EDLA

519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Week 2

Outcomes

1. Depending on Ss
choice of guiding Qs,
the following may be
addressed:
2.
EN3-3A:
Indicators 6 & 7
EN3-1A:
Indicators 1 & 2
EN3-5B:
Indicator 3
EN3-6B:
Indicators 1 & 2

EN3-6B:
Indicators 1 & 2

EN3-7C:
Indicator 1

EN3-1A:
Indicator 4

EN3-2A:
Indicators 1,2, 3

Designing, Selecting and Sequencing Activities

Resources

Assessment

Ss share buddies digitally recorded responses to stories read in lesson 4.

Ss revisit definition of subversion and provide synonyms and antonyms, and
contribute to word wall.
Ss demonstrate understanding of subvert in present / future / past tense and identify
the word as an adverb, adjective and noun (see language demands)
T revisits focus book and distributes sections of the text.
Ss explore how particular choices in grammar / vocabulary contribute to reader
engagement
Think Pair Share (TPS) activity Ss consider guiding questions (Appendix 4) and identify
ways in which the author engages readers, providing examples.
Extension Q for early finishers (Appendix 4)
Ss note down findings and T calls upon selected pairs to share, capturing ideas on IWB
for reference next lesson.
Experimental writing lesson 1: Ss write from a different perspective
T outlines assessment task which will be the focus of the next 3 lessons (Appendix 5).
T asks Ss to consider other fairytales and how a particular part of the story would
change if told from another point of view. E.g., How would Cinderella's stepsisters
recount the entrance of Cinderella at the ball?
How would the hero or villains dog describe their owners personality?
Ss experiment with writing from another perspective.
Ss share writing with a partner. Using the IWB as reference, partners coach each other
with strategies to engage the audience.
Experimental writing session 2: Ss experiment with other subversive strategies
OPTIONAL Some Ss can choose to continue writing from a different perspective whilst
others experiment with, using a different strategy identified in the worksheet from
lessons 1 & 2 to subvert the original version of The Three Little Pigs.
Ss share writing with partners and make suggestions for improvement.
Ss finalise and present subversive texts for assessment
Ss choose their experimental writing from lesson 3 OR lesson 4 and edit / polish.
Ss form partner groups, share texts and coach each other with expression and fluency.
Partners film each other reading texts on iPads. At a later date, these can be uploaded
to the class website for sharing. T congratulates Ss on their work throughout the unit.

Recorded responses to
stories from lesson 4
previously uploaded to
website.
IWB
Focus book sectioned
into 3
Ss workbooks
Guiding Qs / extension
Qs (Appendix 4)

Ts observations of Ss
during TPS and responses
to Qs related to their
understanding of how
grammatical features
engage, influence and
build meaning in the
text.
(All indicators)

IWB
Ss workbooks
Assessment rubric on
IWB throughout
lessons 3, 4 & 5 (See
Appendix 5)
Three Little Pigs
original version / other
fairy tales for reference
if needed
Funktionary funky
dictionary and word
walls for vocabulary
assistance
iPads (ideally 8+)
Class website (for
sharing texts at a later
date)

T collects a sample of Ss
workbooks (all
indicators) and suggests
where improvements are
needed.

Formal assessment of
written / presented texts
against suggested
marking criteria
(Appendix 5) EN3-6B
(indicator 1) and EN3-2A
(indicator 1)