1. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Overarching
Outcomes:
1
English
5
Connections,
Patterns
&
9
Global
Community
13
Rights
and
Responsibilities
Relationships
2
Mathematics
6
Thinking
Laterally
10
Creativity
These
refer
to
the
Overarching
Learning
Outcomes
in
the
Curriculum
Framework
Inquiry
Learning
Science
Growth
&
Wellbeing
(1998:18-­‐19)
3
7
11
4
Finding
Technological
8
Understanding
Australia
12
Collaboration
&
Independent
Solutions
Learning
Key
Learning
Area(s):
The
Arts
English
H/PE
LOTE
Mathematics
Science
S&E
T&E
Purpose
of
the
Unit:
FOCUS
QUESTION:
FOOD
WEBS
AND
LIFE
CYCLES
OF
THE
EARTH
–
What
are
they
and
how
do
they
function?
Sustainability
is
a
hot
topic
in
the
media
and
in
the
developed
world
as
a
whole.
It
appreciates
that
the
earth
maintains
a
collection
of
balances
that
function
without
human
intervention
but
can
be
positively
and
negatively
influenced
by
human
activity.
Through
guided
investigation
and
discussion,
students
will
discover
and
identify
a
range
of
earth
cycles
and
investigate
the
relationship
between
food
webs
and
life
cycles.
Curriculum
Framework
Major
Learning
Outcomes
(taken
from
the
Learning
Area
Statement;
delete
the
KLA
that
is
not
relevant
for
this
program
of
work):
AI3
The
Arts
Explores
and
uses
ideas,
experiences,
and
observations
to
make
arts
works
within
the
structure
of
given
tasks,
a
limited
range
of
choices
and
a
clear
sense
of
purpose.
ASP3
Uses
a
range
of
specific
arts
skills,
techniques,
processes,
conventions
and
technologies
in
presenting
arts
works
for
identified
4
Unit
Planning
–
Programming

2. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
audiences
or
purposes.
AR2
Makes
observations
about
features
and
elements
of
own
arts
works
and
those
of
others
and
uses
a
given
frameworks
in
making
responses.
R3.1
English
Interprets
and
discusses
some
relationships
among
ideas,
information
and
events,
and
draws
inferences
from
them
in
texts
with
familiar
content,
and
which
include
some
unfamiliar
words
or
language
structures
and
features.
R3.2
Interprets
simple
symbolic
meanings
and
identifies
stereotypes
in
texts
and
discusses
their
purpose
and
meaning.
R3.3
Identifies
and
uses
the
language
structures
and
conventions
characteristic
of
a
range
of
types
of
texts
to
make
meaning.
R3.4
Integrates
a
variety
of
strategies
for
interpreting
texts,
and
uses
some
strategies
for
identifying
resources
and
finding
information
in
texts.
LS3.1
Obtains
closely
connected
or
related
information
from
informational
and
expressive
spoken
texts;
follows
peer
discourse
in
group
discussions;
and
identifies
key
information
in
audio
or
video
texts
with
accessible
topics.
Interacts
to
express
opinions
and
perceptions,
participates
in
problem-­‐solving
discussions
with
peers
and
gives
brief
reports,
and
summaries.
LS3.2
Recognises
and
uses
forms
of
spoken
text
associated
with
particular
contexts
and
purposes.
LS4.4
Draws
on
a
range
of
strategies
and
deliberately
adjusts
speaking
and
listening
to
meet
the
needs
of
the
task.
V3.1
Understands
the
interaction
between
form
and
content
in
visual
texts.
V3.2
Recognises
the
relationship
among
context,
form
and
values,
including
simple
symbolic
representations,
identifying
purpose
and
meaning.
V3.3
Identifies
and
uses
the
codes
and
conventions
characteristic
of
a
range
of
text
types
to
construct
meaning.
V3.4
Integrates
a
variety
of
strategies
for
interpreting
familiar
visual
texts.
W3.1
Experiments
with
interrelating
ideas
and
information
when
writing
about
familiar
topics.
W4.2
5
Unit
Planning
–
Programming

3. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Adjusts
writing
to
take
account
of
aspects
of
context,
purpose
and
audience.
W3.3
Controls
many
features
of
written
language
and
experiments
with
some
organisational
and
language
features
of
different
text
types.
W3.4
Applies
familiar
strategies
and
experiments
with
new
strategies
for
planning,
drafting
and
reviewing
own
writing.
I
2.1
Science
Identifies,
given
a
focus
question
in
a
familiar
context,
some
of
the
variables
to
be
considered.
I
3.2
Uses
simple
equipment
in
a
consistent
manner
using
standard
measurements
and
records
data
such
as
in
simple
tables,
diagrams
or
observations.
I
2.3
Makes
comparisons
between
objects
or
events
observed.
I
2.4
Comments
on
what
happened
and
can
say
whether
what
happened
was
expected.
LL
4
Understands
that
systems
can
interact,
and
that
such
interactions
can
lead
to
change.
ICP
2.2
S&E
Uses
a
range
of
social
science
techniques
to
make
literal,
factual
observations
and
limited
records
of
the
data
collected.
ICP
2.3
Selects,
categorises
and
compares
relevant
information.
ICP1.4
Expresses
a
personal
view
of
the
information.
PS
3.3
Understands
that
people
have
different
views
about
which
places
should
be
cared
for.
NSS
3.1
Understands
that
elements
of
natural
systems
link
to
form
cycles
of
which
people
are
a
part.
S
3.1
T&E
Understands
that
cause
and
effect
relationships
occur
within
systems
that
are
used
to
fulfil
particularly
purposes
but
that
these
can
affect
people
and
the
environment
in
different
ways.
S
2.2
Selects
and
safely
controls
a
simple
system.
S
3.3
Constructs
simple
systems
for
specific
purposes,
taking
into
consideration
the
effect
on
people
and
the
environment.
6
Unit
Planning
–
Programming

4. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
MAJOR
RESOURCES
WEEK
EXCURSIONS
INCURSIONS
&
VISITORS
EXEMPLAR
TEXTS
1
School
Pond
School
Gardener
The
Lorax
(Dr
Seuss)
Varmints
(Helen
Ward
&
Marc
Craste)
Whiteman
Park:
Racing
Rapid
Raptors
2
‘The
Butterfly’
violin
solo,
played
by
Mairead
Nesbitt
www.whitemanpark.com
-­‐
08
9209
6000
http://www.youtube.com/watch?v=OXanHvrjQO0
U
Can
Hatch
Us
3
www.ucanhatchus.com.au
-­‐
08
9390
3664
Who
Made
Me
(Doney,
Butterworth,
Inkpen)
U
Can
Hatch
Us
4
Get
Out
(short
film)
www.ucanhatchus.com.au
-­‐
08
9390
3664
http://www.youtube.com/watch?v=n2v-­‐zeQEk28
5
Pregnant
mother
7
Unit
Planning
–
Programming

5. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
MAJOR
SUMMATIVE
ASSESSMENT
ITEMS
SUBJECT
ASSESSMENT
DUE
DATE
CRITERIA
ENGLISH
Spelling
Test
Every
week
on
Friday
Correct
spelling
ENGLISH
Marking
Rubric,
Peer
assessed
Class
debate
In
class
Week
2
Focus:
Presentation,
Persuasiveness/Impact,
Fluency
Activities
completed
and
of
good
quality.
ENGLISH
English
Journal
End
Week
3
collection
Creativity
and
self-­‐extension
demonstrated.
Presentation
and
handwriting
neat.
ENGLISH
/
S&E
Marking
Rubric
A4
Informational
brochure
Start
Week
5
Focus:
Presentation,
Genre,
Error-­‐free.
ENGLISH
/
S&E
Activities
completed
and
of
good
quality.
Integrated
Studies
Book
End
Week
5
collection
Presentation
and
handwriting
neat.
Home
Project:
Construct
an
Marking
Rubric
S&E
/
T&E
enclosed
environment
and
show
End
Week
5
Focus:
Construction,
Presentation,
Description,
Accurate
the
lifecycle/food
web
within
portrayal
of
enclosed
environment
Activities
completed
correctly.
ART
Artworks
In
class
Week
A
Deliberate
level
of
care
and
effort
demonstrated.
Creativity,
artistic
skills
and
flair
evident.
Activities
completed
correctly.
MUSIC
Musical
works
In
class
Week
B
Deliberate
level
of
care
and
effort
demonstrated.
Creativity,
musical
skills
and
flair
evident.
Marking
Rubric
SCIENCE
Flow
Chart
observations
and
Mid
Week
5
Focus:
Neutral
observation,
Well-­‐developed
conclusion,
conclusion
Presentation
Additional
formative
assessment
will
be
conducted
during
this
period.
All
results
will
be
recorded
electronically.
8
Unit
Planning
–
Programming

6. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
SPELLING
Within
Word
Within
Word
Syllables
&
Derivational
Additional
Week
Grammar
Focus
Patterns
Patterns
Affixes
Relations
Word
Stem
1
Word
Sort
16
Word
Sort
27
Word
Sort
67
Word
Sort
109
pre-­‐
Sequencing
Exciting
Adjectives
Sequencing
2
Word
Sort
17
Word
Sort
32
Word
Sort
72
Word
Sort
110
inter-­‐
Compound
sentences
Comma
Compound
sentence
(2)
3
Word
Sort
18
Word
Sort
35
Word
Sort
77
Word
Sort
112
fore-­‐
Conjunctions
Comma
4
Word
Sort
20
Word
Sort
51
Word
Sort
82
Word
Sort
117
de-­‐
Prepositions
Prepositions
(2)
5
Word
Sort
22
Word
Sort
53
Word
Sort
87
Word
Sort
120
trans-­‐
Simple
phrases
Comma
th
Words
sorts
from
Words
Their
Way,
4
Edition
(Bear,
Invernizzi,
Templeton
&
Johnston,
2008)
Students
get
new
spelling
words
every
Monday,
which
they
cut
up
and
put
into
sandwich
bags.
During
the
week
in
their
Spelling
Books,
they
will
be
required
to:
• Write
and
define
the
words
(using
a
dictionary)
• Build
the
words
(past,
present,
future,
smallest,
smaller,
larger,
largest,
and
word/stem
development)
• Build
the
words
with
the
word
stem
of
the
week
–
do
these
words
exist?
• Find
synonym/s
and
antonym/s
for
the
words
• Cloze
the
words
• Sort
the
words
into
groups
(twice)
• Glue
the
words
into
their
Spelling
Book
There
will
be
a
spelling
test
each
week
on
the
Friday.
Regardless
of
the
word
sort,
10
from
each
group
will
be
selected
for
a
test.
LNA
students
will
be
required
to
attempt
the
first
10
words,
WWP
students
the
first
20
words,
S&A
students
the
first
30
words
and
DR
spellers
all
40
words.
When
students
demonstrate
consistently
good
or
bad
scores,
they
move
up
or
down
in
their
spelling
groupings.
9
Unit
Planning
–
Programming

7. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Unit
Outline
(Weekly,
these
are
not
lesson
plans,
BUT
what
you
plan
to
cover
throughout
the
week):
Week
Learning
Experiences
Literacy
Focus
Resources
Assessment
Week
1
Introduce
Topic:
Life
Cycles
&
Food
Webs
Guided
Reading
Text:
The
Lorax
(Dr
Seuss)
Motivate
• Prediction
–
what
is
Introduce
Explore
the
• Read:
The
Lorax
(Dr
Seuss)
the
story
about?
topic
• Explore
the
adjectives
used
and
what
• What
do
you
think
is
Over
the
shoulder
formative
they
could
mean,
how
they
are
used.
the
importance
of
marking
the
names:
Lorax,
Integrated
Studies
Book
R3.2
Flow
Chart:
Once-­‐ler,
Thneed?
Draw
a
Flow
Chart
of
what
happened,
as
a
• How
would
you
feel
storyline
or
Life
Cycle
of
the
story.
about
standing
on
‘the
small
pile
of
LL4
Explicitly
show
the
enclosed
food
web
rocks’?
(environment,
trees,
birds,
fish,
bears,
etc)
Draw
a
Flow
Chart
detailing
interactions
between
the
Truffula
Trees
and
the
animals,
a
Food
Chain.
Incursion:
School
Gardener
guest
speaker
Organise
a
student
to
say
Observe
group
participation
‘Thank
you’.
and
behaviour.
ICP2.2
Excursion:
Explore
the
school
pond.
Worksheet:
the
Life
Cycle
and
Food
Web
of
a
Worksheet:
Tadpoles
Collect
worksheets
for
tadpole.
marking
–
assess
understanding
and
accuracy
(summative
-­‐
Portfolio)
Glue
into
Integrated
Studies
book
10
Unit
Planning
–
Programming

8. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Listening:
Hope
for
the
Flowers
(Trina
Paulus).
Comprehension
by
analysis
Text:
Hope
for
the
Flowers
Demonstrate
think-­‐alouds
in
conceptually
and
discussion
of
text.
(Trina
Paulus)
Observe
group
participation
difficult
sections.
[Under
what
circumstance
Structure
–
de
Bono]
Anecdotal
notes
W4.2
Notetaking:
Create
a
time-­‐line
with
the
main
Predict
the
story
each
day.
ideas/events
of
the
story.
Add
supporting
Review
main
ideas/events.
English
journal
ideas/events.
Use
‘Under
what
circumstance’
model
to
LS3.1
Pair-­‐work:
Discuss
changes
that
take
place
for
critique
Stripe’s
thoughts
the
main
character.
and
actions.
W3.1
Free
writing:
Where
did
your
lunch
come
from?
Developing
writing
Over
the
shoulder
observation
English
journal
Specific
Vocab
(Tier
II
&
III):
dependent,
Vocabulary
development
Over
the
shoulder
observation
independent,
interdependent,
herbivore,
English
journal
omnivore,
carnivore,
consumers,
producers,
decomposers,
food
chain,
food
web,
life
cycle
Create
a
word
map
showing
how
words
are
linked
and/or
grouped.
Draw
the
Lorax
and
the
Once-­‐ler
to
animate
the
word
map,
based
solely
on
description
from
the
text
and
imagination.
W3.3
Grammar:
Exciting
adjectives
Grammar
and
Vocabulary
Projection
of
adjective
tree
Over
the
shoulder
observation
Create
an
adjective
word
tree
based
on
words
Development
English
journal
and
concepts
found
in
The
Lorax.
As
each
branch
narrows
and
splits,
the
words
should
relate
to
the
previous
word.
Have
some
students
describe
their
adjective
tree
to
the
class.
11
Unit
Planning
–
Programming

9. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
ICT:
Wikipedia:
Type
in
‘Life
Cycle’
Critical
and
evaluative
Computers
Observe
group
participation
Investigate
whether
the
answer
is
sufficient
(No).
analysis
of
online
texts
R3.4
• Discuss
in
pairs
the
‘Life
Cycle’
entry,
to
Wikipedia
‘Life
Cycle’
entry
Over
the
shoulder
observation
establish
comprehension
of
the
text.
Comprehension:
Highlight
(some
copies
annotated
for
unknown
words
in
the
first
weaker
readers)
Glue
into
Integrated
Studies
• Research
alternative
ways
online
to
paragraph
in
yellow,
then
http://en.wikipedia.org/wi book
investigate
Life
Cycles.
Draw
a
PMI
grid
reread
the
paragraph,
ki/Biological_life_cycle
on
the
board
and
analyse
Wikipedia.
making
sense
of
the
words
in
Integrated
Studies
Book
• Visit
the
web
page
of
each
source.
context.
Highlight
in
green
(also
Students
to
complete
their
own
PMI
grid
those
words
where
a
http://en.wikipedia.org/wi
for
three
websites
they
visit
(e.g.
suitable
meaning
can
be
ki/Life_cycle)
Google/yahoo,
state
library,
PETA,
established.
Work
in
pairs.
National
Geographic).
Discuss
which
sources
are
most
likely
to
be
relevant.
Why?
• Evaluate
which
sources
are
more
likely
to
be
accurate.
Why?
V3.2
ICT:
Investigate
food
chains,
construct
a
food
Sequencing
following
visual
Computers
Program
assisted
feedback
chain.
comprehension
(instant
assessment)
Making
a
food
chain
-­‐
http://www.sheppardsoftw Observe
computer
ability
–
are.com/content/animals/k anecdotal
notes
idscorner/foodchain/foodc
hain.htm
[Alternative
location
-­‐
http://magma.nationalgeo
graphic.com/ngexplorer/03
09/quickflicks/]
12
Unit
Planning
–
Programming

10. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
S&E
–
Introduce
5-­‐week
Home
Project.
Compare
and
contrast
Handout:
Home
Project
Marking
Rubric
in
Week
5.
• Construct
an
enclosed
environment
that
Marking
Rubric
Each
week
will
be
over
the
is
self-­‐sustaining
for
a
period
of
time.
shoulder
review,
followed
by
• This
environment
must
be
documented
Example
of
Rainforest
hand-­‐in
assessment.
to
clearly
show
either
the
food
chains
/
food
web
of
the
enclosed
system
or
the
lifecycle
of
the
organisms
inside.
• Key
deliverables
will
be:
a
constructed
environment,
a
flow
chart
showing
relationship
to
system
or
cycle,
an
expanded
description/explanation
of
the
flow
chart
written
using
the
top-­‐level
structure,
compare
and
contrast
(i.e.
identify
the
differences/similarities
in
stages).
AI3
ART
–
Create
Lunchbox
Food
Web
on
fabric
sheet
Acrylic
Paint
Summative
assessment
after
Individual
work
to
create
group
project
–
each
Paintbrushes
completion
student
to
identify
and
paint
their
own
food
Fabric
Marker
pens
chain,
linking
it
to
a
large
central
‘ME’
human.
Large
Fabric
sheet
Suspend
the
completed
artwork
from
the
classroom
ceiling.
13
Unit
Planning
–
Programming

11. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Week
2
Read:
Varmints
(Helen
Ward,
Marc
Craste)
Text:
Varmints
(Helen
Build
Ward,
Marc
Craste)
knowledge
Expand
Analyse
use
of
exciting
verbs
and
adjectives.
List
powerful
words
used
in
understand
the
text,
and
write
an
ing
Cut
out
and
place
the
characters/items
in
a
food
exciting
paragraph,
using
Handout:
Images
and
Over
the
shoulder
assessment.
Making
sense
of
web
/
community,
showing
the
in-­‐between
them
as
a
base
for
writing.
words
from
the
text
Focus
on
correct
structure,
the
relationships.
Discuss
in
2’s,
then
4’s
–
come
to
a
secondary
focus
exciting
use
concept
of
skill
group
consensus.
Paste
when
completed.
of
connectives.
LS3.1
ICP2.2
Excursion:
Whiteman
Park
-­‐
Racing
Rapid
Raptors
www.whitemanpark.com
Summative
and
guided
exploration
to
investigate,
find
and
08
9209
6000
document
evidence
of
food
chains
and
life
cycle.
Organise
tailored
Portfolio
Develop
course
of
investigation
from
findings
in
Investigation
the
school
pond.
(Note:
Call
08
9209
6000
prior
to
excursion
to
Organise
Bus,
Permission
arrange
free
information
session
with
Whiteman
slips,
Payment,
Park
staff
member
to
preview
linked
resources)
Chaperones/Parents.
ICP2.3
Comprehension:
Read
National
Geographic:
Non-­‐fiction
comprehension,
Text:
National
Geographic
Over
the
shoulder
marking
deforestation
in
Brazil
and
Australian
Geographic:
using
Compare
&
Contrast
Available
deforestation
in
Tasmania.
http://environment.nation Integrated
Studies
book
algeographic.com/environ
Compare
&
contrast
the
situations
on
two
ment/habitats/last-­‐of-­‐
adjacent
pages,
including
primary/causal
factors
amazon/
(climate,
population,
size)
and
secondary
factors
(tree
types,
impact
on
food
web,
life
cycle
of
Text:
Australian
trees)
Geographic
(1
July,
2011)
ICT:
Web
search
for
content
for
in-­‐class
debate
Computers
(below)
Excellent
ideas
&
starters:
http://education.scholastic
.co.uk/resources/87170
14
Unit
Planning
–
Programming

12. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
In
class
debate:
Speaking
&
Listening.
Handout:
Peer
assessment
Peer-­‐assessed
within
each
LS3.2
In
groups
of
6,
3v3.
Side
A
–
Cutting
down
forest
Constructing
a
persuasive
Marking
Rubric
group,
with
anecdotal
notes
LS4.4
for
timber
is
bad.
Side
B
–
Cutting
down
forest
for
argument
based
on
fact.
by
teacher
as
they
visit
each
timber
is
not
bad.
group.
Focus
on
explaining
why
the
statement
it
is
(Optional
video
recording)
bad/not
bad,
using
information
on
food
webs,
interrelated
systems
and
life
cycles,
and
information
from
magazine
articles
(AG
&
NG)
ICP1.4
Think,
discuss
with
a
partner
then
Short
writing
PS3.3
piece:
What
did
you
learn
from
this
debate?
Use
the
PMI
format
and
focus
on
mindset
change,
or
new
viewpoint
(avoid
information/content).
Specific
Vocab
(Tier
II
&
III):
varmint,
wilderness,
These
words
will
be
included
Include
words
in
Spelling
Weekly
Spelling
Test
nurture,
fragment,
Amazon
River,
sustainable,
in
the
weekly
spelling
words.
deforestation
activities
and
test.
LS3.1
Listening:
The
Life
Cycles
of
Butterflies
(Judy
Text:
The
Life
Cycles
of
Burns,
Wayne
Richards)
Butterflies
(Judy
Burns,
Wayne
Richards)
Discussion
coming
from
literal,
inferential
and
Comprehension
–
Integrated
Studies
Book
evaluative
questions.
identification
of
main
ideas
Handouts:
Top
Level
and
inferential
thinking.
Structure
–
Main
Idea
&
Notetaking
strategy
–
Top-­‐level
structure:
Main
Supporting
Ideas
idea,
supporting
points.
Summarising
W3.1
Free
Writing:
The
Varmint…
Developing
writing
Over
the
shoulder
marking
English
Journal
15
Unit
Planning
–
Programming

13. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
W3.3
Grammar:
Compound
Sentences
Grammar
Laminated
Clauses
and
Observe
group
participation
Students
take
dependent
and
independent
Commas
Anecdotal
notes
clauses
(sentences)
laminated
on
paper
and
walk
around
the
class
to
find
another
clause
that
links
correctly.
• Can
clauses
be
reversed?
• Discover
where
pauses
naturally
occur
and
discuss
applications
and
use
of
commas.
AR2
MUSIC
-­‐
Play:
‘The
Butterfly’
Sensing
adjectives
and
verbs.
Computer
Projection
&
Observe
group
participation
How
does
it
make
you
feel?
speakers
Anecdotal
notes
Without
the
title
–
How
would
you
act/dance
it?
How
would
you
describe
it?
How
would
you
write
‘The
Butterfly’
violin
solo,
it?
played
by
Mairead
Nesbitt
How
would
you
illustrate
it?
http://www.youtube.com/
How
would
you
make/fabricate
it?
watch?v=OXanHvrjQO0
How
do
your
answers
change
when
you
know
the
title?
I2.1
S&E
–
Home
Project
Exemplars:
Class
observation
Clearly
define
the
enclosed
environment
you
will
Silkworms
–
Anecdotal
notes
construct.
http://www.suekayton.co
Identify
materials
required
to
create
the
Home
m/silk.htm
Project
environment,
and
provide
reasons
for
Rainforest
–
Compassion
choosing
them.
magazine
(Sep
2011)
Present
this
information
neatly.
Terrarium
–
http://www.nytimes.com/
2010/06/03/garden/03terr
arium.html?pagewanted=al
l
AND
http://extension.missouri.e
du/p/G6520
16
Unit
Planning
–
Programming

14. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Week
3
READ:
Lifecycles:
Egg
to
Chicken
(Camilla
de
la
Text:
Lifecycles:
Egg
to
Explanatio Bédoyère)
Literal
comprehension
of
Chicken
(Camilla
de
la
Self
assessed
–
marking
key
ns
are
made
on
non-­‐fiction
text.
Bédoyère)
provided
at
front
of
class
–
the
Worksheet:
Comprehension
focussing
on
finding
errors
to
be
redone
and
concept
or
the
information
within
the
text.
Worksheet:
understood
skill.
Explanatio Comprehension
n
follows
(differentiated)
experience
.
R3.4
Incursion
(Monday):
U
Can
Hatch
Us
–
12
day
www.ucanhatchus.com.au
program
hatching
chicken
&
duck
eggs,
08
9390
3664
concluding
Wk4
Friday.
(Note:
Contact
beforehand
to
organise
resourcing
Arrange
when
and
where
–
08
9390
3664)
to
set
up
incursion.
W3.3
ICT:
Create
an
A4
informational
brochure
on
the
Comprehension
and
writing
Computers
Anecdotal
notes
computer
detailing
the
chicken’s
life
cycle
and
(non-­‐fiction)
food
web.
The
brochure
is
to
be
completely
Exemplar
brochures
(DEC)
To
be
handed
in
week
3
factual,
so
students
understand
how
to
present
non-­‐fiction
works.
One
personal
comment
or
Marking
Rubric
opinion
only
may
be
used
on
the
first
or
last
page
to
add
emotive
impact.
Research
information
from
U
Can
Hatch
Us
Literature
search
(finding
resources,
class
texts
and
online
information.
information)
V3.3
Watch:
Life
Cycle
of
the
Mosquito
(twice
if
Informational
viewing
and
Computer
projection
&
Self-­‐check
necessary)
notetaking
speakers
(watch
video
clip
again)
• Discuss
different
stages
of
life
–
Create
a
life
cycle
flowchart,
including
sketches
Summarising
Life
cycle
of
the
mosquito
Glue
into
Integrated
Studies
highlighting
the
key
features
of
the
each
http://www.youtube.com/ Book
stage.
watch?v=wFfO7f8Vr9c
(3min)
17
Unit
Planning
–
Programming

15. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
• List
words
from
the
video
that
relate
to
the
mosquito’s
life
cycle.
Top
Level
Structure:
Timeline
• Students
order
these
words
in
a
timeline
as
to
when
they
occur
in
the
mosquito’s
life
cycle.
Specific
Vocab
(Tier
II
&
III):
yolk,
albumen,
Vocabulary
Development
U
Can
Hatch
Us
fertilise,
mammal,
amphibian,
reptile,
display/incubator
area
incubate/or,
metamorphosis
Write
these
words
on
the
eggs
to
be
hatched
so
that
they
are
clearly
visible.
W3.1
Free
Writing:
Imagine
you
were
inside
an
egg…
Developing
writing
Over
the
shoulder
observation
English
journal
Collect
journals
for
marking
W3.3
Grammar:
Compound
sentences
and
Grammar
Laminated
Clauses
and
English
Journal
Conjunctions
Conjunctions
and
Commas
Students
take
dependent
and
independent
Observe
group
participation
clauses
(sentences)
laminated
on
paper
and
walk
Anecdotal
notes
around
the
class
to
find
another
clause
that
links
correctly,
but
must
use
a
conjunction
in
the
process.
• Can
clauses
be
reversed?
• Discover
where
pauses
naturally
occur
and
discuss
applications
and
use
of
commas.
Write
down
the
list
of
conjunctions.
18
Unit
Planning
–
Programming

16. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
I2.3
SCIENCE:
Create
Flow
Chart
of
the
egg-­‐to-­‐chicken
Structured
writing
for
a
U
Can
Hatch
Us
Over
the
shoulder
observation
I3.2
progression,
making
observations
on
the
purpose,
following
display/incubator
area
changing
characteristics
of
the
egg
and
its
established
scientific
Glued
into
Science
Book
environment
(12
days
of
observations,
following
method.
Worksheet:
Flow
Chart
the
scientific
method
as
impartial
observer).
Handout
ASP3
ART:
Sketch
two
images,
a
chicken
and
an
egg.
Textile/Foam
Collect
and
assess
for
artistic
Create
a
print
stamp
from
these
images
and
print
Stanley
Knives/Scissors
presentation
and
onto
paper.
Water
Based
Paint
(earth
demonstrated
printmaking
colours)
skills.
Card
Decorate
the
incubator
enclosure
with
artwork.
ICT:
Take
a
digital
photograph
of
the
print
and
Digital
camera/s
&
data
Not
assessed
include
it
as
a
background
to
the
A4
cable/card
reader
informational
brochure,
to
be
completed
next
week.
Computer
NSS3.1
S&E
–
Home
Project
Visually
sequencing
a
‘story’
Over
the
shoulder
marking
Create
and
complete
the
food
web
/
life
cycle
flowchart
required
for
the
Home
Project.
Week
4
Read:
Who
Made
Me
(Doney,
Butterworth,
Comprehension
of
non-­‐ Text:
Who
Made
Me
Explanatio Inkpen)
fiction
text.
(Doney,
Butterworth,
ns
are
made
on
• Is
the
text
fiction
or
non-­‐fiction?
Why?
Inkpen)
the
• Is
it
fact
or
opinion?
Why?
concept
or
• Why
do
you
think
the
author
wrote
the
skill.
Explanatio way
they
did?
illustrator
drew
the
way
n
follows
they
did?
experience
19
Unit
Planning
–
Programming

17. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
R3.1
Reread
sections
of
the
book,
in
groups
of
4
deciding
on
one
‘Main
Idea’
for
each
page.
Align
Photocopies
of
text,
pages
Observation
of
group
work
page
difficulty
for
each
reading
group.
List
these
separated
into
reading
Anecdotal
notes
on
the
board.
groups.
• What
is
the
most
important
idea
of
all?
Why?
Incursion
(finishes
Friday):
U
Can
Hatch
Us
–
12
www.ucanhatchus.com.au
day
program
hatching
chicken
&
duck
eggs,
08
9390
3664
commencing
Wk3
Monday.
Text:
Human
stages
of
development
Photocopies
of
Biology
/
Investigate
physical
developmental
stages
of
Science
textbooks
–
human
humans,
using
information
from
various
stages
of
development.
Integrated
Studies
Book
biology/science
textbooks.
Separate
students
into
Reading
groups.
PMI
/
Main
ideas
&
Select
Instructional
Texts
at
Teacher
to
approve
plan
R3.3
• Extract
(highlight/summarise)
the
key
Supporting
ideas
each
of
the
reading
levels.
before
writing
starts.
R3.4
points
for
two
developmental
stages.
Use
Have
high
school
text
PMI
or
Top
Level
structure
Main
available
for
a
‘challenge’
W3.4
Ideas/Supporting
Ideas.
Planning
writing
Editing
to
be
checked
by
• Plan
three
paragraphs
reporting
on
life
neighbour
before
completion.
cycle
changes.
Factual
writing
• Write
a
paragraph
on
the
key
identifiers
of
one
stage
of
the
human
life
cycle.
• Write
one
paragraph
on
the
development
that
occurs
between
stages.
• Write
one
paragraph
on
the
key
changes
that
are
observed
in
the
developed
stage.
Presentation
outlining
the
changes
between
Presentation
(teacher
Content
self-­‐assessed
against
stages.
made,
in
Powerpoint/Prezi)
presentation.
Work
to
be
corrected
if
incorrect.
20
Unit
Planning
–
Programming

18. EDUC8516
Literacy
II
Daniel
McNaughton
-­‐
20884936
Watch:
short
video
‘Get
Out’
(8
min),
in
French
Viewing
and
comprehension
Text:
Get
Out
–
with
English
sub-­‐titles
(http://www.youtube.com/
watch?v=n2v-­‐zeQEk28)
V3.4
Worksheet:
(Gary’s
perspective,
Reality,
possible
Comprehension
of
Peer
reviewed
in
groups
association,
Reason)
perspective
(fiction)
to
Worksheet:
Students
observe
scenes
from
one
perspective,
reality
(non-­‐fiction)
Comprehension
Self-­‐checked
by
indicative
then
relate
them
to
a
neutral
viewpoint,
and
answers
by
teacher
explain
their
reasoning.
Investigate
and
discuss
how
each
stage
of
development
is
complete
and
sufficient
for
that
stage,
and
that
environmental
change
can
develop
a
living
organism
to
new
capabilities.
W3.3
Grammar:
Prepositions
Grammar
Worksheet:
Preposition
In
class
marking
Write
some
common
and
uncommon
problem
solving
prepositions
on
the
board.
Glue
into
English
Journal
Class
brainstorm
for
other
prepositions
on
the
board
(they
add
information
about
time,
place
or
person)
Complete
worksheet,
problem
solving
which
prepositions
are
most
suitable
in
each
sentence
Specific
Vocab
(Tier
II
&
III):
Vocabulary
Development
Worksheet:
Word
Dice
1
{penis,
vagina,
conception,
ovary/ies,
pas
Scissors
Over
the
shoulder
observation
(French),
navel}
Glue
sticks
Anecdotal
notes
2
{umbilical
cord,
gender,
sex,
le
Porte
(French),
sperm,
womb}
Ongoing
peer
assessment
Make
two
sets
of
dice
out
of
these
words.
Take
it
in
turn
during
the
week
to
roll
the
dice,
and
then
use
the
words
correctly
in
conversation
with
different
students.
21
Unit
Planning
–
Programming