DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan
Name
C2C
Investigating author’s language in a familiar context
English
Year Level
4
Teacher
Unit
2
Class
Duration
5 weeks
Unit Outline
In this unit, students read a narrative and create a new chapter for that narrative to present to their peers.
Curriculum intent:



Content descriptions
Language/Cultural Considerations
Teaching Strategies
Language
Literature
Literacy
Text structure and organisation
Responding to literature
Interpreting, analysing, evaluating
Understand how texts vary in complexity and
technicality depending on the approach to the topic, the
purpose and the intended audience
Use metalanguage to describe the effects of ideas, text
structures and language features of literary texts
Identify characteristic features used in imaginative,
informative and persuasive texts to meet the purpose of
the text
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not be familiar
with the range of types of texts experienced by other
students in the classroom.
Provide models of all types of texts at all times. EAL/D
students in the Beginning phase of English language
learning will require extra scaffolds such as sentence
stems and vocabulary lists.
Understand how texts are made cohesive through the
use of linking devices including pronoun reference and
text connectives
C2C adapted with permission by NT DET © The State of Queensland
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not have built a
metalanguage for talking about texts.
Provide glossaries and annotated examples of work that
make metalinguistic terminology clear.
Examining literature
Discuss how authors and illustrators make stories
exciting, moving and absorbing and hold readers’
interest by using various techniques, for example
character development and plot tension
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not be familiar
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When talking about ‘earlier times’, these may be
unfamiliar to EAL/D students from different cultures.
Bring a variety of texts from earlier times (print, visual
and oral) to the classroom. Encourage family members
to help with this.
Read different types of texts by combining contextual,
semantic, grammatical and phonic knowledge using text
processing strategies, for example monitoring meaning,
cross checking and reviewing
Use comprehension strategies to build literal and
inferred meaning to expand content knowledge,
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Pronoun systems operate differently in different
languages, and sometimes are not used at all to
differentiate gender. EAL/D students in the Beginning
and Emerging phases of English language learning
require specific instruction.
As a before– reading activity, track the nouns and
pronouns in a text by highlighting each in the same
colour (for example ‘Erosion is a problem. It affects ...’).
Students could do similar highlighting of their own or
peers’ written texts
Recognise how quotation marks are used in texts to
signal dialogue, titles and quoted (direct) speech
Expressing and developing ideas
Understand that the meaning of sentences can be
enriched through the use of expanded noun and verb
groups and phrases
The conversion from dialogue to reported speech
requires sophisticated knowledge of the tenses, which
will be challenging for all EAL/D students.
with metalanguage that has been introduced in earlier
years.
integrating and linking ideas and analysing and
evaluating texts
Provide
explanations
and
examples
of
the
metalanguage used in examining literature (for example
characterisation, plot development).
Creating texts
Provide glossaries and classroom– constructed wall
charts to assist EAL/D students.
Creating literature
Create literary texts that
experiences and imagining
explore
students’
own
All students have rich experiences and knowledge that
are valuable resources to be drawn upon to add to the
learning experiences of all students in the classroom.
Plan, draft and publish imaginative informative and
persuasive texts containing key information and
supporting details for a widening range of audiences
demonstrating increasing control over text structures
and language features
Text structures are socially constructed, and so are not
universal. EAL/D students with print literacy in their first
language may have other expectations and experiences
of how a text is structured.
Draw upon the experiences of all students when
modeling possible story starters to the class.
EAL/D students may not have had cumulative exposure
to the Australian Curriculum and may not be familiar
with the range of text types experienced by other
students.
Create literary texts by developing storylines, characters
and settings
Provide text structure frameworks within which to write
specific types of texts.
Use model texts to demonstrate and explain the steps in
a type of text. Engage students in teacher– led joint
construction of new types of texts. EAL/D students in
the Beginning phase of English language learning will
require extra scaffolds such as sentence stems and
vocabulary lists.
In English, tense is marked through the verbs. Not all
languages mark time in this way, nor in the complex
manner of English, which has more than nine tenses.
Show EAL/D students the way in which the tense
changes from dialogue (‘I will go to the park’) to
reported speech (‘He told me he was going to the park’).
Reread and edit for meaning by adding, deleting or
moving words or word groups to improve content and
structure
Provide models and opportunities for oral practice of the
tense changes.
Understand
how
adverb
groups/phrases
and
prepositional phrases work in different ways to provide
circumstantial details about an activity
In order to edit, students need to have the linguistic
resources to identify mistakes. An error is usually
indicative of the student’s position on the EAL/D
learning progression and is reflective of what they have
yet to learn. EAL/D students in the Beginning and
Emerging phases of English language learning are
unlikely to be able to self– correct errors in writing, or
recognise the alternative choices when using a spell
check function.
Adverbial phrases can often be moved in the sentence
to achieve different effects (for example ‘In the deep
blue ocean, a timid dolphin frolicked’ or ‘A timid dolphin
frolicked in the deep blue ocean’).
Supply a scaffolded editing checklist for EAL/D students
(for example underlining a spelling mistake and
indicating which letters are incorrect; underlining a word
in the incorrect tense and indicating which tense was
Use examples from texts, particularly dialogue in
imaginative texts, to teach direct speech.
Investigate how quoted (direct) and reported (indirect)
speech work in different types of text
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Prepositions such as on, up, with are challenging words
in English. They often collocate with other words as part
of phrases (for example ‘on the weekend’, but ‘in the
holidays’; we travel ‘on a bus’, but ‘in a car’).
required).
Write using clearly-formed joined letters, and develop
increased fluency and automaticity
Some EAL/D students may not have experienced a
written script in any language.
Teach EAL/D students the ways in which phrases can
be moved around in sentences for effect and be explicit
about what is possible.
Be aware of the print literacy experiences of EAL/D
students. Family members can provide this information.
Teach prepositions within phrases, keeping words
together to ensure that EAL/D students hear and see
them in context, and provide wall charts of common
examples.
Use a range of software including word processing
programs to construct, edit and publish written text; and
select, edit and place visual, print and audio elements
EAL/D students’ knowledge of ICT may be much less or
much better developed than their peers. Different
languages have different placement of keys on the
keyboard, and so EAL/D students’ ability to word
process may be affected.
Understand how to use strategies for spelling words,
including spelling rules, knowledge of morphemic word
families,
spelling
generalisations,
and
letter
combinations including double letters
Every language produces its own phonemes (sounds).
Some of the phonemes of English will be new for EAL/D
students in the Beginning phase of language learning
and are difficult to distinguish and reproduce (for
example str, thr).
Explicitly teach keyboard skills, including charts that
show upper-case and lower-case matches (as
keyboards are in the upper case).
The vowel sounds in English are particularly nuanced
with 20 different vowel sounds.
Provide multiple strategies for understanding how words
are spelt, not always relying on the sounds as these are
difficult for Beginning English language students (for
example use visual memory especially for irregular
words such as should and words with silent letters).
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General Capabilities and Cross-curriculum priorities
Literacy
Students will have opportunities to:
 comprehend texts through listening and reading
 compose texts through speaking, writing and creating
ICT capability
Students will have opportunities in:
 Creating with ICT
 Managing and operating ICT
Critical and creative thinking
Students will be developing the skills of:
 Inquiring – identifying, exploring and clarifying information
 Analysing, synthesising and evaluating information
 Generating innovative ideas and possibilities
 Reflecting on thinking, actions and processes
Ethical behaviour
Students will:
 reflect on personal ethics in experiences and decision making.
 explore values, rights and ethical principals
Personal and social capability
Students will be developing:
 Self-management
 Self-awareness
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Relevant prior curriculum
Students require prior experience with:
 how language is used in different ways to describe settings in narrative texts
 how settings shape the events and influence the mood of the narrative
 how paragraphs are a key organisational feature of written texts
 use of text processing strategies such as monitoring, predicting, rereading, reading on and self-correcting
 use of comprehension strategies to build literal and inferential understandings and have some experience in evaluating texts drawing on the context, text structures and
language features of texts.
Curriculum working towards
This teaching and learning in this unit works towards the following in Year 5:
 create literary texts that experiment with structures, ideas and stylistic features of selected authors
 create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
 use metalanguage to describe the effects of ideas, text structures and language features on particular audiences.
Eight Learning Management Questions (LMQs)
When planning teachers make critical decisions around the Eight Learning Management Questions.
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Supportive learning environment : Differentiation
LMQ 1, 2 & 3: What do your students already know, do and value? Where do the learners need and want to be? How do the learners best learn?
Consider the individual needs and values of your students including EAL/D, Gifted and Talented and Special Needs, and provide learning experiences that are accessible to
and respectful of the diversity of students’ cultural backgrounds.
Start where students are at, and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning
needs.
The learning experiences within this unit can be differentiated by increasing:
 the frequency of exposure for some students
 the intensity of teaching by adjusting the group size
 the duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
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 student groupings will offer tasks with a range of complexities to cater for individual learning needs
 rotational groupings that allow for more or less scaffolding of student learning.
Feedback to students
LMQ 8 How will I inform learners and others about the learner’s progress?
Establish active feedback partnerships between students, teachers and parents to find out:
 what each student already knows and can do
 how each student is going
 where each student needs to go next.
Ensure feedback is timely, ongoing, instructive and purposeful
Feedback may relate to misunderstandings and common misconceptions. In this unit this may include:
 knowledge of the structure and features of narratives
 identifying structure and features of a narrative
 the use of expanded noun and verb groups to describe characters and settings
 how adverbials and prepositional phrases provide circumstantial details surrounding an activity
 linking and sequencing ideas through text connectives and pronoun references
 using dialogue to tell the story
 punctuating direct speech; quotation marks.
 Use feedback to inform future teaching and learning.
Reflection on the unit
Identify what worked well during and at the end of the unit for future planning.
Reflection may include:
 activities that worked well and why
 activities that could be improved and how
 monitoring and assessment that worked well and why
 monitoring and assessment that could be improved and how
 common student misconceptions that need, or needed, to be clarified
 differentiation and future student learning needs.
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Assessment LMQ 7 - How will I check the learners have made progress?
What do my students understand and can do? How well do they know and do it?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine
strengths and weaknesses in students’ understanding.
Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include
a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more
assessment information.
Observation records
Collect information about students’:
 reading behaviour — based on reading extracts from the book studied in this unit, The Twits by Roald Dahl
 participation in discussions:
 identifying language features in texts and explaining why the author has made language choices
 linking and interpreting ideas and sharing responses with others
 writing behaviour
 understanding of noun and verb groups to describe character.
Peer assessment
Have students undertake peer evaluation of reading responses.
Assessing student learning
Assessment 1 — Reading comprehension: How do authors and illustrators make stories interesting?
Students explain how authors and illustrators use language and illustrations to hold the readers’ interest.
This assessment provides opportunities to gather evidence of student learning in:
Literature
Examining literature
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development
and plot tension
Literacy
Interpreting, analysing, evaluating
 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Assessment 2 — Write a chapter for The Twits
Students plan and create a chapter of The Twits.
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This assessment provides opportunities to gather evidence of student learning in:
Language
Text structure and organisation
 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
 Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech
Expressing and developing ideas
 Understand that the meaning of sentences can be enriched through the use of expanded noun and verb groups and phrases
Literature
Examining literature
 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character
development and plot tension
Creating texts
 Plan, draft and publish imaginative informative and persuasive texts containing key information and supporting details for a widening range of audiences demonstrating
increasing control over text structures and language features
Suggested teaching and learning sequence
Teaching strategies and learning experiences
LMQ 5 and 6 - What will constitute the learning journey and what are the contexts for learning? Who does what?
The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what your students already know and set goals for the next
steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best
and by using a variety of teaching strategies.
A suggested teaching and learning sequence is outlined below. For further information about learning focuses and teaching strategies, refer to the lesson overview and
lesson plans.
Building knowledge of authors’ use of language in narratives
 Reviewing narratives
 Examining language used to develop characters: noun groups
 Examining language used to develop characters: verb groups
 Examining language used to develop characters: speech (direct and indirect)
Identifying how authors use language to develop characters and plot
 Examining language used to develop characters and plot: pronoun references and text connectives
 Examining language used to develop characters and plot: adverbials and prepositional phrases
 Identifying and analysing language used to develop plot
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 Adding language to develop plot tension and characters
Analysing Roald Dahl’s use of language in The Twits
 Sharing revised text of ‘Beard bugs’ - no language features
 Using comprehension strategies to build meaning with peer
 Consolidation
 Responding to a reading comprehension task
Preparing and drafting a new chapter for The Twits
 Understanding unit writing task and examining an exemplar
 Brainstorming ideas for new chapter
 Writing draft of new chapter
 Proofreading and editing draft (peer and independent)
 Consolidation
Publishing a new chapter for The Twits
 Publishing new chapter of The Twits on a blog
 Sharing and commenting on published chapter
Achievement standard
In this unit, monitoring of student learning is working towards the following components of the Achievement standard.
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and
vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for
key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create
texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language
according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work
to improve meaning.
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Lesson overviews
Building knowledge of authors’ use language in narratives
Review narratives (1 of 5)
 Introduce and explain purpose of the unit
Review reading strategies and examine language to
build characters: noun groups (2 of 5)
Examine language used to build characters:
verb groups (3 of 5)
 Share prior knowledge of narratives; digital stories,
fairytales, simple chapter books, novels, rhyming
narratives
 Teacher models reading strategies by reading aloud
first chapter ‘Hairy faces’:
 Continue reading ‘The Twits’ by Roald Dahl
pp.23–35 using reading strategies
o
 Identify language used to construct character in
narratives: focus on verb groups and phrases to
describe characters
 Discuss audience and purpose of narratives
 Discuss prior knowledge of Roald Dahl’s books and
films
 Identify narrative structure of some of Roald Dahl’s
books
 Discuss how Roald Dahl and illustrator, Quentin Blake
make stories exciting, moving and absorbing (e.g.
develop characters, create tension in plot)
 Introduce The Twits; activate prior knowledge of book,
examine cover, blurb, title
 Students write a short narrative of a day in the life of Mr
and Mrs Twit. (Use this as baseline data for students’
narrative writing to compare at end of unit.)
o
o
pre-reading (activating prior knowledge,
predicting the text)
during reading (retrieving information interpreting texts - inferential)
literal,
after reading strategies (reflecting and
personal knowledge)
creating
 Review QAR reading comprehension with students
using poster
 Students independently continue reading pp. 1-8 of
The Twits by Roald Dahl using model above
 Examine noun groups
 Categorise each verb group by type of verb;
mental, verbal, action
 Compare characters in The Twit, Mrs and Mr
Twit, by examining verb groups
Spelling
 Concepts consolidated from Year 3
 Silent beginning consonants – ‘kn’, ‘wr’, ‘gn’ in
more complex words
 Examine the metalanguage of noun groups; premodifier (e.g. article, adjectives) head noun, postmodifier (prepositional phrase or clause)
 Students read pp. 9-22
 Examine noun groups in a section of text; premodifiers/ noun/ post-modifiers which describe Mr Twit
and Mrs Twit
 Examine the language and explain how noun groups
identified build characters
Spelling
 Concepts consolidated from Year 3
 Silent beginning consonants – ‘kn’, ‘wr’, ‘gn’ in more
complex words
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Examine language used to build characters: speech
(direct and indirect) (4 of 5)
 Review direct speech and indirect speech
Refine, review and extend (5 of 5)
 Consolidate knowledge of language features studied;
noun groups, verb groups, direct speech
 Read pp. 36-56 using reading strategies
 Investigate language Roald Dahl used in a section of
text
 Investigate how language features including quoted
(direct) and reported (indirect) speech work to develop
characters and how quotation marks in texts are used
to signal dialogue; a section of text p. 55
 Answer questions with a partner to explain how
authors develop characters through dialogue and
changing relationships with other characters
Spelling
 Concepts consolidated from Year 3
 Silent beginning consonants — ‘kn’, ‘wr’, ‘gn’ in more
complex words
Differentiation LMQ 1, 2 & 3
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Resources – LMQ 4
Building knowledge of authors’ use of language in narratives
Text — Dahl, R 1980, The Twits, Puffin Books, London.
Class set — Dahl, R 1980, The Twits, Puffin Books, London.
Sheet — http://www.qsa.qld.edu.au/ - In search engine type ‘in the book or in your head’, choose ‘Poster - in the book or in your head’
Prepare a copy of page 55 of The Twits for projection
Class set of photocopies of page 55 of The Twits
Helpful information — Booklet — Teaching reading and viewing: comprehension strategies and activities for Years 1–9
Quiz — http://www.primaryresources.co.uk – into search engine type ‘speech marks’, choose ‘speech marks’
http://www.primaryresources.co.uk – into search engine type ‘direct speech – speech marks’, choose ‘direct speech – speech marks, task one, copy these sentences into..’
Website — Speech and speech marks
Spelling
Prepare cards depicting words with the silent beginning consonants kn’, ‘wr’, ‘gn’ missing
Sort 32: Silent beginning consonants kn, wr, gn
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Identifying how authors use language to develop characters and plot
Examine language used to develop characters and
plot; pronoun references and text connectives (1 of
5)
 View a text which has no pronouns or text connectives
and analyse how this text lacks connection
 Read and respond to The Twits (pp. 57–74)
 Analyse the cohesive devices the author uses to
develop characters and plot
 View a section of text and identify all cohesive
words/phrases and analyse what they refer or connect
to and what they add to the text
Examine language used to develop characters and
plot; adverbials and prepositional phrases (2 of 5)
Identify and analyse language used to develop plot
(3 of 5)
 Explain adverbials and prepositional phrases
 Review storyline of The Twits
 Identify adverbials and prepositional phrases in text
 Read and respond to The Twits (p.75 to the end of
book)
 Identify pivotal points in the plot where characters are
faced with choices and commenting on how the
author makes us care about their decisions and
consequences;
 Identify and understand how adverbials/ prepositional
phrases work to provide detail surrounding an activity
or event which add meaning and interest
 Identify and analyse the language used by the author
to develop tension in the plot; The Great glue
painting begins
 Examine a piece of text; identify adverb/ prepositional
phrase and related verb and discuss
 Identify and explain how language choices in a
section of text affect reader in Author language –
Hugtight sticky glue
 Write 2 or 3 adverbials to explain how they add
information to the verb
Spelling
 Concepts consolidated from Year 3
 Concepts consolidated from Year 3
 Ambiguous vowel patterns (diphthongs) ‘oy’, ‘oi’ and
‘ow’, ‘ou’
 Ambiguous vowel patterns (diphthongs) ‘oy’, ‘oi’ and
‘ow’, ‘ou’
Add language to develop plot tension and characters
(4 of 5)
Continue adding language to develop plot tension
and characters (5 of 5)
 Review author’s language choices in a section of text
from The Twits and introduce theme position in
sentences
 Students complete text by adding in language to
develop character and plot
 View a piece of simple text based on the Twits which
has no expanded noun/verb groups, adverbials,
prepositional phrases, pronouns, text connectives
 Model adding in some language to develop characters
and plot tension
Spelling
 Work collaboratively with partner to suggest various
language techniques and features
 Display and discuss some students’ work; language
choices, grammatical choices, etc.
 Students complete text by adding in language to
develop character and plot
Spelling
 Identify words containing the ambiguous vowel
patterns ‘oy’, ‘oi’, and ‘ow’, ‘ou’
 Use visual and phonological knowledge
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Differentiation LMQ 1, 2 & 3
Resources LMQ 4.
Identifying how authors use language to develop characters and plot
Text — Dahl, R 1980, The Twits, Puffin Books, London.
Class set — Dahl, R 1980, The Twits, Puffin Books, London.
Prepare a copy of page 60 of The Twits for projection
Class set of photocopies of text from page 60 of The Twits (starting from ‘Buckets and paint-brushes’ and finishing at the end of the chapter)
Set of coloured highlighter markers
Prepare a display copy for projection of the paragraph contained in the ‘Opening of the lesson’ section
Prepare for projection a copy of the text from the first part of the chapter ‘Hugtight sticky glue’ (from ‘Once a week’ to ‘all the wretched birds that were stuck to the tree.’)
Overhead projector, digital projector and screen or interactive whiteboard
Helpful information — Website — Skillswise: English & maths for adults (search for ‘adverbs’ using the Quick resource finder)
Spelling
Sheet — Dipthongs spelling word list
Select and photocopy a piece of text with words containing ambiguous vowel patterns ‘oy’, ‘oi’, ‘ow’, ‘ou’
Helpful information
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey. P. 340
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Analysing Roald Dahl’s use of language in The Twits
Share ideas to collaboratively revise text of Beard:
no language features (1 of 5)
Use comprehension strategies to build meaning
to text (2 of 5)
 Share in groups, students’ versions of added language
features
 Read and respond to ‘Mr Twit gets a horrid shock’
in The Twits
 Discuss how the added language adds to
meaning/develops plot/provides details of surrounding
circumstances
 Respond in writing with partner to comprehension
activity to chapter
 Create a whole-class version of the text
 language features so far studied; noun groups, verb
groups, direct speech, pronouns, text connectives,
adverbials, prepositional phrases
 Complete table with various responses from
students
 pivotal points in the plot of The Twits
Spelling
Spelling
 Concepts consolidated from Year 3
 Concepts consolidated from Year 3
 Long ‘a’, ‘i’ and ‘o’ vowel patterns in stressed
syllables
 Long ‘a’, ‘i’ and ‘o’ vowel patterns in stressed syllables
Reading comprehension (4 of 5)
Reading comprehension (5 of 5)
 Read the chapter ‘The funny walking stick’ in the book
The Twits
 Read a chapter in the book, The Twits
 Apply reading comprehension strategies to commence
writing answers in Assessment 1 — reading task
Refine, review, extend (3 of 5)
Consolidate knowledge of
 comprehension strategies
 Apply reading comprehension strategies to
complete answers in Assessment 1 —reading task
Spelling
 Concepts consolidated from Year 3
 Long ‘a’, ‘i’ and ‘o’ vowel patterns in stressed syllables
Differentiation LMQ 1, 2 & 3
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Resources LMQ 4.
Analysing Roald Dahl’s use of language in The Twits
Text — Dahl, R 1980, The Twits, Puffin Books, London, England
Class set — Dahl, R 1980, The Twits, Puffin Books, London.
Prepare for projection a copy of the text from the first part of the chapter ‘Hugtight sticky glue’ (from ‘Once a week’ to ‘all the wretched birds that were stuck to the tree.’)
Spelling
Find and prepare
Long ‘a’, ‘i’, ‘o’ spelling word list
Helpful information — Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn,
Pearson, Upper Saddle River, New Jersey. P. 347 (‘a’), p. 348 (‘o’) and p. 349 (‘i’)
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Preparing and drafting a new chapter for The Twits
Understand assessment task and examine exemplar (1
of 5)
Consider ideas for new chapter and begin writing
task (2 of 5)
 Introduce Assessment task 2: Write a chapter for ‘The
Twits’
 Consider ideas for tricks either Mrs or Mr Twit
might play on each other using critical thinking
strategy, BAR, with partner
 Read assessment task and clarify students’
understanding of the task
 Explore the plot of exemplar
Write draft of new chapter (3 of 5)
 Commence writing draft of new chapter
 Peer edit drafts with comments
 Discuss the art work in The Twits
 Read and discuss exemplar of a new chapter
 Plan new chapter using a graphic organiser
 Introduce the concept of art briefs — examine a
modelled art brief for existing art in The Twits
 Revise the structure and language features to be
included and identify these in exemplar
Spelling
Spelling
 Concepts consolidated from Year 3
 Concepts consolidated from Year 3
 Explain art brief
 Long ‘u’ and ‘e’ vowel patterns in stressed syllables
 Long ‘u’ and ‘e’ vowel patterns in stressed syllables
 Introduce marking guide and explain how this will guide
students
Proofread and edit draft (4 of 5)

Examine a peer edit

Edit partner’s draft
Refine, review, extend (5 of 5)
 Use this lesson to allow time for further writing and
refinement of drafts.
 Rewrite based on peer edit feedback
Spelling

Concepts consolidated from Year 3

Long ‘u’ and ‘e’ vowel patterns in stressed syllables
Differentiation LMQ 1, 2 & 3
Resources LMQ 4.
Preparing and drafting a new chapter for The Twits
Text — Dahl, R 1980, The Twits, Puffin Books, London.
Spelling
‘u’, ‘e’ spelling word list
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey. P. 347 (‘a’), p. 348 (‘o’) p. 349 (‘i’), p. 351
C2C adapted with permission by NT DET © The State of Queensland
18 of 20
www.det.nt.gov.au
Publishing a new chapter for The Twits
Publish new chapter of The Twits (1, 2 and 3 of 5)
Share published chapter (4 and 5 of 5)
 Demonstrate use of software; spelling and grammar
checker
 Publish chapter using digital software and upload
text and illustration to a shared online class site
 Edit own draft
 Read peers’ chapters
 Edit partner’s draft
 Reflect on own and peers’ published work
 Demonstrate software for reviewing work
Spelling
 Edit a different partner’s work
 Consolidate and practise language conventions
 Add an art brief or create an illustration for chapter

Spelling
 Consolidate and practise language conventions
Differentiation LMQ 1, 2 & 3
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Resources LMQ 4.
Publishing a new chapter for The Twits
Software — Microsoft Office Word
Access to computers
Digital projector and screen or interactive whiteboard
Set up a shared folder on the school network for student to save their new chapters in
Set up a class blog on wikispace
Prepare a set of blog rules or protocols for the class (e.g. Blogs! Blog rules)
Helpful information — Website — Insert or delete a comment
Spelling
Helpful information
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey. P. 340
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx
http://www.scootle.edu.au/ec/p/home
C2C adapted with permission by NT DET © The State of Queensland
20 of 20
www.det.nt.gov.au