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099LITERACY / UNIT PLANNER

• Topic: My Place: Episode 25 | Before Time : Bunda Fishing

Year Level: 4 Term: Week: Date:

GRAMMAR FOCUS: (levels) GRAMMAR FOCUS: (levels) 1. Whole text structure of a …

• A title that identifies the topic of explanation. This may be in the form of a question beginning with how or why.

• An opening statement that identifies the process to be explained. The emphasis is on the process rather than the particular think involved in the process.

• A sequence of paragraphs or statements that describe how or why something happens and that are linked either through cause and effect or temporal sequence

• A concluding paragraph or sentence that draws all the information together and adds a further dimension to the explanation.

• Visual text. (Wing Jan, 2009, p.153) Language features for the text-type:

2. Sentence level

• Simple and compound sentences

• Statements that have a cause and effect

• Adverbial phrases that signal a sequence of events or stages in a process (e.g. after a while, the same time).

• Adjectival phrases and clauses that add further information to the noun

3. Word level

• Words that signal cause and effect (e.g. therefore, because)

• Words that signal a sequence of events or stages in a process (e.g. first, last)

• Action verbs in present tense (e.g. explodes, pushes) and auxiliary verbs (e.g. are pushed).

• Conjunctions used to link cause and effect, subject and actions or effects, description, lists etc (e.g. and, yet, because).

(Wing Jan, 2009, pp. 155).

Text type and mode

Listened to Spoken Read Written Viewed Produced

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1. Building topic knowledge 2. Building text knowledge/Model the genre 3. Guided activities to develop vocabulary and text knowledge 4. Joint construction of text 5. Independent construction of text 6. Reflecting on language choices

Frequently used Literacy Instructional Strategies: Think Aloud Language Experience Approach (R/W) Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Reading Interviews Cloze Interactive Writing

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Topic-specific vocabulary for the unit of work: How, why, explanation, explain, cause, effect, therefore, so, because, as a result,

information, situations describe, question, process, identify, topic, title, paragraphs,

introduction, conclusion, visual text, everyday experiences, opinions, interests,

knowledge, Bunda, Gardi, father, fish,

Indigenous Australians, relationships,

brother, family, jealousy, sadness,

disappointment.

Thinking Tools/techniques to support chn’s thinking before/during/after an activity: Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Role-play; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR Resources: Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp 153-162; EPISODE 25, Before time: Bunda Fishing. Retrieved from http://www.myplace.edu.au/teaching_activities/1878_-_before_time/beforetime01bunda/2/fishing_bt.html My Place website www.myplace.edu.au iPad application Coachs’ eye Affective Assessment Explanation record sheet K-W-L Reflection sheet Explanation writing frame Three point observation rubric (teacher assessment) See Appendix for printable resources.

Analysing Checking Classifying Cooperating Considering options Designing Elaborating

Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying

Listening Locating information Making choices Note taking Observing Ordering events Organising

Performing Persuading Planning Predicting Presenting Providing feedback Questioning

Reading Recognising bias Reflecting Reporting Responding Restating Revising

Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising

Testing Viewing Visually representing Working independently Working to a timetable

Standard 3.3 Demonstration of understanding of a broad range of teaching strategies

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TEACHING & LEARNING CYCLE (Identify step in the T & L cycle and

the literacy learning intention or session’s focus )

WHOLE CLASS

Tuning In (Identify a strategy or a tool to help activate prior knowledge and/or to

introduce the topic.)

MINI LESSON

(Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus of the session and to

prepare students for successful completion of the set task. Reference to Wing Jan include

page details)

INDEPENDENT

LEARNING (Extended opportunity for students to work in

pairs, small groups or individually on a set task. Time for teacher to probe students’

thinking or work with a small group for part of the time. Reference to Wing Jan include page

details)

SHARE TIME AND

TEACHER SUMMARY (Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session)

ASSESSMENT STRATEGIES

(should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students’ attempt/work)

Session 1 Building Topic Knowledge Focus: To create understanding about why situations require an explanation. That is, the purpose of the text type.

Instructional Strategy: Oral discussion: Write the word explanation on the board. Ask the students to think about what it means. Create a mind map of the students’ thoughts around the central idea of “explanation”. Probing Questions: What do you think of when I say explanation? When do you have to explain something? How do you explain it? What do you think the purpose of an explanation text might be? What could we use an explanation text for?

Instructional Strategy: Think aloud: Model an explanation about an everyday event. Think Pair Share Ask students to think about their everyday experiences and a time they have had to explain something. Students share with a partner by explaining the example orally. Probing Questions: Does your partner now understand your example? What important process needed focused attention? Why did you need to explain this?

With a partner, students engage with the ‘please explain’ activity (Wing Jan, 2009, p.159). Students are required to work together to describe how or why something happens. Students are required to choose a topic of explanation that is relatable to them. For example, trading animal cards. Students provide extra information to answer the questions ‘how?’ or ‘why’. For example, how to do something, why it is necessary and how the action will work (Wing Jan, 2009, p.153). Students record their explanations using the writing template (see appendix 1). Teaching group with small group of EAL: Teacher and students engage in conversational scaffolding. Using their explanations to guide the conversation, teacher repeats the child’s meaning, speech and explanation using an expanded form. This verifies the child’s understanding of the words while modelling more complex language use. It facilitates vocabulary development and the ability to use language appropriately in the context of explanation writing (Peregoy & Boyle, 2009, p.48).

Reflection Circles: Students respond to the following questions: What have I learnt today? What does the word explanation mean to me? In what situations do I need to explain something?

Students written explanations on the writing template will allow the teacher to assess the students level of understanding about the purpose of an explanation.

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Session 2. Building Topic Knowledge Focus: To recognise how opinions, interests and knowledge will influence an explanation.

Instructional Strategy: Read to. Students are read the synopsis of the episode. See appendix 2. Oral Discussion: Students respond orally to the focus questions. Teacher records short annotations of the students responses on the interactive whiteboard. Focus Questions: Who is involved in this episode? What do you predict will occur in this episode? Who do you predict will catch the most fish?

Students watch the episode 25 | Before Time : Bunda Instructional Strategy: Shared writing. As a whole class, create a brief flow chart of the events that occurred in the episode. This identifies relevant vocabulary and recognizes a clear sequence of important information that can be used to explain how or why something happened in the episode (Wing Jan, 2009, p.157). Create the flow chart on A3 paper so students can refer to it in future lessons. Focus questions? What technique does Gardi/Bunda use to fish? Which technique is more successful? What does Gardi do that upsets Bunda? Why do you think Bunda is upset? What was Gardi’s reason for stealing his brothers catch?

Role play. In pairs, students are given two situations involving Gardi and Bunda. Students assume the role of each boy and try to explain why the incident occurred. Students are asked to provide explanations of why the characters acted in a certain way. See appendix 3 for situations. Students are asked to recognise that opinions, interests and knowledge will influence the explanation each person gives (Wing Jan, 2009, p.159). Teaching group with small group of EAL: Group EAL learners who share a home language (Scott, 2009, p.117). Students use screen shots of the text as visual cues to guide their role play. Pupils support each others understanding through the use of their first language to explore concepts before moving into the use of English (Scot, 2009, p.117).

Using each situation, create a discussion about how interest, opinion and knowledge has effected the explanations. Record the students responses using a t-chart. Probing questions: In the first situation, how did Gardi’s personal opinion effect his actions? How did Bunda’s emotions effect his explanation of the situation? Who actions were most appropriate? Why do you think this?

Record EAL students role play using a the application coaches’ eye. This allows the teacher to make judgment on how the students have recognised how interests, opinions and knowledge influences an explanation and to what extent.

Session 3. Building Text knowledge/Model the genre Focus: To identify the words that link the cause and effect.

Write the words cause and effect on the board. Oral discussion: Students discuss their understanding of these in the context of written and oral language. Teacher creates a mind map of the students’ thoughts and understandings around the central idea of cause and effect. This aims to

Instructional strategy: Modelled writing Using situations from the video teacher models the cause and effect relationship on IWB. Demonstrations focus on explaining why the characters acted in a certain way. Teacher models writing of the cause and effect relationship. For example, Gardi stole Bunda’s fish

Cloze activity. Students work independently to complete a cloze activity. The signal words from an explanatory text have been deleted e.g. as a result of, because. The students have to fill in the missing words or phrases (Wing Jan, 2009, p.158). Students must also assign a topic-specific heading to the explanation text. Please

As a whole class, create a class chart that students can use for future reference to identify words that link action/cause and effect. Students complete K-W-L worksheet. See appendix 4.

Students complete K-W-L worksheet. This provides formative assessment relating to what a student know, wants to know and has learnt.

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activate students prior knowledge. Focus questions? What do you think cause and effect means? Where have you heard this before? Can you have a cause without an effect? Or vice versa?

because he wanted his father to be proud of him. Bunda’s fish was stolen so he was very disappointed. Teacher encourages students to recognise the words that link the cause and effect relationship. With the students, underline the linking words (Wing Jan, 2009, p.156).

note, activity sheet has not been included as it would depend on the student expressive vocabulary abilities and zone of proximal development. Teaching group with small group of EAL: With a pull out group of five EAL students, students can write the signal words in their native tongue. Underneath this, teacher provides scaffolding and guidance to also writing the word in English.

Session 4 Building Text knowledge/Model the genre Focus: The structure of an explanation.

Oral Discussion: Whole class is involved in a group discussion. Students respond to prompting questions that build and organise their knowledge of explanation text. Focus Questions: What do we know about an explanation text? What is the purpose of an explanation text? When could we use an explanation text? (Wing Jan, 2009, p.47). Teaching Strategy: Think aloud. Teacher thinks aloud responses to some of the focus questions. This leads the discussion and scaffolds students learning. See appendix 6 for example.

Instructional Strategy: Read aloud and Interactive writing: Read aloud the text to the students. See appendix 7 for text. Ask students to assign a topic-specific heading to the text. Consider students suggestions and select the most appropriate. Read the text one paragraph at a time. Stop at each paragraph to discuss the subject, purpose and content in each paragraph. Annotate the text. Note the purpose of the introductory and concluding paragraphs. Highlight the words that link cause and effect. Return to the beginning of the explanation and ask the student if the text provides all the information the reader would require (Wing Jan, 2009, p.161). Focus Questions: What is the most appropriate title?

Distribute to small groups, examples of explanation texts from a variety of sources. Establish heterogeneous groups that include a variety of students in terms of gender, ethnicity, language proficiency, and academic achievement (Cohen, 1986). Students work together to annotate the text. Students are asked to: -Question whether the heading best represents the explanation. -locate words that join the cause and effect. Students can use the class chart as a point of reference. -Identify the purpose of each paragraph. -Comment on whether the texts provides all the reader would require. Please note, explanation text should be chosen according to the students level of proximal

Students complete affective assessment of their learning in this session using template. See appendix 8.

Students complete affective assessment that provides teacher with information about the students emotions, attitudes and motivation towards the task (Gerald, Rychlak, Joseph, & William, 2010).

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What is the purpose of this paragraph? Is the text presented in a logical order?

development and vocabulary. Teaching group with small group of EAL: With four EAL students, annotate a text together with the teacher being the questioner. Focus on the structure of an explanation piece.

Session 5. Session 5 Guided activities to develop vocabulary and text knowledge Focus: Identifying the literary purpose of an explanation text by providing explanations of how and why a character acted in a certain way (Wing Jan, 2009, p.156).

Oral discussion: Draw the students attention to the use of an explanation text to explain why a character acted in a certain way. This is known as the literary purpose of an explanation text (Wing Jan, 2009, p.156). Ask the students to think about what happened when Bunda caught the first fish. Using screen shots of the video (see appendix 5), create a discussion, which focuses on providing reasons for why the characters acted in certain ways (Wing Jan, 2009, p.157). Probing Questions: Why was Bunda successful in catching a fish? Why was Gardi unsuccessful in catching a fish? What instructions did the father give? Who followed these instructions? Why did the father return the fish to the water?

Students are put into six separate groups. Each group is given a character (Bunda, Gardi or the Father). Students must explain why the character acted in certain ways by responding to prompting questions (Wing Jan, 2009, p.156). This aims to help the students gather the relevant information and recognise the importance of each piece of information. Emphasise the importance of including reasons for each part of the process being described. Each piece of information must have a purpose (to explain). Students must consider the opinion of others and evaluate its relevance for reaching the goal of explaining the characters actions (Wing Jan, 2009, p.157). Focus questions: Which character are you explaining? What are you explaining? Why are you explaining this? What observable actions describe this? How?

Each group assigns one student to be the presenter. Student presents the groups responses to the whole class. Students choose a character. Students independently complete the writing frame to explain how and why a character acted in a certain way. See appendix 9. Activity adapted from (Wing Jan, 2009, p.156). Teaching group with small group of EAL: Highlight key words and give them to the students in English and their home language (Scott, 2009, p.117).

In response groups, students share the information recorded on the writing frame worksheet to a supportive audience. Peers provide constructive feedback about whether they fully understood ‘how’ and ‘why’ Peregoy & Boyle, 2009, p.216).

Teacher uses three-point generic observation rubric to record assessment for ten different students (See appendix 10).

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Name Title: What are you explaining? Why do you need to explain this? How or why does it happen?

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Appendix 2. Episode Synopsis:

What is the process? I l lustration to support explanation:

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At the creek, Bunda's father tells him and his brother to catch a fish. Each uses a different method of fishing and Bunda's method of building a small dam

proves to be the most successful. Their father is annoyed that they are not working together.

Appendix 3. Situation 1:

Gardi and Bunda are fishing. Bunda catches the first fish but Gardi is jealous of his brother’s talent so he steals the fish off his brother. When his father returns,

he rewards Gardi for catching the fish. Explain how this happened from Gardi’s point of view.

Situation 2:

Gardi and Bunda are fishing. Bunda catches the first fish but Gardi is jealous of his brother’s talent so he steals the fish off his brother. When his father returns,

he rewards Gardi for catching the fish. Explain how this happened from Bunda’s point of view.

Appendix 4.

K-W-L Worksheet:

K (What I know) W (What I want to know) L (What I learnt)

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Appendix 5.

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Appendix 6:

Think aloud response:

Q. What is the purpose of an explanation text? A. I think the purpose of an explanation text is to describe how or why things happen. For example, how to do something, why it is necessary or how the action will work (Wing Jan, 2009, p.153).

Appendix 7. How volcanoes are formed (cover title for students)

Volcanoes are formed where the is a crack or opening in the Earth’s crust. A tube-like passage connects a chamber of magma (molten rock) at the centre of the

Earth to the Earth’s crust.

When Pressure builds up in the chamber the magma,, gases and ask are pushed to the top of the tube on the earth’s surface (called a vent).

The red hot magma that excapes to flow over the Earth’s surface is called lava which, when cooled, forms hard rocks. The layers of ash and rock form sloping

sides (the cone) of the volcano.

While some volcanoes remain cracks or holes in the Earth’s surface many others throw out enough lava and ash over time so mountains are formed. The

volcano then erupts through the crater (wide rimmed opening) at the top.

Text adapted from Wing Jan, 2009, p.154.

                       

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   Appendix  8:  Affective  Assessment Name:  ___________________________    Date:  __________________________ How  did  you  feel  about  this  session?

What  did  you  enjoy  most  about  this  session? What  didn’t  you  like  about  Maths  this  session? What  would  you  most  like  help  with? How  well  did  you  work  in  literacy  this  week?  Circle  your  answer

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Really  well     Well     Okay     I  could  have  worked  better

Appendix 9.

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Work Sheet Adapted from: Primary Resources. (20013). Explanation Texts [Writing Frame]. Retrieved from http://www.primaryresources.co.uk/english/pdfs/17explan.pdf

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Appendix 10. Observation Rubric Retrieved from: Van De Wall, J., Karp, K., & Bay-Williams, J. (2010). Elementary & Middle School Mathematics: Teaching Developmentally (7th ed.). Boston, United States

of America: Pearsons Education, Inc. Focus: Identifying the literary purpose of an explanation text by providing explanations of how and why a character acted in a certain way (Wing Jan, 2009, p.156). Above and Beyond Student provides extensive

explanations about how and

why a character acted in a

certain way. Student shows

links between cause and effect

using words beyond those

collated on the class chart.

Explanation is in sequential

order.

Student names and notes:

On Target Student provides relevant

explanations about how and

why a character acted a certain

way. Student shows links

between cause and effect by

using words from class chart.

The explanation is in a logical

Student names and notes:

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order.

Not there yet Student provides some

explanation about how and

why a character acted a certain

way. Little evidence is shown

of a link between cause and

effect and the explanation is

not in logical sequence.

Student names and notes: