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Year 3, 4, 5.
Picture book narratives are the focus of this program, providing
students of varied age and ability the opportunity to engage in
multimodal text analysis. The text chosen for the independent
construction is inclusive and accessible, ensuring all students may
engage in an authentic exploration of meaning making, developing
skills across the three interrelated strands of language, literature and
literacy stipulated in the Australian English Curriculum (McDonald 2013,
p. 160).
The following program was designed with the understanding that the
students have a foundational knowledge of typical narrative
conventions. In previous programs, students have explored the
functional model of language, with a specific focus on circumstances,
processes and participants. The understanding and application of
these terms will be expanded upon throughout this program, during the
critical analysis of texts.
RATIONALE
CLASS
CONTEXT
THEMES
AUSTRALIAN
CURRICULUM:
ENGLISH
Phase One
Picture book: Water Witcher by Jan Ormerod (contains
teaching opportunities for text structure and conventions of a
narrative)
Series of photographs and pictures surrounding drought and
water conservation
KEY TEXTS
AND/OR TEXT
PRODUCTION
Phase Two:
Picture book: Water Witcher by Jan Ormerod
Teacher will informally construct an example analysis of the
Water Witcher
Phase Three:
Picture book: The Lost Girl by Ambelin Kwaymullina
Students and teacher will informally construct a joint analysis of
The Lost Girl, developing knowledge of key aspects of picture
book narratives (contains detailed illustrations, traditional
conventions, and allows for alternative ending)
Phase Four:
Picture book: Drought by Tricia Oktober
In small groups, students will formally construct an analysis of
Drought, focusing on a key aspect of narratives (Plot structure,
point of view, setting, characterization, description, register)
Analysis will then be orally presented to the class
CONTENT
APPROACHES
TO
ASSESSMENT
PEDAGOGICAL
APPROACHES
READING AND
WRITING
WORKSHOP
OVERVIEW
INDIVIDUAL
AND
INDEPENDENT
OVERVIEW
Modelled Writing
- During Phase Two, the teacher will model and demonstrate
analysis writing, and vocalize the processes (Seely 2014, p.
153).
Modelled Reading
- Mini-lessons with small groups will be conducted
throughout the program, focusing on appropriate topics that
arise from teaching.
Shared Reading
- During Phase One, shared reading will be conducted to
engage students and gather prior knowledge.
- During Phase Two, the same text from Phase One will be
analysed.
- During Phase Three, shared reading will be conducted to
provide students with the opportunity to analyse a text with
the teacher.
Guided reading
- Guided reading will be run concurrently with the program,
with groups separated into reading level abilities.
- Text choice will also focus on narrative to support student
learning throughout the program. A particular focus will be
on the students in level 10 and 14.
Individual reading conferences with students will be conducted with
each student during the independent construction stage to assess
student strengths and also identify areas for further development (Seely
2014, p. 159). The guidelines for responding to students will also be
used as a basis for discussions with students about their progress.
A reading center with revolving texts of different text types, focusing on
the theme of droughts and water sustainability, will be used for
independent reading.
Phase Four:
Independent
Construction