Unit/Lesson Title: 3/3: Writing an analysis Lesson duration 45 mins Stage 3 Year 5/6 Class/Group

Syllabus Outcomes Syllabus Content (Content Descriptor)

 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.
 EN3-2A – composes, edits and presents well-structured and coherent texts
- analyse how text structures and language features work together
to meet the purpose of a text
- plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and
audience

Prior Knowledge Resources

Students have previously explored the textual structure of narratives and what characterises each - ‘Fox’ hard copy
stage. - Student workbooks
- IWB/whiteboard & markers
Students have read and written their own imaginative pieces, recounts and reviews in the past. - Student devices
- A3 pages from last lesson
Students have explored some language features and the meanings they can produce in other - Graphic organisers (explicit versions for less able
units/texts. students)
Learning Experience Teaching Strategies Class Organisation

Introduction (Engagement/Motivation/Purpose)
- Students revisit their Padlet posts about what they believed the purpose of ‘Fox’ was from Stimulating prior On floor with student devices
the first lesson. Using specific reflection points displayed via PowerPoint on the IWB, knowledge
students reflect on their initial posts and submit a follow-up post that states whether or not
they believe their thoughts have changed since the first lesson and why/why not. Reviewing
the purpose of the narrative that students wrote down at the end of the first learning
experience – has it changed? Why/why not?
8 ways – learning maps & (students coming up to board)
Body (Exploration/Transformation/Presentation/Practice) symbols/images
- Comparing the features analysed as part of a narrative/picture-book with that of a persuasive
text.
Venn diagram is drawn on a Jamboard file, which is shared to students and displayed on the
whiteboard IWB. Students use their own devices to make contributions about the textual and
 structural features of persuasive and narrative texts. and students raise their hands to point Low-higher order thinking
out the textual/structural differences and similarities of persuasive texts and narrative texts. questions
(students come write this in on diagram). Working together, students and teacher together
consider features raised and move/adjust any features as necessary.
Question – Displayed on IWB:
o Why is that element not the same in the other text type? What purpose does it At tables
service? How do we know?
o Why is that element the same as in the other text type? Does it serve the same
purpose in each? How do we know?
Modelled writing
- Students will then use their understanding of persuasive text types and the analyses they Shared knowledge
created in the last lesson to create a short persuasive text in the form of a multimedia
presentation about what they believe the purpose and meaning of ‘Fox’ is and why. Students
use the features analysed from both their group work (students can use their devices to take
a photo of their A3 sheet) and class work on page 7.
- When modelling, discuss and demonstrate layout/aesthetic features that can be used in
presentation to support points and the captivate audience.
o Teacher to model the structure used on PowerPoint first (ask questions about best Scaffolding – more
way to do this/that throughout and make intentional mistakes for correction by explicit for less able
students): students
 Introduction – establish what you believe the purpose of the narrative is. Active monitoring
 Body 1 (e.g. class analysis – how these features etc. reinforce
meaning/purpose)
 Body 2 (e.g. group analysis – how these features etc. reinforce Differentiated learning Standing behind desks before
meaning/purpose) leaving
 Conclusion
o Students access graphic organisers/PowerPoint templates on their devices to take
note of what each slide/component of structure entails (more scaffolded i.e. cloze Reflective questions
passage for less able students). Low-higher order thinking
- Students have the option of adding a voice-over recording or using the ‘add script’ function questions
to add any extra depth needed on each slide their persuasive on devices or handing in the (Differentiation)
written copy (to cater for diverse strengths).
- Presentations are uploaded to a shared data base for students to revisit and edit next lesson
and for assessment purposes.
Conclusion (Presentation/Reflection/Review)
- Exit ticket: students access a Nearpod link and complete the set questions to reflect on their
learning over the past three lessons. e.g.
o Name one visual feature in narratives/picture-books (with image)
o Name one language feature in narratives/picture-books (with image)
o What do we call the meaning produced by both written and visual features?
o Why is the purpose of a narrative important?
o Name 2 themes/main ideas in ‘Fox’ etc.
(These should be differentiated according to the student – answers can’t be repeated).
Transition to next lesson
Students will have extra time to edit their work before submitting persuasive presentations. Teacher can model editing processes as a reminder to students of
how to go about it and the significance of editing.
Students will also explore extending their knowledge of the techniques used in ‘Fox’ by writing/painting (using Indigenous art techniques – Creative Arts cross
curricula activity) an epilogue to the tale – using stimuli and style inspired by Wild’s writing.