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PIALBA STATE SCHOOL: ENGLISH YEAR 3 SEMESTER 2 UNITS 4, 5 & 6 UNIT PLAN

Deep Learning Inquiry Cycle QuestionIn this unit students will learn. Student will:

Unit 4 – Examining stories from different perspectivesIn this unit students listen to, view, read and compare a range of stories, with a focus on different versions of the same story. They comprehend stories and create a spoken retelling of a story from a different perspective

Unit 5 – Examining imaginative textsIn this unit, students listen to, read, view and interpret imaginative texts from different cultures. They comprehend the texts and explore the text structure, language choices and visual features used to suit context, purpose and audience. They create a multimodal imaginative text.

Unit 6 – Reading, writing and performing poetryIn this unit, students listen to, read, view and adapt Australian poems. They analyse texts by exploring the context, purpose and audience and how language features and language devices can be adapted to create new meaning. Students write and present to a familiar audience, an adaptation of a poem, using appropriate speaking skills. Students read a rhyming text and explore ways in which the language features and devices can be highlighted in performance through the use of pace, pitch, tone, volume and gesture.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Whole class explicit instructionSmall group instructionElbow partner/peer collaborationGradual release model

Check in / Check out (thumbs up) strategies

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our English planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

What have we got coming up that we can frame our English work around?

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 69DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Wk 5 T3 S Retell Narrative – Different Perspective

Wk 6 T3 M Reading Comprehension – Traditional stories

Wk 10T3 S Multimodal Text – Narrative Fear

Wk 5 T4 S Assessment task — Writing and presenting poetry (ILM sheet 16)

Wk 6 T4 S Assessment task — Writing an adaption of a familiar poem

Wk 7 T4 M Present an adaptation of a poem to an audience.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: ENGLISH Year Level Team: Semester 2(Units 4, 5 & 6)

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for Understanding

Internal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Before Unit 5 commences: As a Year Level Team analysis of data based on end of Year 2 Early Start Data, Literacy Continuum combined with A-E results / Internal Monitoring from Class Dashboard) Teachers identify student’s results and place this on a class “Differentiation Surfboard” – Identify Higher Level students. As a cohort meet to discuss (Pat – R Diagnostic data) Teachers set priorities as a team for reading.

Unit Four – Examining stories from different perspectives (Five Week Unit)Walt: Understand the meaning, mood and themes of The Lorax

Wilf: I can….Identify the main parts of the story using O-C-R and retell these in detailRecognise / discuss the setting using the words or phrases in the textIdentify who is telling the story(whose ‘perspective’) that is being presented

Tib: Most stories follow a particular structure or pattern and have common text features

Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts and enhancing understanding and fluency.

Building Oral Language and Meaning (create language wall): As a whole class introduce the core text ‘The Lorax’ and

discuss who is telling the story (whose perspective).Model/share activating prior knowledge, picture walk, predictions, connecting

Model linking strategies to infer new word meanings from Dr Seuss – write on vocab cards

(We Do) identify characters and settings in the text and look for words that describe the characters and the setting (Create character profiles and display in classroom)

Identify the point of view of the characters (what do they think or believe?) Record this point of view on a chart. Brainstorm alternate (other) possible points of view – do you agree? What do you think? What is your point of view?

Create story map (We Do) to focus on sequence of events. Class retell of story using story map.

(You Do) students create own story maps. Using elbow partners, use story map to retell story with a

peer. Share with whole class.

Formative (Feedback)Check students understanding

Observe student thinking and sharing of ideas within whole class, small group and elbow partners

Work samples of students written responses to focus texts

Story maps and observation of oral retell used to check students understanding of narrative structure

L2B

Allow 'wait time' for the student to process information

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography

U2BExpose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible

English Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Sheet - Retell a narrative from a different perspective: Group activity

Supporting learning resource - Teacher tips: Another perspective


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 2WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal monitoring

data Formative (Feedback)



Resources

Walt: Identify and understand language choices used by authors

Wilf: I can….-identify author’s language choices – verbs, noun groups, adjectives, evaluative language-recognise past tense verbs and relate to time-understanding why the author chose to use this particular language- interpret this language to infer about characters or mood in a text

Tib: authors make deliberate language choices to portray settings, characters, events or a mood a certain way


EXPLICITLY TEACHING LANGUAGE FEATURES: Create anchor chart for each language feature Develop/practise hand signs to show the ‘job’ Practise new language in oral ‘talk to the hand’ Use new language from chart in ‘quick writes’ Scaffold in oral and written retelling

Noun groups and descriptive language Verbs and verb types (doing, saying,

thinking/feeling, relating) Past tense verbs Subject verb agreement (They were / I was) Evaluative language

Written retell of familiar core text using story maps and language from charts – timed lesson 30 mins

One of these student written retells could be used to model use of editing checklist later in the unit – engage with what a ‘C’, ‘B’ or ‘A’ standard text looks like

Formative FeedbackCheck students understanding through:



Quick writes used to monitor whether students can use target language

Retell of familiar text used as baseline assessment to identify and inform targeted teaching required.

L2B


Use audio poetry for students to listen to multiple times

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography,

U2BExtend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible. Explicitly teach structures for discussing text and explaining/evaluate author language choices

The author uses words like ….. to create a …. moodThe mood created by the author is…..I think the orientation is good because it introduces… describes… creates…. It helps the reader to…. It makes the reader think…. It helps the reader to visualise…







KLA: ENGLISH Year Level Team: Semester 2WALT/WILF/TIB


(The How)Check for





Resources

Walt: Identify and understand the language choices used by authors to portray characters and settings

Wilf: Find and sort verb types Find words that describe settings (inc noun groups)Explain how characters or setting are portrayedDiscuss mood of textExplain literal and inferred meaning about characters and eventsShow evidence in the text

Tib: Language choices help build meaning and understanding


Monitoring Task:Monitoring Task – Reading ComprehensionPractise and apply skills from core text (modelled and shared) in small group guided reading

Continue to link forwards and backwards – pronouns, synonyms, word meanings

Identify literal and inferred meaning about characters and events in the text-evidence

Infer meanings of new (nonsense) words Find and sort verb types (doing, saying,

thinking, relating) to portray characters Find language (noun groups, adjectives,

phrases) used to describe settings Discuss how characters and settings are

portrayed through these language choices Discuss mood created by language choices

YOU DO – Guided practice – then independent (I)1. Practise first on a familiar section of Lorax2. Repeat with unseen section of Lorax (I)3. Expand and extend to related traditional stories

about the environment

These skills to be considered as a focus for the next Reading cycle based on evidence from Term 2 Matty Forever comprehension task

Formative FeedbackFormative Assessment – adapted monitoring task based on unseen section of the Lorax (adapted from Unit 4 Bat comprehension)

Work samples of students written responses to focus textsDisplay jointly constructed paragraph in classroom for students to refer to.

Retell of familiar text used as baseline assessment to identify and inform targeted teaching required.

L2BAlways give opportunity to use language in oral structures before written

Small group writing instruction focussed on target language structures

U2B Emphasis on explaining language choices and how or why the author used these

Students need to give specific and precise inferences about how this language is used to describe a character, setting or event

Strategies to support greater independence: Elbow buddies Text annotationsUse Eagle-Wolf steps to scaffold students to unpack layers


Modified C2C assessment task (Erin to adapt)

C2C traditional stories – videos of oral story retelling (may be suitable for modelled or shared?) – with follow up sheets

New Guided Readers – ATSI stories and Cultural stories around Year 2 / 3 reading level

Sheet - Features of traditional stories (narratives)

Sheet - Girawu the goanna

Sheet - Mirram the kangaroo and Warreen the wombat








(The How)Check for





Resources

Walt:Develop an alternative character description for our own narrative

Wilf: Tell the story in first person (I) from the perspective of character

Describe the character in the orientation

Express an alternate opinion or point of view

Tib: Stories can be told from different perspectives


Develop alternate character for new textAs a whole class brainstorm possible characters, roles, traits. Students select own character - discuss with partner using character profile sheet as a guide.

Students work individually to create a character profile which includes (from planning sheet) Character’s role in the story Character’s relationship with the Once-ler Character traits (kind, selfish etc) Character appearance (noun groups

/adjectives) Character’s actions and behaviours (use doing,

thinking, saying, relating verbs)Character’s point of view (use modal verbs and adverbs) – what is the characters opinion?

Formative Feedback



Display jointly constructed paragraph in classroom for students to

L2BAllow 'wait time' for the student to process information

Plan for visual supports to instruction.




U2B

Expose to more technical or specific narrative vocabulary.


Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.


Use C2C planning sheet (adopt or adapt)

Sheet - Plan a narrativeSee modelled response in C2C








(The How)Check for





Resources

Walt:Retell a narrative from the point of view of an alternative character in the textWilf I canUse narrative structure Use modal verbs and appropriate verb tenseUse correct subject-verb agreementUse adjectives / noun groups to describe settingUse evaluative languageChoose appropriate vocabularyBe consistent with the original storyPlan, draft, edit narrativeTIB:narratives use these features to engage and entertain the audience


Assessment purpose

Planning, drafting and writing storyStudents will plan own narrative using a story map to show orientation-complication-resolution (O-C-R)

Assessment sequence

Understand the assessment Review the Guide to making judgments

and understand the standards A-E Conduct the assessment

Summative Assessment

Assessment purposeTo plan, draft and write a narrative and preform an oral retell of student narratives





Picture story map

Oral construction with teacher or aide – scribe key words

Individual conferencing if possible or small group editing

U2B


Use student text evaluate language choices and consider ways to ‘bump it up’ from C to B to A using GTMJ

Dot points on story map

Oral construction with peerSelf then peer editing using editing checklist – then check in with teacher for feedback


Eng_Y03_U4_AT_RetellNarrDiffPerspect.docx

Assessment task – Modelled Response Eng_Y03_U4_AT_MR_RetellNarrDiffPerspect.docx

Assessment task – Plan for Task Eng_Y03_U4_AT_PFT_RetellNarrDiffPerspect.docx

Sheet - Peer review of spoken retelling of a narrative presentation

Summative Assessment Task: Written Narrative and Oral Presentation6 of 69DiT_YP-02Band_U1_AT_COW






(The How)Check for

UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Before Unit 5 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and learning outcomes from unit 1 Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading

Unit Five – Examining imaginative texts (Seven Week Unit)

Walt: Understand how the characters and setting are portrayed

Wilf: I can use words and images to Describe charactersDescribe setting Make text to self-connectionsExplore the text mood

Tib: Authors create characters and moods to engage the reader


Building Oral Language and Meaning Text introduction – picture walk through (model ‘think aloud’ language reflecting on characters, setting and mood of the text) – predict, activate prior knowledge, make connections

Create language wall: Create background to show setting – add

words Create character profiles describing

characters from chapter 1 – add pictures from text (students to draw?) showing characters portrayed in different ways

Unpack unfamiliar vocabulary – add to language wall

Continue to plot events in the text at the end of each chapter and add to the language wall

Practise oral descriptions about characters and settings (The character is…. The character has… the setting is… The mood is / appears….) – ‘TALK TO THE HAND’ THEN


Formative assessment (using familiar core text) – following oral practise ‘talk to the hand’

Setting description

Character description






Work with a buddy when sharing ideas about character traits



U2BExpose to more technical or specific vocabulary.




Text:

Kumiko and the dragon – Stewardt,

MyDragonStory.com (ILM resource)

Tomodo's story (ILM sheet 03) - scrambledParagraph (ILM sheet 04) – character feeling





QUICK WRITESPlanning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events



(The How)Check for





Resources

Walt: identify language choices authors use to describe characters and settings & create the mood of the text

Wilf: Identify descriptive language and verbs in textUse this language to make inferences about the characters feelings or the mood of the text

Tib: Authors use language to portray characters and mood


Explicitly teach language features – oral then written

Create a hand-sign, add to wall / create charts, use in oral ‘talk to the hand’, use in quick writes

Descriptions – to describe characters and setting (noun groups, adjectives)

Verb groups (and adverbs) to show what character is doing, thinking, saying and relating

Explicitly teach sentence structures to explain author language choicesThe author uses words like…. to show…..The author describes Kumiko,setting etc as …………The words ……. Create a ….. moodI think the character feels…. because the words say

Formative Feedback

Keep a reading journal – students use taught sentence starters to discuss author language choices and visual features


Break text into smaller parts and focus on the pictures as a way for students to describe character attributes and qualities.

Extra wait time for sharing ideas with whole class or trusted peer.




U2B

Opportunities to share thinking with whole class

Expose to more technical or specific vocabulary from the text that describes a character (e.g. adverbs, adverbial phrases, noun groups)




Grammatical function and character Language features and setting

Sheet Imagery in Kumiko and the dragon







(The How)Check for





Resources

Walt:Understand how language choices describe characters and settings

Wilf:Students will be able to use evidence from the text and examples of language features to make inferences about the characters in the text.

Tib:Being able to make inferences from author’s language features helps make meaning of the text


Reading Comprehension

Comprehension focus – author language choices to describe characters and settings How does the author describe……What words does the author use?What do these words …….. tell us about the character / setting?How does the character feel when ….? What words tell you this?What words does the author use to show that the character is (nervous….etc)?

Infer meaning of phrases and words in the text

GIVE STUDENTS OPPORTUNITY TO PRACTISE THESE SKILLS ON SECTIONS OF CORE TEXT PRIOR TO ASSESSMENT

Summative Assessment – Reading Comprehension

Use focus questions (on a prompt card) to reflect on sections of text

Use Chapter 2 practise assessment

L2B



Students read text together during reading group timeStudents may require additional support from teacher or aide to read questions and scribe answers



U2B






See CH 2 Comprehension task for practise prior to assessment

Kumiko Reading ComprehensionRunning record

COMPLETE U5 ASSESSMENT TASK - COMPREHENSION





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: ENGLISH Year Level Team: Semester 2





(Feedback)



Resources

Walt:Examine the visual features the illustrator has used to understand the characters, setting and mood of the text

Wilf: Identify and describe different visual featuresDiscuss and explain what these show about the character, setting or moodState a personal opinion or preference for an image and give reasons (evaluate an image)

Tib:Images can be shown in different ways to engage the interest of the reader


Comprehending visual features of imaginative textsDiscuss illustrations in the text, referring to specific visual features below, and label pics on language wall- Shot size- Angle / Perspective- Distance- Layout- Body language- Facial expressionsALL students will need to be explicitly taught language structures to describe, discuss and evaluate visual images (create anchor chart)The picture / image / shot shows…..We know…I think….. because….The mood in this picture appears…..The picture / colours create a …. moodThe character looks…I think the character feels/is……His / her facial expression/body language tells me / shows me that ….The image is ……. (close / distant /shot from above)The size of the …… suggests….. shows….

Modelled / shared writing of a blog comment (see example in the assessment task)

EXPAND TO OTHER TEXTS

Formative Feedback

Give students a picture from the text and get them to describe the visual features (use features labelled on word wall) - ORAL



Extra wait time for sharing ideas with whole class or trusted peer.




U2B






Use the written blog in the comprehension assessment task as an exemplar of how to write a blog. This blog could be displayed and deconstructed with students.

EXPANDED / RELATED TEXTSOther images of dragons – Dragon QuestHow to train a dragonCartoon dragon charactersBerenstein Bears – Spook Hill (fear)There’s a sea in my bedroom (fear)Brave Bruce (ILM resource) (2:05) – Character fear – beach

Find online images also See Bronwyn in library to model? Bookweek?










(Feedback)



Resources

Walt: Examine the visual features used by the illustrator and use these to understand the text.

Wilf: Identify key events that are portrayed in the image Identify links between the words and imagesDiscuss how the character has changed through these key events

Tib: Authors use visual features to help the reader understand events in the story


Explore events / language used to describe events

Discuss the images that best show the key events in the text. Use these on language wall to show narrative structure. Some images that may be used include:

Kumiko writing the letter (page 8) (Orientation)

Kumiko riding the dragon for the first time (page 25) (Problem)

Kumiko celebrating with the other dragons (page 52) (Resolution)

Ask students to think about how Kumiko has been presented and how these images reflect the events that have occurred throughout the text and how the character has changed through these events.

Formative Feedback

Students are given a copy of 3 key images and events.

Students make dot points about orientation, problem, resolution

Around the picture, make notes about any visual features

Consider doing this task (deconstruction of events and images in core text) using assessment planner sheet, to familiarise students with format

L2BPaste key events in order and use for oral retell.Label features together on word wall

Practise familiar / useful sentence structures to describe the visual features – co-construct sentences

Observe student oral responsesExtra wait time for sharing ideas with whole class or trusted peer.




U2B



Students complete this task in pairs.

Collect student written responses


C2C AT Creating a multimodal task – consider using AT planner to deconstruct narrative structure and events








Check for UnderstandingInternal monitoring data




Resources

Walt:Create a narrative about a fictional character who overcomes a fearSelect or create visual images for a narrative to engage an audience

Wilf: Select images to match events in story and show more about the characterUse visual features to engage the audience:- Shot size- Angle / Perspective- Distance /Layout- Body language- Facial expressionsInclude other multimodal elements(audio / visual)

Wilf :Describe the settingCreate an interesting description of a character which includes a fearCreate events showing how character overcomes the fearUse descriptive language Use range of verbs & appropriate tense


Summative Assessment:

Plan, draft and create multimodal text

Use think-pair-share process to brainstorm ideas for fears characters could overcome: https://learningplace.eq.edu.au/cx/resources/items/c593dd0a-50f9-4783-b6ab-87fc8d4fe9f5/1/ - Character fear - beachCreate character profile – descriptive phrases, adjectives, evaluative language to describe feelings, verbs – doing, thinking, saying, describe fear

Use planning sheet to plan the narrative (notes only) and character description / visual ideas

Modelled / shared writing before independent writing task. Use shared writing to evaluate against editing checklist and make refinements (Bump up to C, B, A)

Select or create at least 3 possible images that will be used – students can take photos, draw/scan own images, or use online images.

Review success criteria (WILF) for visual images. Refer to wall examples.

Student Checklist:

Narrative structure (orientation, problem, resolution)

Language features(on ladder) Verbs (doing, thinking, saying, relating)Descriptive language (noun groups, adjectives, adverbs)Correct verb tense

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task - Eng_Y03_U5_AT_CreatMultiText.docx

Assessment task - Eng_Y03_U5_AT_MR_CreatMultiText.docx

Summative Assessment Task: Creating a Multimodal Imaginative Text13 of 69DiT_YP-02Band_U1_AT_COW






(The How)Check for

UnderstandingInternal monitoring data




Resources

Before Unit 6 commences: As a Year Level Team revise the analysis of data based on Early Start Diagnostic (Early Start Data) and assessment post moderation data from previous unit Teachers use diagnostic and observations to identify Higher Level students and revise “Differentiation Surfboard”. Teachers check the priorities as a team for reading.

Unit Six – Present an adaptation of a poem (5 week unit)

Walt: Exploring purpose and context of a poem

Wilf: Students understand that rhyming words create a rhyming pattern in poems.

Students understand that language features used in texts are dependent on purpose and context.

Tib: Make meaning, build language, develop oracy using core text in Poetry


Purpose of Poetry . Using the modelled texts we identified - we wanted to deconstruct the texts and highlight the following language features and structure:

. Understanding Settings: Identify and explain language choices to describe the setting and how they have influenced mood Explain how language devices such as onomatopoeia, and rhythm influence mood and create a reader's reaction

. Identifying language features - alliteration, onomatopoeia, rhythm and rhyme, noun groups, extended vocab specific to setting

. Text Structure - I can see; I can feel; I can hear; - stanzas Y-Charts - I can see, I can hear, I can feel


Teacher Observations:Observation of individual involvement in discussions.Identify rhyming words and the rhyme scheme of a poem?

Identify the language features used in texts that are dependent on purpose and context?G.Os including 3/5 senses ,

I SEE, FEEL, HEAL! Magic Beach –Alison Lester

Conferencing

Students individual graphic organisers Teacher annotated evidence of participationStudent self-assessment worksheet


Provide extra wait time for students to share ideas with a trusted peer

Use both written and recorded poetry so all students can listen to and view poemsPlan for visual supports to instruction.


U2BExpose to more technical or specific English vocabulary.

Exposure to more technical or specific vocabulary in poems that create mood and theme. (e.g. adverbs, adverbial phrases, noun groups)

Students practise responding to the poetry and comparing different poems and their features

Provide opportunities for students to peer collaborate and share their thinking


Texts: Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins Publishers Australia, Sydney ('My Country' by Dorothea Mackellar or 'I am' by Mary Duroux would be appropriate poems from this collection)

The Magic Beach by Alison Lester

Supermarket by Libby Hathorn

Click goes the shears by Anonymous

Find and prepare a rhyming picture book that includes a regular rhythm pattern, alliteration and onomatopoeia.





with L2B



(The How)Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: Analyse language features in poetry

Walt: Students understand how language features describe a setting and create imagery.

Students understand how language features used to describe the setting influence the mood of the poem.

Tib: Use familiar language to develop literacy. Expand texts


Language features in Poetry

Adapting Language Features to enhance setting and mood: onomatopoeia, rhyme, rhythm, mood, alliteration, descriptive language, judgment language (positive/negative your own feelings)

Vocabulary: Building vocabulary walls and resources around Extended and technical vocab that describes an Australian setting specifically (sunburnt land, stunning, sandy, swelling beaches)

Joint constructing an example of a poem that has been adapted from another - you may do this 2-3 times to illustrate what the construction process looks like with poetry before they step into their independent construction

Why are we choosing this language? What impact or effect does it have on mood and the reader?

Formative Feedback

Can the student:Analyse the language features used to describe a setting and create imagery?

Describe how language features used to describe the setting influence the mood of the poem.

Adapt the language features of a poem to create a different setting and mood?






Always give opportunity to use language in oral structures before written

Small group writing instruction focussed on target language structures

U2BExpose to more technical or specific vocabulary.


Explicitly teach structures for discussing text and explaining/evaluate author language choicesThe author uses words like ….. to create a …. moodThe mood created by the author is…..I think the orientation is good because it introduces… describes… creates…. It helps the reader to…. It makes the reader think…. It helps the reader to visualise…


Poem Resourceshttps://www.youtube.com/watch?v=zsO_XLmlnlM

https://www.youtube.com/watch?v=KnUDq4Hwy9I

https://www.youtube.com/watch?v=g6_DeRE6068







(The How)Check for Understanding

Internal monitoring data Formative (Feedback)



Resources

Walt: Present an adaptation of a familiar poem

Wilf: Students understand how to present a poem using a variety of speaking skills to suit the audience

Tib: Makes up part of your assessment for the semester


Summative Assessment Task – Adaption of a familiar poem

• Undertaken individually• Prior notice of the assessment• Access to resources (e.g. Dictionary,

Drafting in lesson time with access to teacher feedback and conferencingOpen conditions: Practise time to present to small or whole class.

Punctuation: capitals, full stops, speech marks, using an editing device.

Identifying language features - alliteration, onomatopoeia, rhythm and rhyme, noun groups, extended vocab specific to setting

Summative FeedbackSummative Assessment Task –

Assessment:Understand the assessmentReview the Guide to making judgments and understand the standards A - EConduct the assessment

L2B


Provide extra wait time for students to understand the task


Support person available for students (e.g. teacher aide)


U2B

Peer collaboration to share thinking and reasoning with other students

Identify titles, author and writing in a text independently and explain why each is important



Assessment task -

Assessment task - Writing and presenting poetry

Assessment task - Writing and presenting poetry: Model response

Assessment task - Plan for task: Writing and presenting poetry

Assessment task - Plan for task: Writing and presenting poetry - Sample response

Summative Assessment Task: Present adaption of a poem





Examining stories from different perspectives Year 3 Unit 4Assessment task — Retelling a narrative from a different perspective

Name Class

Teacher Date

Task

To prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.

Instructions

• Read a familiar story, with several characters, to retell.

• Choose one of the characters whose point of view is not included in the story.

• Write a draft retelling of the narrative from the perspective of this character.

• Edit the draft retelling.

• Rehearse the spoken retelling of the narrative.

• Present the spoken retelling of the narrative to an audience of peers.

• Provide feedback about a peer’s spoken retelling of a narrative.

Conditions

Open conditions:

• Undertaken individually

• Prior notice of the assessment

• Access to resources (the familiar narrative, dictionary, thesaurus)

• Drafting in lesson time with access to teacher feedback and conferencing

• Presented in class to audience of peers

Length: approximately 200–300 words (1–2 minutes)

17 of 69Eng_Y03_U4_AT_RetellNarrDiffPerspect

Write a draft retelling of the narrative

Write a draft retelling of a narrative, told from the perspective of your chosen character.

Writing checklist

Make sure you have:

used the text structure of a narrative:

• orientation (introduce the characters, setting and a problem)

• complication (sequence of events, there is a problem that the character needs to deal with)

• resolution (the problem is solved)

written in first person

used verbs to show what the characters are doing, thinking and saying

used tense to indicate time

emphasised your character’s feelings, opinions and point of view by using:

• evaluative words

• modal verbs

• adverbs

• noun groups.

used appropriate punctuation.

Make sure your narrative is consistent with the original story.

Rehearse the spoken retelling of the narrativeRehearse your spoken retelling presentation.

Use a checklist to ensure you are ready to present your retelling to your teacher and class.

Present a spoken retelling of the narrative to an audience of peersPresent your spoken retelling. You may wish to use props or costumes to enhance your presentation.

Provide feedback about a peer’s spoken retelling of a narrativeProvide feedback for another student as they deliver their spoken retelling.


Year 3 English: Unit 4 — Examining stories from different perspectives: Retelling a narrative from a different perspective

Name:

Purpose of assessment: To prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.

Knowledge and understanding (Productive) Creating texts (Productive)

Understands how language features are used to link and sequence ideas.Understands how language can be used to express feelings and opinions on topics.

Contributes actively to discussions, providing useful feedback.Makes presentations.

Makes deliberate language choices, including extended vocabulary, to describe a setting and influence the mood of a narrative.

Selects vocal techniques, such as tone, pace, pitch and volume, to engage the audience. A

Selects doing, thinking, saying and relating verbs to develop characters.Uses evaluative language to express a character’s point of view.

Presents retelling in a logical and coherent manner.Selects vocabulary to suit context and purpose of presentation. B

Uses language features to link and sequence ideas.Uses language to express feelings and opinions on topics.

Contributes actively to discussions, providing useful feedback.Makes presentations. C

Writes in first person.Uses tense to indicate time. Retells a story. D

Uses everyday language. Speaks to an audience. E

Feedback:


Monitoring task — Comprehending traditional stories: Bird, rat, bat or brat? Year 3 Unit 4

Name Date

A Laos story retold

This is the story about bat’s downward spiral from FLY BY LIGHT to FLY BY NIGHT…Bat lived in Laos where the majestic mountains tumbled down to the silvery shores of the ocean. He was in paradise! At each golden sunrise, he would wake to soar, glide and coast through the air without a care in the world and absolutely no thought for anyone else. He was proud and brave and at times he felt like he ruled the world.Indeed, Bat thought that he may even be King one day and would most certainly, definitely, always FLY BY LIGHT! Unfortunately, for our furry friend, these illusions were about to end. His cunning ways would be revealed and laziness brought to light. He was soon to get an enormous, huge, mammoth, gargantuan fright!!You see... Bat was a creature with a horrible habit. He was a trickster and a cheat. When it suited him, he pretended to belong with the birds and, at other times, he claimed his family was the rats! More importantly, he didn’t think twice about being not so very nice.As he flew gracefully through the air, he would arrogantly claim that he was a beautiful bird! (...even though he secretly thought that he was better than everyone and everything). This greatly concerned the exquisite, feathered flock that circled cautiously around him.When they squawked loudly in disbelief, Bat simply stated that of course he was a bird… he had wings and he could fly! Although the birds were almost lost for words, they were a friendly flock and decided that no harm was being done. In fact they even invited Bat to join them as they flew south for their long awaited winter holiday.Whenever Bat got tired of flying, however, he would quietly glide to the ground and begin scurrying and hurrying around with the rats. He could run just as fast as anyone (he even thought faster!) and loved to forage for scraps of food with his furry, toothy friends. He knew that the ground rats loved a delicious feast and always made sure that he was grounded for their wild and extravagant parties!!Soon enough, the rats were onto him. They didn’t like that he could come and go and found his attitude arrogant, boring and mind-numbingly dull. More than anything, they hated that he stuffed his mouth full of their delicious food and yelled for more GRUB! They claimed that he was in fact a GRUB and he didn’t belong… he had to go! Once again, Bat tricked the rats by pointing out that although he could fly, he had fur and teeth… just as they did! The rats were unsure and couldn’t be bothered getting rid of Bat, so he hung around enjoying the feast.Life went along like this for many years and Bat was proud of his double-agent, double-crossing, on the run, fly by light lifestyle. That was until… the KING of Laos summoned the King of the Rats and the King of the Birds. He decreed they spread the message to all of the land that a bridge must be built across to India for the great army of Laos to cross the waters and win the battle that was raging against them. He ordered every beast far and wide to help gather sticks and stones and work through the night until the bridge had crossed the ocean and reached the shores of the enemy.King Rat and King Bird launched into action. They gathered their troops and organised a strong working party. No excuses were heard; everyone must put in one hundred percent effort to save the country for the King!King Bird cornered Bat as he was skulking off to the tree tops. He pleaded with him to start searching for sticks to build the bridge. He yelled excitedly that the birds were going to do a much better job than the rats and win a place with the King, ruling the lands of Laos. Bat had his senses sharpened. He didn’t even bat an eyelid, as he quietly explained that he wasn’t a bird. King Bird was shocked as Bat told him he was really a rat

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because he had teeth and fur. King Bird chirped his disapproval and flew off. He couldn’t waste time with a brat of a rat — he had a bridge to build!Meanwhile, King Rat was also gathering his troops and ordering stone to be taken to the seashore. He saw Bat in the distance and scurried over to him. He begged him to hurry quickly to help the rat battalion as they pushed and heaved and shoved the stone over the hills and down towards the ocean. Bat sat back on his haunches and smiled smugly.He had wings, he flew through the sky and he was obviously a bird! King Rat had never been speechless before but today was the day. He raced off in disgust, hoping never to see Bat again.Bat was smug. He had foiled the rats and the birds into thinking he was working for someone else. Little did they know that he had joined his own battalion (or should we say BRATtalion!) He loved his own cleverness and basked lazily near the bridge while the other animals were hard at work.It didn’t take long for the Kings to catch on to Bat’s slothful, lazy, tricking ways. They could not believe that Bat had defied the King’s orders and were totally disgusted that he had fooled them. In a secret meeting late one night, they discussed a punishment for Bat that would teach him a lesson and could never, ever be overturned.At sunrise the next morning as he flew through the trees, Bat was confronted by the angry Kings. He knew at once that something was wrong. He felt his stomach churn and trembled before them. He could sense that his plan had been foiled and was terrified, ashamed, mortified and dreadfully embarrassed.The Kings announced three punishments for Bat’s betrayal. Firstly, because he had tricked both the rats and the birds, he was never to belong to any group or have any friends again. Secondly, he was only allowed to fly at night. Finally, as a punishment for turning his stories around and around, he had to hang upside down.Bat had tricked and fooled everyone before but he knew that this time things were serious. He would be forever alone; he would always have an upside-down view of the world; and he could no longer fly by LIGHT but only fly by NIGHT! He was totally devastated and defeated. There was no coming back. He lifted his limp wings and slowly flew to the treetops never again to see the light of day.


Examining stories from different perspectives Year 3 Unit 4Monitoring task — Comprehending traditional stories

Name Class

Teacher Date

Task

To read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.

Instructions

• Part A: Read monitoring task Comprehending traditional stories: Bird, rat, bat or brat?

o Read the traditional story ‘Bird, rat, bat or brat?’ with your teacher.

• Part B: Comprehend and answer questions.

o Use comprehension strategies to answer literal and inferred questions.

o Write answers in full sentences.

o Use joined letters that are accurately formed and consistent in size.

Conditions

Supervised conditions:


• Unseen assessment

• Stimulus material provided with assessment

• Completed under test conditions

• Perusal time: 10 minutes and read through text with students

• Completed in one uninterrupted supervised session


Part A: Read and comprehend a traditional storyRead the traditional story ‘Bird, rat, bat or brat?’ with your teacher.

Part B: Comprehend and answer questionsRead the traditional story ‘Bird, rat, bat or brat?’ with your teacher.

1. The text ‘Bird, rat, bat or brat?’ is a traditional story. It has a narrative text structure.What are the three sections that make up a narrative text structure?

2. What is the purpose of this story? (Why do the people of Laos tell this story?)

a) to explain world around them

b) to explain why they think bats are active at night

c) to entertain the audience

d) all of the above

3. The first three paragraphs form the beginning (orientation) for this story.Explain why the orientation (beginning) is suitable.

4. The setting for this story is in a country called Laos. What are some of the noun groups and evaluative words the author has used to describe the beauty of this country?

5. What mood do these words create? How might the description of the setting make the reader think or feel?


6. Why is the setting an important part of the story?

7. Identify the verb type in the sentences below.

• Circle or highlight the action verbs.

They gathered their troops and organised a strong working party.

• Circle or highlight the saying verbs.

He pleaded with him to start searching for sticks to build the bridge. Bat quickly explained that he wasn’t a bird.

• Circle or highlight the thinking verb.

They could not believe that Bat had defied the King’s orders.

• Circle or highlight the relating verb.

Life went along like this for many years and Bat was proud of his double-agent, double-crossing, on the run, fly by light lifestyle.

8. This story is set in the past. Identify three verbs that help the reader understand this fact.

9. Read the paragraph in the box below. Think about and compare how things changed for Bat from the beginning to the end of the story. Answer the question that follows.

At the beginning of the story Bat lived in a beautiful place and flew around without a care in the world. He thought his life was perfect and even felt that he might be king one day. He was mean and selfish and played tricks on the other animals.

What was Bat’s life like at the end of the story? What words did the author use to explain this?

At the end of the story


10. In the table below, the first section has been filled with words used by the author to explain how the birds felt about Bat. In the space provided:

• write words used by the author to explain how the rats felt about Bat

• write an explanation of how the rats felt about Bat.

How the birds felt about Bat

words the author used to explain how the birds felt about Bat

Explanation of how the birds felt about Bat

circled cautiouslysquawked in disbeliefbirds still didn’t believe himlet Bat fly around with them

The birds did not feel sure that Bat was telling the truth but they were kind and let him hang around them. At the end of the story, the birds got very angry with Bat and sent him away to live by himself and to only come out at night.

How the rats felt about Bat

words the author used to explain how the rats felt about Bat

Explanation of how the rats felt about Bat


Monitoring checklist — Comprehending traditional stories

Name

Assessment purpose: To read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.

Aspects of English Year 3Achievement standard(and related concepts) N

ot e

vide

nt

Em

ergi

ng

Sat

isfa

ctor

y Com

pete

nt

Comments

Rec

eptiv

e m

odes

Understands how content can be organised using different text structures depending on the purpose of the text.

Text and purpose — (Context shapes language choices in different types of texts: tense)

Understands how language features and vocabulary choices are used for different effects.Grammatical function — (Verbs representing processes: doing, thinking, saying, relating)

Grammatical function — Verb tense indicating time

Author and context — (Reasons authors portray characters, events and settings in different ways)

Features of literary texts — (Settings: shape events, influence mood of narratives)

Identifies literal and implied meaning connecting ideas in different parts of a text.Comprehension strategies — (Evaluating texts)

Prod

uctiv

e m

odes

Writes using joined letters that are accurately formed and consistent in size.

Handwriting style — (Joined letters: clearly formed, consistent in size)


Relevance of monitoring checklistThe monitoring checklist addresses the following aspects of the Content descriptions from The Australian Curriculum: English Year 3:

Language

Text structure and organisation• Understand how different types of texts vary in use of language choices, depending on their

purpose and context (for example, tense and types of sentences) (ACELA1478)

Expressing and developing ideas• Understand that verbs represent different processes, for example doing, thinking, saying,

and relating and that these processes are anchored in time through tense (ACELA1482)

Literature

Literature and context• Discuss texts in which characters, events and settings are portrayed in different ways, and

speculate on the authors’ reasons (ACELT1594)

Examining literature• Discuss how language is used to describe the settings in texts, and explore how the settings

shape the events and influence the mood of the narrative (ACELT1599)

Literacy

Interpreting, analysing, evaluating• Use comprehension strategies to build literal and inferred meaning and begin to evaluate

texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts• Write using joined letters that are clearly formed and consistent in size (ACELY1684)


Examining imaginative texts Year 3 Unit 5Assessment task — Creating a multimodal text

Name Class

Teacher Date

Task

To create a multimodal imaginative text about overcoming a fear, using software.

Instructions

• Create a character.

• Plan the imaginative multimodal text.

• Draft the imaginative multimodal text.

• Edit the imaginative multimodal text.

• Publish the imaginative multimodal text.

Conditions



• Access to resources (e.g. dictionary, thesaurus) allowed


Length: 200 words and three images


Create a character

Create a character profile for a fictional character who overcomes a fear.

When you write your story, you will imagine that you are that fictional character.

You will write the story from your character’s point of view. Although you will pretend to be the character when you write your story, the character you create can be completely different from you.

Think about a name for your character and what they fear.

Create an interesting and engaging description of what your character looks like, what your character fears, any other characters in the story and the setting.

Decide on the photos, images or illustrations you will use to help readers understand your character.

Consider and plan the different effects that you could use in your illustrations and how the illustrations will help the reader understand your character.

Plan the imaginative multimodal text

Use the character profile to plan short notes for the paragraph/s in the orientation, problem and resolution.

Create events using an orientation, a problem and a resolution to structure the story.

Use verbs to show what the characters are doing, saying, thinking, feeling and relating. Choose a tense that indicates when the events take place (past tense or present tense).

Use descriptive language (noun groups, adjectives, adverbs).

Draft the imaginative multimodal text

Draft the imaginative multimodal text.

Use the images/photos/illustrations and notes to plan each paragraph to make your story enjoyable for the reader. Include:

• images, photos or illustrations to match the events in the story

• other multimodal elements (audio or visual) to match the events in the story and to entertain the audience.

Remember to include:

• a text structure with an orientation, problem and resolution

• verbs to show what characters are doing, saying, thinking, feeling and relating

• past tense to indicate that the events have already happened or present tense verbs to indicate that the story is happening in the present time (now)

• descriptive language (noun groups, adjectives, adverbs)

• varied sentence length

• accurate punctuation and spelling.

Draft writing Images/photos/illustrations

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Orientation

Problem

Resolution

Edit the imaginative multimodal text

Re-read your draft to check the accuracy of the spelling and punctuation.

Consider whether there are any words or details you can add to improve your story.


Use the checklist below to help you.

Make any necessary changes to your draft before you publish.

Tick () when included

Features to be included in text

text structure of a narrative (title, orientation, problem, resolution)

verbs that represent the processes of characters; doing, thinking, feeling, saying and relating

use of verb tense to indicate when the events occur

descriptive language choices to engage the audience (noun groups, adjectives, adverbs)

variety of sentences (simple, compound, varied lengths, statement, exclamation)

accurate spelling

accurate punctuation

Tick () when included Features to be included in the multimodal imaginative text

images, photos or illustrations that match the events of the story

visual features to create more engaging illustrations, such as shot size, camera angle, perspective, distance, angle, layout, body language and facial expressions (of characters)

other multimodal elements (audio or visual) to match the events of the story and engage the audience

Publish the imaginative multimodal text

Publish your imaginative multimodal text using a publishing program.


Year 3 English: Unit 5 — Examining imaginative texts: Creating a multimodal text Name:

Purpose of assessment: To create a multimodal imaginative text about overcoming a fear, using software.

Creating texts(Productive)


Creates a text including writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Creates texts for familiar audiences.

Demonstrates understanding of grammar. Chooses vocabulary and punctuation appropriate to the purpose and context of writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

Selects multimodal elements to engage the audience and support the purpose of the text.Enhances meaning through the choice of precise verbs to represent processes of doing, thinking, feeling, saying and relating.

Edits descriptive language choices for effect. Uses a range of sentence types. A

Provides details about characters and their relationships in an image, through the use of visual features.Locates events in time through the use of tense.

Uses paragraphs to structure the story.Edits text for appropriate grammatical and punctuation choices to support meaning.

B

Creates a text including writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Creates texts for familiar audiences.

Demonstrates understanding of grammar.Chooses vocabulary and punctuation appropriate to the purpose and context of writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

C

Uses images to develop events and character. Writes a story. D

Creates a character. Writes ideas. E

Feedback:

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Examining imaginative texts Year 3 Unit 5Assessment task — Reading comprehension

Name Class

Teacher Date

Task

To comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text.

Instructions

Read a section of the text Kumiko and the dragon.

• Comprehend a section of text

• Evaluate visual features used in illustrations

Conditions

Supervised conditions:


• Completed under test/exam conditions

• Completed over three supervised sessions

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Comprehend a section of text

Read pages 48–50 of text Kumiko and the dragon by Briony Stewart.

Answer the questions in this section.

Comprehension questions

Colour in one bubble to show the best answer.

1. Who leaves the fishing village?

o the giants

o Kumiko

o Kumiko and the dragon

o the dragon

2. Tomodo grins because:

o he sees that Kumiko is surprised that the landing is so soft

o dragons are like feathers

o he is happy

o Kumiko closes her eyes

3. How does the author/illustrator describe the clouds as Kumiko and the dragon fly through them? How does the author want the reader to feel while reading this passage?

4. How is the mood created in the text?

5. What do you think the small dragon was going to say?


6. Where do Kumiko and the dragon land?

7. How does Kumiko feel when she sees the place where they land? What words in the story tell the reader this?

8. What two questions does Kumiko ask herself?

•

•

9. What does ‘A million things to say!’ tell the reader about how Kumiko is feeling?

10. What does Kumiko carry inside her?

11.

a. How do you think Kumiko feels when the dragon says, ‘You belong here’?


b. Do you think Kumiko would like to stay in the clouds? Why / Why not?

12. How are Japanese culture and beliefs shown in these pages of the text?


Evaluate visual features used in illustrations

Task 1:

Examine the visual features that the illustrator has used to help the reader understand the setting, characters and events in the illustrations.

Visual features could include shot size, angle, perspective, distance layout.

Look at the illustration below (from p. 64).

Read Student A’s comment about the illustration.

Respond to Student A’s comment about the illustration.

• You may agree or disagree with Student A’s comment.

• Your opinion needs to be supported with examples of visual features used in the illustration.

BlogStudent A Student B Student C Student D

Images in Kumiko and the dragon

Stewart, B 2007, Kumiko and the dragon, University of Queensland Press, St Lucia.

Reproduced with permission. (p 64)

Student A

I really like this picture in Kumiko and the dragon, on page 64. This picture is at the end of the book. I like it because Kumiko looks calm and relaxed.

We know it is night time because the moon is in the sky and we can see that Kumiko is asleep.

Her facial expression tells me that she is contented and that she trusts the dragon that is flying by her.

The dragon is not in full shot, which shows his great size and power. The difference in size between Kumiko and the dragon suggests he is looking after her.

He is protecting her like a parent would protect a child.

Student name: ______________________________________

Comment Date: Time:


Task 2:

Look at the picture (opposite), which can be found on page 41 of the text Kumiko and the dragon.

Examine the visual features that tell the reader about:

• how Kumiko feels

• how the illustration adds to the mood of the text.Answer the questions below to explain the visual features of the illustration, including shot size, angle, perspective, distance and layout.

Stewart, B 2007, Kumiko and the dragon, University of Queensland Press, St Lucia. Reproduced with permission. (p 41)

How are Kumiko and the dragon positioned?

• Consider how close the characters are to each other.

• Consider the body language of Kumiko and the dragon.

How does the layout of this illustration add to the mood of the text?

• Think about the size of the characters.

Why has the author/illustrator, Briony Stewart, presented Kumiko in this way?


Year 3 English: Unit 5 — Examining imaginative texts: Reading comprehension Name:

Purpose of assessment: To comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text.

Knowledge and understanding(Receptive)

Comprehending texts(Receptive)

Understands how language features and images are used for different effects.Reads texts that contain varied sentence structures, a range of punctuation conventions and images that provide extra information.

Identifies literal and implied meaning connecting ideas in different parts of a text.

Explains images in a text in terms of the techniques used and the feelings evoked in the viewer.Explains how images and language features construct a relationship between characters.

Evaluates meaning conveyed in language and images. A

Describes how language and images portray characters and settings in different ways and create mood.

Uses the images and the text to make considered inferences about a character’s likely feelings. B

Identifies how language features and images are used for different effects.Reads texts that contain varied sentence structures, a range of punctuation conventions and images that provide extra information.

Identifies literal and implied meaning connecting ideas in different parts of a text. C

Makes comments about images and language features. Identifies characters and events in a text. D

Identifies images in text. Responds to a text. E

Feedback:


Reading, writing and performing poetry Year 3 Unit 6Assessment task — Writing and presenting poetry

Name Class

Teacher Date

Task

To write and present an adaptation of a poem.

Instructions

• Review a known poem

• Plan, draft and edit an adaptation of the poem

• Publish the poem

• Plan and practise a presentation of the poem

• Present the poem

Conditions

Open conditions:



• Stimulus material provided and analysed in previous lessons


• Presented in class to an audience of peers

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Review a known poem

1. Review a poem provided by your teacher.

a) What is the rhyme scheme used in the poem (e.g. AABB)?

b) What is the mood of the poem?

c) List three adjectives, verbs or adverbs from the poem that help to create the meaning or mood of the poem.

d) What is an example of onomatopoeia in the poem?

e) What is an example of alliteration in the poem?

f) Write any additional observations about the poem here (e.g. the number of stanzas, the rhythmic pattern).

g) A poet uses language features and language devices to build images in the mind of the reader. Choose a line from the poem. Describe the image it builds in your mind and how the image makes you feel.

The line from the poem:

The picture it builds in your mind:

How it makes you feel:


Plan, draft and edit an adaptation of the poem

2. Plan an adaptation of the poem• Use a graphic organiser to write down words you could use in your poem.

Choose words that describe the subject of the poem, the setting, actions, feelings and/or thoughts. Include extended vocabulary (e.g. interesting adjectives, verbs or adverbs) that could be used to create imagery and mood. Write down as many things as you can think of, to add detail when you write your poem — you do not need to use them all in your final poem.

• Choose the mood for your poem.

• Think about the language features, language devices and text structure of the stimulus poem. You will adapt some of these in your own poem, e.g.o the number of stanzaso the number of lines in each stanzao a rhyme schemeo onomatopoeiao alliteration.

3. Draft the poem• Draft your poem.

o Follow the same text structure as the stimulus poem.o Use language features (e.g. adjectives, verbs and adverbs) and language devices (e.g.

rhyme, rhythm, onomatopoeia and alliteration) to make the poem more enjoyable and to help the readers visualise images.

o Give your poem a title that reflects what it is about.o Ensure that all words are spelled correctly by following spelling rules.

4. Check and edit the poem• Re-read your poem.

• Use an editing checklist to check the text structure, language features and language devices that you have used.

• Edit your poem to improve it.


Publish the poem

To prepare your poem to present to an audience, write:

• an introduction to your presentation

• your edited poem

• a conclusion.

Ensure that you use joined letters that are accurately formed and consistent in size.

Introduction:Good morning class. Today I’ll be reading my poem …

Body: (Write your poem including any edits you have made.)


Conclusion:

I wanted the mood of the poem to be:

Some language devices I used to create the mood and build meaning are …

Plan and practise a presentation of the poem

Annotate your poem, showing how you will emphasise the language features and devices in the poem and engage the audience, using variation in tone, pace, pitch, volume, gesture and eye contact.

Practise performing your poem. Have a peer review your performance.

Present the poem

Present your poem to an audience of peers.

Use a variety of speaking skills to emphasise the language features and devices in the poem and engage the audience. Use variation in tone, pace, pitch, volume, gesture and eye contact.


Year 3 English: Unit 6 — Reading, writing and performing poetry: Writing and presenting poetry Name:

Purpose of assessment: To write and present an adaptation of a poem.

Knowledge and understanding(Receptive)



Understands how language features and vocabulary choices are used for different effects.

Understands how language can be used to express feelings on topics.Uses writing to express and develop experiences, ideas.Uses knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.Writes using joined letters that are accurately formed and consistent in size.

Creates a text for a familiar audience.Makes a presentation.

Explains the effect on the reader of language devices used to shape the readers’ reaction.

Creates imagery using extended vocabulary to influence the mood of the poem.

Emphasises relevant aspects of the poem by using gesture and eye contact to keep the audience engaged.

A

Describes imagery created through the use of descriptive language.

Adapts language features and patterns to engage readers.

Engages the audience with a variety of interaction skills such as tone, pace, pitch and volume.

B

Identifies language features and vocabulary choices used for different effects.

Uses language to express feelings on topics.Uses writing to express and develop experiences, ideas.Uses knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.Writes using joined letters that are accurately formed and consistent in size.

Creates a text for a familiar audience.Makes a presentation.

C

Gives a personal response to the poem. Uses language to develop a poem.Organises and structures the presentation in a logical sequence with introduction and conclusion.

D

Identifies words used in the text. Chooses a setting. Reads aloud. E

Feedback:

Australian Curriculum

Foundation to 6 ENGLISH - Year Three

Year 3 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

Content DescriptionsLanguage Literature Literacy

Unit 4 - Examining stories from different perspectives

Expressing and developing ideas

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Phonics and word knowledge

Know how to use common prefixes and suffixes,


Interacting with others

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text


Creating literature

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Responding to literature

Develop criteria for establishing personal preferences for literature (ACELT1598)

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the


and generalisations for adding a suffix to a base word (ACELA1827)

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Language for interaction

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Language variation and change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Text structure and organisation

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

authors' reasons (ACELT1594)

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)


Unit 5 - Examining imaginative texts Unit 5 - Examining imaginative texts Unit 5 - Examining imaginative texts



Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)



Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)





Identify the features of online texts that enhance navigation (ACELA1790)


Understand that paragraphs are a key organisational feature of written texts (ACELA1479)


Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)



Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)


Creating literature

Create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)




Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons (ACELT1594)




Unit 6 - Reading, writing and performing poetry


Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)



Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)




Language for interaction

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)


Identify the features of online texts that enhance navigation (ACELA1790)




Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)


Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)


Creating texts



Creating literature

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)



Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)


Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons (ACELT1594)



Discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)

Curriculum Priorities - Pedagogy

Considerations

Unit 4 - Examining stories from different perspectivesRelevant prior curriculum

Students require prior experience with: understanding that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun

groups/phrases can be expanded using articles and adjectives understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and purpose discussing the characters and settings of different texts and exploring how language is used to present these features in different ways discussing different texts on a similar topic, identifying similarities and differences between the texts using interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately rehearsing and delivering short presentations on familiar and new topics.

Curriculum working towards

The teaching and learning in this unit work towards the following: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension

(ACELT1605) Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone,

pace, pitch and volume to speak clearly and coherently (ACELY1688) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)


Considerations

Unit 5 - Examining imaginative textsRelevant prior curriculum

Students require prior experience with the following: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464) Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases

can be expanded using articles and adjectives (ACELA1468) Identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of

accompanying words (ACELA1469) Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and

multimodal text structures (ACELY1670) Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and

multimodal elements appropriate to the audience and purpose (ACELY1671) Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)


The teaching and learning in this unit work towards the following: Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot tension

(ACELT1605) Create literary texts that explore students' own experiences and imagining (ACELT1607) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control

over text structures and language features (ACELY1694) Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)


Considerations

Unit 6 - Reading, writing and performing poetryRelevant prior curriculum

Students require prior experience with: understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and purpose using most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable understanding that a sound can be represented by various letter combinations understanding how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words using knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds building morphemic word families using knowledge of prefixes and suffixes identifying, reproducing and experimenting with rhythmic, sound and word patterns in poems, chants, rhymes and songs innovating on familiar texts by experimenting with character, setting or plot using interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately rehearsing and delivering short presentations on familiar and new topics writing legibly and with growing fluency using unjoined upper case and lower case letters.


The teaching and learning in this unit work towards the following: Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes

(ACELA1828) Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more

complex words (ACELA1779) Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780) Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns

(ACELT1606) Create literary texts by developing storylines, characters and settings (ACELT1794) Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone,

pace, pitch and volume to speak clearly and coherently (ACELY1688) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Assessing student learning

Unit 4 - Examining stories from different perspectivesAssessment name: Retelling a narrative from a different perspectiveAssessment description: Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.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 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

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:

understanding how content can be organised using different text structures depending on the purpose of the text understanding how language features and vocabulary choices are used for different effects identifying literal and implied meaning connecting ideas in different parts of a text writing using joined letters that are accurately formed and consistent in size.

Monitoring taskMonitoring name: Comprehending traditional stories

Monitoring description: Students read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.


Unit 5 - Examining imaginative textsAssessment name: Reading comprehensionAssessment description: Students comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.

Assessment name: Creating a multimodal textAssessment description: Students create a multimodal imaginative text about overcoming a fear, using software



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, consultations and samples of student work. For example:

recognising how context shapes language choices in different types of texts discussing the features of online texts that enhance navigation comprehending the visual language features that are used in images to match the language choices used stating authors' reasons for why characters, events and settings are portrayed in different ways developing criteria for establishing preference for literature evaluating texts and building literal and inferred meaning by drawing on context, text structure and language features using paragraphs to organise ideas in texts creating texts based on characters, settings and events from own or other cultures, using visual features planning, drafting and publishing imaginative texts, demonstrating increasing control over text structures and language features re-reading and editing texts for meaning using software with growing speed and efficiency to construct and edit texts..


Unit 6 - Reading, writing and performing poetryAssessment name: Writing and presenting poetryAssessment description: Students write and present an adaptation of a poem.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.



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, consultations and samples of student work. For example:

identifying and comparing text structures, language features and devices in different types of texts and understanding how these serve the purpose, context and audience of the text

discussing how language features are used to describe settings and influence mood analysing the nature and effect of language devices, such as rhythm and onomatopoeia and how these are used to enhance meaning and shape the reader's reaction using text processing strategies and comprehension strategies to decode and comprehend texts, making literal and inferred meanings building an extended and technical vocabulary to express and develop ideas spelling more complex words with consonant diagraphs and blends using sound-letter relationships and a knowledge of spelling rules to construct texts and using visual memory to correctly spell high-frequency sight words using knowledge of prefixes and suffixes to build up a base word adapting the language features and devices of texts to enhance meaning and shape the reader's reaction to the text using clauses writing using joined letters that are clearly formed and consistent in size planning and delivering short presentations, providing details in a logical sequence

Feedback

Unit 4 - Examining stories from different perspectivesFeedback may relate to reading, writing and listening. In this unit this may include:

using comprehension strategies to answer questions when evaluating a narrative identifying language features such as verbs representing processes or tense in a traditional story explaining how specific language shapes settings, characters and events planning, drafting and presenting a narrative with structural stages retelling a story from a different perspective using appropriate language features when retelling a story.

Feedback

Unit 5 - Examining imaginative textsFeedback may relate to reading and writing. In this unit this may include:

comprehending stories by identifying the way the setting shapes events and influences the mood of the narrative understanding the language choices used to present the processes of the characters expressing and justifying preferences for specific texts stating reasons why the author has portrayed settings, events and characters in different ways understanding how visual language features have been used to suit the context and purpose of text writing and editing texts, using text structural elements, visual language features and language choices to make meaning.

Feedback

Unit 6 - Reading, writing and performing poetryFeedback may relate to reading, writing, and presenting poetry. In this unit this may include:

comprehending meaning in poems identifying language features and language devices which describe setting, influence mood and shape reader reaction adapting language features and patterns in literary texts such as rhyme, rhythm and mood using a range of interaction skills to present poetry to a familiar audience building literal and inferred meaning of texts, drawing on growing knowledge of context, text structures and language features using evaluative language to express an opinion using clauses, ensuring that the subject is in agreement with the verb.

Year 3 Semester 2 English Report Card Comment Bank

ENGLISH REPORT COMMENTSAssessment Task 1: Retelling a narrative from a different perspective

A B C D E2E3A1 2E3B1 2E3C1 2E3D1 2E3E1

Retelling a narrative from a different perspective

{Name} made deliberate language choices, including extended vocabulary, to describe a setting and influence the mood of a narrative. {She,He} selected vocal techniques, such as tone, pace, pitch and volume, to engage the audience.


{Name} selected doing, thinking, saying and relating verbs to develop characters. {She,He} used evaluative language to express a character's point of view.


{Name} used language features to link and sequence ideas. {She,He} used language to express feelings and opinions on topics. {Name} contributed actively to discussions, providing useful feedback. {She,He} made presentations.


{Name} wrote in first person. {She,He} used tense to indicate time. {Name} retold a story.


{Name} used everyday language and spoke to a slected audience.

Assessment Task 2: Creating a multimodal textA B C D E

2E3A2 2E3B2 2E3C2 2E3D2 2E3E2Creating a multimodal text

{Name} selected multimodal elements to engage the audience and support the purpose of the text. {She,He} enhanced meaning through the choice of precise verbs to represent processes of doing, thinking, feeling, saying and relating. {Name} edited descriptive language choices for effect and used a range of sentence types.

Creating a multimodal text

{Name} provided details about characters and their relationships in an image, through the use of visual features. {She,He} located events in time through the use of tense. {Name} used paragraphs to structure the story. {She,He} edited text for appropriate grammatical and punctuation choices to support meaning..


{Name} created a text including writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. {She,He} created texts for familiar audiences. {Name} demonstrated understanding of grammar. {She,He} chose vocabulary and punctuation appropriate to the purpose and context of writing. {Name} re-read and edited writing, checking work for appropriate vocabulary, structure and meaning.


{Name} used images to develop events and character. {She,He} wrote a story.


{Name} created a character and wrote some ideas.

Assessment Task 3: Reading comprehension


Reading comprehension

{Name} explained images in a text in terms of the techniques used and the feelings evoked in the viewer. {She,He} explained how images and language features construct a relationship between characters. {Name} evaluated meaning conveyed in language and images.


{Name} described how language and images portray characters and settings in different ways and create mood. {She,He} used the images and the text to make considered inferences about a character's likely feelings.


{Name} identified how language features and images are used for different effects. {She,He} read texts that contain varied sentence structures, a range of punctuation conventions and images that provide extra information. {Name} identified literal and implied meaning connecting ideas in different parts of a text.


{Name} made comments about images and language features. {She,He} identified characters and events in a text.


{Name} identified images in text. {She,He} responded to a text.

Assessment Task 4: Writing and presenting poetry


Writing and presenting poetry

{Name} explained the effect on the reader of language devices used to shape the readers' reaction. {She,He} created imagery using extended vocabulary to influence the mood of the poem. {Name} emphasised relevant aspects of the poem by using gesture and eye contact to keep the audience engaged.


{Name} described imagery created through the use of descriptive language. {She,He} adapted language features and patterns to engage readers. {Name} engaged the audience with a variety of interaction skills such as tone, pace, pitch and volume.


{Name} identified language features and vocabulary choices used for different effects. {She,He} used language to express feelings on topics. {Name} used writing to express and develop experiences, ideas. {She,He} used knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. {Name} wrote using joined letters that are accurately formed and consistent in size. {She,He} created a text for a familiar audience. {Name} made a presentation.


{Name} gave a personal response to the poem. {She,He} used language to develop a poem. {Name} organised and structured the presentation in a logical sequence with introduction and conclusion.


{Name} identified words used in the text. {She,He} chose a setting. {Name{ read aloud.

English Pre-ModerationYear 3 : Unit 4, 5 & 6 Semester 2 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Unit 4 - Examining stories from different perspectivesRetelling a narrative from a different perspective

Knowledge and Understanding Uses language features to link and sequence ideas. Uses language to express feelings and opinions on topics.

Creating Texts (Productive) Contributes actively to discussions, providing useful feedback. Makes presentations.

Unit 5 - Examining imaginative textsCreating a multimodal text

Creating Texts (Productive) Creates a text including writing and images to express and develop, in some detail,

experiences, events, information, ideas and characters. Creates texts for familiar audiences. Demonstrates understanding of grammar. Chooses vocabulary and punctuation appropriate to the purpose and context of writing. Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

Unit 5 - Examining imaginative textsReading comprehension

Knowledge and Understanding Identifies how language features and images are used for different effects. Reads texts that contain varied sentence structures, a range of punctuation conventions and

images that provide extra information.

Comprehending Texts (Receptive) Identifies literal and implied meaning connecting ideas in different parts of a text.

Scan and Assess

Prioritise

Develop and Plan

Unit 6 - Reading, writing and performing poetryWriting and presenting poetry

Knowledge and Understanding Identifies language features and vocabulary choices used for different effects.

Creating texts (Productive) Uses language to express feelings on topics. Uses writing to express and develop experiences, ideas. Uses knowledge of letter-sound relationships including consonant and vowel clusters and

high-frequency words to spell words accurately. Writes using joined letters that are accurately formed and consistent in size. Creates a text for a familiar audience. Makes a presentation.

Additional Targeted Teaching Priorities

* Identified from Early Start Data from End of Prep Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)


Knowledge and Understanding Uses language features to link and sequence ideas. Uses language to express feelings and opinions on topics.

Creating Texts (Productive) Contributes actively to discussions, providing useful feedback. Makes presentations.


Creating Texts (Productive) Creates a text including writing and images to express and develop, in some detail, experiences, events, information,

ideas and characters. Creates texts for familiar audiences. Demonstrates understanding of grammar. Chooses vocabulary and punctuation appropriate to the purpose and context of writing. Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.


Knowledge and Understanding Identifies how language features and images are used for different effects. Reads texts that contain varied sentence structures, a range of punctuation conventions and images that provide extra

information.

Comprehending Texts (Receptive) Identifies literal and implied meaning connecting ideas in different parts of a text.


Knowledge and Understanding Identifies language features and vocabulary choices used for different effects.

Creating texts (Productive) Uses language to express feelings on topics. Uses writing to express and develop experiences, ideas. Uses knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell

words accurately. Writes using joined letters that are accurately formed and consistent in size. Creates a text for a familiar audience. Makes a presentation.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


Knowledge and Understanding Selects doing, thinking, saying and relating verbs to develop characters. Uses evaluative language to express a character's point of view..

Creating Texts (Productive) Presents retelling in a logical and coherent manner. Selects vocabulary to suit context and purpose of presentation.


Creating Texts (Productive) Provides details about characters and their relationships in an image, through the use of visual features. Locates events in time through the use of tense. Uses paragraphs to structure the story. Edits text for appropriate grammatical and punctuation choices to support meaning.


Knowledge and Understanding Describes how language and images portray characters and settings in different ways and create mood.

Comprehending Texts (Receptive) Uses the images and the text to make considered inferences about a character's likely feelings.


Knowledge and Understanding Describes imagery created through the use of descriptive language.

Creating texts (Productive) Adapts language features and patterns to engage readers. Engages the audience with a variety of interaction skills such as tone, pace, pitch and volume.

‘A’ Year Level “Applying” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)


Knowledge and Understanding Makes deliberate language choices, including extended vocabulary, to describe a setting and influence the mood of a

narrative.

Creating Texts (Productive) Selects vocal techniques, such as tone, pace, pitch and volume, to engage the audience.


Creating Texts (Productive) Selects multimodal elements to engage the audience and support the purpose of the text. Enhances meaning through the choice of precise verbs to represent processes of doing, thinking, feeling, saying and

relating. Edits descriptive language choices for effect. Uses a range of sentence types.


Knowledge and Understanding Explains images in a text in terms of the techniques used and the feelings evoked in the viewer. Explains how images and language features construct a relationship between characters.

Comprehending Texts (Receptive) Evaluates meaning conveyed in language and images.


Knowledge and Understanding Explains the effect on the reader of language devices used to shape the readers' reaction

Creating texts (Productive) Creates imagery using extended vocabulary to influence the mood of the poem. Emphasises relevant aspects of the poem by using gesture and eye contact to keep the audience engaged.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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