Thursday 21st June: LI: We are learning to use the six step process to create an excellent summary, independently.
SC: I can independently create an excellent summary using the six step process.
Explicit Teaching: Who would like to share their summaries from yesterday? We are going to offer 2 glows and 1 grow for each summary we hear.
Student Learning Task: Today you are going to have a go at creating your own summary. Keep in mind the examples that we just looked at on the board and how to improve your summary, and make sure you refer to our summarising anchor chart and the six step process. Good luck!
Reflection: Is there anyone who is super proud of the summary and who would like to share it with the class? You may need to read your short text first so we know what you are summarising :)
Wednesday 20th June: LI: We are learning to follow the six step process in order to create an excellent summary. SC: I can follow the six step process in order to create an excellent summary.
Explicit Teaching: Who can remember that six steps that we need to remember in order to create an excellent, concise summary? Let’s have a look at our anchor chart again to make sure we didn’t forget any of the steps. The most difficult part of summarising can be finding the main ideas and knowing which are the most important details to include in your summary paragraph, so today I am going to give you the opportunity to talk it out with a partner. You are going to work with your partner to have a look at the text below. Read it carefully, and annotate the text by underlining the main ideas and supporting details while reading it for a second time.
You are then going to follow the six step summarising process, just like we did yesterday to try to come up with the best summary possible, including only the main ideas and the most important details. Don’t forget Step 3 - COMBINING any main ideas that you can to shorten your summary. Also don’t forget Step 4 - your summary must include the main ideas in the order that they happened! Also….don’t forget to use connective words to make your summary flow, such as ‘but’, ‘so’, ‘then’. Good luck!! Student Learning Task: Read Torches Skyward once by yourself. Then read it again with your partner, underline that main ideas and supporting details. Next, follow the six step process and come up with a great summary with your partner. Both members of your team will need to write the summary in their English books.
You need to hand me your books with your summary at the end of the lesson today. :) Reflection: Reflection circle using these reflection pictures How are you feeling about your summarising skills?
Tuesday 19th June: LI: We are learning the six process to complete a concise summary of a text. SC: I can name the six step process to complete a concise summary of a text.
This week we are going to be focussing on how to create a concise summary. Would anyone like to have a go at giving us a definition of the word ‘summary’?
A summary is: A shortened version of something that includes only the most important details.
We are going to have a look at a six step process that will help us to remember how to create a summary that only includes the most important details, but still demonstrates a good understanding of the text.
Student Learning Task: We are going to read a book together ‘Horrible Harriet’ by Leigh Hobbs. After this we are going to see if we can follow the six steps TOGETHER to come up with a really good summary that includes only the main ideas and most important details.
Reflection: Who can remember the six steps that lead to a concise summary? You are going to write them down in your English book so that you can refer to them again tomorrow.
Thursday 7th June: LI: We are learning about the difference between summarising, paraphrasing and quoting. SC: I can explain the differences between summarising, paraphrasing and quoting.
Continue or begin to create your own version of the anchor chart above. It needs to outline the definition of the three skills: Summarising, Paraphrasing and Quoting. You must include a non-linguistic representation of the skill as well as words.
We will be doing a gallery walk tomorrow and voting on which anchor chart to enlarge and laminate to display in the classroom. Today is your last session, so it must be finished! Make sure it is colourful and visually appealing! :)
Tuesday 5th June: LI: We are learning about the difference between summarising, paraphrasing and quoting. SC: I can explain the differences between summarising, paraphrasing and quoting.
Today we are going to look at three different strategies that will come in very handy for your Discovery project, as well as your high school and university careers! SUMMARISING PARAPHRASING QUOTING Let’s go through the anchor chart (below) together.
We are going to read an information text together, and then I am going to ask you to help me paraphrase, summarise and quote from the text as a class.
Student Learning Task: Have a go! Rule your page into three, and write a short paragraph in each column, one that summarises, one that paraphrases, and one that directly quotes from the text.
Finished? Create your own anchor chart that outlines the definition of the three skills Summarising, Paraphrasing and Quoting. You must include a non-linguistic representation of the skill as well as words.
We will be doing a gallery walk tomorrow and voting on which anchor chart to enlarge and laminate to display in the classroom. Today is your last session, so it must be finished! Make sure it is colourful and visually appealing! :)
Week 7
Lesson 1: LI: We are learning about Reconciliation Week. We are learning to research the elements that make up the 2018 Reconciliation Week poster and summarise the information. SC: I can summarise my research on Reconciliation Week 2018.
Explicit teaching: What is Reconciliation Week? Why is the beginning date (27th May) and the end date (3rd June) of Reconciliation Week significant? The dates commemorate two significant milestones in the reconciliation journey—the anniversaries of the successful 1967 referendum and the High Court Mabo decision. BTN - 1967 Referendum High Court Mabo decision overview
Does anybody know the theme for Reconciliation Week this year? Watch the following snippet outlining this year’s theme as a class: Intro to this year's theme Let’s have a look at this years poster and talk about the different images you see:
Student Learning Task: Please take a copy of the poster Reconciliation 2018 poster and paste it in the centre of a double page spread in your English book. Click on this link: Reconciliation Week 2018 Scroll down to the heading ‘Learn. Share. Grow’. Under this heading you will find an explanation for each of the pictures on the poster. You are going to take notes on each of the pictures by circling them on your poster, naming them, and then providing a summary on each of them using the information and links provided. Reflection: Pair and share: What did you find interesting? Name two new things you learnt today. Report back to class, I will select people randomly.
Week 6
Lesson 1: LI: We are learning to use our inferring skills to gain the author’s hidden message. SC: I can use my inferring skills to figure out the author’s hidden message.
EXPERIENCES OF A MIGRANT Explicit Teaching: We will read the book ‘The Arrival’ by Shaun Tan as a class. This book has no words, but we need to look very closely at the pictures using connections and our inferring skills to find the author’s hidden message on each page. Student Learning Task: Partners/Groups: Tahlia & Nakita & Em. F Em. B, Jayda & Jade Daniel & Josh Connor & Owen Jess & Erika Kya & Jarvis Paddy & Logan & Cam Matilda & Sarah Jack, James & Aiden Here is the link that you can use when you are referring back to the text during the student learning task: The Arrival by Shaun Tan Part 1: Revisit pages 1 to 5 of Part III and answer the following questions:
What new tasks does the man undertake?
What challenges does he experience as he undertakes these tasks?
Part 2: Interpret and describe the illustrations from pages 6 to 10 of Part III, where the main character meets a woman on the boat/ferry. Discuss the events depicted on these pages, including the use of ‘flashbacks’ in time to show the past experiences of the woman in these scenes Discuss why the author chooses to use ‘flashbacks’ to explore the past experiences of the woman .
Part 3: Review pages 12 to 17, where the main character meets a man and his son. Describe:
How the man and his son assist the main character
What experiences they share during this series of events
The recount of past events through ‘flashbacks’ in time.
Reflection: Class discussion: What is the author’s message in the book? What type of structure and features has the author used to create a particular mood and emotion from the reader?
Week 3 Close Reading
When your group is not working with Mr Blain, you need to access these texts and have a go at the questions with each text.
Make sure you write the question number and also write in full sentences so that the reader can understand what question you have answered, without reading the actual question.
Lesson 3: LI: We are learning to do a Close Read of an unfamiliar text. SC: I can perform a Hot Read on an unfamiliar text. I can make inferences, highlighting the evidence in the text, make connections to the story and make notes on the mood the author created using the language the author used.
Explicit Teaching: The Hot Read is when we look beyond the text, again using the skills we learnt last term. During the hot read we look at:
Character & Story Inferences (make considered inferences about character traits and motivations, their personality and why they are behaving the way the do in the story) this is where we get to put our detective hat on again.
Connections to the story (text to text, text to self, text to world connections that enable you to have a deeper understanding of the text).
The mood the author created in the book and how they did this (analysing the language the author used in the book, for example emotive language may make you feel a certain way about a particular character).
Student Learning Task: Once again, you are going to work independently to do your final read. Once you have read the text, you will create the heading Hot Read, then create a sub-heading ‘character and story inferences’. Think about the inferences you are making while reading the text, underline the evidence in the text and then draw an arrow and write the inference you have made. Next, make another sub-heading ‘connections to the story’. Think about the connections you have to the text when reading it (text to text, text to self, text to world) and then write them underneath. Finally create another sub-heading ‘mood the author created’ and look at the types of language the author has used, and the mood they have created when you read the text. Reflection: Class discussion
Lesson 2: LI: We are learning to do a Close Read of an unfamiliar text. SC: I can perform a Warm Read on an unfamiliar text. I can make notes on the structure and features of a text, the author’s purpose, and use context clues to work out the meaning of unfamiliar words.
Today you are going to work independently to complete a WARM READ on the text Kaiya goes hunting . Remember the Warm Read is when you start to use all of your fantastic reading skills and strategies. During a Warm Read, you make notes on
The structure and features of the text (eg. narrative / persuasive / informative / memoir)
Determine theAuthor’s Purpose (what was the point of the story? / what message was the Author trying to get across?)
Highlight unfamiliar or difficult words, and use Context Clues to determine the meaning of the unknown vocab. You can highlight the words as you go, and then record them at the end before revisiting the text, looking at the context or sentence the word is in and then work out what the word might mean.
Student Learning Task: Similar to yesterday, you are going to read the text a second time independently. However, this time while you are reading, you are going to highlight the unfamiliar words in the text (you will come back to these later). Once you have read the text you will make a new heading underneath the Cold Read from yesterday that says Warm Read. Do each step of the warm read one by one, first of all thinking about the structure and features of the text - what type of text do you think this is? Once you have done this, make sure you write your thoughts down under the subheading ‘structure and features’. Next, do the same thing with the ‘author’s purpose’. Finally, you are going to revisit the unfamiliar words that you highlighted while reading the text. You are going to use context clues to come up with a definition for your tricky words. Again, use the anchor chart from our Close Read on The Train Station to work through the Warm Read today. Reflection: We will have a class discussion about your Warm Read today, there will be no hands up during sharing time today though, so please make sure you put your best effort in, as you may be asked to share with the class.
Lesson 1: LI: We are learning to undertake a Close Read of an unfamiliar text. SC: I can perform a Cold Read on an unfamiliar text. I can recall the main ideas of an unfamiliar text.
Explicit Teaching: This week we are following the same process as the last two weeks. Some students will work individually and another group will work with Mr. Blain.
Today you are going to be doing a Cold Read on the text: Kaiya goes hunting. Remember:
The Cold Read is the first time we read a text and we read for enjoyment and to get the general ‘gist’ of the text determine the main events or key ideas in the text.
Student Learning Task: First, read through the text in your head. You will get a copy of the text so that you can paste it into the middle of a double page spread in your English book. Once you have read the text for the first time, think about the general gist of the story is, and record the main events or key ideas of the text at the top left hand page under the heading Cold Read. Be sure to refer to last week’s anchor chart if you get stuck.
Reflection: Think pair share about the general ‘gist’ and main ideas of the text with a clock partner.
Week 2 Close Reading
Cold Read
LI: We are learning about the three step process to Close Reading, and undertaking a Cold Read on the chosen text. SC: I can recall the three steps to a Close Read. I can undertake a Cold Read on a chosen text and record the key ideas after reading.
Last week with Mr Blain you completed a close read of the text 'The Train Station' altogether. Today we are going to begin the close reading process with a 'cold read' of the text 'Through The Break'. This week will be with an allocated partner. Explicit Teaching: This week we are going to be doing another Close Read. Who can name each process and talk about what we do during each step?
Today you are going to be doing a Cold Read on the text: Through the Break Remember: The Cold Read is the first time we read a text and we read for enjoyment and to get the general ‘gist’ of the text determine the main events or key ideas in the text. Student Learning Task: You are going to be placed into partners to complete the Cold Read. First, read through the text together, you may wish to read aloud with your partner, or read in your heads - it’s up to you. You will each get a copy of the text so that you can paste it into the middle of a double page spread in your English book. Once you have read the text for the first time, you will talk with your partner about why you think the general gist of the story is, and record the main events or key ideas of the text at the top left hand page under the heading Cold Read. Make sure you talk it through with your partner before writing in your book. Be sure to refer to last week’s anchor chart if you get stuck. Partners/Groups: Em. B, Tahlia & Erika Matilda & Jade Sarah, Ailin & Em. F Jayda, Jess & Nakita James & Daniel Josh, Logan & Cam Aiden, Jack & Connor Jarvis & Kya Owen & Paddy
Reflection: You are going to pair up with another partner and compare what you came up with your Cold Read today.
Warm Read
LI: We are learning how to complete a Warm Read of a text, commenting on the structure and features, Author’s purpose as well as using context cues to figure out the meaning if unfamiliar words. SC: I can complete a Warm Read of a text by commenting on the structure and features of the text, the Author’s purpose and use context clues to figure out the meaning of unknown words.
Explicit Teaching: Today you are going to work with your partner again to complete a WARM READ on the text Through The Break . Remember the Warm Read is when you start to use all of your fantastic reading skills and strategies. During a Warm Read, you make notes on
The structure and features of the text (eg. narrative / persuasive / informative / memoir)
Determine theAuthor’s Purpose (what was the point of the story? / what message was the Author trying to get across?)
Highlight unfamiliar or difficult words, and use Context Clues to determine the meaning of the unknown vocab. You can highlight the words as you go, and then record them at the end before revisiting the text, looking at the context or sentence the word is in and then work out what the word might mean.
Student Learning Task: Similar to yesterday, you are going to read the text a second time with your close reading partner. However, this time while you are reading, you are going to highlight the unfamiliar words in the text (you will come back to these later).
Once you have read the text you will make a new heading underneath the Cold Read from yesterday that says Warm Read.
Do each step of the warm read one by one, first of all talking with your partner about the structure and features of the text - what type of text do you think this is? Once you have discussed this with your partner, make sure you write your thoughts down under the subheading ‘structure and features’.
Next, do the same thing with the ‘author’s purpose’.
Finally, you are going to revisit the unfamiliar words that you highlighted while reading the text. You are going to work with your partner to use context clues to come up with a definition for your tricky words.
Again, use the anchor chart from our Close Read on The Train Station to work through the Warm Read today.
Reflection: Whole class discussion about the definitions of the unknown words in the text. Remember - a good way to check whether you have accurately deciphered the unknown word is to check that the synonym or definition you have come up with using the context clues makes sense in the sentence when you substitute it for the tricky word.
Hot Read
LI: We are going to complete a Hot Read of the text. We will make character and storyline inferences, record any connections we make to the story and analyse the impact of the emotive and descriptive language used by the author.
SC: I can complete a Hot Read of the text. I can make character and storyline inferences, record any connections I make to the story and analyse the impact of the emotive and descriptive language used by the author.
Explicit Teaching: The Hot Read is when we look beyond the text, again using the skills we learnt last term. During the hot read we look at:
Character & Story Inferences (make considered inferences about character traits and motivations, their personality and why they are behaving the way the do in the story) this is where we get to put our detective hat on again.
Connections to the story (text to text, text to self, text to world connections that enable you to have a deeper understanding of the text).
The mood the author created in the book and how they did this (analysing the language the author used in the book, for example emotive language may make you feel a certain way about a particular character).
Student Learning Task: Once again, you are going to work with your close reading buddy to do your final read. Once you have read the text, you will create the heading Hot Read, then create a sub-heading ‘character and story inferences’. Talk about the inferences you are making while reading the text with your partner, underline the evidence in the text and then draw an arrow and write the inference you have made.
Next, make another sub-heading ‘connections to the story’. Talk with your buddy about the connections you have to the text when reading it (text to text, text to self, text to world) and then write them underneath.
Finally create another sub-heading ‘mood the author created’ and look at the types of language the author has used, and the mood they have created when you read the text.
Week 1: Close Reading
Hot Read
LI: We are going to complete a Hot Read of the text. We will make character and storyline inferences, record any connections we make to the story and analyse the impact of the emotive and descriptive language used by the author.
SC: I can complete a Hot Read of the text. I can make character and storyline inferences, record any connections I make to the story and analyse the impact of the emotive and descriptive language used by the author.
Explicit Teaching: Today we are going to do the final process of a Close Read…..a Hot Read. This is where we really get to dig deep into the text, using the reading strategies we focused on last term.
The Hot Read is when we look beyond the text, again using the skills we learnt last term. During the hot read we look at:
Character Inferences (make considered inferences about character traits and motivations, their personality and why they are behaving the way the do in the story) this is where we get to put our detective hat on again.
Connections to the story (text to text, text to self, text to world connections that enable you to have a deeper understanding of the text).
The mood the author created in the book and how they did this (analysing the language the author used in the book, for example emotive language may make you feel a certain way about a particular character).
Student Learning Task:
We are going to read the text for the third and final time. Create a sub-heading at the side of your page called ‘Character Inferences’. While we are reading the text The Train Station again, we are going to stop each time we catch ourselves making an inference about either the character traits and motivations or the storyline. We will record these Inferences at the side of our page under the sub-heading (just as we did last term with the book: ‘Ida, Always’).
Now that we have made considered inferences and have an even greater understanding of the text, especially about the characters and story line, we can think about our connections to the story, and the mood that the author created. Create a sub-heading ‘Connections’. Here we will share any text to text, to to self, text to world connections that we had while we were reading the story.
Finally create another sub-heading ‘Mood created by the author’. Here we will use the emotive and descriptive language in the text used by to make you feel a certain way. What impact does this language have on you are the reader? Record your thoughts at the side of the page under the sub-heading.
Reflection: Class Discussion: Do you think you have a better understanding of the text after following the Close Read process? Why? When do you think this process will come in handy?
Warm Read
LI: We are learning how to complete a Warm Read of a text, commenting on the structure and features, Author’s purpose as well as using context cues to figure out the meaning if unfamiliar words. SC: I can complete a Warm Read of a text by commenting on the structure and features of the text, the Author’s purpose and use context clues to figure out the meaning of unknown words.
Yesterday we did a Cold Read on the text ‘The Train Station’ and got a general idea of what the story was about. Today we are going to look at the same text again and undertake a ‘Warm Read’. Can anybody remember what we do in a Warm Read? The Warm Read is when we start to use all of our very useful reading strategies that we focused on last term. During a Warm Read, you make notes on
The structure and features of the text (eg. narrative / persuasive / informative / memoir)
Determine the Author’s Purpose (what was the point of the story? / what message was the Author trying to get across?)
Highlight unfamiliar or difficult words, and use Context Clues to determine the meaning of the unknown vocab. You can highlight the words as you go, and then record them at the end before revisiting the text, looking at the context or sentence the word is in and then work out what the word might mean.
Student Learning Task: We are going to work together on the Warm Read of The Train Station. Make sure you are following along as we read the text together for the second time, we will highlight tricky or unfamiliar words as we come across them. Next we are going to go back and revisit these words, and work out the meaning using the context clues (you are all experts in using context clues) from the sentences the words are in. The next step in our Warm Read is to make a sub-heading under your 'Warm Read' heading called ‘Structure and Features’. Now that we have a better understanding of the text and the impact of the tricky words, we can establish what type of text this is. Is it a narrative? persuasive? information? Memoir? How do we know this?
Finally, create another sub-heading ‘Author’s Purpose’. With our new and improved understanding, we need to establish what the point of the story is? What message is the Author trying to get across in this text?
Cold Read
LI: We are learning about the three step process to Close Reading, and undertaking a Cold Read on the chosen text. SC: I can recall the three steps to a Close Read. I can undertake a Cold Read on a chosen text and record the key ideas after reading.
Last term we introduced Close Reading. Can anybody remember what it means to undertake a close read of a text? What are we doing when we are close reading? Last term, we discussed the three steps involved in Close Reading.
Cold Read
Warm Read
Hot Read
The Cold Read is the first time we read a text and we read for enjoyment and to get the general ‘gist’ of the text determine the main events or key ideas in the text.
The Warm Read is when we start to use all of our very useful reading strategies that we focused on last term. During a Warm Read, you make notes on
The structure and features of the text (eg. narrative / persuasive / informative / memoir)
Determine the Author’s Purpose (what was the point of the story? / what message was the Author trying to get across?)
Highlight unfamiliar or difficult words, and use Context Clues to determine the meaning of the unknown vocab. You can highlight the words as you go, and then record them at the end before revisiting the text, looking at the context or sentence the word is in and then work out what the word might mean.
Finally the Hot Read is when we look beyond the text, again using the skills we learnt last term. During the hot read we look at:
Character Inferences (make considered inferences about character traits and motivations, their personality and why they are behaving the way the do in the story) this is where we get to put our detective hat on again.
Connections to the story (text to text, text to self, text to world connections that enable you to have a deeper understanding of the text).
The mood the author created in the book and how they did this (analysing the language the author used in the book, for example emotive language may make you feel a certain way about a particular character).
Student Learning Task: This week we are going to take Close Reading step by step. We will be looking at the same text each day, but follow the Close Reading process. Today we are going to start with a Cold Read on the text The Train Station
Remember the Cold Read is the first time you read the text. You are going read for enjoyment and to get the general idea of the story. At the end of your Cold Read today, you are going to record the key ideas of the text. Make sure DO NOT RETELL THE STORY, you need to make sure you are picking out the main ideas only - not the fluffy details. Feel free to highlight what you think is important in the text.
Reflection: Let’s have a class discussion about what we thought the main ideas of this text was. What do you think is happening in the story?