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ENGLISH OVERVIEW – YEAR 5 (TERM 1)UNIT TITLE: The Art of Persuasion (PART B)

BACKGROUND: This unit has been developed in two parts in response to the introduction of the Australian Curriculum. The unit writers decided to work with persuasive texts as Year 5 is a NAPLAN testing year. Whilst persuasive texts pervade the lives of students (oral, written and visual) the writers recognised that students had differing levels of competencies in writing persuasively. It is expected that teachers, through ongoing evaluation of student needs, will select activities that will best aid the learning of their current group of students.

UNIT OUTLINE CONTENT DESCRIPTORS ASSESSMENT (A)This unit of work is to aid in the development of students’ ability to argue persuasively. Specifically, this unit of work is directed at increasing students ability to write a convincing balanced argument.

The ability to persuade others and argue your opinion convincingly is an important part of social interactions.

Students will be asked to recognise how they use the art of persuasion daily. Students will uncover methods or strategies that they have used in the past to persuade and reflect on what techniques work best in various situations. They will be asked to differentiate fact from opinion and balance passionate ideas with convincing arguments. Finally, students will be led through the use of a modelled writing structure.

Language Elements

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501)

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA 1502)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA 1505)

Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words. (ACELA 1513)

Literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT 1610)

Literacy

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698)

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY 1699)

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose

ASSESSMENT FOR LEARNING School baseline data testing

o Reading (Week 3)o Writing sample (late Week 2)o Spelling (Week 3)

Students reading & writing level to create leveled ability groups for rotations

Ongoing evaluation of student responses to writing stimulus in fortnightly persuasive tasks to inform teacher planning and delivery of writing lessons and rotations

ASSESSMENT OF LEARNING Final assessment task persuasive writing (draft

version) Reading Comprehension (Week 10) Previous

NAPLAN testing materials Reading Fluency passage (Week 9)

ASSESSMENT AS LEARNING Critical friend relationships in writing (peer

assessment) on going Self assessment of writing samples and

identification of weekly goals. Review of goals and evaluation of meeting targets

Fluency reading – word lists and fluency passages (use of mp4 player or iPod touch / stimulus)

LINKS TO OTHER LA’S

Students need to be literate to

experience success in all other learning areas. Becoming a more fluent reader will assist in acquisition and comprehension material in other learning areas.

Improving writing conventions, including spelling, punctuation and grammar will allow students to communicate their ideas more effectively across all learning areas.

In both learning areas and in social situations it is important to convince others of the veracity of ideas and opinions.

of the text. (ACELY 1701)

Navigate and read texts for specific purposes applying appropriate text and processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. (ACELY 1702)

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY 1704)

Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY 1705)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer

CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Education Asian Education

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional Asia4. Connect Australia and Asia5. Communicate effectively with people of the Asian

region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the natural,

built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan

and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to: pose insightful and purposeful

questions apply logic and strategies to uncover

meaning and make reasoned judgments

think beyond the immediate situation to consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes

generate and develop ideas and possibilities

analyse information logically and make reasoned judgments

evaluate ideas and create solutions and draw conclusions

assess the feasibility, possible risks and benefits in the implementation of their

ideas transfer their knowledge to new

situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of

ethical concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I

be sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty

or self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values

and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of

their own cultures and the cultures of others recognise that their own and others’ behaviours,

attitudes and values are influenced by their languages and cultures

consider what it might be like to ‘walk in another’s shoes’

compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES Show how ideas and points of view in texts are

conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY 1698)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY 1796)

Highlighted above Highlighted above

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It

INDEPENDENTYou Do IT

READING

Modelled reading of classroom novel (reading for pleasure). Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook.

Guided reading to commence in week 4

Sustained silent reading for 15 minutes in class x 4 times weekly

WRITING Purpose : Obtain baseline data sample of writing.Focus Question: What types of writing have you done in previous years?Elicit feedback- narrative, recount, procedural, persuasive etc.1. Explain that this week they will be

completing a recount. “Recounts are the pieces of writing that teachers dread the most. {wait for

Purpose : Obtain baseline data sample of writing.Focus Question: Who recalls what we did in writing yesterday?1. Ask a student to recall something

really interesting that occurred in the holidays

2. Record key detail in note form as students did previous day

3. Retell student’s story adding personal flair.

Purpose : Obtain baseline data sample of writing.Focus Statement: Today we are going to establish a Writing Expectations chart. 1. Using think/pair/share strategy

ask students what is the minimum that would be expected from a Year 5 student.

2. Whole class feedback. 3. Make Writing Expectations Chart.

Purpose : Obtain baseline data sample of writing.Focus Questions: Recallo How do we make a retell

interesting?o What are the minimum

expectations of writing in Year 5?o What are the consequences if we

do not follow the minimum?

1. Students write recount of “My

reaction} Explain that we are always giving oral recounts in our daily lives but for some reason when we write them down they lose all their interest and personality- they lose their voice.

2. Read teacher sample of recount of “My Holiday” (teacher to write each step “ I got up, brushed my teeth and had a shower. After 30 mins we went to plane etc)…..Elicit how boring was that?

3. Tell students that we are going to endeavour to be more creative and entertain our readers more.

4. Pair students. Ask them to share a favourite moment with each other but explain they will need to pay careful attention to their partner’s story.

5. Students record key detail of partner’s story- after the retell (note form) in writing books. They should enjoy the experience before attempting to record.

4. Ask students to explain how retells differed.

5. Assign pairs to another pair.6. Explain that students must retell

their partner’s story to their new group members. Then they must discuss answers to following questions:-

a. How did partner retell differ?

b. Were the original retells interesting?

c. Why were the retells interesting? How did they capture audience interest?

d. Was the partner able to capture interest when they did the retell? Why? Why not?

7. Whole class feedback8. Make class chart “How to make

your retell interesting?” Display

Display.NB. This should include capital letters to begin and end punctuation etc. Ensure that all students are able to accomplish all items on the chart. Establish consequences for non-compliance with Writing Expectations. We do this for behaviour it is also important to do this for writing. Eg Writing will not be marked if it doesn’t include minimum. Editing to ensure that it reaches minimum standard is to be done in student’s own time.4. Re- read boring retell from Day 15. Ask students how this could be

improved6. Display and read improved

sample7. Ask students to plan their own

recount of holiday (remind them not to tell the “whole” thing but to narrow their ideas and tell an exciting, interesting or funny part.

Holiday”2. Students edit recount, reading

aloud for sense making and to ensure that they have punctuated correctly and have not left any words out.

SPEAKING &

LISTENING

As above As above As above Students share retells with critical friend.

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUSExplain Year 5 spelling procedures to class. Set up books under teacher direction. Eg. Following a First Steps approach to spelling. First Steps Spelling Resource Book, Rigby Heinemann 1997.

1. Set up have-a-go pad2. Set up spelling test book3. Set up spelling and grammar book.

View samples in First Steps Spelling Resource Book.

Example of weekly spelling program

Review NOUNS Proper and common nouns Collective Abstract

Review beginning and end punctuation. Establish writing expectations

Capital letters Fullstops Exclamation marks Question marks

Day 1: Pre-test ( commonly used words in key learning areas that students will be required to use in writing (eg science journaling or mathematical terms).o Class spelling activity

Day 2: peer testing of 5 words from personal spelling lists.o Individual spelling activity from assigned list of

activities Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling

listo Individual spelling activity from assigned list of

activities.

READING ROTATIONS

ONE TWO THREE FOURNo reading rotations until baseline data and established practices (curriculum and behavioural) are put into place. Suggestion : Week 4

GUIDED READING GROUPSBook orientation, page by page reading and comprehension

GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

WRITING ROTATIONS

ONE TWO THREE FOURNo writing rotations until baseline data and established practices ( curriculum and behavioural) are put into place. Suggestion : Week 5

GUIDED WRITING GROUPS

GROUP ONE GROUP TWO GROUP THREE GROUP FOUR

RESOURCES First Steps Spelling Resource Book 1997

REFLECTIONIdentify what worked well during and at the end of the unit, including:

activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified


CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES Understand how to move beyond making bare

assertions and take account of differing perspectives and points of view (ACELA 1502)


Literature


Literacy



MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING

Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook.

Response to modelled reading – see First Steps Reading Resource Book or First Steps Reading Map of Development for numerous examples of activities

Guided reading to commence in week 4


Deliver school based reading test

WRITING Drop everything and write sessions at least 3 times weekly

cross curricular writing eg science journaling

responding to persuasive text stimulus (see attached)

responding to classroom reading

SPEAKING &

LISTENING

Teacher modelling of active listening

Teacher modelling of correct speech and social mores

Cross curricular brainstorming and discussions

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUSContinue weekly spelling program as per school plan incorporating following weekly.

Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge

Teach spelling strategies – word shapes and Riddle Me Rees (First Steps Spelling Resource Book 1997 p66). Write spelling strategies(“how to” into back of homework for reference.

Deliver school based spelling test

Example of weekly spelling program Day 1: Pre-test (commonly used words in key learning

areas that students will be required to use in writing (e.g. science journaling or mathematical terms).o Class spelling activity




activities.

Review VERBS Action words Singular and plural

Review commas in lists (add to writing expectations chart)

READING ROTATIONS

ONE TWO THREE FOURNo reading rotations until baseline data and established practices (curriculum and behavioural) are put into place. Suggestion : Week 4


GROUP ONE GROUP TWO GROUP THREE GROUP FOURText: An instructional level text for this group

Focus Strategy:What reading strategy is being developed? This could be selected from First Steps Reading.

Text: An instructional level text for this group






WRITING ROTATIONS



GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus:What writing strategy is being developed? This could be selected from First Steps Writing.

Focus:What writing strategy is being developed? This could be selected from First Steps Writing.



RESOURCES

First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development School based testing & Data Collection device


CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES Understand that patterns of language interaction vary

across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501)



Literature


Literacy



MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING


Demonstrate fluent reading


Reading aloud around class Choral reading (encourage

fluency)


Cross-curricular reading

WRITING

Focus Question: How good are you at persuading others? Have you ever talked someone into doing something they never would have done without you?Teacher shares experienceWhen did you persuade someone to do something that they normally wouldn’t do?Students write. Students share. Make generalisations. Begin chart – Persuasion rules.

Focus Question: 1. Persuasive tactics do not always

come from experts, what has made you change your mind in the past?

2. What makes persuasion work?3. What makes you agree to do

something that you didn’t want to do before?

Students write and share responsesWhat methods work well with parents, family and close friends?What methods would not work at school or in our writing?

Lane,B & Bernabei, G –“Why we must run with Scissors?” 2001 Shoreham

Drop everything and write sessions at least 3 times weekly cross curricular writing eg science

journaling responding to persuasive text

stimulus (see attached) responding to classroom readingGrammar writing in present/past tense

SPEAKING What is the teacher going to demonstrate by thinking aloud whilst

Brainstorm acceptable behaviour in reading rotations. Establish

Teacher explains reading rotations and models “how to”

Follow reading rotation expectations and participate in reading rotation

& LISTENING

students participate by actively attending to the demonstrations?

behavioural expectations and consequences for reading rotations

Activities chart and timetable Boxed rotation activities with

explanation cards

activities (demonstrating listening skills)

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUSContinue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledge

Teach spelling strategies – Word Snakes (First Steps Spelling Resource Book 1997 p62) and Sign Language Chart. Add spelling strategies “how to” into back of homework for reference.

Example of weekly spelling program Day 1: Pre-test ( commonly used words in key learning

areas that students will be required to use in writing (eg science journaling or mathematical terms).o Class spelling activity




activities.

Subject / Verb Agreement. See attached Flipchart inspired by Jeff Anderson Mechanically Inclined. Subject /verb agreement and tense

Direct and Indirect Speech. Define. Ensure that students know the “spoken” word. Role play (use large speech marks on card). Be sure to include …she said that it was alright..

READING ROTATIONS

5 MINUTE WHOLE CLASS FOCUSED LESSON PRIOR TO READING ROTATION TO EXPLAIN READING COMPREHENSION STRATEGY

ONE TWO THREE FOUR

Guided Reading with book at appropriate instructional level.

Fluency reading. Students practice fluent reading using levelled sample packages (150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or under. See *******

Reading Comprehension – Previous QLD State testing magazines.

Inferential Meaning (this activity needs to be delivered by parent of school officer) See Triune “Key into Inferences”.

Or

Responding to literature (school based documents eg Rigby resources










WRITING ROTATIONS







RESOURCES First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow

REFLECTIONIdentify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified






Literature


Literacy




Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound

Highlighted Above Highlighted Above

appropriate to purpose and audience (ACELY 1704)

MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING





fluency) Peer reading (Once a week

talented reader is paired with reader with difficulties. Students take turns reading – this is done in Silent Reading time)

Reading to and with teacher (use of DORF reading stimulus to encourage fluency)



WRITING Review: How do you persuade your family? How do you win an argument?We are going to create the “Top Ten Ways to Get Your Own Way”

Students write responses.Employ think, pair share strategy.

Students will probably come up with begging, bribery and bullyingStudent list (possible)10. use puppy dog eyes and pout9. say “please, please, please”8. get on hands and knees7. empty promise “I’ll clean my room6. clasp hands in front and look saintly5. paper halos4. fake tears3. whine2. bribe with something parents like1. try to find a real reason

Drop everything and write sessions at least 3 times weekly cross curricular writing eg science


stimulus (see attached) responding to classroom readingGrammar writing present/past tense

TOP TEN BETTER METHODS10. Know your point of view9. Listen to other side8. Let your facts speak for themselves7. speak politely6. keep restating5. use imagination as well as facts4. use humor where appropriate3. don’t force argument, show the truth2. end with your best point (repeated)1. practice on yourself first

Write a poem entitled recipe for arguing. Display how to write recipe.Make list of recipe verbs (beat, whip, mash, pinch, dash) Talk about structure of procedure. – ingredients and method. Remember you need more of some ingredients than others.

Students either collaboratively or independently write how to convince someone to your point of view.

From Lane,B & Bernabei, G –“Why we must run with Scissors?” 2001 Shoreham. Pp 102-103

SPEAKING &

LISTENING

What is the teacher going to demonstrate by thinking aloud whilst students participate by actively attending to the demonstrations?

What direction is going to be provided by the teacher for the students to contribute ideas and information?

How is the teacher going to scaffold help and provide support and corrective feedback?

How will the students independently apply ideas and information covered?

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUSContinue weekly spelling program as per school plan incorporating following weekly. Phonological awareness Graphophonic knowledge Morphemic & Etymological knowledgeTeach spelling strategies – Spellamadoodle (First Steps Spelling Resource Book 1997 p65) and syllabification. Add spelling strategies “how to” into back of homework for reference.Deliver school based spelling testExample of weekly spelling program Day 1: Pre-test ( commonly used words in key learning





activities.

Subject /Verb Agreement continued. Create Verb tenses Chart collaboratively using novels and picture books located in classroom. Identify verbs Identify tense Change tense Discuss differences Create classroom posterSee Mechanically Inclined by Jeff Anderson p 121-122

Punctuating Dialogue Display samples of direct speech Elicit whether punctuation is similar for all samples Establish rule for direct speech when tag is at the end

and separate rule for when tag is at the beginning.Eg tag at end: “He is the best dog in the world,” claimed Georgia1. Speech marks to begin2. Capital letter immediately after speech marks3. End punctuation immediately after end of speaking (, ?

!)4. Close speech marks

READING ROTATIONS


ONE TWO THREE FOURGuided Reading with book at appropriate instructional level.

Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or under. See *******



Or











WRITING ROTATIONS

ONE TWO THREE FOURGUIDED WRITING SPELLING FOLLOW UP ACTIVITY GRAMMAR FOLLOW UP ACTIVITY DEAW – See attached






RESOURCES First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow







Literature


Literacy



Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY 1701)




MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING










WRITING Introduce scaffold for writing (see flipchart attach). Students copy into writing books.

1. Distribute writing samples “Horses in John Forrest National Park”( First Steps Writing Resource Book 1997 p 136)

2. Tell students that we are going to investigate these writing samples for their effectiveness in small groups. Groups will report back to whole class

Focus Questions Does each writer follow the

scaffold? Identify areas What writer is more

successful? Why? Why Not?3. Collate results from whole class

discussion.

Drop everything and write sessions at least 3 times weekly(DEAW) cross curricular writing eg science


stimulus (see attached) responding to classroom reading

SPEAKING &

LISTENING






Teach spelling strategies – segmenting and consonant vowel (eg cat cvc). Add spelling strategies to “how to” into back of homework for reference.






activities.

Subject /verb agreement continued. Do and Have verb charts Students explore classroom texts to establish rules

and create chart on usage of verbs do and have

Punctuation Direct speech.Students investigate novels in classroom to find sample of direct speech with the tag in the middle. Groups to write down samples and share with class suggestions for rulesEstablish rules(2) for tag in the middle of speech.Eg speech interrupted“Once,” she whispers, “some goblins hit my dad with sticks.”Eg sentence complete“You know you’re not doing him any favours if you’re lying,” said Mr Sir. “He can’t survive out there for more than a day or two.”

Add direct speech rules to class Writing Expectations Chart.

READING ROTATIONS






Or











WRITING ROTATIONS







RESOURCES First Steps Spelling Resource Book 1997 First Steps Writing Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow








Literature


Literacy








MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING










WRITING Display “Should children do more homework?”

Ask whether this is a topic that children have an opinion about?Ask them to jot down ideas on whether children should do homework.

Students to pair up with a person who shares similar position. Share

Focus Question- What did we learn yesterday?

Explain that today they will help you write the next paragraph.

Display plan for topic.

Question what is this next paragraph about.

Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability.

Display topic plan. Explain that they are now going to get into small groups to write final argument (paragraph 3).

Drop everything and write sessions at least 3 times weekly (DEAW)

cross curricular writing eg science journaling

responding to persuasive text stimulus (see attached)

responding to classroom reading

ideas. Add ideas as necessary.

Explain that it is important to be able to explain ideas clearly and have evidence to back up your arguments.

Sit children with opposing ideas on opposite sides of room facing each other …conduct ad hoc debate ( ensure all students have opportunity to speak – talking sticks etc)

Whole class – Question whether arguments were substantial.

Explain that today we will learn how to write a balanced argument.

Recall structure from activity previous week.

Return to stimulus. Teacher takes a position and models how to write a SOP. Keep it simple. Explain importance of using high modality

Take A4 paper and fold ( see attached) Tell students that we are going to plan the body first- this will help us write our introduction

State your 3 primary arguments. Write these down (argument 1 etc) Remind students that we need to write logical detailed arguments. We cannot do this without a plan – leads to “waffle”Write 3 points to validate argument each argument. Children write plan into books.

Who can remember what a topic sentence is?

Ask students to volunteer suggestions for how to write. Can we improve it?

Write topic sentence, students copy into books. Continue for rest of paragraph.

Ask students what things they must remember in writing. Students write paragraph jointly and copy into books.

Teacher moves around class assisting as needed.

Whole class – share paragraphs. Provide feedback as necessary.

Explain that today we are going to write introduction and paragraph 1 together.

Demonstrate. (Emphasise importance of topic sentence and introduction, to create a road map for the reader) Students copy into books.

SPEAKING &

LISTENING

As above As Above As above As above


Teach spelling strategies – Squirt Words and Rainbow words (see attached “Active Spelling Activity Cards). Add spelling strategies to “how to” into back of homework for reference.





listo Individual spelling activity from assigned

list of activities.

Adjective Strings Define adjective Record in grammar book Different kinds of adjectives (size, colour, quality,

material and type). You must follow a certain order when using a list of adjectives before a noun.

Investigate examples in classroom texts Blackline master or similar (see attached Grammar

Practice 4 pp24-25)

Apostrophe of Omission

READING ROTATIONS






Or











WRITING ROTATIONS

ONE TWO THREE FOURGUIDED WRITING – possible activity transition words (see attached)

SPELLING FOLLOW UP ACTIVITY GRAMMAR FOLLOW UP ACTIVITY DEAW – See attached






RESOURCES First Steps Spelling Resource Book 1997 First Steps Writing Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow

REFLECTIONIdentify what worked well during and at the end of the unit, including:

activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified

http://www.sparklebox.co.uk/







Literature


Literacy








MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING

Modelled reading of classroom novel (reading for pleasure) x 4 times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or e-book.









WRITING Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability.

Display “Books or TV” stimulus.

Ask students to recall arguments from previous day’s discussion.

Drop everything and write sessions at least 3 times weekly (DEAW) cross curricular writing eg science



Persuasive writing

1. Using discussions from previous

Question how would we write these into a plan.

Plan argument 1 for and against collaboratively on board.

Recall how to write introduction. Collaboratively write introduction for and against.Students independently use argument 1 scaffold to write paragraph 1

days, writing scaffold students first plan arguments 2 & 3

2. Share with peer.3. Whole class sharing4. Students write paragraphs 2 & 35. Teacher circulates offering

assistance as needed.

SPEAKING &

LISTENING

Display writing stimulus “Books or TV” (see attached)

Employ a think, pair share strategy. Ask students to take a position on whether “Reading books is better than watching TV”. Tell them to note down at least 2 arguments. 3 points to explain these arguments.

Group students according to position.

Employ a think, pair shareAsk students to think of arguments the opposition would raise. Their group have 10 minutes to plan a 1 minute argument for the alternative argument /opposition.

Whole class share / provide feedback.

Question whether thinking of what the opposition would argue could help strengthen your own argument. How??


Teach spelling strategies – Matchstick Words (see attached Active Spelling Activity Cards) and alphabetical order Add spelling strategies to “how to” into back of homework for reference.






activities.

Adjective Strings Review previous week activity Distribute word & punctuation cards “The mangy,

filthy, stray mutt approached me.” Ask students to order into sentence Is there another way of doing it….add “and” Re-order sentence “The stray mutt, mangy and filthy,

approached me.” Need to avoid “adjective pileup” Highlight comma interrupter Look for similar examples in classroom novels or

display examples.Mechanically Inclined by Jeff Anderson pp132-133

Apostrophe of Possession

READING ROTATIONS



Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use ipods or mp4 to record and replay for self



assessment. Students practice word list and then with partner they time – read list in 25 seconds or under. See *******

Or











WRITING ROTATIONS

ONE TWO THREE FOURGUIDED WRITING- possible activity transition words (the rebuttal). See attached.

SPELLING FOLLOW UP ACTIVITY GRAMMAR FOLLOW UP ACTIVITY DEAW – See attached






RESOURCES First Steps Spelling Resource Book 1997 First Steps Reading Resource Book

First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow









Literature


Literacy








MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING










WRITING Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability.

Recall writing structure

Recall strong word choice.




Persuasive

students plan arguments

Reiterate importance of reading back work as you write to listen for the flow of the language.

Select and display suitable stimulus ( see attached)

Discuss possible arguments

students write to stimulus.

SPEAKING &

LISTENING






Teach spelling strategies – Matchstick Words (see attached Active Spelling Activity Cards) and alphabetical order Add spelling strategies to “how to” into back of homework for reference.






activities.

Adjectival Clauses or Relative clauses• Investigate samples in classroom novels or distribute

examples• Identify relative pronouns and their role(who, whose,

whom, which, that and where)• Determine when to use each one

o Which refers to things and animalso Who, whose and whom refer to people (or beloved

animals)o That usually refers to things

Apostrophe of Possession

READING ROTATIONS



Fluency reading. Students practice fluent reading using levelled sample packages ( 150-200 words in 1 minute). Use iPods or mp4 to record and replay for self assessment. Students practice word list and then with partner they time – read list in 25 seconds or under. See *******



Or

Responding to literature (school based documents e.g. Rigby resources










WRITING ROTATIONS

ONE TWO THREE FOURGUIDED WRITING- possible activity Modality – see attached.

SPELLING FOLLOW UP ACTIVITY GRAMMAR FOLLOW UP ACTIVITY DEAW – See attached stimulus. Students read A.Princess letter to Principal on topic “all students MUST play rugby league at lunchtime” and make a stronger pitch






RESOURCES First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow




CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES Understand how to move beyond making bare

assertions and take account of differing perspectives and points of view (ACELA 1502)



Literacy





MODELLEDI Do IT

SHAREDWe Do It

GUIDEDWe Do It


READING Modelled reading of classroom novel (reading for pleasure) x 4

Response to modelled reading – see First Steps Reading Resource Book or



times weekly. Teacher models reading with fluency, expression and reading to punctuation. Display if possible using document camera or ebook.


First Steps Reading Map of Development for numerous examples of activities





WRITING

Following completion of demand writing students meet with peer critical friend and share writing. Students evaluate writing using “editing” card (see attached), reader satisfaction and readability.



stimulus (see attached) responding to classroom readingPersuasive text select and display writing stimulus

(see attached or other) students plan and write to

stimulus using scaffold. (no assistance)

Assessment of learning ( see rubric attached)

SPEAKING &

LISTENING





SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUSDeliver term spelling test



Day 2: peer testing of 5 words from personal spelling lists.

Review term concepts Review term concepts

o Individual spelling activity from assigned list of activities

Day 3 : Class spelling activity Day 4: Peer testing of 5 words from personal spelling


activities.

READING ROTATIONS






Or











WRITING ROTATIONS


RESOURCES First Steps Spelling Resource Book 1997 First Steps Reading Resource Book First Steps Reading Map of Development Inferential Meaning : Key Comprehension Series “Key into Inferences” by Triune. This item is available from CES. Reading Fluency: Mechanically Inclined by Jeff Anderson Active Spelling Activity Cards, www.sparklebox.co.uk Grammar Practice 4 by Rosemary Allen Twisting Arms :teaching students how to write to persuade by Dawn Di Prince Why we must run with scissors: voice lessons in persuasive writing by Barry Lane and Gretchen Bernabei I wanna new room (series) by Karen Kaufman Orloff Illustrated by David Catrow



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