2 WALT: I can write a logical, imaginative text using a variety of language features. Read the first two entries of the diary aloud. What have we learned about the character of Lizzie? Record student thoughts and record the evidence they provide to support it using quotes from the text. Core Task (Pretest): The third diary entry begins: ‘All morning Sarah had me fetching pails of water from the river’.’ Complete the diary entry – remember to make the entry interesting, use a variety of language devices, excellent vocabulary and perfect punctuation. Continuum Aspect: Writing WILF: Students can write a imaginative diary entry and use a variety of language features to enhance the text. 3 WALT: I can identify factual information in fiction texts. Read entries Wed 7th – Fri 9th. Locate all of the place names in the diary so far. Discuss whether they are real place names or not. How do they know? How could they find out? Core Task: In groups research the actual history behind the places named in the book (Cape Town, Port Jackson, London - Newgate prison, Norfolk Island, Sydney Cove, Botany Bay) Create a poster and present your findings to the class. Posters will be added to a world map using . Continuum Aspect: Reading & Comprehension WILF: Students can identify real locations in a fictional text and locate researched information on them. Support Ensure students are placed in supportive mixed ability groups. Extension Students create their own Thinglink map, linking to information on each of the places marked. 4 WALT: I can write in first and third person to show different points of view. Read entry 10th April. Discuss the main idea of the entry- memories. Identify the pronouns used in the entry. Whose point of view is the story being told from? How do we know? What other points of view could it be told from? How would this Core Task: Recall a memory from your childhood. Retell the memory from your point of view (first person). Then retell the memory from either someone else’s point of view that was there or from a third person’s point of view if you were alone. Continuum Aspects: Speaking & Listening / Writing WILF: Students use appropriate pronouns to retell an event in both first and third person.
change the story? (Narrative Voice) Learning Intention Modelled Teaching Guided / Independent Learning QTF / Thinking Tools Assessment / Cluster markers 5 WALT: I can rewrite a passage from a different point of view. Read entries 11th April, 14th April, 16th and 17th (pages Revisit the concept of narrative voice – perspective. View enlarged entry 17th April and discuss how this event may have been viewed differently by the Aboriginal people. Brainstorm words and phrases. Core Task: Students rewrite the diary entry for 17th April (page from the point of view of a native. Continuum Aspects: Comprehension & Writing WILF: Students can rewrite a paragraph from a text from the perspective of a different character. Support Provide a scaffold with sentence starters to assist. Extension Write the diary entry from a third person’s point of view. 6 WALT: I can identify the positives and negatives of a situation and write a well-structured imaginative diary entry that addresses both sides. Jointly read entries 18th, 19th, 20th 21st April (page 25-34) Discuss how Simple Sam has been portrayed in the book. Why do you think Lizzie’s opinion of him is different to others? Lizzie has been requested to change service from master Dodds to Surgeon Russell. As a class create a PMI chart about this change of circumstance. Core Task: Students use information from the PMI to write a diary entry where Lizzie ponders the positives and negatives of the situation. Use Bill Atkinson’s Photo Card of Steve Parish Postcards to publish the diary entry as a postcard that could be sent to Edward. PMI chart Continuum Aspects: Comprehension / Writing WILF: Students write a diary entry that addresses both the positives and negatives of a situation, Support Provide a scaffold to help structure the diary entry. Provide question stems to prompt students. Extension Write a diary entry from Sarah’s perspective. Explain how she might be feeling and why.
his own people this way? Discuss how point of view can be biased and misrepresent people or objects. WILF: Students can identify the key ideas presented in a multimodal text. Learning Intention Modelled Teaching Guided / Independent Learning QTF / Thinking Tools Assessment / Cluster markers 3 WALT: I can create a sentence using the Name Person First sentence structure to make my writing more interesting. Review the Name Person First sentence structure before exploring the Name – Adjective Pair sentence. Compare how we can use a pair of string adjectives to describe someone instead of a phrase. Display example – ‘Achilles – fiery and ferocious – led the Myrmidons through the formidable Trojan defences. Core Learning: Using information gained from the website, jointly construct sentences about Bennelong. Use this structure in 100WC this week. Continuum Aspects: Writing WILF: Students can use the Name Person First sentence structure and utilise suitable adjectives to describe the character. Support In a small group brainstorm adjectives that could be used to describe Bennelong. Jointly construct sentences. Extension Write a character description of Bennelong using the Name Adjective Pair structure in the passage. 4 WALT: I can interpret a family tree diagram and create my own. Define the word ‘geneology’ Discuss: What does family mean to you? Brainstorm words and create a class word cloud. Explore and interpret the. Discuss: How do we read a family tree? What symbols are used? What does Bennelong’s family tree tell us about Aboriginal culture? Core Learning: As part of homework, collect some information about your family history. Create your own family tree, presenting it in an way. Discuss how everyone’s family is unique. Continuum Aspects: Vocabulary / Reading/ Comprehension WILF: Students can interpret and create visual representations of a family tree.
Learning Intention Modelled Teaching Guided / Independent Learning QTF / Thinking Tools Assessment / Cluster markers 6 WALT: I can interpret a section of text and perform as a skit. I can consider the point of view of other characters. Review some of the plays students have read in the school magazine this term. Discuss the structure. How are actions recorded? How do we know who is speaking? Model converting dialogue from a narrative into script form. Jointly construct a play script for one of the scenes from ‘My Girragundji’. Assessment: Task: Rewrite the scene between the narrator and Shaz on pages 62-63 in a play script. Rehearse the scene and record the skit. Record an interview with each character after the skit. Think of questions to ask each character to identify their thoughts and feelings about the event and demonstrate your understanding of different perspectives. Jointly construct rubric for assessment. Continuum Aspects: Speaking & Listening / Reading / Comprehension / Writing WILF: Students can create a multimodal presentation that demonstrates their understanding of point of view. Support Provide a script sample for students to refer to. Provide students with sample questions for interview. Extension 7 WALT: I can present a series of events chronologically on a timeline. Read pages 64 – 74. Discuss the emotions felt in this section Think, Pair, Share a time when you’ve felt as sad as the narrator must have felt. Brainstorm and rate the major events that occurred in the narrator’s life during this story on a timeline. Core Learning: Using , create a significant events timeline for yourself, plotting events and also rating them in terms of their positive or negative impact on your life. Continuum Aspects: Vocabulary WILF: Students can identify significant events and place them chronologically on a timeline. Support Allow students time to discuss this at home with parents in the lead up. Extension Add QR codes to link to photos or videos that represent the events on the timeline.
Learning Intention Modelled Teaching Guided / Independent Learning QTF / Thinking Tools Assessment / Cluster markers 3 WALT: I can use alliteration to engage my readers. Animals feature significantly in Aboriginal Dreaming stories. Look at the book My Australian ABC of Animals by Bronwyn Bancroft. Read the book ‘Animalia’ by Graeme Base. What language device has he employed to capture the reader’s attention in an alphabet book? Explore the alliterative sentences used and break them down into Core Learning: Students select a letter then come up with their own alliterative sentence and illustrate. Take a photo of the illustration and using the app ‘Path On’ to add the sentence text to the illustration. Continuum Aspects: Vocabulary / Writing WILF: Students can use alliteration to enhance their writing and engage their readers. Support Use the parts of speech proforma to help students structure their sentence. Extension Use Thinglink to create an interactive image. Add hyperlinks to information about your animal and link to an audio or video recording of you recording your alliterative rap. 4 WALT: I can write an imaginative creation story using the correct structure and a variety of language features to entertain my readers. After reading a number of Dreaming stories explore the graphic organiser on ‘Targeting Text Interactively’ resource. Discuss the structure and text features. Use the graphic organiser to jointly construct an outline for a class creation story. Core Learning: Students use graphic organiser to plan and write their own creation story. Note: Remind students that they must make up their own story as it is not l to retell a Dreaming story without permission. Students ‘Think, Pair, Share’ and adjust plan according to feedback from peers. Think, Pair, Share Continuum Aspects: Vocabulary WILF: Students consider feedback from peers and edit their work to reflect the feedback given. Assessment Task Writing: Students write their own creation story, using the structure of a narrative and using a variety of language devices to entertain the reader. Assessment Criteria: Students can write an imaginative text using the correct structure and a variety of language features to entertain their readers.