Ancient China

Today, China has a population of roughly 1.3 billion people, the highest of any country in the world. It
is home to many different cultures and dialects that share a history that goes back thousands of
years. One of the dynasties of Ancient China is the Han Dynasty (202 BCAD 220)
People bonded together into one civilization during Han times. They had a common culture. Even in
remote sections, district officials copied the manner of the imperial court. Peasants built homes and
ploughed their fields in the same way all over China.
Han writing tells us little about their daily life. Han tombs, however, tell us quite a lot. The Hans
buried clay models of their homes and belongings, in their tombs. Models included details like little
clay furniture and little bronze oil lamps.
The Arts & Sciences
The Han people tried very hard to replace the literature that was lost during the book burnings of the
Qin Dynasty, especially the works of Confucius.
They created new works of literature and music. Beautiful murals were painted on the walls of
palaces. Scroll painting began. Craftsmen made jade jewellery and carvings, gold ornaments and belt
hooks, delicate paintings with wire thin brush strokes. Iron was used for making plows and other cast
iron objects. Glazed pottery was brightly painted with lively hunting scenes, mountains, trees, clouds,
dragons, tigers, and bears. Their medicine was advanced. They invented acupuncture.
Their science was also advanced. During Han times, these ancient people invented paper. They also
invented an instrument that told them when an earthquake was happening, somewhere in the
Empire, so they could send troops and food to help.
Public Schools

One of the Han emperors (Emperor Wudi), around 100 CE, agreed with Confucius that education was
the key to good government. He started a system of public schools, for boys only, taught by
Confucian teachers. The teachings of Confucius were nationally honored.
Jobs
Jobs were given to educated people, as well as nobles. People were paid for their work.
Life in the Cities
Only about 10% of the population (1 out of 10 people) lived in the cities. Cities were neatly laid out
with main streets and alleyways. Each city was surrounded by a strong wall, made of earth and stone.
As cities are today, the ancient Han cities were centers of government, education, and trade. Most
marketplaces, throughout the city, had free entertainment. Musicians played bells, drums, and string
instruments, and jugglers and acrobats performed.
The Poor
The poor lived in houses packed together. They had very little food, and little to no sanitation. Many
of the young males joined street gangs. Gangs wore distinctive clothes and armor, that identified
their gang. Teen gangs roamed the cities, terrorizing people.
The Rich
The rich lived in comfortable, large houses with many rooms and fireplaces. Each home was built
around a central courtyard. They had elaborately carved furniture, and painted stuccoed walls with
floral designs. Other walls were left bare to display paintings or bronze mirrors. Dinner was elaborate.
Children were tutored in science, math, literature, art, religion, and music. Some studied in their
homes, and some at the home of their tutor. The rich did not use the public schools. They wore belted

robes with long sleeves lined with silk. When it was cold, they wore warm fur coats, made of squirrel
and fox skins and leather slippers.
Life in the Country
Country folk were farmers. They lived in one or two story mud houses with tiled or thatched roofs.
They had curtains on the windows. Barns and other buildings surrounded the house. Several families
lived in one house to allow them to work their fields together.
They still worked very hard. They went to bed at dark and got up at dawn. They dressed in simple
clothes. Both men and women wore shirts and pants made of scratchy cloth, and sandals made of
straw. They stuffed their clothes with paper and cloth, to stay warm in the winter. They steamed
much of their food over boiling water on stoves. They ate rice, steamed dumplings, and fish,
flavoured with garlic and onions

Ancient China
Information Report - Stage 2
1. Prep for Reading Background Knowledge
- EN2-4A
A student: uses an increasing range of skills, strategies and
knowledge to fluently read, view and comprehend a range of texts
on increasingly challenging topics in different media and
technologies
- draw on experiences, knowledge of the topic or context to
work out the meaning of unknown words
- 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
- connect information by observing text connectives
- summarise a paragraph and indicate the main idea, key

Reading
9 Uses visual representations, e.g. photographs, tables, charts to enhance
meaning when reading factual texts.
10 Uses topic knowledge, vocabulary knowledge and context to read unknown
words when engaging with subject texts.

Registration

points or key arguments in imaginative, informative and persuasive

texts

2. Talking and Listening Y Chart

What does Ancient China look like? Sound like? Feel like?

3. Identify the stages & phases of an information report

Understand how different types of texts vary in use of language
choices, depending on their purpose and context (for example,
tense and types of sentences) ACELA1478
Elaborations - becoming familiar with typical structural stages and
language features of various types of text, for example narratives,
procedures, reports, reviews and expositions

Reading

4. Read the whole text.

EN2-4A - uses an increasing range of skills, strategies and knowledge
to fluently read, view and comprehend a range of texts on
increasingly challenging topics in different media and technologies
- identify syllables in multisyllabic words in order to support decoding
of longer words in context to make meaning
- recognise high frequency sight words (ACELA1486)

Reading
9. Selects and uses the most effective word identification strategy to
maintain fluency and meaning.

5. Read the text extract on the Smartboard: Ancient China

Reading
9. Selects and uses the most effective word identification strategy to
maintain fluency and meaning.

9 Builds understanding about the meaning of a text by actively

seeking information from the different parts of a text.
10 Interprets the meaning of a text by seeking further Information in
other sections of a text or in different texts.

10. Uses more sophisticated word identification strategies to

maintain word and sentence level fluency and create meaning, e.g.
use of homonym, syllabification (chunking), analogy.
Uses topic knowledge, vocabulary knowledge and context to read
unknown words when engaging with subject texts.

10. Uses more sophisticated word identification strategies to

maintain word and sentence level fluency and create meaning, e.g.
use of homonym, syllabification (chunking), analogy.

6. Identify/label stages and phases of the text.

Uses topic knowledge, vocabulary knowledge and context to read

unknown words when engaging with subject texts.
Reading

9 Builds understanding about the meaning of a text by identifying and

discussing text organisation and features, e.g. cohesive links.
10 Analyses and evaluates the relative importance of key ideas and
information in a text to construct an overview.
7. . Discuss the authors purpose why did the author write
this information report.
EN2-4A - uses an increasing range of skills, strategies and knowledge
to fluently read, view and comprehend a range of texts on
increasingly challenging topics in different media and technologies
EN2-8B - identifies and compares different kinds of texts when
reading and viewing and shows an understanding of purpose,
audience and subject matter

Reading
9. Selects and uses the most effective word identification strategy to
maintain fluency and meaning.
10. Uses more sophisticated word identification strategies to
maintain word and sentence level fluency and create meaning, e.g.
use of homonym, syllabification (chunking), analogy.
Uses topic knowledge, vocabulary knowledge and context to read
unknown words when engaging with subject texts.

- use strategies to confirm predictions about author intent in

imaginative, informative and persuasive texts
respond to a wide range of literature and analyse purpose and
audience

8. Detailed Reading: Give students a copy of the text.

Using the detailed reading notes, work through the meaning of each
sentence, discuss answers to the wh questions and highlight
selected words in the text and discuss grammar and punctuation.
EN2-4A - uses an increasing range of skills, strategies and knowledge
to fluently read, view and comprehend a range of texts on
increasingly challenging topics in different media and technologies
- identify syllables in multisyllabic words in order to support decoding
of longer words in context to make meaning
- recognise high frequency sight words (ACELA1486)

9. Cut up sentences

Vocabulary
Selects and uses the most effective word identification strategy to
maintain fluency and meaning. 9
Uses topic knowledge, vocabulary knowledge and context to read
unknown words when engaging with subject texts. 10

10. Comprehension activity.

EN2-4A - uses an increasing range of skills, strategies and knowledge
to fluently read, view and comprehend a range of texts on
increasingly challenging topics in different media and technologies
- use comprehension strategies to build literal and inferred meaning
to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts (ACELY1680, ACELY1692)

Comprehension
9. Interprets texts by recognising and discussing the difference
between literal and inferred meaning in relation to information,
characteristics, events.
Builds understanding about the meaning of a text by actively seeking
information from the different parts of a text.
10. Interprets text by inferring connections, causes and
consequences during reading.
Responds to and interprets texts by discussing the differences
between literal and inferred meanings.
Interprets the meaning of a text by seeking further Information in
other sections of a text or in different texts.

11. Spelling complete the analysis of words

EN2-5A - uses a range of strategies, including knowledge of letter
sound correspondences and common letter patterns, to spell familiar
and some unfamiliar words

Spelling

12. Cloze passage project the text onto the Smartboard and
cover up the spelling words. The students re-write the passage
independently in their books.

Spelling
9. Uses a variety of spelling strategies to spell high frequency words
correctly.
10. Uses morphemic, visual, phonic knowledge and knowledge of
prefixes and suffixes to spell and edit words.
9. Chooses verbs, adverbials, nouns and adjectives to express specific
ideas and details.

13. Grammar activity complete the worksheet

Grammar, Punctuation and Vocabulary Stage 2
EN2-9B Understand and apply knowledge of language form and
features
*experiment with punctuation to engage the reader and achieve
purpose
*use grammatical features to create complex sentences when
composing texts.
14a. Jointly construct Notes from the written passage

9. Uses a variety of spelling strategies to spell high frequency words

correctly.
10. Uses morphemic, visual, phonic knowledge and knowledge of
prefixes and suffixes to spell and edit words.

10. Uses grammatical features such as pronouns, conjunctions and

connectives to accurately link ideas and information.

9. Constructs well- sequenced imaginative, informative and persuasive

EN2-2A - plans, composes and reviews a range of texts that are more
demanding in terms of topic, audience and language
- experiment and share aspects of composing that enhance learning
and enjoyment
14b. Re-write from Notes as a class
EN2-2A - plans, composes and reviews a range of texts that are more
demanding in terms of topic, audience and language
- discuss aspects of planning prior to writing, eg knowledge of topic,
specific vocabulary and language features
15. Rewrite from Notes individually
EN2-2A - plans, composes and reviews a range of texts that are more
demanding in terms of topic, audience and language
- 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

texts using language appropriate to purpose and audience.

10. Draws ideas from personal experience, other texts and research to
create imaginative, informative and persuasive texts for different
audiences.

Writing
9. Plans and organise ideas using headings, graphic organisers,
questions and mind maps.
10. Creates meaningful sentences using a variety of sentence
beginnings, including adverbial and adjectival phrases to create
complex sentences.
10. Uses sentence and simple punctuation correctly.
10. Shows awareness of the need to justify opinions with supporting
evidence.
10. Locates resources and accesses information when planning.

16. Independent Writing Task: Students write their own

information report. They should use the writing rubric.
EN2-2A - plans, composes and reviews a range of texts that are more
demanding in terms of topic, audience and language
EN2-7B - identifies and uses language forms and features in their
own writing appropriate to a range of purposes, audiences and
contexts
- understand how a range of language features can shape readers'
and viewers' understanding of subject matter
17. Assess own writing
EN2-2A - plans, composes and reviews a range of texts that are more
demanding in terms of topic, audience and language
- identify elements of their writing that need improvement and
review using feedback from teacher and peers
recognises and uses an increasing range of strategies to reflect on

Writing
9. Structures texts using paragraphs composed of logically grouped
sentences that deal with a particular aspect of a topic.
10.Creates meaningful sentences using a variety of sentence
beginnings, including adverbial and adjectival clauses to create
complex sentences.

their own and others learning

18. Editing Students proofread read and edit the attached text.
EN2-2A - plans, composes and reviews a range of texts that are more
demanding in terms of topic, audience and language
- identify elements of their writing that need improvement and
review using feedback from teacher and peers

Writing
9. Rereads texts during and after writing to check accuracy,
consistency of meaning and fitness for purpose.
10. Rereads and revises text to check and improve meaning, deleting
unnecessary information or adding new information.
10.Uses sentence and simple punctuation correctly.

19. HOT activity

EN2-12E - recognises and uses an increasing range of strategies to
reflect on their own and others learning
- discuss the roles and responsibilities when working as a member of
a group and understand the benefits of working collaboratively with
peers to achieve a goal
EN2-7B - identifies and uses language forms and features in their
own writing appropriate to a range of purposes, audiences and
contexts
- discuss how texts, including their own, are adjusted to appeal to
different audiences, how texts develop the subject matter and
how they serve a wide variety of purposes

20. Handwriting
EN2-3A - uses effective handwriting and publishes texts using digital
technologies
- write using NSW Foundation Style cursive, as appropriate, and
explore joins that facilitate fluency and legibility
- recognise that effective handwriting and presentation of work is
required in order to communicate effectively for a range
of audiences
21. Visual Literacy of the text and visual background
knowledge information
EN2-8B - identifies and compares different kinds of texts when

Writing
9. Uses joined letters of consistent size.
10. Consolidates handwriting that is consistent in form.

reading and viewing and shows an understanding of purpose,

audience and subject matter
- explore the effect of choices when framing an image, placement
of elements in the image, and salience on composition of still and
moving images in a range of types of texts (ACELA1483,
ACELA1496)

22. Assessment activities

23. Additional/linked texts

Teaching and Learning Activities

Preparation: Print out complete text to be studied, stages and phases, comprehension questions and editing text.
1. Preparation before Reading Background Knowledge
As a class explore the following:
Read: The Usborne Internet-Linked Introduction to Asia - Introduction to Asia, Map of Asia
Read: The introduction of Ancient China
Define:

Han times the main dynasty that ruled China

Dynasty a sequence of powerful leaders in the same family
imperial court the noble court of an empire
empire a group of people ruled by an emperor/powerful government
acupuncture - A system of complementary medicine that involves pricking the skin or tissues with needles, used to alleviate pain.
Confucian a member of the school of philosophers founded by Confucius
Some things to find out:

Research significant features of Ancient China location on a map, population, language, religion, education, life in general
Why is China known as Ancient China?
Websites to assist:
Interactive - http://www.kidskonnect.com/subjectindex/16educational/history/252ancientchina.html
Youtubeclipshttp://www.kidskonnect.com/subjectindex/16educational/history/252ancientchina.html

2. Talking and Listening Y Chart

A visual that organises the brainstorming of ideas around three dimensions: what a particular topic/situation looks like, sounds like and
feels like.
What is its purpose?
To encourage students to be critical thinkers and identify appropriate behaviours for achieving this.
Create a class Y Chart on what China looks like, feels like and sounds like Encourage students where needed.
Looks like (crowded, old, busy, culture)
Sounds like (traffic, lots of speaking)
Feels like (exciting, daunting)

Display the Y Chart in the classroom.

3. Identify the stages and phases of an information report
- General statement identifying the subject of the information report, perhaps defining and classifying it
- Description (information relating to, for example, features, behaviour or types)
Grammar

use of general nouns

use of relating verbs to describe features
some use of action verbs to describe features
use of timeless present tense to indicate usuality
use of technical terms
use of paragraphs with topic sentences to organise bundles of information
repeated naming of the topic as the beginning focus of the clause

4. Read the whole text

5. Read the text extract on the Smartboard: Ancient China

6. Identify/label the stages and phases of the text.

Stages and phases - Ancient China - extract
(This is the part of the text which introduces describes the geography of the Blue Mountains)
Note: Each section (first 3 paragraphs, The Arts and Sciences etc) have the stages and phases within them.
General
statement
(identifying

Today, China has a population of roughly 1.3 billion people, the highest of any country in the world. It is home
to many different cultures and dialects that share a history that goes back thousands of years. One of the

subject of the
information
report.)

dynasties of Ancient China is the Han Dynasty (202 BCAD 220)

Descriptionpeople in Han
times

People bonded together into one civilization during Han times. They had a common culture. Even in remote
sections, district officials copied the manner of the imperial court. Peasants built homes and ploughed their
fields in the same way all over China.

Descriptionhow people
communicated

Han writing tells us little about their daily life. Han tombs, however, tell us quite a lot. The Hans buried clay
models of their homes and belongings, in their tombs. Models included details like little clay furniture and little
bronze oil lamps.

7. Discuss the authors purpose why did the author write this information report.
To present information about Ancient China. The text will explore the history of China, describe the characteristics of the people and their
lifestyles, present facts about education and geography.

8. Detailed Reading
Detailed Reading Lesson Plan

Sentence
Prep

This sentence introduces China as the subject of the information report. It also tells us the
population of China.

Cues

When? What place? How many people live in China? What?

Where?

Sentence

Today, China has a population of roughly 1.3 billion people, the highest of any country in the world.

Elaboratio
ns

population amount of people living in an area

Sentence
Prep

This sentence tells us some information about the people who live in China and how long
they have lived there for.

Cues

What? Who was it home to?

been shared?

Sentence
Elaboratio
ns

roughly approximately

What is shared?

How long has the history

It is home to many different cultures and dialects that share a history that goes back thousands of years.

many a lot
different a variety of, not the same
dialects groups of different languages
history happened in the past

Sentence
Prep

This sentence tells us some information about one of the ruling families (dynasty) in China.

Cues

How many? What? Where?

Sentence

One of the dynasties of Ancient China is the Han Dynasty (202 BCAD 220).

Elaboratio
ns

dynasties a series of rulers who are members of the same family

What?

What time era?

Han dynasty family of rulers. Han is the family name.

BC before Christ: Julius Caesar invaded Britain in 55BC
AD short for anno domini, Latin words meaning in the year of our Lord. Our calendar
dates events from the year of Christs birth; years after this are called AD and years before
this are BC

Sentence
Prep

This sentence lets us know that the people of China came together as one during the time
that the Han dynasty ruled.

Cues

Who? What did they do?

Sentence

People bonded together into one civilization during Han times.

Elaboratio
ns

bonded joins or holds together

Into what?

When?

civilization the highly developed life of a particular people, including their science, art and
writing
Han times the era in which the Han dynasty ruled

Sentence
Prep

This sentence tells us that the people shared similar customs.

Cues

Who?

Sentence

What did they have?

They had a common culture.

Elaboratio
ns

common shared by two or more people

Sentence
Prep

This sentence talks about how the officials copied behaviours of the imperial court the
Han family.

Cues

When?

Sentence

Even in remote sections, district officials copied the manner of the imperial court.

Elaboratio
ns

even still or yet

culture skills, arts, beliefs and customs passed on from one generation to another

In what?

Who?

Did what?

Who did they copy?

remote fare away or distant

sections a part or division of something
district a particular area or region
officials people with rank or authority to do a particular thing
manner a way of being or doing and behaviours
imperial court belonging to an empire, the high ranking families

Sentence
Prep

This sentence gives us some information about the peasants and what they did in China.

Cues

Who?

Sentence

Peasants built homes and ploughed their fields in the same way all over China.

What did they do x2?

How? Where?

Elaboratio
ns

Peasants someone who lives and works on a farm and is regarded as an inferior sort of
person
plough a tool with a curved blade for digging the soil
ploughed to dig with a plough

Sentence
Prep

This sentence tells us that Han writing gives little information about their daily life.

Cues

Who? What? What does the writing do? What?

Sentence

Han writing tells us little about their daily life.

Elaboratio
ns

daily life things that were done each day

Sentence
Prep

This sentence tells us that the Han tombs give us a lot of information.

Cues

Who? What? What do the tombs tell us?

Sentence

Han tombs, however, tell us quite a lot.

Elaboratio

tombs a grave, especially a grand one where an important person is buried

ns

Sentence
Prep

This sentence tells us that models of the Hans things were buried.

Cues

Who? What did they do? What did they bury? Where?

Sentence

The Hans buried clay models of their homes and belongings, in their tombs.

Elaboratio
ns

clay models handmade examples of work

Sentence
Prep

This sentence gives us some information about what details the models included.

Cues

What?

Sentence
Elaboratio

belongings owned by the Hans

What were the detail like x2?

Models included details like little clay furniture and little bronze oil lamps.

details - fine delicate work

ns

9. Cut up sentences
Teachers write selected sentence/sentences on strips, one set each for small group of 3-4 students. Students in the group take turns to cut
the sentence at the points directed by the teacher. Students identify the words to cut and the teacher elaborates on their meaning, taking
the understanding to a higher level. Words are always put back into the sentence. When cutting is complete the words are then jumbled
and the group works together to rearrange them. They can also construct new sentences by reordering clauses/words, joining sentences
or breaking them into simple sentences. Punctuation can be cut off separately from the words and rearranged. Extra blank cards may be
needed to add capitals or lower case letters and extra words to maintain meaning.

Today, / China / has / a population / of roughly 1.3 billion people, / the highest / of any country in the world. / It /
is home / to many different cultures / and / dialects / that share a history / that goes back thousands of years.
10. Comprehension
Intended as a guided lesson showing students the different reading behaviours required. Give each student a copy of the questions, but
they must discuss answers with a partner before writing their answers on their sheet.

Literal (here):
1. What is the population of China?
______________________________________________________________
______________________________________________________________
2. What is the name of one of Chinas Dynasties?
______________________________________________________________
______________________________________________________________
Inferential (hidden):
3. Why did the Han people try hard to replace the works of
Confucus?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Why did the Hans bury clay models of their homes and
belongings in their tombs?
______________________________________________________________
______________________________________________________________
______________________________________________________________

Interpretive (applied/head/heart):
5. Why was science and medicine advanced?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. Why did Confucius start a system of public schools, for
boys only?
______________________________________________________________
_____________________________________________________________
_______________________________________________________________
______________________________________________________________

11. Spelling
Select words from the short passage Words should include content words and some sight words. The list should include, where possible,
words from the four sources of spelling knowledge, i.e. visual, phonetic, morphemic and etymological.
Some possibilities are:
Week 1
ancient
ploughed
China
remote
Fields
sections
court
officials
population
imperial
roughly
thousands
billion
dynasty
country
civilization
cultures
furniture
dialects
literature

replace
during
manner
built
tombs
clay
murals
painted
emperors
agreed

Week 2
family
families
delicate
medicine
glazed
fields
folk
instrument
nationally
government

history
common
peasants

especially
Confucius

education
city
cities

elaborate
acupuncture

12. Cloze passage - project the text onto the Smartboard and cover up the spelling words. The students re-write the passage
independently in their books.
13. Grammar
Looking at sentences:
1.

Identify simple sentences in the text . They had a common culture. Hans writing tells us little about their daily life.
What is a sentence? A sentence is a group of words that make sense on its own. A sentence has a capital letter and ends with a full stop, question mark or
exclamation mark. A sentence contains a subject and a finite verb. eg. Diana is beautiful. The ground shook. Take a seat.

2. Revise verbs. Relating verbs: Relating verbs show relationships, such as being and having. You cannot see any action taking place. (Relating verbs- is belongs
equals was had are)
Choose a relating verb to complete these sentences. ( is belongs equals was had are) Identify which are simple simples. Which one isnt?
Two plus two _____________ four. (Simple sentence)
My favourite food ___________ lasagne but I prefer spaghetti. (Compound Sentence)
It _______ lunchtime. (simple sentence)
You ________ my best friend. (Simple sentence)
The lunch box ___________ to Bruce. (Simple sentence)
Jodie ________ a photo of a bunyip. (Simple sentence)
3. Compound sentences: contains two or more clauses that are linked by a connective but each clause makes sense on its own.
Eg. We went to the movies and
bought an icecream.

4. Complex sentences: Contains a main clause (or independent clause) and a subordinate clause.
The subordinate clause is joined to the main clause through subordinating conjunctions like when, while and before.
We all went outside when the sun came out. The subordinate clause does not make sense on its own. ( the sun came out)
Now try identifying compound and complex sentences. Have children cut up these compound and complex sentences.

14a. Notes

- example of Notes

China has pop. 1.3 billion

Country with largest pop. in the world
Different cultures and languages existed until
Han Dynasty 202 BC -220 AD
Han dynasty bonded everyone together
Peasants all over China built homes the same, ploughed fields the same etc.
The Hans buried their homes and belongings in tombs- this is how we have learnt about them.

14b. Joint rewrite

China has the largest population in the world, reaching 1.3 billion people in 2013. For thousands of years it was home to many different cultures and languages.
When the Han dynasty was established in 202 BC the people became one civilisation. They had one common culture where they tried to all copy the imperial court. All over
China peasants built similar houses and adopted similar farming techniques.
The Han people did not write about their daily life. The Hans buried models of their houses and belongings in their tombs, which has helped educate us about their lives. In
some tombs models of furniture and lamps have even been found.

15. Individual Joint Rewrite

16. Independent Writing Task

Students write an Information Report on an aspect of China they are interested in. eg The Great Wall of
China. Chinese inventions.
Terracotta Warriors. Dragon Boat racing.
(Organise a box of books from the library about China that children can access in Silent Reading time and to help increase their
background knowledge and help them find a topic that interests them) Or have session in library with ipads researching China.

Planning:
Write your own information report.
Edit and mark your own work by checking the criteria.
Have a partner check your work

Have you included:

You

Partner

Does your writing have a title?

/1

/1

Does your writing begin with an introduction

/3

/3

Does your writing have headings?

/3

/3

Did you use paragraphs for each new section? (as shown in the Stages and phases?)

/3

/3

Did you use technical language eg Han Dynasty

/3

/3

Did you use correct punctuation? eg. Capital letters, full stops, commas

/3

/3

Do your sentences make sense?

/3

/3

Are your words spelt correctly?

/3

/3

Have you included good quality information?

/5

/5

Is your handwriting tidy?

/3

/3

/30

/30

Total

17. Assess own writing rubric for marking the text

3 targets to improve my writing are:-

1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________

Report Marking Rubric Stage 2 Name: ______________Year: ____

Grade
Score
Function
Purpose

E - Limited
1

C - Sound
3

B - High
4

A - Outstanding
5

does not inform

attempts to inform

informs

informs clearly

contains a
heading to
indicate the topic
and an
informative
statement

contains a heading and

attempts a classifying
statement and
informative statements

contains a heading, a
classifying statement
and a series of
statements that give
information through
description

Presentation no

no paragraphs,
weak handwriting

attempts to use
paragraphs and use
legible handwriting

uses paragraphs for

phases and legible
handwriting

Sentences

contains a series

contains a series of

contains a series of

contains a heading, a
classifying statement
and a series of
organised paragraphs
that give information
through detailed
description
uses paragraphs, legible
handwriting and
developing other
organisational features
contains a series of

Structure
Stages and
Phases

does not
give
adequate
information
contains a
heading to
indicate the
topic or an
informative
statement

D - Basic
2

paragraphs,
illegible
handwriting
one or less

correct
simple
sentence

of sentences with
at least two
correct simple
sentences

sentences with most

simple sentences
correct and attempting
compound sentences

Spelling

few words
spelled
correctly

some simple words

spelled correctly
with invented
spelling for
unknown words

most simple words spelled

correctly and attempts
unknown words using
familiar letter
combinations

Grammar

no evidence
of language
structures

does not use

adjectives or
verbs

Vocabulary

uses spoken
language

no use of technical
language/only
everyday words

attempts to use
appropriate adjectives and
verbs to describe features
and behaviours
some technical language
combined with everyday
words

capitals and
full stops
used correctly
for most
sentences

capital letters and full

stops used
consistently for all
sentences and
attempts to use other
relevant punctuation
ie. commas

developing

successful

Lexis
Appraisal
Punctuation

Generally
the writing
is . . . .

sentences with most

simple and compound
sentences correct,
attempting complex
sentences
no errors with known
words and appropriate
attempts at more
complex words
uses adjectives and
verbs to further describe
features and behaviours
usually appropriate
technical language with
few everyday words

Year 3
E
-12
D
1320
C
21Total
/40
28
Overall Grade
29E D C B A B
33
A
34+
a variety of correct
punctuation used
appropriately and
effectively

correct sentences using

a variety of simple,
compound and complex
sentences
spells known words and
most technical words
correctly showing
effective spelling
strategies for unknown
words.
uses noun and verb
groups to build
descriptions
appropriate and more
technical language

Year 4
E
-15
D
1624
C
2533
B
3437
A
38+

Corrections

today, china has a population of ruffly

1.3 billion people, the highest of any
country in the world.

It is home to many diferent cultures

and dialects that share a history that
goes back thousands of years Won of
the dynasties of Ancient China is the
Han Dynasty (202 BC- AD 220)
people bonded together into one
civilisation during han times. They had
a common kulture .
Even in remote sections, district
officials copied the manner of the
impereel court. Peasants builded
homes and plowed their fields in the
same way all over China

18. Editing - Assessment as Learning

Students in pairs compare their answers and
discuss reasons for corrections - articulate their
knowledge of generalisations/rules

underline the spelling mistakes and write

the correction in the box
- correct the punctuation mistakes with a
red pen/pencil

19. Higher Order Thinking - Assessment as Learning

Design, modify and evaluate a concept for a diorama based on your information report. Then collect the materials you will need and build
your diorama.
20. Handwriting
The teacher should choose 2 -3 sentences and use them as a writing model.
21. Visual Literacy of the text/youtube clips
Mulan childrens movie
Google images of Terracotta Warriors, Great Wall of China, Chinese Dragon Boat racing, Chinese inventions.
22. Independent comprehension assessment task from NAPLAN or school magazine
Year 5 2010 NAPLAN Reading paper: Information Report The Ant. See below.
23. Related/Additional texts

Read The Dragon Keeper by Carole Wilkinson

Differentiation
- See, Think, Wonder activity Diorama activity
Assessment tasks
- comprehension task
- editing task
- individual construction of text from Notes
- independent writing task
- NAPLAN task information report - comprehension

Antennae

Ants use their antennae to

feel vibrations, smell, hear
and taste. Ants also use their
antennae to speak with other
ants.

Mandibles

Ants have two strong jaws

called mandibles. Ants use
these to carry food and other
objects, to build nests and to
protect themselves.

Ocelli (

OH-SE-LI)

Ocelli are simple eyes on the

top of ants heads. Ants use
their ocelli to sense light.

Hooked claws

Ants have a hooked claw on

the end of each of their six
legs. These claws help them to
grip surfaces and to climb.

Compound eyes

Like other insects, ants have

two compound eyes that are
made up of many smaller
eyes joined together. Ants
use their compound eyes to
sense movement.

Stinger

Most ants have a stinger.

Ants use their stingers to
capture other insects and to
protect their nests.

Ants
ant
Ants

1. Ants hear with their

a. Ocelli
b. Antennae
c. Mandibles
d. Hooked claws
2. What is one way ants use their manibles?
a. To smell food
b. To sense danger
c. To pick things up
d. To talk to other ants
3. Some ants do not have
a. A stinger
b. Mandibles
c. Hooked claws
d. Compound eyes
4. Ants have two types of eyes so they can
a. Sense motion of light
b. Sense sounds and smells
c. See all around themselves
d. See further in the distance
5. In what ways are mandibles and stingers alike?
a. Both help ants to find food

b. Both help ants to communicate

c. Both help ants to defend themselves
d. Both help ants to sense their own environment

6. (Oh-SE-LI) This word is written like this to show

a. The plural of ocelli
b. The correct way to spell ocelli
c. A different way to spell ocelli
d. How many letters are in ocelli
7. Why would the author have written this text?
____________________________________________________________
__
____________________________________________________________
__
____________________________________________________________
__

8. This text is an
a. Explanation
b. Narrative
c. Information Report
d. Recount
9. Why is speak written like this?
____________________________________________________________
__
____________________________________________________________
__
____________________________________________________________
__
10.

What does compound mean?

__________________________________________________________
__
__________________________________________________________
__
__________________________________________________________
__

Ants Answers

1
2
3
4
5
6
7
8
9
10

1
Total
/5

Option 2 = antennae.*
. Option 3 = to pick things up*

Option 1 = a stinger.*
Option 1 = sense motion and light.*
Option 3 = Both help ants to defend themselves.*

Option 2 = the correct way to say ocelli.*

To give information about ants
c.

Information Report

Ants dont actually speak.

More than one.

Literal Questions
2
3
4

6
Total
/5

Inferential Questions
7
8
9

10