Country

This is a writing unit that covers outcomes for Stage 3 Literacy and Maths.

For each writing topic of persuasive, informative and narrative writing there are 4-5 lessons. The lessons build on each other and end with a final writing project. For persuasive writing the students will write a letter to their families convincing them of where to go for their next family holiday. They can choose anywhere in the world. Informative writing will include an in depth country report. The ending project will be to put a lapbook together about their country. Finally, for narrative writing, students will choose to either write about a personal experience traveling out of the country, or write from a bird’s point of view travelling the world.

The anchor charts can be printed and displayed in the room to refer to.

Overview

Assessment

Ongoing assessments will be taken throughout the unit. Each piece of writing will be assessed using the rubrics. Observations and anecdotal records will also be used.

                             

           

Organistaion

Behaviour management:

when:

                             

           

Evaluations Class

                               

informative

                             

           

Evaluations Class

                               

persuasive

                             

           

Evaluations Class

                               

narrative

       OUTCOMES & CONTENT SPEAKING AND LISTENING    EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Content Develop and apply contextual knowledge - understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase - understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English Understand and apply knowledge of language forms and features - use metalanguage to describe the effects of ideas, text structures and language features on particular audiences Respond to and compose texts - use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes - participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions - identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies

       

OUTCOMES & CONTENT

Writing and representing   EN3-2A composes, edits and presents well-structured and coherent texts

Content Engage personally with texts -­‐understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas  Develop and apply contextual knowledge  - understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language  Understand and apply knowledge of language forms and features -plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience -understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration -investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas Respond to and compose texts  -­‐compose imaginative and informative texts that show evidence of developed ideas -assess the reliability of resources, including digital resources, when researching topics

       OUTCOMES & CONTENT SPELLING   EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts

Content Understand and apply knowledge of language forms and features • understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages Respond to and compose texts -recognise most misspelt words in their own writing and use a variety of resources for correction

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

Content Develop and apply contextual knowledge -understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts  Understand and apply knowledge of language forms and features experiment using a range of language features: connectives, topic sentences, active and passive voice and nominalisation

        OUTCOMES & CONTENT

THINKING IMAGINATIVELY, CREATIVELY, INTERPRETIVELY AND CRITICALLY EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

Content Engage personally with texts -recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning    Respond to and compose texts -create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

MATHS MA3-13MG TIME -Compare 12- and 24-hour time systems and convert between them -Determine and compare the duration of events tell the time accurately using 24-hour time, eg '2330 is the same as 11:30 pm' describe circumstances in which 24-hour time is used, eg transport, armed forces, digital technologies (Communicating)

convert between 24-hour time and time given using am or pm notation compare the local times in various time zones in Australia, including during daylight saving

select an appropriate unit to measure a particular period of time use a stopwatch to measure and compare the duration of events order a series of events according to the time taken to complete each one

use start and finish times to calculate the elapsed time of events, eg the time taken to travel from home to school