You are on page 1of 6

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH


Week 4 - 6
WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ WA CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES


LESSON LINKS OBJECTIVE (what & how) EXPERIENCES

Week ACELT1604: Use -identify descriptive -butchers paper INTRO (5 Mins) Word wall
4, metalanguage to describe language from text collected, • Finished reading text the day before, review word wall of words from
Lesson effects of structure and observations noted text, sorting them into parts of speech (POS).
1 language -construct sentences with a focus on BODY (30 Mins); Gradual Release of Responsibility (GRRM) - Familiarising
for descriptive > structure • Read excerpt of text on Grandpa Joe (p.22), project this onto the Projector
ACELA1493: meaning of purposes > use of words whiteboard
sentences can be enriched from text • Highlight aspects of excerpt that describe Grandpa Joe, identify
through noun and verb > description vs. category of POS it falls into., survey students for their thoughts or Word Wall bags:
groups or phrases and statement suggestions words are colour
prepositional phrases • Group students, breakdown task: using the bags of words, students coded to POS posters
will construct sentences with those words that could describe an around the room
assigned character or setting from the text, writing them down on the
butcher’s paper Butcher’s paper
- Note: Students can use other words if they still suit the purpose and
can be categorised/identified like the others (enabling)
• Extension: For groups/students that believe they have written as Extension Test
much as they can, they will now go back to their desks conduct an
informal spelling test with some of the more whimsical words from
the text
CONCLUSION (10 Mins)
• Groups will share sentences with the class, class will try to guess
who/what is being described.
• Pose question: “when might we need to describe things very clearly?”
- Ideal responses: explaining things, giving directions, new ideas,
plans (building connection to constructing persuasive texts), selling a
product (link to later task, also connection to text through Mr Teavee
as a car salesman and Wonka)
Week ACELT1690: Identify features -observe differences in - T Chart kept for INTRO (10 Mins)
4, in texts to meet the purpose language between later reference, • Encourage students to think critically by becoming ‘Text Detectives’ Text Detectives
Lesson of the text characters observations noted (refer to poster on wall) Poster (Qualities and
2 from student input aspects of analysing
ACELT1605: Discuss how -construct descriptive > justifications for • Introductory question: “Did Mr Wonka like any of the children? Was and reading)
authors make stories writing that a reader like/dislike he rude to all of them?”
engaging through various can react to >analysis of - Ideal responses: He liked Charlie/did not like any other child, he was
techniques characters nice to all of them, he said he liked Charlie T Chart Poster
• Sort characters into T chart as ‘like’ or ‘dislike’, prompt for Markers
- Collect writing, justification (how WE feel about the character, not Wonka)
mark against scale BODY (30 Mins); GRRM - Shared
and record • Students will need to describe a character of their choice as if
observations from somebody has never read it, they will need to describe the characters
work physical appearance, their traits or characteristics, and state why
>excellent, very someone may like or dislike them.
good, progressing, • Produce an example on the board with student input to provide a
beginning, structure to follow (dot points): Character, appearance, traits, Whiteboard
attempting liked/disliked, reason why
- precursor/introduction to later structuring of persuasive texts
• Students commence task in their English books, oversee and assist
students
CONCLUSION (5 Mins)
• Select 2 students that wrote about the same character but had
opposite like/dislike responses. Survey the class if they think the
character is well described or who they would believe more.
- tying into persuasive elements/authors intentions
Week ACELT1604: Use -compare language - task sheets INTRO (5 Mins)
4, metalanguage to describe utilised at different collected and • Encourage students to think critically by becoming ‘Text Detectives’ Text Detectives
Lesson effects of structure and points in the text marked, score (refer to poster on wall) Poster
3 language noted in records • Class discussion about Charlie, reviewing impressions written down
- identify language that from early reading of the text. How do we feel about him now? Why?
ACELT1605: Discuss how enriches description or - butchers paper - Ideal responses: we feel bad/sorry, we like Charlie, Charlie is
authors make stories emotive reactions from TPS collected nice/kind, we feel the same about him
engaging through various and informing BODY (35 Mins); GRRM - Analysing
techniques - propose why authors observations/forma • Students will now be given a cloze sentence task: sentences from the Task sheet
use emotive language tive assessment text will be provided, in some cases students will have to underline or
ACELT1690: Identify features > response to circle the words or phrases that stir an emotion or appeal to the
in texts to meet the purpose question reader. In other cases, they will have to insert a word from a list of
of the text > examples given ones that would stir a specific emotion (emotion/feeling is
> consistency stated next to each sentence)
> metalanguage • Students will now participate in a think, pair and share (TPS) activity Butcher’s paper
to answer overarching question: “How do texts make us feel and
- photo taken of react to what is written?”
board responses - students will write the question and their responses onto butcher’s
(inform future paper Whiteboard
planning) CONCLUSION (5 Mins)
• Share and record responses from groups to question on the board,
review responses in relation to the question
Week ACELT1604: Use - plan a persuasive - minimal INTRO (5 Mins)
5, metalanguage to describe argument from the assessment of this • Pop-stick question students: ask them which character they liked and
Lesson effects of structure and point of view of a lesson, focus on why, then ask which one they disliked and why (activating prior T Chart
4 language character guiding students in knowledge from previous lesson), referring to T Chart from lesson 2
this writing task. • Encourage students to become ‘Text Builders’ for strong planning and Text Builders Poster
ACELY1694: Plan, draft and - identify and use > observations construction (refer to wall poster) (qualities and aspects
publish persuasive texts with language to make can be taken to BODY (35 Mins); GRRM - Applying of planning and
control of structure and arguments appealing inform subsequent • Propose a change to the story. How did Wonka give out the tickets? writing)
features task What if children had to write to him and say why they should win a
> planning ticket?
assessed later/ part • Students will fill out an application form pretending to be one of the
of ongoing process children from the text. In this application they are required to
describe or list facts about their characters and then tell Wonka why
he should give them a Golden Ticket and what they would do with it if
they received it. iPad
• In this lesson students will generate ideas (iPad apps or paper
brainstorm) and plan out what they will write and then begin to write Brainstorm template
it at the end of the session or in the next lesson.
- Students may use their previous work as support materials in this Planning sheet –
task Application form (self
CONCLUSION (5 Mins) made)
• Survey students, asking which character they have chosen to write
for, prompt for reasons why (observations on substance/depth of
reasoning)

Week ACELY1695: Re-read and edit - Observe effective use -mark planning INTRO (10 Mins); GRRM - Modelling
5, for meaning and of descriptive language documents during • Hand out planning materials from previous lesson
Lesson improvement of content and to appeal to readers lesson • Model the completion of an application form for the Golden Ticket on
5 structure > check for the board: emphasise language use in descriptions and how it may
ACELA1493: meaning of - Complete planning language use, appeal to a reader for the purpose
sentences can be enriched process of writing structure, meaning, • Ask students, if they were Wonka, would they think that is a good
through noun and verb spelling, grammar application or if they would select them to win
groups or phrases and and punctuation BODY (25 Mins); GRRM - Guiding
prepositional phrases • Allow students to continue to work on their applications
• Check planning before allowing them to move on to publishing, assist Final Copy –
students that are struggling. Application Form
CONCLUSION (10 Mins) (self made)
• Congratulate students on efforts so far, commence traffic light survey
on how students are feeling about their progress on the
task(observe/record)
• Re-read last chapter of Wonka giving Charlie the chocolate factory. Charlie and the
Chocolate Factory
(Dahl, 2005)
Week ACELY1690: Identify features - Students will publish - collect kahoot INTRO (10 Mins); GRRM – Familiarising
5, in texts to meet the purpose their applications data, use as • Students will participate in a Kahoot survey, sentences will appear on Kahoot! (2017)
Lesson of the text formative data in the board and students will have to vote Yes or No to whether they iPads
6 ACELY1694: Plan, draft and - Students will evaluate this piece of work are convincing or not, or if they would select that child for the Golden
publish persuasive texts with persuasive texts or inform Ticket.
control of structure and facilitation of next BODY (15 Mins; GRRM - Applying
features task • Students will complete their applications
ACELY1695: Re-read and edit • Check on students, particularly those that are struggling. Enable them
for meaning and -peer marked with a list of suggest phrases, prepositions and words that they could Vocabulary & Parts of
improvement of content and assessments; check use to enhance or prompt their language use Speech Prompts
structure over for final CONCLUSION (15 Mins)
reporting • Stop all working, inform students that they will no longer have any
> students will time to work on the applications.
mark to a scale of • Collect all work and describe the last part of the task. Students will Peer Marking Sheets
emojis, emojis will now peer mark each other’s work from the perspective of Wonka,
differ in facial they will approve or deny the applications based on…
expressions but - if they would think the child is interesting from the descriptions
primarily in the size - if their reasons sound? (more than just ‘I want it’)
of smiles in a • Collect and collate work with peer marked sheets
descending order
Week ACELY1690: Identify features Students will observe Observations noted INTRO (5 Mins) Whiteboard &
6, in texts to meet the purpose suitable language to - student • Introduce next task: Now that Wonka is training Charlie to take over Markers
Lesson of the text use in persuasive attentiveness the factory, some things are changing.
7 arguments (later • Iterate to students we will be writing persuasive letters to Mr Wonka
ACELY1687: Interpret ideas questioning) today because he would like to release an Onion & Garlic flavoured
and information in spoken -Identify structural - structure chocolate variety.
texts and listen for key points layout of persuasive recognition in BODY (15 Mins); GRRM - Modelling
to carry out tasks and use argument & letter review • State that Wonka wants to release a Garlic & Onion flavoured variety,
information to share and Link to later I am going to persuade him not to because I don’t like it
extend ideas and information formative • Refer to planning document Planning Document –
assessment - List reasons and elaborations Burger layout
ACELA1490: Understand how through criteria - State that the conclusion should remind the reader of what your (Cameron &
texts vary in complexity and being made explicit argument is and why you are making it. Dempsey, 2013)
technicality depending on the in this lesson. • Begin Modelled Writing of final product (refer to script for specific
approach to the topic, the think/write alouds)
purpose and the - narrate own use of reasons and elaborations Script
intended audience - highlight language in tone of argument
• Write pre-planned letter on board
ACELT1604: Use • Point out conventions/structure of a letter
metalanguage to describe CONCLUSION (10 Mins)
effects of structure and • Review/analyse written product on board, cross reference with
language planning
• Underline/tick identified sections on board as students list structural
points with example
• Inform students that they will now convince Mr Wonka to create a
flavour of their choice instead, now that I have convinced him to not
create that flavour I did not want.

Week ACELY1690: Identify features -students will generate -mark planning INTRO (10-15 Mins); GRRM – Modelling
6, in texts to meet the purpose ideas for their documents during • Encourage students to become ‘Text Builders’ for strong planning and Text Builder Poster
Lesson of the text persuasive arguments lesson construction (refer to wall poster)
8 > check for • Distribute planning document Planning Document –
ACELY1694: Plan, draft and - students will plan language use, • Model how it is to be filled out using yesterday’s example letter along Burger layout
publish persuasive texts with their persuasive structure, meaning, with correlational plan (Cameron &
control of structure and arguments with a spelling, grammar - emphasise only important words or phrases are to be used Dempsey, 2013)
features cohesive structure and punctuation - keeping it all together (elaborations match reason)
BODY (25-30 Mins); GRRM - Applying
-prompt revisions, • Once planning doc is completed and checked, students may begin to
check over before draft their letter
approving for • If students are struggling to use the planning document, they may
drafting construct a mind map on paper or use an iPad app i.e. Poplett
CONCLUSION (5 Mins)
• Survey students on what flavour they are going to suggest to Wonka
and why. Paper
iPad
Week ACELY1690: Identify features -students will begin to -observations INTRO (5 Mins)
6, in texts to meet the purpose write their letters to noted from • Pop-stick question students on structure and features of persuasive
Lesson of the text Wonka questions in intro texts
9 and survey in BODY (35 Mins) ; GRRM - Applying
ACELY1694: Plan, draft and - students will edit conclusion, • Allow students to continue drafting their letters to Wonka Final Copy –
publish persuasive texts with their work for question students If checked and satisfies criteria, students may begin to finalise and Letterheads for
control of structure and grammar, punctuation at risk if identified work on their published copy. Wonka
features and conventions CONCLUSION (5 Mins)
- mark drafts in • Survey students on how they are going with their letters with thumbs
ACELY1695: Re-read and edit lesson, prompt up system
for meaning and necessary revisions
improvement of content and to meet final
structure criteria for
published copy
> check for
language use,
structure, meaning,
spelling, grammar
and punctuation
Week ACELY1690: Identify features - students will publish - letters collected INTRO (5-10 Mins); GRRM - Guiding
6, in texts to meet the purpose their letters to Wonka and marked against • Reveal that a package was received from the Wonka company
Lesson of the text rubric containing a letter and a bar of chocolate asking for additional Mystery Package
10 - students will suggest > plan and drafts marketing material with the letters - letter
ACELY1694: Plan, draft and design input for to taken into • Showcase examples of products and features of them that might - ‘Wonka’ Chocolate
publish persuasive texts with support their proposal. consideration along make something more convincing to buy: colours of packaging,
control of structure and with observations slogans, the name itself
features from previous task BODY(30-35 Mins); GRRM - Applying
• Students will now design some marketing material to accompany Packaging Template
ACELY1695: Re-read and edit - designed their proposal to try and help the selection of their idea.
for meaning and marketing • Students will be given a template to work on, students will have their
improvement of content and materials also letters available as a reference point for their materials, using the
structure considered in same or similar language to make sure they are marketing the
marking intended product
> cohesion with CONCLUSION (5 Mins)
letter • Walk around the class with an envelope addressed to Wonka and seal
> appealing it, iterate to students that they should hear back from him in a week. Return Envelope
format • Ask students what their flavours were and why they thought they
> descriptive or should be picked.
emotive language
use
> multimodal
aspects

You might also like