Planning for Teaching, Learning and Assessing in Writing

Term: 1 2 3 4
Week: 1 2 3 4 5 6 7 8 9 10 11

Outcomes

Cluster
Markers and
Teaching
Focus

Grammar, Punctuation and Vocabulary EN3-6B uses knowledge of sentence structure, grammar, punctuation and
vocabulary to respond to and compose clear and cohesive texts in different media and technologies.
Writing & Representing EN3-2A composes, edits and presents well-structured and coherent texts.
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
contexts.
Reflecting on Learning EN3-9E recognises, reflects on and assesses their strengths as a learner.
Cluster 10
Cluster 11
Cluster 12
Ryan Tuften
Sebastien Maron
Mark Thu
Jastin Micla
Thomas Raj
Saina Navabi
Erokay Tulpar
Elizabeth Tairi
Eda Haller
Adrijana Petkovic
Michelle Reid

Charles Smith
Jack Trimmer
Dylan Gil
Darcy Pritchard
Kyran Adam
Sai Cropper
Ansel Lee
Andrew Miles
Toby Riggs
Samuel Cropper
Zoe Johnston
Greta Lewis
Annabella McKinnon
Analise Rosa
Sophia Koulis
Ava Haywood White
Di Fei Liang
Sascha Craney
Simone Waugh

Cluster 11 (end of year 5)

Shows awareness of accurately acknowledging
sources in relevant texts. (all students unable to
do this****)
Refines
writing in response to feedback.
Experiments with using complex punctuation to
engage the reader and achieve purpose.
Uses word processing programs confidently and
accurately, integrating various functions.
Plans and designs more complex multimodal
texts.

Cluster 12 (end of year 6)

Creates well planned, extended texts that include
more complex and detailed subject matter and
language features such as nominalisation.
Critically reflects on effectiveness of own/others
writing and seeks and responds to feedback from
others.
Uses a range of punctuation to enhance meaning
and clarity, including the use of brackets to enclose
additional information, quotation marks and
commas to indicate clauses.
Uses visuals to extend or clarify meaning, selects
from a range of media and experiments creatively

with the production of multimodal texts for

audience impact.
Wee
k

Day

Monday

Tuesday

Learning
Intentions/Suc
cess Criteria

Learning experiences

Resources

WALT: To
accurately
identify and
acknowledge
sources in writing.

Introduction
Jointly construct an opening paragraph for a
historical recount.
Jointly identify where source material has been
quoted or referred to.

Summary notes, close reading

passages, laptops, books on
ANZACs and additional websites:

WILF: quotes and

or references to
sources with
acknowledgement
AND a
bibliography

Lesson Body
Use turn and talk to discuss how you would
feel if someone used your writing without
acknowledging the source.
Students write first few paragraphs of historic
recount/go back and edit first few paragraphs
adding references.
Individually/small group conference with
teacher to review work so far.

WILF: A range of

Conclusion
Students self-assess and share a
quote/acknowledged source in writing.
Teacher chooses 3-5 students to share their
writing.
Introduction
Review a sample historical recount marking
punctuation.
Choose the key features of the text to make a
modelled text.
Label and display features of recounts sample
texts.

punctuation
including
brackets to
enclose
additional

Lesson Body
Students continue writing and self-editing
historical recount using modelled texts and
marking rubric as guide for focus.
Individually/small group conference with

WALT: To use a

range of
punctuation to
enhance and
clarify meaning.

Evaluatio
n

http://www.iwm.org.uk/
http://www.greatwar.co.uk/muse
ums/ww1-museums-index.htm
http://www.gallipoli.gov.au/
http://rslnsw.org.au/commemorat
ion/memorials/the-cenotaph
http://europeanhistory.about.com
/od/treatyofversailles/p/overtofve
rs.htm
http://www.sciencemuseum.org.u
k/broughttolife/people/trenches.a
spx?keywords=ww1
http://www.bbc.co.uk/schools/0/w
w1/

Sample texts
Highlighters
Set of arrows.

information,
quotation marks
and commas to
indicate clauses.

WALT: To plan

and design more

complex
multimodal
texts.
WILF: Detailed
plan including
storyboard

Wednesda
y/
Thursday

teacher to review work and identify areas for

improvement.
Students encouraged to constantly refer
marking rubric to encourage self editing.

Conclusion
Students self-assess which parts of the WILF
they can identify their writing ie two stars and
a wish.
Teacher chooses 5 students to share their
writing.
Introduction
View and discuss various multimodal texts
Identify the key features of the text that
engage the audience.

http://www.abc.net.au/gallipoli/story
-of-the-day/200021744.html

Lesson Body Independent Writing

Students continue writing and self-editing
historical recount using modelled texts and
marking rubric as guide for focus.
Individually/small group conference with
teacher to review work and identify areas for
improvement.
Students encouraged to constantly refer
marking rubric to encourage self editing.
Lesson Body Joint Construction Writing
Students and teacher begin to storyboard a
multimodal text.
Plan needs to include choice of topic, software,
team members.
Conclusion
Students peer-assess plan for multimodal text
ie two stars and a wish.
Teacher chooses 5 groups to share their plan.

Monday/
Tuesday/
Wednesda
y

WALT: Create a
multi modal text
for Versaille Day
celebration

Introduction
Revisit the storyboard and plan
Review learning from visual literacy unit how
can we use colour, shape, gaze, voice to reach

http://www.abc.net.au/gallipoli/story
-of-the-day/200021744.html

the audience.
WILF: 2-3 minute
multi-modal text
with explicit
information about
one aspect of
WW1.

WALT: write a
pitch for an idea
for Versaille Day
Celebration
WILF: persuasive
language,
paragraphs,
diagrams, costing
9

Monday/
Tuesday/
Wednesda
y

Lesson Body
Students continue creating multimodal texts
focussing on using WILF as guide.
Individually conference with teacher to review
and identify areas for improvement.
Conclusion
Teacher to model providing feedback on the
plan/storyboard including use of technology
and methods for choosing the most
appropriate tool for the job.
Introduction
Explain to the class we will be celebrating the
end of WW1
They will be using all their learning to write a
pitch for how we should celebrate the end of
WW1 and how other members of the school
and community can be included.
Lesson Body
Teacher models then teachers/students jointly
construct pitch for Versaille Day celebration.
In groups of 3-5 students write their pitches to
present to the class.
Conclusion
Students present their ideas and vote on which
activities will be included in the Versaille Day
celebration in week 10.

https://www.awm.gov.au/encyclo
pedia/treaty_versailles/
Blank writing paper and textas
for mind mapping/planning