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Catherine Miller and Anne Louise Walters

“Find Your Treasure” English Mini Unit

Year Level: Five 5 Term: 3 (Book Week) Duration of lesson: 5 x 90min blocks Learning Area: English “Find your Treasure

Year level description:The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances.The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.

Year level achievement standard/s:

Receptive modes (listening, reading and viewing): By the end of Year 5, students explain how text structures assist in understanding the text. They


understand how language features, images and vocabulary influence interpretations of characters, settings and events. When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating): Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Student Prior knowledge:Students will bring to this unit prior knowledge, gained through earlier primary years, of narrative text structure and language features. Students will display their prior knowledge of how narrative language features, images and vocabulary are used to engaged readers by participating in whole class, group and individual activities.

Students’ prior knowledge of working with others to create a text will aid them in working with others to create a narrative story based on the idea of “Find Your Treasure”. By applying all receptive and productive modes, students will contribute their ideas, thoughts and points of view through whole class, small group or independent activities. Students will have prior knowledge of all activities in this unit having participated in them in prior English and other key learning areas this year.

Learning objectives: At the completion of this unit, students should be able to create a narrative text encompassing the 2018 Book Week theme “Find your Treasure”. Students will deepen their knowledge and understanding of the narrative text structure and language through whole class, small group and individual activities utilizing their receptive and productive modes. Over five literacy block sessions, the students will deconstruct the elements of a narrative text; Setting, Character, Plot, View point and Language, through explicit and guided instruction. Students will be given time to construct their own narrative story that encompases their own interests and the required elements for a narrative piece.

Learning intentions:

Students are learning the text structure and language of Narrative writing. Through guided instruction students will write a narrative story based on the 2018 Book Week theme of “Finding Your Treasure” by discovering their interests and/or what they consider to be a treasure. Strands of the learning area:

English

Content Descriptors:

Literature: Examining Literature: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611 )


Literature: Creating Literature: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612 )

Literacy: Interacting with others: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Literacy: creating texts: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704 )

Language: Text structure and Organisation: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504 )

Language: Text Structure and Organisation: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506 )

Cross-Curriculum Priorities and General Capabilities (only highlight the pertinent ones):

LESSON SEQUENCESession 1 - Learning Intention: By the end of the first session, students should be able to identify their favourite narrative book and through whole class, small group and individual activities, identify the key elements of their narrative texts and why they are considered treasured books.

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Literacy

Numeracy

ICT Capability

Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

Literacy: Students compose and create narrative texts to communicate information, concepts and ideas relating to an object they consider a treasure.

ICT: use an ICT to gather, organize and represent information in meaningful way to visually support their narrative text

Critical and Creative Thinking: Students pose questions and identify and clarify information and ideas, and then organize and process information. They use questioning to investigate and analyse ideas presented during whole class and small group discussions and collect, compare and evaluate information from a range of picture books. In developing and acting with critical and creative thinking, students: pose questions, identify and clarify information and ideas, organize and process information they have gathered regarding narrative texts.

Personal and Social Capability: investigate personal and social practices relating to information posed by authors through their work. Students use reflection to better understand the actions of individuals and groups in specific situations and how these are shaped by society. They are encouraged to reflect on their own behaviours and responses to choices they make and identify influences on their decision.

Aboriginal and Torres Strait Islander histories and cultures: Students will gain an understanding of key concepts of Country/Place, Culture and People of Indigenous Australians through examining narrative picture books and through whole class and small group activities with Indigenous students..


Note: Prior to the beginning of this lesson, student will have been instructed to bring in a copy of their favourite picture book.

Timing Teaching strategies & Learning experiences Assessment Resources

INTRODUCTION9 am Read Aloud: “Paddington” by Michael Bond

Class Discussion – Intro to Unit:Explain learning objective of this unit and learning intention of today’s lesson. Discuss the learning outcome, individual narrative text based around book week theme “Finding Your Treasure”.Go around the class and have students say the name of their book.

Formative: Observation

“Paddington” by Michael Bond

DEVELOPMENT9:15am

9:25am

9:40am

Pair Squared: In pairs, describe to each other what your chosen books and why they are your favourite.

(Modelling) Mind map: Popplet.comBrainstorm key elements that make a story great. “What do you think makes a great story?”

Plot Character Writing Pictures Memories Setting Language Themes

Literature Circles: (Students have prior knowledge of the Literature Circles teaching strategy). Students will be split into groups and discuss the key elements (identified in the mind map) and link them to some of the most popular Australian picture books.

Story 1: Possum Magic by Mem Fox https://youtu.be/XhLH6ZELEX4 Story 2: The Magic Hat by Mem Fox https://youtu.be/CIbbg_i27k4

Formative: Observation: By

knowing what books the students enjoy, this will indicate what can be a focus point for the entire unit.

Formative: Teacher and Teacher

aide rotate around the classroom, observing and guiding instruction

www.popplet.com

Word wall: Blank cards

IWBA3 Paper and Pens

http://www.popplet.com/

https://youtu.be/CIbbg_i27k4

https://youtu.be/XhLH6ZELEX4


9:55 am

10:05am

Story 3: The Giving Tree by Shel Silverstein https://youtu.be/cQH2IE-a80Y Story 4: The Rainbow Fish by Marcus Pfister https://youtu.be/QFORvXhub28 Story 5: Where the Wild Things Are by Maurice Sendak Story 6: We’re Going on a Bear Hunt retold by Michael Rosen

https://youtu.be/GIT6HyGtRBQ In groups, students will share their thoughts with the class.

Brain Break: “What are you doing?” activity

Individual Writing : Having looked at students’ own book and discussed with peers’ key elements of picture books, students are to use individual writing time to brainstorm ideas for their own narrative writing piece, focusing on something they treasure; a person, sport, place, things, animal, feeling.

Teacher/Teacher aide works with in small group with less experienced writers

iPadsLaptopsPicture booksVideo Clips

Brain Break activity:

English writing journal

CLOSURE10:35am

10:40am

Learning Circle Word Wall: The word wall will be an evolving structure throughout this whole unit. Words will be added each session to highlight vocabulary relating to elements of narrative writing.

Recap : “So what are some of the key elements that we have discovered that make a good story?””

Have students write the answers and add them to the wall. Add favourite book titles to the word wall Add key elements to word wall “What makes a great story?”

Questioning/Feedback:“Why do you think stories are so meaningful?”“Did you see any books today that you haven’t read before and would like to read? One that can inspire your own story?”

Word wall: Blank Cards

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs… Students who are more experienced writers may choose to work independently in parts of the session Students who are less experienced writers work more closely with the teacher or teacher aide.

Session 2 - Learning Intention: Throughout this literacy session, we will be looking at the impact of the Setting in narrative text. By the end of the lesson, students should be able to outline the setting of their individual narrative writing piece.

TeachStarter-What-Are-You-Doing-Active-Game_156090.pdf

https://youtu.be/GIT6HyGtRBQ

https://youtu.be/QFORvXhub28

https://youtu.be/cQH2IE-a80Y



INTRODUCTION11am

11:10am

Read Aloud: “Owl Moon” by Jane Yolen https://youtu.be/AsmMkbDtkl8

Class Discussion: Setting stimulates the 5 senses.“What do we understand the term “setting” to mean in narrative text?” “What does it tell us when we are reading a narrative story?”“What do we see, hear, feel, smell?”

DEVELOPMENT11:20am

11:40am

(Modelling) Brainstorm: Teacher re-reads the text “Owl Moon” and identify the answers to the following questions.

“What do we see?” “What do we feel?” “What do we smell?” “What do we hear?” “What do we taste?”

Students can draw a table in their writing journal to record their answers in note form or use the template provided.

Jigsaw: (Students have prior knowledge of the Jigsaw teaching strategy from learning in English and other KLA’s). In groups students, using the Jigsaw teaching strategy, read allocated picture books and describe the setting in relation to the five questions (provide examples in the text);

“What do we see?” “What do we feel?” “What do we smell?” “What do we hear?” “What do we taste?

Jigsaw groups books to examine setting1. “The Treasure Box” by Margaret Wild

Formative: Teacher and Teacher

aide rotate around the classroom, observing and guiding instruction


IWBSetting Template(Appendix 1)Video Clip:https://youtu.be/AsmMkbDtkl8 Book Class Set: “The Owl Moon”

Activity: Jigsawhttps://www.jigsaw.org/ Setting Template(Appendix 1)

Library books:“The Treasure Box” by Margaret Wild“Fire” by Jackie French

https://www.jigsaw.org/

https://youtu.be/AsmMkbDtkl8

https://youtu.be/AsmMkbDtkl8


12pm

12:15pm

12:25pm

12:30pm

2. “Fire” by Jackie French3. “Flood” by Jackie French4. “The Rainbow Serpent” by Dick Roughsey 5. “The Gruffalo” Julie Donaldson

Students re-join their original group and take it in turns to describe the setting of their jigsaw groups’ book. Students complete the table of different setting elements for the different books.

Brain break: Mirrors/Just Dance 5-10mins “Waka Waka (This time for Africa)

Class Discussion: Go through the template.“Was there any particular setting that you could relate too?”“Was there a setting that you could not visualize? What did you do that helped? → did the pictures help (one of the strategies previously discussed)?

Individual Writing: During individual writing time, students use this time to brainstorm an idea for a setting for their narrative story. They will add this to their story idea and by the end of this session, students should have a setting to accompany their story idea.

Formative: Annotate writing

journal/Feedback 1:1 Conference Observation checklist

“Flood” by Jackie French“The Rainbow Serpent” by Dick Roughsey “The Gruffalo” Julie Donaldson

Setting Template(Appendix 1)

YouTube Clip:“Waka Waka (This time for Africa) https://youtu.be/OobR681KUTo

English writing journalTeacher/Teacher aide: Scribe for less experienced writers to brainstorm ideas

CLOSURE12:45pm Learning Circle Word Wall: The word wall will be an evolving structure throughout

this whole unit. Words will be added each session to highlight vocabulary relating to elements of narrative writing.

Recap : “So what are some of the key terms we have talked about today relating to setting?”

Have students write the answers and add them to the wall. Add setting words to word wall

Word wall cards


Session 3 - Learning Intention: In todays session students will be looking at Character in narrative text and identifying elements that contribute to memorable characters. By the end of the lesson, students should have an outline for key characters they wish to include in their narrative writing piece.

https://youtu.be/OobR681KUTo



INTRODUCTION9am Read Aloud: “The Twits” by Roald Dahl (pgs. 2-8)

Modelling & Think/Pair/Share: Read first “Mr. Twit”, pages 2-5. In your writing journal draw a picture of what you imagine Mr. Twit to look like. Repeat for “Mrs. Twit” (pgs. 6-8). Teacher and students share their drawing and reasoning with the class.

Formative: Observations

“The Twits” by Roald Dahl(Teacher copy)

DEVELOPMENT9:20am

9:40am

Visualizing: Think back to your favourite book (from session 1), who was your favourite character and/or one of the characters from the book? In your writing journal answer the following questions:

“What do they sound like?” “What are your character's thoughts and feelings?” “Effect on others – How do other people see them?” “What does your character do, how do they behave?” “What does your character look like?”

For those that are willing, read a page from a textbook [teacher or student choice] as your character. Take on the character, how they stand, talk and behave.

Group Work: In groups of 3-4, each group will have a character from “The World's Worst Children” by David Walliams. Students are to read the chapter and create an accurate character description answering the following questions;

“What do they sound like?” “What are your character's thoughts and feelings?” “Effect on others – How do other people see them?” “What does your character do, how do they behave?” “What does your character look like?” Book Characters:

Bertha Blubberer Peter Picker Nigel Nit-Boy

Formative:Teacher and Teacher aide rotate around the classroom, observing and guiding instruction

Teacher/Teacher aide works with in small group with less experienced

English writing Journal

English writing JournalLibrary Books: “The Worlds Worst Children” by David Walliams


10:05am

10:15am

10:40am

Earnest Ernest Windy Mindy Grubby Gertrude

Brain break: Just Dance “Footloose”

Presentation: Students share their characters with the class. Peer feedback given about the character they presented, what they liked/disliked about the character and/or what they like about their interpretation

Individual Writing: During individual writing time, students use this time to brainstorm an idea for characters in their narrative story. Student will add their character ideas to their intended setting and story concept.

writers


YouTube Clip: Just Dancehttps://youtu.be/wWAQaL4nUcU IWB

English writing Journal

CLOSURE10:50 Learning Circle Word Wall: The word wall will be an evolving structure throughout

this whole unit. Words will be added each session to highlight vocabulary relating to elements of narrative writing.

Recap : “So what are some of the key terms we have talked about today relating to characters?” “What are some examples?” “What descriptive words can we use in our stories?

Have students write the answers and add them to the wall (create a list of adjectives students can use when describing someone)

Add character words to word wall.

Silent Reading/Catch up: During this time students can use the time to do silent reading, catch up on unfinished work or discuss with the teacher their narrative so far.

Formative: Annotate writing

journal/Feedback 1:1 Conference Observation Checklist

Word wall cards


Session 4 - Learning Intention: In today’s literacy session students will be identifying the text structure and plot of narrative texts. By the end of the

https://youtu.be/wWAQaL4nUcU


lesson students should be able to outline an orientation, complication, events & climax and resolution of their own narrative text.


INTRODUCTION11am Read Aloud: “The Gruffalo” by Julia Donaldson

Revisit parts of narrative writing from previous sessions and identify them in “The Gruffalo” i.e. the idea, the setting and the characters.

“The Gruffalo” by Julia Donaldson(Teacher copy)

DEVELOPMENT11:15am

11:25am

Explicit Teaching: Our next part of narrative writing that we are going to look at is the Plot; the structure of the text.“What do you know already about what a plot is?”

A. A plot is a sequence of events that unfold in a narrative. It contains a beginning, a middle, a climax and an ending…

In their writing books, students can write down what they think a plot is. Starting with all their hands up, have them lower their hands when they haven’t included the following in their definition;

Orientation (Beginning – less advanced writers) Complication (Middle) Events & Climax Resolution (End)

Video Clip: The Plot Diagram Song by Scratch Garden

Modelling: With the class identify these key structural elements in the Gruffalo: Orientation – The beginning of the story that introduces the setting,

characters and the plot Complication – the problem experienced by the characters Events & Climax – Main steps the characters take to resolve the

complication Resolution – the characters find a solution to the problem which leads to


Teacher/Teacher aide walk around the class room and observe student response


Video Clip: The Plot Diagram Song by Scratch Gardenhttps://youtu.be/NpWHZJZQDSE IWB

https://youtu.be/NpWHZJZQDSE


11:35am

11:55pm

12:05pm

12:15pm

the ending.

Group Work: In groups of 3-4, read a text and identify the text structure of the allocated book. Note: Groups assigned by reading ability.Set Texts: “The Snail and the Whale” by Julia Donaldson and Alex SchefferWork through the narrative text structure of “The Snail and the Whale”

Brain Break: Mirrors: Trolls: Can't Stop the Feeling | GoNoodle

Direct Instruction & Class Discussion: Developing plots can be difficult so to help you decide on a plot for your own narrative, you might like to think about different plot types that you have read. Discuss…

Overcoming Evil e.g. Harry Potter Series by J.K. Rowling The Quest e.g. Rowan of Rin or Deltora Quest books by Emily Rodda A Contest e.g. Charlie and the Chocolate Factory by Roald Dahl A Transformation: A character begins as bad and then becomes good e.g. A

Christmas Carol by Charles Dickens or “Tiddalick: The Frog Who Caused a Flood” by Robert Roennfeldt

Individual Writing: During individual writing time, students use this time to outline their narrative structure. Using the template provided, fill in their ideas and combine them with their setting and characters from previous sessions

Teacher/Teacher Aide work with less experienced group of writers.


Teacher and Teacher aide rotate around the classroom, observing and guiding instruction

Big Book: Snail and the Whale (Teacher Copy)Picture books: Library

YouTube Clip: GoNoodleshttps://youtu.be/KhfkYzUwYFk

CLOSURELearning Circle Word Wall: Add vocabulary relating to the text structure of a narrative text.

Recap : “So what are some of the key terms we have talked about today relating to the narrative text structure?”

Have students write the answers and add them to the wall. Add character words to word wall.

Word wall cards

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs… Students who are more experienced writers may choose to work independently in parts of the session. More experienced readers can use a text of their choice, or the book they have just finished reading to explain the plot structure Students who are less experienced writers work more closely with the teacher or teacher aide

https://youtu.be/KhfkYzUwYFk


Session 5 - Learning Intention: In todays session the students will look at the perspective of a narrative text (narrator) and the language that the narrator has used to tell their story. By the end of the lesson, students will decide on a narrator for their individual narrative and identified some language uses to enhance their narrative writing.


INTRODUCTION9am Word Wall Recap: Using the word wall, recap all the elements previously discussed

regarding how to write a narrative. Ideas – What makes a story great. Setting – What do we see, hear, feel, taste and smell? Characters – S.T.E.A.L. Plot – Orientation, Complication, Events & Climax and, Resolution


DEVELOPMENT9:10am

9:20am

Read Aloud: For the next element in writing their narrative piece we need to look at the viewpoint – The Narrator; the person telling the story or the perspective from which the story is written.

“The Little Refugee” by Ahn Do 1st Person “Harry Potter and the Philosopher's Stone” by J.K. Rowling 3rd Person

“Who is the narrator? How do you know?”“What words give us a clue to from whose viewpoint the story is told?”

Word Wall: Add to the word wall: Viewpoint, First person, Third Person, Narrator, ‘I’ and ‘me’ and, ‘he’, ’she’ and ‘they’

Explicit Teaching: Through the narrator, the writer uses a range of language types to ‘paint the picture with words’ to tell their story.“What types of language might the author/narrator use?”

Nouns Adjectives (briefly introduced in session 3) Verbs Adverbs

Teacher aide rotate around the classroom, observing and guiding instruction

Books: “The Little Refugee” by Ahn Do“Harry Potter” by JK RowlingIWB

Word wall cards


9:30am

9:40am

9:55am

10:05am10:15am

Onomatopoeia Synonyms

Modelling: “The Frog – The Twits” pg. 12-13. Using the IWB highlight/underline the following:

Nouns - red Adjectives - green Verbs - yellow Adverbs – orange

Synonym Race: You have 1-minute (Online stopwatch) to think of as many alternative words as you can for:

Look Dark Happy Surprised

Video Clip/Reading: Re-Read “Owl Moon” by Jane Yolen. Through guided instruction and pair work re-read the book and highlight the language features of the text.

Brain Break: Pair Work/ Individual Writing: With the person next to you, work together to develop language to add emphasis and imagery to your writing plan.During this writing time, students further develop their narrative piece, considering language features they could use to add emphasis or imagery to their characters, their setting etc

Teacher and Teacher aide rotate around the classroom, observing and guiding instruction

Teacher/Teacher Aide work with less experienced group of writers.

English Writing JournalOnline stop watchhttps://www.online-stopwatch.com/classroom-timers/

English Writing Journal

CLOSURE10:30am Learning Circle Word Wall: Add vocabulary relating to the language features of a

narrative text. Recap : “So what are some of the key terms we have talked about today relating

to narrative text language?” Have students write the answers and add them to the wall. Add character words to word wall.

Word wall cards

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs… Students who are more experienced writers may choose to work independently in parts of the session. More experienced readers can use a text of their choice, or the book they have just finished reading to explain the plot structure Students who are less experienced writers work more closely with the teacher or teacher aide

https://www.online-stopwatch.com/classroom-timers/




The focus of the first five lessons of this unit is to deconstruct a narrative text structure and begin the Prewriting phase of the writing process. For students to continue to create their narrative piece, this unit would require a further 1-2 lessons to complete the writing process:

Session 6: Drafting of narrative piece. During this session the key focus will be on students applying the productive modes and begin writing their narrative text. Focus will shift from whole class and small group work to more independent writing time to allow for teacher-student conferencing and feedback. For more experienced writers, they might be at the revising and editing stage and can work in small groups to provide peer feedback and editing.

Session 7: By the end of this session all students should be into the editing and evaluating stages of creating their narrative text. Throughout this session, students can draw from picture books used in earlier sessions to examine layout of narrative text. Making connections between font, size, images, pictures and language features to complement their story.

To complete this unit students will create their narrative text using a digital tool such as PowerPoint, Book Creator or iMovie.

Appendix 1: Session 2 Setting Template

Book What do I see? What do I hear? What do I smell? What do I feel? What do I taste?


The Owl Moon

Rationale:

“Find Your Treasure” is a literacy unit consisting of five ninety minute literacy sessions allowing Year Five students to gain a deeper understanding of the purpose, the structure and elements of narrative texts. During this unit students will work towards constructing their own written piece by following the writing process. Students draw inspiration from a wide range of picture books and examine the different elements of the narrative text structure through direct and guided instructional activities. Students will contribute to their picture book


repertoire by reflecting on beloved children's classics such as Possum Magic and The Magic Hat by Mem Fox and responding to modern picture books such as Fire and Flood by Jackie French that contain a real-world context.

“Find Your Treasure” encompasses both receptive and productive modes outlined in the Australian Curriculum, English key learning area. The receptive modes that the Year Five students will be demonstrating consist of; understanding how language features, images and vocabulary influence interpretations of characters, settings and event by listening and reading texts, while the productive modes the students will be engaging with are; speaking, writing and creating as they create an imaginative narrative piece that they will edit and present to their class (ACARA, 2016). This therefore shows that each literacy session incorporates all basic language skills as outlined in the Australian Curriculum since they all start with some sort of listening (modelled reading), followed by speaking (discussion in pairs or whole class), then the students carry out some reading (for a purpose from the chosen picture books outlined in the lesson sequence) and finally each student undertakes a writing task (their narrative story/summative piece). Whilst there has been a main focus on the inclusion of both receptive and productive modes, it was also imperative to include all sub strands of the English curriculum; Literature, Language and Literacy. The lesson sequence closely aligns with the Australian Curriculum as we have integrated the following content descriptors; Literature: ACELT1611 and ACELT1612 ; Literacy: ACELY1700 and ACELY1704 ; Language: ACELA1504 and ACELA1506 throughout the activities.

The purpose of the “Find Your Treasure” unit is to scaffold the students’ knowledge of narrative text and the different elements that need to be considered when creating a narrative piece. The sequence of the lessons deconstructs the initial stage of the writing process - Prewriting. This initial phase of the writing process outlines a writer's ideas through brainstorming, planning and consideration of a topic. Each session focuses on a different element of the narrative text structure; setting, characters, plot, language and perspective. Through this order, students can build on literacy concepts such as; sequencing and creating a plot of a story, and comprehension and understanding the sense of the story which has a strong focus on ‘Finding Their Treasure’.

The Gradual Release of Responsibility is central to the structure and flow of each session. Every session begins with a modelled aspect [I do it] where the teacher demonstrates fluent reading and the element/s that are a focus to the session. It is during this time, that the teacher shares the learning intentions and success criteria of the session with the students, so they are aware of what is expected from them.

The second phase, Guided Instruction [we do it] is where the teacher might prompt, question, facilitate, or lead students through tasks that increase their understanding of the content (Fisher, 2008). It is in this phase that teachers are given the opportunity to address the needs discovered via the means of the formative assessment or the student’s misconceptions within their prior knowledge and to explicitly teach the skills and strategies required in the unit. The next level is the student-centred collaborative Learning [you do it together] which is where the students consolidate their learning via small group discussion/pairs/whole class discussion. Examples of where this can be seen in our unit are the activities such as; literature circles, jigsaw and small group work allow students the opportunity to problem solve, discuss, negotiate and

http://www.scootle.edu.au/ec/search?accContentId=ACELA1506

http://www.scootle.edu.au/ec/search?accContentId=ACELA1504

http://www.scootle.edu.au/ec/search?accContentId=ACELY1704

http://www.scootle.edu.au/ec/search?accContentId=ACELY1700

http://www.scootle.edu.au/ec/search?accContentId=ACELT1612

http://www.scootle.edu.au/ec/search?accContentId=ACELT1611


think with their peers. The final phase is the Independent/Individual Work [you do it alone] where the students apply what they have learnt to their own narrative task, where they transform their ideas and solidify their understanding (Fisher, 2008).

The purpose of the lessons are to also address the learning intentions and success criteria that is introduced to each lesson. The intention for the unit is as follows;

At the completion of this unit, students should be able to create a narrative text encompassing the 2018 Book Week theme “Find your Treasure”. Students will deepen their knowledge and understanding of the narrative text structure and language through whole class, small group and individual activities utilizing their receptive and productive modes. Over five literacy block sessions, the students will deconstruct the elements of a narrative text; Setting, Character, Plot, View point and Language, through explicit and guided instruction. Students will be given time to construct their own narrative story that encompasses their own interests and the required elements for a narrative piece.

The learning objective of this unit is for the students to be able to consolidate all of the information they have gained over the sequential sessions and produce a narrative piece that will compose using a digital format. The sequential lessons allow the students to contribute to their piece at the end of each session and plan to draft, edit and publish in the future sessions.

Essentially, diversity has been catered for throughout each session and can be seen during group or independent writing, assessment for learning, one to one conferencing, discussions and group work. One particular task that demonstrates differentiation is at the end of each session where the students are given time to construct and add to their own individual narrative piece. The differentiation within this task is that there is no limit as to how much the students can write. The more experienced writers may choose to work independently for parts of to the whole of the session whilst the students who are less experienced might need more guidance, therefore working more closely with the teacher/aide or can work on a component that is found easier (QCAA, 2018). By the fifth session, the students have a chance to add detail to their piece, the higher performing students will take this task and will implement it into most of their piece, as a result making their writing more engaging for the reader.

In addition, the concept of “Find Your Treasure” provides an unlimited scope as to ideas students can identify in their writing. By incorporating texts from Indigenous Cultures, such as The Rainbow Serpent by Dick Roughsey, indigenous students are encouraged to share with their peers their cultural treasures as a focus of their own writing. By focusing on one element per session helps with deconstructing what is needed for a narrative piece allowing for a greater level of scaffolding for EAL/D students. As many EAL/D students can struggle with the writing process, it is through scaffolded units such as “Find Your Treasure” that students will deepen their understanding of the narrative text structure.

Another example of catering for the students who are struggling, is at the beginning of each session, there is modelled reading demonstrated to the students. This is a beneficial experience for all the students but especially the EAL/D children. By also incorporating the notion of echo reading, the students all get a chance to participate in the reading, therefore boosting their confidence, as the frustration and anxiety (associated with reading aloud) is often alleviated (Seely-Flint et al., pg. 474). Modelled reading also offers opportunities for the students to


construct meaning from the texts they hear (Seely-Flint, et al., pg. 356). Some low SES students in the class might not have had the privilege of being read a bedtime story when younger, or have limited books at home, therefore some will not have the prior-knowledge gained to assist with this unit. Although, in saying that, this unit is designed to allow the students to be exposed to such a vast array of books, allowing all students to construct an idea around what they enjoy and consequently do not, whilst also engaging in the content of setting, plot, characters and narrator.

In addition to the examples mentioned above, activities such as literature circles and jigsaw have been chosen to be carried out within the unit, since they both allow for flexible groups of mixed abilities. In both activities, each student has a particular role to play, therefore very inclusive of group members, this is then relating to the process in which the learning is undertaken (Victoria State Government, 2018).

In summation, this unit is one that aligns closely with the Australian Curriculum, on both theoretical and practical levels. Through the course of the unit, students, with consideration for all learning needs, learn the importance of reading and writing for enjoyment and the appropriate skills and strategies to create an engaging narrative text for their peers.


References: Australian Curriculum Assessment and Reporting Authority . (2016). English . Retrieved from Australian Curriculum Assessment and Reporting Authority :

https://www.australiancurriculum.edu.au/f-10-curriculum/english/

Fisher, D. D. (2008). Effective Use of the Gradual Release of Responsibility. San Diego State University: Author Monographs . Retrieved from https://www.macmillanmh.com/connectED/national/treasures_econsultant/assets/pdf/douglas_fisher_monograph.pdf

Government, V. S. (2018). Literature circles . Retrieved from Education and Training: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpraccircles.aspx

Queensland Curriculum and Assessment Authority. (2018). Catering for diversity. Retrieved from Queensland Curriculum and Assessment Authority: https://www.qcaa.qld.edu.au/p-10/catering-diversity

Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for engagement. Milton, Australia: Wiley.

https://www.qcaa.qld.edu.au/p-10/catering-diversity

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpraccircles.aspx

https://www.macmillanmh.com/connectED/national/treasures_econsultant/assets/pdf/douglas_fisher_monograph.pdf

https://www.australiancurriculum.edu.au/f-10-curriculum/english/

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