Children’s Literature: Black Cockatoo by Carl Merrison & Hakea Hustlet.

The Curriculum Links: Integration:

Rabbits by John Marsden & Shaun Tan
Theme: Cultural Identity, Growing Up, Australia
Term 3 Week 2
Spelling
Focus: self-monitoring
10 – 15 minutes
Motivation/Class Meeting
5 – 10 minutes
Reading Workshop
Strategy:
• Listening and Reading
Comprehension skills
• Making Connections
• Predicting
• Comparing
35 – 45 minutes
Monday
New Spelling lists – this week’s lists will be based
on Australiana chosen from text. Spelling groups
assigned on ability. Look/Say/Cover
/Write/Check/Correct
Play National Acknowledgment of Country.
Introduction to text:
Class discussion on the cover and predictions on
what the text will be about. Teacher will ask
students to make connections to their own life or
other texts to inform their predictions
Modelled Reading: Read chapter one and make
notes regarding the character descriptions –
“Mia looks like…”
Shared: Think-Pair-Share focus questions – (see
questions list)
Independent task: Begin Mia’s family tree and
add to it as the text is read. Add unknown words
to “Words I want to learn” list.
Literature: (ACELT1613) (ACELT1614) (ACELT1616) (ACELT1617) (ACELT1618) (ACELT1800)
Language: (ACELA1525) (ACELA1515) (ACELA1518) (ACELA1526) Literacy: (ACELY1708) (ACELY1709)
(ACELY1714) (ACELY1816) (ACELY1711) (ACELY1713) (ACELY1801) (ACELY1715)
Tuesday
Add words to personal dictionary and find
definitions of each word.
Look/Say/Cover/Write/Check/Correct
Students will walk around the classroom looking
at images of the Kimberly and Halls Creek.
The teacher will then show: Around Halls Creek
Modelled: Read first page of chapter 2 – make
notes regarding setting - “the setting is
described as…”
Shared (choral): read next paragraph
Independent: read remainder of chapter. Setting
Comparison – Kimberly/Remote Community vs.
Perth/City Venn Diagram. Add to Mia’s family
tree & words list.
Rotations: 20 minutes
Guided:
Koalas: chapter discussion with teacher (chapter
two Qs)
Independent:
Emus: Reading journal prompt (FSRMOD p. 29) –
student choice (can only do a prompt once per
book).
Kangaroos: Think Sheet – FSDRB p. 131
Wednesday
Word Cline (First Steps Writing Map of
Development p. 217)
Look/Say/Cover/Write/Check/Correct
Who am I? Character game. Students are given cards
with a character’s name and dot points about their
characterisation. Students must act as that character
to a peer and the peer must guess who they are.
Modelled: Read first page of chapter three –
making notes about connections to self or other
texts “this book reminds me of Young Dark Emu.”
Shared (choral): read next paragraph
Independent: read remainder of chapter.
Add to Mia’s family tree & words list.
Shared: How are the characters described in the
text? Read descriptions of Mia to the class.
Discuss how the reader knows how she looks.
Rotations: 20 minutes
Independent:
Koalas: Reading journal prompt (FSRMOD p. 29):
Emus: Think Sheet – FSDRB p. 131
Guided:
Kangaroos: chapter discussion with teacher
(chapter three Qs)
History: (ACHASSK135)
Thursday
Alliterative Sentences (First Steps Writing Map
of Development p. 221).
Look/Say/Cover/Write/Check/Correct
The teacher will read Losing a Language by W.S.
Merwin to the class. Discuss: who are the old and
who are the young?
Modelled: Read first page of chapter four –
making notes on characters
Shared (choral): read next paragraph
Independent: read remainder of chapter. Add
to Mia’s family tree & words list.
Rotations: 20 minutes
Independent:
Koalas: Think Sheet – FSDRB p. 131
Kangaroos: Reading journal prompt (FSRMOD p.
29):
Guided:
Emus: chapter discussion with teacher (chapter
four Qs)
Friday
Add words that were spelt correctly every day in
L/S/C/W/C/C to “Words I know list”. Words that
weren’t spelt correctly added to next week.
Submit one word to be added to the class’s word
wall.
Listen to ABC Little Yarns
Independent: Read chapter five. Add to Mia’s
family tree & words list.
Rotations: 10 minutes per group
Guided: Teacher will meet with each reading
rotation and ask them to read a section of the
chapter. The teacher will attempt to hear every
student read chorally every Friday.
Shared:
While one group is with the teacher, the other
two groups will work on creating a story map. In
pairs, students will create a chronological map
(FSRMOD, page 213).

Differentiation CALD: Students will read as a group rather than CALD: The teacher will give hints – what are trees CALD: The teacher will scaffold students with CALD: Students will read as a group rather than CALD: The teacher will model sounding out if a
individually. The teacher will scaffold questions like in Perth? What do the trees look like in the sentence starters in the chapter discussion. individually. The teacher will scaffold questions student gets stuck on a word.
and give sentence starters. images? and give sentence starters.
Assessment Conversation: focus questions Conversation: focus questions Conversation: focus questions Conversation: focus questions Conversation: focus questions & student reading
Work sample: Think Sheet & Journal Entry Work sample: Think Sheet & Journal Entry Work sample: Think Sheet & Journal Entry
Brain Break Drama Circle – Fairy-tale – oral language game Luke Devenish - Kununurra Heywire Play Fruit Bowl (The Oral Language Book page Draw a picture of one of the characters. Seated Yoga – 10 minute break to relax neck,
5 – 10 minutes 111). Students can choose their own fruit. shoulders and upper back
Writing Workshop Independent: Independent: Modelled: Using the Character Brainstorm – Y Shared: Character writing round robin. Shared: Change the Point of View (FSWMOD)
Strategy: The teacher will ask students to complete a KWL The teacher will re-show the images and videos Chart PM14 from The Writing Book. The teacher Groups of 5 or 6. Students each start with one pg. 206. As a class, discuss who’s POV the text is
chart on remote Aboriginal communities. from the motivation. Students will be asked to will choose one character to describe. The sentence and write the introduction of a character from and who’s isn’t. In groups: discuss how a
• Comparing
Shared: write adjectives to describe what they think the teacher will model how to take notes using the - “There once was a girl named Amy”. Then the certain event would be different if the POV was
• Connecting student passes their paper onto the next student.
The class will then complete an author analysis. setting looks like, feels like and sounds like. Using plan. from a different character’s.
• Synthesising Who are they and where are they from? Create a a computer research the weather of Halls Creek. Independent: They then have a minute to read what their peer Independent: Write a recount of an event from
Text type/oral text: bio on each of the co-authors using their website. Create a Setting T-Chart – PM 14 from The Students use Planning Sheet: to Describe PM 5 has written and think before writing the next the text from a different character’s POV.
• Recount sentence. “She had long brown hair.” Students
Discuss: Why do you think it is significant that the Writing Book. from The Writing Book to describe Mia or her Feedback Session:
must include sentences that describe the
Grammar focus: authors are from the setting of the book? What Write a diary entry, pretending you have just brother. Using their planning sheet, students Allow time for students to prepare. Teacher will
appearance and personality. The rotations will
Correct Punctuation kind of understanding do you think they will have landed in Halls Creek and you are experiencing write a character biography. call on students to have a mini-conference.
continue until every member of the group has
on the themes and issues within the text? the Kimberly for the first time. written a sentence describing the character. Teacher will ask students how they are finding
Independent: Create a Venn diagram of your life If students have been to the Kimberly before Modelled: Teacher will explain how a new the text and gage where their understanding is.
40 – 50 minutes and one of the authors. they can use this prior knowledge to add depth character could be included. Teacher-Student Conference Framework
to their diary entry. Independent: Write a passage that includes this (FSRMOD p. 41). Check students are up to date.
new character in the text.
Differentiation CALD: the teacher will scaffold questions for the CALD: teacher will leave the images up so CALD: the teacher will work with small groups who CALD: the teacher will scaffold students by CALD: The teacher will ask students to recall their
Venn Diagram and KWL to call upon student’s students can visualise the Kimberly throughout require scaffolding. The teacher will give sentence making connections to other characters they recount writing in their work books from last
prior knowledge. the lesson. starters and page numbers to locate evidence. know well. semester.
Assessment Work Sample: Teacher will use the KWL and Venn Work Sample: Setting T-Chart sheet & diary entry. Observation: anecdotal notes on the planning Work Sample: round robin Conversation: feedback session
Diagram as a means of formative assessment. sheet. Observation: passage about new character Work sample: recount
Plenary Students discuss what they want to find out Students share their diary entry with a peer. Students pretend they are the character Selected students share with the class how In pairs, students discuss the statement: the
about remote communities. they chose to write about and are they incorporated the new character into text would be more interesting from
interviewed by their peers. the text. another character’s POV.
KEY: CROSS CURRICULUM PRIORITIES: GENERAL CAPABILITIES: READING FOR PLEASURE:
Speaking and Listening Aboriginal and Torres Strait Islander Histories and Cultures Literacy, ICT, Critical & Creative Thinking, Personal & Social Capability, Ethical Alfred’s War by Rachel Bin Salleh
Reading/Viewing Understanding and Intercultural Understanding. Alfie’s Search for Destiny by David A. Hardy
Writing
Nanberry: Black Brother White by Jackie
French
 Children’s Literature: Black Cockatoo by Carl Merrison & Hakea Hustlet. The Curriculum Links: Integration:
Rabbits by John Marsden & Shaun Tan Literature: (ACELT1613) (ACELT1614) (ACELT1616) (ACELT1617) (ACELT1618) (ACELT1800) History: (ACHASSK135)
Theme: Cultural Identity, Growing Up, Australia Language: (ACELA1525) (ACELA1515) (ACELA1518) (ACELA1526) Literacy: (ACELY1708) (ACELY1709) Visual Art: (ACAVAM116)
(ACELY1714) (ACELY1816) (ACELY1711) (ACELY1713) (ACELY1801) (ACELY1715)
Term 3 Week 3 Monday Tuesday Wednesday Thursday Friday
Spelling This week students will be able to choose words Add new words to dictionary and find definitions. Word Observations task (First Steps Writing Map Free write with spelling words for 10 minutes – Add words that were spelt correctly every day in
Focus: self-monitoring for their personal spelling list, from the words Look/Say/Cover/Write/Check/Correct of Development p. 219) can be any text type but needs to incorporate 10 L/S/C/W/C/C to “Words I know list”. Submit one
10 – 15 minutes they are unfamiliar with from the text. Look/Say/Cover/Write/Check/Correct spelling words. word to be added to the class’s word wall.
L/S/C/W/C/C Look/Say/Cover/Write/Check/Correct
Motivation/Class Meeting The teacher will read The Rabbits by John Marsden Watch 10th Anniversary since ethe Apology to the Baker Boy – Cool as Hell – watch as a class. Watch Baker Boy: The Fresh Prince of Arnhem Look at pictures of artwork from Aboriginal
5 – 10 minutes and Shaun Tan to the class. Discuss: What does this Stolen Generations – Behind the News. Discuss: Question: what is unique about Baker Boy’s rap Land. Discuss: why does Baker Boy rap in both artists in Halls Creek - Anka.
book say about the experience of Aboriginal and Why did Kevin Rudd say sorry? Why was it so (half in English half in Yolngu Matha – his first English and Yolngu Matha?
Torres Strait Islander People in Australia? significant? language).
Reading & Viewing Modelled: Read chapter seven - making notes on Modelled: Read chapter six – making notes of Modelled: Read first page of chapter eight – Modelled: read chapter nine – making notes on Independent: Read chapter ten. Add to Mia’s
Workshop the theme. any connections – “this reminds me of…” making notes on the difference in language. the difference in language. family tree & words list.
Strategy: Shared: call on students to read out loud in Shared: Discussion on writing style – “stream of Independent: read remainder of chapter. Add to Shared: Rotations: 10 minutes per group
groups (i.e. Koalas read the next page). consciousness” sometimes with long winded Mia’s family tree & words list. Developing Dialogue task (FSRRB p. 148) Guided: Teacher will meet with each reading
• Listening and Reading
Discussion on themes in the text. In rotation sentences (example on page 22). Teacher will ask Shared: Language Analysis: rotation and ask them to read a section of the
Comprehension skills
groups students sort the themes they think are students to find another example from the text. What language do the characters speak in the chapter. The teacher will attempt to hear every
• Making Connections most important to Mia to least (i.e. culture, Independent: Add to Mia’s family tree & words text? The characters speak a mix of Jaru and Kira. Rotations: student read chorally every Friday.
freedom, growing up). list. Watch Jaru/Kija Rap Independent: Shared:
Rotations: Rotations: Shared: Kangaroo: watch Reconciliation in Australia While one group is with the teacher, the other
25 – 35 minutes Independent: Independent: Discussion in pairs – what languages do you Emu: : Reading journal prompt (FSRMOD p. 29): two groups will work on finishing their story map
Emu: watch Reconciliation in Australia Koalas: watch Reconciliation in Australia speak? How do you feel in LOTE class? How do Guided: Koalas: chapter discussion with teacher from last Friday.
Koalas: : Reading journal prompt (FSRMOD p. 29) Kangaroos: : Reading journal prompt (FSRMOD you think Mia feels when she attends school in (chapter nine Qs) Modelled: Read chapter 11
Guided: Kangaroo: chapter discussion with p. 29): English? How does language shape our identity? Shared: Class discussion on the novel.
teacher (chapter six Qs) Guided: Emus: chapter discussion with teacher Have you seen Indigenous dialects used in our Final discussion questions and any remaining
(chapter seven Qs) community? questions the students still have about the text.
Differentiation CALD: assist students with choosing a reading CALD: scaffold questions about connections. “This CALD: participate in pair discussion with students CALD: teacher will allow students to write notes for CALD: class discussion questions will be scaffolded
journal prompt that will best set them up for reminds me of when we read The Rabbits…” who require scaffolding. Ask students about their their Developing Dialogue task. and students will be provided with sentence
success. own connections to language. starters.
Assessment Conversation: focus questions Conversation: focus questions Conversation: discussion regarding languages Conversation: focus questions Observation: student’s reading aloud
Work sample: Journal Entry Work sample: Journal Entry Work sample: Journal Entry Conversation: discussion questions
Brain Break Drama Circle – The Circus Play Birray outside BTN – Indigenous Place Names Language and Country – watch as a class. Seated Yoga – 10 minute break
5 – 10 minutes
Writing Workshop Shared: Discussion on the themes from the text. Shared: Brain Dump: Changing the date of Indigenous dialects should be common-place in Independent: Thumb Print Portrait
Strategy: Students need to find evidence from the text to Australia Day. Modern Australia. Using the planning template from yesterday, Teacher will model task and show their finished
support the themes that were sorted in the The students will find big sheets of butchers paper Shared: On iPads research what the dialect in our student’s will write their letter to the council. The product.
• Comparing
reading lesson. around the classroom, with argument topics for and school’s suburb/town is. teacher will ask students to initially draft their Using a key (colours to represent different ideas),
• Connecting against changing the day. Students move around
Independent: Shared: letter and re-read it. create a Thumb Print Portrait about what they
• Synthesising Each member of the group will be allocated a the room silently writing opinions on each Brainstorm in small groups the topic of the Shared: Students will then be asked to swap their have learnt in the task about the book (i.e.
Text type/oral text: theme. Using the What’s the Theme template argument. After 10 minutes the teacher will ask lesson. What else could be changed in our area? letter with a peer for further editing. themes, characters), text connections, cultural
• Persuasive students to ‘piggyback’ and expand on someone
from FSWMOD page 290 – students write their Modelled: The teacher will then ask students to make Identity and any questions they still have.
else’s idea by drawing a line and writing more
thoughts on the theme. Using The Writing Book PM8 template, teacher corrections before writing the letter on the Feedback Session:
information. After ten minutes the teacher will ask
Grammar focus: Shared: will model how to plan a persuasive letter to the computer and handing it in. Allow time for students to prepare. Teacher will
everyone to silently walk and the room and read
Correct Punctuation Once each member of the group has completed different ideas. The teacher will then ask students
principal – we should change the school’s name call on students to have a mini-conference.
their worksheet, the students discuss their ideas to return to their desk. to include the word for ‘school’ from the local Teacher will ask students how they are finding
as a group. The students can add to their notes in Modelled: the teacher will model using PEEL to dialect. the text and gage where their understanding is.
a different coloured pen or pencil if any of their write a paragraph. Independent Response: Teacher-Student Conference Framework
members have an idea to add – i.e. surprised by Independent: Now using one of the ideas they Using The Writing Book PM8, students will plan (FSRMOD p. 41). Check students are up to date.
40 – 50 minutes a different element of the book. a letter to the council asking for a name (street,
expanded on, students will use PEEL to plan a
persuasive piece on the topic. park, shopping centre etc) to be changed.
Differentiation CALD: students will be given a concrete theme CALD: teacher will leave their modelled CALD: The teacher will hold mini-conferences to CALD: allow students to use thesaurus and CALD: given students extra prep time for the
(i.e. remote living) rather than a concept paragraph and PEEL template on the board for discuss the reasons why students believe a name dictionary when finalising their draft. feedback session.
(growing up). students to refer to. should be changed and provide further ideas if
there are gaps in their understanding.
Assessment Work sample: What’s the theme sheet Work sample: Persuasive plan Work Sample: planning sheet Work sample: finalised letter Conversation: feedback session
Work sample: portrait
Plenary Discuss themes with a member from What date should we celebrate? Discuss as Australia Post now accept traditional place Students will be asked to share what name Students share their questions with a peer
another group. class. names on letters and parcels. Is this a good they chose to change with a partner. to see if they can answer them.
thing? Discuss with a peer.
KEY: GENERAL CAPABILITIES: CROSS CURRICULUM PRIORITIES: READING FOR PLEASURE:
Speaking and Listening Literacy, ICT, Critical & Creative Thinking, Personal & Social Capability, Ethical Aboriginal and Torres Strait Islander Histories and Cultures Alfred’s War by Rachel Bin Salleh
Reading/Viewing Understanding and Intercultural Understanding. Alfie’s Search for Destiny by David A. Hardy
Writing
Nanberry: Black Brother White by Jackie
French