EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 1

English Unit Overview

Book/ Title/s

(See resources list*) Author/s Illustrator/s Theme/Genre Year Level/s Cross Curricula

KLA/s

Collection of works

that includes: Clancy of

the Overflow; The Man

from Snowy River;

Under the Shadow of

Kiley’s Hill; Shearing

at Castlereagh; How

Wild Horses are

Yarded; Song of the

Wheat.

Collection of works

that includes: The

Drover’s Wife; Up the

Country; Out Back

My Country

Australian Poetry and

Prose Anthology/s that

includes other writers

of the late 19th

century

A.B. Paterson (Banjo)

Henry Lawson

Dorothy MacKellar

Prompt pictures for

narrative and poetry

work: the Australian

Impressionists- c.1880-

1905

Tom Roberts- Shearing

the Rams (1890); A

Breakaway! (1891);

Wood Splitters (1886)

Frederick McCubbin-

Down on his Luck

(1889); The Pioneer

(1904); On the Wallaby

Track (1896)

Jane Sutherland- On the

Last Tramp (1888)

Walter Withers- Drovers

(1912)

Australian Colonial

Bush Poetry and Short

Stories- particularly

with a farming focus

Year 5/6 composite

class

History- Year 5

Colonial Farming

practices

Arts- Visual Arts:

Australian Art History-

The Heidelberg School;

art work to display with

written works

GCs CCPs

ICT

Literacy

Critical and Creative

Thinking

Ethical Understanding

Personal and Social

Capability

Intercultural

Understanding

* see note in

justification section.

ATSI Cultures and

Histories

Asia and Australia‟s

Engagement with Asia

Sustainability

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 2

Explanation/ Validation of Topic

*To be run concurrently with a term long IBL unit for History about Colonial Agriculture and a Visual Arts unit on Australian Colonial artworks.

*The English lessons for 6 weeks are based around the theme of Colonial Australian short story narratives prose and ballad poetry.

These texts will be explored in reference to historical research skills and the key concepts underpinning that learning area, such as perspectives and primary

and secondary source analysis. The second part of the term (4 weeks) will cover the writing genres of transactional texts (letters and invitations) and factual

information texts (newspaper reports, biographical chronologies) in reference to the History unit and may use the texts already explored as starting points for

some of these activities. In Visual Arts, the texts will enhance the viewing and analysing of Australian Impressionist paintings and the production of a final

painted product for display. Vice versa, the viewing of the artworks and hands on art making activities that align to the impressionist works of this era in

Australian visual arts will enhance the reading experience for students and increase their understanding of what life was like in this historical period.

This unit plan specifically covers the two key genres of Narrative texts and ballad poetry. This class‟s daily Literacy Circle (based loosely on Boushey and

Moser‟s Daily 5 concept) will be used to immerse students in as many examples of literature from this era as possible from the class library. Each day, after a

teacher lead read aloud of a text, there will be a mini lesson on a reading or writing strategy or concept. Students will complete part of a weekly cycle of

literacy activities (reading to self; read to someone; writing (reflecting and responding); and, listening to reading). The teacher is then free to run a guided

reading session and to confer with small groups or individuals about their reading and writing progress, and to mark ongoing spelling matrices and other

homework. Bush Ballads, in particular, offer an easily readable form of poetry that uses vivid and precise language that can enhance students own language

choices when writing. Differentiation can be achieved for struggling readers by carefully choosing from these texts to suit current reading level and by

limiting the amount of texts they must respond to in Literacy Circle activities.

This immersion in colonial texts will be used to enhance students‟ understanding of writing to a specific audience, vocabulary and word choices (including

changes in Standard Australian English over time), plot, setting and character development and description, text structure and ideas development. When

coupled with the explicit modelling of these text features through mini lessons and group writing exercises, and via their own writing processes as they

produce a narrative and narrative based ballad from an Australian painting prompt, students may achieve greater levels of writing sophistication in poetry and

narratives that may be transferred across genres.

*The CCP of ATSI Cultures and Histories will be covered throughout the History unit, but there is still a need to discuss and explore the reasons for a lack of

indigenous texts from this same era that might show a differing perspective from the pervasive „White Anglo-Celtic Male‟ sources of the literature chosen for

this unit. The same could be said for the lack of texts from Chinese immigrants and Afghan Cameleers of the time period with regards to the Asia and

Australia‟s Engagement with Asia CCP. Additionally, texts that may refer to colonial farming practices that may have caused ongoing damage to the

Australian environment can be discussed in reference to the History unit exploration of colonial farming techniques, and the CCP of sustainability.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 3

ACARA Achievement Standards

English Year 5 English Year 6

Receptive modes (listening, reading and viewing)

By the end of Year 5, students explain how text structures assist in

understanding the text. They understand how language features, images and

vocabulary influence interpretations of characters, settings and events.

They analyse and explain literal and implied information from a variety of

texts. They describe how events, characters and settings in texts are depicted

and explain their own responses to them. They listen and ask questions to

clarify content.

Productive modes (speaking, writing and creating)

Students use language features to show how ideas can be extended. They

develop and explain a point of view about a text, selecting information, ideas

and images from a range of resources.

Students create a variety of sequenced texts for different purposes and

audiences. They make presentations and contribute actively to class and group

discussions, taking into account other perspectives. When writing, they

demonstrate understanding of grammar, select specific vocabulary and use

accurate spelling and punctuation, editing their work to provide structure and

meaning.

Receptive modes (listening, reading and viewing)

By the end of Year 6, students understand how the use of text structures can

achieve particular effects. They analyse and explain how language features,

images and vocabulary are used by different authors to represent ideas,

characters and events.

Students compare and analyse information in different texts, explaining

literal and implied meaning. They select and use evidence from a text to

explain their response to it. They listen to discussions, clarifying content and

challenging others‟ ideas.

Productive modes (speaking, writing and creating)

Students understand how language features and language patterns can be

used for emphasis. They show how specific details can be used to support a

point of view. They explain how their choices of language features and

images are used.

Students create detailed texts elaborating on key ideas for a range of

purposes and audiences. They make presentations and contribute actively to

class and group discussions, using a variety of strategies for effect. They

demonstrate understanding of grammar, make considered choices from an

expanding vocabulary, use accurate spelling and punctuation for clarity and

make and explain editorial choices.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 4

ACARA Content Descriptors- English

(*Mode/s: Reading, Writing, Speaking, Listening)

English Year 5 English Year 6

LANGUAGE

Language variation and change

Understand that the pronunciation, spelling and meanings of words

have histories and change over time (ACELA1500) (R,W,S,L)

Language for interaction

Understand that patterns of language interaction vary across social

contexts and types of texts and that they help to signal social roles and

relationships (ACELA1501) (R,W,S,L)

Understand how to move beyond making bare assertions and take

account of differing perspectives and points of view (ACELA1502)

(R,W,S,L)

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as

the degree of formality (ACELA1504) (R,W,S,L)

Expressing and developing ideas

Understand the difference between main and subordinate clauses and

that a complex sentence involves at least one subordinate clause

(ACELA1507) (R,W,S,L)

Understand how noun groups/phrases and adjective groups/phrases

can be expanded in a variety of ways to provide a fuller description of

the person, place, thing or idea (ACELA1508) (R,W,S,L)

Understand the use of vocabulary to express greater precision of

meaning, and know that words can have different meanings in

different contexts (ACELA1512) (R,W,S,L)

LANGUAGE

Language for interaction

Understand the uses of objective and subjective language and bias

(ACELA1517) (R,W,S,L)

Text structure and organisation

Understand how authors often innovate on text structures and play

with language features to achieve particular aesthetic, humorous and

persuasive purposes and effects (ACELA1518) (R,W,S,L)

Understand that cohesive links can be made in texts by omitting or

replacing words (ACELA1520) (R,W,S,L)

Understand the uses of commas to separate clauses (ACELA1521)

(R,W,S,)

Expressing and developing ideas

Investigate how complex sentences can be used in a variety of ways

to elaborate, extend and explain ideas (ACELA1522) (R,W,S,L)

Understand how ideas can be expanded and sharpened through

careful choice of verbs, elaborated tenses and a range of adverb

groups/phrases (ACELA1523) (R,W,) Investigate how vocabulary choices, including evaluative language

can express shades of meaning, feeling and opinion (ACELA1525)

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 5

LITERATURE

Literature and context

Identify aspects of literary texts that convey details or information

about particular social, cultural and historical contexts (ACELT1608)

(R,W,S,L)

Responding to literature

Present a point of view about particular literary texts using

appropriate metalanguage, and reflecting on the viewpoints of others

(ACELT1609) (R,W,S,L)

Use metalanguage to describe the effects of ideas, text structures and

language features on particular audiences (ACELT1795) (R,W,S,L)

Examining literature

Recognise that ideas in literary texts can be conveyed from different

viewpoints, which can lead to different kinds of interpretations and

responses (ACELT1610) (R,W,S,L)

Understand, interpret and experiment with sound devices and

imagery, including simile, metaphor and personification, in

narratives, shape poetry, songs, anthems and odes (ACELT1611)

(R,W,S,L)

Creating literature

Create literary texts using realistic and fantasy settings and characters

that draw on the worlds represented in texts students have

experienced (ACELT1612) (R,W)

Create literary texts that experiment with structures, ideas and stylistic

features of selected authors (ACELT1798) (R,W)

LITERATURE

Literature and context

Make connections between students‟ own experiences and those of

characters and events represented in texts drawn from different

historical, social and cultural contexts (ACELT1613) (R,W,S,L)

Responding to literature

Analyse and evaluate similarities and differences in texts on similar

topics, themes or plots (ACELT1614) (R,W,S,L)

Identify and explain how choices in language, for example modality,

emphasis, repetition and metaphor, influence personal response to

different texts (ACELT1615) (R,W,S,L)

Examining literature

Identify, describe, and discuss similarities and differences between

texts, including those by the same author or illustrator, and evaluate

characteristics that define an author‟s individual style (ACELT1616)

(R,W,S,L)

Identify the relationship between words, sounds, imagery and

language patterns in narratives and poetry such as ballads, limericks

and free verse (ACELT1617) (R,W,S,L)

Creating literature

Create literary texts that adapt or combine aspects of texts students

have experienced in innovative ways (ACELT1618) (R,W)

Experiment with text structures and language features and their

effects in creating literary texts, for example, using imagery,

sentence variation, metaphor and word choice (ACELT1800)

(R,W,S,L)

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 6

LITERACY

Texts in context

Show how ideas and points of view in texts are conveyed through the

use of vocabulary, including idiomatic expressions, objective and

subjective language, and that these can change according to context

(ACELY1698) (R,W,S,L)

Interacting with others

Clarify understanding of content as it unfolds in formal and informal

situations, connecting ideas to students‟ own experiences and present

and justify a point of view (ACELY1699) (S,L)

Use interaction skills, for example paraphrasing, questioning and

interpreting non-verbal cues and choose vocabulary and vocal effects

appropriate for different audiences and purposes (ACELY1796) (S,L)

Plan, rehearse and deliver presentations for defined audiences and

purposes incorporating accurate and sequenced content and

multimodal elements (ACELY1700) (R,W)

Interpreting, analysing, evaluating

Identify and explain characteristic text structures and language

features used in imaginative, informative and persuasive texts to meet

the purpose of the text (ACELY1701) (R,W,S,L)

Navigate and read texts for specific purposes applying appropriate

text processing strategies, for example predicting and confirming,

monitoring meaning, skimming and scanning (ACELY1702) (R)

Use comprehension strategies to analyse information, integrating and

linking ideas from a variety of print and digital sources

(ACELY1703) (R,W,S,L)

LITERACY

Texts in context

Compare texts including media texts that represent ideas and events

in different ways, explaining the effects of the different approaches

(ACELY1708) (R,W,S,L)

Interacting with others

Participate in and contribute to discussions, clarifying and

interrogating ideas, developing and supporting arguments, sharing

and evaluating information, experiences and opinions (ACELY1709)

(L)

Use interaction skills, varying conventions of spoken interactions

such as voice volume, tone, pitch and pace, according to group size,

formality of interaction and needs and expertise of the audience

(ACELY1816) (S,L)

Plan, rehearse and deliver presentations, selecting and sequencing

appropriate content and multimodal elements for defined audiences

and purposes, making appropriate choices for modality and emphasis

(ACELY1710) (R,W,S,L)

Interpreting, analysing, evaluating

Analyse how text structures and language features work together to

meet the purpose of a text (ACELY1711) (R,W,S,L)

Select, navigate and read texts for a range of purposes, applying

appropriate text processing strategies and interpreting structural

features, for example table of contents, glossary, chapters, headings

and subheadings (ACELY1712) (R)

Use comprehension strategies to interpret and analyse information

and ideas, comparing content from a variety of textual sources

including media and digital texts (ACELY1713) (R,W,S,L)

Analyse strategies authors use to influence readers (ACELY1801)

(R)

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 7

Creating texts

Plan, draft and publish imaginative, informative and persuasive print

and multimodal texts, choosing text structures, language features,

images and sound appropriate to purpose and audience (ACELY1704)

(W)

Reread and edit student's own and others‟ work using agreed criteria

for text structures and language features (ACELY1705) (R,W)

Use a range of software including word processing programs with

fluency to construct, edit and publish written text, and select, edit and

place visual, print and audio elements (ACELY1707) (W)

Creating texts

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

(ACELY1714) (W)

Reread and edit students‟ own and others‟ work using agreed criteria

and explaining editing choices (ACELY1715) (R,W)

Use a range of software, including word processing programs,

learning new functions as required to create texts (ACELY1717)

(W)

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ACARA Content Descriptors- Other KLA/s

History Year 5 History Year 6

Historical Knowledge and Understanding

The Australian Colonies

The nature of convict or colonial presence, including the factors that

influenced patterns of development, aspects of the daily life of the

inhabitants (including Aboriginal Peoples and Torres Strait Islander

Peoples) and how the environment changed. (ACHHK094)

The impact of a significant development or event on a colony; for

example…the expansion of farming, drought. (ACHHK095)

The role that a significant individual or group played in shaping a

colony; for example, explorers, farmers, entrepreneurs, artists,

writers, humanitarians, religious and political leaders, and Aboriginal

and/or Torres Strait Islander peoples. (ACHHK097)

Historical Skills

Analysis and use of sources

Compare information from a range of sources (ACHHS103)

Perspectives and interpretations

Identify points of view in the past and present (ACHHS104)

Explanation and communication

Develop texts, particularly narratives and descriptions, which

incorporate source materials (ACHHS105)

Use a range of communication forms (oral, graphic, written) and

digital technologies (ACHHS106)

Historical Knowledge and Understanding

Australia as a nation

The contribution of individuals and groups, including Aboriginal and

Torres Strait Islander people and migrants, to the development of

Australian society, for example in areas such as the economy,

education, science, the arts, sport. (ACHHK116)

Historical Skills

Analysis and use of sources

Compare information from a range of sources. (ACHHS122)

Perspectives and interpretations

Identify points of view in the past and present (ACHHS123)

Explanation and communication

Develop texts, particularly narratives and descriptions, which

incorporate source materials (ACHHS124)

Use a range of communication forms (oral, graphic, written) and

digital technologies (ACHHS125)

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 9

ACARA Content Descriptors- Other KLA/s

The Arts- Year 5/6

VISUAL ARTS:

Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and

opinions (ACAVAM114)

Develop and apply techniques and processes when making their artworks (ACAVAM115)

Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)

Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including

Aboriginal and Torres Strait Islander artworks (ACAVAR117) Weekly Learning Experiences

English Other KLA/s

Week 1

*Literacy Circle (LC) - Intro Colonial Writers as a theme attached to History unit and texts that are the

focus of Literacy circle activities for the next 6 weeks. Reading from the class library of colonial

literature anthologies for read to self/ read to someone/ listen to reading/ comprehension and writing

tasks. Guided readers will be themed to the Colonial Australia Unit where possible.

*Intro Narrative and ballad poetry genre writing for the next 6 weeks.

*Read Poem- My Country- Dorothy MacKellar.

*LC Mini Lesson- Reading Strategies- Fluency and Comprehension- Re-reading the text.

*Re- read My Country multiple times. Discuss personal responses, unknown words, genre, POV,

intended audience, history and legacy.

*LC Mini Lesson – Grammar- Simple and compound sentences- use The Drover’s Wife.

*Diagnostic Assessment of Narrative writing- Prompt: fire blackened Billy-can Title: “While the Billy

Boiled”.

*Begin consultations and redrafting process of students narratives- focus on one area for improvement at

a time- spelling, punctuation, use of direct speech, sentence structure, word choices, character and plot

development, sequencing, etc.

*LC Mini Lesson- Language features- punctuation- use The Drover’s Wife.

*Vocabulary Extension- Adjectives/ descriptive Language- Use My Country and The Drover’s Wife.

* Genre Writing- continue with the “While the Billy Boiled” redrafting- using a planning template to aid

sequencing.

*LC Mini lesson- Handwriting- linking letters

*Read all of The Drovers Wife.

*LC mini lesson- Reading reflections/ class sharing time. ASK: What do you think of Colonial texts so

far? Your own narratives?

Week 1

History

Intro Term long unit of IBL-

-Hook activity- Spatial genie mapping tool.

-Key focus questions for investigation.

-Discuss Development of individualised project

on an historical figure from the time- Literary,

Farming, Indigenous or Arts.

-Introduce idea of major project work ending in a

culminating event where work is published and

families are invited to share in learning success.

-Discuss use literary texts and visual arts from the

time to give a greater understanding of what life

was like in the 19th

century, and as basis for

historical skills like source analysis.

The Arts: Visual Arts

-Intro Imagery of Colonial Australian artworks.

-Search online for examples

-Record initial responses to the works.

-Discuss in reference to My Country- imagery in

the poem/do the painting represent this at all?

-Discuss in reference to History unit.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 10

Week 2

*Read Poem- Clancy of the Overflow- A.B. Paterson.

*LC Mini Lesson- Reading Strategies- Comprehension- Inferring meaning for unknown words from

surrounding text- use evidence.

*Read Shearing at Castlereagh and re-read Clancy multiple times. Discuss personal responses, genre,

realism/ romantic view. Changes in Standard Australian English. Link to Outback House excerpt of

shearing time Compare to Newspaper report on Clancy from the 1890s. Compare to Lawson‟s Up the

Country or Out Back. ASK: whose vision is correct, think/pair/share. Defend your stance with evidence.

*LC Mini Lesson – Grammar- Adjectives- used to convey a consistent vivid theme/ character or place

picture- Use Clancy. Highlight the contrasts in it.

*Formative Assess of Narrative writing- Redraft “While the Billy Boiled” narratives- focus on

developing descriptions of place and character.

* Ongoing consultations about narratives.- focus on above points, plus structure and resolution

*LC Mini Lesson- Language features- Alliteration. Use Clancy.

*Vocabulary Extension- Dictionary and Thesaurus skills to develop options for “While the Billy Boils”

narratives and add to weekly spelling matrix.

* Genre Writing-“While the Billy Boils” redrafting- focus on adjectives, vivid place and character

descriptions.

*LC Mini lesson- Handwriting – final copy of “While the Billy Boils” in neatest linked script.

*LC mini lesson- Reading reflections/class sharing time- especially new descriptive words for the word

wall.

*Intro the summative assessment and marking rubric- narrative and a ballad based on “A Breakaway”-

Tom Roberts.

*Read Shearing at Castlereagh and play Click Go the Shears.

Week 2

History

-Use Clancy to understand primary and secondary

sources and to analyse for POV, relevance/

intended audience.

-Record questions of interest about Colonial

farming that will form individual independent

inquiry process.

-Finalise Activity 1 from Colonial Farming

Resource book

-Start on Activity 2- Life on a Sheep Station in the

1800s- watching excerpts of „The Outback

House‟- ABC-TV

The Arts: Visual Art

-Students draw picture to go with their final

“While the Billy Boils” narrative- own choice of

medium

-show picture of “Droving into the Light” by Hans

Heysen and compare to vision Paterson has of

Clancy’s life. Read Shearing at Castlereagh

(Paterson) or Play music- Click Go the Shears

(traditional). Show picture of “Shearing the

Rams” by Tom Roberts and to these. Compare

both to History resource- „Shearing Time‟ in „The

Outback House‟.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 11

Week 3

*Read Poem- The Man from Snowy River (TMFSR).

*LC Mini Lesson- Reading Strategies- Fluency- using the rhythm of the language. Base around TMFSR.

Set students to practice this in LC time- at least one verse read aloud and fluently.

*Other LC text focus to read to self or another- Paterson prose from the same time How Wild Horses are

Yarded

*Re- read TMFSR multiple times. Discuss personal responses, unknown words, genre (narrative poem,

POV, intended audience, history and legacy. Read poem to students and have them plot a histogram

showing rising and falling excitement levels across the poem. Link to effective narrative structure-

orientation, complication, resolution. Use the chase scene from the 1982 film of TMFSR to highlight this

progression too. Link to effective narrative character and setting development. Highlight language

features.

*LC Mini Lesson – Grammar- Direct speech. Use TMFSR. Transfer to prose writing.

*EXCURSION DAY- A day on North Tce, Adelaide- State Library, Art Gallery, Botanic Gardens.-

Recite TMFSR on the bus trip. Discuss “A Breakaway” in depth, students start a narrative planning

template when viewing the piece.

*LC Mini Lesson- Writing time- Reflections/ recount/reporting on excursion.

* Genre Writing- Focus on incremental rising action, climax and resolution. Use TMFSR as example.

Finalise planning templates and begin writing.

*LC Mini lesson- modelled sample narrative and template based on Stimulus Material

*Formative Assessment- Teacher consultations on Narrative plans- focus on developing action in stages,

climax and resolution/ coda.

*LC Mini lesson- Read all of TMFSR as a class- students chime in on the verse they have practiced in

LC time = Summative Assessment of Oral Language and reading accuracy and fluency.

Week 3

History

-Continue with Activity 2 research from „Colonial

Agriculture‟ Research.

-Develop plan for individual interest historical

research that is linked to theme of Colonial

Agriculture.

-Excursion focus- Source Analysis at State

Library, developing researching skills, Botanic

Gardens – „Plants and People trail- Early settlers‟.

The Arts: Visual Arts

-Excursion focus- the Australian Impressionists;

Analysing styles from Early European settler

period; Analysing “A Breakaway!” and the 9 x 5s

in depth;

Make note of other artworks that may inspire final

Summative artwork – a 9 x 5 painting with a bush/

agriculture theme; Sketch a breakaway main

features; sketch own ideas.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 12

Week 4

*Read Poem/s- Song of the Wheat by A.B. Paterson.

*LC Mini Lesson- Reading Strategies- Accuracy and comprehension- predicting through repetitions and

rhyme.

*Re- read Song of the Wheat multiple times. Discuss personal responses, unknown words, use of

repetition in poetry genre, POV, intended audience, links to this week‟s History activity.

*LC Mini Lesson – Grammar- figures of speech. Similes and Metaphors- use Song of the Wheat as

example.

*Genre writing- drafting story from plan. Focus on mini lesson skills one at a time when editing for

improvement.

*Formative Assessment- Teacher/student consultations and redrafting process of students‟ narratives-

focus on one area for improvement at a time.

*LC Mini Lesson- Language features- rhyming patterns of ballads- refer to all texts read so far

*Vocabulary Extension- use word parts (compound words, prefixes suffixes and chunking) to determine

meaning of unknown words). Use any tricky words from poems and short stories read so far.

* Genre Writing- Continue with “A Breakaway” narrative.

*LC Mini lesson- Discuss narrative poem structure. Stanzas, rhyme patterns, rhythm, metre, progression

through narrative sequence. Use TMFSR.

*LC mini lesson- Model writing part of a narrative into ballad rhyme and verse in preparation for next

week.

Week 4

History

-Colonial Agriculture resource- Activity 3- Where

would we be without Farming?

- Continue with individual research activities

based on learning contract for IBL.

The Arts: Visual Arts

-Now that narrative on “a Breakaway” has been

planned and started, use this as inspiration for a 9

x 5 painting to accompany the story or subsequent

poem. Help students focus on a key feature of

their text and avoid just a reproduction of the Tom

Roberts‟ original.

- Model painting techniques- colour mixing, brush

strokes, composition- rule of thirds.

- Students practise and plan composition-

-begin final composition

Week 5

*Read Prose/Poem- student suggestion/s from themed class library.

*LC Mini Lesson- The editing process

*Re-read student choice of text. Discuss personal responses, unknown words, genre, POV, intended

audience, links to History unit.

*Formative Assessment- ongoing consultations about narratives. Discuss final presentation mode for “A

Breakaway” narrative.

*LC Mini Lesson – based on student needs. Use time for finalising narratives.

* Genre Writing- provide template scaffolding to derive ballad poems from their narratives- Rhyme

scheme; 3 verses in standard 3 part narrative progression; beats per line (Iambic pentameter).

*Vocabulary extension- Brainstorm key words rhymes and synonyms from the narrative to use in poetry

writing.

*LC Mini lesson- Handwriting/ poem writing

*LC mini lesson- Poem editing/ redrafting process.

Week 5

History

-continue with IBL independent research and

summative assessment piece production.

-class meeting to discuss and plan culminating

event for week 10

The Arts: Visual Arts

-time for 9 x 5 painting

-continue to monitor progress and guide to better

technique use.

-Encourage self-assessment

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 13

Week 6

*Summative Assessment pieces due at the end of the week- 1 x narrative; 1 x narrative based ballad

derived from this prose; evidence of planning and editing process, including self-reflection and self-

assessment against rubric criteria.

*Literacy Circle (LC) - Mini Lesson time for focus group explicit instruction, or poetry and narrative

writing finalisation-editing and proof reading.

*Read Poem/Prose from class library- student favourites, or repeat one from previous week.

*Final Narrative and poetry writing consultations.

*Vocabulary Extension. Time used for finalising writing assessment pieces.

* Genre Writing- Time used for finalising writing assessment pieces.

*Students share narrative or writing in small groups or to whole class if willing.

*LC mini lesson- Reading and writing process reflections/ class sharing time. Read narratives or poem

aloud if willing.

Week 6

History

-Focused whole class research and sharing-

Activity 4 in Colonial Agriculture resource book.

-begin compiling works and continue developing

installation ideas for Week 10 culminating

activity.

The Arts: Visual Arts

-finalising 9x5s and any other works that support

History and English project presentation.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 14

Weekly Timetable

Time Monday Tuesday Wednesday Thursday Friday

8:45am Admin/ Mental Maths/

Reading

Admin/ Mental Maths/

Reading

Admin/ Mental Maths/

Reading

Admin/ Mental Maths/

Reading

Admin/ Mental Maths/

Reading

L1

9:00am

Maths Maths Maths Maths Maths

L2

9:50am NIT

LOTE- Japanese

NIT

LOTE- Japanese

Literacy Circles. Teacher/student read Daily poem

or prose; Mini Lesson: Language

features. Then: Read to self/

guided reading/ writing/ listen to

reading/ read to someone.

Maths Problem Solving Literacy Circles. Teacher/student read Daily poem

or prose. Then: Read to self/

guided reading/ writing/ listen to

reading/ read to someone. Mini

Lesson: Reading Reflections/

Class sharing time

10:40am Recess Time

L3

11:00am

Literacy Circles. Teacher

Read Daily poem or prose; Mini

Lesson: Reading Strategies.

Then: Read to self/ guided

reading/ writing/ listen to

reading/ read to someone.

Literacy Circles. Teacher

read Daily poem or prose; Mini

Lesson: Grammar. Then: Read to

self/ guided reading/ writing/

listen to reading/ read to someone.

Vocabulary Extension- using Bush Poems and

Narratives

IBL History- Research

Work

Assembly

L4

11:50am NIT

Music

Genre Writing-

Narratives or Ballads

English- Genre

Writing/ text analysis NIT

PE NIT

PE

12:45pm

1:05pm 2nd

Lunch Duty- Zone 2 Lunch Time

L5

1:25pm

Health/ Protective

Behaviours

Arts Science Literacy Circles. Teacher/

student read Daily poem or

prose; Mini Lesson:

Handwriting. Then: Read to self/

guided reading/ writing/ listen to

reading/ read to someone.

NIT

Music

L6

2:20pm

Choir/ Maths Early Dismissal

2:20pm

----------------------------

Staff Meeting

(2:30-4:30pm)

Science IBL History- Research

Work

Economics &Business

Dismissal

3:10pm

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 15

Assessment Techniques/ Evidence

English Other KLA/s

Diagnostic

Reading

Literacy Circle-Reading CAFÉ- Daily 5 includes guided reading with the teacher. Check for prior

knowledge of:

Bush Stories and ballad genre,

Language, and

Australian Colonial History, especially literary figures.

Writing Free expression narrative- use a visual prompt that students‟ draft a narrative around – An old,

fire blackened billy can. Check for:

Ability to Plan

Sequencing- Orientation, complication, resolution, coda

Vocabulary and descriptive language

Text mechanics (punctuation, spelling, legibility

Character development

Diagnostic

History

Check for knowledge of:

Colonial Australian history, especially

awareness of settlement expansion into

the bush, including key historical figures.

Types of historical sources and analysis

processes.

The Arts- Visual Arts

Check for:

Visual literacy- interpreting images

Awareness of distinctive Australian

artworks

Experiences and responses to viewing

famous artworks

Planning for artwork production and

display, with audience and medium in

mind

Proportion and composition skills

Technique with chosen mediums

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 16

Formative

Reading

Ongoing teacher/student individual consultations (observe, listen and guide with explicit

strategies) throughout the Literacy Circle weekly rota.

Writing

Monitor progress throughout the writing process.

Observe and consult with student/s daily/weekly during LC to check for understanding

Check draft copies

Check editing

Consult before final copy

Correction before publication

Formative

History

Observe and check developing historical

understanding:

-of the era and Colonial Agricultural

processes

- impact on Australia as a nation;

Observe and check for conceptual

understandings:

- textual source analysis;

- research skills;

-perspectives;

-evaluations and communication.

The Arts- Visual Arts

Observe and discuss art technique

progress, encouraging self-assessment and

recognition of areas to improve upon.

Observe and discuss developing

understanding of the Australian

Impressionism art movement of the late

19th and early 20

th century

Check written reflections on the works

viewed at the Art gallery.

Observe ability to incorporate new ideas

into their own artworks from planning

through to final product.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 17

Summative

Correct Structure of Narrative

Correct Structure of Narrative Ballad Poem

Demonstrates understanding of:

-ideas development and planning for writing

-need for drafting, editing, re-drafting and proof reading.

-Awareness of audience; perspectives; character and setting development

-Stanzas; rhythm; rhyme; rhyme schemes.

-Punctuation; spelling, sentence structure; paragraphing; text cohesion; appropriate use of

vocabulary.

Summative

History

Demonstrates ability to find historical

resources and compare information from a

range of sources

Demonstrates and understanding of

different perspectives from past and

present

Demonstrates understanding of conditions

of life from 19th century Australia,

Demonstrates knowledge of significant

events, individuals or groups from the

period and can describe the impact they

have had- then and now.

The Arts- Visual Arts

Demonstrates understanding of the

Australian Impressionist movement in

painting – what they were representing

and how.

Demonstrates ability to compare and

interpret meaning from artworks.

Show understanding of concepts of

painting and composition techniques and

shows progression in the application of

these skills

Demonstrates planning ability for

exhibiting work and understands how

choices can affect audience engagement

and intended meaning.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 18

Evidence

One Narrative written from the picture prompt of “A Breakaway” by Tom Roberts. For ease of

moderation, students are limited in their POV and key character options to either: the man on the

focal horse in the picture, the focal horse, or one of the two dogs.

One Narrative poem derived from the prose narrative they have written. In the style of a bush

Ballad like The Man from Snowy River.

Evidence of planning, drafting and editing skills for the narrative and poem throughout the

writing process.

Oral language and reading fluency and accuracy- reading/ reciting part of TMFSR aloud

Evidence

History

IBL Project Book, and/or other

installation formats

Annotated documents and reflections

Activity sheets – answers to key questions

about the historical period, people and

agriculture of the time.

The Arts- Visual Arts

9 x 5 paining final pieces

Annotated sketches showing development

of medium techniques and understanding

of effective compositions.

Reflection on artworks viewed in class

and during Gallery visit.

Culminating Activity

*Held in T2/ Week 10- once all English Literacy, Visual Arts “Australian Impressionism”, and History „Colonial Agriculture‟ unit work is completed.

Incorporating their IBL project work that covers assessment criteria for the History Curriculum based on Colonial Agriculture, students will present their final

narrative prose and narrative ballad poem within their project books or other form. Flexibility for artistic presentation for individual works and a group

installation in the Library Resource Centre is encouraged. For example, poems, narratives and journal entries could be presented in an old style journal; or, a

poem can be included in a letter to a loved one written by a shearer on the tramp or a man away droving. Parents will be invited to view the installation and

celebrate student learning. Traditional billy tea, damper and kangaroo stew will be served. Possibly sing traditional songs, like Click go the Shears.

Completed reports on Australian Colonial Art and a 9 x5 painting in inspired by the Australian impressionists will also be included.

Incursions/ Excursions

A Day on North Tce, Adelaide:

State Library of South Australia- Tour of the Ron Boland Newspaper reading area to view original newspapers and news articles of the 1890s. Many

students will not have read nor had regular access to printed newspapers in their lives. Aim is to compare print media types and factual and fictional texts of

the era and deepen understanding of how different texts are written for different purposes.

Art Gallery of South Australia- To view “A Breakaway” Heidelberg school 9 x 5s and other colonial Australian artworks. In order to generate ideas for

final assessment piece – rural prose narrative and narrative ballad poem. For VA- inspiration can be drawn for their own impressionist styled rural setting 9 x

5 painting and to report on different representations of the Australian landscape- (Realism, European Academic style, Australian Impressionist Movement).

Lunch at the Botanic Gardens of South Australia: visit The Institute of Economic Botany. Explore Learning resource: Plants and People- A Colonial

View. Walk part of the exploration trail for relevant plants in colonial farming and farm building materials, if time allows.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 19

Unit Evaluation Self-Evaluation

Have the Aims and Learning outcomes been met?

Have the ACARA content descriptions been covered in enough depth? Which

most need revisiting?

Did the children enjoy the learning experience?

Did students show appreciable gains in their reading and writing skills form

this unit of work?

Could this process be used with other KLAs and other themes?

Would other KLAs fit in with this text theme?

What learning experiences could be deleted or added?

Did I enjoy this literature study?

Were resources easily accessible or interchangeable?

Would I repeat this literature study?

Did the format of immersing students in the literature through their Daily

Literacy Cycle work?

Was it too time consuming to set up for minimal gains?

What pedagogical changes could I make?

Were my aims and outcomes appropriate?

Could I differentiate tasks easily to meet individual student learning needs?

Was I adequately prepared?

Resources

„Excitement Chart‟ template- The Reading Activity Handbook, Sheena Cameron (2009, Pearson)

„Graphing Plots‟ template (p.75) and „Narrative in Poetry‟ (p.52-3)- All you need to teach Poetry Ages 10+, Amelia Walker (2010, Macmillan Education)

„Narrative in Poetry‟ (p52-3) - All you need to teach Poetry ages 8-10, Amelia Walker (2010, Macmillan Education).

Art Gallery of South Australia- online collection http://www.artgallery.sa.gov.au/agsa/home/Collection/Australian/

Australia Poetry Library- http://www.poetrylibrary.edu.au/poems-poetic-form/bush-ballads

Australian Folk Songs- Click Go the Shears http://folkstream.com/022.html

Internet access.

Narrative and poetry planning templates- The Writing Book, Sheena Cameron and Louise Dempsey (2013, S&L)

National Gallery of Australia- online collection http://nga.gov.au/COLLECTIONS/AUSTRALIA/

National Gallery of Victoria- online collection http://www.ngv.vic.gov.au/explore/collection/

Other Anthology/s of Australian 19th

century prose and poetry

Painting supply- including 9 x5 inch boards

Plants and People- A colonial View: http://botanicgdns.rbe.net.au/abgedutmp/pdfs/2012_PlantsPeopleColonialView_Primary.pdf

Poems of A.B. Paterson (1982, New Holland)

Poems of Henry Lawson, selected by Walter Stone (1982, New Holland)

Project Gutenberg Australia http://gutenberg.net.au/

References -Boushey, G. & Moser, J. (2009). The CAFÉ Book: engaging all students in daily literacy assessment and instruction. Portland, Maine: Stenhouse

Publishers.

-Boushey, G. & Moser, J. (2006). The Daily Five: Fostering literacy independence in the elementary years. Portland, Maine: - Stenhouse

Publishers.

-Cameron, S (2009). The Reading Activity Handbook: Purposeful reading responses to enrich your literacy programme. New Zealand: Pearson

-Cameron, S. & Dempsey, L. (2013). The Writing Book: A practical guide for teachers. New Zealand: S&L Publishers.

EDUC4725- Ass. 2 (a). Rebekah Martin. 2094136 Page 20