warwick farm literacy program stage 3 -...

NSW, Department of Education and Training

Warwick Farm Literacy Program Stage 3

The is a modified version of the original Warwick Farm Literacy Program

Lesson 1 –Preparing and Concepts of Print

Outcome

Content

EN3-2A understand, interpret & experiment with the use of imagery in imaginative texts, poetry & songs, eg similes, metaphors, personification & sound devices such as alliterationunderstand that cohesive links can be made in texts by omitting or replacing wordsuse increasingly complex research data from print & digital sources to compose short & sustained textsassess the reliability of resources, including digital resources, when researching topics

EN3-3A understand how texts vary in purpose, structure & topic as well as the degree of formalityappreciate how demanding texts, eg extended novels & informative texts, contain increasing levels of complexity & abstraction to enhance enjoymentrecognise & compare how composers use a range of language features, including connectives, topic sentences & active and passive voice, to achieve their purposesrecognise how grammatical features help to build meaning in texts, including reference links & adverbial & adjectival phrasesrecognise evaluative language, including emotive language & modalityidentify & explain how analytical images like figures, tables, diagrams,maps & graphs contribute to our understanding of verbal information in factual & persuasive textsrecognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-upsexplain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretationsselect, navigate & read texts for a range of purposes, applying appropriate text processing strategies & interpreting structural features, eg table of contents, glossary, chapters, headings & subheadingsnavigate & read texts for specific purposes applying appropriate text processing strategies, eg predicting & confirming, monitoring meaning, skimming & scanninginterpret picture books, comic strips & sequences of digital images which do not contain written textrecognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-upsexplain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations

EN3-5B identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewerinvestigate how the organisation of texts into chapters, headings,subheadings, home pages & sub pages for online texts & according to chronology or topic can be used to predict content & assist navigationanalyse strategies authors use to influence readersdiscuss the conventions of a range of complex texts, eg act & stage directions in plays, literary devices in poems & stories, layout conventions in print & digital textsrecognise the techniques used by writers to position a reader & influence their point of view

EN3-6B understand that language is structured to create meaning according to audience, purpose & contextunderstand that choices in grammar, punctuation & vocabulary contribute to the effectiveness of textsidentify & explain how choices in language, for example modality,emphasis, repetition & metaphor, influence personal response to different textsunderstand the difference between main & subordinate clauses & that acomplex sentence involves at least one subordinate clauseunderstand how noun groups/ phrases & adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or ideaunderstand how ideas can be expanded & sharpened through careful choice of verbs, elaborated tenses & a range of adverb groups/ phrasesshow how ideas & points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective & subjective language, & that these can change according to contextidentify a variety of connectives in texts to indicate time, addinformation, clarify understanding, show cause & effect & indicate condition/concessionunderstand the use of vocabulary to express greater precision of meaning, & know that words can have different meanings in different contextsinvestigate how vocabulary choices, including evaluative language can express shades of meaning, feeling & opinion

EN3-7C recognise & explain creative lang features in imaginative, informative & persuasive texts that contribute to engagement & meaningthink imaginatively when engaging with texts, using predictionidentify, describe, & discuss similarities & differences between texts, including those by the same author or illustrator, & evaluate characteristics that define an author's individual stylecompare how composers & illustrators make stories exciting, moving & absorbing to hold readers' interestexplore & discuss simple appropriation of textsunderstand how authors often innovate on text structures & play with language features to achieve particular aesthetic, humorous & persuasive purposes & effectsidentify the relationship between words, sounds, imagery & language patterns in narratives & poetry such as ballads, limericks & free verse

EN3-8D understand how to move beyond making bare assertions & take account of differing perspectives & points of viewidentify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes & recitationsidentify & describe the representation of people, places & events in film and the mediaexplore, discuss & appreciate connections between Dreaming stories & contemporary Aboriginal & Torres Strait Islander lifediscuss & explore moral, ethical & social dilemmas encountered in textsdiscuss aspects of literature from a range of cultures to explore common experiences & ideas as well as recognising difference

EN3-9E discuss how the reader or viewer can enjoy & discover a wide range of literary experiences through texts

Lesson 1 –Preparing and Concepts of PrintMain IdeaStudents will begin to access the print and digital texts by participating in a variety of pre-reading activities. These activities will stimulate imaginative and creative thoughts and discussion, preparing students for the information, vocabulary, visual, and auditory stimulus that will be found in the text. This will also enable students to develop their background knowledge and vocabulary relevant to the topic.

Preparation/ Resources Print and digital textStimulating questionsQuestion Charts

Lesson Sequence Show the class the text. Discuss how the text might be viewed. Book / Poster

up the correct way, reading right to left, return sweep, turning pages, parts of print and digital texts etc.

Ask the class what they think it might be about ? Ask the student to they see any text or symbols they might know ? Ask the students :

What do we already know ? What would you like to know? What words do you think we will see / hear in the text ?

Read / Listen / Show the text to the students. Is this an Imaginative text/ Persuasive text or an Informative Text. Discuss / recognise the key differences between imaginative and informative texts. What is the purpose of this text ? Who is it written for (Audience) ? How do you know ?

Re read it explicitly noting appropriate reading behaviours and explicitly teaching reading strategies.

Discuss the Grammar / Vocabulary/ Punctuation focus – find it in the text Discuss with student beginning / middle/ end of the story Discuss how the different parts of the print and digital text ( Multi Model) impact of the meaning

of the text. Explicitly discuss the Visual Literacy features of the text and how they impact the reader.

Alternative Activities

Mind maps instead of charts Drawings of predictions Use of colours Simple words Use only some of the charts Use of ‘What’s in my head’ poster Use of graphics to prompt discussion Reference to plans and posters of text types

Deep Knowledge Deep Understanding Problematic Knowledge

Higher-Order Thinking Metalanguage Substantive

CommunicationExplicit Quality

Criteria Engagement High Expectations Social Support Students’ self-regulation Student Direction

Background Knowledge Cultural Knowledge Knowledge

Integration Inclusivity Connectedness Narrative

Lesson 2 – The Key Ideas

Outcome Content

EN3-2A identify & explore underlying themes & central storylines in imaginative texts

explore & analyse the effectiveness of informative & persuasive devicesin textsinvestigate how complex sentences can be used in a variety of ways to elaborate, extend & explain ideas

EN3-3A analyse how text structures &language features work together to meet the purpose of a text

understand that the starting point of a sentence gives prominence to the message in the text & allows for prediction of how the text will unfoldsummarise a text & evaluate the intended message or theme

recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-upsexplain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretationsselect, navigate & read texts for a range of purposes, applying appropriate text processing strategies & interpreting structural features, eg table of contents, glossary, chapters, headings & subheadingsnavigate & read texts for specific purposes applying appropriate textprocessing strategies, eg predicting & confirming, monitoring meaning, skimming & scanninginterpret picture books, comic strips & sequences of digital images which do not contain written text

EN3-5B discuss the conventions of a range of complex texts, eg act & stage directions in plays, literary devices in poems & stories, layout conventions in print & digital textsidentify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewerdiscuss how the intended audience, structure & context of an extendedrange of texts influence responses to textsidentify & explain characteristic text structures & language features used in imaginative, informative & persuasive texts to meet the purpose of the text

EN3-6B understand that choices in grammar, punctuation & vocabulary contributeto the effectiveness of textsidentify & explain how choices in language, for example modality,emphasis, repetition & metaphor, influence personal response to different textsunderstand the difference between main & subordinate clauses & that acomplex sentence involves at least one subordinate clauseunderstand how noun groups/ phrases & adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or ideaunderstand how ideas can be expanded & sharpened through careful choice of verbs, elaborated tenses & a range of adverb groups/ phrasesshow how ideas & points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective & subjective language, & that these can change according to contextidentify a variety of connectives in texts to indicate time, addinformation, clarify understanding, show cause & effect & indicate condition/concessionunderstand the use of vocabulary to express greater precision of meaning, & know that words canhave different meanings in different contextsinvestigate how vocabulary choices, including evaluative language can express shades of meaning, feeling & opinion

EN3-7C identify the relationship between words, sounds, imagery & language patterns in narratives & poetry such as ballads, limericks & free verserecognise & explain creative lang features in imaginative, informative & persuasive texts that contribute toengagement & meaning

EN3-8D identify aspects of literary texts that convey details or information about particular social, cultural & historical contextsrecognise how the use of language & visual features can depict culturalassumptions in texts

EN3-9E discuss how the reader or viewer can enjoy & discover a wide range of literary experiences through texts

Lesson 2 – The Key Ideas

Main IdeaStudents will extend their vocabulary needed to interact in understand the text as well as select the key ideas and information found in the text.Preparation/ Resources“Reading the Text “ chartKey Ideas Chart

Lesson Sequence Read / Show / Listen to the print or digital text. Review the previous lesson, with particular focus on the text type and the

beginning / Middle / End of the text. Ask the students:

Who is in the text ? What happened? When was this set ? Where was it set? Is the text fact or is it opinion ( Where appropriate)

Is this text similar to anything else we have read or seen ? Add to the word wall from yesterday on new words they have seen or heard.

Discuss the meaning of theses word. Can they mean different thing? Explicitly look at work families which may be present.

Discuss how ideas are arrange in paragraphs Discuss how language is used to describe settings in texts, & explore how the

settings shape the events & influence the mood of the narrative Identify and discuss features of online texts that enhance readability

including text, navigation, links, graphics & layout Discuss the grammatical features of the text and explicitly show where they

are and how they impact the reader Complete the Key Ideas Poster – Explicitly teaching that sentences are key

units for expressing ideas. What key ideas can be seen throughout the text ?

Alternative Activities Teacher reads the text instead of students Use of a who, when, where chart Use the highlighter tool Mind map Acting/ Drama to depict the main idea Story maps Use of diagrams instead of words

Focus on lead sentence of each paragraph







Lesson 3 – Understanding

Outcome Content

EN3-2A understand & appreciate the way texts are shaped through exploring a range of language forms & features & ideasidentify & explore underlying themes & central storylines in imaginative texts

explore & analyse the effectiveness of informative & persuasive devices in texts

understand & appreciate the way texts are shaped through exploring a range of language forms & features & ideaspresent a point of view about particular literary texts using appropriate metalanguage, reflecting on the viewpoints of othersuse increasingly complex research data from print & digital sources to compose short & sustained texts

understand that cohesive links can be made in texts by omitting or replacing words

EN3-3A identify the impact of first-person & third-person narration on the reader/viewer

use comprehension strategies to interpret & analyse information & ideas, comparing content from a variety of textual sources including media & digital textsanalyse how text structures &language features work together to meet the purpose of a text

understand that the starting point of a sentence gives prominence to the message in the text & allows for prediction of how the text will unfoldsummarise a text & evaluate the intended message or theme

analyse & evaluate the way that inference is used in a text to build understanding in imaginative, informative & persuasive textsidentify the impact of first-person & third-person narration on the reader/viewer

analyse & evaluate the way that inference is used in a text to build understanding in imaginative, informative & persuasive textscompare texts including media texts that represent ideas & events in different ways, explaining the effects of the different approachesinterpret picture books, comic strips & sequences of digital images which do not contain written text

recognise & compare how composers use a range of language features, including connectives, topicsentences & active and passive voice, to achieve their purposes

EN3-5B understand the uses of objective & subjective language & bias

EN3-7C interpret events, situations & characters in texts

think critically about aspects of texts such as ideas and events

analyse & evaluate similarities & differences in texts on similar topics, themes or plots

interpret a range of texts, eg through role-play or drama, for pleasure & enjoyment, & express an analytical conclusion about those texts

EN3-8D recognise how the use of language & visual features can depict cultural assumptions in texts

recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations & responsesconsider how texts about local events & issues in the media are presented to engage the reader or viewerclarify understanding of content as it unfolds in formal & informal situations, connecting ideas to students' own experiences & present & justify a point of viewidentify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes & recitationsunderstand how to move beyond making bare assertions & take account of differing perspectives & points of view

EN3-9E formulate questions for specific purposes, eg to clarify & reflect

Lesson 3 – Understanding

Main Idea

Students will maximise their understanding of a text by gaining a deep understanding of the text through various mode of deconstruction and questioning.

Preparation/ Resources Here, Hidden Head charts

Lesson Sequence Explain to students that during today’s lesson we will be maximising their

understanding of the text. Re read / view the print or digital text. Use one or more of the ideas below to allow student to explore and

demonstrate their understanding of the text.

Formulate Head / Hidden / Head questions Formulate questions for collaborative discussion based on the Super Six Deconstruct a sentence to grammar / vocabulary and meaning. Have

student do a cut and paste activity Retell the story with a focus on the Main Idea Create Visuals that reflect character, setting and events Sequencing of the story. Retell the text through performance, use of illustrations and images. Cloze passage Formulate questions from Blooms Taxonomy Have students create a review or video blog about the text. Hot Seat Use DeBono’s Thinking hats to stimulate collaborative discussion Re-write as a diagram / carton/ picture Adapt for a different audience and purpose.







Lesson 4 – Responding Reflecting and Evaluating Outcome

Content

EN3-3A recognise how aspects of personal perspective influence responses to textdiscuss aspects of literature that influence personal choice in readingrecognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-upsexplain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretationsrecognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-upsexplain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretationsexplain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations

EN3-5B recognise the techniques used by writers to position a reader & influence their point of viewanalyse strategies authors use to influence readers

EN3-6B show how ideas & points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective & subjective language, & that these can change according to contextidentify a variety of connectives in texts to indicate time, addinformation, clarify understanding, show cause & effect & indicate condition/concessioninvestigate how vocabulary choices, including evaluative language can express shades of meaning, feeling & opinion

EN3-7C think critically about aspects of texts such as ideas and eventsanalyse & evaluate similarities & differences in texts on similar topics, themes or plotsexplain own preferences for a particular interpretation of a text, referring to text details & own knowledge & experienceidentify the relationship between words, sounds, imagery & language patterns in narratives & poetry such as ballads, limericks & free versecompare how composers & illustrators make stories exciting, moving & absorbing to hold readers' interest

EN3-8D make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social & cultural contextsrespond to short films, documentaries & multimedia texts that express familiar & new aspects of the broader worldexplore, discuss & appreciate connections between Dreaming stories & contemporary Aboriginal & Torres Strait Islander lifediscuss aspects of literature from a range of cultures to explore common experiences & ideas as well as recognising differenceunderstand how to move beyond making bare assertions & take account of differing perspectives & points of view

EN3-9E reflect on own learning achievements against specific criteriarecognise that there is a language for discussing learning experiences

Lesson 4 – Responding, Reflecting and Evaluating

Main Idea

Students will demonstrate their understanding of the text, by responding to the text, reflecting, comparing and evaluation the text.

Preparation/ Resources

Lesson Sequence Review the purpose of the print or digital text and the text type. Reread the text and develop a structured overview as you go.

Tell me about our text ? ( Record as a class/ in small groups or independently on a mind map or similar device)

Have student identify other similar texts What were the important features of the text and how did they make

an impact on the reader ? Is this text similar to something you know / do ? How ? How is the language / words used in the text different to what you use

at home or school ? What different points of view seen in the text ?

Discuss if the students enjoyed the text. Why or why not ? What was hard understand in the text ?

Discuss the nature & effects of some language devices used to enhance meaning & shape the reader's reaction, including rhythm & onomatopoeia in poetry & prose








Lesson 5 –Deconstruct and Plan To Write

Outcome ContentEN3-2A experiment & use aspects of composing that enhance learning & enjoyment

understand & use the key elements of planning, composing, reviewing &publishing in order to meet the increasing demands of topic, audience & languageplan, draft & publish imaginative, informative & persuasive texts,choosing & experimenting with text structures, language features, images& digital resources appropriate to purpose & audiencecompose imaginative & informative texts that show evidence of developed ideascompose texts that include sustained & effective use of persuasive devices,eg texts dealing with environmental issuescreate literary texts that experiment with structures, ideas & stylisticfeatures of selected authorsexperiment with text structures & language features & their effects increating literary texts, eg, usingcompose increasingly complex print, visual, multimodal & digital texts,experimenting with language, design, layout & graphicsuse a range of software, including word processing programs, learningnew functions as required to create texts

EN3-3A understand, interpret & experiment with sound devices & imagery,including simile, metaphor & personification, in narratives, shape poetry, songs, anthems & odes

EN3-5B identify & discuss how own texts have been structured to achieve their purpose & discuss ways of using conventions of language to shape readers' & viewers' understanding of textscompose more complex texts using a variety of forms appropriate to purpose & audienceidentify & use a variety of strategies to present information & opinionsacross a range of textsconsider & develop sustained arguments & discussions supported by evidence

EN3-6B experiment using a range of language features, eg connectives, topic sentences, active & passive voice & nominalisationuse complex punctuation to engage the reader & achieve purposeselect some more challenging language features, literary devices(eg irony, humour) & grammatical features (eg modality) to engage & influence an audienceexperiment with different types of sentences, eg short sentences tobuild tension & complex sentences to add detailuse topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written textsselect appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing textsuse grammatical features, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing texts

EN3-7C create literary texts that adapt or combine aspects of texts students have experienced in innovative waysadapt aspects of print or media texts to create new texts by thinking creatively & imaginatively about character, setting, narrative voice, dialogue & eventsexperiment with others' imaginative texts by changing aspects such asplace, characters, rhythm, mood, sound effects & dialogue

EN3-8D compose a variety of texts, eg poetry that reflect their understanding ofthe world around them

Lesson 5 –Deconstruct and Plan to Write

Main IdeaStudents will review the deconstruction of the Modelled Reading text/s and the structured overview in order to jointly plan for writing.

Preparation/ ResourcesAll Modelled Reading charts used in the deconstructionStructured OverviewsPlanning for writing sheetA wider variety of plans are available in a labelled folder in the photocopying room.

Lesson Sequence Re read / view the print or digital text. Explicitly teach and discuss :

Text Type / Written Form, discussing the differnces Audience Purpose Main Idea Character Setting Title Illustrator Author Grammatical features ( If appropriate) Moral

Use a planning sheet, and as a class, develop a class plan for jointly constructing a print or digital text. Continually refer back to text structure and specific features of the text e.g. verbs, technical vocabulary, etc.

Focus on the POWER process – Plan, Organise, Write, Edit, Rewrite


Peer AssessmentSelf Assessment







Lesson 6 - Writing Together


understand & use the key elements of planning, composing, reviewing &publishing in order to meet the increasing demands of topic, audience & languageplan, draft & publish imaginative, informative & persuasive texts, choosing & experimenting with text structures, language features, images & digital resources appropriate to purpose & audiencecompose imaginative & informative texts that show evidence of developed ideascompose texts that include sustained & effective use of persuasive devices,eg texts dealing with environmental issuescreate literary texts that experiment with structures, ideas & stylistic features of selected authorsexperiment with text structures & language features & their effects increating literary texts, eg, usingcompose increasingly complex print, visual, multimodal & digital texts,experimenting with language, design, layout & graphicsuse a range of software, including word processing programs, learningnew functions as required to create textsunderstand, interpret & experiment with the use of imagery in imaginative texts, poetry & songs, eg similes, metaphors, personification & sound devices such as alliteration



EN3-6B experiment using a range of language features, eg connectives, topic sentences, active & passive voice & nominalisationuse complex punctuation to engage the reader & achieve purposeselect some more challenging language features, literary devices (eg irony, humour) & grammatical features (eg modality) to engage & influence an audienceexperiment with different types of sentences, eg short sentences tobuild tension & complex sentences to add detailuse topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written textsselect appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing textsuse grammatical features, eg pronouns, conjunctions &connectives, to accurately link ideas & information to ensure meaning when composing texts

EN3-7C create literary texts that adapt or combine aspects of texts students have experienced in innovative waysadapt aspects of print or media texts to create new texts by thinking creatively & imaginatively about character, setting, narrative voice, dialogue & eventsexperiment with others' imaginative texts by changing aspects such as place, characters, rhythm, mood, sound effects & dialogue


Lesson 6 - Writing Together

Main IdeaAs a whole class, the students will participate in the joint construction of a specific text type.

Preparation/ Resources

Planning for writing sheetModelled writing pad/ computer/ IWBEditing chart

Lesson Sequence Use this opportunity to experiment with basic visual, multimodal and

digital processes to express simple ideas. Using the class plan, all students participate in a joint construction of the

text. Specific focus needs to be on : Text Type / Written Form / Structure Audience Purpose Main Idea Character Setting Grammatical features ( If appropriate)

As each point is used from the plan, tick it off so that students can see how the plan is used and ensure all points are included in the Joint Construction.

Discuss how to construct words, sentences, language features and pictures to enhance the text.

If time permits, use the editing chart to edit the text as a class. This is an excellent opportunity to model to students the editing process, so that they have the skills to edit their own writing independently.








Lesson 7 – Ready to Write Outcome ContentEN3-2A experiment & use aspects of composing that enhance learning & enjoyment

understand & use the key elements of planning, composing, reviewing &publishing in order to meet the increasing demands of topic, audience & languageplan, draft & publish imaginative, informative & persuasive texts,choosing & experimenting with text structures, language features, images& digital resources appropriate to purpose & audiencecompose imaginative & informative texts that show evidence of developed ideascompose texts that include sustained & effective use of persuasive devices,eg texts dealing with environmental issuescreate literary texts that experiment with structures, ideas & stylisticfeatures of selected authorsexperiment with text structures & language features & their effects increating literary texts, eg, usingcompose increasingly complex print, visual, multimodal & digital texts,experimenting with language, design, layout & graphicsuse a range of software, including word processing programs, learningnew functions as required to create textsunderstand, interpret & experiment with the use of imagery in imaginative texts, poetry & songs, eg similes, metaphors, personification & sound devices such as alliteration



EN3-6B experiment using a range of language features, eg connectives, topic sentences, active & passive voice & nominalisationuse complex punctuation to engage the reader & achieve purposeselect some more challenging language features, literary devices(eg irony, humour) & grammatical features (eg modality) to engage & influence an audienceexperiment with different types of sentences, eg short sentences tobuild tension & complex sentences to add detailuse topic sentences & appropriately organise main (independent) &subordinate (dependent) ideas to enhance coherence in written textsselect appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing textsuse grammatical features, eg pronouns, conjunctions &connectives, to accurately link ideas & information to ensure meaning when composing texts



EN3-9E reflect on own learning achievements against specific criteriadevelop criteria for assessing their own & others' presentationscritically reflect on the effectiveness of their own & others' writing, seeking & responding to feedbackidentify selections of own writing that they believe reflect their growth& competence as writerscritically reflect on the effectivenessof their own & others' writing, seeking & responding to feedback

Lesson 7 – Ready to Write

Main IdeaStudents will participate in the completion and editing of the joint construction and will complete an individual plan in preparation for independent writing.

Preparation/ Resources Planning for writing sheetModelled writing pad/ computer/ IWBEditing chartIndividual Planning sheets

Lesson Sequence If needed, complete Joint Construction and editing.

Give students individual planning sheets, as well as a criteria goal sheet and self assessment , which includes their own personal Data Wall goals.

Students independently complete own simple plans. This can be completed through a variety of ways to meet the needs and skill level of the student. For Example drawing, cut and paste activities, simple word answers or collaborative work

NOTEThis provides an excellent opportunity for teachers to withdraw a small group of students to work with while the other students are completing independent plans. The focus could be on a support group or an ‘extension’ group e.g. working with students who are up to writing complex sentences.








Lesson 8 – Going it Alone


understand & use the key elements of planning, composing, reviewing &publishing in order to meet the increasing demands of topic, audience & languageplan, draft & publish imaginative, informative & persuasive texts,choosing & experimenting with text structures, language features, images& digital resources appropriate to purpose & audiencecompose imaginative & informative texts that show evidence of developed ideascompose texts that include sustained & effective use of persuasive devices,eg texts dealing with environmental issuescreate literary texts that experiment with structures, ideas & stylisticfeatures of selected authorsexperiment with text structures & language features & their effects increating literary texts,compose increasingly complex print, visual, multimodal & digital texts, experimenting with language, design, layout & graphicsuse a range of software, including word processing programs, learningnew functions as required to create textsunderstand, interpret & experiment with the use of imagery in imaginative texts, poetry & songs, eg similes, metaphors, personification & sound devices such as alliteration

EN3-3A understand, interpret & experiment with sound devices & imagery, including simile, metaphor & personification, in narratives, shape poetry, songs, anthems & odes


EN3-6B experiment using a range of language features, eg connectives, topic sentences, active & passive voice & nominalisationuse complex punctuation to engage the reader & achieve purposeselect some more challenging language features, literary devices(eg irony, humour) & grammatical features (eg modality) to engage & influence an audienceexperiment with different types of sentences, eg short sentences to build tension & complex sentences to add detailuse topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written textsselect appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing textsuse grammatical features, eg pronouns, conjunctions &connectives, to accurately link ideas & information to ensure meaning when composing texts



Lesson 8 – Going It Alone

Main IdeaStudents will participate in the completion and editing of the joint construction and will complete an individual plan in preparation for independent writing.

Preparation/ ResourcesPlanning for writing sheetModelled writing pad/ computer/ IWBEditing chartIndividual Planning sheets

Lesson Sequence Students review individual plan for writing. Children begin draft of the print or digital text independently. Remind

students to use their plan to guide them and to refer to the joint construction. Ensure that they consistently reviewing their work in intervals to check that it makes sense and to complete any editing.

NOTEThis provides an excellent opportunity for teachers to withdraw a small group of students to work with while the other students are completing independent plans.

This could also be a good time for feedback to the students to see if Data Wall goals are being achieve.Alternative Activities







Lesson 9 Polishing and Refining Outcome ContentEN3-2A experiment & use aspects of composing that enhance learning & enjoyment

understand & use the key elements of planning, composing, reviewing &publishing in order to meet the increasing demands of topic, audience & languageplan, draft & publish imaginative, informative & persuasive texts,choosing & experimenting with text structures, language features, images& digital resources appropriate to purpose & audiencecompose imaginative & informative texts that show evidence of developed ideascompose texts that include sustained & effective use of persuasive devices,eg texts dealing with environmental issuescreate literary texts that experiment with structures, ideas & stylistic features of selected authorsexperiment with text structures & language features & their effects in creating literary texts, eg, usingcompose increasingly complex print, visual, multimodal & digital texts,experimenting with language, design, layout & graphicsuse a range of software, including word processing programs, learningnew functions as required to create textsreread & edit students' own & others' work using agreed criteria & explaining editing choices



EN3-6B experiment using a range of language features, eg connectives, topic sentences, active & passive voice & nominalisationuse complex punctuation to engage the reader & achieve purposeselect some more challenging language features, literary devices(eg irony, humour) & grammatical features (eg modality) to engage & influence an audienceexperiment with different types of sentences, eg short sentences tobuild tension & complex sentences to add detailuse topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written textsselect appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing textsuse grammatical features, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing texts



Lesson 9 Polishing and Refining

Main IdeaStudents will complete their independent writing and will use the editing chart, a peer or peers and the teacher, to polish and refine their draft.

Preparation/ ResourcesWhole class Joint constructionIndividual planning sheetIndependent draftEditing chart

Lesson Sequence Students continue writing their draft text. On completion of writing, students will use the editing chart to polish and

refine their writing.

Note : At this stage, you may use a sample of a student’s independent writing to demonstrate to the whole class or small groups the editing process using the chart.

When students have edited their draft independently they can then work with a peer or peers to edit and discuss their work before conferencing with the teacher.








Lesson 10 Publishing Outcome ContentEN3-2A experiment & use aspects of composing that enhance learning & enjoyment

understand & use the key elements of planning, composing, reviewing &publishing in order to meet the increasing demands of topic, audience & languageplan, draft & publish imaginative, informative & persuasive texts,choosing & experimenting with text structures, language features, images& digital resources appropriate to purpose & audiencecompose imaginative & informative texts that show evidence of developed ideascompose texts that include sustained & effective use of persuasive devices,eg texts dealing with environmental issuescreate literary texts that experiment with structures, ideas & stylistic features of selected authorsexperiment with text structures & language features & their effects increating literary texts,compose increasingly complex print, visual, multimodal & digital texts, experimenting with language, design, layout & graphicsuse a range of software, including word processing programs, learning new functions as required to create textsrecognise & discuss issues related to the responsible use of digital communicationdevelop a handwriting style that is legible, fluent & automatic & varies according to audience & purpose

EN3-3A understand, interpret & experiment with sound devices & imagery, including simile, metaphor & personification, in narratives, shape poetry, songs, anthems & odesexplain & justify the responsible use of digital technologies

EN3-5B identify & discuss how own texts have been structured to achieve their purpose & discuss ways of using conventions of language to shape readers' & viewers' understanding of textscompose more complex texts using a variety of forms appropriate to purpose & audienceidentify & use a variety of strategies to present information & opinions across a range of textsconsider & develop sustained arguments & discussions supported by evidence

EN3-6B experiment using a range of language features, eg connectives, topic sentences, active & passive voice & nominalisationuse complex punctuation to engage the reader & achieve purposeselect some more challenging language features, literary devices (eg irony, humour) & grammatical features (eg modality) to engage & influence an audienceexperiment with different types of sentences, eg short sentences tobuild tension & complex sentences to add detailuse topic sentences & appropriately organise main (independent) & subordinate (dependent) ideas to enhance coherence in written textsselect appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive & colloquial, when composing textsuse grammatical features, eg pronouns, conjunctions & connectives, to accurately link ideas & information to ensure meaning when composing texts


EN3-8D compose a variety of texts, eg poetry that reflect their understanding of the world around them

Lesson 10 Publishing

Main IdeaStudents will complete a self assessment to ensure that they have fulfilled the criteria of the text type and then they will publish their writing by hand or using computer technology.

Preparation/ ResourcesIndependent draftStudent self assessment sheetPublishing sheetComputer

Lesson Sequence Jointly complete a self assessment and criteria mark their draft to ensure

they have included all components necessary for their text type and give feedback on their Data Wall goals.

Have students share their writing with peers from their class / other classes and with members of the school.

Students publish their work. This can be done through a variety of print and digital forms.

Alternative ActivitiesPublishing work can be in a variety of ways. This may include, handwriting, posters, digital media, videos etc.







warwick farm literacy program stage 3 -...

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