EXPERIENCING
KNOWN
Drawing on learner prior knowledge and
experience, personal interests, life worlds, the
everyday and the familiar, making connections to
self and to other texts and establishing baseline
knowledge.
 Class discussion/ predictions – front cover.
 Class/ partner discussion – how have
familes changed over time? (SPEAKING/
LISTENING)
 Discussion of emotions/meanings drawn
from images/photographs linked to an
inquiry question/big idea.
(VIEWING/SPEAKING)
 Brainstorming text to self, text to text and
text to world connections (READING)
 Word walls/ vocabulary from text
CONCEPTUALISING
NAMING
Using the experiential learning to define and draw Generalising and synthesising concepts by linking Examining the structure of multimodal texts and
out new concepts/ideas/themes/ understandings/
vocabulary, and identifying numeracy and literacy
strategies.
 Build a vocabulary/ word wall
 Define discuss a specific word morphology
and or etymology ie; prefixes and suffixes
used in texts. (WRITING/SPEAKING)
 Naming concepts such as prejiduce and
biased (READING/WRITING)
 Comparing or contrasting
 Recalling and reviewing
 Plot profle
 ‘Y’ chart/ venn diagram
 Create a timeline (as a whole class in the hallway)
NEW
Introducing and familiarising learners with a new
experience by exposing them to texts (real or
virtual), guest speakers, presentations,
excursions, etc and ensuring they can respond in
open-ended ways.
 Text prediction: Read the blurb and view the
cover and back of movie to make informed
judgements of what the movie is about.
Watch the Rabbit Proof Fence.
(READING/VIEWING/WRITING)
 Class reader: Listening to the story ‘Once’
by Morris Glitzman. Exposes students to a
prejudiced time in history. (LISTENING)
 Read persuasive texts (READING)
 Reciprocal teaching (predicting,
summarising, clarifying, questioning)
 Read and retell
THEORISING
and drawing them together, exploring them in
more depth, deepening understanding and
practising skills. It may include ‘what if’ scenarios. it for? What does it do? What are the effects?
EXPLICIT TEACHING THROUGH MODELLING, SHARING AND GUIDING
 Investigate what life was like and how the
environment has changed over time (HASS
ACHASSI097)
 Explore word morphology and etymology
through a word journey. Consider how the
word has changed and why. Watch video of
spoken language from these times
(VIEWING/READING)
 Character analysis chart
 meaning and message? (READING/
APPLYING
APPROPRIATELY CREATIVELY
Applying independently what has been taught Doing things in interesting ways by independently
and providing assessment opportunities. It taking knowledge and capabilities from one
involves transformation, reinventing or revoicing setting and adapting them to a different setting.
the world in a new way. It can be creative. Can also include extension of the learning.
 Students to create their own ‘my place’  Write a short story from the perspective of
episode (WRITING/ SPEAKING) the fig tree (WRITING)
 Time capsule – write a paragraph describing  Invent a character. Write and illustrate a
what you think you’ll be doing in ten – twenty story for 2018, 2028, 2038 etc( WRITING).
years’ time (WRITING)  Create a class Claymation/Lego retelling the
 Write a letter, story, newsletter, report, news story from another perspective. Voice overs
report, email, script, poem, biography, of students collaborated text using ICT.
timelines, advertisement, presentation, film (WRITING/SPEAKING)
(WRITING)  Write a persuasive text for or against and
 Make a storyboard/ story chart of a family event or issue from a text. (WRITING)
member (old) – speak to rest of class  Performing a skit/drama of differing
(SPEAKING/ LISTENING) perspectives from a text.
 Create poertry (WRITING) (SPEAKING/LISTENING/VIEWING)
 Create an autobiography on one of the
characters (WRITING)  Create an original or hybrid text
 Create spoken rules to remember spelling
rules.(WRITING/SPEAKING)
 Describe a character/ create a wanted poster (WRITING)
 Produce scripts and props for drama/concert/play (LISTENIING/SPEAKING/WRITING)
 Write a script to enact in a class drama act (WRITING/SPEAKING)
 Create a movie
ANALYSING
FUNCTIONALLY CRITICALLY
Interrogating purpose & audience, & how
linguistic, visual, gestural, audio and spatial multimodal ‘grammatical’ choices position
grammar in context. Examining function: What is audiences. Examining relevance, different
perspectives & individual, social, cultural &
environmental effects. Who gains/loses?
 Discuss challenges and how they were  Character analysis from a text.
resolved (SPEAKING/ LISTENING) (READING/WRITING)
 Examine text structure/language features:  Examine/evaluating author intentions/bias in
letter, story, newsletter, report, news report, texts and explain hidden meanings based on
email, script, poem, biography, context (READING/WRITING)
advertisement, timelines, presentation, film.  Examine/ evaluating film/news multimodal
(VIEWING) choices (VIEWING)
 Analysing text structure and language  Examine /evaluating historical and modern
- Figurative language: how it effects text speeches (SPEAKING/LISTENING)
 Biographical letter – put yourselves in the
WRITING) shoes of one of the characters, or, write a
 letter to your future self (WRITING)
 Performance/Film: critique/evaluating
(VIEWING)