Pinehurst Junior College Planning Template

Curriculum Area Date

Weeks 5 - 11 3 arc! " 1# $pril

Literacy: Writing to Describe, Inform and Explain

Curriculum Links
%ocial %t&dies 'istory I(

Duration
Weeks # 5) min&tes a session

Year Level

Curriculum Levels

#
Writing to Describe

*IE Lo+er %econdary , 1 , -, ., /,1-, 13, 10, 15 Wr 1, -, 3, 1), 10 %1L 1, #, 11, WL 1, -, 0, 5, 10, 1., -1 %n 12a3, 3, 11, 1/ ,1, -, 3, 0, ., #, /, 1), 13, 15 Wr 1, -, 3, 1), 11, 1-, 13 %1L 3, 0, /, 4, 13 WL #, /, 1-, 10, 15, 1#, 1/, -1 %n -, 0, 5, 11, 13 2c3

Writing to Inform and Explain

Curriculum Objectives
In achieving the objectives students should:
Reading 5no+ !o+ to locate reso&rces for a gi6en task 7se appropriate reading strategies *ompare and contrast presentation of information ake brief notes adopt acti6e reading approac!es to engage +it! and make sense of texts e8g8 6is&alising, predicting, empat!ising, &sing past experiences identify t!e main points, processes and ideas in a text and !o+ t!ey are se9&enced and de6eloped by t!e +riter infer and ded&ce meaning &sing e6idence in t!e text Identify !o+ media text are tailored to s&it t!eir a&dience comment &sing appropriate terminology on !o+ t!e +riters of non-fiction matc! lang&age and organisation to t!eir intentions ,ecognise !o+ +riters: c!oice of lang&age can en!ance meaning (race t!e +ay a +riter str&ct&res a text to prepare t!e reader for t!e ending

Pinehurst Junior College Planning Template

Writing plan, draft, edit, re6ise, proof read and present a text +it! a reader in mind collect, select and assemble ideas in a s&itable planning format e8g8 flo+ c!art, list &se +riting to explore and de6elop ideas e8g8 brainstorming, mind mapping organise texts in +ays appropriate to t!eir content gi6e clear instr&ctions and directions select and present information in many forms de6elop ideas and lines of t!inking and explain t!e process logically Describe and ob;ect, person or setting +it! rele6ant detail Word Level ,e6ise +ord endings incl&ding 6o+el s&ffixes (!e spelling of key +ords in eac! s&b;ect ,ecognise and record personal errors 7se a dictionary effecti6ely Define and deploy +ords +it! precision Work o&t t!e meaning of &nkno+n +ords 7nderstand and !a6e t!e terminology to describe t!e role of +ord classes 7nderstand and &se correct terms of 9&alification e8g8 fe+er, more, less, comparati6es and s&perlati6es 7se 6ocab&lary correctly and appropriately *orrect 6o+el c!oices +it!in spelling ,e6ise pl&ralisation Sentence Level ,ecognise and &se s&bordinate cla&ses Expand no&n and no&n p!rase 7se p&nct&ation to clarify meaning 5eep tense &sage constant 7se and acti6e and passi6e 6oice to s&it t!e p&rpose <ary t!e str&ct&re of sentences +it!in paragrap!s ,e6ise t!e str&ct&res of descripti6e, informati6e and explanation text Identify sentence str&ct&re in older text Speaking and Listening &se talk as a tool to clarify ideas tailor t!e str&ct&re, 6ocab&lary and deli6ery of a presentation so t!e listeners can follo+ gi6e clear ans+ers, instr&ctions and explanations ans+er 9&estions effecti6ely identify t!e main met!ods &sed by presenters to explain somet!ing recognise familiar spoken texts +ork toget!er logically and met!odically to sol6e problems, make ded&ctions, s!are, test and e6al&ate ideas adopt a range of roles in disc&ssion

Learning Intentions
Global (Real Life) Learning Intention:
(o &nderstand t!at +!en yo& are describing a place, person or an ob;ect yo& are &sing +ords to paint a pict&re8 (o &nderstand t!at descripti6e lang&age may in6ol6e all t!e senses of sig!t, to&c!, smell, so&nd and taste8 (!e more t!e +riter &ses t!e senses to describe somet!ing, t!e easier it +ill be for t!e reader to pict&re t!e description8 (o &nderstand t!at informati6e +riting is all abo&t gi6ing t!e correct information abo&t a topic or acti6ity to !elp t!em &nderstand it8 =eople +!o +rite instr&ctions go a little f&rt!er and tell t!e readers !o+ to perform t!e acti6ity8 (o &nderstand t!at explaining in6ol6es looking closely at !o+ somet!ing +orks or s!o+ing +!y somet!ing !appened8 $n effecti6e explanation s!o&ld !elp t!e reader to &nderstand more abo&t somet!ing t!ey did not kno+ abo&t, by presenting

Pinehurst Junior College Planning Template

ideas in a clear and straig!t for+ard +ay8

Specific Learning Intentions: The students will learn Specific Learning Intentions Success Criteria
(o &nderstand: (!e difference bet+een describing, informing and explaining8 t!e a&dience p&rpose and form for eac! of t!e abo6e styles of +riting %t&dents can: Identify key +ords and key concepts 2It is important to learn !o+ to plan, draft and present o&r +ork beca&se> %&ggest key 9&estions t!at I +ant to ans+er abo&t presenting o&r findings and !o+ I +ill ac!ie6e it? *reate a circle map to s!o+ +!at I kno+ and +!at I +ant to kno+ abo&t planning, drafting and presenting Identify t!e a&dience, p&rpose and form %t&dents can: Identify t!e p&rpose of ad;ecti6es %t&dents +ill:

Tasks

In gro&ps s!are t!eir kno+ledge of planning performing and presenting W!at I kno+> W!at I +ant to kno+> 5ey +ords 5ey @&estions 5ey *oncepts

(o &nderstand: (!at ad;ecti6e describe no&ns to paint a pict&re

%t&dents +ill: W!ole *lass ,eading: (!e Aird of t!e Big!t1 ,oac!es1 '&mmingbird Word1 %entence: $d;ecti6es for description Cro&p: Englis! Aasics pg ore Englis! Aasics pg

(o &nderstand: 'o+ similes and metap!ors can describe t!e 5 senses

%t&dents can: 7se similes and metap!ors effecti6ely

%t&dents +ill: W!ole *lass ,eading: ,aging Aoar1 W!at I $m Word1 %entence: %imiles and etap!ors

Cro&p: Englis! Aasics pg ore Englis! Aasics pg (o &nderstand: (!at onomatopoeia describes so&nds %t&dents can: ,ecognise t!e importance of +ords t!at describe so&nd and !o+ it impact t!e description %t&dents +ill: W!ole *lass ,eading: (!ere is a ,accoon in e1 %+an1 %ssnake Word1 %entence: Dnomatopoeia Cro&p: Englis! Aasics pg ore Englis! Aasics pg (o &nderstand: 'o+ to &se a scaffold to +rite a poem to describe t!e animal in me in t!e form of a s!ape poem %t&dents can: 7se descripti6e lang&age and exemplars to plan a poem t!at describes t!e animal in me %t&dents +ill: W!ole *lass ,eading: (!e $nimal in Word1 %entence: Descripti6e Lang&age Cro&p: 7se t!e poem exemplars and scaffold e

Pinehurst Junior College Planning Template

to +rite an E$nimal in of a s!ape poem (o &nderstand: (!at personification describes non li6ing t!ings +it! !&man c!aracteristics %t&dents can: Identify personification and its impact in a text %t&dents +ill: W!ole *lass ,eading: Drac&la LD pg 5/-54 Word1 %entence: =ersonification and Dnomatopoeia Cro&p: LD pg .) (o &nderstand: 'o+ to +rite a simple and compo&nd sentence and explain t!eir p&rpose %t&dents can: Identify t!e p&rpose of simple and compo&nd sentences %t&dents +ill: W!ole *lass ,eading: Drac&la LD pg 5/-54 Word1 %entence: A&ilding Longer %entences Cro&p: LD pg .1 (o &nderstand: 'o+ to ask searc!ing 9&estions to describe a person %t&dents can: $sk searc! 9&estions to paint a pict&re +it! +ords Describe t!e 5 senses t!ro&g! t!e eyes of a c!aracter %t&dents can: 7se a t!inking map to describe a c!aracter %t&dents +ill: W!ole *lass ,eading: (!e Iron an by (ed '&g!es pg 30-3. Word1 %entence: Descripti6e Lang&age Cro&p: 'ot %eating: =&t t!e Iron an in t!e E!ot seat: and ask searc!ing 9&estions %t&dents +ill: W!ole *lass ,eading: (!e Iron an by (ed '&g!es pg 3#-34 Word1 %entence: Descripti6e Lang&age Cro&p: *reate a flo+ c!art to describe t!e Iron an:s body (o &nderstand: !o+ to &se alliteration %t&dents can: Explain t!e impact of alliteration +it!in a descripti6e text %t&dents +ill: W!ole *lass ,eading: (!e Iron an re6ie+ Word1 %entence: $lliteration Cro&p: Englis! Aasics pg ore Englis! Aasics pg (o &nderstand: 'o+ to &se a scaffold and descripti6e exemplars to +rite abo&t my fa6o&rite place %t&dents can: 7se descripti6e exemplars to plan my fa6o&rite place %t&dents +illF W!ole *lass ,eading: Writing to describe scaffold Lo pg .3-.0 Word1 %entence: Descripti6e Lang&age Cro&p: 7se exemplars and scaffold to plan Ga fa6o&rite place: piece of +riting (o &nderstand: $pply editing skills to impro6e my descripti6e +riting %t&dents can: $pply editing skills to draft and present a piece of descripti6e text %t&dents +ill: W!ole *lass ,eading: (!e 'obbit by H8,8,8 (olkien pg 0--03 Word1 %entence: Editing skills e: poem in t!e form

(o &nderstand: 'o+ to design a flo+ c!art to describe a person

Pinehurst Junior College Planning Template

Cro&p: Drafting and present a fa6o&rite place (o &nderstand: 'o+ to skim and scan %t&dents can: Identify t!e main points in an informati6e text %t&dents +ill: W!ole *lass ,eading: *ycling kno+-!o+ Lo pg 0--03 Word1 %entence: Identifying main points in a text Cro&p: aking notes and !ig!lig!ting important information (o &nderstand: (!at ad6erbs are &sed to describe a 6erb %t&dents can: Explain !o+ ad6erbs !elp to describe a 6erb action %t&dents +ill: W!ole *lass ,eading: =ine!&rst %occer %c!ool of Excellent leaflet Word1 %entence: $d6erbs and %&ffixes Cro&p: Englis! Aasics pg ore Englis! Aasics pg : %t&dents +ill: W!ole *lass ,eading: 'o+ to repair a p&nct&red type Word1 %entence: Ci6ing clear instr&ctions Cro&p: 'ot seating in pairs8 Ci6e and instr&ctions to a partner +!o makes notes or dra+s a diagram Dra+ a pattern and ask a partner to repeat t!e design t!ro&g! explanation only (o &nderstand: 'o+ to +rite a piece of informati6e text &sing a scaffold %t&dents can: =lan, draft and present a leaflet to inform an a&dience abo&t my !obbies %t&dents +ill: W!ole *lass ,eading: Writing to inform scaffold and exemplars Word1 %entence: *reating a leaflet Cro&p: =lan draft and present a piece of +riting to inform ot!ers abo&t a sport yo& play, cl&b yo& belong to or an acti6ity yo& en;oy in t!e form of a leaflet (o &nderstand: 'o+ to skim and scan %t&dents can: %kim and %can for rele6ant information %t&dents +ill: W!ole *lass ,eading: !otairballoons8co LD pg 5)-51 Word1 %entence: Iinding Information Cro&p: %kim and %cam a +ebpage of c!oice (o &nderstand: 'o+ to apply a spelling strategy %t&dents can: $pply spelling strategies %t&dents +ill: W!ole *lass ,eading: Defining Words in *ontext Word1 %entence: %pelling %trategies Cro&p: LD pg 5-

(o &nderstand: 'o+ to gi6e clear and concise instr&ctions

%t&dents can: Ci6e clear and concise instr&ctions

Pinehurst Junior College Planning Template

(o &nderstand: 'o+ to &se a flo+ c!art to explain !o+ a kite +orks

%t&dents can: Identify t!e difference bet+een an acti6e and passi6e 6oice

%t&dents +ill: W!ole *lass ,eading: $cti6e and =assi6e <oice Word1 %entence: Ilo+ *!art Cro&p: In pairs explain !o+ kite +orks

(o &nderstand: 'o+ to +rite abo&t !o+ somet!ing +orks in t!e form of a flo+ c!art

%t&dents can: 7se exemplars and a scaffold to +rite a piece of explanation text

%t&dents +ill: W!ole *lass ,eading: 'o+ Aalloons Ily Word1 %entence: Writing to explain scaffold Cro&p: =lan, draft and present a piece of text to explain t!e follo+ing: a fa6o&rite model: toy or sports e9&ipment a form of transport: motorbike, sports car a gadget or mac!ine: a gameboy, p!one =resent in t!e form of a flo+ c!art ,emember t!e a&dience is a person of t!e same age +!o !as 6ery little kno+ledge of t!e t!ing yo& are +riting abo&t8

Extended Activities
Reading Activity Booklet Surface Features Booklet Lexile Reading Quiz High Frequency and Sub ect S!ellings

Habits of Mind Focus

Striving for accuracy Flexibility A%areness of #%n (hinking )recision of Language and (hought )ersistence ,onder"ent* +nquisitiveness -ra%ing on )ast .no%ledge 0anaging +"!ulsivity

ind

Re"aining #!en to $ontinuous Learning Listening %ith &nderstanding and '"!athy Questioning and )roble" )osing (aking Res!onsible Risks $reating* +"agining* +nnovating (hinking interde!endently /athering -ata through all the senses Finding Hu"our

Pinehurst Junior College Planning Template

Differentiated Learning Experiences

Most students will
explore t!e +ays in +!ic! lang&age can be &sed to describe a place, person or an ob;ect t!ro&g! t!e fi6e senses in bot! +ritten and oral forms8 (!ey +ill +rite to paint a pict&re for t!e reader and learn !o+ to &se personification and onomatopoeia8 %t&dents +ill explore informati6e +riting and disc&ss !o+ to gi6e clear instr&ctions8 (!ey +ill also explain !o+ somet!ing +orks or +!y somet!ing !as !appened t!ro&g! se9&encing and t!e &se of skimming, scanning tec!ni9&es8 %t&dents +ill b&ild longer sentences and asking searc!ing 9&estions c&lminating in t!e &se of t!e skills to +rite t!eir o+n piece8

Learner !"tension: So#e students will have progressed further and will
explore, in dept!, +ays in +!ic! lang&age can be &sed to describe a place, person or an ob;ect t!ro&g! t!e fi6e senses in bot! +ritten and oral forms8 (!ey +ill +rite, effecti6ely, to paint a pict&re for t!e reader and learn !o+ to &se a +ide range of personification and onomatopoeia8 %t&dents +ill explore many forms of informati6e +riting and disc&ss !o+ to gi6e clear instr&ctions +it! precision and acc&racy8 (!ey +ill also explain !o+ somet!ing +orks or +!y somet!ing !as !appened t!ro&g! se9&encing and excellent &se of skimming, scanning tec!ni9&es8 %t&dents +ill b&ild longer, complex sentences and asking searc!ing 9&estions c&lminating in t!e &se of t!e skills to +rite t!eir o+n piece8

Learner Support: So#e students will not have progressed so far and will
explore some t!e +ays in +!ic! lang&age can be &sed to describe a place, person or an ob;ect t!ro&g! t!e fi6e senses in bot! +ritten and oral forms8 (!ey +ill +rite to paint a pict&re for t!e reader and learn !o+ to &se one or t+o forms of personification and onomatopoeia8 %t&dents +ill explore some informati6e +riting and disc&ss !o+ to gi6e instr&ctions &sing simple se9&encing and flo+ c!arts8 (!ey +ill also explain !o+ somet!ing +orks or +!y somet!ing !as !appened t!ro&g! note taking tec!ni9&es8 %t&dents +ill b&ild simple sentences and asking some 9&estions to assist t!eir o+n +riting8

!pecific "ocabular#
Explanation Description =ersonification %e9&ence %imile Information $lliteration Dnomatopoeia $d;ecti6e etap!or

!pecific $esources
Writing to Describe Literacy Db;ecti6es 1 pg 5# " .. 'einemann WriterJs World %tage 0 *ollins Writing Aook 0 $cti6e Writing K# =3.-04

I% Component
Websites Web @&ests (5I Website ark (read+ell:s (eac!ersL+ork +ebsite 0(eac!ers8org ,&bistar Website Crap!ic Drganiser Website =o+er =oint =resentation

Pinehurst Junior College Planning Template

Description r&bric Exemplars Letts Englis! Aasics *ollins Word Aook 0 Englis! Aasics 'ome+ork Aooklets *IE !ig! fre9&ency +ord list and s&b;ect specialist list from H* teac!ers %electing of texts from t!e p&blic and sc!ool library Lexile ,eading =rogramme ,eading $cti6ity %!eets Englis! Aasics for !ome+ork *ollins =rimary Writing Aook -,3, 0 *ollins =rimary Word Aook -, 3, 0 *ollins =rimary Crammar and =&nct&ation Aook -, 3, 0 5ey %tage -13 Literacy $cti6ity Aook Writers: World 'andbook %tage 0 5ey %tage 3 Englis! %&ccess Le6els 0-# Literacy World Essential (exts %tage and 3 Englis! Aasics for 'ome+ork Writing to Explain and Inform *IE Lo+er %econdary %c!eme $ range of texts from t!e sc!ool library Literacy Db;ecti6es 1 pg 01- 5. $cti6e Writing Kr # =g 3.-04 *ollins Crammar and =&nct&ation Aook 0 %electing of texts from t!e p&blic and sc!ool library Explanation and informati6e r&bric /

Pinehurst Junior College Planning Template

Explanation and informati6e exemplars

%&inking %ools
De 'ono(s %&inking )ats*
,ed !at " Ieelings 1 Kello+ !at " %trengt!s 1 Alack !at " W!at are t!e problems 1 Creen !at " Be+ Ideas 1 W!ite !at " Information 1 Al&e !at " (!inking abo&t t!inking

ultiple Intelligences*
Image %mart 1 Logic %mart 1 Aody %mart 1 Bat&re %mart 1 %o&nd %mart 1 Word %mart 1 =eople %mart 1 %elf %mart

+rap&ic Organisers* $ubistar Website

'looms $evised %axonom#* ,verbs4/5/6 2 &ig&er order t&inking skills

./ 0/ 1 2 lo3er order t&inking skills

.7 $emembering* recognise/ list/ describe/ identif#/ retrieve/ name87 Can t&e student recall information9 07 :nderstanding* interpret/ exemplif#/ summarise/ infer/ parap&rase87 Can t&e student explain ideas and concepts9 17 Appl#ing* implement/ carr# out/ use87 Can t&e student use t&e ne3 kno3ledge in anot&er familiar situation9 47 Anal#sing* compare/ attribute/ organise/ deconstruct87 Can t&e student differentiate bet3een constituent parts9 57 Evaluating* c&eck/ criti;ue/ and judge/ &#pot&esise87 Can t&e student justif# a decision or course of action9 67 Creating* design/ construct/ plan/ produce877Can t&e student generate ne3 products/ ideas or 3a#s of vie3ing t&ing9

Assessment <ormative
Iormati6ely t!ro&g! st&dent and teac!er marking of +ork and conferencing $nimal in e =oem

!ummative
(imed compre!ension passages at implicit le6el =rod&ce a piece of descripti6e +riting abo&t a fa6o&rite place +it! r&bric for portfolio8 =rod&ce a broc!&re to explain !o+ somet!ing +orks or +!y somet!ing !as !appened +it! r&bric for portfolio <ocab&lary (esting 'ome+ork 4

y Ia6o&rite =lace Informati6e Leaflet Explanation (ext in t!e form of a flo+ c!art

Pinehurst Junior College Planning Template

%t&dents keep a personal reading log t!ro&g! t!e Lexile ,eading =rogramme

%eac&er $eflection

1)