name:unit 4 - english year 6 (v8) · web viewunderstand the use of punctuation to support meaning...

OneSchoolUnit Plan

Name: Unit 4 - English Year 6 (V8)Duration: 4 Weeks

Year Level: Year 6

Applicable LearningAreas/Subjects: English

Unit Plan

Interpreting literary textsIn this unit students listen to, read and view extracts from literary texts set in earlier times. They demonstrate their understanding of how the events and characters are created within historical contexts. They create a literary text that establishes time and place for the reader and explores personal experiences.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 24

Unit Plan Plan Name: Unit 4 - English Year 6 (V8)

Year: 6Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

A letter to the future (Yr 06)Students write a letter to a student in the future to evoke a sense of time and place.

Informative response - written

English Unscheduled

Reading comprehension (Yr 06)Students read and comprehend a letter from a different historical context and analyse and explain language features.

Monitoring English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploration of literary texts/Examination of personal letter

Exploration of language features in texts

Letter to the future

Resources Attachments Plan Resource Bank

Assessment Informative response - written - A

letter to the future (Yr 06) Monitoring - Reading

comprehension (Yr 06)




Duration: 4 Weeks

Australian Curriculum

English - Year 6

Year 6 Achievement Standard

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 and complex 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 an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Content DescriptionsLanguage Literacy Literature

Expressing and developing ideas

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Language variation and change

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

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)

Creating texts

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources

Responding to literature

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Creating literature

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)

Literature and context

Make connections between students' own




Duration: 4 Weeks

Text structure and organisation

Understand the uses of commas to separate clauses (ACELA1521)

Language for interaction

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Phonics and word knowledge

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)

Understand how to use phonic knowledge and accumulated understandings about blending, letter- sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)

appropriate to purpose and audience (ACELY1714)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Interpreting, analysing, evaluating

Analyse strategies authors use to influence readers (ACELY1801)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding that patterns of language interaction vary across social contexts and types of texts, and that they help to signal social roles and relationships understanding how to move beyond making bare assertions and taking account of differing perspectives and points of view understanding how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns understanding 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 understanding the use of vocabulary to express greater precision of meaning, and knowing that words can have different meanings in different contexts creating literary texts that experiment with structures, ideas and stylistic features of selected authors planning, drafting and publishing imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to

purpose and audience.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529) Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532) Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge

through language (ACELA1537) Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour

(ACELT1805) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and

ideas (ACELY1725)




Duration: 4 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Information and communication technology (ICT) capability Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.




Duration: 4 Weeks

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: A letter to the futureAssessment description: Students write a letter to a student in the future to evoke a sense of time and place.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.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 and complex 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 an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

using objective and subjective language varying sentences to create effect




Duration: 4 Weeks

using vocabulary to express shades of meaning, feeling and opinion using verbs, elaborated tenses and adverbs to expand on ideas using accurate spelling and punctuation, including commas to separate clauses.

Monitoring taskMonitoring name: Reading comprehensionMonitoring description: Students read and comprehend a letter from a different historical context and analyse and explain language features

FeedbackFeedback may relate to reading and writing. In this unit this may include:

using comprehension strategies to interpret and analysing information and ideas understanding appropriate use of objective or subjective language expanding ideas through the careful choice of verbs, elaborated tenses and a range of adverb groups/phrases using evaluative language to express shades of meaning, feeling and opinion.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

6 Lessons Exploration of literary texts/Examination of personal letter Lesson 1: Building knowledge of time and place Lesson 2: Examining language features of a historical recount 1 Lesson 3: Examining language features of a historical recount 2 Lesson 4: Examining language features of a personal letter Lesson 5: Responding to a personal letter Lesson 6: Comprehending the text

7 Lessons Exploration of language features in texts Lesson 7: Analysing language features of a personal letter Lesson 8: Experimenting with language features of a personal letter Lesson 9: Investigating language features of a personal letter Lesson 10: Making word choices to write a personal letter Lesson 11: Examining author strategies in a model response Lesson 12: Experimenting with text choices in a personal letter Lesson 13: Writing a personal letter in a contemporary context

3 Lessons Letter to the future Lesson 14: Planning a letter Lesson 15: Drafting a letter Lesson 16: Publishing a letter

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Exploration of literary texts/Examination of personal letter Topic Duration 6 Lessons

Overview Throughout this lesson series, students will examine language features of digital and printed texts in various historical, social and cultural contexts.Throughout this lesson series, students will examine and respond to the language features of personal letters.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Building knowledge of time and place

Lesson objectivesStudents will:

Develop knowledge of characters and events represented in texts drawn from different historical contexts and their own experiences.

Develop knowledge of comprehension strategies to analyse information and ideas in digital texts.

Evidence of learningCan the student:

Apply comprehension strategies to analyse information and ideas?

Example learning sequence Understand the unit Explore digital texts that historically convey a sense of time and

place Compare contemporary lives and those of characters in

historical textsSpellingRefer to unit spelling overview for suggested focus area.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Find and prepare episodes from a television series about life in Australia in a different era. (Note: Prior to using resources, review the content to ensure suitability for your school context and class.)

Supporting learning resource - Teacher tips: Exploration of literary texts with historical contexts

Spelling - Spelling overview Year 6 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Helpful information Website - My place for teachers (Australian Children's Television Foundation and

Education Services Australia Ltd) http://www.myplace.edu.au/default.asp Website - My place (ABC) http://www.abc.net.au/abc3/myplace/ Supporting learning resource - Introduction to the unit: Interpreting literary texts

https://learningplace.eq.edu.au/cx/resources/items/074a379e-74a3-419c-9d10-ab1133bad22c/0/Eng_Y06_U4_SLR_UnitIntro.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/ff5ce366-ed28-4c12-ab7a-c867712425ed/0/Eng_Y06_U5_SLR_SuggAltResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx




Duration: 4 Weeks

Teaching Sequence




Attachments Lesson plan

Lesson 2

Examining language features of a historical recount 1


Understand the effect of using evaluative language appropriate to purpose and audience.

Develop knowledge of characters and events in texts drawn from different contexts.

Understand author strategies to influence readers.Evidence of learningCan the student:

Identify objective and subjective language in a text? Identify own experiences with characters and events in texts? Identify author strategies to influence readers?

Example learning sequence Read and comprehend a recount Explore objective and subjective language in a recount Revise language and context

SpellingRefer to unit spelling overview for suggested focus area.


Find and prepare a recount set in a historical period, e.g.o Text - Wheatley, N & Rawlins, D 1987, My place, Collins Dove, Vic



Helpful information Supporting learning resource - Yarning circles

https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf




Sheet - Extract Monday 14 July from My story: Snowy - the diary of Eva Fischer https://learningplace.eq.edu.au/cx/resources/items/717be886-c4f9-455d-917b-ce92b8bf15c5/0/Eng_Y06_U5_SH_Extract_14July.docx

Sheet - Extract Friday 15 August from My story: Snowy - the diary of Eva Fischer https://learningplace.eq.edu.au/cx/resources/items/68abeeae-500b-40bf-94ed-293c97c01f7e/0/Eng_Y06_U5_SH_Extract_15Aug.docx

Supporting learning resource - Teacher tips: Examination of personal recounts https://learningplace.eq.edu.au/cx/resources/items/69fca79e-2e9e-44bf-9a71-9ed360a4c71f/0/Eng_Y06_U5_SLR_InterpretingLitTextsExamination.docx




Duration: 4 Weeks

Teaching Sequence





Lesson 3

Examining language features of a historical recount 2


Understand how evaluative language can influence the reader. Know how vocabulary choices express shades of meaning. Understand how language and author strategies influence a

personal response to texts.Evidence of learningCan the student:

Identify evaluative language and author strategies in a text? Explain how vocabulary choices can help to express shades of

meaning? Apply appropriate comprehension strategies?

Example learning sequence Read and comprehend a recount Explore language features in a recount Revise language and context Share opinions



Find and prepare a recount set in a historical period, e.g.o Text - Wheatley, N & Rawlins, D 1987, My place, Collins Dove, Vic



Helpful information Supporting learning resource - Yarning circles

https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf






Supporting learning resource - Teacher tips: Examination of personal recounts https://learningplace.eq.edu.au/cx/resources/items/69fca79e-2e9e-44bf-9a71-9ed360a4c71f/0/Eng_Y06_U5_SLR_InterpretingLitTextsExamination.docx




Duration: 4 Weeks

Teaching Sequence





Lesson 4

Examining language features of a personal letter


Understand how ideas can be expanded through careful choice of verbs, elaborated tenses and adverb groups/phrases.


Identify how ideas can be expanded through careful choice of verbs, elaborated tenses and adverb groups?

Use vocabulary appropriately to express shades of meaning, feeling and opinion?

Example learning sequence Read and comprehend a personal letter Identify historical and social context Explore language choices Share writing


Resources Sheet - Letter from Mrs Ellsmore to Matilda Supporting learning resource - Teacher tips: Examination of personal letters Spelling - Spelling overview Year 6 Unit 4

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html


Lesson 5

Responding to a personal letter


Understand how verb, tense and adverb choice expands and sharpens ideas.

Understand how vocabulary choices can express shades of meaning, feeling and opinion.


Use precise verbs, tenses and adverbs to expand and sharpen ideas?

Use vocabulary appropriately to express shades of meaning,

Resources Sheet - Letter from Mrs Ellsmore to Matilda Supporting learning resource - Teacher tips: Examination of personal letters Spelling - Spelling overview Year 6 Unit 4






Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesfeeling and opinion?

Example learning sequence Review language features of a personal letter Read and discuss a personal letter Use the language features of a personal letter Share personal letters


Lesson 6

Comprehending the text


Understand and explain how language features and vocabulary are used by authors to represent ideas, characters and events.

Understand how to analyse information in a text, explaining literal and implied meaning.

Understand how to use evidence from a text to explain their response to it.


Explain how language features and vocabulary are used to represent ideas, characters and events?

Explain literal and implied meanings in texts? Use evidence from a text to explain their response to it?

Example learning sequence Understand the monitoring task Complete the task


Resources Monitoring task - Reading comprehension Monitoring task - Reading comprehension - Text for reading comprehension Monitoring task - Reading comprehension - Model response Supporting learning resource - Teacher tips: Examination of personal letters Spelling - Spelling overview Year 6 Unit 4






Duration: 4 Weeks

Teaching Sequence

Topic Exploration of language features in texts Topic Duration 7 Lessons

Overview Throughout this lesson series, students will analyse and create personal letters in both a historical and contemporary context.


Lesson 7

Analysing language features of a personal letter


Understand the uses of objective and subjective language, appropriate to purpose and audience.

Understand how effective use of verbs, elaborated tenses and adverbs creates more descriptive language.


Use objective and subjective language appropriately? Use verbs, elaborated tenses and adverbs descriptively?

Example learning sequence Read and comprehend a personal letter Identify historical and social context Explore language choices Share writing


Resources Sheet - Letter from Val Supporting learning resource - Teacher tips: Exploration of language features Spelling - Spelling overview Year 6 Unit 4



Lesson 8

Experimenting with language features of a personal letter


Understand how precise verb, tense and adverb choice creates more expressive and interesting letters.

Understand how meanings, feelings and opinions are expressed through focused use of vocabulary and language.


Use vocabulary choices to differentiate between shades of meaning?

Example learning sequence Read and discuss a personal letter Use the language features of a personal letter Share personal letters


Resources Sheet - Letter from Val Supporting learning resource - Teacher tips: Exploration of language features Spelling - Spelling overview Year 6 Unit 4






Duration: 4 Weeks

Teaching Sequence




Lesson 9

Investigating language features of a personal letter


Understand objective and subjective language appropriate to purpose and audience.


Use objective and subjective language in appropriate contexts?Example learning sequence

Read and comprehend a personal letter Identify historical and social context Explore language choices Write a response Share writing


Resources Sheet - Letter from Joan Supporting learning resource - Teacher tips: Exploration of language features Spelling - Spelling overview Year 6 Unit 4



Lesson 10

Making word choices to write a personal letter


Understand how vocabulary choices can express shades of meaning, feeling and opinion.


Use precise vocabulary choices to express shades of meaning?Example learning sequence

Read and discuss a personal letter Use the language features of a personal letter Share personal letters


Resources Sheet - Letter from Joan Supporting learning resource - Teacher tips: Exploration of language features Spelling - Spelling overview Year 6 Unit 4



Lesson 11 Lesson objectivesStudents will:

Resources Assessment task - A letter to the future - Model response




Duration: 4 Weeks

Teaching Sequence




Examining author strategies in a model response

Understand objective and subjective language appropriate to purpose and audience.

Understand how ideas about time and place can be enhanced and expanded through careful choice of adverb groups.


Use objective and subjective language effectively? Explain verb and adverb choices that portray a vivid sense of time

and place in a text?Example learning sequence

Read and comprehend a model response Identify historical and social context Explore and use language features Share writing


Supporting learning resource - Teacher tips: Exploration of language features Spelling - Spelling overview Year 6 Unit 4



Lesson 12

Experimenting with text choices in a personal letter


Understand how a variety of language features and author strategies develop ideas and create meanings in texts.


Use language features, vocabulary and author strategies to enhance their writing?

Example learning sequence Read and discuss a personal letter Use the language features of a personal letter Share personal letters


Resources Sheet - Letter from Matilda to Tommy Supporting learning resource - Teacher tips: Exploration of language features Spelling - Spelling overview Year 6 Unit 4



Lesson 13

Writing a


Understand how language and vocabulary choices can create

Resources Sheet - Letter from James to Matilda Supporting learning resource - Teacher tips: Exploration of language features




Duration: 4 Weeks

Teaching Sequence




personal letter in a contemporary context

shades of meaning and feeling.Evidence of learningCan the student:

Use precise vocabulary choices for particular meaning?Example learning sequence

Read and comprehend a personal letter Analyse language features of a personal letter Use the language features of a personal letter Share writing







Duration: 4 Weeks

Teaching Sequence

Topic Letter to the future Topic Duration 3 Lessons

Overview Throughout this lesson series, students will plan, draft and publish a letter to a future student of their school, making word choices that establish social distance. Students focus on specific language features and text structures of a letter to help the recipient make connections to contemporary times and establish historical, social and cultural context.


Lesson 14

Planning a letter

Assessment purposeTo write a letter to a student in the future to evoke a sense of time and place.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment


Resources Assessment task - A letter to the future Assessment task - Plan for task - A letter to the future Assessment task - A letter to the future - Model response Spelling - Spelling overview Year 6 Unit 4



Lesson 15

Drafting a letter





Resources Assessment task - A letter to the future Assessment task - Plan for task - A letter to the future Assessment task - A letter to the future - Model response Spelling - Spelling overview Year 6 Unit 4



Lesson 16

Publishing a letter




SpellingConduct a unit post-test.

Resources Assessment task - A letter to the future Assessment task - Plan for task - A letter to the future Assessment task - A letter to the future - Model response Spelling - Spelling unit post-test Year 6 Unit 4






Duration: 4 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Exploration of literary texts/Examination of personal letter

Lesson plan - Eng_Y06_U4_LP01.docx






Sequence - Exploration of language features in texts








Sequence - Letter to the future Lesson plan - Eng_Y06_U4_LP14.docx






Duration: 4 Weeks


Sequence Find and prepare a recount set in a historical period, e.g. Text - Wheatley, N & Rawlins, D 1987, My place, Collins Dove, Vic

Find and prepare episodes from a television series about life in Australia in a different era. (Note: Prior to using resources, review the content to ensure suitability for your school context and class.)

Monitoring task - Reading comprehension

Monitoring task - Reading comprehension - Model response

Monitoring task - Reading comprehension - Text for reading comprehension



Sheet - Letter from James to Matilda

Sheet - Letter from Joan

Sheet - Letter from Matilda to Tommy

Sheet - Letter from Mrs Ellsmore to Matilda

Sheet - Letter from Val Spelling - Spelling overview Year 6 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling unit post-test Year 6 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html



Supporting learning resource - English metalanguage: Years 3-6https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Supporting learning resource - Holistic planning and teaching frameworkhttps://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf




Duration: 4 Weeks


Supporting learning resource - Introduction to the unit: Interpreting literary texts https://learningplace.eq.edu.au/cx/resources/items/074a379e-74a3-419c-9d10-ab1133bad22c/0/Eng_Y06_U4_SLR_UnitIntro.docx

Supporting learning resource - Teacher tips: Examination of personal letters Supporting learning resource - Teacher tips: Examination of personal recountshttps://learningplace.eq.edu.au/cx/resources/items/69fca79e-2e9e-44bf-9a71-9ed360a4c71f/0/Eng_Y06_U5_SLR_InterpretingLitTextsExamination.docx

Supporting learning resource - Teacher tips: Exploration of language features

Supporting learning resource - Teacher tips: Exploration of literary texts with historical contexts Supporting learning resource - Yarning circleshttps://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Website - My place (ABC) http://www.abc.net.au/abc3/myplace/

Website - My place for teachers (Australian Children's Television Foundation and Education Services Australia Ltd) http://www.myplace.edu.au/default.asp

Assessment Planner - A letter to the future

Assessment task - Eng_Y06_U4_AT_LetterFuture.docx

Assessment task - Eng_Y06_U4_AT_MR_LetterFuture.docx

Assessment task - Eng_Y06_U4_AT_SH_LetterFuture.docx

Assessment Planner - Reading comprehension

Monitoring task - Eng_Y06_U4_MT_ReadComp.docx

Monitoring task - Eng_Y06_U4_MT_MR_ReadComp.docx

Monitoring task - Eng_Y06_U4_MT_ReadCompText.docx

Assessment Assessment task - A letter to the future

Assessment task - A letter to the future - Model response

Assessment task - Plan for task - A letter to the future




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

A letter to the future (Yr 06)Type: Informative response - written

Date:

Description Students write a letter to a student in the future to evoke a sense of time and place.

Learning Area English

Knowledge and understanding (Productive) Creating texts (Productive)

Understands how language features and language patterns can be used for emphasis.Shows how specific details can be used to support a point of view.

Creates a detailed text elaborating on key ideas for purpose and audience.Demonstrates understanding of grammar and makes considered vocabulary choices to enhance cohesion and structure in writing.Uses accurate spelling and punctuation for clarity.

A ◄Uses objective language to describe people and places within the letter.Chooses evaluative and subjective language to convey opinion about contemporary times for effect.

◄

Conveys a strong sense of time and place appropriate to purpose and audience through carefully selected language features and text structures.Uses appropriate formality to establish social distance with unknown audience.Uses evaluative language to express shades of meaning, feeling and opinion.

B ◄ Expands and sharpens ideas through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases. ◄

Uses a range of sentence structures and makes specific word choices to engage the reader.Uses commas to separate clauses.

C ◄Selects language features and language patterns for emphasis.Selects specific details to support a point of view.

◄

Creates a detailed text elaborating on key ideas for purpose and audience.Understands grammar and makes considered vocabulary choices to enhance cohesion and structure in writing.Uses accurate spelling and punctuation for clarity.

D ◄ Uses description to convey context and point of view. ◄ Creates a text that contains ideas and expresses feelings and opinions.

E ◄ Makes statements about people and places. ◄ Uses vocabulary and writes a text.




Duration: 4 Weeks

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Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

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