Teaching Sequence

Work through this resource material in the following sequence:

20 minutes – Part A: Synthesising Mini-Lesson
40 minutes – Part B: Practising Synthesising
15 minutes – Part C: Take Action
15 minutes – Reflection

Part A: Synthesising Mini-Lesson

Step 1.

Read through the learning intentions and success criteria or write them on the board:

Students will...

I will be able to synthesise meaning when reading non-fiction texts.

Students can...

I can recall prior knowledge on the topic of a text.
I can note new information found in a text.
I can combine prior knowledge and new information found in a text to form an insight about a topic.
I can propose ideas, actions, solutions or changes that should be made based on my synthesis.

Step 2.

Using the think aloud technique, model to students how a fishbone diagram can be used to synthesise meaning from a non-fiction text.

Follow the steps below:

1. Display an A3 copy of the Fishbone Diagram Worksheet for the class to view. Then state:

Today I will be using this Fishbone Diagram to help me understand the text I am reading.

2. Display and distribute a copy of the text Single-Use Plastic Bags Factsheet to each student. Then state:

The text I am reading today is this one, ‘Single-Use Plastic Bags Factsheet'.

3. On the Fishbone Diagram template, complete the sections ‘topic’ and ‘prior knowledge’. Then state:

Up the top here I will write the topic of what I am reading: ‘Single-Use Plastic Bags.’ I also need to record my existing knowledge before I begin reading. In the boxes I will write the main idea, then underneath I will record other details.

Your diagram will look something like this:

Read the text aloud. While reading, make comments to yourself about things that are surprising, of interest or new information.

5. Record the new information you have noted onto the bottom section of the fishbone diagram, stating each fact aloud as you write it down.

6. Once you have completed all the ‘bones’ of the fish, consider the new information along with your existing knowledge, expressing your internal dialogue aloud. For example:

This fact sheet has focused single-use plastic bags. I can’t believe how many of those we use and how many plastic bags become polluted and go to landfill. I was shocked to read about the effect that plastic bags can have on the plants and animals in our environment. I had no idea how many plastic bags we use in Australia every day! It seems silly that we use plastic bags once then throw them away when there are so many other ways we can carry things.

7. Come to a conclusion about the information and write it in the fish head. You might write:

Single-use plastic bags are a major environmental issue, but we can do something about them.

Part B: Practising Synthesis

Step 1.

Explain to students that what you have shown is a method for synthesising information in a text. Explain that synthesis is the connection of existing knowledge and new ideas from a text to form insights, opinions and understandings.

Step 2.

Organise students into groups of three and provide them with the Closed Loop Recycling Text and a Fishbone Diagram Worksheet each. Encourage students to fill in the title and prior knowledge sections of the worksheet, read and discuss the text, and complete the remaining sections of the fishbone diagram.

Provision for learning support – If you have concerns about student ability to complete this task independently, you can have students work in mixed ability pairs or create a small group with the teacher to complete the task collaboratively.

Step 3.

Explain to students that they will now take the activity one step further by thinking about whether there are any relevant actions or solutions that they could take as a result of the insights found in each text. On the board draw three fish food flakes in front of the fish head. Explain that in the flakes we will record any actions or solutions relevant to the insights. Some suggestions to add to the fish flakes could be:

Stop using single-use plastic bags
Make sure all recyclables go into a recycling bin
Reduce litter.

Provide time for students draw some fish flakes on their worksheet, then record actions or solutions for their insights.

Part C: Take Action

Step 1.

Encourage students to share the actions and solutions they've come up with and record them onto a large poster. Discuss whether the ideas shared are things that can be done as individuals or whether they are things that require wider community input.

Step 2.

Show the video below:

You Can Live Without Producing Trash (https://youtu.be/nYDQcBQUDpw)

Step 3.

Discuss that the video shows how we all have the power to change our habits. Emphasise that while the person in the clip has taken the road of changing her own habits, some changes require community input.

Step 4.

Brainstorm methods that could be used to inspire change in the wider community (letters to council, public speaking, petitions etc) and record them on the board.

Reflection

Invite students to complete the Reflection Prompts on the space provided on the Student Worksheet, then plan what action they will take to make change.

Homework

To encourage students to take real action, distribute the Homework Task handout – it holds students to account for the action they have chosen to take and increases the likelihood of them making real change.

Differentiated Learning

Create a small group or place students in pairs if they require support during the independent task.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The information and statistics included in this document are approximate and have been simplified for educational/illustrative purposes. They should not be relied upon for any other purpose.

Visy Education - Synthesising a Sustainable Future - NAPLAN Style Reading Skills

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Learning intentions:

Students will...

Success criteria:

Students can...

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