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Roald Dahl Fantastic Mr Fox/The Twits

Focus: Author Craft

Stage:2

Duration: 9 Weeks

Outcomes
English K-10

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

community contexts
EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
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
EN2-5A uses a range of strategies, including knowledge of lettersound correspondences and common letter patterns, to spell
familiar and some unfamiliar words
EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and
identifies organisational patterns and features
EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and
contexts
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
EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others learning

Unit overview
In this unit, students explore the tools and techniques skilled authors such as Roald
Dahl use to craft a piece of writing. Students will practice narrative elements such as
characterisation and setting along with literary devices including;, metaphor, simile,
personification and the role of show dont tell inferring techniques. The Super 6
reading strategies are explicitly taught throughout the Modelled reading sessions and
students are given opportunities to practice these skills in their guided reading groups.

Text Sets
1. Fantastic Mr Fox: The
representation of IMAGINATION &
CHARACTERISATION (good versus
evil).
1. The twits: Descriptive language

Assessment

Plotting students on the Literacy Continuum developing student comprehension and vocabulary
Work samples of descriptive writing
Students write a personal response comparing and contrasting the similarities and differences between the text and
the movie. Students communicate their initial visualisation of the three farmers with those portrayed in the film.
and communicating what they have learned through their study of each text.

Content

Teaching, learning and assessment

Stage 2 - Reading and viewing


1
draw on experiences,

knowledge of the topic or


context to work out the
meaning of unknown
words
read different types of

texts by combining
contextual, semantic,
grammatical and phonic
knowledge using text
processing strategies for
example monitoring
meaning, cross checking
and reviewing
(ACELY1679, ACELY1691)
use comprehension

strategies to build literal


and inferred meaning to
expand content
knowledge, integrating
and linking ideas and
analysing and evaluating
texts (ACELY1680,
ACELY1692)
use strategies to confirm

predictions about author


intent in imaginative,
informative and
persuasive texts
recognise how aspects of

personal perspective
influence responses to
texts
recognise cohesive links

in texts, eg pronouns that

FANTASTIC MR FOX
READING
Session 1
Chapter 1 & 2
G, P & V
Spelling Vocab: gallon opposite especially quivering thousands twitched
crouching direction poisonous
R&V1
Compound words: handsome moonlight
S & L 1/2 Predicting Visualising
Explicit Modelled Reading
Before: * List and pre-teach vocab. Discuss words from England eg gallon
and the Australian version. Define and group adjectives.
*Using the front cover, make predictions or retell if story known.
Discuss visualisation of a story and how the author uses words to create
images for reader.
During: Model visualisation using a think aloud after reading page one stop to share the images that you visualised of the valley and farms.
Students close eyes while you read the descriptions of the three farmers.
Think, pair, share their own visualisations.
Locate and discuss the adjectives in the text. Write adjectives on sticky
notes. Students draw own illustrations for the text descriptions.
After:* Discuss the students drawings. Do these drawings represent the
authors words?
Discuss how the use of adjectives enhances the text and contributes to its
meaning.
Guided Reading
Differentiate groups according to Literacy Continuum Clusters and choose
appropriate double pages to photocopy for reading:
GROUPS
Reading conference (see Monitoring sheet) with teacher
Vocabulary Cline Words for SAID e.g. mumble, whisper, speak, talk,
say, announce, yell, shout, scream, shriek
Visualising Gallery Images (see teaching comprehension strategies)
In small groups, students read a section of a factual text and create mental
images as they read. Students create and label images on paper to
represent the content. Share images with the class.
Oral Reading Partners - Students reread pages (monitoring) to
develop fluency then complete compound word sheet
Independent Reading
Develop text sets based on the key concept Students choose a text:

Evaluation

Resources
-Fantastic Mr
Fox PDF

Compound
word
worksheet

- Characterisatio
n sheet

Content

Teaching, learning and assessment

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
Stage 2 - Reading and viewing
2
identify the audience and

purpose of imaginative,
informative and
persuasive texts
(ACELY1678)
interpret how

imaginative, informative
and persuasive texts vary
in purpose, structure and
topic
identify characteristic

features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text (ACELY1690)
recognise the use of

figurative language in

Evaluation

Resources

Read to self record reading


Students find difficult words to list and find meanings (use dictionary and

thesaurus)
Read to partner
Session 2
Chapters 3,4 & 5
G, P & V
Spelling Vocab: Synonyms for big, small and mean
R&V
S & L 2 Sequencing, Summarising
Explicit Modelled Reading
Before: *Review characters, adjectives and storyline. Classify adjectives on
the sticky notes to each character eg enormously fat to Farmer Boggis.
*Using thinking partners, discuss: How are the main characters represented
in the text. How do the words and images support this?
During: * Model reading and stop regularly to discuss the adjectives used
and the images created by the author.
* Class is divided into four groups with each student given a different
character. Students complete characterisation sheet from freeology.com
After: * Discuss the authors representation of the three farmers compared
to Mr Fox. Why does the author use different types of characters?
Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
GROUP IDEAS
Reading conference (see Monitoring sheet)
Speech Marks Students use the text to create their own conversation
between two of the farmers. Focus on using speech marks in the correct
location.
Summarising Pass around retells (see comprehension strategies
worksheet)
Oral Reading Partners - Students reread pages (monitoring) to
develop fluency
Synonyms Blank out adjectives in the text and have students write a
new word to replace it. E.g. big large - gigantic
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Session 3
Chapters 6, 7, 8, 9

Monitoring
Sheet

Thick and
thin question
posters/card
s

Making
Predictions
graphic
organiser

Monitoring
Sheet

Content

Teaching, learning and assessment

texts, eg similes,
metaphors, idioms and
personification, and
discuss their effects

G, P & V
Spelling Vocab: contractions
R&V2
Literary text structure
Wh questions
Authors intent
W&R1
Planning
Before: :* Review vocab/ contractions
Discuss what the farmers did in previous chapters and why? Partner retell of
main ideas. Form an opinion about what motivates them to act that way.
What is the authors intent in depicting the farmers the way he does. (to
make us dislike them e.g. Hero vs villain)
During: * Model reading and stop regularly to ask THICK QUESTIONS (see
thick and thin questions posters and cards) and make connections
between the characters and their motives. eg why they are so desperate to
get Mr Fox. How did the author show the farmers perspective?
Thinking partners make predictions of what will happen to the fox family.
Complete Making Predictions Graphic Organiser.
Continue reading chapter 9
After: * Discuss the suspense the author has added by drawing out the
foxs plan. Discuss: Why do authors do this? To make you want to read
more. Students analyse and complete their prediction worksheet.
Guided Reading
Differentiate groups according to Literacy Continuum Clusters and choose
appropriate double pages to photocopy for reading:
GROUP IDEAS
Reading conference (see Monitoring sheet)
Highlight contractions and write their matching words e.g cant = can
not
Highlight unknown words when reading. Discuss as a group to find
meaning then use dictionary.
Students reread pages (monitoring) to develop fluency
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Writing tasks e.g. sequencing sentences, complete the sentence.
Session 4
Chapters 10 -12.
R&V2
Enjoyment
R&V1

Evaluation

Resources

Fantastic Mr
Fox movie

Character
traits list

Content

Teaching, learning and assessment

recognise how quotation

marks are used in texts


to signal dialogue, titles
and quoted (direct)
speech (ACELA1492)
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)
discuss the nature and

effects of some language


devices used to enhance
meaning and shape the
reader's reaction,
including rhythm and
onomatopoeia in poetry
and prose (ACELT1600)
Stage 2 - Speaking and
listening 1
interpret ideas and

information in spoken
texts and listen for key
points in order to carry
out tasks and use
information to share and
extend ideas and
information (ACELY1687)
use information to

support and elaborate on


a point of view
retell or perform part of a

story from a character's


point of view
respond appropriately to

the reading of texts to

Descriptive language Adjectives: (images) Adverbs: (images)


S&L1
Point of view
S&L2
Opinions
Before: *Recall student predictions. Read title of chapter 10. Discuss is
your prediction still possible or was it wrong?
* Demonstrate monitoring and understanding using think alouds. See
comprehension strategies.
During: *Watch DVD version of the text up to this chapter.
Students make notes of the differences between the book and the film.
After: Discuss students opinion of the film. Did they like or dislike it? Why?
Was it better than the book? Teacher creates a Venn diagram for students to
add similarities and differences. Students compare their original sketches of
the farmers to the text and then, the film.
St ud e n t s w r i te p e r so na l re fl e c ti on s o f th e i r i n i t i a l v i s ua l i sa ti on
of t he t hre e fa rm e r s c om pa re d t o t he i ma ge s of t he m i n th e
fi l m . Re fl e ct o n w hy t he y ma y di ff e r. W hy i s de sc ri pt i v e
l a ng ua g e so i mp or ta n t to th e re ad e r.
Teacher reads the remaining chapters using Super 6 strategies
and the key concept of good versus evil narrative.
Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
GROUP IDEAS

Reading conference (see Monitoring sheet)

Opinions Students read a levelled text and write a short review of the
text. Giving 5
sentences on the text detailing their likes and dislikes and 1
recommendation to improve
the story.

Highlight 10 Adverbs and 10 Adjectives with their text.

Student reread pages (monitoring) to develop fluency


Independent Reading
Students choose a text:
Read to self record reading
Read to partner
WRITING
Session 1
G, P & V
W&R1
Descriptive writing- choice of vocabulary planning prior to writing
e.g. adjectives

Evaluation

Resources

Character
descriptions
organiser

Content

Teaching, learning and assessment

demonstrate enjoyment
and pleasure
Stage 2 - Speaking and
listening 2
discuss how writers and

composers of texts
engage the interest of the
reader or viewer
listen to and contribute to

conversations and
discussions to share
information and ideas
and negotiate in
collaborative situations
(ACELY1676)
Stage 2 - Writing and
representing 1
plan, compose and

review imaginative and


persuasive texts
discuss aspects of

planning prior to writing,


eg knowledge of topic,
specific vocabulary and
language features
plan and organise ideas

using headings, graphic


organisers, questions and
mind maps
create imaginative texts

based on characters,
settings and events from
students' own and other
cultures using visual
features, for example
perspective, distance and
angle (ACELT1601,

Explicit Modelled Writing


LITERARY DEVICES
Take a paragraph from the text for students to identify and highlight
adjectives. How does the author demonstrate the character traits. What
words tell us about their personality? See Character traits list for ideas for
students writing.
Guided Writing
Students use a graphic organiser to:

Decide on a character from a familiar story or a visual image (google


images).

Students list adjectives for their character in preparation for descriptive


writing.
Independent Writing
Students choose a text: List adjectives and adverbs. (Extension use these in
compound/complex sentences.)
Session 2
W&R1
reread and edit
Reflecting on learning
Explicit Modelled Writing

Students collaborate to create oral sentences about a character for the


teacher to scribe.

Teacher increases the complexity of the sentence: adding adjectives to


the nouns in the sentence, using commas for lists of adjectives, adverbs and
even similes.

Count how many words are in the sentence now. Is it longer and more
interesting? Students visualise. Does it make a more vivid image?

Simple sentences are converted to compound sentences (complex


sentences may be treated for some students).

Use the organiser to guide the contents of the paragraph:


Student criteria
Complete 4 sentences
Include 1 compound sentence
Use of adjectives
Use of adverbs
Use of connectives & conjunctions

Evaluation

Resources

Content

Teaching, learning and assessment

ACELT1794)
experiment with visual,

multimodal and digital


processes to represent
ideas encountered in
texts
identify elements of their

writing that need


improvement and review
using feedback from
teacher and peers

Guided Writing
Using their adjective list, students write their own descriptive paragraph
- Modelled writing is removed from view.
Students use a graphic organiser to structure their writing.
Student criteria
Complete 4 sentences
Include 1 compound sentence
Use of adjectives
Use of adverbs
Use of connectives & conjunctions

reread and edit texts for

meaning, appropriate
structure, grammatical
choices and punctuation
(ACELY1683)
Stage 2 - Writing and
representing 2
identify and analyse the

purpose and audience of


imaginative, informative
and persuasive texts
understand how

characters, actions and


events in imaginative
texts can engage the
reader or viewer
understand how a range

of language features can


shape readers' and
viewers' understanding of
subject matter
use images in

imaginative, informative
and persuasive texts to
enhance meaning
Stage 2 - Spelling

Independent Writing
Students choose a text: Label a character from their text with adjectives.
(Extension use their adjectives to write a character description).
Session 3
W&R1
reread and edit
Reflecting on learning
Explicit Modelled Writing
Using the previous days modelled sentence/s:

Extract words for teaching various spelling strategies.

Change the structure (position of phrases) of the sentence. Does it still


make sense? Explain subject-verb agreement.

add another descriptive sentence using pronouns (eg she, he) using
connectives
Guided Writing
READ & REVIEW
Students:

review and refine their paragraph. Focusing on pronouns, connectives


and adjectives.

add to their previous sentences.


Independent Writing
Students choose a text:

Create a list of adjectives, similes and adverbs (including words with


prefixes and suffixes).
Session 4
W&R1
reread and edit

Evaluation

Resources

Content

Teaching, learning and assessment

use a variety of spelling

strategies to spell highfrequency words correctly


when composing
imaginative and other
texts
use morphemic, visual,

syntactic, semantic and


phonological knowledge
when attempting to spell
unknown words
discuss and use

strategies for spelling


difficult words
experiment with spell

check applications and


develop an awareness of
the limitations of their
features in digital
technology
identify spelling errors in

own writing and unknown


texts and provide correct
spelling
Stage 2 - Grammar,
punctuation and vocabulary
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 that

paragraphs are a key


organisational feature of
written texts

Reflecting on learning
Explicit Modelled Writing
Using the previous days modelled paragraph for students to edit.

Add and insert errors to the sentence.

Students make corrections.


Guided Writing
PARTNER EDITING:

Paragraph is read by a partner for editing and reflection using the


writing criteria.

Sentences are revised.


Independent Writing
Students choose a text:

Find and list various connectives.


TEACHER EDITING
Conferencing during independent tasks
THE TWITS
READING
Session 1
Pages 1-8
G, P & V
Spelling/vocab: hair tonic, moustache, scissors, beard, gravy, nailbrush,
bristly, horrid, morsel, hundreds, ordinary, smudgy, disgusting, gentleman,
tongue.
Explicit Modelled Reading
Before: Predicting
Pre-teach vocab (use synonyms)
Teaching idea: antagonist (bad guy)
Teacher models think alouds for I wonder eg I wonder why some men
grow beards and other do not? Etc (See comprehension strategies)
Students discuss the visual images on the front cover with thinking
partners.
During: Visualising

Students sketch mental images of Mr and Mrs Twit.

Students create I wonders with partners and record them.


After: Clarifying questions

Discuss students difficult words.

Teacher lists students I wonders. eg Will Mr Twit shave his beard off?
What is the best way to maintain beards? I wonder what beards would feel
like? How would you care for a beard?
Character crystal ball - describe Mrs Twit.
Guided Reading

Evaluation

Resources

Content

Teaching, learning and assessment

(ACELA1479)
understand that the

meaning of sentences
can be enriched through
the use of noun
groups/phrases and verb
groups/phrases and
prepositional phrases
(ACELA1493)
identify and use

grammatical features, eg
pronouns, conjunctions
and connectives, to
accurately link ideas and
information
experiment with

punctuation to engage
the reader and achieve
purpose
identify a variety of

connectives in texts to
indicate time, to add
information and to clarify
understanding
use grammatical features

to create complex
sentences when
composing texts
Stage 2 - Thinking
imaginatively, creatively and
interpretively
share responses to a

range of texts and


identify features which
increase reader
enjoyment
respond to texts by

identifying and discussing

10

Evaluation

Resources

Differentiate groups according to Literacy Continuum Clusters and choose


appropriate double pages to photocopy for reading:

Reading conference (see Monitoring sheet)

Choose common sight words and decoding skills from the text or word
lists to treat

Discuss the illustrations and or vocabulary how they add meaning to


the text

Students reread pages (monitoring) to develop fluency


Independent Reading
Develop text sets based on the key concept descriptive language.
Students choose a text:
Read to self record reading
Students find difficult words to list and find meanings (use dictionary and
thesaurus)
Read to partner
Session 2
G, P & V
Spelling/vocab: Vocab choices Review students word lists from session 1
S&L1
clarifying ideas
R&V1
multisyllabic words
key words authors intent
R&V2
Text purpose Language choices
Explicit Modelled Reading
Before: Making connections

Review vocab and choose words that can be chunked for spelling eg
gentleman, horrid, morsel, tonic and other common words from the text.

View, skim and scan the characters Mr and Mrs Twit - brainstorm their
likes and differences between the two characters (making connections
from the text).
During: Reread pages describing Mr and Mrs Twit:

Students intermittently discuss (with thinking partners), then add


differences between the characters to a graphic organiser using antonyms.

Students list unknown or difficult words on sticky-notes during reading.


After:

With their thinking partners, students discuss the authors purpose


the message in the text. (making connections - inferential).

Compare The Twits to people you may know that are like them
(making connections text to world).

Making
connections
posters

Content

Teaching, learning and assessment

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)
identify creative language

features in imaginative,
informative and
persuasive texts that
contribute to
engagement
identify and discuss how

vocabulary establishes
setting and atmosphere
justify interpretations of a

text, including responses


to characters, information
and ideas, eg 'The main
character is selfish
because '
Stage 2 - Expressing
themselves
recognise how texts draw

on a reader's or viewer's
experience and
knowledge to make
meaning and enhance
enjoyment
recognise how aspects of

personal perspective
influence responses to
texts

11

Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
Reading conference (see Monitoring sheet)
Review common sight words and decoding skills from the previous session
and new words from the text
Discuss the illustrations and how they add meaning to the text
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Session 3
Pages 9-22
G, P & V
Spelling & vocab
compound words similles and metaphors
R&V1
vocab syllables
R&V2
language features similes images
Explicit Modelled Reading
Before:

Review vocab and list compound words.

Teacher explains similes - A simile is a comparison using the words


like or as. An example from this section of the reading is but if you
have good thoughts they will shine out of your face like sunbeams.
Demonstrate the difference in metaphor When something IS something
else e.g A heart of gold. A star student. (Focus on similes during reading
session).
During

Thinking partners listen for similes in the text.

Teacher pauses reading regularly for thinking partners record similes


from the text.
After

Thinking partners invent their own


similes teacher lists.
Guided Reading
Differentiate groups according to Literacy Continuum Clusters and choose
appropriate double pages to photocopy for reading:
Reading conference (see Monitoring sheet)
Similies Students identify similies in their text or use adjectives to create
similies for their text.

Evaluation

Resources

Content

Teaching, learning and assessment

make connections

between students' own


experiences and those of
characters and events
represented in texts
Stage 2 - Reflecting on
learning
develop criteria for the

successful completion of
tasks
discuss the roles and

responsibilities when
working as a member of a
group and understand the
benefits of working
collaboratively with peers
to achieve a goal
describe how some skills

Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Writing tasks e.g. sequencing sentences, complete the sentence.
Session 4
S&L1
key points
summarising
R&V1
Main ideas
Explicit Modelled Reading
Summarising Key Word Strategy (see comprehension strategies)
Before: Teacher reads a page from a familiar text and models extracting
key words.
During:
Students identify the key words from each page to record as the text is read
by the teacher.
After:

Teacher collates and discusses students key words.

Words are categorised into main idea or supporting details on a


graphic organiser.
Main Ideas
Supporting Details
Key
Words

in speaking, listening,
reading/viewing,
writing/representing help
the development of
language learners

Discuss the illustrations and how they add meaning to the text
Students reread pages (monitoring) to develop fluency

Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
Reading conference (see Monitoring sheet)
Independently look for key words in their guided reading text.
Discuss the illustrations and how they add meaning to the text
Student reread pages (monitoring) to develop fluency
Independent Reading

Read to self record reading

Students reread and list Key Words


WRITING
Session 1

12

Evaluation

Resources

Content

Teaching, learning and assessment


G, P & V
noun groups phrases adjectives
W&R2
Descriptive writing- choice of vocabulary planning prior to writing
eg words with prefixes and suffixes
Explicit Modelled Writing

Review The Twits to use as a mentor text for writing. Teacher chooses a
passage exemplifying noun groups and prepositional phrases - students
highlight.

Create a list of adjectives (including words with prefixes and suffixes)


and phrases to describe Mr and Mrs Twit.
Guided Writing
Students create a list of adjectives and phrases using a graphic organiser
they will use in creating a written description of a fictitious character they
want to describe in their writing.
Feelings
Personality traits Actions
Appearance
Independent Writing
Students choose a text:
Find adjectives and noun groups
Session 2
G, P & V W & R 1
Organisation of ideas
W&R2
Descriptive writing- choice of vocabulary planning prior to writing
Explicit Modelled Writing

Students collaborate to create an oral sentence about Mr Twit


for the teacher to scribe.

Teacher increases the complexity of the sentence: adding adjectives to


the nouns or adverbs to verbs in the sentence, using commas for lists of
adjectives.

Count how many words are in the sentence now. Is it longer and more
interesting? Students visualise. Does it make a more vivid image? Compare
with the book.

Prepositional phrases can also be added to the sentence.


Guided Writing
Using their graphic organisers students write their own sentence/s
describing their character - Modelled writing is removed from view.

VISUALISE: Students create a mental image of their sentence.

13

Evaluation

Resources

Content

Teaching, learning and assessment

VERBALISE: Students tell their sentence to the other group members


(thinking partners, talking triangles).

WRITE: Students write their sentence.

Repeat above procedure for the subsequent sentences.


Independent Writing
Students choose a text:
Choose a character and create a graphic organiser for a description
Session 3
G. P & V Spelling
use strategies for spelling difficult words
W&R2
Descriptive writing- choice of vocabulary planning prior to writing
W&R1
Reflecting on learning
reread and edit
Explicit Modelled Writing
Using the previous days modelled sentence/s:

extract words for teaching various spelling strategies.

change the structure (position of phrases) of the sentence. Does it still


make sense?

add another descriptive sentence using pronouns (eg she, he) using
connectives
Guided Writing
READ & REVIEW
Students:

review and refine their sentence/s

add to their previous sentence using pronouns and connectives.


Independent Writing
Students choose a text:
Create a list of adjectives (including words with prefixes and suffixes).
Session 4
W&R2
Descriptive writing- choice of vocabulary planning prior to writing
W&R1
Reflecting on learning
reread and edit
Explicit Modelled Writing

Use the previous days modelled sentence/s for students to edit:

14

Evaluation

Resources

Content

Teaching, learning and assessment

Evaluation

Resources

Add and insert errors to the sentence for students to make


corrections
Guided Writing
PARTNER EDITING:

Sentences are read by a partner for editing and reflection using the
writing criteria.

Sentences are revised.


Independent Writing
Students choose a text:
Find and list various connectives.
TEACHER EDITING
Conferencing during independent tasks

Continuing the unit:


Suggested Texts

Danny the Champion of the world By Roald Dahl

The Magic Finger By Roald Dahl

READING: Using the above texts, adapt the above unit to cover the same literacy continuum markers and English
syllabus content descriptors
WRITING: Follow the above unit and create a setting and plot for a complete imaginative text incorporating students
descriptive paragraph written in this unit.

Unit evaluation
At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to
inform planning for subsequent learning experiences. Teachers could consider assessment records and results and
student feedback to help them ascertain the quality of teaching and learning experiences.
Questions to guide reflection
1.
To what level did students achieve the learning outcomes?
2.
How effective were the activities in helping students to understand key concepts and achieve the learning
outcomes?
3.
Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?
4. How could the unit be improved to enhance student engagement and learning?
15

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