Learning QTF / Assessment / Modelled Teaching Guided / Independent Learning Intention Thinking Tools Cluster markers Animals feature significantly Core Learning: WALT: Continuum Aspects: Vocabulary / 3 in Aboriginal Dreaming stories. Writing Students select a letter then come up with their own I can use Look at the book My alliterative sentence and illustrate. Take a photo of the alliteration to Australian ABC of Animals by illustration and using the app ‘Path On’ to add the engage my Bronwyn Bancroft. WILF: Students can use sentence text to the illustration. readers. Read the book ‘Animalia’ by alliteration to enhance their writing Graeme Base. What language and engage their readers. Support Extension device has he employed to Use Thinglink to create an capture the reader’s attention Use the parts of speech interactive image. Add proforma to help students in an alphabet book? hyperlinks to information Explore the alliterative structure their sentence. about your animal and link sentences used and break to an audio or video them down into recording of you recording your alliterative rap. After reading a number of Core Learning: WALT: Continuum Aspects: Vocabulary Think, Pair, Dreaming stories explore the 4 Students use graphic organiser to plan and write their I can write an Share graphic organiser on own creation story. imaginative WILF: Students consider feedback ‘Targeting Text Interactively’ creation story using from peers and edit their work to Note: Remind students that they must make up their resource. the correct own story as it is not l to retell a Dreaming story without reflect the feedback given. Discuss the structure and text structure and a permission. features. variety of language Use the graphic organiser to Students ‘Think, Pair, Share’ and adjust plan according features to jointly construct an outline for to feedback from peers. entertain my a class creation story. readers. Assessment Task Assessment Criteria: Students can write an imaginative Writing: Students write their own creation story, using the structure of a narrative and using a variety of text using the correct structure and a variety of language language devices to entertain the reader. features to entertain their readers.
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.
english_t1_2014.docx