CarolineChisholm

SchoolTERM 3 Weeks 7-9 - Information Texts

UNIT TITLE:

UNIT OUTLINE

Writing to describe- Information Reports

Researching, planning, drafting and publishing

CONTENT DESCRIPTORS AUSTRALIAN CURRICULUM ASSESSMENT

: different from letters; recognise how capital lettersps signal the beginning and end of sentences

LANGUAGE ELEMENTS

• Understand that punctuation is a feature of writterare used for names, and that capital letters and full:IACELA1432]

• Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic wordfamilies, spelling generalisations, and letter combinations including double letters (ACELA1779)

• Recognise homophones and know how to use context to identify correct spelling (ACELA1780)

LITERATURE

• Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on theauthors' reasons (ACELT1594)

• Draw connections between personal experiences and the worlds of texts, and share responses with others(ACELT1596)

• Discuss how language is used to describe the settings in texts, and explore how the settings shape the eventsand influence the mood of the narrative (ACELT1599)

• Recognise that texts are created by authors who tell stories and share experiences that may be similar ordifferent to students' own experiences (ACELT1575)

• Respond to texts (ACELT1577)• Share feelings and thoughts about the events and characters in texts (ACELT1783)• Identify some features of texts including events and characters and retell events from a text (ACELT1578)• Recognise some different types of literary texts and identify some characteristic features of literary texts, for

example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)• Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by

using various techniques, for example character development and plot tension (ACELT1605)

LITERACY

On-going assessment gathered through observing / workingwith groups / marking work / compiling anecdotal notes duringguided activities.

Summative Assessment Tasks (refer to program in WeeklyPlanner below.)

See Assessment Rubric (Appendix 2)

Listen to and respond orally to texts and to the communication of others in informal and structured classroomsituations (ACELY1646}Use interaction skills including listening while others speak, using appropriate voice levels, articulation andbody language, gestures and eye contact (ACELY1784)Use compj_eji6ragn_strategies to understand and discuss texts listened to, viewed or read independently

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print andemerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops

(ACELY1652) _______Use OTrngrehensjoristrateg|es to build literal and inferred meaning to expand content knowledge, integratingand linking ideas and analysing and evaluating texts (ACELY1692)Plan, draft and publish imaginative, informative and persuasive texts containing key information andsupporting details for a widening range of audjenceSj demonstrating increasing control over text_structuresand language.features (ACELY1694JReread and edit for meaning by adding, deleting or moving words or word groups to improve contetstructure iAQELY1695)Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

GENERAL CAPABILITIES

** Literacy Numeracy' Information and Communication

TechnologyCritical and Creative Thinking

Students become literate as they developthe skills to learn and communicateconfidently at school and to becomeeffective individuals, communitymembers, workers and citizens. Theseskills include listening, reading, viewing,writing, speaking and creating print, visualand digital materials accurately andpurposefully within and across all learningareas.

Literacy involves students engaging withthe language and literacy demands of eachlearning area.

Students become numerate as theydevelop the capacity to recognise andunderstand the role of mathematics in theworld around them and the confidence,willingness and ability to applymathematics to their lives in ways that areconstructive and meaningful.

As they become numerate, studentsdevelop and use mathematical skillsrelated to:• Calculation and number• Patterns and relationships• Proportional reasoning

Students develop ICT competence whenthey learn to:• Investigate with ICT: using ICT to plan

and refine information searches; tolocate and access different types ofdata and informationand to verify theintegrity of data when investigatingquestions, topics or problems

• Create with ICT: using ICT to generateideas, plans, process«sand productsto create solutions tochallenges orlearning area tasks

• Communicate with ICT: using ICT tocommunicate ideas and information

Students dwelop critical and creativethinking asthey learn to generate andevaluate knowledge, ideas andpossibilities, and use them when seekingnew pathways or solutions. In learning tothink broadly and deeply students learn touse reasonand imagination to direct theirthinking foidifferent purposes. In thecontext of :ichooling, critical and creativethinking an integral to activities thatrequire reason, logic, imagination andinnovation

As they deielop critical and creative

As they become literate studentslearn to:interpret, analyse, evaluate, respondto and construct increasingly complextexts (Comprehension andcomposition)understand, use, write and producedifferent types of text (Texts)manage and produce grammaticalpatterns and structures in texts(Grammar)make appropriate word selections anddecode and comprehend new (basic,specialised and technical) vocabulary(Vocabulary)use and produce a range of visualmaterials to learn and demonstratelearning (Visual information)

Spatial reasoningStatistical literacyMeasurement.

with others adhering to socialprotocols appropriate to thecommunicative context (purpose,audience and technology)Operate ICT: applying technicalknowledge and skills to use ICTefficiently and to manage data andinformation when and as neededApply appropriate social and ethicalprotocols and practices to operateand manage ICT.

thinking students learn to:• pose insightful and purposeful

questions• apply logic and strategies to uncover

meaning and make reasonedjudgments

• think beyond the immediate situationto consider the 'big picture' beforefocussing on the detail

• suspend judgment about a situationto consider alternative pathways

• reflect on thinking, actions andprocesses

• generate and develop ideas andpossibilities

• analyse information logically andmake reasoned judgments

• evaluate ideas and create solutionsand draw conclusions

• assess the feasibility, possible risksand benefits in the implementation oftheir ideas

• transfer their knowledge to newsituations

Ethical Behaviour * Personal and Social Capability Intercultutal Understanding

Students develop ethical behaviour as they learn tounderstand and act in accordance with ethical principles.This includes understanding the role of ethical principles,values and virtues in human life; acting with moralintegrity; acting with regard for others; and having adesire and capacity to work for the common good.

As they develop ethical behaviour students learn to:• recognise that everyday life involves consideration of

competing values, rights, interests and social norms• identify and investigate moral dimensions in issues• develop an increasingly complex understanding of

ethical concepts, the status of moral knowledge andaccepted values and ethical principles

• explore questions such as:

Students develop personal and social competence as theylearn to understand and manage themselves, theirrelationships, lives, work and learning more effectively.This involves recognising and regulating their emotions,developing concern for and understanding of others,establishing positive relationships, making responsibledecisions, working effectively in teams and handlingchallenging situations constructively.

As they develop personal and social competence studentslearn to:• recognise and understand their own emotions, values

and strengths, have a realistic assessment of theirown abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

Students develop intercultiiral understanding as theylearn to understand themselves in relation to others. Thisinvolves students valuing their own cultures and beliefsand those of others, and engaging with people of diversecultures in ways that recognise commonalities anddifferences and create connections and cultivate respectbetween people.

As they develop intercultuial understanding studentslearn to:• identify increasingly sophisticated characteristics of

their own cultures andthe cultures of others• recognise that their own and others' behaviours,

attitudes and values aie influenced by theirlanguages and cultures

o What is the meaning of right and wrong and canI be sure that I am right?

o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty

or self-interest have in ethical decision making?

manage their emotions and behaviour, persevere inovercoming obstacles, set personal and academicgoals, develop self-discipline, resilience, adaptabilityand initiative (Self-management)perceive and understand other people's emotionsand viewpoints, show understanding and empathyfor others, identify the strengths of team members,define and accept individual and group roles andresponsibilities, be of service to others (Socialawareness)form positive relationships, manage and influencethe emotions and moods of others, cooperate andcommunicate effectively with others, work in teams,build leadership skills, make decisions, resolveconflict and resist inappropriate social pressure(Social management).

consider what it might be like to 'walk in another'sshoes'compare the experiences of others with their own,looking for commonalities and differences betweentheir lives and seeking to understand thesereflect on how intercultural encounters have affectedtheir thoughts, feelings and actionsaccept that there are different ways of seeing theworld and live with that diversitystand between cultures to facilitate understandingtake responsibility for developing and improvingrelationships between people from different culturesin Australia and in the wider worldcontribute to and benefit from reconciliationbetween Indigenous and non-Indigenous Australians.

CROSS CURRICULA PRIORITIES

Sustainability Education ^Aboriginal and Torres Strait Islander Education sien Education

Education for sustainability develops the knowledge,skills, values and world views necessary for people to actin ways that contribute to more sustainable patterns ofliving.

Sustainability education is futures-oriented, focusing onprotecting environments and creating a more ecologicallyand socially just world through informed action. Studentscritically examine and/or challenge

1. the impact of human interaction with the natural,built and social environment

2. current environmental issues.

Active engagement of inclusive curriculum practiceswhich reflect Aboriginal and Torres Strait Islanderperspectives, knowledge, histories, cultures andspirituality. A genuine commitment to Reconciliation,guided by principles of personal dignity, social justice andequity, which reflects the Gospel message and themission of the Church.

The curriculum provides opportunities to value andrespect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills,knowledge and understandings related to Asia andAustralia's engagement with Asia.

The curriculum provides opportunities to know,understand and be able to:

1. Understand 'Asia'2. Develop informed attitudes and values3. Know about contemporary and traditional Asia4. Connect Australia and Asia5. Communicate effertively with people of the Asian

region both within and outside Australiaconfidently

WEEKLY PLANNERWEEK 10

Dependent Shared

Outline key learning experiences and teaching strategies that:o move from Modelled to Independent tasks (gradual release of responsibility)o ensure the identified curriculum is explicitly taughto ensure integration of Australian Curriculum and First Stepso prepare students for the assessment.

ACTIVITYPROGRESSION:

Lesson 1

SHAREDWe Do It

Review Text structure as covered at thebeginning of term: Title, GeneralStatement (introduction), descriptionparagraphs and conclusion/evaluation/summarising statement.

Review language features including: 3rd

person, timeless present tense, specialisedvocabulary, sentences containing one ormore fact and descriptive language usingadjectives, verbs and adverbs.

Introducing Topic SentencesWhat is a topic sentence? P.174 WMD,p.105 WRB

Indepe

GUIDEDWe Do It

Students create topicsentence based on giventopic.

LA

INDEPENDENTYou Do IT

Lessons 2-4

Outline to students they will be engagedover the next few weeks in the writing taskof researching, drafting and publishingtheir own information report on a topic oftheir choice.Model process of highlighting informationin text and note taking.

Students choose thetopic they wish to writeabout and begin toconduct research withthe use of books,information printed frcin,the internet andsearching using iPads.

Lessons 5-6

Lessons 7-10

Lessons 11-12

Lesson 13

Lesson 14

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• /Model to students the next step of using•/ the grouped information to begin

drafting information report based on the^xsub-headings.

• Model re-reading and editing of owni/ writing. Focus on spelling, grammar,

punctuation, does my writing makesense?

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• Students use graphicorganiser to groupsimilar informationand developappropriate subheadings.

• Students begindrafting process.

• Students re-read andedit their own writing

• Students conferencewith peers andteacher.

• Students publish

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Reflections

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