Writing

Program Term 3 2015

Outcomes:
Indicators:
Week

Monday
Kangaroo
-Think, pair, share
-Class mind map
-Watch a video clip on you
tube about kangaroos.
-Label a kangaroo

Tuesday
-Introduce an
information reports
(purpose, audience
and structure).
-Read a book about
kangaroos.
-Deconstruct an
information report on
a kangaroo
(grammatical features,
language, structure,
information included
etc).

Wednesday
-Revise the purpose and
audience of an
information reports.
-Jointly construct an
information report.
- Scaffold writing (provide
children with the body of
an information report on
kangaroos and get them
to write the introduction
and conclusion).

Thursday
-Revise the purpose and
audience of an information
reports.
-Provide students with a
page to read on
kangaroos.
-Students independently
write an information report
on kangaroos.
-Students are introduced to
the idea of editing their
own work using a checklist.
Whole class swaps books
with the student next to
them and as a class go
through and check things
on the editing checklist.

Friday
-Revise the purpose and
audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let
them use any text type
they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

Koala
-Think, pair, share
-Class mind map
-Watch a video clip on you
tube about koalas.
-Label a koala.

-Revise the purpose

and audience of an
information reports.
-Read a book about
koalas.
-Deconstruct an

-Revise the purpose and

audience of an
information reports.
-Jointly construct an
information report.
- Scaffold writing (provide

-Revise the purpose and

audience of an information
reports.
-Provide students with a
page to read on koalas.
-Students independently

-Revise the purpose and

audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let

Evaluations
Students were able
to identify
purpose, audience
and structure of
information
reports.
Through
deconstruction of
information
report, they were
able to identify
grammatical
features. While
writing their own
report they were
able use the
information
provided correctly.
17.7.MM
Throughout the
week, students
were able to
provide
information about
koalas and

Sydney Harbour Bridge

-Think, pair, share
-Class mind map
-Watch a video clip on you
tube about the Sydney
Harbour Bridge. Introduce
the concept of taking
notes. Get students to
take notes on important
bits of information that
they may be able to use
when writing an
information report
independently on
Thursday.
-Students share notes

information report on
a koalas (grammatical
features, language,
structure, information
included etc).

children with the body of

an information report on
koalas and get them to
write the introduction
and conclusion).

write an information report

on koalas.
-Students edit their own
work using a checklist.

them use any text type

they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

-Revise the purpose

and audience of an
information reports.
-Read a book about
the Sydney Harbour
Bridge.
-Deconstruct an
information report on
a different icon
(grammatical features,
language, structure,
information included
etc).

-Revise the purpose and

audience of an
information reports.
- Scaffold writing. In small
groups give students a list
of information on the
Sydney Harbour bridge
and mix some unrelated
points in.
Students have to go
through and choose the
points that are relevant
for writing an information
report on the Sydney
Harbour Bridge.
- Students then sort the

-Revise the purpose and

audience of an information
reports.
-Get students to use the
information they
categorised yesterday to
assist with their writing.
-Students independently
write an information report
on the Sydney Harbour
Bridge.
-Students edit their own
work using a checklist.

-Revise the purpose and

audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let
them use any text type
they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

categorise this
information in
regards to the
structure of an
information
report.
Students also
demonstrated
prior knowledge of
koalas and were
able to use this
information while
constructing their
own information
reports.
24.7.15MM

Due to Swim
Scheme and CAPA
rehearsals, these
lessons were not
implemented this
week. They will be
done during Week
4.

I was sick for the
majority of week 4.
Since students
completed the next
lesson already will
continue to
implement in wk 5.

-Label the Sydney Harbour

Bridge.

related information into

categories; explain that
this helps with writing
good paragraphs and
making writing flow.
Ayers Rock
-Revise the purpose
-Revise the purpose and
-Think, pair, share
and audience of an
audience of an
-Class mind map
information reports.
information reports.
-Watch a video clip on you -Read a book about
- Scaffold writing. In small
tube about Ayers Rock.
Ayers Rock.
groups give students a list
Students take notes.
-Deconstruct an
of information on Ayers
-Students share notes
information report on Rock and mix some
-Label Ayers Rock
a different icon
unrelated points in.
(grammatical features, Students have to go
language, structure,
through and choose the
information included
points that are relevant
etc).
for writing an information
report on Ayers Rock.
- Students then sort the
related information into
categories (description,
location, value,
interesting facts etc);
explain that this helps
with writing good
paragraphs and making
writing flow.
New South Wales
-Revise the purpose
-Revise the purpose and
-Think, pair, share
and audience of an
audience of an
-Class mind map
information reports.
information reports.
-Watch a video clip on you -Read a book about
- Scaffold writing. In small
tube, or look at google
NSW.
groups give students a list
maps to explore NSW.
-Deconstruct an
of information on NSW

-Revise the purpose and

audience of an information
reports.
-Get students to use the
information they
categorised yesterday to
assist with their writing.
-Students independently
write an information report
on Ayers Rock.
-Students edit their own
work using a checklist.

-Revise the purpose and

audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let
them use any text type
they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

Students
completed the
highlighted
activities with
Danielle Ritlop
while I was away
sick.
6.8.15 MM

-Revise the purpose and

audience of an information
reports.
-Get students to use the
information they
categorised yesterday to

-Revise the purpose and

audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let

Students take notes.

-Students share notes
-Label the main cities and
icons on map of NSW

information report on
a different state
(grammatical features,
language, structure,
information included
etc).

and mix some unrelated

points in.
Students have to go
through and choose the
points that are relevant
for writing an information
report on NSW.
- Students then sort the
related information into
categories (description,
location, value,
interesting facts etc);
explain that this helps
with writing good
paragraphs and making
writing flow.
Western Australia
-Revise the purpose
-Revise the purpose and
-Think, pair, share
and audience of an
audience of an
-Class mind map
information reports.
information reports.
-Watch a video clip on you -Read a book about
- Scaffold writing. In small
tube, or look at google
WA.
groups give students a list
maps to explore Western -Deconstruct an
of information on WA
Australian. Students take information report on and mix some unrelated
notes.
a different state
points in.
-Students share notes
(grammatical features, Students have to go
-Label the main cities and language, structure,
through and choose the
icons on map of WA
information included
points that are relevant
etc).
for writing an information
report on WA.
- Students then sort the
related information into
categories (description,
location, value,

assist with their writing.

-Students independently
write an information report
on NSW.
-Students edit their own
work using a checklist.

them use any text type

they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

-Revise the purpose and

audience of an information
reports.
-Get students to use the
information they
categorised yesterday to
assist with their writing.
-Students independently
write an information report
on WA.
-Students edit their own
work using a checklist.

-Revise the purpose and

audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let
them use any text type
they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

8
9

interesting facts etc);

explain that this helps
with writing good
paragraphs and making
writing flow.
Students will be
-In their groups
Introduce script writing.
introduced to the rich task students choose their Explain the purpose and
that will be taking place
focus (teacher records audience.
for the rest of the term.
each groups focus).
-Deconstruct an example
-Think, pair, share to
- On larger paper with of a script.
discuss and introduce
textas students rule
- In small groups students
ideas that are possible for three columns and
reconstruct a script that
the rich task.
label the columns,
has been cut up.
-Mind map of ideas for
what we know, what
-As a class go through the
rich task.
we would like to know correct order of the script
-Students get into groups and how will we find
to ensure students have
of no more than four
the answers to our
reconstructed it correctly.
students.
questions.
Ensure students explain
-Students discuss in their
-Each group shares
why they put particular
groups which idea they
what is on their paper. lines in certain places,
would focus they would
-Give each group a
how did they know which
like to choose.
folder with their focus part went at the
topic and names on
beginning middle and end
the front and get them etc
to place their sheet of
paper into their folder.

-Introduce persuasive
language, what is it and
why do we use it.
-As a class create a mind
map of persuasive words
that students could use
later in their scripts to
persuade people to think,
buy or do something. Put
the mind map up on the
wall so all students can see
and use it.
-Revise interesting
adjectives and noun
groups.
- On large paper, in their
groups get students to
write out some noun
groups for their chosen
focus topic. Store these in
the group folders.

-Revise the purpose and

audience of an
information reports.
-Snap shot writing. Give
students a small picture
of something and let
them use any text type
they would like to write
about the picture.
Encourage students to
use be creative and use
their imaginations.

Use time as needed to create individual news advertisement on their chosen place in Australia for their rich task.

Use time as needed to create individual news advertisement on their chosen place in Australia for their rich task.

10

Use time as needed to create individual news advertisement on their chosen place in Australia for their rich task.