EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Informational Text (Desert People)

Year 5

Session

Week 1

1.

2.

Outcomes
EN3-8D
identifies and
considers
how different
viewpoints of
the world,
including
aspects of
culture, are
represented in
texts

EN3-3A uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media

H. Al-Houssayni

Designing, Selecting and Sequencing Activities

Resources

Contextualisation: Draw a web on the board with the word

desert in the centre circle.
Have students tell what they know about deserts.
Attach smaller circles that contain the information they
share.
Explain that the hot deserts of the world are home to many
different peoples. Ask students whether they would like to
live in the desert and explain their reasoning.
Reflection
Differentiation
Scaffolding: Peer support through pairing
Extension: Use the Internet to research deserts of the world.

Recap what students learned in previous lesson.

Previewing the book
Have students discuss what they see on the cover of the
book, encourage them to offer ideas as to what kind of book
it is and what it might be about.
Ask students if they think the book is fiction or non-fiction
and to explain their reasoning.
Show students the title page. Talk about the information on
the page (title of book, authors name).

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Web on the
board
Workbook
to record
information

Assessment

Interactive
White
Board (IWB)
Table of
Contents
Copy of
text on
iPads or
hard copy
alternative

Web to give
feedback on
how much the
children
actually know
Discussion
generated by
whether they
would like to
live in the
desert or not
Review of the
vocabulary
used by the
students in
this lesson
Question and
responses
from class
about
predictions,
fiction or non
fiction and
title pages
Student
sentence
1

Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

Outcomes
and
technologies

3.

EN3-7C thinks
imaginatively,
creatively,
interpretively
and critically
about
information
and ideas and
identifies
connections
between texts
when
responding to
and composing
texts
EN3-2A
composes,
edits and
presents well
structured and
coherent texts
EN3-3A uses
an integrated
range of skills,
strategies and

H. Al-Houssayni

Designing, Selecting and Sequencing Activities

Resources

Assessment
predictions

Ask students to turn to the table of contents and ask what

they expect to read about in the book based on what they
see in the Table of Contents.
List suggestions from the class and start to develop a word
bank.
Have students write a sentence for each prediction for the
Table of Contents.
Reflection
Differentiation
Scaffolding: Provide matching answers to Table of Contents
activity.
Extension: Students gather words from other children to
make a word bank.

Workbook

Recap what students learned in previous lesson.

Introducing the reading strategy
Explain to students that one way to understand what they
are reading is to stop often during reading to summarise in
their mind what they are reading about in the book.
Model how to summarise:
As I read this book, I am going to stop every now and then
to remind myself what I have read so far about desert
people. This helps me remember what Im reading and
makes me think about new information. When I finished

IWB with
text
Workbook
to write
summaries
Phone
video cam

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Feedback
from
summarising,
page 4 5
Observations
of pair
activity and
follow up
sentences
Page 6
2

Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

4.

Outcomes

Designing, Selecting and Sequencing Activities

knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

reading the book, I should be able to tell, in my own words,

some of the information I have read about desert people.
Read page 4 5, Demanding Deserts, with the class: How
can we summarise each paragraph?
Place the students in pairs to tell what they usually do after
school when they get home. The other student writes a brief
sentence to summarise what his partner has said.
Read page 6 (What Exactly is a Desert?) in the text and write
a brief summary.
Reflection
Differentiation
Scaffolding: During the paired retelling exercise, teacher will
join the group to help children to give a summary, giving
support and suggestions where necessary. Children give a
group summary helped by the teacher who writes on the
board.
Extension: Students use information they have previously
found from the Web and summarise it in their workbooks.
Recap what students learned in previous lesson.
Introducing the comprehension skill of compare and
contrast
Explain that one way and author helps readers understand
information in a book is to tell how topics in the book are
alike and different.
Have students look at the photographs on page 10 and 14.
Model how to compare and contrast using photo and tell
how topics in the book are alike and different.
Have students look at the photographs on page 10 and 14.
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EN3-4A draws
on appropriate
strategies to
accurately
spell familiar
and unfamiliar
words when
composing
texts

H. Al-Houssayni

Resources

Assessment
written
summaries

IWB with
photograph
s on page
10 and 14
Venn
diagrams
Text
Find a
word

Questioning
of alike and
different
Venn
diagrams
Vocabulary
Quiz game

Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

Outcomes
EN3-6B uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary to
respond to and
compose clear
and cohesive
text in
different media
and
technologies

H. Al-Houssayni

Designing, Selecting and Sequencing Activities

Resources

Assessment

Model how to compare and contrast using photos:

One way they are alike is that they are both sandy, and one
way they are different is that the desert land on page 10 has
cacti whilst the desert land on page 14 does not.
Model how to compare and contrast information using a
Venn diagram. Label the left circle page 10, the right circle
page 14 and the middle circle as the overlap.
Have students identify other similarities and differences and
record these on the Venn diagram.
Introducing the key vocabulary
Content Words:
Story critical: adapt (v.), ancestors (n.), arid (adj.), climate
(n.), nomadic (adj.), resources (n.) Enrichment: bountiful
(adj.), caravans (n.), desolate (adj.), dung (n.), extract (v.),
fertile (adj.), inhospitable (adj.), jinn (n.), lush (adj.),
millennia (n.), monsoons (n.), oases (n), plateaus (n.),
precipitation (n.), vast (adj.), vegetation (n.)
Students look at the Glossary on page 24 and check
meanings of words.
Vocabulary Quiz: Students are placed in 2 teams and
alternately asked to use a vocabulary word in a sentence
correctly. Points are given for each correct answer.
Vocabulary Work: Find a word quiz of vocabulary from the
text
Reflection
Differentiation
Scaffolding: Teacher prepares phrases and words that
students can place in the Venn diagram. Teacher works with
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Session

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

5.

Outcomes

EN3-1A
communicates
effectively for
a variety of
audiences and
purposes using
increasingly
challenging
topics, ideas,
issues and
language
forms and
features

EN3-3A uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies
H. Al-Houssayni

Designing, Selecting and Sequencing Activities

students in Vocabulary Work during teamwork peer support.
Extension: Make a find a word, using vocabulary from the
book.
Recap what students learned in previous lesson.
Set the purpose: Have students read the book to learn about
deserts and the people who live there. Remind them to stop
after reading new information to review, in their own words,
what they have learned. Students give an oral summary
after page 8 and 12.
Students then complete reading the book, underlining any
phrases that they think are important or any words that are
not understood.
Have the students follow along as the text is read to them
www.raz-kids.com
Reflection
Differentiation
Scaffolding: Teacher reads with the group, giving guiding
questions and helping with any unknown vocabulary.
Students listen and follow on with the story www.razkids.com.
Extension: Complete the Comprehension Quiz at www.razkids.com

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Resources

Text
IWB
www.razkids.com

Assessment

Review of oral
summaries
Questions on
vocabulary
Incidental
questioning of
individual
students
while reading
the text

EDLA 519 Assessment 2, Template 1: Teaching Plan Outline for 2 weeks

H. Al-Houssayni

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