Class set of Stolen girl by Trina Saffioti. Comparison table on interactive white board With headings before/after

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1 Activities and teaching strategies Resources Formative Assessment Differentiation strategies 1 Build Knowledge - Read Stolen Girl as a class to introduce the topic of the stolen generation of Australia. - As a class create a comparison table on the interactive white board using the headings before and after - Students are then to chose 1 emotive word each to illustrate - Use words in comparison table to start a word wall Class set of Stolen girl by Trina Comparison table on interactive white board With headings before/after Monitor participation Evaluate students capability to characterise and distinguish emotions - Before commencing each day a lesson schedule will be written up on the board and each students will be provided with a copy of the schedule - Focused questions on students to ensure engagement and check for comprehension. 2 Explore Perspectives - Play YouTube video Cinderella A short story discuss what occurred in the story - characters, roles, hero bad guy, who s perspective was the book written? - Read Cinderella Godmothers version to students ask students the same questions that were asked about the original cinderella - compare - Together as a class, use a Venn diagram to compare each story what was different about each story/similarities 3 Examine Literary text - Discuss The Shack that Dad Built use information sheet provided. Read to students the book The Shack that Dad Built by Elaine Russell - Discussing questions provided on the information sheet about the book will help students: Understand that connections can be made between their own personal experiences and a literary text. - Students compare their own experiences with the experiences of the author of the book by using a Venn diagram - Students present their Venn diagrams to the whole class. Class set of Stolen girl by Trina Interactive whiteboard with Venn diagram set up You tube clip: Cinderella a short story Godmothers point of view short story and Template to write step sisters or princes point of view (extension) The shack that Dad built by Elaine Russell and information sheet provided by publisher Sheet - Venn diagram Mark completed work - Sit close whiteboard so not distracted from visual cues Template to write step sisters or princes point of view (extension) Provide focused support

2 4 Clauses LM to review idea of clauses provide samples and approaches to recognise different clauses. Students complete clauses worksheet LM first reads and discuss worksheet with students students need to understand that a clause is the basic grammatical unit for creating a message 5 Verb tenses Prepare an oral retelling of a brief incident that includes a variety of regular past tense verbs and a couple of irregular past tense verbs. Lead discussion in verbs tense provides example sentences and asks students to recognise the verb tense. Students are to complete worksheet on verb tense Students are to then write a recount of what they did last weekend using past tense verbs Students are to share their recounts with the whole class 6 Irregular verbs Complete Super Story interactive as a whole class Worksheet Unpacking clauses in sentences Highlighters Prepare an oral retelling of a brief incident which includes a variety of regular past tense verbs and a couple of irregular past tense verbs Sheet - Verb tenses Several sentences for display from The shack that Dad built where the past tense verb in the original text is replaced by the base verb (regular and irregular verb examples) Interactive white board Super Story verb and adverb interactive Completed work sheet Oral presentation Allow for extra support as required Extra support as required Write additional paragraph using future tense Sit close to interactive whiteboard Focus questioning on students to ensure engagement and check for comprehension. 7 Types of sentences LM to provide an example on the board of a simple, compound and complex sentence. - LM MODEL: analyse, reconstruct and label different sentence types - Students are to engage in small group activity of reconstructing sentences from cut out words - Students are to then to label simple, compound and complex sentences in a passage of writing. 8 Writing a persuasive paragraph Re- read Stolen Girl ask them to look for describing words that express mood in the story ask what kind of mood the author has created how did the character feel how did it make you feel? Provide students with words that signify emotions e.g. sad, happy, angry, excited, lonely, Discuss the Photocopies of select pages of The shack that Dad built for small group work Highlighters Envelopes for small groups containing cut up words from one sentence the shack that dad built Class set of Stolen Girl by Trina Emotions worksheet & Gifted Specific grouping within small groups Facial expression and mood matching Provide extra words to use on worksheet

3 meanings of the words students practice demonstrating these emotions with their faces practice with a partner - Students complete a worksheet where they must fill out the table each column has a different emotions students need to think of as many words as possible that relate to each emotion - Students are to share their creations to fellow students. 9 Planning persuasive texts - Read to students a persuasive argument example - Discuss the persuasive passage how did it make them feel, do you agree with the author? Do you disagree? Why? What kind of emotive and persuasive words were used? 10 Writing a thesis and body of persuasive text - Introduce students to the question Do cats make better pets than dogs? Provide each student with a copy of the planning information found through NAPLAN resource. - Discuss the topic as a class who agrees, who disagrees? Why? - Review persuasive text structure - Students to plan their argument title, introduction, main points, supporting evidence etc. 11 Writing and editing body and conclusion - Read example of finished persuasive argument in relation to the questions Do cats/dogs make better pets? - Discuss persuasive elements incorporated within the passage - Revise text structure & emotive words that could be used to enhance - Students use their planning to create a draft of their argument - Students are to then edit and peer edit their drafts before submitting for teacher editing. 12 Review, refine and extend Use draft to create the final copy of their argument When complete practice presenting their argument orally to a student partner. Students are to present their arguments orally to the class. Example of a persuasive argument NAPLAN persuasive planning sheet Students' planning from previous lesson Sheet - My editing checklist Teacher edited version of argument Sheet - My editing checklist Editing completed draft argument Mark completed arguments, written and oral Extra attention as required Whole class modelling Provide templates Write extra paragraphs Provide extra support as required

4 13 Explore mood and imagery Introduce a range of metaphors and personification phrases discuss meanings and how they make them feel Lead the class working through the Similes, Metaphors and Personification sheet students are to create their own phrases following each structure Students are to choose one of their phrases and supplement it with an illustration 14 Build knowledge Show students the YouTube clip Sorry Day: Kevin Rudd Speech - Discuss with students Who is Kevin Rudd? Why did Kevin Rudd say sorry? Why were people who were watching crying and cheering? - Give and discuss assessment task - Students are to research and take notes about Sorry Day and the stolen generation and the significance of the events to the Australian Aboriginal peoples. Sheet Sensational similes (student copies) Sorry speech - youtube Computer and internet access for small groups Research websites for suitable information on National Sorry Day and add their URLs to each computer's 'favourites' (for easy student access). persuasive letter (teacher display copy and student copies Completed activities Provide emotive word/picture cards Complete additional phrases Provide research assistance specific small grouping Specific small grouping 15 Review, refine and extend: Consolidate understanding of the following where required. Revise field knowledge around National Sorry Day Review planning a persuasive text, modal vocabulary, sentence structure, paragraphing etc. Discuss the question Should National Sorry Day be an event at our school why? Why not? Etc. Continue research 16 Assessment plan drafting editing and finalising Ensure students understand the task sheet explain and discuss what the task requires Read and discuss criteria sheet Begin assessment task students must demonstrate understanding through planning, drafting and editing a persuasive argument under timed conditions Computer and internet access for small groups Research websites for suitable information on National Sorry Day and add their URLs to each computer's 'favourites' (for easy student access). persuasive essay (teacher display copy and student copies persuasive essay (teacher display copy and student copies Mark completed assay Proved computer assistance Allow extra time if required

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