whose story is it anyway? nsw stage 2, year 3 integrated

Whose story is it anyway? NSW Stage 2, Year 3 Integrated Literacy Unit – Guided Inquiry – Learning to question and Inquire

Summary Duration

Students will develop inquiry and questioning skills as they explore different points of view in texts and explore alternate points of view. In order to do this they will apply the skills of reasoning, empathy and imagination, consider and make judgments about actions and motives, and speculate on how life experiences affect and influence people’s decision making.

9 weeks

Unit overview Links to Other KLAs

Students will: ▪ Identify the narrative voice (the person or entity through whom the

audience experiences the story): first-person or third-person omniscient. ▪ Respond to texts written from different narrative points of view and discuss

the effect of each. ▪ Question the points of view presented within the texts and develop

alternative views. ▪ Write narrative texts using different narrative points of view. ▪ Know that there may be many points of view in a text and that these are

represented through characters ▪ Understand that point of view influences their interpretation of texts ▪ Learn a variety of question formulation techniques and be able to classify

these questions ▪ Work through a mini inquiry with the use of the Guided inquiry Design

Framework.

Creative Arts: Students view and create artistic images relating to the different points of view of the world around them. Using paper clay or similar students will create a garden creatures and a miniature garden. (This activity outlined in full in Creative & Visual Arts program.) Geography- Students will explore issues that relate to our shared responsibility to care for the environment for future generations. Personal Health and Development- Students will learn to look at issues from different perspectives and see others' points of view when thinking about a resolution to an issue. STEM/Science: Students will explore alternative solutions to problems within well known narratives. They will question, plan, devise, design and create a variety of structures/inventions, including a model of a sustainable house. Human Studies of Society and Environment (HSIE): Students will investigate people's interactions with environments and identify more sustainable practices when interacting with their environment.

Australian Curriculum Content – Year 3 NSW Curriculum Content – Stage 2

English: Identify the point of view in a text and suggest alternative points of view (ACELY1675)

• recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others (ACELY1675).

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1569) Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685) Science: Science as a Human Endeavour: Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE050)

• making predictions about change and events in our environment

• considering how posing questions helps us plan for the future Mathematics

Make models of three-dimensional objects and describe key features (ACMMG063) Humanities and Social Sciences (HASS)

English: EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-3A uses effective handwriting and publishes texts using digital technologies EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning HSIE K-6 HSIE-ENS2.6 describes people's interactions with environments and identifies responsible ways of interacting with environments Geography K-10

• GE2-2 describes the ways people, places and environments interact GE2-3 examines differing perceptions about the management of places and environments PDHPE K-6 PDHPE-COS2.1 uses a variety of ways to communicate with and within groups

Pose questions to investigate people, events, places and issues (ACHASSI052) locate and collect information and data from different sources, including observations (ACHASSI053) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) Interact with others with respect to share points of view (ACHASSI059) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

PDHPE-INS2.3 makes positive contributions in group activities PDHPE-GDS2.9 describes life changes and associated feelings Science

describes ways that science knowledge helps people understand the effect

of their actions on the environment and on the survival of living things ST2-

11LW

describe some examples of how science knowledge helps people to

understand the effect of their actions on the environment and the survival

of living things (ACSHE051, ACSHE062)

demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives and shaping sustainable futures. (ST2-2VA) investigates their predictions by analysing collected data, suggesting explanations for their findings and communicating and reflecting on the processes undertaken. (ST2-4WS) applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT Maths: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG Make models of three-dimensional objects and describe key features (ACMMG063)

Assessment overview Big Ideas - Guiding Questions

Fairy Tale: Students will choose a fairy tale and re-write the narrative from a different character’s point of view. Silver Buttons Bob Graham: Students create a short written text based on the point of view of one of the voiceless characters on the double page 11-12. They will write the same passage three times, in first second and third person. The Tomorrow Book by Jackie French: Write an imaginative text from the point of view of either an animal or human character. Students will demonstrate their understanding of point of view and perspective through this piece. They will consider the thoughts and feelings of this character from their point of view. The students will consider environmentally sustainable actions, which is a central theme of the story. Student will demonstrate their knowledge of perspective and sustainable issues by creating a sustainable house based on the perspective of a character in The Tomorrow Book. In this unit, students will listen to a reading of the story

How does considering a different character’s point of view effect/change the narrative? How does your personal perspective affect how you engage with a text and shape a response? What are the consequences of considering the ‘real life’ facts in the narrative? How does emotive language and visual representations influence your point of view? How does the author use the point of view of character/s to convey the message of the different ways of looking at the world through stories? How important is the viewpoint of every character in a text? How can we live more sustainably?

Resources: The Tomorrow Book Jackie French http://www.msreadathon.org.au/Portals/0/downloads/ms_readathon_2016_lesson_plans_stage_2.pdf http://static.harpercollins.com/harperimages/ommoverride/The_Tomorrow_Book_TN.pdf https://teachershub.com.au/jackie-french-teaching-resources/ https://www.youtube.com/watch?v=Nm_zHakMj9M Voices in the Park. Anthony Brown Read aloud YouTube clip of story: https://www.youtube.com/watch?v=ohs-7ue_wdM Silver Buttons Bob Graham http://www.walkerbooks.com.au/statics/dyn/1371017428982/Silver-Buttons.pdf http://www.lamontbooks.com.au/media/19419/Silver-Buttons.pdf 'Little Red Riding Hood': http://www.youthdeved.ie/sites/youthdeved.ie/files/The_Whole_Story.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html?tab=4 http://dramatica.com/questions/concept/point-of-view/all www.write4fun.net/view-entry/87554 The Three Little Pigs: http://www.teachingheart.net/truepigs.html http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html?tab=4 http://www.readwritethink.org/files/resources/interactives/fairytales/ The Three Little Pigs : An Architectural Tale written by Steve Guarnaccia Read aloud clip here: https://www.youtube.com/watch?v=CeDQhKlsQtc True Story Of The Three Little Pigs Jon Scieszka https://www.penguin.com.au/books/the-true-story-of-the-three-little-pigs-9780140544510 http://www.scholastic.com/teachers/lesson-plan/true-story-3-little-pigs-extension-activities https://www.youtube.com/watch?v=vB07RfntTvw (Read aloud story)

The Three Little Wolves and the Big, Bad Pig by Eugene Trivizas, Helen Oxenbury

Read aloud video: https://www.youtube.com/watch?v=qPW9VUm299I

https://teachershub.com.au/jackie-french-teaching-resources/

https://www.youtube.com/watch?v=Nm_zHakMj9M

https://www.youtube.com/watch?v=ohs-7ue_wdM

http://www.youthdeved.ie/sites/youthdeved.ie/files/The_Whole_Story.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html?tab=4

http://dramatica.com/questions/concept/point-of-view/all

http://www.write4fun.net/view-entry/87554

http://www.readwritethink.org/files/resources/interactives/fairytales/

https://www.youtube.com/watch?v=CeDQhKlsQtc

https://www.penguin.com.au/books/the-true-story-of-the-three-little-pigs-9780140544510

http://www.scholastic.com/teachers/lesson-plan/true-story-3-little-pigs-extension-activities

https://www.youtube.com/watch?v=vB07RfntTvw

https://www.youtube.com/watch?v=qPW9VUm299I

The Three Bears (Sort Of) Morrison,Yvonne https://shop.scholastic.com.au/Product/8272385/The-Three-Bears-(Sort-Of) Little Red Riding Hood (Not Quite) Morrison,Yvonne https://shop.scholastic.com.au/Product/9339/Little-Red-Riding-Hood-(Not-Quite) Range of traditional fairy tales/Picture book narratives for the immersion stage. General/Teaching References: https://prezi.com/clxs1zs9kt5e/point-of-view-with-little-red-riding-hood/ http://www.laneclark.ca/toolbox/thinkchart-organisers/ http://www.laneclark.ca/toolbox/criteria/ http://www.teachingwithamountainview.com/2014/02/teaching-point-of-view.html http://guidedinquirydesign.com/gid/ http://acsa.edu.au/pages/images/Rosie%20Scholl%20-%20example%20article.pdf http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/ http://www.ibmidatlantic.org/Experiencing-the-QFT.pdf Unsworth, L. (2013) ‘Point of view in picture books and animated movie adaptations’ 32(1), 28–37 http://www.ibmidatlantic.org/Experiencing-the-QFT.pdf https://books.google.com.au/books?id=3lHtmthB38MC&lpg=PP1&pg=PP4#v=onepage&q&f=false http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf http://static.harpercollins.com/harperimages/ommoverride/The_Tomorrow_Book_TN.pdf

Scootle resources (Account required)

Putting it in perspective - unit of work TFL-ID R11586 http://www.scootle.edu.au/ec/resolve/view/R11586 Writing narratives: point of view TFL-ID L7948 http://www.scootle.edu.au/ec/resolve/view/L7948 Point of view: newspaper report 1: assessment TFL-ID L9971 http://www.scootle.edu.au/ec/resolve/view/L9971

STEM Specific Resources

As students work through various STEM

challenges, and devise their own they will use a

variety of materials, either supplied at school or

brought from home. When specific materials are

needed they will be included in the teaching

program alongside the lesson.

As a general guide the following list could be

considered for collection in a classroom

craft/STEM/maker box:

• Play dough

• Toothpicks

• Cardboard – thick board/corrugated etc.

• Straws

• Glue (hot glue gun – safety session or

teacher controlled)

• Sticky tape

• Fasteners/stapler

• Recycled items e.g. boxes/juice

bottles/paper towel tubes

https://shop.scholastic.com.au/Product/8272385/The-Three-Bears-(Sort-Of)

https://shop.scholastic.com.au/Product/9339/Little-Red-Riding-Hood-(Not-Quite)

https://prezi.com/clxs1zs9kt5e/point-of-view-with-little-red-riding-hood/

http://www.laneclark.ca/toolbox/thinkchart-organisers/

http://www.laneclark.ca/toolbox/criteria/

http://www.teachingwithamountainview.com/2014/02/teaching-point-of-view.html

http://guidedinquirydesign.com/gid/

http://acsa.edu.au/pages/images/Rosie%20Scholl%20-%20example%20article.pdf

http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/

http://www.ibmidatlantic.org/Experiencing-the-QFT.pdf

http://scan.realviewdigital.com/default.aspx?iid=73869#folio=1


https://books.google.com.au/books?id=3lHtmthB38MC&lpg=PP1&pg=PP4#v=onepage&q&f=false

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

http://static.harpercollins.com/harperimages/ommoverride/The_Tomorrow_Book_TN.pdf

http://www.scootle.edu.au/ec/resolve/view/R11586

http://www.scootle.edu.au/ec/resolve/view/L7948


Point of view: newspaper report TFL-ID L935 http://www.scootle.edu.au/ec/resolve/view/L935 Point of view: newspaper report: verbs TFL-ID L3116 http://www.scootle.edu.au/ec/resolve/view/L3116 Point of view: newspaper report: pronouns TFL-ID L3118 http://www.scootle.edu.au/ec/resolve/view/L3118 Koala control: points of view TFL-ID L1285 http://www.scootle.edu.au/ec/resolve/view/L1285





Week 1

GID: Immerse/Open

Content Teaching, Learning And Assessment Adjustments and Extensions

Stage 2 - Expressing themselves ▪ discuss literary experiences with

others, sharing responses and expressing a point of view (ACELT1603)

justify personal opinions by citing evidence, negotiating with others and recognising opinions presented A student:

• recognises and uses an increasing range of strategies to reflect on their own and others’ learning EN2-12E

• develop criteria for the successful completion of tasks

Stage 2 - Grammar, punctuation and vocabulary

understand that choice of vocabulary impacts on the effectiveness of texts

▪ learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Stage 2 - Handwriting and using digital technologies

Lesson 1-2 Literacy: Narrative Immersion LI: What are the features of a narrative? Can I discover the answer to this question through being immersed in traditional fairy tales? Students to explore a variety of picture book/fairy tale narratives and complete a cross classification chart or thinkchart in order to familiarize themselves or revise the features of a narrative. This can be completed during Literacy Rotations. Example can be found here: http://www.laneclark.ca/toolbox/thinkchart-organisers/ Collaboratively (teacher & students) create an anchor chart/list and a rubric of what makes a good narrative. (Rubric will be used for assessment later in the term) Have a selection of narrative rubrics and checklists for comparison and ideas.

Supported: *Support for lower ability students with reading/writing/understanding. Ensure the cross classification chart/think chart/similar is levelled appropriately. Move them to independent work once they demonstrate understanding of the task. Extension: students practice identifying and sequencing main events in a range of known fairy tales.

Lesson 3: LI: Can I formulate questions in response to a text? Read/watch a traditional version of The Three Little Pigs. Discuss/revise elements of the narrative and parts of the book. Why the story is ‘retold’ rather than ‘written by.’ After reading, ask the students do they have any questions regarding the story. (Allow some stop and think no hands up time.) Share questions without attempting to answer any. Explain to students that they are going to participate in the Question Formulation Technique™ Explain to students that there are 4 rules that must be followed. They are: 1. Ask as many questions as you can. 2. Do not stop to discuss, judge or answer any questions 3. Write down every question as you think of it. 4. If you write a statement, change it to a question. (Teacher modelling may be required)

Supported: Supported students may need help in the form of a scribe, or can record their questions with voice recording or voice to text if available. Extension: Students could create their own classification system to organize their questions through the use of colour, mind maps or columns.

http://www.laneclark.ca/toolbox/thinkchart-organisers/



write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility.

Students to brainstorm as many questions as they can in their Learning journals.

Lesson 4: Open and closed questions LI: Can I determine the difference between open and closed questions? Discuss what students think is meant by open and closed questions. Share definitions and discuss further, formulating examples together. Display definitions and examples on chart or board for students to refer to. What are the advantages and disadvantages of both these types of questions? Have students return to their questions from the previous lesson and give them time to read these. Students to use highlighters to classify their questions as open or closed. They may work in pairs/small groups for this task for peer support and discussion. How can you turn your open questions into closed questions? How can you turn your closed questions into open questions?

Supported: If supported students recorded their questions with voice recording or voice to text they will need to have access to these in written/typed form. Support may include reading aloud of these questions. Extension:

Lesson 5: VCOP: LI: Can I use correct pronouns, adjectives and emotive language to enhance my writing/storytelling? - Language focus on telling a story in first person, second person or third person. - Pronouns: I, we, you, their, them, us, they etc. - Adjectives

Open-ended question definition: Open-ended questions are questions that have unlimited response options.

Close-ended question definition: Close-ended questions are questions that have limited response options. (This definition found here.)

https://writingexplained.org/grammar-dictionary/open-ended-vs-close-ended-questions-definition

- Emotive language

Science: applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT investigates their predictions by analysing collected data, suggesting explanations for their findings and communicating and reflecting on the processes undertaken. (ST2-4WS) Maths: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG Make models of three-dimensional objects and describe key features (ACMMG063)

Lesson 6: STEM Three Little Pigs Design and Build Challenge LI: How can I design, plan and create a house for a little pig that the wolf won’t be able to blow down? Read or watch The Three Little Pigs : An Architectural Tale written by Steve Guarnaccia Resources for challenge in BOLD type Students to be presented with a design challenge to design, plan and then construct a house that will withstand the huffing and puffing of the big bad wolf. (1 cm Grid paper or Maths Grid Book will help with this process.) They can work in pairs or small groups. Each group is to have access to pop sticks, toothpicks, straws and playdough. They are not to use any other materials. Once completed each group is to hypothesise what they think will happen based on the ‘wolf’s’ distance and strength from their house. The ‘Big Bad Wolf’ aka The hair dryer will then test each house out individually. Students to record their results in their Learning Journal. Students to complete a reflection on the design and construction of their house. Some students may need prompting: What worked/didn’t work? Why do you think? Next time I would… To improve the stability and strength of the house I would… I was most proud of…

Supported: Ensure supported students understand the task and are able to participate appropriately.

Week 2

GID: Explore


Stage 2 - Reading and viewing 1 justify interpretations of a text, including responses to characters, information and ideas



Stage 2 - Thinking imaginatively, creatively and interpretively

respond to texts by identifying and discussing aspects of texts that relate to their own experience justify interpretations of a text, including responses to characters, information and ideas, e.g. 'The main character is selfish because …'

Stage 2 - Expressing themselves recognise how aspects of personal perspective influence responses to texts

▪ identify the point of view in a text and suggest alternative points of view (ACELY1675)

▪ discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Lesson 1 LI. How reliable are stories that only give you one character’s point of view? Recap Three Little Pigs Have students brainstorm what they know about the fairy tale. Who are the characters? Where is the story set? What is the problem and resolution in the story? Re-visit the traditional story of The Three Little Pigs. After listening to or reading The Three Little Pigs, answer questions: 1. Who is telling the story The Three Little Pigs? 2. From what point of view is The Three Little Pigs told? 3. What word(s) if any told you it was told from that point of view? 4. Why do you think the author chose to tell it from that point of view? 5. How would the story change if it were told from a different point of view? 6. What other questions do you have? (Add these to the already established ‘Three Little Pigs’ questions page in Learning Journal - Remind students of open/closed questions) Give students time to revise all of their questions again. They are to choose their 3 best questions (QFT –Prioritising) and write each of these on an sticky note. Remind students to initial their work on each sticky note. Have students bring their 3 questions and sit on the floor in a circle and construct (Poster/chart paper) a version of the Question Quadrant (Cam 2006) in the middle using the child friendly headings. (see Appendix 1) (For more information and an example lesson of this task see this article.) Work through the quadrant one section at a time giving examples of types of questions and then asking students who has questions for that particular quadrant. Discuss each question as a class.

Supported: Ensure supported students understand the task and are able to participate appropriately. Do any students need a reader/scribe to ensure they have their questions ready?



justify personal opinions by citing evidence, negotiating with others and recognising opinions presented


write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility


understand that choice of vocabulary impacts on the effectiveness of texts identify and use grammatical features, e.g. pronouns, conjunctions and connectives, to accurately link ideas and information experiment with vocabulary choices to engage the listener or reader use grammatical features to create complex sentences when composing texts. use a variety of spelling strategies to spell high-frequency words correctly when composing imaginative and other texts.

Work through all sections of the quadrant in this way and once you have completed the entire quadrant ask students to peruse all the questions and decide if they think any changes need to be made. They must be able to explain why they think questions need to be moved/changed. (Finished quadrant to be displayed for future use and reference) Lesson 2 LI: When thinking about the possibility of more than one point of view in a narrative, what questions do I have? Read or listen to The True Story of the 3 Little Pigs After Reading - Brainstorm with the class what more they would like to know about A. Wolf. What questions would they like to ask him about what happened to the pigs. How could they find out the answers? (e.g. Write a letter to A. Wolf? If time permits this can be a writing task) What point of view do your students feel is correct - the pigs or the wolf's point of view? Compare the two stories with the use of a thinking tool, e.g. Venn What questions do students have now? Add these to their question page in Learning Journal. Discussion/Questions 6-10: 6. Who is telling the story The True Story of the 3 Little Pigs? 7. From what point of view is The True Story of the 3 Little Pigs told? 8. What word(s) if any told you it was told from that point of view? 9. Why do you think the author chose to tell it from that point of view? 10. How would the story change if it were told from a different point of view?

Ensure groups/pairs are equitable so that students aren’t working outside of their ability. Students requiring support are located either close to teacher of with an aide. (Ext students

After reading, students are going to again record all their questions, with the use of a questions matrix. Allow students to work in pairs/small groups to complete all the questions in the matrix based on The True Story of the 3 Little Pigs. An example question matrix which can be related to both Costa’s Levels of Questioning (2001) and Bloom’s Revised Taxonomy(2001): www.abc.net.au/btn/v5/resources/teacher/tools/QuestionMatrix.doc Discuss and share questions then collect all students completed Question Matrix worksheets. (Each student in the group/pair will need a copy of these for the next lesson.) Questioning Prompts/ideas: 1.Were the pigs good little pigs? 2.Was the wolf really a bad wolf? Could it have been that the pigs were jealous of him? What if he was really a nice guy after all! 3.Can you really believe a pig? 4.Where would that pig have gotten all of the bricks? Did he have a job? 5.Could there have been a windstorm that blew the house down? *Short class discussion on stereotypes with wolves in each of the fairy tales to link to last term's characterisation unit of work.

Lesson 3 LI: Can I classify my questions and develop my own with the use of the questioning quadrant tool? *Each student will need a copy of their group’s question matrix from previous day’s lesson.

http://www.abc.net.au/btn/v5/resources/teacher/tools/QuestionMatrix.doc

Revise the Question Quadrant from Lesson 1. Discuss the types of questions students have previously placed in each quadrant. (on the sticky notes) Students to rule up a True Story of the Three Little Pigs Question Quadrant in their learning journals. Students cut up their copy of the question matrix into individual questions and place each them in the correct section of the quadrant. Remind students to place all the questions BEFORE they glue them, in case they change their mind. Students may work together on this task, however each student must have a completed quadrant with all the questions in their Learning Journal. Lesson 4 - Little Red Riding Hood LI: Can I formulate questions based on Bloom’s taxonomy? Read/watch a traditional version of Little Red Riding Hood. Discuss/revise elements of the narrative and parts of the book. After reading, ask the students do they have any questions regarding the story for each of the quadrants in the Question Quadrant chart. (Allow some stop and think/no hands up time.) Introduce Bloom’s taxonomy to students via a classroom poster/online chart (TpT/Pinterest/image search) Then give students examples of words/question starters for each level. (or create a chart/list for them to access.) Examples here: Bloom’s Taxonomy Questions After discussing each level and formulating some questions as a class, students use these to formulate their own questions based on Little Red

Supported: Students will require support to formulate Bloom’s questions. A small group could work with the teacher/aide/classroom helper whilst the rest of the class works independently.


Riding Hood in pairs/small groups. Students must all record their questions in Learning Journals. Students share their questions and then have some time to re-write or improve any of their questions. Then they are to choose their 3 most important questions, the three that would like to explore further. Have students highlight these 3 questions in their books and give reasons why they have chosen each of these questions. Discuss if these questions will fit into the Questioning Quadrant and reflect on this questioning technique and if they would use it again, with reasons for/against. Lesson 5 –VCOP LI: Can I experiment with interesting/varying sentence openers to improve their narrative writing? Ways to Start Example “When” starter Last night…. “How” starter Carefully, he crept ….. “Where” starter Across the road…. Name starter Bill wandered …. Simile Like an eel ….. Adjective starter Tall trees towered overhead …. “-ed” clause Excited by the new, Joanna ran ….. “-ing” clause Running quickly, Tim felt ….. One-worder Tired, he ambled ….

Supported: Provide template with sentence beginnings. Use aide as scribe if necessary Individualised instruction and explanation for each sentence starter. (Esp. one word starter as may not grasp this concept) Extension: Write more complex sentences, self-edit and then swap work to peer edit.

Lesson 6: STEM Little Red Riding Hood Design and Build Challenge

Science: applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT

LI: Can I work with a group in order to design and plan a solution to one of the problems presented? Present students with 2 options to complete this challenge. Option 1: How can Little Red Riding Hood get safely across the forest without being in danger of being eaten by the Big Bad Wolf? Option 2: Design something to help Little Red Riding Hood get her basket of goodies to her Grandmother on the other side of the forest, without having to leave her yard. RULES: You cannot have anything that uses batteries or electricity in your design. You cannot use another character/human/animal to transport either LRRH or the basket across the forest. Each table/group is given a bin of supplies, such as tape, cardboard, pop sticks, paper cups, elastics, pipe cleaners, paper clips, string, anything else you have handy/collected in your maker/craft box. Students individually brainstorm ideas in Learning Journal and plan their design on grid paper. In groups each student presents their idea to the rest of the group. The group votes on the best idea based on their discussion and sharing session, they then collaboratively make any changes to the design, complete final plan of design and build! Students test and modify designs as they go. Each group to share design and then students to complete a reflection in their Learning Journals.

Week 3

GID: Explore

Content Teaching, Learning And Assessment Adjustments and Extensions Stage 2 - Reading and viewing 1

justify interpretations of a text, including responses to characters, information and ideas




respond to texts by identifying and discussing aspects of texts that relate to their own experience respond to a range of texts, e.g. through role-play or drama, for pleasure and enjoyment, and express thoughtful conclusions about those texts justify interpretations of a text, including responses to characters, information and ideas, e.g. 'The main character is selfish because …'



▪ discuss literary experiences with others, sharing responses and

Lesson 1 - Little Red Riding Hood LI. Can I show my understanding of point of view by looking at all sides of the story? Revisit LRRH and have students revise: Who are the characters? Where is the story set? What is the problem and resolution in the story? Full lesson plan and resources for this lesson can be found here: http://www.youthdeved.ie/sites/youthdeved.ie/files/The_Whole_Story.pdf Break students into 4 even groups. Give each group a character, either LRRH, Grandmother, Lumberjack or Wolf. Each group gets the same original version, except the wolf group, they are given the wolf’s version of the story. Allow time for each of the groups to read the story and prepare a retelling from their point of view. Each group also has to come up with 3 reasons why their version is the correct one, and why their character acted fairly. Have each group sit together and their chosen speaker present their story and their 3 reasons why they have the ‘real’ story. After class debate, students discuss who gave the best Read the Wolf’s story aloud to the whole group. Can you think of any other stories that are told from only one perspective? What is the effect of hearing one- sided stories? Why do people only tell one side of the story? (e.g. Power, politics, influence, financial gain.) Ask the group if they know of any stories in real life that were only shown from one perspective or side?

Supported: Teacher to work with this group to ensure that they are on task. Make notes with this group on mini whiteboards so that they are ready & confident in order to cooperate/collaborate during the whole class discussion/debate Extension: Consider giving this group the wolf’s side of the story for reading and discussion.

http://www.youthdeved.ie/sites/youthdeved.ie/files/The_Whole_Story.pdf

expressing a point of view (ACELT1603)





understand that choice of vocabulary impacts on the effectiveness of texts identify and use grammatical features, e.g. pronouns, conjunctions and connectives, to accurately link ideas and information experiment with vocabulary choices to engage the listener or reader use grammatical features to create complex sentences when composing texts. Spelling: Stage Two

Discuss and use strategies for spelling difficult words. Use a variety of spelling strategies to spell high – frequency words correctly when composing imaginative and other texts.

Ask the students where they know they can get stories in real life? Generate a discussion on a time when you saw a situation differently than a friend did. Perhaps you could bring up something that happened on the playground or in your classroom to get the ball rolling.

Lesson 2 – 4 Goldilocks and The Three Bears (Student will work through this process over a number of sessions) LI. Can I question the validity of a narrative (esp. traditional fairy tales) in relation to ‘real life’ and complete an inquiry to prove it? Students to brainstorm what they know about the story of Goldilocks and the Three Bears. Who are the characters? Where is the story set? What is the problem and resolution in the story? Discuss the different questioning techniques we have used in class so far, and the way different characters in a narrative can have a different point of view. Discuss, who do you think is the audience for fairy tales and picture books? Explain that today we are going to investigate a version of The Three Bears that includes the point of view of the audience. Now that they are becoming ‘expert’ question gatherers, we are going to look at some of the questions the audience of the story might raise. Read aloud: The Three Bears (Sort Of) Morrison,Yvonne https://shop.scholastic.com.au/Product/8272385/The-Three-Bears-(Sort-Of) Or if you cannot access the book (read by a pair of students): https://www.youtube.com/watch?v=laHQnygxAG0 Students reflect on this version of the story. What prior knowledge or research would the child that keeps butting in need to know? How do you

Supported: Individual students will need to be supported through this task depending on their needs. Consider a copy of the story/sticky note questions option for these students. (See Wrapping stage)



https://www.youtube.com/watch?v=laHQnygxAG0

Identify spelling errors in own writing and unknown texts, e.g. dictionaries, glossaries.

think they might have found out? How would you find out that sort of information? Revisit the original version of Little Red Riding Hood (students should be very familiar with it by now) Students are going to create their own ‘blurted out’ questions in regards to facts within the story through the use of the 8Ws of Information Inquiry and PDF Guide here. (Options to create a chart or checklist for students to work through, or a format to record in Learning Journals.) Watching (Exploring) Re-read the story of Little Red Riding Hood. Pay attention to all the characters and the images in the story. Wondering (Questioning) brainstorm any questions you may have, identifying problems you can see in the story and what other information do you need in order to question further? Record all your wonderings. Webbing (Searching) using your wonderings, complete any online research you need in order to locate, search for, and connect ideas and information. What information did you find that helped you devise new questions or areas of interest. Select and record information that is relevant to your questions. Wiggling (Evaluating) decide which information is important for you to complete your task. What questions have you answered and how will you use these answers? Wiggling involves deciding which information is useful and finding more clues to give your ideas and look at things from another point of view. Weaving (Synthesizing) Organise all your information and ideas into a plan. After you have planned your ‘ blurts and questions’ draft them into sentences. Decide which ones will work well in the story and which ones you need to edit or remove completely.

http://eduscapes.com/instruction/inquiry/ws.htm

http://eduscapes.com/instruction/inquiry/topic72model.pdf

Wrapping (Creating) now you have your draft blurts, how are you going to ‘wrap’ them up? Are you going to use technology/computers/apps, and if so what and how? Who is your audience? Why is this important? How can I effectively convey my ideas to others? When choosing your wrapping make sure you factor in the time involved to ensure that you finish this task. Wrapping options: * Use a copy of original story for student to add sticky note blurts to. *Add blurts comic strip style. *Film on iPad while partner reads original story and author of blurts butts in throughout. Waving (Communicating) Publish your blurts as part of your new version of Little Red Riding Hood. During the publishing process ensure you self-edit and peer edit in an author circle in order to get feedback and make any final changes. Wishing (Assessing) evaluating and reflecting on how well you worked throughout these sessions and how you feel about your finished version of the story. What would you change/do differently next time? What are you most proud of? Read Little Red Riding Hood (Not Quite) by Morrison,Yvonne. (If you have it) and have students compare their work to this version of the story. Reflect on how they felt using the 8w’s throughout this task. Did it help guide them or were they still confused. Would they like to use this too again? Why/why not?

Lesson 5 – VCOP LI: Students to recognize and begin exploring first/second/third person Students to watch a point of view PowerPoint or Prezi (such as this one) and collaboratively create a chart showing an explanation and examples of first person, second person and third person. Students then create a mind map in their learning journals explaining each in their own words and writing their own example sentences.

Supported: Provide template with sentence beginnings

https://prezi.com/clxs1zs9kt5e/point-of-view-with-little-red-riding-hood/

Week 4

GID: Identify —> Gather —> Create —>Share —>Evaluate


Stage 2 - Expressing themselves ▪ identify the point of view in a text

and suggest alternative points of view (ACELY1675)





Stage 2 - Writing and representing 1 ▪ plan, draft and publish imaginative,

informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694)

discuss aspects of planning prior to writing, e.g. knowledge of topic, specific vocabulary and language features

Lesson 1- 4 LI: Can I use my prior knowledge of point of view, and questioning techniques and apply this to my own writing? What other fairy tales they know and how they would change if they were told from another point of view. How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist. *This task is a narrative writing assessment piece and will be evaluated against the rubric collaborative created in week 1. (after students and teacher review it and make any changes they may want/think are important based on new learnings.) Revise week one cross classification charts and Students are to select one fairy-tale and rewrite the tale from the viewpoint of a different character within the tale. Students can use books selected from the library and online resources to help them make their selection. Students to use a guide such as the Lane Clark’s authorthink™ or similar. Students begin planning by using the questioning techniques/templates they have learnt in class this term and brainstorm as many questions as they can. Then use their questions to continue the rest of the writing process. Ensure students all have access to information charts/templates/guides. In their writing, students will outline, from a different point of view, setting, and plot whilst using their imagination throughout the writing process.

Supported: Scaffolding, templates, guides, explicit instructions. Allow extra time to complete the task. Provide with a copy of a well-known Fairy tale they are familiar with in order to complete this task. Reader/writer if necessary. Extension: Encouraged to use a fairy-tale that they've never read before or from another culture, e.g. Japanese fairy tale.


▪ ▪ create texts that adapt language

features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)







understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning identify and use grammatical features, e.g. pronouns, conjunctions and connectives, to accurately link ideas and information

Lesson 5 - VCOP LI: Can I write a variety of well-structured sentences? VCOP: Varying Sentence Structure Type of sentence Example Short, simple sentence for drama Tom ran. Compound sentence (joined with connective) for flow Tom ran and Kitty walked. Complex sentence to add extra information. The dog bolted, because he had eaten all the sausages. Questions to draw in reader What was that? Exclamations for impact Run for it! Sentence of 3 for description He wore a dark cloak, shiny shoes and red trousers Sentence of 3 for action Tom ran across the beach, jumped over the rock and collapsed.

This could be incorporated into literacy group activities if short on time. Supported: Assist with identifying places in sentences where more convincing vocabulary could be used. Also revise use of capital letters and full stops.. Extension: introduce clauses and brackets.

experiment with vocabulary choices to engage the listener or reader use grammatical features to create complex sentences when composing texts

incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) Stage 2 - Spelling understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779).

discuss and use strategies for spelling difficult words identify spelling errors in own writing and unknown texts and provide correct spelling

Science: applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT investigates their predictions by analysing collected data, suggesting explanations for their findings and communicating and

Lesson 6 - Week 4 - 6 STEM Challenge LI: Can I formulate questions and then use these questions in order to collaboratively design, plan, construct and test a solution to the problem presented in my chosen narrative? What if….. Discuss with students the outcome of the stories based on previous challenges. What if… the house of sticks was so well designed that the wolf

reflecting on the processes undertaken. (ST2-4WS) Maths: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG *Content/objectives may vary based on student activity

could not blow it down? …Little Red Riding Hood had a zip line over the top of the forest from her house to her grandmother’s? Discuss other well-known fairy tales and have students ask the ‘what if…’ questions. For the next two weeks students are to work in groups to choose a fairy tale (it can be one they are working on in literacy as well) devise the what if questions, plan, design, create, test and complete something that would change the outcome of the story for one of the main characters. As a class discuss and devise a list of rules for the challenge to ensure it is fair for everyone. Remind them of previous challenge rules: You cannot have anything that uses batteries or electricity in your design. You cannot use another character/human/animal to transport either LRRH or the basket across the forest. Create a challenge criteria/rubric as a class. Students can use any items from the maker/craft supply box and can also bring in recycled items from home. (See list in resources for ideas.) Each step of the challenge is to be documented by all members of the group in their learning journals. Students to self and peer evaluate and reflect on the experience and their product.

Week 5

GID: Explore









share responses to a range of texts and identify features which increase reader enjoyment respond to texts by identifying and discussing aspects of texts that relate to their own experience

▪ discuss how authors and illustrators make stories exciting, moving and

Lesson 1 LI: Can I deepen my understanding of perspective by seeing that not all characters have a 'voice' within a story? Silver Buttons Read only the first page with the description of Jodie’s duck. Ask students to make an image in their mind of what the words are describing. Have students draw Jodie’s duck based on the words read to them. When completed compare their ducks with the class and discuss their individual points of view. Read the book aloud to the class without showing the illustrations and discuss what they imagined when listening to the story. Read the book again showing the illustrations to the class. How do the illustrations change the story? Have a class discussion on whether the images were similar or different to what each student had pictured in their mind.

Lesson 2: LI: Can I recognise and explain that events in a narrative (or even real life) are happening simultaneously and that everyone has a different perspective of those actions and events? The entire book takes place during the space of time it takes for Jodie draw the last silver button on the duck’s boots.

absorbing and hold readers' interest by using various techniques, for example character development and plot tension (ACELT1605)

justify interpretations of a text, including responses to characters, information and ideas, e.g. 'The main character is selfish because …'

▪ make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1594, ACELT1602)

Stage 2 - Reading and viewing 1 ▪ understand how texts are made

cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

recognise how aspects of personal perspective influence responses to texts recognise cohesive links in texts, e.g. pronouns that refer back to particular people or things, and understand how they contribute to meaning summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts interpret text by discussing the differences between literal and inferred meanings

In learning Journals students create a mind map in order to brainstorm all the things that could be happening at this very moment: *At school – your friend in another class/the Principal/another teacher/the groundsman *what your parents might be doing *what your pets might be doing *people in a big city such as Sydney *someone at the beach *someone in another country Discuss how everyone in the world is different and the activities you would be doing are influenced by your age, location, interests, family and many other factors. What symbols or clues does Bob Graham use to show that the whole book is taking place over the space of one minute? Look at Jodie and Jonathan’s house in spreads 1 and 4. What can you tell about their family from these spreads? What have they been doing that day? What are their interests? Where do you think they live? In spread 5, Jodie and Jonathan’s mum is playing “Merrily Kiss the Quaker’s Wife.” Search for a recording of this song on YouTube and listen to it as a class. Ask if any students play a musical instrument and if so, ask them to tell the class about it. Look at spread pg. 8. Why do you think the soldier is saying goodbye to his mum? How do you think they are feeling based on their body language and the expressions on their faces? Look at spread pg. 10.

justify interpretations of a text, including responses to characters, information and ideas




understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning understand that choice of vocabulary impacts on the effectiveness of texts

▪ understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

identify and use grammatical features, e.g. pronouns, conjunctions and connectives, to accurately link ideas and information identify a variety of connectives in texts to indicate time, to add information and to clarify understanding

Do you have any special games you play with your grandparents? Why do you think the old lady carries everything she owns in two paper bags? Compare spreads 13 and 14 where a tanker begins its journey all the way to China and Jonathan finishes taking his first step. Why do you think Bob Graham put these two spreads next to each other? Lesson 3-4 LI: Can I demonstrate my understanding of point of view in relation to a voiceless character/s from a text? Looking at the double page 11-12, where characters are in their houses and/or out in the street. Have students the option to complete either *a set of questions in a Question Quadrant *a question matrix (Learning journals.) *a brainstorm of as many questions as they can think of (QFT) Students to prioritise these questions – choose the three questions that they are most interested in exploring further. These questions will be the students guiding questions. They will be used in the choice of character from the double page spread and assist in giving this character a voice. Students create a short written text based on the perspective of their chosen ‘voiceless’ character and their 3 questions. After planning and drafting, student will first write their characters from point of view in first person. Once students have self-edited this piece they are then to write the same piece in second person and then again in third person to demonstrate their understanding of point of view. (Can use resources from previous lessons such as anchor charts/mind map in learning journal/Prezi.)

Supported: Brainstorm of ideas in small group and support given to plan and organise ideas and transition this into a short passage. Scaffolding and templates supplied as necessary.

Understand and apply knowledge of vocabulary

use grammatical features to create complex sentences when composing texts

experiment with figurative language when composing texts to engage an audience, e.g. similes, metaphors, idioms and personification. Stage 2 - Spelling

understand how accurate spelling supports the reader to read fluently and interpret written text Understand and apply knowledge of language forms and features. Understand that paragraphs are a key organizational feature of written texts. Understand and apply knowledge of language forms and features discuss and use strategies for spelling difficult words

*Assessment piece to gather data on students’ understanding of point of view.

Lesson 4 - VCOP LI: Can I write sentence endings compatible with the given beginnings? VCOP: Finishing Sentences What is the most interesting way to finish the sentence? Hurriedly …. Sadly ….. Excitedly… Last Night A long time ago …. Quietly … One dark and stormy night …. Cautiously …. Many years ago …. The boy raced upstairs and …. Unbelievably …. Sneakily … Bravely …. To my great surprise …. Much later …. Only last week … Quickly … To my great surprise …. I will never forget the day that … Spookily …

Supported: Small group work with teacher/classroom helper/aide

Science: applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT Maths: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG *Content/objectives may vary based on student activity

Lesson 5 – STEM – Continue with What if Fairy Tale challenge LI: Can I formulate questions and then use these questions in order to collaboratively design, plan, construct and test a solution to the problem presented in my chosen narrative? What if….. For the next two weeks students are to work in groups to choose a fairy tale (it can be one they are working on in literacy as well) devise the what if questions, plan, design, create, test and complete something that would change the outcome of the story for one of the main characters.

Week 6

GID: Immerse —> Explore —> identify —> gather —>create —> share —> evaluate *Have students start collecting recycled materials from home, such as shoe and other cardboard boxes, paper towel tubes, plastic bottles and containers (Washed out) These will be needed in Weeks 7-9.






Lesson 1 LI: Can I use my understanding of points of view whilst linking it to issues of the environment and sustainability? The Tomorrow Book by Jackie French Before Reading: Ask students to imagine it is 20 years from now. What would they like the world to look like? Consider this question in regards to technology, communication, lifestyle, environment, flora and fauna. Invite students to share their thoughts with the class. Record ideas in Learning journals -this could be a mind map or any other suitable thinking tool the class is familiar with. Tell the students that the main character from the book, The Tomorrow Book, also has dreams about the future. Display the front cover of the book

Supported: Explicit instructions, work as a small group with teacher/aide/classroom helper. Extension: Formulate questions they would like to ask the author. If the class/year level has a twitter account they could prioritise these questions and choose the group’s top 3 to tweet to the author.




share responses to a range of texts and identify features which increase reader enjoyment respond to texts by identifying and discussing aspects of texts that relate to their own experience

▪ 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)

justify interpretations of a text, including responses to characters, information and ideas, e.g. 'The main character is selfish because …'

▪ make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1594, ACELT1602)

Stage 2 - Reading and viewing 1 ▪ understand how texts are made

cohesive through the use of linking

and ask students to predict what the book may be about. What do they think is meant by the word ‘tomorrow’. With the children providing suggestions, discuss the title and the cover illustrations and speculate as to the book’s themes and content. Discuss what they know about the author and illustrator. Read the story to the students. If a hard copy version of the book is not available, view an online storytelling can be found here. https://www.youtube.com/watch?v=Nm_zHakMj9M After the story, students engage in the think-pair-share-strategy. Consider the following questions and discuss their responses with a partner: *How does reading help the little prince? *The little prince, says, “I think real life should be improved.” Is this a fact, or an opinion? How do you know? Do you agree with this statement? Why, or why not? *Do other characters in the story share the little prince’s point of view? What makes you say that? What problems within the environment does the book present? Following the reading, has your understanding of the title of the book changed? If so, how? Invite some students to share their responses with the whole class. Students brainstorm questions about The Tomorrow Book following the QFT rules. (Ask as many questions as you can. Do not stop to judge/discuss/answer. Write down every single question. Change any statements to questions.) As previously learnt, they are then to highlight open/closed questions in two different colours and choose their three priority questions to write on sticky notes. Remind them to initial their questions.

https://www.youtube.com/watch?v=Nm_zHakMj9M

devices including pronoun reference and text connectives (ACELA1491)

recognise how aspects of personal perspective influence responses to texts recognise cohesive links in texts, e.g. pronouns that refer back to particular people or things, and understand how they contribute to meaning summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts interpret text by discussing the differences between literal and inferred meanings justify interpretations of a text, including responses to characters, information and ideas.


experiment with punctuation to engage the reader and achieve purpose

▪ investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

▪ use apostrophes for contractions Spelling: Stage Two

Revise the Question Quadrant and discuss students’ questions before they stick them in the corresponding section of the quadrant.

Lesson 2 LI: What do I know about the environment and sustainability? What do I still need to learn? The Tomorrow Book by Jackie French Students to fill out the K – What do I know, and W – What do I want to find out on a KWHLAQ chart on ‘Sustainability’. After students have considered these questions spend some time discussing class ideas before they return to add to these sections of their charts. Discuss the environmental problems presented in the story. Have students list these in their learning journals. These may include, but are not limited to: A shortage of water, leading to dying vegetation, lack of bath water. Transport issues, such as expensive fuel and traffic jams. A lack of vegetation to house animals, leading to endangered species. An enormous consumption of energy and the depletion of fossil fuels. After discussion and collaboration to complete this list, students are to use a different colour to record the Little Prince’s solution to these problems. Discuss where he got his ideas from, and where/how would they find answers to these problems. Review sticky note questions on the class quadrant. Ask students if they have new questions, or if they want to change their original questions. They must be able to give a reason why.

http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/inquirytools_pdfs/io_KWHLAQchart_blm.pdf

understand how accurate spelling supports the reader to read fluently and interpret written text Understand and apply knowledge of language forms and features.

▪ Understand and apply knowledge of language forms and features

understand how knowledge of word origins supports spelling discuss and use strategies for spelling


write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility. HSIE/Geography

• describes the ways people, places and environments interact GE2-2

• examines differing perceptions about the management of places and environments GE2-3

As a final follow up ask students to revisit their KWHLAQ and consider if there is anything new they can add to it.

Lesson 3 LI: Can I use my understanding of point of view in order to write a formal letter as a book character? Writing task: Imagine you are the Little Prince. You are required to write a letter to your parents, the King and Queen, outlining what has been happening in their Kingdom whilst they are been away. What problems have arisen and how have you solved them? Don’t forget to describe your feelings. Before they start, ask – What do you need to know to write a letter? How could you find out this information? Explore the format/etiquette for formal letter writing. Find some examples to explore. This could include letters sent home to parents from the school regarding upcoming events. Collaboratively create a criteria/checklist of what makes a good letter in order for students to self-evaluate their completed letter. Students to work through the writing process to complete this task, self-evaluate and complete a glow and grow or other suitable reflection tool on the task.

Supported: Provide scaffolding/templates and individual support as necessary.

Lesson 4 LI: Can I use my knowledge of point of view and environmental issues in order to create a list of issues effecting a particular character? Choose any character from the story. For example, it may be a koala, a kangaroo, a local child, or the butler.

Supported: Students may need help ensuring the correct spelling in their search strings. Extension:

Imagine you are the character. In your opinion, what environmental issue are most pressing to you, and why? Students to record their ideas in Learning Journals using the 7W&H tool.

(Who/What/Where/When/Why/Which/How)

What do you already know about this issue? How could you find more information? In learning journals students are to create a list of questions regarding this environmental issue. They are then to consider how they will find the information they require to answer these questions. Using a mind map or other brainstorming tool, students are to record all the possible search terms/strings they could use online in order to find this information. Once students have completed their brainstorming, they can try their search terms and note against each one if they were able to find useable and reliable information that they could understand. Have them record any particularly useful webpages they have found. Review sticky note questions on the class quadrant. Ask students if they have new questions, or if they want to change their original questions. They must be able to give a reason why.

Introduce students to Kathy Shrock’s 5Ws of Website Evaluation test in order for them to start evaluating the validity of the information they find. *If the cohort is capable you could spend a whole lesson on this with the class.

Lesson 5: LI: Can I to write improved sentences by understanding and following instructions based on grammatical elements? Children have to rewrite the sentence, improving it by following the teacher’s command. "The fox crept under the shed". “The cunning fox crept under the old, wooden shed and began to dig furiously.” Possible Commands: ▪ Add or remove adjectives or adverbs

Supported: To be supplied with a clear template with explicit instructions about writing sentences. Also allow them extra time to complete the task.

http://www.schrockguide.net/critical-evaluation.html

http://www.schrockguide.net/critical-evaluation.html

http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf

http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf

▪ Change the verbs or nouns ▪ Add a phrase, image or clause ▪ Use a connective at the beginning or end of the sentence ▪ Change the opening, tense or tone of the sentence ▪ Change the sentence to a different genre or text type

Science: applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT investigates their predictions by analysing collected data, suggesting explanations for their findings and communicating and reflecting on the processes undertaken. (ST2-4WS) Maths: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG *Content/objectives may vary based on student activity

Lesson 6 - STEM Challenge – Final Week. LI: Can I successfully explain and present our finished product with my group to the rest of the class? *This could be an open classroom activity or something they share with a younger grade in order to create a more authentic experience. What if….. Each group’s work is evaluated by the other groups in regard to the challenge criteria/rubric that was collaboratively created in week 4. Students to self-evaluate and reflect on the experience as part of a group and the creation of their invention/product.

Week 7

GID: Gather—> Create —> Share —> Evaluate —>Open

Content Teaching, Learning And Assessment Adjustments and Extensions Stage 2 - Expressing themselves

▪ identify the point of view in a text

and suggest alternative points of view

(ACELY1675)

Lesson 1 – 4 - The Tomorrow Book – Written assessment task. LI: Can I independently plan, draft, write and publish a narrative or monologue form the point of view of one of the characters in The

Supported: Provide narrative scaffolds and adjustments where appropriate.

▪ discuss literary experiences with

others, sharing responses and

expressing a point of view

(ACELT1603)


respond to texts by identifying and discussing aspects of texts that relate to their own experience

▪ 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)

▪ develop criteria for the successful

completion of tasks EN2-12E

Stage 2 - Reading and viewing 1

▪ understand how texts are made

cohesive through the use of linking

devices including pronoun reference

and text connectives (ACELA1491) recognise how aspects of personal perspective influence responses to texts recognise cohesive links in texts, e.g. pronouns that refer back to particular people or things, and understand how they contribute to meaning justify interpretations of a text, including responses to characters, information and ideas.

Tomorrow Book? Can I include environmentally sustainable actions in my writing? Students are to choose any character except the Little Prince, and write from their point of view. They can use any of the thinking/questioning tools they have learnt throughout the term. They are to use a guide such as the Lane Clark’s authorthink™ or similar to guide them through the writing process. Prior to beginning the writing process the class will collaboratively re-visit the previous rubric used and make any necessary adaptions based on new learnings. Students should also investigate this self-assessment rubric and other teacher created rubrics as guidance. Extension/Fast Finishers Options: *Create a comic strip illustrating part of the story, and include thought bubbles to represent the character’s thinking. * Write a recommendation as to why the book should be read or not.

Lesson 5 - VCOP LI: Can I use correct punctuation in my writing to show an understanding of questions and exclamations? Full stop, question mark or exclamation mark? Look at the state of those boots How did they get so muddy Put them outside now The mouse ran across the floor Look out It’s a cat Will the mouse be able to escape Are you hungry yet I’ll make you some lunch

Supported: Students have a handout of sentences and write in the punctuation rather than copy the whole sentence. Extension: Students to extend the given sentences further in order to give more information. Given a section of text with all punctuation removed for editing.


https://www.australiancurriculumlessons.com.au/2013/08/12/australian-curriculum-writing-self-assessment-rubric/


experiment with punctuation to engage the reader and achieve purpose

▪ investigate how quoted (direct) and

reported (indirect) speech work in

different types of text (ACELA1494) Spelling: Stage Two understand how accurate spelling supports the reader to read fluently and interpret written text Understand and apply knowledge of language forms and features. Understand and apply knowledge of language forms and features


write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate fluency and legibility.

You want 30 sandwiches

Lesson 6 – Initiate Student Directed Inquiry LI: Is there an environmental issue that I can do something about in either in my school or local area? Students to revisit their 7W&H from last week. Share with their table groups the character they chose and the environmental factors effecting them. What interesting information did they find? After small group sharing, engage students in a whole class sharing session and discuss what other questions they might have. Discuss whether or not the environmental issues in The Tomorrow Book are real or imagined issues and how they know this. Give students time to ponder/discuss if they think any of these issues affect them and what they could do about it. Read the ‘Author’s Notes’ at the end of the book, so that you can see how the world might be changed in big ways to make a better future. (PDF teacher notes are available here with lots of information and activities.) Discuss environmental problems/solutions that they may have seen or heard of locally. Ask students to imagine they were the Little Prince in charge of solving these issues. What would they do?

Extension: Count the number of inventions in this book, then check New Scientist magazine to find out if they are already available. How many inventions can you find? Who can find the most? Who can find the most AND explain how they work?

http://static.harpercollins.com/harperimages/ommoverride/The_Tomorrow_Book_TN.pdf

https://www.newscientist.com/

https://www.newscientist.com/

Lead students on to stimulate their curiosity and question what they might do within the school or local community in order to make better choices for their environment. Have students revise their KWHLAQ and discuss what they have in the ‘W’ column. Suggest that they form groups based on their interests in order to gather more information and formulate a plan of action to either solve the problem or educate the school/local community on how to make changes for the better. From here assist in the forming of small groups or pairs of students to work together on their chosen topic. Also assist those students who are still not certain by reviewing their questions from previous sessions. Allow the rest of the session for students to organise their topics of interest and their groups.

Week 7

GID: Immerse —> Explore —> identify


• communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A

• understand that successful

cooperation with others depends

on shared use of social

conventions, including turn-taking

patterns, and forms of address

that vary according to the degree

Lesson 1 - 3 LI: Can I formulate questions I would like to they consider in regards to my chosen environmental issue? Ask students to sit in their interest groups/partners with their learning journals. This session is going to be devoted to formulating questions. In their small group/pairs they are to fill in a Question Matrix on their chosen topic to find out what they know/need to find out.

of formality in social

situations (ACELA1476)

• responds to and composes a range of texts that express viewpoints of the world similar to and different from their own (EN2-11D)

• understand differences between

the language of opinion and

feeling and the language of factual

reporting or

recording (ACELA1489)

Science • demonstrates a willingness to

engage responsibly with local, national and global issues relevant to their lives and shaping sustainable futures. (ST2-2VA)

• investigates their predictions by analysing collected data, suggesting explanations for their findings and communicating and reflecting on the processes undertaken. (ST2-4WS)

Then they can highlight the questions they consider open/closed in different colours. Discuss that closed questions have a definitive answer and they may not know it yet, but will need to find out. How will they find out? Give each group a list of Bloom’s question starters to work through in order to discover interesting ideas and help the decide the direction their project will take. Introduce the Guided Inquiry Design Framework (See Appendix 2) and explain to the students how they have worked through the Open, immerse and Explore phases together. It is now their job to continue to work through the rest of the framework in their groups. (Supply a poster/chart/handout/checklist) Students also need to individually review and add to their KWHLAQ. Prior to commencing this task the class will collaboratively create an evaluation rubric or marking criteria. It will remain in draft form for the duration of the activity, so students and teacher can edit as deemed necessary when new ideas or information is discovered.



Lesson 4 – VCOP LI: How can I replace the word ‘said’ in my writing? Don’t say 'said' say... ? Who might speak in this way? When? Why? grumble whisper shout cackle snap bark yell beg giggle sigh exclaim neigh Replace “said” with a better word: “Oh no, not more homework,” said the children.




“Wow, a new bike” said George. “I’m going to turn you into a frog,” said the witch. “I’ve lost my mummy,” said the little girl. “Can I stay up late tonight,” said Ruby. “Stop this noise at once,” said the teacher. “This is delicious grass,” said the cow. “Now I’m going to make this watch disappear,” said the magician.

Science: applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2-5WT investigates their predictions by analysing collected data, suggesting explanations for their findings and communicating and reflecting on the processes undertaken. (ST2-4WS) Maths: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG *Content/objectives may vary based on student activity

Lesson 5 -6 – STEM LI: Can I research environmental issues and alternative environmentally friendly options in order to design an eco/sustainable house? *Either the planning stage or the sharing and reflection stage of this task could be included as an open classroom, or as an expo inviting other year levels within the school. Re-visit The Tomorrow Book and discuss the ideas in the book that help the humans make their homes more sustainable. Also read the Author’s Notes again and discuss the sustainable features mentioned by Jackie French about her home. Have students review/revise their KWHLAQ and 7W&H from previous lessons for further inspiration. Explain to students that they will be planning, designing and constructing a model sustainable house using recycled materials only. (That they have collected from home.) They must have a thorough understanding of any features they include on/in their house and be able to give reasons why they have incorporated these features. Their house will be presented in week 9.


Week 8

GID: Explore —> Identify —> Gather —> Create


This week students will continue working on their group inquiry task and their individual sustainable houses.



LI: How can I replace the word ‘went’ in my writing? VCOP Lesson Don’t say 'went' say... ? Who might move in this way? hop leap stumble slide gallop creep race flutter stomp stagger waddle stride Replace “went” with a better word: The old man went down the road. The soldiers went up the hill. The baby went towards her mum. The frog went into the pond. The horse went round the field. The angry teacher went into the classroom. The tired children went home. The excited girl went to a party.

Supported: Work with lowers students in groups and assist with making sentences. Extension: Challenge themselves with new sentence construction in their own writing.

Week 9

GID: Share —> Evaluate

Content Teaching, Learning And Assessment Adjustments and Extensions • EN2-12E

recognises and uses an increasing range of strategies to reflect on their own and others’ learning Content

• Students:

Lesson 1 Can I successfully explain and present our finished product with my group to the rest of the class?

These two activities could be combined in an open classroom or Sustainability expo for parents and other year levels to

• Develop and apply contextual knowledge

• identify different ways of learning (in English) and consider own preferences


Groups present their completed projects, outlining what they have achieved and how they hope to continue to make sustainable choices. All students to complete their KWHLAQ Students to independently complete a reflection on this task and the process of working as a group. They are also to reflect on the Guided Design Framework and how they felt it either did or didn’t guide them through their task.

experience, as way of sharing and celebrating their learning. *Extension students could create the invitations

Lesson 2 LI: Can I successfully explain and present my finished product to the rest of the class? Students present their sustainable houses and explain all the included features and the reasons why these features were included. As a part of this task students are required to complete a reflection on their final product, the process they went through to research and create their house and how they felt about this activity. They are also to self-evaluate with the use of the criteria they developed collaboratively with the class.

Reflection: Can I reflect on my learning experiences and make learning goals for the future? Students reflect on their learning of the content this term and on their achievements and their understanding of the author's point of view sustainability by completing the following sentence starters: I really enjoyed... I now know that... My question is... I’m still not sure about... I wish I could...

I learnt that... Now I need to... My goal is...

Appendix 1

O ne r igh t a nsw er .

(C l o sed Q u es t io ns )

M a ny d i f f e r en t

po ss ib i l i t ies

(O pen Q u es t io ns)

T he a nsw er is in t he

s t o r y .

(R ea d ing C o mpr ehens io n )

I need t o a sk

so meo ne w ho k no w s

t he a nsw er .

(F a c t u a l K no w l ed ge)

U se y o u r

ima g ina t io n .

(L i t e r a r y S pec u l a t io n )

T his r eq u i r es so me

d eep t h ink ing…

( Inq u i r y )

T ex t u a l

qu es t io ns

In t e l l ec t u a l

Q u es t io nsAdapted from Cam, 2006

Appendix 2 - Guided inquiry Design - Kuhlthau, Maniotes and Caspari (2012) http://guidedinquirydesign.com/gid/


Appendix 3 – Sample Narrative Rubric

Year 3 Narrative Rubric Name __________________________________ Date __________

Planning

No planning evident Minimal planning evident

Planning outlines the narrative. Clear outline of characters, setting problem and events.

Detailed planning outlines the narrative. Clear outline of characters, setting problem and events.

Detailed planning outlines a creative narrative. Clear outline of characters, setting problem and events.

Orientation

No orientation is evident.

The orientation does not clearly outline the who, when and where of the story

The orientation outlines the who, when and where of the story.

The orientation outlines in detail the who, when and where of the story.

The orientation uses advanced language to describe the who, when and where of the story.

Complication / Problem

No complication or problem is evident in the narrative.

An attempt has been made at a problem. However it is unclear or not early in the narrative.

The story has an obvious problem. That comes early in the narrative.

The story has an obvious problem. That comes early in the narrative and lasts the whole story.

The story has an obvious problem that the reader can relate to. That comes early in the narrative and lasts the whole story.

Events

There are no events related to the story in the narrative.

Events are not linked together or hard to follow. Paragraphs are not used to separate events

Events are linked and are easy to follow. Paragraphs are used to separate events

3 linked events are easy to follow and use advanced language features. Paragraphs are used to separate events

3 or more linked events are easy to follow and use advanced language features. Paragraphs are used to separate events

Solution / Resolution

There is no solution or resolution to the story.

The solution does not link to the rest of the story

The solution/resolution is linked to the events and complication and comes at the end of the story.

The solution/resolution is linked to the events and comes at the end of the story. There is an obvious message/coda.

The solution/resolution is creatively linked to the events and comes at the end of the story. There is an obvious message/coda.

Spelling (after self edit)

The narrative is not readable due to multiple spelling errors

Numerous spelling errors are evident and they effect the reading of the narrative.

A number of spelling errors are evident. However they do not impact on the reading of the narrative.

Very few (less than 3) spelling errors are evident,

No spelling errors.

Punctuation (after self edit)

The narrative is not readable due to multiple punctuation errors

Numerous punctuation errors are evident and they effect the reading of the narrative.

A number of punctuation errors are evident. However they do not impact on the reading of the narrative.

Very few (less than 3) punctuation errors are evident,

No punctuation errors.

Comments: _______________________________________________________________________________________________________________ ____________________

My Learning Goal: ______________________________________________________________________________________________________________________________

whose story is it anyway? nsw stage 2, year 3 integrated

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