Text: Refugees by David Millar Stage: 1 Text Type: Narrative
Purpose of the text To read a recount and understand the features of the recount which entertain and engage the reader. To understand the author’s purpose which is to entertain and to teach about the importance of looking after the environment.
Teaching and Learning Activities
1. Background knowledge 7. Expresses a point of view Registration EN1-4A - draws on an increasing range of skills and strategies to fluently read, view about a text/topic and listens to and comprehend a range of texts on less familiar topics in different media and and accommodates the technologies viewpoint of others. - use background knowledge of a topic to make inferences about the ideas in a text EN1-1A - communicates with a range of people in informal and guided activities 8. • Contributes to collaborative demonstrating interaction skills and considers how group problem solving to complete a task by questioning, own communication is adjusted in different situations listening and responding to the
- engage in conversations and discussions, using active listening behaviours, showing ideas of others and making suggestions. interest, and contributing ideas, information and questions (ACELY1656)
7..Understands text features such as illustrations, diagrams, tables, maps and graphs to enhance meaning. 8. Reads increasingly complex texts with less familiar content and vocabulary and more extended descriptions.
2.HOT activity Aspects of Speaking EN1-1A - communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in 1 different situations Actively sustains a
- listen for specific purposes and information, including instructions, and extend point of view throughout a students' own and others' ideas in discussions (ACELY1666) discussion or debate, drawing on a range of sources to provide justification. Analyses, synthesises and evaluates the views and reasons put forward by others. Refines and expands active listening strategies to include strategies such as challenging others’ ideas, providing feedback and support for others. 3. Identify the stages & phases of a recount –(Jenny Eather Writing Fun on Reading Spellodrome site) Analyses
EN1-8B - recognises that there are different kinds of texts when texts to compare how reading and viewing and shows an awareness of purpose, audience language structures and subject matter and features are used - identify how imaginative, informative and persuasive texts can vary to position readers in purpose, structure and topic and viewers. Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic
4. Read the book. Aspects of Reading EN1-4A - draws on an increasing range of skills and strategies to Reads increasingly fluently read, view and comprehend a range of texts on less longer novels and familiar topics in different media and technologies subject texts using a - read with fluency and expression, responding to punctuation and range of effective word attending to volume, pace, intonation and pitch identification 2 - use comprehension strategies to build literal and inferred meaning strategies to maintain and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal meaning. text structures (ACELY1660, ACELY1670) Reads more demanding subject texts that have increasing levels of technicality and abstraction. Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended novels and information texts, video documentaries, multimedia and performance texts, graphic material.
5. Discuss the author’s purpose – why did the author write this narrative. Aspects of EN1-8B - recognises that there are different kinds of texts when reading and Speaking viewing and shows an awareness of purpose, audience and subject matter - discuss possible author intent and intended audience of a range of texts -Actively sustains a point of view throughout a discussion or debate, drawing on a range of sources to provide justification.
-Analyses, synthesises and evaluates the views and reasons put forward by others.
-Refines and expands 3 active listening strategies to include strategies such as challenging others’ ideas, providing feedback and support for others.
6. Read the text extract on the Smartboard. Aspects of Reading EN1-4A - draws on an increasing range of skills and strategies to Reads increasingly fluently read, view and comprehend a range of texts on less longer novels and familiar topics in different media and technologies subject texts using a - read with fluency and expression, responding to punctuation and range of effective word attending to volume, pace, intonation and pitch identification strategies to maintain - use comprehension strategies to build literal and inferred meaning meaning. and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal Reads more text structures (ACELY1660, ACELY1670) demanding subject texts that have increasing levels of technicality and abstraction. Reads, views and uses a wide variety of literary and factual, print and electronic texts with increasing autonomy, e.g. extended novels and information texts, video documentaries, multimedia and performance texts, graphic material.
7. Identify the stages & phases of a recount –(Jenny Eather Writing Fun on Reading Spellodrome site) Analyses texts to EN1-8B - recognises that there are different kinds of texts when compare how reading and viewing and shows an awareness of purpose, audience language structures and subject matter and features are used - identify how imaginative, informative and persuasive texts can vary to position readers 4 in purpose, structure and topic and viewers. Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic
8. Detailed Reading: Give students a copy of the text. 7. • Interprets and responds to Using the detailed reading notes, work through the meaning of each sentence, texts by skimming and scanning discuss answers to the ‘wh’ questions and highlight selected words in the text and to confirm predictions and discuss grammar and punctuation. answer questions posed by self and others while reading. 8. • Articulates the main idea and provides a synthesised retell that captures key events in texts.
9. Cut up sentences 8. Builds understanding of a text EN1-8B by using knowledge of text -identify organisational patterns and language features of print and visual texts organisation and features e.g. appropriate to a range of purposes referring to headings and subheadings to locate information.
10. Comprehension activity. Comprehension EN1-4A - draws on an increasing range of skills and strategies to 7. • Interprets and responds fluently read, view and comprehend a range of texts on less to texts by skimming and familiar topics in different media and technologies scanning to confirm - use comprehension strategies to build literal and inferred meaning predictions and answer and begin to analyse texts by drawing on growing knowledge of questions posed by self and context, language and visual features and print and multimodal others while reading. text structures (ACELY1660, ACELY1670) 8. • Draws conclusions by using clues in a text.
11. Spelling – complete the analysis of words 7. • Applies spelling EN1-5A -uses a variety of strategies, including knowledge of sight words and letter– generalisations when writing. sound correspondences, to spell familiar words 8. • Demonstrates a range of spell high-frequency and common sight words accurately when composing texts spelling strategies to spell spell known words using letter names unfamiliar words.
12. Cloze passage 7. • Applies spelling
5 generalisations when writing. 8. • Demonstrates a range of spelling strategies to spell unfamiliar words.
13. Grammar activity – complete the worksheet Aspects of writing EN1-9B - uses basic grammatical features, punctuation conventions and vocabulary 7. Includes different types of appropriate to the type of text when responding to and composing texts verbs using appropriate tense recognise that different types of punctuation, including full stops, question marks and demonstrates subject-verb and exclamation marks, signal sentences that make statements, ask questions, agreement. express emotion or give commands (ACELA1449) 8. • Uses quotation marks for recognise that capital letters signal proper nouns and commas are used to separate direct speech and commas in items in lists (ACELA1465) lists. recognise that different types of punctuation, including full stops, question marks and • Produces a range of exclamation marks, signal sentences that make statements, ask questions, express grammatically accurate emotion or give commands (ACELA1449) sentences. recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
14. LITERARY TEXT - Jointly construct a written passage together using the text 7. Plans texts by making notes, patterns from the original text as a model. Students copy the new passage into their drawing diagrams, planning books. Keep bank of brainstormed words for students own rewrite. (use Example sequence of events or Joint Construction) information etc. EN1-2A -plans, composes and reviews a small range of simple texts for a variety of • States purpose and intended purposes on familiar topics for known readers and viewers audience before creating texts. understand how planning, composing and reviewing contribute to effective 8 Creates longer texts (at least imaginative, informative and persuasive texts one page) that achieve the experiment in all aspects of composing to enhance learning and enjoyment intended purpose and are appropriate for less familiar audiences. • Writing shows evidence of revision, editing and proof- reading. • Writes for a wider range of purposes, including to explain and to express an opinion.
15. Re-write: individually (or in pairs), students do their own rewrite. They can use 7. Writes short, connected and their own ideas or those from the class brain storm. sequenced texts to narrate EN1-2A - events or convey information. - create short imaginative, informative and persuasive texts using growing 6 knowledge of text structures and language features for familiar and some less 8 Creates longer texts (at least familiar audiences, selecting print and multimodal elements appropriate to one page) that achieve the intended purpose and are the audience and purpose (ACELY1661, ACELY1671) appropriate for less familiar audiences. • Writing shows evidence of revision, editing and proof- reading. • Writes for a wider range of purposes, including to explain and to express an opinion.
16. Independent Writing Task: Students write their own text. They should use the 7. Plans texts by making notes, writing rubric. drawing diagrams, planning EN2-7B-identifies and uses language forms and features in their own writing sequence of events or appropriate to a range of purposes, audiences and contexts information etc. - understand how characters, actions and events in imaginative texts can engage • Writes short, connected and the reader or viewer sequenced texts to narrate - understand how a range of language features can shape readers' and viewers' events or convey information. understanding of subject matter 8. Writing shows evidence of revision, editing and proof- reading. 8 Creates longer texts (at least one page) that achieve the intended purpose and are appropriate for less familiar audiences. 17. Assess own writing – rubric for marking the text 8Writing shows evidence of EN1-2A -reread and edit text for spelling, sentence-boundary punctuation and text revision, editing and proof- structure (ACELY1662, ACELY1672) reading. 18. Editing – Students proofread read and edit the attached text. 8Writing shows evidence of EN1-2A -reread and edit text for spelling, sentence-boundary punctuation and text revision, editing and proof- structure (ACELY1662, ACELY1672) reading.
19. HOT/co-operative learning activity EN1-10C -thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts 20. Handwriting 8 • Fluently writes letters of EN1-3A -composes texts using letters of consistent size and slope and uses consistent size and formation in 7 digital technologies NSW Foundation Style. - develop clear and consistent writing using NSW Foundation Style as appropriate - understand that the position and size of letters supports consistent handwriting - understand how the formation of letters can be used to begin transition to cursive writing
21. Visual Literacy of the text/movie 9. Analyses a text by discussing EN1-4A -draws on an increasing range of skills and strategies to fluently read, view visual, aural and written and comprehend a range of texts on less familiar topics in different media and techniques used in the text. technologies
22. Independent comprehension assessment task from NAPLAN or school magazine
23. Include a list of related/additional texts on the topic. This list should reflect required texts for the new syllabus eg Aboriginal, Asian, classis, multi-modal,
1. Background knowledge / Preparation before reading/Visual Literacy
Background Knowledge Discuss the impact of modern society on animals and their homes. Describe what happens to animals when their habitat is destroyed. Research animals which are now extinct or becoming extinct because their habitat is being destroyed. http://www.defenders.org/learn-about-wildlife video- http://www.environment.nsw.gov.au/threatenedspecies/ video- http://video.nationalgeographic.com/video/kids/animals-pets-kids/mammals-kids/koala-saved-kids/ Wildlife Warriors https://www.youtube.com/watch?v=NAz1va0RwBo 8 Animal Conservation Episode 1 Koalas - https://www.youtube.com/watch?v=teIG5TqazUA Koala- for independent writing - https://www.youtube.com/watch?v=MB88NL36UmQ
Discuss ‘what is a refugee?’ Why are the ducks refugees. Life cycle of ducks http://animals.nationalgeographic.com.au/animals/birds/mallard-duck/ http://encyclopedia.kids.net.au/page/de/Deforestation http://www.childrenoftheearth.org/deforestation-information-for-kids.html
2. Complete a PMI (Plus, Minus, Interesting) on the book
In groups of two or three, discuss and then record your ideas in each column to organise ideas about the topic. The ‘Plus’ focuses on positive examples, aspects or outcomes, the ‘Minus’ focuses on negative examples, aspects or outcomes and the ‘Interesting’ identifies interesting examples, aspects, solutions or possibilities. Topic – the destruction of the ducks home. Students share their responses with the class
3. Identify the stages & phases of the text type – (Jenny Eather – Spellodrome)
4. Read the text. Past the last house, past the rail yards, past the edge of town, there, hidden at the feet of ancient trees, sparkled a small green swamp. Tall reeds rustled around its edge, hiding croaking frogs and clouds of buzzing insects. 9 Swallows flitted restlessly over the clear water. The swamp was home for two small wild ducks who spent their days swimming and diving for food, and their nights sleeping safely on a small island.
From Refugees by David Miller
6. Identify/label the stages and phases of the text.
Stages and The Refugees phases
Orientation – Past the last house, past the rail yards, past the edge of town, there, hidden at place the feet of ancient trees, sparkled a small green swamp.
Tall reeds rustled around its edge, hiding croaking frogs and clouds of buzzing 10 Description -swamp insects. Swallows flitted restlessly over the clear water. Description- swallows The swamp was home for two small wild ducks who spent their days swimming Description- and diving for food, and their nights sleeping safely on a small island. wild ducks
7. Discuss the author’s purpose – why did the author write this text. The author tells the story of the advancement of humans encroaching upon the habitat of two ducks. He raises the issue of the destruction of habitats.
8. Detailed Reading: Give students a copy of the text. Using the detailed reading notes, work through the meaning of each sentence, discuss answers to the ‘wh’ questions and highlight selected words in the text and discuss grammar and punctuation.
Passage This is the orientation describing the location and its surrounding environment. It also introduces the animals that preparation live there Sent prep This sentence tells us where the location is and what it is called. It also outlines its size Cues Where what what where was what where what did it do Sentence Past the last house, past the rail yards, past the edge of town, there, hidden at the feet of ancient trees, sparkled Cues size colour place/location a small green swamp. Elaboration Past – to or on the further side of s last – after all of the others rail yards – an area with railway tracks & materials (boards) that is used for storage and maintenance of cars and engines edge – the house is at the border of town
11 hidden – out of sight ancient – very old sparkled – shined green – vegetation – what would make it look green? swamp – a lowland region flooded with water – wet and spongy – not able to farm on it, why? Sent prep This sentence describes the environment (flora) surrounding the swamp and identifies some animals (fauna) that live there cues What did what where describes frogs what animal what what Sentence Tall reeds rustled around its edge, hiding croaking frogs and clouds of buzzing insects. Elaboration reeds – tall, thin leaved plants that grow in water or boggy/spongy conditions s rustled – a soft, muffled, crackling sound croaking – a deep hoarse sound made by a frog buzzing – continuous humming sound insects – small creature having a body divided into a head, thorax, and abdomen. 3 pairs of legs & wings
Sent prep This sentence tells us a type of bird that is found at the swamp and describes how and where it moves Cues Which birds how did they move where Sentence Swallows flitted restlessly over the clear water. Elaboration swallows – small graceful swift-flying birds with long pointed wings, a forked tail and a large mouth for catching flying insects. They are known for s migrating/travelling in large numbers over long distances. flitted – to move quickly from one place to another restlessly – not able to rest, relax or be still clear – easy to see through Sent prep This sentence tells us two more animals that live at the swamp and what they do during the day and night. It also identifies the location of the swamp – small island cues place where they live how many & size what animals when what did they do Sentence The swamp was home for two small wild ducks who spent their days swimming and diving for food, and their cues When what did they do & how did they do it size & location nights sleeping safely on a small island. Elaboration home – a place where you live wild – living in a natural state, not tamed 12 s diving for food – go towards the bottom to look for food safely – secure from danger island – a piece of land/land mass surrounded by water
9. Cut up sentences
Teachers write selected sentence/sentences on strips, one set each for small group of 3-4 students. Students in the group take turns to cut the sentence at the points directed by the teacher. Students identify the words to cut and the teacher elaborates on their meaning, taking the understanding to a higher level. Words are always put back into the sentence. When cutting is complete the words are then jumbled and the group works together to rearrange them. They can also construct new sentences by reordering clauses/words, joining sentences or breaking them into simple sentences. Punctuation can be cut off separately from the words and rearranged. Extra blank cards may be needed to add capitals or lower case letters and extra words to maintain meaning.
Tall reeds /rustled /around its edge,/ hiding/ croaking frogs/ and /clouds of buzzing insects.
10. Comprehension
Intended as a guided lesson showing students the different reading behaviours required. Give each student a copy of the questions, but they must discuss answers with a partner before writing their answers on their sheet.
Comprehension “The Refugees” by David Miller Name:
Literal(here) 1. Where did the wild ducks live?
13 2. What was hiding in the tall reeds?
Inferential (hidden) 3. Why did the ducks sleep on the small island in the swamp?
4. Why was the swamp the favourite ecosystem of the wild ducks?
Interpretive (applied/head) 5. Name two more animals that you might find in a small green swamp?
6. Why do you think the ducks home was being destroyed?
14 7. Do you think it is okay to take away the ducks home? Say why.
11. Spelling
Select words from the short passage –Words should include content words and some sight words. The list should include, where possible, words from the four sources of spelling knowledge, i.e. visual, phonetic, morphemic and etymological. Some possibilities are:
last swam past swamp feet swallows tree edge – hedge, pledge, ledge reed in/sects sleep/ing hi/dden croak/ing rust/led swimm/ing sparkl/ed div/ing an/cient hid/ing res/less there time/less their noise/less they’re pain/less house - mouse seed/less
15 12 . Cloze passage - – project the text onto the Smartboard and cover up the spelling words. The students re-write the passage independently in their books.
13.Grammar activity – complete the worksheet
Adjectives describe nouns and pronouns. They describe a person, place or thing. eg small green swamp ancient trees small green swamp Tall reeds croaking frogs buzzing insects clear water two small wild ducks small island
Write in some adjectives to describe the following nouns:-
______house ______school
______playground ______teacher
16 14. Joint Construction – Jointly construct a written passage together using the text patterns from the original text as a model. Students copy the new passage into their books. Keep bank of brainstormed words for students own rewrite. (use Example Joint Construction) Joint Construction example Though the main street, through the last roundabout, over the enormous bridge, there, surrounded by enormous willows, flowed a wide brown river. Long grass covered its banks, home for croaking green frogs and slithering brown snakes.
15. Individual Construction: individually (or in pairs), students do their own rewrite. They can use their own ideas or those from the class brain storm.
16. Independent Writing Task: Students write their own text. They should use the writing rubric.
Planning: Write your own recount. Edit and mark your own work by checking the criteria. Then have a partner mark your work
Have you included: You Partner Does you writing have a title? /1 /1 Does your writing begin with a setting or orientation eg who, when, where? /3 /3 Does your writing have a series of events? /3 /3 Did you use paragraphs for each new section? (as shown in the Stages and phases? /3 /3 Did you use descriptive language including noun groups /3 /3 Did you use correct punctuation? eg. Capital letters, full stops, commas /3 /3 Do your sentences make sense? /3 /3 Are your words spelt correctly? /3 /3 Is your handwriting tidy? /3 /3 Total /30 /30
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17. Assess own writing – rubric for marking the text
Recount Marking Rubric Year 2 Name: ______Year: ____ Grade E - Limited D - Basic C - Sound B - High A - Outstanding Score 1 2 3 4 5 Function does not recount what happened does not attempts to retell what retells what happened retells what happened with Purpose retell what happened but lacks detail increasing detail happened Structure no orientation, some events little or no attempts an orientation and contains an orientation and sequence of contains an clear orientation Stages and structure retell some events events and chronological sequence Phases of events Presentation no paragraphs, illegible writing no attempts to use paragraphs and uses paragraphs for phases and legible uses paragraphs, legible paragraphs, use legible handwriting handwriting handwriting and developing weak other organisational handwriting features Sentences one or less correct simple sentence contains a contains a series of sentences contains a series of sentences with most contains a series of correct series of with most simple sentences simple and compound sentences sentences using a variety of sentences correct and attempting correct, attempting complex sentences simple, compound and with at least compound sentences complex sentences two correct simple sentences Punctuation some capitals and full stops used some capital letters and full stops capital letters and full stops used capitals, full stops and inconsistently capitals and used correctly for most consistently for all sentences and commas used consistently full stops sentences attempts to use other relevant with attempts at further used punctuation ie. commas correct punctuation ie. throughout speech/exclamation marks few words spelled correctly some simple most simple words spelled no errors with known words and spells known words and Spelling words correctly and attempts appropriate attempts at more complex most technical words spelled unknown words using familiar words correctly – showing correctly letter combinations effective spelling strategies with for unknown words. invented spelling for unknown words Grammar no evidence of language structures evidence of correct use of nouns and emerging use of noun groups to build consistent use of noun
18 some use of adjectives to build descriptions, descriptions and consistent tense groups to build descriptions Tense nouns and mostly consistent tense and consistent tense adjectives, inconsistent tense Vocabulary uses limited vocab expressing some developing uses imaginative and coherent Year 2 feelings some vocabulary that amplifies E -9 Total /40 Lexis imaginative feelings, emotions and D 10-15 Appraisal vocab reactions C 16-24 describing B 25-32 Overall Grade feelings and A 33+ E D C B A emotions Generally the developing successful writing is . . . .
3 targets to improve my writing are:-
1. ______
2. ______
3. ______
18. Editing – Students proofread read and edit the attached text. Students in pairs compare their answers and discuss reasons for corrections - articulate their knowledge of generalisations/rules – underline the spelling mistakes and write the correction in the box - correct the punctuation mistakes with a red pen/pencil
Corrections 19 Parst the last house, past the rail yards, past the edge of town, their, hidden at the feet of ancent trees, sparkled a small green swamp. Tall reeds rustled around its edge, hideing croakking frogs and clouds of buzzing insects. Swallows flited restlessly over the clear water.
The swamp wos home for two small wild ducks who spent their daes swimming and diving for food, and their knights sleeping safely on a small iland.
19. HOT/co-operative learning activity
20 Poster Task
The Refugees: Create a poster to convince people not to destroy the swamp that was the ducks home.
Rate the poster on a scale of 1–5 against the following criteria. A score of 5 represents excellent quality.
The content of the poster is relevant to the topic. ______
The poster presents accurate information on the topic. ______
The design of the poster suits the purpose and intended audience. ______
The content of the poster is positioned effectively on the page. ______
The content is easy to read and understand. ______
The content is written correctly with no spelling errors and correct punctuation. ______
The poster has been published to a high standard. ______
The poster is eye-catching and encourages the viewer to read it. ______
20. Handwriting The teacher uses a part of the text as a handwriting model.
21. Visual Literacy of the text.
21 David Miller's colourful and highly detailed paper sculptures add a three-dimensional quality to the story that captures the reader's interest and expands on the text. The scenes are presented from different perspectives that draw the viewer into the world as the ducks see it. Identify the pictures which are shown from the perspective of the ducks. What other perspectives are displayed? Students draw their own pictures from the perspective of a flying duck.
22. Independent comprehension assessment task from NAPLAN or school magazine
23. Include a list of related/additional texts on the topic. This list should reflect required texts for the new syllabus eg Aboriginal, Asian, classis, multi-modal,
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