Read the first two entries of the WALT: Core Task (Pretest): Continuum Aspect: Writing diary aloud. What have we I can write a The third diary entry begins: ‘All morning Sarah had me learned about the character of 2 logical, fetching pails of water from the river’.’ Complete the Lizzie? Record student thoughts WILF: Students can write a diary entry – remember to make the entry interesting, and record the evidence they imaginative diary entry use a variety of language devices, excellent vocabulary imaginative text provide to support it using and use a variety of language and perfect punctuation. quotes from the text. using a variety of features to enhance the text. language features. WALT: Read entries Wed 7th – Fri 9th. Core Task: Continuum Aspect: Reading & 3 Locate all of the place names in In groups research the actual history behind the places Comprehension I can identify the diary so far. named in the book (Cape Town, Port Jackson, London - factual information Newgate prison, Norfolk Island, Sydney Cove, Botany Discuss whether they are real in fiction texts. Bay) WILF: Students can identify real place names or not. How do locations in a fictional text and they know? How could they find Create a poster and present your findings to the class. out? Posters will be added to a world map using . locate researched information on them. Support Extension Students create their own Ensure students are Thinglink map, linking to placed in supportive mixed information on each of the ability groups. places marked. WALT: Core Task: Read entry 10th April. Discuss Continuum Aspects: Speaking & the main idea of the entry- Listening / Writing I can write in first Recall a memory from your childhood. Retell the memory memories. Identify the pronouns from your point of view (first person). Then retell the and third person to 4 used in the entry. Whose point memory from either someone else’s point of view that show different of view is the story being told was there or from a third person’s point of view if you WILF: Students use appropriate points of view. from? How do we know? What were alone. pronouns to retell an event in both other points of view could it be first and third person. told from? How would this
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.
english_t1_2014.docx