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OneSchoolUnit Plan

Name: Unit 4 - English Year 1 (V8)Duration: 4 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: English

Unit Plan

Examining the language of communication - questioningIn this unit, students listen to, read, view and interpret texts with animal characters to explore how they reflect human qualities. Students create an animal character to be included in a literary text, and discuss their choices in an interview.

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

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

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

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

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 29

Unit Plan Plan Name: Unit 4 - English Year 1 (V8)

Year: 1Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Create and present a character (Yr 01)Students create a new character for a familiar story and discuss choices in an interview.

Informative response - oral

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Animal characters Author choices Interactions Character presentations

Resources Attachments Plan Resource Bank

Assessment Informative response - oral - Create

and present a character (Yr 01)




Duration: 4 Weeks

Australian Curriculum

English - Year 1Year 1 Achievement StandardReceptive modes (listening, reading and viewing)

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.

Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.

Productive modes (speaking, writing and creating)

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.

They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas Compare different kinds of images in narrative

and informative texts and discuss how they contribute to meaning (ACELA1453)

Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstances (ACELA1451)

Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)

Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Literature and context

Discuss how authors create characters using language and images (ACELT1581)

Creating literature

Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)




Duration: 4 Weeks

Content Descriptions

Language Literacy Literature

Phonics and word knowledge Manipulate phonemes in spoken words by

addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)

Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)

Understand how to spell one and two syllable words with common letter patterns (ACELA1778)

Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)

Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458)

Use visual memory to read and write high-frequency words (ACELA1821)

Text structure and organisation Recognise that different types of punctuation,

including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Language for interaction Understand that language is used in

combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

Creating texts

Write using unjoined lower case and upper case letters (ACELY1663)

Interpreting, analysing, evaluating

Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Examining literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

Responding to literature

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

exploring how language is used differently at home and school depending on the relationships between people recognising that texts are created by authors who tell stories and sharing experiences that may be similar to or different from students' own experiences retelling familiar literary texts through performance, use of illustrations and images listening to and responding orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact delivering short oral presentations to peers.

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

Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833) Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELY1666) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately (ACELY1789) Rehearse and deliver short presentations on familiar and new topics (ACELY1667).




Duration: 4 Weeks

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

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

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Managing and operating ICT

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

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

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

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

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.




Duration: 4 Weeks

Assessing student learningAssessment name: Create and present a characterAssessment description: Students create a new character for a familiar story and discuss choices in an interview.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 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.Productive modes (speaking, writing and creating)Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

using language appropriately for purpose and context using gestures and facial expressions that support meaning in pair, group and classroom discussions attending to the discussion recognising sound-letter matches replacing sounds in spoken words saying sounds in order for a given spoken word attending to others' talk using language appropriately for purpose and context making inferences discussing and sequencing events in stories selecting ideas from texts to represent characters and events writing several ideas about characters spelling words with regular spelling patterns.

FeedbackFeedback may relate to speaking, listening, reading and reviewing. In this unit this may include:

using interaction skills to speak and listen in a variety of discussions and conversations using text structures and language, combined with verbal and non-verbal interaction skills, to deliver short oral presentations to the class reading, viewing and interpreting literal and implied meaning in literary texts applying understanding of characters and events in a literary text, in order to express preferences and develop own representations and descriptions of characters.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Animal characters Lesson 1: Identifying human qualities Lesson 2: Generating questions and statements Lesson 3: Developing characters

4 Lessons Author choices Lesson 4: Discussing language and image choices Lesson 5: Expressing human experiences Lesson 6: Asking questions and giving answers Lesson 7: Developing characters and discussing choices

5 Lessons Interactions Lesson 8: Understanding language and manipulating sounds Lesson 9: Building meaning of characters and events Lesson 10: Engaging in conversations Lesson 11: Interacting in interviews Lesson 12: Interacting in different contexts

4 Lessons Character presentations Lesson 13: Creating a character Lesson 14: Preparing and rehearsing responses Lessons 15-16: Completing the interview

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Animal characters Topic Duration 3 Lessons

Overview Throughout this lesson series, students will explore the way authors create animal characters to express human experiences and messages.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Identifying human qualities

Lesson objectivesStudents will:

Understand how authors use language and images to create characters.

Understand how to manipulate sounds in spoken words, using phoneme deletion and substitution.

Evidence of learningCan the student:

Identify language and images that create characters? Identify and manipulate phonemes in words?

Example learning sequence Listen to a reading of a picture book Explore features of characters Identify, delete and substitute phonemes

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

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

Find and prepare a picture book that features animal characters and embeds Aboriginal peoples' and Torres Strait Islander peoples' perspectives, e.g.o Text - Kwaymullina, A & Kwaymullina, E 2008, The two-hearted numbat,

Fremantle Press, North Fremantle Sheet - Word ladder 1 Sheet - Comprehension questions for The two-hearted numbat Supporting learning resource - Teacher tips: Animal characters Reading - Reading groups overview Year 1 Unit 4

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

Spelling - Spelling overview Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Handwriting - Handwriting overview Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Supporting learning resource - Introduction to the unit: Examining the language of

communication - questioning https://learningplace.eq.edu.au/cx/resources/items/076f9ede-dba3-45a5-9973-2cc25b713d61/0/Eng_Y01_U4_SLR_UnitIntro.docx

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

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

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/926e4d97-5182-4d5f-978d-19b2b9c6bbf5/0/Eng_Y01_U5_SLR_SuggAltResources.docx

Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra

Supporting learning resource - Year 1 Monitoring tool for listening https://learningplace.eq.edu.au/cx/resources/items/2d704870-0235-49e7-a0d2-644229993be9/0/Eng_Y01_U1_SLR_ListenMonitTool.docx




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Supporting learning resource - Year 1 Monitoring tool for group discussions

https://learningplace.eq.edu.au/cx/resources/items/750bb4be-9097-4cb7-a256-0fa93b8fec0a/0/Eng_Y01_U1_SLR_GroupDiscMonitTool.docx

Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

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

Website - Queensland Curriculum & Assessment Authority (The State of Queensland) https://www.qcaa.qld.edu.au/ (Home> Search> Defining Aboriginal stories)

Website - Ambelin Kwaymullina writer & illustrator (Ambelin Kwaymullina) http://www.ambelin-kwaymullina.com.au

Attachments Lesson plan

Lesson 2

Generating questions and statements


Understand the difference between asking for information, making offers and giving commands.


Generate questions and statements in response to a literary text?Example learning sequence

Listen to a re-reading of a picture book Examine language of communication

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.



Fremantle Press, North Fremantle Sheet - Question dice one Supporting learning resource - Teacher tips: Animal characters Reading - Reading groups overview Year 1 Unit 4




Helpful information




Duration: 4 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.





Supporting learning resource - Year 1 Monitoring tool for group discussions https://learningplace.eq.edu.au/cx/resources/items/750bb4be-9097-4cb7-a256-0fa93b8fec0a/0/Eng_Y01_U1_SLR_GroupDiscMonitTool.docx




Lesson 3

Developing characters


Understand how to recreate texts imaginatively, using drawing, writing and performance to develop characters.

Understand how to use facial expressions, gestures, pace and volume to present a character.


Recreate texts imaginatively, using drawing, writing and performance?



Fremantle Press, North Fremantle Supporting learning resource - Teacher tips: Animal characters Reading - Reading groups overview Year 1 Unit 4





Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Combine non-verbal and verbal communication to present a

character?Example learning sequence

Listen to a re-reading of a picture book Express preferences and develop characters




Helpful information Supporting learning resource - Yarning circles

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



Supporting learning resource - Year 1 Monitoring tool for writing https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/0/Eng_Y01_U1_SLR_WritMonitTool.docx








Duration: 4 Weeks

Teaching Sequence

Topic Author choices Topic Duration 4 Lessons

Overview Throughout this lesson series, students will explore the choices authors make while creating characters, and discuss their own choices when developing characters.


Lesson 4

Discussing language and image choices




Evidence of learning Can the student: Identify language and images that create characters? Identify and manipulate phonemes in words?



Resources Find and prepare a picture book from a series of stories that feature animal

characters that express human experiences, e.g.o Text - Browne, A 1984, Willy the wimp, Walker Books, London

Sheet - Word ladder 2 Supporting learning resource - Teacher tips: Author choices Reading - Reading groups overview Year 1 Unit 4




Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),

Eleanor Curtain Publishing, South Yarra Supporting learning resource - Year 1 Monitoring tool for listening

https://learningplace.eq.edu.au/cx/resources/items/2d704870-0235-49e7-a0d2-644229993be9/0/Eng_Y01_U1_SLR_ListenMonitTool.docx




Lesson 5

Expressing human experiences


Understand how to build literal and inferred meaning of literary texts.






Duration: 4 Weeks

Teaching Sequence





Comprehend literal and inferred meaning in literary texts?

Example learning sequence Listen to a re-reading of a picture book Build literal and inferred meaning and write responses


Supporting learning resource - Teacher tips: Author choices Reading - Reading groups overview Year 1 Unit 4




Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.),

Eleanor Curtain Publishing, South Yarra Supporting learning resource - Year 1 Monitoring tool for reading

https://learningplace.eq.edu.au/cx/resources/items/84728b57-7565-4ba0-a308-37804602d0d7/0/Eng_Y01_U1_SLR_ReadMonitTool.docx




Lesson 6

Asking questions and giving answers


Understand how to ask for information, and the different function of questions.


Create sentences that ask for information, using knowledge of questions?

Example learning sequence



Sheet - Question dice one Sheet - Question dice two Supporting learning resource - Teacher tips: Author choices Reading - Reading groups overview Year 1 Unit 4


Spelling - Spelling overview Year 1 Unit 4




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Review a picture book Generate questions requesting information and use interaction

skillsEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.

HandwritingRefer to unit handwriting overview for suggested focus area.

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


Helpful information Website - Anthony Browne video interview (Scholastic)

https://education.scholastic.co.uk/resources/96657 (Note: Prior to using this website, review the content to ensure suitability for your school context and class.)




Lesson 7

Developing characters and discussing choices


Understand how to use speaking and listening skills to discuss the way language and images create characters.


Develop characters, using language and images? Use active listening, facial expressions, gestures and speaking

skills, such as volume and pace, to interact with others?Example learning sequence

Review a picture book Develop characters Discuss how authors create characters

Early literacy skillsReading



Supporting learning resource - Teacher tips: Author choices Reading - Reading groups overview Year 1 Unit 4




Helpful information Supporting learning resource - Year 1 Monitoring tool for listening





Duration: 4 Weeks

Teaching Sequence




Refer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.







Duration: 4 Weeks

Teaching Sequence

Topic Interactions Topic Duration 5 Lessons

Overview Throughout this lesson series, students will explore different interactions and focus on the way speaking and listening skills are combined with facial expressions and gestures to interact in interview situations.


Lesson 8

Understanding language and manipulating sounds





Identify language and images that create characters? Identify and manipulate phonemes in words?




characters that express human experiences, e.g.o Text - Browne, A 1991, Willy and Hugh, Random House Children's Books,

London Sheet - Word ladder 3 Supporting learning resource - Teacher tips: Interactions Reading - Reading groups overview Year 1 Unit 4




Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra Supporting learning resource - Year 1 Monitoring tool for listening





Lesson 9

Building


Understand how to build literal and inferred meaning of literary






Duration: 4 Weeks

Teaching Sequence




meaning of characters and events

texts. Understand sound-letter matches that represent common vowel,

consonant digraphs and consonant blends.Evidence of learningCan the student:

Comprehend literal and inferred meaning in literary texts? Listen for and reproduce common vowel, consonant digraphs and

common consonant blends?Example learning sequence

Listen to a re-reading of a picture book and explore images Build literal and inferred meaning and write responses

Early literacy skills ReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Londono Text - Browne, A 1984, Willy the wimp, Walker Books, London

Supporting learning resource - Teacher tips: Interactions Reading - Reading groups overview Year 1 Unit 4




Helpful information Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra Supporting learning resource - Year 1 Monitoring tool for reading

https://learningplace.eq.edu.au/cx/resources/items/84728b57-7565-4ba0-a308-37804602d0d7/0/Eng_Y01_U1_SLR_ReadMonitTool.docx

Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx





Lesson 10

Engaging in conversations


Understand how to engage in conversations and discussions, using appropriate speaking and listening skills.






Duration: 4 Weeks

Teaching Sequence





Actively listen and contribute to conversations and discussions?Example learning sequence

Review a picture book Explore different interactions Engage in discussions about preferences


London Supporting learning resource - Teacher tips: Interactions Reading - Reading groups overview Year 1 Unit 4





https://education.scholastic.co.uk/resources/96657 Note: Prior to using this website, review the content to ensure suitability for your school context and class.






Lesson 11

Interacting in interviews


Understand how to use speaking and listening skills to discuss the way language and images create characters.



London




Duration: 4 Weeks

Teaching Sequence





Develop characters, using language and images? Use active listening, facial expressions, gestures and speaking

skills, such as volume and pace, to interact with others?Example learning sequence

Review a picture book Develop characters Discuss how authors create characters






Helpful information Supporting learning resource - Year 1 Monitoring tool for writing

https://learningplace.eq.edu.au/cx/resources/items/e1ca8e06-4018-48ba-a1ae-845204003e10/0/Eng_Y01_U1_SLR_WritMonitTool.docx



Lesson 12

Interacting in different contexts


Understand how to use text structures and formal vocabulary to make short presentations.


Use appropriate vocabulary in formal school contexts to create short presentations?

Example learning sequence Listen to a reading of a picture book Explore vocabulary used in everyday and school contexts

Early literacy skills



Londono Text - Browne, A 1985, Willy the champ, Walker Books, Londono Text - Browne, A 1984, Willy the wimp, Walker Books, London




Handwriting - Handwriting overview Year 1 Unit 4




Duration: 4 Weeks

Teaching Sequence




ReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html


https://education.scholastic.co.uk/resources/96657 Note: Prior to using this website, review the content to ensure suitability for your school context and class.







Duration: 4 Weeks

Teaching Sequence

Topic Character presentations Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete the assessment task in which they create a new character for a familiar narrative. They discuss their choices about their character with a peer in an interview.


Lesson 13

Creating a character

Assessment purposeTo create a new character for a familiar story and discuss choices in an interview.Example assessment sequence

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

standards A-E Conduct the assessment


Resources Assessment task - Create and present a character Assessment task - Create and present a character: Model response Text - Browne, A 1991, Willy and Hugh, Random House Children's Books, London Text - Browne, A 1985, Willy the champ, Walker Books, London Text - Browne, A 1984, Willy the wimp, Walker Books, London Reading - Reading groups overview Year 1 Unit 4




Helpful information Supporting learning resource - English metalanguage: Years P-2

https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx


Lesson 14

Preparing and rehearsing responses




Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.Spelling




Handwriting - Handwriting overview Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/




Duration: 4 Weeks

Teaching Sequence

Topic Character presentations Topic Duration 4 Lessons

Overview Throughout this lesson series, students will complete the assessment task in which they create a new character for a familiar narrative. They discuss their choices about their character with a peer in an interview.


Refer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

0/index.html




Lessons 15-16

Completing the interview




Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area (Lesson 15).Conduct a unit post-test (Lesson 16).HandwritingRefer to unit handwriting overview for suggested focus area.




Spelling - Spelling unit post-test Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html








Duration: 4 Weeks




Duration: 4 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Animal characters Lesson plan - Eng_Y01_U4_LP01.docx

Lesson plan - Eng_Y01_U4_LP02.docx


Sequence - Author choices Lesson plan - Eng_Y01_U4_LP04.docx




Sequence - Interactions Lesson plan - Eng_Y01_U4_LP08.docx





Sequence - Character presentations Lesson plan - Eng_Y01_U4_LP13.docx


Lesson plan - Eng_Y01_U4_LP15_16.docx

Sequence Handwriting - Handwriting overview Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html




Duration: 4 Weeks


Reading - Reading groups overview Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

Sheet - Comprehension questions for The two-hearted numbat Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/0/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx

Sheet - Question dice one

Sheet - Question dice two

Sheet - Word ladder 1

Sheet - Word ladder 2

Sheet - Word ladder 3 Spelling - Spelling overview Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling unit post-test Year 1 Unit 4 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Sup Text - Browne, A 1991, Willy and Hugh, Random House Children's Books, London





Supporting learning resource - Introduction to the unit: Examining the language of communication - questioning https://learningplace.eq.edu.au/cx/resources/items/076f9ede-dba3-45a5-9973-2cc25b713d61/0/Eng_Y01_U4_SLR_UnitIntro.docx

Supporting learning resource - Teacher tips: Animal characters

Supporting learning resource - Teacher tips: Author choices

Supporting learning resource - Teacher tips: Interactions




Duration: 4 Weeks





Supporting learning resource - Year 1 Monitoring tool for reading https://learningplace.eq.edu.au/cx/resources/items/84728b57-7565-4ba0-a308-37804602d0d7/0/Eng_Y01_U1_SLR_ReadMonitTool.docx


Text - Browne, A 1984, Willy the wimp, Walker Books, London

Text - Browne, A 1985, Willy the champ, Walker Books, London

Text - Browne, A 1991, Willy and Hugh, Random House Children's Books, London

Text - Hill, S 2012, Developing early literacy: Assessment and teaching (2nd ed.), Eleanor Curtain Publishing, South Yarra

Text - Kwaymullina, A & Kwaymullina, E 2008, The two-hearted numbat, Fremantle Press, North Fremantle

Website - Ambelin Kwaymullina writer & illustrator (Ambelin Kwaymullina) http://www.ambelin-kwaymullina.com.au

Website - Anthony Browne video interview (Scholastic) https://education.scholastic.co.uk/resources/96657

Website - Queensland Curriculum & Assessment Authority (The State of Queensland) https://www.qcaa.qld.edu.au/(Home> Search> Defining Aboriginal stories)

Assessment Planner - Create and present a character

Assessment task - Eng_Y01_U4_AT_CreatePresentCharacter.docx

Assessment task - Eng_Y01_U4_AT_MR_CreatePresentCharacter.docx

Assessment Assessment task - Create and present a character

Assessment task - Create and present a character: Model response




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Create and present a character (Yr 01)Type Informative response - oral

Date

Description Students create a new character for a familiar story and discuss choices in an interview.

Learning Area English

Comprehending texts (Receptive) Knowledge and understanding Creating texts (Productive)

Listens to others when taking part in conversations, using appropriate language features and interaction skills.

Understands how characters in texts are developed and gives reasons for personal preferences.

Interacts in pair discussions, taking turns when responding.Makes short presentations on familiar topics.

A ◄Listens actively, using facial expressions, gestures and body language to show interest and encourage other speakers.

◄

Develops characters that complement existing characterisation in texts.Substantiates preferences, demonstrating engagement with characterisation in the text.

◄ Uses facial expressions and gestures to express ideas and engage the audience.

B ◄ Answers questions by reflecting on and using the content of what the speaker has said. ◄ Explains how particular image and language

choices develop characters. ◄ Speaks clearly and varies volume and pace to engage interest.

C ◄Listens to others when taking part in conversations, using appropriate language features and interaction skills.

◄ Develops characters in texts and gives reasons for personal preferences. ◄

Interacts in pair discussions, taking turns when responding.Makes a short presentation on a familiar topic.

D ◄ Acknowledges the speaker. ◄ Creates a character. ◄ Answers questions.

E ◄ Accepts questions. ◄ Expresses a preference for a character. ◄ Presents a character.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

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

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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