3/4 Paragraphing Term 4 Cyclic Planning

one two three four five six seven eight nine ten

Learning Progressions

CrT5 Years 1/2
I can write 2 or 3 related ideas
which may include unrelated
ideas
NAPLAN (0)
No correct use of paragraphing
CrT6 Year 2
I can write four or more
sequenced and clearly connected
ideas: in one chunk
I can organise text logically
(ideas in time sequences)
NAPLAN (0) Scored as a 1
No correct use of paragraphing
CrT7 Year 3
I can organise my ideas
coherently (rudimentary
paragraphing)
I can support ideas with some
detail and elaboration
NAPLAN (1) scored as a 2
Writing is organised into
paragraphs that are mainly
focused on one idea or set of
like ideas to assist the reader to
digest chunks of text contains at
least one correct paragraph
break
CrT8 Years 4/5
I can present a position and
supports it with one or two
simple stated arguments.
I can organise persuasive ideas
to support the reader (through an
introduction).
I can include structural features
appropriate to the type of text
NAPLAN (2) Scored as a 3
All paragraphs are focused on 1
idea or set of like ideas – at least
1 paragraph is logically
constructed and contains a topic
sentence and supporting detail
paragraphs are mostly correct
CrT9 Years 5/6
I can select structural elements to
suit the purpose (introduces an
argument with a clearly articulated
statement of position)
I can write 2 or more elaborated
arguments
I can use a topic sentence and
supporting evidence or examples in
paragraphing
I can conclude my text with a
paragraph that restates my position
NAPLAN (3) Scored as a 4
Paragraphing support argument.
Paragraphs are ordered and
cumulatively build argument across
text

Where are your students Pre-assessment?

 CrT5 CrT6 CrT7 CrT8 CrT9
JP SP SH
CD TD CB
ED SN  
AL MS JO
NY GP TF
ZS HH BC
IS TC
MA  
JP
MP
LR
AH
FM

Total Students assessed: 25

Students 5 Students 6 Students 12 Students 2 students
20% 24% 48% 8% 0%

Where are my students now? Post-assessment?

 CrT5 CrT6 CrT7 CrT8 CrT9
JP TD TF SH
AL MS JO CB SP
IS GP TC  BC FM
MA HH JP AH
NY MP SN
ZS LR
CD
  ED

Total Students assessed: 25

Students 3 Students6 Students 8 Students 5 students 3
12 % 24% 32% 20% 12%

Overall Learning Intention: To write a persuasive paragraph

Learning Intention Lesson Sequence CIM
Teaching Sequence 1 Setting the scene: Where we are going in our learning?  Modelled
LI: To know what a paragraph is and why we use Begin with prior knowledge of what is a paragraph and why we need it  Guided
them in our writing. and what would happen if we didn’t use them in our writing? Donut talk  Independent
SC: Anchor chart: list down responses
I will
 Understand why we use paragraphs in our
writing
 Begin to understand what a WAGOLL
paragraph looks like
 Know where I am in my learning about
paragraphs and make a learning goal to
work towards
Refer to power point and see if they answered all needed  Formative
Look at a text written with no paragraphs. Why is it hard to read and assessment
comprehend? Look at an exemplar. What makes it easier to read? o Feedback
Purpose of our learning: Look at the ‘Where am I wall’, on where they
are in their learning about how to write a text with paragraphing. Please -Teacher
note: The teacher needs to iterate qualities of a learner at this point! It is ok to -Self-Peer
be where you are, everyone has a different starting point, the importance is to
grow in your learning at your own pace!
Have a look at the exemplar texts from each level. (In groups) names
deleted.
List down noticings and wonderings they may have.
Students individually write a learning goal they would like to work on in
regards to paragraphing for the term. Display?
Goal? What it will look like when achieved?
Exit slip: Write down on post it note 1 reason we have paragraphs. Keep
for formative assessment

Teaching Sequence 2 Entry slip: Hand out post it notes in previous lesson and add more  Modelled
LI: To know what a topic sentence is and to write reasons why we paragraph. Revisit responses and where we are wall!  Guided
one Refer to SC/LI  Independent
SC: I can: Exit slip: not a topic sentence and is a t/s  Formative
 Find a topic sentence Use random selector to prove it? Why did you put it there? This will
assessment
 Tell you what a topic sentence is help us identify the student’s prior knowledge.
Teacher directed on what is a topic sentence from power point slides o Feedback
 Write a topic sentence WAGOLL 2 sentences which one is one and why? -Teacher
Chn vote for 1 or 2 and prove it to a partner -Self-Peer
Check in: do you want to change your answer from the above and why?
Look at examples on ppt why why not?
Complete matching worksheet individually
In groups of 3 write a persuasive t/s on the image given on plastic
recycling
Use red/green cards to give feedback on is it a t/s or not?
Where to next?

Teaching Sequence 3  Modelled

 Guided
 Independent
 Formative
assessment
o Feedback
-Teacher
-Self-Peer