Time

Wednesday
9:30 to 10:30
Narrative
text focus:
Picture book
The colour
of home

Outcomes
/Indicators
EN3-5B - Discusses how
language is used to achieve a
widening range of purposes for
a widening range of audiences
and contexts
EN3-2A - Composes, edits and
presents well-structures and
coherent texts
Indicators
- Learning intention: Use key
information to make
connections, predict ideas and
compare texts
- Extension: Writes a paragraph
that contains a main idea and
elaborates on the main idea
- Speaking and listening
- Understand how texts vary in
purpose, structure and topic as
well as the degree of formality
- Thinking creatively,
imaginatively, interpretively and
critically
Strategy identification key:
- Listening
- Discussion
- Pair share
- Pairs/ Individual respond

Teaching and Learning Experiences

- T to recap on what Ss learned in previous lesson on what they
know about refugees and the characteristics of a refugee.
- T to bring up completed Y chart from previous lesson on
interactive white board to refresh Ss memory, this will also bring
Ss back to their unit of work web page.
- T than have Ss read narrative text as following from interactive
white board (large enough for all Ss to view)
- T to select one S at a time to read one paragraph from the
narrative picture book, Ss are asked to visualise the story while
listening and following on.
- T will ask the following: Before reading: Predict what the text
might be about by looking at the title and front cover page. What
do you think the purpose of the text is? What it would be like to
be a refugee? How would you feel if you were to move away
from your parents or country? How would you feel if you were a
new person in a new country? During reading: What is a Quran
and why did they take it? What is a Hajab and why is it worn?
- Using Think-Pair-Share strategy to come up with one interest,
concern and question about the text read.
- Each pair must fill in three individual response posted notes to
put under the above three headings (interest, concern and
question). Answers/ posted notes will be stuck up on butchers
paper in the class Globalisation display board and also posted on
the unit webpage.
- T to constantly give S feedback while working on task, T to move
around the room and assist Ss who need help
- Differentiation: Core: Write at least two sentences on why
refugees need more support. Advanced: Individual response
from Ss perspective explaining how they would help Hassan
settle into the classroom and feel welcomed in his new school
and country.
- Ss are to complete the following on unit of work webpage.

Assessment
Strategies
Formative
Assessment
- Observe students
feedback to set
discussion
questions.
- Mark students
feedback on
webpage that
shows their
response to the
text and how much
they were able to
remember from
listening during
reading and
discussion.
- T marks Ss
extension
response.

Resources/
Organisation
- Pencils
- posted notes
- The colour of
home
narrative
picture book
- butchers
paper
- Interactive
white board
- IPads, PC