Level 4, Literacy Planner - Term 2, 2013

WEEK Reading Works o! "oc#s W ole $lass Learning %ntention& Help students to think critically about the way language is used and texts are created to put forward points of view and to position the reader. 'on-"iction Reading Po(ers Teaching students to think while they read using specific strategies. Enabling students to engage in a more interactive, thoughtful reading experience in order to improve comprehension. 1 1- .!ril #elcome to %im &lackburn in '# Reading Works o!) T#ning %n& "emind students that "eading can change the way we think and can help us create new ideas and new thoughts. Analysing Persuasion, *ll you +eed to Teach +on, -iction Text Types, p. ./ A Change in Thinking, "eading (ower p. /0/. 1odel how a text has resulted in change of thinking. Exploring Persuasive Texts, #rite #ays p. /2' 3 /24. 0ro#! "oc#s& +*( *+ "eading activity ST*"S "eading (ower , "eading og , How Reading can Change your Thinking, "eading (ower p. /05 and Reading Voice/Thinking Voice p. /04 Re1lection& How has trans or!ing while you read, helped you to understand the story "etter# "eading (ower p. /0.. Reading Po(er& Transforming Te/t Ty!e& Exposure to (ersuasive Texts. Reading Works o!) T#ning %n& "emind students that "eading can change the way we think and can help us create new ideas and new thoughts. Exploring Persuasive Texts, #rite #ays p. /2' 3
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Writing Works o! "oc#s W ole $lass Learning %ntention& Students will learn about the purpose, structure and language features of persuasive texts. Students will learn the characteristics of poetry. They will write their own original poems with a focus on precision in word choice and attention to the way a writers choices affect a readers interpretations) W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive texts. Writing Works o!& T#ning %n , $upport %t activity, #rite #ays p. /2.. 6isplay arguments for7against in class. %nde!endent Writing 3 !hoice #riting for 5 sessions. Targeting the *udience, &rite &ays, p. /2. for 8 sessions. .#t or2s $ air * are Time , +*( *+ #riting *ctivity

Lang#age $onventions Teachers are to select specific grammar and punctuation conventions depending on class needs throughout the year. Tick and date as you cover it and revise when needed. anguage !onventions are not taught in isolation but need to be incorporated into the "eading and #riting program. Word "oc#s& Sentences) Simple, compound and complex &rite &ays, p. 58 and p. /20 (ersonal and impersonal voice &rite &ays, p. /20 How can we change sentences from personal to impersonal9 (roofreading Strategies

*!eaking and Listening

%n+#iry& *#staina,ility $ontent links Teachers are to use texts containing necessary in$uiry content where possible during the literacy block.

Reading Po(er& Te/t Ty!e& Exposure to (ersuasive Texts.

(ersuasive anguage and using voice to convey personal opinion. '% think this "ecause(:

Week 3ne& %n+#iry #hat the #orld eats9 http)77www.time.com7time7photogaller y70,8;502,/'8'./;,00.html

2 22nd .!ril *+<*! 6ay 8.th *pril !urriculu

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive texts. Writing Works o!& T#ning %n 3 Talk to the *uthor activity, &rite &ays, p. /2.. =se arguments from previous weeks Support >t activity to write letter.

Word "oc#s& *ctive voice) Sentences in which the ?doer of the verb, is easily identified &rite &ays, p./20 (assive @oice) The ?doer of the verb is not easily

(ersuasive anguage and using voice to convey personal opinion. anguage of debate.

Week T(o %n+#iry& Homework 3 collect a persuasive text or letter to the editor from the newspaper and list the arguments for or against the topic.

m 6ay 8'th *pril

/24. Analysing Persuasion, *ll you +eed to Teach +on, -iction Text Types, p. ./ 0ro#! "oc#s& +*( *+ "eading activity ST*"S "eading (ower "eading og 3 How Reading can Change your Thinking, "eading (ower p. /05 and Reading Voice/Thinking Voice p. /04 Re1lection& How has trans or!ing while you read, helped you to understand the story "etter# "eading (ower p. /0.. Reading Po(er& Transforming Te/t Ty!e& Exposure to (ersuasive Texts. Reading Works o!) T#ning %n& "emind students that "eading can change the way we think and can help us create new ideas and new thoughts. Text Three A*nimals and =s) 6o *nimals have rightsB, by Cane &ingham, 800'B. Exploring Persuasive Texts, #rite #ays p. /2' 3 /24. Analysing Persuasion, *ll you +eed to Teach +on, -iction Text Types, p. ./ 0ro#! "oc#s& +*( *+ "eading activity ST*"S "eading (ower 3 )ooking or &hat *atters *ost, "eading (ower p. //5 "eading og 3 independent Re1lection& How has trans or!ing while you read, helped you to understand the story "etter# "eading (ower p. /0.. Reading Po(er& Transforming Te/t Ty!e& Exposure to (ersuasive Texts. Reading Works o!) T#ning %n& "emind students that "eading can change the way we think and can help us create new ideas and new thoughts. Analysing Persuasion, *ll you +eed to Teach +on, -iction Text Types, p. ./ 0ro#! "oc#s& +*( *+ "eading activity

%nde!endent Writing 3 !hoice #riting for 5 sessions. Talk to the *uthor, &rite &ays, p. /2. for 8 sessions 3 student writes a letter to the editor. .#t or2s $ air * are Time

identified. &rite &ays, p. /20 +*( *+ anguage !onventions *ctivity (roofreading Strategies

+*( *+ #riting *ctivity

3 24t .!ril

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive texts. Writing Works o!& T#ning %n 3 )anguage +eatures o Argu!ents, #rite #ays, p. /24. 6iscuss high7low modality language. %nde!endent Writing 3 !hoice #riting for 5 sessions and persuasive text for 8 sessions. .#t or2s $ air * are Time +*( *+ #riting *ctivity

Word "oc#s& Signal #ords) #ords that signify se$uence of arguments Ae.g.) firstly, secondly, finallyB. #ords that signify se$uence of arguments Ae.g. because, therefore, soB. 1odal @erbs @erbs that are used with other verbs to indicate, for example, what !ight, can or !ust occur. !omparison of ow7High modality words. 6isplay. +*( *+ anguage !onventions *ctivity

(ersuasive anguage and using voice to convey personal opinion. anguage of debate.

Week T ree %n+#iry&

4 5t 6ay

W ole $lass Learning %ntention& To learn about the purpose, structure and language features of persuasive texts. Writing Works o!& T#ning %n 3 1odelled writing. !reate a Scientific anguage word list. %nde!endent Writing 3 !hoice #riting for 5 sessions. #hat kind of change9 8 3 Dne session.

Word "oc#s& +ouns) Some action verbs are made into things through the removal of personal pronouns related to the verb, e.g. % a! concerned a"out( Concern has "een raised a"out, &rite &ays, p. /20. +*( *+ anguage !onventions *ctivity

(ersuasive anguage and using voice to convey personal opinion. anguage of debate. *ffirmative7+egative

Week "o#r %n+#iry&

ST*"S "eading (ower 3 -oticing How *y Thinking Changes ./, "eading (ower p. ///. "eading og 3 )ooking or &hat *atters *ost, "eading (ower, p. ///.

.#t or2s $ air * are Time +*( *+ #riting *ctivity

13t 6ay +*( *+ /Eth, /.th, /'th 5 20t 6ay Education #eek #elcome back to +ickiF

Re1lection& How has trans or!ing while you read, helped you to understand the story "etter# "eading (ower p. /0.. '.PL.'

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'.PL.'

Week "ive %n+#iry&

Reading Po(er& >nference Te/t Ty!e& Reading Works o!) T#ning %n& Teach students the %n er $ong, "eading (ower p. 4/. )ooking or clues in pictures, "eading (ower p. 4E )ooking or clues in text, "eading (ower p. 4E. D,#,>, "eading (ower p. ;.. 0ro#! "oc#s& ST*"S "eading (ower 3 D#> "eading og , independent Re1lection) 6escribe a time when you inferred during independent reading this week9 #hat did you find easy9 #hat did you find challenging9

W ole $lass Learning %ntention& To expose students to poetry in its many forms as both a writing and aural experience. Writing Works o!& T#ning %n 3 (rovide students with continuous exposure to poems 3 read to them, have them share their favourite poems, innovate on the structure and features. Lessons& #hat is (oetry9 !onduct a Think7(air7Share activity. &rite &ays, p.824. >dentify the characteristics of the genre. !ompile class anchor chart s, &rite #ays, p.8'2. #hat do you know about poetry9 #hat do good poets do9 #here do poets get their ideas from9 ASenses and emotionsB Encourage students to bring their favourite poem from home. Dne (oem7Two meanings 3 students can think of two ways their poem could be interpreted. Set up a (oet Tree or (oem Tree, &rite &ays, p. 828, to display students poems. %nde!endent Writing 3 !hoice #riting for 5 sessions. #rite a poem for 8 sessions.

Word gro#! 1oc#ses) !hart the types of words found in poems Ae.g. nouns, verbs, rhyming wordsB. *o#nd elements *lliteration, assonance and consonance Sound repetition Dnomatopoeia "hyme, internal rhyme and implied rhyme "hythm and syllables 7escri!tive Elements -ive Sensory (hysiological >magery Simile and "everse Simile 1etaphor (ersonification Hyperbole Show dont tell strategies (unctuation (roofreading Strategies

Per1ormance Elements *ll poems can be performedF Speak clearly and with confidence @ary pace, pitch and volume =se pauses for effect Good posture and eye contact Expressive facial expressions &ody anguage *udience interaction ibrary time) ;0 second read of a poem

Week *i/ %n+#iry& *pplication of knowledge through >n$uiry.

: 2:t 6ay

Reading Po(er& >nference Te/t Ty!e& (oetry Reading Works o!) T#ning %n& Teach students the %n er $ong, "eading (ower p. 4/. %n erring ro! &ordless 0ooks, "eading (ower p. 4E Ae.g. #indow by Ceannie &aker, 1illicent by Ceannie &aker, #ar by (opov, "abbits by Shaun TanB. %n erring ro! very little Text, "eading (ower p. 4E. Talking and Thinking 0u""les, "eading (ower p. ;/. A1odelled by teacher and students work on this independently. 0ro#! "oc#s& ST*"S "eading (ower , Talking and Thinking 0u""les, "eading (ower p. ;/. "eading og , independent Re1lection) #hat have you learned about inferring that will help you understand what you read9

.#t or2s $ air * are Time 'ote& 8aik#, Tanka, Lyrics in songs, "o#nd and "ree 9erse !oems are 1oc#sed on in detail) .ll ot er 1orms o1 !oetry (ill need to ,e e/!lored t ro#g looking at a#t ors in mini lessons 1or reading and (riting) W ole $lass Learning %ntention& To expose students to poetry in its many forms as both a writing and aural experience. Writing Works o!& T#ning %n 3 (oem sort in groups. Have students sort a selection of poems according to their characteristics Astructure, pattern, theme, etcB Lessons& >nvestigate the structure of a variety of poems, &rite &ays, p. 8'2, 820 Aavoid *crostic (oems if possibleFB =sing our eyes and other senses Ausing sensory details to develop writingB, &riting curriculu! lesson 1 and 2, 6iscuss and chart the language features of the poems shared, &rite &ays, p. 82/. http3//www,literacyshed,co!/the4poetry4 shed,ht!l 6odel) Select a poem to draft, edit and publish over the week. A!an choose a song to link to readingB. %nde!endent Writing 3 !hoice #riting for 5 sessions and write a poem for 8 sessions. .#t or2s $ air * are Time

Word gro#! 1oc#ses) !hart the types of words found in poems Ae.g. nouns, verbs, rhyming wordsB. *o#nd elements *lliteration, assonance and consonance Sound repetition Dnomatopoeia "hyme, internal rhyme and implied rhyme "hythm and syllables 7escri!tive Elements -ive Sensory (hysiological >magery Simile and "everse Simile 1etaphor (ersonification Hyperbole Show dont tell strategies (unctuation (roofreading Strategies (roofreading Strategies.

Dral "eading ibrary time) ;0 second read of a poem

Week *even %n+#iry&

; 3 <#ne
rd

Reading Po(er& >nference Te/t Ty!e& (oetry Reading Works o!) T#ning %n& Ring5 6o5 &y !hris "aschka. Creating a 7ialogue, "eading (ower p. 4.. Creating a 7ialogue task, "eading (ower p. ;8. 0ro#! "oc#s& ST*"S "eading (ower 3 Telephone

W ole $lass Learning %ntention& To expose students to poetry in its many forms as both a writing and aural experience. Writing Works o!& T#ning %n 3 (oet study for entire week. &ring together a selection of poems written by the same poet and study their craft. 1ichael "osen, &rite &ays, p. 82;.

Word gro#! 1oc#ses) !hart the types of words found in poems Ae.g. nouns, verbs, rhyming wordsB. *o#nd elements *lliteration, assonance and consonance Sound repetition Dnomatopoeia

Dral "eading http)77performapoem.lgfl.org. uk7public7docs71ichael H80"osensH80poetry H80workshopH80lesson H80plan.pdf http)77performapoem.lgfl.org. uk7public7poems7rosenIpoe mIactivities.pdf

Week Eig t %n+#iry&

Conversation task, "eading (ower p. ;5. "eading og , independent

www.michaelrosen.co.uk7 &anJo (atterson 6orothea 1ackeller 6r. Suess Talking back to poems and >magery A!omplexity, #riters craftB lesson 84 9 o &riting curriculu!, 6odel) >ntroduce poet, display and discuss a selection of their poetry. , !hapter 4 #ord (lay of (oetry 1atters by "alph -letcher ASharees bookB can be read as a modelled text for inspiring using different vocab. %nde!endent Writing 3 !hoice #riting for 5 sessions .#t or2s $ air * are Time

"hyme, internal rhyme and implied rhyme "hythm and syllables 7escri!tive Elements -ive Sensory (hysiological >magery Simile and "everse Simile 1etaphor (ersonification Hyperbole Show dont tell strategies (unctuation (roofreading Strategies

ibrary time) ;0 second read of a poem

Re1lection) How has inferring while you read helped you to understand the story better9 Show me or tell me about your thinking.

4 10t <#ne Kueens &irthday /0th Cune

Reading Po(er& >nference Te/t Ty!e& (oetry Reading Works o!) T#ning %n& "emind students that author are intentionally leave clues for reader throughout the book, providing information, a little at a time, to reveal a mystery at the end. %n erring ro! Clues, "eading (ower p. 4'. %n erring ro! Clues chart, "eading (ower, p. ;E Acompleted over three sessionsB. 0ro#! "oc#s ST*"S 3 as per student needs. "eading (ower , esson 4) %n erring with Co!ics 3 reading group task, "eading (ower p. 42. "eading og Re1lection) How has inferring while you read helped you to understand the story better9 Show me or tell me about your thinking.

W ole $lass Learning %ntention& To expose students to poetry in its many forms as both a writing and aural experience. Writing Works o!& T#ning %n 3 "ead examples of poems that use specific poetic devices, &rite &ays, p. 840. Haiku and Tanka. $ee lesson : o &riting curriculu! and ; visual literacy powerpoints with Tanka poetry exa!ples, <se photos representing sustaina"ility to write a Haiku or Tanka, Page ;=9 o &rite &ays %nde!endent Writing 3 !hoice #riting for 5 sessions. .#t or2s $ air * are Time

Word gro#! 1oc#ses) !hart the types of words found in poems Ae.g. nouns, verbs, rhyming wordsB. *o#nd elements *lliteration, assonance and consonance Sound repetition Dnomatopoeia "hyme, internal rhyme and implied rhyme "hythm and syllables 7escri!tive Elements -ive Sensory (hysiological >magery Simile and "everse Simile 1etaphor (ersonification Hyperbole (unctuation

Dral "eading ibrary time) ;0 second read of a poem

Week 'ine %n+#iry&

10 1:t <#ne

Reading Po(er& >nference Te/t Ty!e& (oetry Reading Works o!) T#ning %n& "emind students that when they infer, they can ask themselves the $uestions L#hat >

W ole $lass Learning %ntention& To expose students to poetry in its many forms as both a writing and aural experience. Writing Works o!&

(roofreading Strategies Word gro#! 1oc#ses) !hart the types of words found in poems Ae.g. nouns, verbs, rhyming wordsB.

Dral "eading ibrary time) ;0 second read of a poem

Week Ten %n+#iry&

Dbserve, #hat > #onder and #hat > >nfer.: %n erring ro! %llustrations, "eading (ower p. 42. !omplete an D,#,>, "eading (ower p. ;.. 0ro#! "oc#s = ST*"S 3 as per student needs. "eading (ower 3 esson /0) >4&4%, "eading (ower, p. 44. "eading og Re1lection) How has inferring while you read helped you to understand the story better9 Show me or tell me about your thinking.

-ound and free verse poems )essons /24/? o &riting Curriculu! Page ;=9 o &rite &ays T#ning %n 3 %nde!endent Writing 3 !hoice #riting for 5 sessions. Ensure students have at least 8,5 published poems completed. .#t or2s $ air * are Time

*o#nd elements *lliteration, assonance and consonance Sound repetition Dnomatopoeia "hyme, internal rhyme and implied rhyme "hythm and syllables 7escri!tive Elements -ive Sensory (hysiological >magery Simile and "everse Simile 1etaphor (ersonification Hyperbole (unctuation

11 24t <#ne "eports to students

Reading Po(er& >nference Te/t Ty!e& (oetry Reading Works o!) T#ning %n& "emind students that not all authors tell you everything and its up to you, the reader, to look carefully at what the author did tell you, and then Lfill in: what they didnt tell you. %n erring ro! Text, "eading (ower p. 44. +acts, @uestions, %n erences task modelled by teacher, "eading (ower p. 44. =se #illy the #imp Aor !hampB by *nthony &rown. 0ro#! "oc#s ST*"S 3 as per student needs. "eading (ower 3 esson /8) %n erring ro! Text p. ;'. "eading og Re1lection) How has inferring while you read helped you to understand the story better9 Show me or tell me about your thinking.

W ole $lass Learning %ntention& To expose students to poetry in its many forms as both a writing and aural experience. Writing Works o!& T#ning %n 3 %nde!endent Writing 3 !hoice #riting for 5 sessions. Take time this week to finish our work on poetry with a time allocated for celebration 3 Set up a poetry !afM in the gallery spaces. (oetry cafM, , !afM set up in gallery spaces. , *llocated time to read poem that students have written7 a favourite author. .#t or2s $ air * are Time- Poetry ca1e

(roofreading Strategies Word gro#! 1oc#ses) !hart the types of words found in poems Ae.g. nouns, verbs, rhyming wordsB. *o#nd elements *lliteration, assonance and consonance Sound repetition Dnomatopoeia "hyme, internal rhyme and implied rhyme "hythm and syllables 7escri!tive Elements -ive Sensory (hysiological >magery Simile and "everse Simile 1etaphor (ersonification Hyperbole (unctuation (roofreading Strategies

Dral "eading of poems written and published by students, (oetry !afe

Week Eleven %n+#iry&

+otes

*ustralian Scientists &T+ "eading *ctivities

.#s9EL* *T.'7.R7* "3R E'0L%*8

Levels - and 5 Writing &y the end of evel ., students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of se$uenced texts for different purposes and audiences. #hen writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning. &y the end of evel ', students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Levels - and 5 Reading &y the end of evel ., 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. 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. &y the end of evel ', students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Level - and 5 *!eaking and Listening &y the end of evel ., students listen and ask $uestions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of se$uenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. &y the end of evel ', students listen to discussions, clarifying content and challenging others ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.