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Table of Contents

Rationale...............................................................................................................................................3

Class Timetable......................................................................................................................................4

10 Week Term English Programme.......................................................................................................5

Overarching English Outcomes..........................................................................................................6

Integrated Outcomes.........................................................................................................................6

Integration:............................................................................................................................................7

Rich Task:...............................................................................................................................................8

Assessment............................................................................................................................................9

Assessment for Learning- Diagnostic.................................................................................................9

Assessment during- Formative..........................................................................................................9

Assessment of Learning – Summative...............................................................................................9

Lesson Sequence.................................................................................................................................10

1. Writing a Fictional Narrative................................................................................................10

Results from Pre-Test (example).........................................................................................................11

2. Reading familiar Fictional Narratives- class discussion........................................................12

3. Character Profile..................................................................................................................13

4. Finger puppets.....................................................................................................................14

5. Act out the play/ puppet show............................................................................................15

6. Creating their own narrative- rough draft/story map..........................................................16

7. Rough draft, character profiles............................................................................................16

8. Starting rough copy of narrative..........................................................................................17

9. Finish up narrative and edit.................................................................................................18

10. Type up good copy of narrative.......................................................................................19

Results from Post-Test example).........................................................................................................20

11. Class discussion of differences on growing up when they’re grandparents did...............21

12. Story map and character profiles of a child more than 50 years ago...............................23

13. Creating an Informative narrative from over 50 years ago..............................................23

14. Editing..............................................................................................................................24

15. Good copy........................................................................................................................24

Results from Post-Test example).........................................................................................................26

Evaluation............................................................................................................................................27

Reference list.......................................................................................................................................28

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Appendix A..................................................................................................................................29

Appendix C.......................................................................................................................................30

Appendix D......................................................................................................................................31

Appendix B......................................................................................................................................32

Rationale

Class TimetableTIMES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

99.10

Rollcall/admin Rollcall/admin Rollcall/admin Rollcall/admin Rollcall/admin

9.10

9.40Maths groups SoSE-

Integrated unitLibrary

Spelling and grammar-

adjectives and verbs

Spelling and grammar-

adjectives and verbs

9.40

10.10 Language Whole class math

Language Whole class math

Language

10.1010.20

Fruit Break Fruit Break Fruit Break Fruit Break Fruit Break

10.20

11 Game/PE Language Maths groups Language Maths groups

BREAK

11.30

12.15

SoSE- Integrated unit

Japanese (release)

SoSE- Integrated unit

Class book/ News

Yr5-6

Mentors

12.15

1IT-skills PE-Skills Reading groups PE-Skills Assembly

BREAK

1.452

Quiet Time/Silent

Reading

Quiet Time/Silent

Reading

Quiet Time/Silent

Reading

Quiet Time/Silent

Reading

Quiet Time/Silent

Reading

22.45

Music (release) Class book/ News

Art (release) SoSE- Integrated unit

PE

2.453

Pack up/ Home Pack up/ Home Pack up/ Home Pack up/ Home Pack up/ Home

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10 Week Term English ProgrammeWeeks(roughly)

Topic

1 Text orientation, scaffolding and looking at how authors made their sentences more interesting and how students can see images described.Reading through the narrative that will be used next week

2 Introduction to Narratives(lesson sequence for this assignment starts here)

3 Create their own narrative about something a child would do in the school holidays nowadays

4 Create and compare a narrative about what their grandparents might have done in their school holidays(lesson sequence for this programme ends here)

5

6

7

8

9

10

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Overarching English OutcomesLanguage

- Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)- Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines dentify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)Recognise common prefixes and suffixes and how they change a word’s meaning (ACELA1472)

Literature

- Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)- Compare opinions about characters, events and settings in and between texts (ACELT1589)- Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)- Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Literacy

- Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)- Rehearse and deliver short presentations on familiar and new topics (ACELY1667)Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)- Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)- Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Integrated OutcomesHistory- Year 2

Knowledges and understanding

Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)

Historical SkillsExplore a range of sources about the past. (ACHHS050)Identify and compare features of objects from the past and present (ACHHS051)Explore a point of view (ACHHS052)Develop a narrative about the past (ACHHS053)Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Integration:

Reynolds (2009) found that an effective SOSE (Studies of Society and Environment) teaching can be achieved through integrated approaches with quality

teaching and learning developed through the inquiry sequence.

The Integrated Unit of work that this class will be doing is “Past and Present Family Life” has been developed within the Early Childhood curriculum band

for a Year 2 class. The unit of work intends to develop skills of inquiry and the ability to answer the guiding question “what are the changes and similarities of

past and present family life?” while making connections between the past and present. This question is open-ended and encourages higher order thinking as

the students investigate it.

Kath Murdoch’s Classroom Connections (1998) discusses the inquiry model that this uni of works strategies for integrated learning is based off. Students will

be using the techniques of tuning in, finding out, sorting out, going further, making conclusions and then going further; Murdoch believes that values,

understandings and skills are best developed and assessed with meaningful, connected contexts (1998).

Life-long skills of information processing, critical thinking, communication and reflecting can be developed through the integration of other key learning

areas including English, the arts, mathematics and technology (Reynolds 2009). Encouraging students to find things out for themselves, articulate ideas,

address different concepts, provide interactive feedback and learn on a deeper level develops these skills. That being said; the inquiry process outcomes are

not easy to predict as students take a large amount of control of their learning path and direction (Reynolds 2009). Allowing students to take control of their

learning and helping them make connections to their own world develops life-long learners and increases motivation; with increased motivation, a higher

standard of work is achieved (Krause, 2010)

Learning about the past helps students understand where they and their families have come from and why they are they was they are today. Drawing

connections and making comparisons between the lives of their grandparents and their lives now allows them to appreciate similarities and differences while

developing their skills of questioning; this is vital in furthering the students analytical skills and ability to challenge their previous beliefs and contribute to the

future decision making and way of thinking.

These lessons will have an English focus by looking at difference Morphemess; all words in the English language are made up of units of meaning (Nunes et.

al. 2006): stem- the base form, an actual word that can exist on its own, and affixes; can be prefixes or suffixes and they can influence the stem.

Rich Task:

[A rich task is a specific task that students do that has real-world value and use {Education Queensland, 2001, p.6}. It is authentic in that it uses real-life tasks

and actual classroom artefacts and projects to assess student achievement {Emmit, 1999, p.5}. A rich task is also about the production (which includes

transformation, see NSW QTM) of knowledge instead of reproduction and involves a number of learning areas. It is good to work on your final assessment

piece first as you can then see the steps you need to teach in order for your students to achieve the assessment. This is often called ‘back planning’, ‘designing

down’ or ‘designing back’. Wiggins and McTighe are the two main authors in this area. Another form of planning that uses this method is Learning by

Design.]

Students will be scaffolded into this activity it will assist students of a variety of learning styles and abilities, Students will be creating a good copy of a

narrative set back 50 or more years ago, students will need to use the information they have gained through their Integrated units studies to compose a

narrative that includes the key aspects of a narrative: who, what, where, conflict and resolution, while also making it historically accurate to the time period

they wish to set their story in. The students will plan and create a narrative to meet the jointly constructed criteria based on elements of fact that they have

researched. The task is designed to be open ended to allow for students to demonstrate their ability in regards to both the English and History outcomes;

additionally students will be able to demonstrate their abilities in regards to the general capabilities of critical and creative inquiry as well as their ability to

create a coherent and interesting narrative..

Assessment

Assessment for Learning- DiagnosticWork samples and interviews can be a great indication of their skill level as well as topics they may be interested in. Samples are great physical work

sample than can be assessed over the year to see improvement in the subject.

Prior knowledge of specific skills can be assessed at the beginning of this unit by asking the student to write their own narrative, and the beginning

of each lesson by first asking students’ questions and allowing them time to answer or make suggestions before offering suggestions and or answers

for them.

Assessment during- FormativeAs above mentioned, assessing the progress in their work samples such as journal writings can provide information throughout the term in regards

to their progress and if any areas need more time spent on them.

Observation of their interaction in class discussions, performances and their ability to complete each task

Assessing whether students are engaged and progressing throughout is paramount to ensure they are receiving good lessons; if they are not, programme may need to be altered.

Assessment of Learning – SummativeDid the students achieve the outcomes specified/ do they have the skills required?

Were the students engaged?

Have the students progressed?

Students should be given valuable feedback on all assessment with what they did correct and what they can improve on; also given them ways in which they can improve

Lesson Sequence

1. Writing a Fictional Narrative Learning Outcome Lesson activities

(ACELY1671)(ACELY1672)(ACELY1673)

This lesson will be used for diagnostic testing to asses where the students are at with their writing skills, as well as their ability to construct an interesting narrative.Students will be told they have the lesson to write a story about anything like that, encourage them to make it as interesting as they can, but not too much instruction.Remind the students that there is now pressure or stress and they don’t have to share these stories with the class afterwards, this is just a bit of creative writing for themselves and the teachers eye’s only.

Curriculum Links Differentiation Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose - Reread and edit text for spelling, sentence-boundary punctuation and text structure - Write legibly and with growing fluency using unjoined upper case and lower case letters

As this is for assessment purposes the students will not be able to receive too much help, however allowances can be made for those students with special needs that may work better with an ipad or computer. This is more to assess how much they know about a narrative, not their ability to physically write,

Resources Assessment EvaluationText books,Pencils

This is a diagnostic testing to asses where students are starting when as they go into learning about Narratives

Which students do I need to follow up? What do I need to build on in the next lesson? How can I use the assessment information to improve student learning? Narrative structure? Spelling and grammar? Sentence structure? Interesting? Does it make sense?

Results from Pre-Test (example)Competency:

1. correct narrative structure2. introduction3. complication4. resolution5. character development6. consistence spelling and grammar

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A

ASt

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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M

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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Stud

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W Stud

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113

210

35

411

59

614

5 1 4 5 3 1 1 6 0 0 5 1 3 2 6 1 4 4 2 0 2 6 0 1

Consistently competentNot yet consistently competent

2. Reading familiar Fictional Narratives- class discussionLearning Outcome Lesson activities

(ACELA1460)(ACELA1463)(ACELT1587)(ACELT1589)(ACELT1590)(ACELT1591)(ACELY1665)

As a class, read through short versions of familiar stories such as Goldilocks and the Three Bears, Jack and the Bea Stalk, Three Little Pigs, Little Red Riding Hood, The Ugly Duckling etc. these sroties were all used last week when looking at sentence structure with verbs and using adjectives to make stories more interestingAfter each story, have the students recognise the Orientation; When (a long time ago), the Who (main character/s), the Where (location), the Complication; (little red riding hood in trouble with the wolf) the Resolution; (the hunter helps her) and the Ending; (all lived happily ever after). Construct this on one big piece of butcher’s paper for future reference.Class discussion on the kind of language used and how it differs from the way we speak; “once upon a time”, “in a far away land”.Also discuss why it is necessary for the author to use these words; to set the scene and give information of when, where, and who.

Curriculum Links Differentiation - Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose - Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created - Compare opinions about characters, events and settings in and between texts - Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences - Discuss the characters and settings of different texts and explore how language is used to present these features in different ways - Discuss different texts on a similar topic, identifying similarities and differences between the texts

Resources Assessment Evaluation/Indicators of Achievement- Appendix A- butchers paper- coloured textasPrintout outs of each story

Formative assessment throughout lesson though observation

Students will recognise text structure and language features and the purpose they serve.Student will be able to compare and find similarities

3. Character ProfileLearning Outcome Lesson activities

(ACELA1463)(ACELA1472)(ACELT1587)(ACELT1589)(ACELT1591)(ACELY1673)

Students will be asked to complete asked to complete a character profile on the main characters of their assigned story in teacher selected mixed ability groups.The aim of this lesson if to have students recognise and describe the physical and emotional traits of the character and discuss why the author chose to portray them this way, for example: the Giant from Jack and the Bean Stalk was made to sound scary, angry, big and ugly to make the story more interesting and have the audience be on Jack’s, who was described as being lovely and friendly, side. This activity will get them thinking about ways to make their character more exciting by using exciting adjectives: small, chubby, hairy, tall, shy, happy, smiley, tall, grumpy, etc.Have a class discussion on using words like “big” and “biggest”, or “scary” and “scariest”; the different effect these words can have on the way you imagine the character.Using words from each of the stories, discuss the ‘stem’ word, and what the prefix or suffix does to it to make it have more or less impact; working on word level.Students are then asked to draw that character.By the end of the lesson the class will have character profiles of each main character from each story.

Curriculum Links Differentiation - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose - Recognise common prefixes and suffixes and how they change a word’s meaning - Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created - Compare opinions about characters, events and settings in and between texts - Discuss the characters and settings of different texts and explore how language is used to present these features in different ways - Write legibly and with growing fluency using unjoined upper case and lower case letters

Working in mixed ability groups will allow students to learn from each other through peer tutoring and ensure that each group completes the task. The teacher will split the class up into planned out groups that include higher and lower achieving students, as well as quieter and more outgoing students. This will help later when it comes to the performance.

Resources Assessment Evaluation/Indicators of Acheivement-Appendix A- Appendix B- printout of the stories- Pencils- Coloured pencils

Diagnostic- asses the students knowledge of adjectives and affixes Formative- students ability to work in a group and their use of descriptive words.

Students will recognise text tructure and language features and the purpose they serve.

4. Finger puppetsLearning Outcome Lesson activities

(ACELT1589)(ACELT1591)(ACELY1666)(ACELY1667)

Re-read and recap each of the stories in the first 5-10 minutes of the classStudents will be given half the lesson to draw and cut out the main characters from each of their stories, these characters will then be mounted onto paddle pop sticks and students will then be told to practice telling the story back to each other using the finger puppets. Students will have access to the large butcher’s paper that has the story outlined on it from the previous class as well as the short one of two page print out of their story to prompt them.While students are creating remind them that perhaps the bigger chacters should be bigger puppets in order to have more of a realistic impact when tell their story later using the puppets.Encourage students to use accents for each character how they imagine they would talk, instruct them to make their characters and their performance as interesting as possible. Have fun with it!

Curriculum Links Differentiation - Compare opinions about characters, events and settings in and between texts - Discuss the characters and settings of different texts and explore how language is used to present these features in different ways - Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions - Rehearse and deliver short presentations on familiar and new topics

If needed, students can have stencils of characters and they can colour them in.As an extension ask students to creat the “where”= e.g. Granny’s cabin or the woods with some tree to put up for then they perform.

Resources Assessment Evaluation/Indicators of Achievement- plain paper- scissors- coloured pencils-paddle pop sticks- sticky tape-Print outs of each story-Appendix A-Appendix B

Formative- students ability to work in a group.Summative- students will have a finalised product that will show their ability to comprehend what they have read and form an idea of what a character should look like.

Students will create the main characters from their story, they will use their fine motor skills to draw and cut out their puppets. Students puppet should resemble their character profiles, students should creat characters in proportion- the Giant will be larger than Jack

5. Act out the play/ puppet showLearning Outcome Lesson activities

(ACELT1591)(ACELY1666)(ACELY1667)

Allow the students 10 minutes to practice their performances within their mixed ability groups; again they will have the butcher’s paper up on the wall and copies of their stories in front of them to relive some anxiety about having to remember the story, even though they should all know these familiar stories quite easily.Student will then perform their narratives to their class mates in groups. There will be a black sheet or board set up for them the stand behind and their finger puppets will do the talking.

One student will be the narrator, the other students will voice the puppets. Four or five students in each group.

Curriculum Links Differentiation - Discuss the characters and settings of different texts and explore how language is used to present these features in different ways - Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions - Rehearse and deliver short presentations on familiar and new topics

Having students acting these stories out through puppets can help those with stage frightStudents have a chance to pick their roles, they can choose roles they feel most comfortable with; the teacher can intervene if needed.

Resources Assessment Evaluation/Indicators of Achievement- puppets- sheet to perform behind

Formative and Summative assessment: observation- did the students understand the task, were they able to perform.

Were the students able to retell the story in the correct order with all the important details/

6. Creating their own narrative- rough draft/story mapLearning Outcome Lesson activities

(ACELA1460)(ACELY1671)(ACELY1673)

Advise the students they will be creating their own narratives about a child about their age growing up in the same decade they are; their story will be about an adventure this made up child has during the school holidays away from school.Brainstorm as a class things that they do during their school holidays with their family, and then ask them suggest things that might go wrong during these adventures and ways they could resolve to end up with a happy ending like the books they’ve been reading in class.Provide them with a story board map and ask them to brainstorm their own ideas and write out a short draft. The shorts sentences they create will be working on sentence level; they will later on be incorporating these into the text level of a finished narrative.Teacher may need to go through the story map with the class first before send them off to their desk.

Curriculum Links Differentiation - Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background -Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose - Write legibly and with growing fluency using unjoined upper case and lower case letters

Some students may need more prompting, give more questions and examples.

Resources Assessment Evaluation/Indicators of Achievement- Appendix c- butchers paper to brainstorm- pencils- colourful textas

Diagnostic and formative assessment; students work samples can be used to assess if they are on track and understanding the key points of narrative writing.

Have students understood narrative introductions, complications and resolutions? Are they using the correct language? Have they got an interesting and creative idea?

7. Rough draft, character profilesLearning Outcome Lesson activities

(ACELA1463)(ACELA1472)(ACELT1587)(ACELT1589)(ACELT1591)(ACELY1673)

Provide the students with the character profile work sheets again and have them develop their one or two main characters, advising the students to use lots of interesting and captivating adjectives. Brainstorm some of these up on the board prior to send the students to their desk to complete the sheets.

Write prompting questions up on the board to get the students to create a character with detail:- “what are they wearing?”

-“what do they look like?”- “do they have favourite toys or hobbies?”- “do they have siblings?”- “are they wearing clothes like you wear?”-“what sort of things would they have in their bedroom?”They are then to draw their character in the box.

Curriculum Links Differentiation - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose - Recognise common prefixes and suffixes and how they change a word’s meaning - Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created - Compare opinions about characters, events and settings in and between texts - Discuss the characters and settings of different texts and explore how language is used to present these features in different ways - Write legibly and with growing fluency using unjoined upper case and lower case letters

Higher achieving students will be expected to include more descriptors of their character.Students who finish early will be asked to create and character profile of other people that will be in their story.

Resources Assessment Evaluation/Indicators of Achievement-Appendix B-pencilsButchers paper-textas

Formative assessment will be from work samples from the students. They are to provide a new made up character with defining physical, emotional and social characteristics. Their work sample can be used with them to build on it further with teacher assistance if needed.

Are students able to use descriptive words?Does their character sound interesting?

8. Starting rough copy of narrativeLearning Outcome Lesson activities

(ACELA1463)(ACELA1469)(ACELY1671)(ACELY1673)

Students will begin to construct their stories by using their story map drafts and descriptive character profiles. Going through the process with students, using their story maps and then expanding on them; showing how this can help plan the story and give them a guide to work off. Advise the student to use their character profiles they created to make their story more interesting and describe each character so that the reader can get a image in their head of the character like they have done. This is a fairly open ended task and students are encouraged to write about whatever like they like; their story does not have to be something they have done themselves, it can be something they wish to do like go go-karting or skydiving.

Curriculum Links Differentiation - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose Students can work at their own pace

- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines dentify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose - Write legibly and with growing fluency using unjoined upper case and lower case letters

Be as creative as they like

Resources Assessment Evaluation/Indicators of Achievement-Appendix A-Appendix B- Appendic C-Pencils

Diagnostic and formative assessment- do the students understanding the task, what information do they need?Are they able to use their story maps and character profiles to create an interesting and flowing narrative?

Students will begin to create an interesting and coherent narrative that includes all the aspects a narrative needs.

9. Finish up narrative and editLearning Outcome Lesson activities

(ACELA1463)(ACELA1469)(ACELY1671)(ACELY1672)(ACELY1673)

Students are given extra time to complete their stories, this is not aimed to be a rushed task. Once they have finished their stories, they will be asked to read through their work and mark with another coloured pen and changes they make, or words they are unsure of how to spell. They are then able to use their have-a-go books or dictionaries to edit spelling.Encourage students to add more detail to their stories in this time; more descriptive words that can help the reader imagine it better and enjoy the story more.

Curriculum Links Differentiation - Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose - Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines dentify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words -Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose - Reread and edit text for spelling, sentence-boundary punctuation and text structure - Write legibly and with growing fluency using unjoined upper case and lower case letters

Once students complete their stories and have edited them, they are able to start on their good copies

Resources Assessment Evaluation/Indicators of Achievement-Appendix A Diagnostic and formative assessment- do the students Students have created an interesting and coherent, well

-Appendix B-AppendixC-coloured pencils-have a go books-dictionaries

understanding the task, what information do they need?Are they able to use their story maps and character profiles to create an interesting and flowing narrative?Summative- they will have a good copy narrative to compare to their first one they wrote.

edited narrative that includes an introduction, conflict and resolution with original and captivating characters.

10. Type up good copy of narrativeLearning Outcome Lesson activities

(ACELY1671) Students will be asked to type up their narratives on the computer or Ipads.

Curriculum Links Differentiation -Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

ICT components

Different levels of student support can be offered. Students that may struggle with a computer mouse can use Ipads.

Resources Assessment Evaluation/Indicators of Achievement-students narratives-Computers and ipads

Diagnostic assessment of students’ ability to use ICT within the classroom.

Students have created an interesting and coherent, well edited narrative that includes an introduction, conflict and resolution with original and captivating characters.

Results from Post-Test example)Competency

1. correct narrative structure2. introduction3. complication4. resolution5. character development6. consistence spelling and grammar7. competent in computing

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Consistently competentNot yet consistently competent

11. Class discussion of differences on growing up when they’re grandparents didLearning Outcome Lesson activities

(ACHHK028(ACHHK029)(ACHHK030) (ACHHS050)(ACHHS051)(ACHHS052)(ACHHS053)(ACHHS054)

This lesson will have students use what they have been learning in the Integrated Unit about how lives were when their parents and grandparents were younger; creating a large poster on butcher’s paper with difference from their childhood compared to their grandparents is a great concrete visual way to show this.

During this lesson students will be asked to think back to the videos, and the videos on Scootle that they watched in Integrated Unit earlier:http://skwirk.com.au/esa/Photos.html- discusses the difference between cameras over time, this could be incorporated in to discussion when talking about how these days parents can film children while on holidays and watch the videos back right away. When their parents were growing up photos needed to be sent away developed. When their grandparents were their age it was probably pretty rare to even have a camera.Students may also like to write a narrative that relates to an Indigenous person upbringing and what they may have done in their school holidays after watching From the Beginning to the Resistanceshttp://generator.acmi.net.au/education-themes/indigenous-australian-voices/reclaiming-indigenous-australian-identity-personal-pe-1

students will have also become familiar with the text My Place by Nadia Wheatley is a great SOSE resource that could be used from kindergarten to later primary; being a picture book the younger students can appreciate it while having it read to them, and older students will be able to read through this book on their own or as a class.

This book discussed many different eras in Australian history and the lives of many different families; it touches on family traditions, make ups of family units, times of depression and wars, land development, land ownership and the lives of indigenous people. This book can be a great tuning in activity for all of these topics by just reading and discussing.

Also linking back to their visit to The National Museum and look at Past Australia

The National Museum of Australia is a great (free if teacher guided) excursion for students of all ages; with new exhibits that covers a lot of units that are outlined in the Australian Curriculum. The website itself also provides great information with links for planning your school trip and risk management for the excursion as well as ideas for extending the students after their visit. There are also pdf files with the curriculum links that different exhibits can cover.

http://www.nma.gov.au/education-kids/school_programs

Eye catching exhibits o primary resources will engage all kinaesthetic, auditory and visual learners in different ways; there are hands on toys,

audio pieces and short films to watch.

This program could be used for most steps of the Inquiry Sequence (Reynolds, 2009); for example- The Early Australians Exhibit

Tuning in - promote discussion and engagement to find out what students feel and understand about early Australia

Finding out - gage prior knowledge to further their understanding on early Australia and Australians

Sorting out - making sense of world issues and drawing connections to the world around them and their lives; past, present and future

Going further - students are able to explore and learn independently within the exhibits and they can be given worksheets to work through while making their way around

Curriculum Links

ICT components

- Differences in family structures and roles today, and how these have changed or remained the same over time - How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons -Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. -Explore a range of sources about the past-Identify and compare features of objects from the past and present -Explore a point of view -Develop a narrative about the past -Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Resources Assessment Evaluation/Indicators of Achievement- Appendix D

http://www.nma.gov.au/education-kids/school_programs

http://skwirk.com.au/esa/Photos.html-

http://generator.acmi.net.au/education-themes/indigenous-australian-voices/reclaiming-indigenous-australian-identity-personal-pe-1

Students will be asked to draw on prior knowledge and make the connections between their Integrated Unit and writing a narrative.This will have students writing a narrative with restrictions and certain criteria that they need to include. The criteria will have to be correct and factual

Students are able to give examples of the differences between their upbringing and their parents and grandparents.

12. Story map and character profiles of a child more than 50 years agoLearning Outcome Lesson activities

(ACHHK028)(ACHHK030)(ACHHS051)(ACHHS053)

As seen in Lesson 6

Only this time students are to keep in mind the things they discussed in the last lesson, and provide a story about what school holidays may have been lie 50+ years ago.

Curriculum Links Differentiation

- Differences in family structures and roles today, and how these have changed or remained the same over time -Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. -Explore a range of sources about the past-Identify and compare features of objects from the past and present -Explore a point of view -Develop a narrative about the past

As seen in Lesson 6

Resources Assessment Evaluation/Indicators of Achievement

As seen in Lesson 6 As seen in Lesson 6 Student will be able to do all that is outlined within Lesson 6, however this time will be using factual information about lifestyle 50+ years ago. The story will be factually accurate (they will not be playing PS3 or heading to Wet&Wild)

13. Creating an Informative narrative from over 50 years agoLearning Outcome Lesson activities

(ACHHK029) As seen in Lesson 7, only this time they will advised to pay special attention to the types of clothing the characters wear, the types of hobbies they have and the way they may be acting.

(ACHHK030) (ACHHS050)(ACHHS052)Curriculum Links Differentiation

- Differences in family structures and roles today, and how these have changed or remained the same over time -Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. -Explore a range of sources about the past-Identify and compare features of objects from the past and present -

Student will be able to do all that is outlined within Lesson 6, however this time will be using factual information about lifestyle 50+ years ago. The story will be factually accurate

Resources Assessment Evaluation/Indicators of AchievementAs seen in Lesson 7

As seen in Lesson 7 As seen in Lesson 7

14. Editing Learning Outcome Lesson activities

As Seen in Lesson 8 As Seen in Lesson 8

Curriculum Links Differentiation

As Seen in Lesson 8

As Seen in Lesson 8

Resources Assessment Evaluation/Indicators of Achievement

As Seen in Lesson 8As Seen in Lesson 8

As Seen in Lesson 8

15. Good copyLearning Outcome Lesson activities

(ACHHK028(ACHHK029)(ACHHK030) (ACHHS050)(ACHHS051)(ACHHS052)(ACHHS053)(ACHHS054)

As seen in Lesson 9

Curriculum Links Differentiation As seen in Lesson 9

As seen in Lesson 9

Resources Assessment Evaluation/Indicators of AchievementAs seen in Lesson 9

As seen in Lesson 9

Students have created an interesting and coherent, well edited narrative that includes an introduction, conflict and resolution with original and captivating characters. Students have created a factually correct story that shows the point of view of people born many years ago and the kind of upbringing they may have had.

Results from Post-Test example)1. correct narrative structure2. introduction3. complication4. resolution5. character development6. consistence spelling and grammar7. Comparison between now and then8. Factually accurate information

Stud

ent

A A

ASt

uden

tB St

uden

tC

St

uden

tD St

uden

tE St

uden

tF St

uden

tG St

uden

tH St

uden

tI St

uden

tJ St

uden

tK St

uden

tL St

uden

tM

M

Stud

ent

N Stud

ent

O Stud

ent

P Stud

ent

Q Stud

ent

R Stud

ent

S Stud

ent

T Stud

ent

U Stud

ent

V Stud

ent

WW

Stud

ent

Y

1

2

3

4

5

6

7

8

Consistently competentNot yet consistently competent

Evaluation The main reasons to evaluate at the end of the unit of work; the teacher, the student, and if we have met the intended outcomes outline in the

Australian Curriculum.

Evaluating the teacher would include evaluating how well the tasks were explained and if the students understood, this will be shown in the work

they produce. Also looking at the teaching strategies used such as large group/whole class work, small groups and individual work (Murdoch,

1998)

The unit of work itself will be evaluated over the length of the unit. There is a variety of both formative and summative test, with formal and

informal assessment that will tell us how the students are going and if the work is making sense to them and at a suitable level. There may be

times we need to spend more time on a task or modify if the students are struggling with it, we will also have to constantly look out for students

who are excelling and need extension tasks so that they are not bored. It will be important that the teachers gages the student’s engagement and

enthusiasm throughout and make sure they are not feeling overwhelmed or confused by anything or else they may withdraw and not achieve

(Krause et. al 2010).

Lastly, make sure the teacher has covered everything outlined in the Australian Curriculum for Year 2, comparing the students work with the

outcomes we set out to achieve. Work samples, observation and feedback from the students will help us know if the teacher has achieved the

requirements outlined.

Reference list

Adoniou, M. (2013). Supporting ESL learners to read authentic texts. In unit 6896 Language Education 2. Australia. University of Canberra.

Adoniou, M. (2013). Sociogram. In unit 6896 Language Education 2. Australia. University of Canberra.

Apel, K., Masterson, J.J. & Niessen, N.L. (2004). Spelling assessment frameworks (Ch. 30). In C. Addison Stone, E.R. Silliman, B.J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: development and disorders (pp. 644-660). New York, USA: Guildford

Apel, K., Masterson, J.J., & Hart, P. (2004). Integration of language components in spelling: instruction that maximizes students' learning (Ch. 11). In E.R. Silliman & L.C. Wilkinson (Eds.), Language and literacy learning in schools (pp. 292-315). New York, USA: Guilford Press.

Australian Curriculum and Reporting Authority (ACARA), (2011). English. Retrieved from: http://www.australiancurriculum.edu.au/English/Curriculum/F-10

Churchill, R. Ferguson, P. Johnson, N. Gordinho, S. Keddie, A. Letts, W. MacKay, J. McGill, M. Moss, J. Nagel, M. Nicholson, P. Vick, M (2011) Teaching: Making a Difference

Devonshire, V., & Fluck, M. (2010). Spelling development: Fine-tuning strategy-use and capitalising on the connections between words. Learning and Instruction, 20(5), 361-371. doi: 10.1016/j.learninstruc.2009.02.025

Henry, M. (1989). Children's word structure knowledge: implications for decoding and spelling instruction. Reading and writing, 1(2), 135-152.

Krause K., Bochner S., Duchesne S., MaMaugh 8. (2010) Educational Psychology: for learning and teaching. Sydney, NSW: Cengage Learning Australia Pty Limited.

Murdoch, K., (1998) Classroom Connections; strategies for integrated learning, ECPublishing, VIC, Australia.

Nunes, T., Bryant, P., Hurry, J., & Pretzlik, U. (2006). Why morphemes are useful in primary school literacy. Teaching and Learning Research Briefing, 14. Retrieved from http://www.tlrp.org/pub/documents/no14_nunes.pdf

Roblyer, M. Doering, A. (2010), Integrating Educational Technology into Teaching, fifth edition, Peasons Education, Inc. USA

Scootle, www.scootle.org.au

Treiman, R., & Bourassa, D.C. (2000). The development of spelling skill. Topics in language disorders, 20(3), 1-18.

Westwood, P. (2009) What teachers need to know about Students with disabilities, ACER Press, Victoria, Australia

Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, K. P. (2009). Word study instruction in the K-2 classroom. The Reading Teacher, 62(7), 570-578. Retrieved from Academic Search Complete database.

Wing Jan, L. (2001) Write Ways, Modelling Writing Forms, Third Edition, Oxford Univeritsty Press, VIC, Australia.

30 Nicole Smith

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Appendix A

Narrative sequence

Little Red Riding HoodGoldilocks

The Three Little Pigs

When:Once upon a time, one morningOne dayOnce there was

Who:Little Red Riding HoodGoldilocksThree Little Pigs

Where:The woods, Granny’s cottageThe Forrest, the Bears houseThe farm

Complication:The wolf hides GrannySomeone has been in the Bear’s houseThe wolf trying to get in and knocking down houses

Resolution:The woodsman helpedGoldilocks leftThe Wolf runs away

Ending:Little Red Riding Hood finds GrannyGoldilocks runs away and the Bears get to eat their porridge The pigs live happily ever after in the brick house

Appendix CStory board draft

Possible title:

______________________________________________________________________________

Main characters:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Some great ways to start the story:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Their adventure:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

The complication:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

How does it get resolved?:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Appendix D

Grandparents Parents Us

Bikes

Beach

Bikes

Beach

Bikes

Beach

PS3

Internet

Iphones

Waterparks

Appendix B