<p>Outcome 3: A student uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts (EN4-3B). Students:  Engage personally with text ideas and information in a range of styles</p><p>Day 1: Resources: ‘Finding a Place: Italian Migration to Australia’ text, vocab words, spelling worksheet, comprehension worksheet, small whiteboard, whiteboard markers, eraser, pens</p><p>Lesson focus: Introduction to the report/recount text ‘Finding a Place: Italian Migration to Australia’ and the vocabulary words from the text.</p><p>Setting the Scene & Visual Literacy</p><p> Look at front cover – discuss title and illustrations.  Student/s predicts what the text is about.  Where is Italy? (look on a map)</p><p>Modelled Reading  Teacher reads the story  Discuss story – what information is provided in the text?  Go through flashcards/vocabulary words: challenge, communities, connected, construction, culture, ethnic, extended, heritage, identities, Italians, migrants, migrating, multiculturalism, nuclear, poverty, protective, traditional, translator.  Student/s completes pre spelling test of vocab words.  Together look at the Comprehension sheet and answer the questions by rereading the text.</p><p>Date:______</p><p>Evaluation:______</p><p>______</p><p>______</p><p>______</p><p>______</p><p> Develop and apply contextual knowledge – purpose, audience and context of texts: recognise and use appropriate metalanguage, spell accurately, language choices, punctuation and spelling rules</p><p>Finding a Place: Italian Migration to Australia – Level 22</p><p>Day 2: Resources: ‘Finding a Place: Italian Migration to Australia’ text, vocab words, small whiteboard, whiteboard markers, eraser, pens</p><p>Lesson focus: student/s continue to develop contextual understanding of the text and phonological awareness of words through worksheet exercises. Shared Reading  Revisit last lesson – discuss the story: who, what, where, when and why.  Student/s (or teacher/student) take it in turns to read a paragraph.  Vocab flashcards – record sheet  Student/s complete the vocabulary worksheet – discuss technical terminology of text: - look at the base words and write the word families based around these words. - discuss the meaning of each vocabulary word.  Student/s complete phonics worksheets – pay attention to phonological patterns: - long /a/: migrating (p.4), Australia (p.4), unable (p.4), they (p.6), available (p.9P, pay (p.11), players (p.23), - /or/: War (p.4), shores (p.5), for (p.8), bought (p.9), more (p.20).</p><p>Date:______</p><p>Evaluation:______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>Day 3: Resources: ‘Finding a Place: Italian Migration to Australia’ text, vocab words, spelling worksheet, comprehension worksheet, small whiteboard, whiteboard markers, eraser, pens</p><p>Lesson focus: student/s continue to develop grammatical understanding through writing worksheet.</p><p>Shared Reading  Student/s read paragraphs alternately.  Flashcards/vocab words.  Vocab spelling test.  Student/s complete the writing worksheet OR write as a group using small whiteboard and markers (students then transcribe onto worksheet).  Final discussion of the text – - Why do you think the author included the case study about Luisa as part of this text? - How does this provide additional information? - How would Luisa have felt when her friends didn’t understand the importance of Italian family values? - How might Luisa’s friends have felt when she wasn’t allowed to do certain things with them? - Why are many of the photographs in the report in black and white? What information do they convey? - Look at the photographs of typical Italian food. Can you identify all of the items? Have you eaten any of these things? When and where?</p><p>Date:______</p><p>Evaluation:______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p>