change the story? (Narrative Voice) Learning QTF / Assessment / Modelled Teaching Guided / Independent Learning Intention Thinking Tools Cluster markers WALT: Read entries 11th April, 14th Core Task: Continuum Aspects: April, 16th and 17th (pages Comprehension & Writing I can rewrite a Students rewrite the diary entry for 17th April (page passage from a from the point of view of a native. 5 Revisit the concept of narrative different point of voice – perspective. WILF: Students can rewrite a view. View enlarged entry 17th April Support Extension paragraph from a text from the and discuss how this event may Provide a scaffold with Write the diary entry from a perspective of a different have been viewed differently by sentence starters to third person’s point of view. character. the Aboriginal people. assist. Brainstorm words and phrases. Jointly read entries 18th, 19th, WALT: Core Task: Continuum Aspects: PMI chart 20th 21st April (page 25-34) 6 Comprehension / Writing Students use information from the PMI to write a diary Discuss how Simple Sam has I can identify the entry where Lizzie ponders the positives and negatives been portrayed in the book. Why of the situation. positives and do you think Lizzie’s opinion of WILF: Students write a negatives of a him is different to others? Use Bill Atkinson’s Photo Card of Steve Parish Postcards diary entry that Lizzie has been requested to situation and write to publish the diary entry as a postcard that could be addresses both the positives and change service from master a well-structured sent to Edward. negatives of a situation, Dodds to Surgeon Russell. As a imaginative diary class create a PMI chart about Support Extension entry that this change of circumstance. Provide a scaffold to help Write a diary entry from addresses both structure the diary entry. Sarah’s perspective. Explain sides. Provide question stems to how she might be feeling prompt students. and why.
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.
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