AUSTRALIAN CURRICULUM

LINKS

TOPIC

Sustainability: Sharing the

Planet

TEACHER(S)

K Jenkin, L Kong, TL Nguyen, English curriculum:

X Wu
Language: ACELA1461, ACELA1463, ACELA1464, ACELA1466, ACELA1470
Year 2
Literature: ACELT1590), ACELT1591, ACELT1833,

YEAR LEVEL
PROPOSED
DURATION

12 Weeks

Literacy: ACELY1667, ACELY1668, ACELY1671, ACELY1672,

Links to other learning areas:
Science: Students observe patterns of growth and change in living things. They explore
the use of resources from Earth. (ACSHE034, ACSSU032, ACSIS042, ACSSU032)
HASS (Geography): Students develop a humanities and social sciences understanding
through key concepts including significance, continuity and change, cause and effect, and
perspectives and action. (ACHASSI035, ACHASSI040, ACHASSI041, ACHASSI043)
Technologies (Digital technologies): Students use digital systems to find information, and
to present text types. (ACTDIP003)
Cross curriculum priority: Sustainability

STUDENT POPULATION
Number of students: 24

RATIONALE

To facilitate students learning of

text structure and the writing
Reading levels:
process through understanding,
- level 9 4
analyzing, discussing, and creating
- level 14 6
two different types of texts
- level 18 8
(narratives and procedural reports)
- reading independently with the integration of the three
6
strands in the Australian Curriculum
English (language, literacy and
literature) using a gradual handover
of responsibility model so students
can operate individually.

JUSTIFICATION
This program corresponds to the Achievement Standard outlined in the
Australian Curriculum for Year 2, which states that by the end of the
academic year, students should have knowledge of different text types by
identifying the text structures and language features used and also
creating texts that are based on their knowledge and understanding, their
experiences as well as their imaginations.
The main theme of this program is sustainability, with a focus on sharing
the planet. This links with other learning areas in the Australian
Curriculum (as stated above). The theme was chosen to promote the
development of the knowledge, understanding, values and world views
required to ensure quality of life for this and future generations with a
focus on protecting natural environments and creating an ecologically
and socially just world through informed action.

PHASES

FICTION TEXT: NARRATIVE

TEXT STRUCTURE

WRITING PROCESS

Defining a narrative:
Finding a topic and a purpose:
BUILDING
KNOWLEDGE OF THE Students will construct a clear definition of a narrative. This phase will
Once the students have defined,
FIELD
include defining characteristics and the social purpose of a narrative as well understood the scope and understood

Purpose: to engage the as investigating how narratives are different from non-fiction text.
students in the topic
Learning activities:

a. The teacher will begin with a discussion about what the students already
know about narratives as an informal pre-assessment
b. The Save the village narrative will be read to the students to initially
familiarize them with the story (and to tie in with sustainability topic). What
do they know about droughts?1
c. A mini-lesson will then be conducted about the general characteristics
and purpose of a narrative, comparing this to a non-fiction text. A shared
reading of the Save the village will take place, this time focusing on the
specific aspects that highlight a narrative.2
d. Different workstations will be set up with each table having either a
sample of a narrative or another type of text that they have already
explored (for e.g information report). In groups students are asked to
investigate whether the text is a narrative and why before moving to the
next workstation.
Understanding the scope of a narrative:
Students will understand the construct of a narrative. Different types of
narratives and plot structures will be explored. Students will also look at
how the purpose of a narrative helps to determine the kind of language
used.
Learning activities:
a. A mini lesson on different narrative types and plot structures will take
place, using the familiar narrative Save the Village to identify these. This
will lead into an exploration of other narratives and plot styles. This will all
be recorded on charts for students to refer back to.
b. Students will be given different samples of narratives. They will decipher
in a pair the type and plot style it might be, referring to the lists on the
chart to guide their thinking.
c. Students will be asked to think critically about different narratives (e.g.
identifying different points of view: the narrative is perhaps a tragedy for
the monster, rather than a celebration for the protagonist who has
overcome the monster)3
d. A guided reading group will be prepared to explore the register of the
narrative Save the Village. This will help the students to unpack the
2

the structure of a narrative, students

will work in designated groups where
they share a topic they are interested in
related to sustainability.
Gathering information:
Students will have an opportunity to
gather information about topics related
to sustainability. Various books will be
provided in the reading area to help the
thinking process. Students will
brainstorm possible topics in their
group that they could use as a basis for
their narratives. Once decided, they will
create a mind map to present the
information they have gathered which
they will add to during this planning
stage of the writing process.

purpose and language of the narrative. Explore the register of narrative:

field (the WHAT of the context), tenor (the WHO of the context) and mode
(the HOW of the context).
Formative assessment of understanding will take place during the session.

PHASES

FICTION TEXT: NARRATIVE

TEXT STRUCTURE

Understanding the structure of a narrative:

BUILDING
KNOWLEDGE OF THE Students will analyze texts to determine common organizing
FIELD
structures found in narratives. They also explore how a readers
understanding of a text may differ if it was arranged differently.
Learning activities
a. Mini-lesson on narrative structure orientation (who, what,
where), complication and resolution will be discussed. These will
be listed on a retrieval chart for future reference. Once again
visiting the familiar narrative of Save the Village the class will
list the three main elements of the narrative together.
b. In groups, students will then design a diagram to demonstrate
the plot pattern and structure of Save the Village. Students
compare this to a plot of another sustainability- related narrative
by creating another diagram4. This narrative will be provided in
class.
c. In groups, the students will be provided with a copy of the
second sustainability- related narrative, although cut up in to
separate sentences. In small groups, the students must sort
through the sentences and divide the separate pieces of text
into either the orientation, complication or resolution. As an
extension they may also try to place them in order.
d. To learn about the importance of the text arrangement, a
class discussion and shared writing activity will take place where
aspects of the structure are changed (e.g orientation at the end
of the narrative would confuse readers).

WRITING PROCESS

PHASES
MODELLING THE
GENRE
and JOINT
CONSTRUCTION

FICTION TEXT: NARRATIVE

TEXT STRUCTURE

WRITING PROCESS

Crafting narrative text:

A narrative will be jointly constructed with the

students as the teacher scribes on the board and
interacts with the text purpose and structure.

Students will analyse and learn to use techniques appropriate

to crafting fiction texts.
Learning activities:

Purpose: to develop
The students will complete a series of activities where they
students knowledge
experiment with different narrative writing techniques:
and understanding of
a. Developing characters using the template provided, create
how simple
a character profile for a familiar character (from Save the
procedures work and
Village) then complete character profile sheets for your own
the language used,
characters
and: to enable the
b. Students create three different resolutions for the Save
students to repackage
the Village narrative to explore different structures.
this knowledge and
c. Students brainstorm potential emotional responses they
understanding
want to evoke in the reader, and the language that could be
acquired nto a written
used to support this.
text

INDEPENDENT
CONSTRUCTION

Crafting an orientation, complication and resolution

Purpose: to
encourage students
to write simple
procedures
independently

Students will use the charts around the classroom to guide

their writing.

Learning activities:

Once students have had the chance to jointly

construct a narrative students can begin to plan the
narrative that they will independently construct
Students decide on main characters, supporting
characters for their narratives.
Students decide who is involved in a particular
event, how and why that is happening
Students use tables to present actions, behaviours,
feelings and attitudes of each character and share
their thinking with a partner.
Possible guiding questions:
- Orientation: what happens in the beginning?
Where and when does the story occur?
- Complication: What are the problems that
characters face and how they solve the
problems?
- Resolution: What do you want to happen in the
end?
Getting organized: students use the notes that they
have been developing to prompt their own narrative
writing. Students will be shown how to create a
storyboard to organize information.
Outlining and drafting: based on the storyboard,
students will then write their sequences of events.
They will be reminded to use correct vocabulary
(verbs, noun, and adjectives), cohesive devices
(pronouns, linking words) and appropriate
punctuation, tense, spelling and question marks.
Review and revision: students will use a checklist
provided to ensure that all aspects of their writing are
connected to the topic and the genre.

PHASES

NON-FICTION TEXT: SIMPLE PROCEDURE

TEXT STRUCTURE

BUILDING
KNOWLEDGE OF THE
FIELD
Purpose: to engage the
students in the topic

Defining a simple procedure text

Students will construct a clear definition of a simple procedure
text. Inform students they will be learning about a new type of
non-fiction text: simple procedures.
Learning activities:
a. Inform students they will be making a chocolate cake as a
class. Possible questions:
- What do I need to make a cake?
- If I have never baked a cake before, how will I know what I
need or what to add when?
- What does your mother or grandmother use at home?
(encourages use of schema)
- What do recipes look like/what do they consist of?
Use this as a pre-assessment of students prior knowledge.
Give the students a copy of the recipe. Read the recipe to the
class. Possible questions:
- What are some features of the recipe?
- Why it is important to have a title?
- Why do you think a list of ingredients (with specific
quantities) is included?
- Is it important for the steps to be in the correct order? Why?
- Who would use the recipe?
- How is it written/what language is used?
- How is it presented?
Introduce the different stages of a simple procedure. Add any
storm words* to the word wall. Make the cake.
b. Show students the Peppa Pig video on recycling to engage
the students and introduce the topic of recycling. Read the
simple procedure How do we recycle rubbish? to the class.
Discuss:
- The social purpose of the text

- The characteristics of a simple procedure

- The differences between a simple procedure and other
forms of non-fiction texts they are familiar with, for e.g. an
information report
Informal assessment: The teacher observes and records
students knowledge and understanding of simple procedure
5

WRITING PROCESS

text.

PHASES

NON-FICTION TEXT: SIMPLE PROCEDURE

TEXT STRUCTURE

BUILDING
KNOWLEDGE OF
THE FIELD

Understanding the language resources of a simple procedure

Students will analyze how the field, tenor and mode impact the language
system of the text.
Learning activity:
Shared reading
The students will analyze the language resources in How do we recycle
rubbish? Introduce:
- Field-related meanings (Are there action verbs in the text? What kind of
vocabulary is used? How are circumstantial details shown? What are
examples of these?)
- Tenor-related meanings (Are the imperative forms of verbs used? Is the
reader or listener addressed directly or explicitly? How? Is modality used
to soften suggestions or strengthen rules? Are positive or negative words
used to instruct action?)
- Mode-related meanings (Does the text use oral language? Are temporal
connections used to sequence the steps? Are diagrams or photographs
used in the text?)
Informal assessment The teacher uses observation to assess students
understanding about field, tenor and mode and keeps a record of these
observations. The results will be used to guide the guided reading
groupings and selected topics.
Understanding the features of a simple procedure
Students will determine the organizing structures found in simple
procedures.
Learning activities:
a. Pair-share activity.
Using How do we recycle rubbish, ask students to work in pairs and
discuss how information is organized in the text, how the structure
supports the text, and how the readers understanding of the topic may
change if the text was organized differently? Students share this with
another student pair.
b. Matching stages and function.
Students will label stages of the texts and analyze the functions of each
stage. This develops an understanding of how the writer provides
instruction and how the organizing structure supports the topic.
c. Changing the simple procedure text into an information text

WRITING PROCESS

The teacher will rewrite the content of a simple procedure text in the
format of an information report to develop students understanding of the
how the text structure instructs the readers action.

PHASES

NON-FICTION TEXT: SIMPLE PROCEDURE

TEXT STRUCTURE

MODELLING THE
GENRE
Purpose: to develop
students knowledge
and understanding of
how simple procedures
work and the language
used

Crafting an Expository Text

Students will learn and develop an understanding of how to
use appropriate techniques for crafting a simple procedure.
Learning Activities:

a. Linking topic sentences with relevant information

- Students match topic sentences with excerpts of related

information.
- Students write topic sentences suitable for given excerpts
of information.
b. Sequencing sentences within a paragraph/section of text
The teacher will give the students five sentences that they
need to sequence into a paragraph. This activity develops
students ability in sequencing sentences

WRITING PROCESS
Students brainstorm as a group what tasks they
perform at home, in school, at the supermarket etc.
That involve a series of steps (for e.g., brushing
their teeth, tying their shoelaces) and share these
with the class. Write these down on the board, and
talk about the steps involved.
*Informal assessment: The teacher will take note of
and record students demonstration of their
understanding of simple procedures as a text type,
and the features associated with it.

c. Organizing a paragraph/section of text

Students will be given 5 paragraphs to order into a logical

sequence.
JOINT CONSTRUCTION
Purpose: to enable the
students to repackage
the knowledge and
understanding acquired
from the previous two
phases into a written
text

Students will analyze effective strategies for creating titles,

instructions, conclusions (if necessary), and text features that
engage their audience and support the big idea. For each
element, students should consider the following questions:
- In published texts, which introductions, conclusions, titles,
features, etc. are most effective? Why?
- What is the purpose of each element?
- How do authors shape these elements to engage their
audience?

Learning activities:
a. Construct a simple procedure together.
Inform students we will be writing a simple
procedure on how to deconstruct a toy.
Tell students to watch carefully and to make a
mental note of the steps involved and the parts
involved in each step. Deconstruct the toy. Repeat
once (twice if necessary).

Write the simple procedure together as a class,

providing support and scaffolding, and drawing the
students attention to the stages involved. Possible
Learning activities:
questions:
- Analyze the introductions, conclusions and titles in simple
- What might be a good title?
procedure texts previously read and identify included
- What do we do first?
elements.
- What comes next?
- Analyze how authors produce an engaging introduction and - Was there something we did before doing that? Do
- How do authors shape these elements to support the big
idea?

PHASES

NON-FICTION TEXT: SIMPLE PROCEDURE

a clear conclusion.

you remember what that was?

- What other word can we use to start the sentence?
- Is there another word we can use for that step
which may be more appropriate for the target
audience?
Write each step in sequence on a chart in front of
the class as the discussion is happening, the chart
will have a labeled diagram of all the parts of the
toy. The teacher will demonstrate the drafting and
editing processes to help develop students control
over the language being used.

PHASES

NON-FICTION TEXT: SIMPLE PROCEDURE

PHASES

NON-FICTION TEXT: SIMPLE PROCEDURE

TEXT STRUCTURE

INDEPENDENT
CONSTRUCTION
Purpose: to encourage
students to write simple
procedures
independently

WRITING PROCESS
Learning task:
Constructing a simple procedure in the form of a
video
In groups of two, students brainstorm simple
procedures that relate to the main theme (for e.g.
how to plant trees, how to dispose of plastic bottle
caps correctly). For this task, each pair is supposed
to record a short video to demonstrate the simple
procedure. In the video, only one student will
speak, while the other demonstrates the steps
involved. Each group will work with a student from
th9eir buddy class, who will assist them with using
the class iPads for recording/editing the video.
Then the pair-share strategy is used; each student
pair shows their video to another pair.
Students are asked to independently produce a
(written) simple procedure for the procedure they
demonstrated in the video which will be assessed.
This will include drafting, editing, and publishing
the text. The criteria final written piece will be
clearly explained and displayed in the class.
Encourage students to refer to the word wall and to
reflect on the processes used during the first three
stages as well as the understanding they have
acquired about writing simple procedures. Students
may work together to edit each others work.

ADDITIONAL INFORMATION

VOCABULARY

For students who may have difficulties reading or understanding the different features/language
resources used in the specific text types, the guided reading sessions will be planned around and used
to build on and further develop their existing knowledge and understanding.

Action verb
Complication
Field
Genre
Imperative form of
verb

Mini-lessons may also be conducted based on the students performance in the formative assessments
incorporated throughout the implementation of the program. The mini-lessons will based on the
students needs, and may not include all the students in the classroom.
Text participant looking at what they already know and how that informs their understanding
10

Mode
Orientation
Resolution
Tenor

Text user/code breaking students understand that the text serves a purpose/ students must use code breaking strategies to follow the
shared reading session
3

Text analysis students are asked to think critically, by identifying different points of view

Text user the process of comparing to another narrative

11