Let’s have a look at this anchor chart, which explains different ways the context can help us, with examples.
We are going to work through these examples together.
Now, let’s look at these examples where we can use antonyms to help us.
LEARNING TASK: You are going to have a text to read with a partner. Your task is to highlight what you think are the trickiest words in the text. Aim for 6 words. (Even if you think you know what these words mean, you need to choose the trickiest ones, that other people might not know!). Note - these do not need to be the bold or underlined words. After selecting a word, make sure you read AROUND the word, so that you can use the context to work out what the word might mean. Write down what you think it means. Make sure you go back and check if it makes sense in the sentence and paragraph! If it doesn’t, you will need to change your inferred definition.
Nelson Mandela texts:
1. Archer, Malakai. Book 1
2. Indi, Sam, Mackenzie, Zara, Aiden, Sarah, James, Inika, Layla. Book 2
3. Ryan, Josh, Matilda, Brodie, Callan, Lachlan H, Lachlan L, Jayda, Book 3
4. Emily, Sonny. Book 4
REFLECTION: What is your level of understanding of how to use the context the determine the meaning of unfamiliar vocabulary? Let’s share some new vocabulary that people learnt today.
Tuesday 30th April
Grammar - Clause Pre- Test
GRAMMAR (10 mins): Independent clauses.
Go through slides 5-7.
Why are we learning this? Learning to understand the meaning of unfamiliar vocabulary is an essential skill! As the texts you read get more and more challenging, you are going to come across new words all the time, and the only way to understand what you are reading is to learn the meaning of the new words. There are lots of different ways we can do this, and we are going to look at several different strategies this week.
EXPLICIT TEACHING: Let’s watch these two clips:
https://youtu.be/6spWj7Ol3x0 (1 min)
https://youtu.be/sgIXnzU2ZYU (7 mins)
Let’s have a look at this anchor chart, which explains different ways the context can help us, with examples.
We are going to work through these examples together.
Now, let’s look at these examples where we can use antonyms to help us.
LEARNING TASK: You are going to have a text to read with a partner. Your task is to highlight what you think are the trickiest words in the text. Aim for 6 words. (Even if you think you know what these words mean, you need to choose the trickiest ones, that other people might not know!). Note - these do not need to be the bold or underlined words. After selecting a word, make sure you read AROUND the word, so that you can use the context to work out what the word might mean. Write down what you think it means. Make sure you go back and check if it makes sense in the sentence and paragraph! If it doesn’t, you will need to change your inferred definition.
Nelson Mandela texts:
1. Archer, Malakai. Book 1
2. Indi, Sam, Mackenzie, Zara, Aiden, Sarah, James, Inika, Layla. Book 2
3. Ryan, Josh, Matilda, Brodie, Callan, Lachlan H, Lachlan L, Jayda, Book 3
4. Emily, Sonny. Book 4
REFLECTION: What is your level of understanding of how to use the context the determine the meaning of unfamiliar vocabulary? Let’s share some new vocabulary that people learnt today.
Tuesday 30th April
Grammar - Clause Pre- Test
GRAMMAR (10 mins): Independent clauses.
Go through slides 5-7.
Writing
EXPLICIT TEACHING, LEARNING TASK & REFLECTION:
Resource: "Don't Eat Me" Monologues.
Go through the Don't Eat Me Monologues Slideshow slides 14 and 15.
EXPLICIT TEACHING, LEARNING TASK & REFLECTION:
Resource: "Don't Eat Me" Monologues.
Go through the Don't Eat Me Monologues Slideshow slides 14 and 15.
Wednesday 1st May
Independent Reading (15 mins)
LI: We are learning to use the context to determine the meaning of unfamiliar vocabulary
SC: I can use everything around an unfamiliar word to make a reasonable inference about what the word might mean.
EXPLICIT TEACHING: Before we begin, turn and talk to someone near you. Your challenge: Use your own words to describe today’s learning intention, BUT you are not allowed to use the following words: context, around, unfamiliar, word. (Be prepared to share - I’ll be picking a non-volunteer with the icypole sticks!)
Let’s work through these examples together.
Now, let’s look at these examples where we can use antonyms to help us.
Now, we are going to have a go together at reading an actual text and determining the meaning of some words.
(Once on the website, scroll down a little to view the article. Read with the class, pausing and asking students which context clues might help determine the meaning of the highlighted words).
https://www.nationalgeographic.org/thisday/feb12/australian-gold-rush-begins/educator/
LEARNING TASK: Like yesterday, today you are going to have a text to read, this time on your own. It is about a girl called Malala Yousafzai. Your task:
1. Read the text once to get the gist.
2. Read the text again, but this time highlight what you think are the trickiest words in the text. Aim for 6 words. (Even if you think you know what these words mean, you need to choose the trickiest ones, that other people might not know!). Note - these do not need to be the bold or underlined words.
(You don’t have to use the context to work out what “fundamentalist” means! The Taliban is an Islamic fundamentalist group - this means a religious group of people who had very extreme beliefs, and had power in Afghanistan. They ruled in a very forceful, violent way, by taking away the rights of many people.)
3. Look at one word at a time. Read AROUND the word, so that you can use the context to work out what the word might mean. Write down what you think it means. Do not panic if you're not sure! Just do the best you can. Make sure you go back and check if it makes sense in the sentence and paragraph! If it doesn’t, you will need to change your inferred definition.
Malala Texts: (Could just do the first page if you think they are too long!)
BAS 1 Archer, Malakai.
BAS 2 Indi, Sam, Mackenzie, Zara, Aiden, Sarah, James, Inika, Layla.
BAS 3 Ryan, Josh, Matilda, Brodie, Callan, Lachlan H, Lachlan L, Jayda
BAS 4 Emily, Sonny
REFLECTION: Go through text together and clarify meaning of some vocabulary, showing how to use the context to determine this. What is your level of understanding of how to use the context the determine the meaning of unfamiliar vocabulary?
Grammar
Students then get out whiteboards. Go through slides 8-19 and students write down on their boards the subject and verb in each independent clause. Discuss “Why should I know this?” using slide 20
Writing
Finish off draft for your persuasive monologue.
Independent Reading (15 mins)
LI: We are learning to use the context to determine the meaning of unfamiliar vocabulary
SC: I can use everything around an unfamiliar word to make a reasonable inference about what the word might mean.
EXPLICIT TEACHING: Before we begin, turn and talk to someone near you. Your challenge: Use your own words to describe today’s learning intention, BUT you are not allowed to use the following words: context, around, unfamiliar, word. (Be prepared to share - I’ll be picking a non-volunteer with the icypole sticks!)
Let’s work through these examples together.
Now, let’s look at these examples where we can use antonyms to help us.
Now, we are going to have a go together at reading an actual text and determining the meaning of some words.
(Once on the website, scroll down a little to view the article. Read with the class, pausing and asking students which context clues might help determine the meaning of the highlighted words).
https://www.nationalgeographic.org/thisday/feb12/australian-gold-rush-begins/educator/
LEARNING TASK: Like yesterday, today you are going to have a text to read, this time on your own. It is about a girl called Malala Yousafzai. Your task:
1. Read the text once to get the gist.
2. Read the text again, but this time highlight what you think are the trickiest words in the text. Aim for 6 words. (Even if you think you know what these words mean, you need to choose the trickiest ones, that other people might not know!). Note - these do not need to be the bold or underlined words.
(You don’t have to use the context to work out what “fundamentalist” means! The Taliban is an Islamic fundamentalist group - this means a religious group of people who had very extreme beliefs, and had power in Afghanistan. They ruled in a very forceful, violent way, by taking away the rights of many people.)
3. Look at one word at a time. Read AROUND the word, so that you can use the context to work out what the word might mean. Write down what you think it means. Do not panic if you're not sure! Just do the best you can. Make sure you go back and check if it makes sense in the sentence and paragraph! If it doesn’t, you will need to change your inferred definition.
Malala Texts: (Could just do the first page if you think they are too long!)
BAS 1 Archer, Malakai.
BAS 2 Indi, Sam, Mackenzie, Zara, Aiden, Sarah, James, Inika, Layla.
BAS 3 Ryan, Josh, Matilda, Brodie, Callan, Lachlan H, Lachlan L, Jayda
BAS 4 Emily, Sonny
REFLECTION: Go through text together and clarify meaning of some vocabulary, showing how to use the context to determine this. What is your level of understanding of how to use the context the determine the meaning of unfamiliar vocabulary?
Grammar
Students then get out whiteboards. Go through slides 8-19 and students write down on their boards the subject and verb in each independent clause. Discuss “Why should I know this?” using slide 20
Writing
Finish off draft for your persuasive monologue.
Thursday 2nd May
Persuasive Strategies Task
Powerpoint
Reading
Independent Reading (15 mins)
LI: We are learning to analyse the author’s word choice.
SC: I can annotate a text to identify and explain interesting word choices, as well as explaining the intended impact on the reader.
Why are we learning this? Analysing the author’s use of words helps us to understand their perspective and their message, but also to think critically and analyse how authors are persuading, entertaining, or even manipulating us. This is a very important life skill, especially to help you determine what is fact and what is “fake news”! It also helps to improve our writing, as we can learn a lot from different authors.
EXPLICIT TEACHING: Today we are going to be analysing an author’s choice of words. Remember, to analyse means to closely examine something, so that we can understand and explain it. Author’s choose words carefully, in order to have an impact on the reader. For example, what word choices could you use to describe a scary character? If you just said “she was scary” this wouldn’t help the reader picture the character in their mind, and so they wouldn’t get a feeling of just how scary the character was. With a partner in a moment, think of a scary character. Write on your whiteboard a descriptive sentence or two to describe this character. Show the reader how scary they are, rather than telling! I will use the icy-pole sticks to pick a non-volunteer to share.
Now we are going to have a look at a text by an author you might know, R.L. Stine.
Before we read, let’s look at two words we will come across: menacing and convulsing. Vocabulary: Slides 15 -22
As we read, take notes on your whiteboard of the word choices that you think help create a scary scene in this story.
Goosebumps excerpt: Welcome to Camp Nightmare
Let’s go through some of the words you wrote down. Why do you think those particular words were chosen? What mood was R.L. Stine trying to create? What impact do you think he was trying to have on the reader? Do you think he was successful?
LEARNING TASK: Your task now is to annotate your own copy of this excerpt from Goosebumps. Remember: you are only focusing on word choice, you don’t need to annotate the meaning of any words. What we are looking for is how has the author used words to have an impact on the reader, and what are they hoping this impact will be.
Look for and highlight:
Annotate (write notes to explain):
REFLECTION:
With another pair of students: Meet with another pair and compare and contrast your annotations. What did you notice that was the same? What was different?
Grammar
GRAMMAR (10 mins): Independent clauses vs. fragments
Cut out and sort into two piles - independent clauses and dependent clauses/fragments. After sorting, students can match the corresponding clauses.
Writing
Finish off draft for your persuasive monologue.
Complete publishing on Book Creator.
Focus on text structure:
- do you have an introduction
- body with three main arguments
- conclusion?
Persuasive Strategies Task
Powerpoint
Reading
Independent Reading (15 mins)
LI: We are learning to analyse the author’s word choice.
SC: I can annotate a text to identify and explain interesting word choices, as well as explaining the intended impact on the reader.
Why are we learning this? Analysing the author’s use of words helps us to understand their perspective and their message, but also to think critically and analyse how authors are persuading, entertaining, or even manipulating us. This is a very important life skill, especially to help you determine what is fact and what is “fake news”! It also helps to improve our writing, as we can learn a lot from different authors.
EXPLICIT TEACHING: Today we are going to be analysing an author’s choice of words. Remember, to analyse means to closely examine something, so that we can understand and explain it. Author’s choose words carefully, in order to have an impact on the reader. For example, what word choices could you use to describe a scary character? If you just said “she was scary” this wouldn’t help the reader picture the character in their mind, and so they wouldn’t get a feeling of just how scary the character was. With a partner in a moment, think of a scary character. Write on your whiteboard a descriptive sentence or two to describe this character. Show the reader how scary they are, rather than telling! I will use the icy-pole sticks to pick a non-volunteer to share.
Now we are going to have a look at a text by an author you might know, R.L. Stine.
Before we read, let’s look at two words we will come across: menacing and convulsing. Vocabulary: Slides 15 -22
As we read, take notes on your whiteboard of the word choices that you think help create a scary scene in this story.
Goosebumps excerpt: Welcome to Camp Nightmare
Let’s go through some of the words you wrote down. Why do you think those particular words were chosen? What mood was R.L. Stine trying to create? What impact do you think he was trying to have on the reader? Do you think he was successful?
LEARNING TASK: Your task now is to annotate your own copy of this excerpt from Goosebumps. Remember: you are only focusing on word choice, you don’t need to annotate the meaning of any words. What we are looking for is how has the author used words to have an impact on the reader, and what are they hoping this impact will be.
Look for and highlight:
- Precise verbs
- Interesting words
- Descriptive language that helps you visualise something
- Any similes or metaphors
- Anything else interesting that you notice! This could be alliteration, assonance or rhyme, onomatopoeia
Annotate (write notes to explain):
- What you noticed.
- Why it is interesting, and/or what is the intended impact on the reader.
REFLECTION:
With another pair of students: Meet with another pair and compare and contrast your annotations. What did you notice that was the same? What was different?
Grammar
GRAMMAR (10 mins): Independent clauses vs. fragments
Cut out and sort into two piles - independent clauses and dependent clauses/fragments. After sorting, students can match the corresponding clauses.
Writing
Finish off draft for your persuasive monologue.
Complete publishing on Book Creator.
Focus on text structure:
- do you have an introduction
- body with three main arguments
- conclusion?
Week 1
Tuesday 23rd April
LI: We are learning to show our thinking while we read.
SC: I can use symbols to record my thinking.
EXPLICIT TEACHING: Good readers are ALWAYS thinking! This term we are going to get into the habit of showing what we are thinking, while we’re reading. Let’s have a look at this anchor chart together.
Modelling using:
LEARNING TASK: WIth a partner you are now going to finish reading this BTN transcript, and add your own Thinking Symbols. Be ready to share with the class.
REFLECTION: Today we will use the icy-pole sticks to select non-volunteers to share with the class any thinking symbol that you used. Compare with your own symbols on your copy of the text - whose thinking was similar? Contrast - whose thinking was different?
REFLECTION: Today we will use the icy-pole sticks to select non-volunteers to share with the class any thinking symbol that you used. Compare with your own symbols on your copy of the text - whose thinking was similar? Contrast - whose thinking was different?
Vocabulary
Today we are going to look at two vocabulary words from today's text.
Today we are going to look at two vocabulary words from today's text.
Grammar
LI: We are learning about persuasive structure & strategies.
SC: I understand the organisation of the structural components of a persuasive text (introduction, body with three main arguments and conclusion) into an appropriate and effective text structure.
Slides 1-4 Today.
SC: I understand the organisation of the structural components of a persuasive text (introduction, body with three main arguments and conclusion) into an appropriate and effective text structure.
Slides 1-4 Today.
Wednesday 24th April
Reading
From now on, record their thinking using sticky notes in their Independent Reading book.
Independent Reading (15 mins)
LI: We are learning to identify the main events in a text, and analyse the text structure and author’s purpose.
SC: I can list the main events in a text, describe the structure of the text, and determine the author’s purpose.
Why are we learning this? As well as being able to understand what a text is saying, we need to be able to dig a little deeper and look at how the text works. Understanding what an author is doing, how they are doing it, and how a text is organised helps us learn to be critical thinkers who question what we are reading and what the author is trying to tell us. It also helps us become better writers, as we can be inspired by other authors!
Watch: Introduction to Gallipoli and the Great War (1 min 52).
Watch: The Silhouettes of Ships (1min 15)
Today we are going to be learning more about the Battle at Gallipoli. Our focus will be on analysing the structure of the text. To analyse means to closely examine something, so that we can understand and explain it.
Let’s read this text once, just to get the gist. The Landing.
We are now going to read this text again, this time we will pause every now and then and write some dot points of the MAIN EVENTS or IDEAS in the text.
Let’s aim to write at least one dot point next to each paragraph in the text.
Now by reading only our dot points, we have made a reasonable summary of the text. When we read this summary, what can we notice about the text structure? How is this text organised? You are going to turn and talk with a partner, then after a quick chat I will use the icypole sticks to choose someone to share something they said or something they heard.
REFLECTION: So… what does this text structure tell us about the purpose of a text? We know that texts are generally written to persuade, inform or entertain. (Let’s have a quick look at these posters about different purposes authors have when writing texts.) Which one of these purposes best suits this text?
Who can explain the author’s purpose by turning one of these fragments into a complete sentence?
...about the events at Gallipoli…
...what happened when the ANZACs...
Tomorrow you will complete this same task with a different text (finding the main events or ideas, analysing the structure, and determining the author’s purpose).
From now on, record their thinking using sticky notes in their Independent Reading book.
Independent Reading (15 mins)
LI: We are learning to identify the main events in a text, and analyse the text structure and author’s purpose.
SC: I can list the main events in a text, describe the structure of the text, and determine the author’s purpose.
Why are we learning this? As well as being able to understand what a text is saying, we need to be able to dig a little deeper and look at how the text works. Understanding what an author is doing, how they are doing it, and how a text is organised helps us learn to be critical thinkers who question what we are reading and what the author is trying to tell us. It also helps us become better writers, as we can be inspired by other authors!
Watch: Introduction to Gallipoli and the Great War (1 min 52).
Watch: The Silhouettes of Ships (1min 15)
Today we are going to be learning more about the Battle at Gallipoli. Our focus will be on analysing the structure of the text. To analyse means to closely examine something, so that we can understand and explain it.
Let’s read this text once, just to get the gist. The Landing.
We are now going to read this text again, this time we will pause every now and then and write some dot points of the MAIN EVENTS or IDEAS in the text.
Let’s aim to write at least one dot point next to each paragraph in the text.
Now by reading only our dot points, we have made a reasonable summary of the text. When we read this summary, what can we notice about the text structure? How is this text organised? You are going to turn and talk with a partner, then after a quick chat I will use the icypole sticks to choose someone to share something they said or something they heard.
REFLECTION: So… what does this text structure tell us about the purpose of a text? We know that texts are generally written to persuade, inform or entertain. (Let’s have a quick look at these posters about different purposes authors have when writing texts.) Which one of these purposes best suits this text?
Who can explain the author’s purpose by turning one of these fragments into a complete sentence?
...about the events at Gallipoli…
...what happened when the ANZACs...
Tomorrow you will complete this same task with a different text (finding the main events or ideas, analysing the structure, and determining the author’s purpose).
Friday 26th
Reading
LI: We are learning to identify the main events in a text, and analyse the text structure and author’s purpose.
SC: I can list the main events in a text, describe the structure of the text, and determine the author’s purpose.
Watch this eye witness account (3 min 27)
Watch this eye witness account (1 min 50)
EXPLICIT TEACHING:
Before we get started today, let’s review what we did yesterday, when we read “The Landing”.
Today you are going to complete this same task with partner. You will both have a copy of your text, and you need to follow these four steps carefully.
LEARNING TASK:
WWI & Gallipoli - Malakai, Zara, Archer,
Gallipoli & the ANZAC Spirit - Callan, Brodie, Sonny, Sarah, Sam, James, Mackenzie, Layla, Indi, Aiden, Inika,
Thousands Honour Aussie Diggers - Jayda, Emily, Matilda, Lachlan H, Lachlan L, Ryan, Josh
Follow Checklist provided to you to make sure you cover everything.
Early Finishers
Browse this website if you finish early.
Reading
LI: We are learning to identify the main events in a text, and analyse the text structure and author’s purpose.
SC: I can list the main events in a text, describe the structure of the text, and determine the author’s purpose.
Watch this eye witness account (3 min 27)
Watch this eye witness account (1 min 50)
EXPLICIT TEACHING:
Before we get started today, let’s review what we did yesterday, when we read “The Landing”.
- Read once, just to get the gist.
- Wrote dots points to show the main ideas or events in each paragraph.
- Discussed what we noticed about the text structure.
- Identified the purpose of the text.
Today you are going to complete this same task with partner. You will both have a copy of your text, and you need to follow these four steps carefully.
- Read your text once individually. Use thinking symbols to show your thinking.
- Share your thinking symbols with your partner. Compare and contrast - what was different? What was similar?
- Next to your text, write dot points of the main ideas or events in each paragraph.
- Discuss what you notice about the text structure. Write at least one sentence about the structure.
- Discuss what you think the purpose of the text is. Write at least one sentence about the author’s purpose.
LEARNING TASK:
WWI & Gallipoli - Malakai, Zara, Archer,
Gallipoli & the ANZAC Spirit - Callan, Brodie, Sonny, Sarah, Sam, James, Mackenzie, Layla, Indi, Aiden, Inika,
Thousands Honour Aussie Diggers - Jayda, Emily, Matilda, Lachlan H, Lachlan L, Ryan, Josh
Follow Checklist provided to you to make sure you cover everything.
Early Finishers
Browse this website if you finish early.