pialbastateschool.files.wordpress.com€¦ · web viewunit plan . exploring character and setting...

OneSchoolUnit Plan

Name: Unit 3 - English Year 3 (V8)Duration: 8 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring character and setting in textsIn this unit students listen to, read, view and analyse informative and literary texts. They create and present a spoken procedure in the role of a character. They make inferences about characters and settings and draw connections between the text and their own experiences. Students write a persuasive letter that links to the literary text.

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 41

Unit Plan Plan Name: Unit 3 - English Year 3 (V8)

Year: 3Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Persuasive letter (Yr 03)Students write a letter to persuade a known audience.

Persuasive response - written

English Unscheduled

Procedural presentation (Yr 03)Students create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.

Informative response - oral

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Characterisation and dialogue Written and spoken procedures Presentations Examination of language

features Writing a persuasive letter

Resources Attachments Plan Resource Bank

Assessment Informative response - oral -

Procedural presentation (Yr 03) Persuasive response - written -

Persuasive letter (Yr 03)




Duration: 8 Weeks

Australian Curriculum

English - Year 3

Year 3 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.

Content Descriptions

Language Literacy Literature

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)

Interacting with others

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

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

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)




Duration: 8 Weeks

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, 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)

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

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)

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

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)

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)

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 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)

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)

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 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)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding that language varies when people take on different roles in social and classroom interactions, and understanding how the use of key interpersonal language resources varies depending on context

identifying language that can be used for appreciating texts and the qualities of people and things understanding that different types of texts have identifiable text structures and language features that help the text serve its purpose understanding how texts are made cohesive through resources, e.g. word associations, synonyms and antonyms understanding that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction 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 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 irregular high-frequency words and words whose spelling is not predictable from their sounds 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 comparing opinions about characters, events and settings in and between texts 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 creating 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.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) 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 that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) 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) 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) Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) 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) 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)




Duration: 8 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

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.




Duration: 8 Weeks

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

Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Procedural presentationAssessment description: Students create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.Assessment name: Persuasive letterAssessment description: Students write a letter to persuade a known audienceIn 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.




Duration: 8 Weeks

FeedbackFeedback may relate to reading, writing, listening and speaking as well as students' ability to identify language features that build characterisation and dialogue. In this unit this may include:

identifying verbs that represent characters adapting characterisation and dialogue to create written and spoken procedures planning and delivering short presentations understanding how language is influenced by the degree of formality in social situations using text-processing strategies making literal and inferred meaning and beginning to evaluate texts making personal connections with texts expressing an opinion using modal verbs and adverbs demonstrating increasing control over text structures and language features in their writing.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

9 Lessons Characterisation and dialogue Lessons 1-2: Exploring characters Lessons 3-4: Adapting language features Lessons 5-6: Planning presentations Lesson 7: Using speaking skills Lessons 8-9: Creating texts to suit purpose and context

5 Lessons Written and spoken procedures Lessons 10-11: Examining procedure in dialogue Lesson 12: Exploring social situations Lessons 13-14: Exploring imaginative and informative contexts

5 Lessons Presentations Lesson 15: Preparing for assessment Lesson 16: Creating spoken procedure Lesson 17: Planning and rehearsing presentations Lessons 18-19: Delivering presentations

8 Lessons Examination of language features Lessons 20-21: Examining characters and setting Lesson 22: Understanding clauses Lessons 23-24: Understanding verb tenses Lesson 25: Examining irregular verbs and verb agreement Lesson 26: Using extended and technical vocabulary Lesson 27: Writing sentences to justify arguments




Duration: 8 Weeks

5 Lessons Writing a persuasive letter Lesson 28: Planning a persuasive text Lesson 29: Drafting and editing a persuasive text Lesson 30: Reviewing and preparing Lessons 31-32: Assessment task

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Characterisation and dialogue Topic Duration 9 Lessons

Overview Throughout this lesson series, students examine characterisation and dialogue in a novel and adapt language features to create their own texts.

Lessons Teaching and Learning Sequence Resources

Lessons 1-2

Exploring characters

Lesson objectivesStudents will:

Understand that verbs represent doing, thinking and saying processes and can be used to portray characters in different ways.

Evidence of learningCan the student:

Identify verbs that represent doing, thinking and saying processes?

Explain how a character has been portrayed through the use of different verbs?

Example learning sequence Understand the text Listen to a reading from a novel Explore characterisation

Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Find and prepare a novel that features examples of spoken procedure between

characters, e.g.o Text - White, EB 1952, Charlotte's web, Hamish Hamilton, Londono Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London

Supporting learning resource - Introduction to the unit: Exploring character and setting in texts

Supporting learning resource - Teacher tips: Characterisation and dialogue Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16

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

Handwriting - Handwriting overview Year 3 Unit 3: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Supporting learning resource - Year 3 Monitoring tool for speaking and listening

https://learningplace.eq.edu.au/cx/resources/items/b0d013d4-c8e7-4bd6-af8b-3306ca0a6e32/0/Eng_Y03_U3_SLR_MonToolSpeakListen.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 - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/3f281db0-e494-4c52-b632-6d2f3afaa070/0/Eng_Y03_U3_SLR_SuggAltResources.docx

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

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

Attachments Lesson plan

Lessons 3-4 Lesson objectivesStudents will:





Duration: 8 Weeks

Teaching Sequence




Adapting language features

Understand how to adapt characterisation and dialogue to create texts.

Understand how different texts vary in language choices and degree of formality to suit purpose and context.


Adapt characterisation and dialogue in literary texts to create a short dialogue?

Make language choices and consider the degree of formality to suit purpose and context of texts?

Example learning sequence Review a novel and explore differences in text types Explore procedure through literature Deliver dialogue Listen to a reading from a novel



Sheet - How to feed a baby pig Supporting learning resource - Teacher tips: Characterisation and dialogue Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16



Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx





Duration: 8 Weeks

Teaching Sequence




Lessons 5-6

Planning presentations


Understand how authors portray characters using language features to build characterisation and dialogue.

Understand how to plan and sequence short presentations.Evidence of learningCan the student:

Identify language features used to create characterisation and dialogue in a literary text?

Plan and sequence short presentations?Example learning sequence

Listen to a reading from a novel Explore characterisation and dialogue Plan presentations


Find and prepare a novel that features examples of spoken procedure between characters, e.g.o Text - White, EB 1952, Charlotte's web, Hamish Hamilton, Londono Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London







Lesson 7

Using speaking skills


Understand how to plan and deliver presentations using appropriate tone, pace, pitch and volume.


Plan and deliver a short presentation using appropriate tone, pace, pitch and volume?

Example learning sequence Plan and deliver presentations Listen to a reading from a novel









Duration: 8 Weeks

Teaching Sequence








Lesson 8-9

Creating texts to suit purpose and context


Understand that purpose and context shape the language choices in texts.

Understand how to adapt characterisation and dialogue in literary texts to create own texts.


Make language choices to suit purpose and context of texts? Adapt characterisation and dialogue from literary texts in own

texts?Example learning sequence

Listen to a reading from a novel Explore procedure through literature




Sheet - How to catch a fly Supporting learning resource - Teacher tips: Characterisation and dialogue Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16









Duration: 8 Weeks

Teaching Sequence

Topic Written and spoken procedures Topic Duration 5 Lessons

Overview Throughout this lesson series, students will understand the differences between written and spoken procedures by exploring the way characters tell each other what to do in a literary text.


Lessons 10-11

Examining procedure in dialogue



Understand how language features such as characterisation and dialogue can be adapted to create own texts.


Make language choices to suit purpose and context of texts? Adapt language features from literary texts to create own texts?

Example learning sequence Listen to a reading from a novel Adapt language features to create texts




Sheet - Annotated example of procedural text Sheet - Written procedure for pig's escape Supporting learning resource - Teacher tips: Written and spoken procedures Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16



Helpful information 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 - Graphic organiser: making inferences https://learningplace.eq.edu.au/cx/resources/items/fb66373c-c0be-44d2-8a64-9cc938e30fa5/0/Eng_Y03_U3_SH_GraphicOrganiser.docx

Supporting learning resource - Year 3 Monitoring tool for speaking and listening https://learningplace.eq.edu.au/cx/resources/items/b0d013d4-c8e7-4bd6-af8b-3306ca0a6e32/0/Eng_Y03_U3_SLR_MonToolSpeakListen.docx



Lesson 12

Exploring social


Understand how language is influenced by the degree of formality in social situations.


characters, e.g.o Text - White, EB 1952, Charlotte's web, Hamish Hamilton, London




Duration: 8 Weeks

Teaching Sequence




situations Understand how to plan and deliver short presentations, using

tone, pace, pitch and volume appropriately.Evidence of learningCan the student:

Use and adapt language appropriate to the degree of formality in a social situation?

Plan and deliver short oral presentations, using tone, pace, pitch and volume appropriately?

Example learning sequence Review a novel Plan and deliver short oral presentations Listen to a reading from a novel


o Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London Supporting learning resource - Teacher tips: Written and spoken procedures Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16







Lessons 13-14

Exploring imaginative and informative contexts



Understand how to adapt characterisation and dialogue in literary texts to create own texts.


Make language choices to suit purpose and context of texts? Adapt characterisation and dialogue from literary texts in own

texts?Example learning sequence

Explore procedure through literature



Sheet - How spiders build webs Sheet - How to make a web Supporting learning resource - Teacher tips: Written and spoken procedures Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16



Helpful information




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Listen to a reading from a novel Comprehend story


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






Duration: 8 Weeks

Teaching Sequence

Topic Presentations Topic Duration 5 Lessons

Overview Throughout this lesson series, students will complete the assessment task 'Procedural presentation'.


Lesson 15

Preparing for assessment

Assessment purposeTo create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.Example assessment sequence

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

standards A-E Conduct the assessment




Assessment task - Procedural presentation Assessment task - Procedural presentation: Model response Assessment task - Plan for task: Procedural presentation Assessment task - Plan for task: Procedural presentation - Sample response Supporting learning resource - Teacher tips: Presentations Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16



Helpful information Sheet - Annotated example of procedural text

https://learningplace.eq.edu.au/cx/resources/items/bec93cad-80ae-4991-be8f-7b9868978527/0/Eng_Y03_U4_SH_AnnExaProcedText.docx

Sheet - How to catch a fly https://learningplace.eq.edu.au/cx/resources/items/406d67f1-e3d5-49a7-ae8a-9ab6c5f6b389/0/Eng_Y03_U4_SH_HowToCatAFly.docx

Sheet - How spiders build webs https://learningplace.eq.edu.au/cx/resources/items/7bca43eb-fb91-45d6-837e-dfcb919d5a82/0/Eng_Y03_U4_SH_HowSpiBuiWeb.docx

Sheet - How to make a web https://learningplace.eq.edu.au/cx/resources/items/c613b3eb-253d-479a-8ae8-b71e05713cb1/0/Eng_Y03_U4_SH_HowToMakWeb.docx



Lesson 16 Assessment purpose Resources




Duration: 8 Weeks

Teaching Sequence




Creating spoken procedure

To create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.Example assessment sequence



Early literacy skillsSpellingConduct a unit post-test.HandwritingRefer to unit handwriting overview for suggested focus area.

Find and prepare a novel that features examples of spoken procedure between characters, e.g.o Text - White, EB 1952, Charlotte's web, Hamish Hamilton, Londono Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London

Assessment task - Procedural presentation Assessment task - Procedural presentation: Model response Assessment task - Plan for task: Procedural presentation Assessment task - Plan for task: Procedural presentation - Sample response Supporting learning resource - Teacher tips: Presentations Spelling - Spelling unit post-test Year 3 Unit 3: Lesson 16



Helpful information Sheet - Annotated example of procedural text

https://learningplace.eq.edu.au/cx/resources/items/bec93cad-80ae-4991-be8f-7b9868978527/0/Eng_Y03_U4_SH_AnnExaProcedText.docx

Sheet - How to catch a fly https://learningplace.eq.edu.au/cx/resources/items/406d67f1-e3d5-49a7-ae8a-9ab6c5f6b389/0/Eng_Y03_U4_SH_HowToCatAFly.docx

Sheet - How spiders build webs https://learningplace.eq.edu.au/cx/resources/items/7bca43eb-fb91-45d6-837e-dfcb919d5a82/0/Eng_Y03_U4_SH_HowSpiBuiWeb.docx

Sheet - How to make a web https://learningplace.eq.edu.au/cx/resources/items/c613b3eb-253d-479a-8ae8-b71e05713cb1/0/Eng_Y03_U4_SH_HowToMakWeb.docx



Lesson 17

Planning and

Assessment purposeTo create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.


characters, e.g.




Duration: 8 Weeks

Teaching Sequence




rehearsing presentations

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


Early literacy skillsSpellingDiagnostic assessment.HandwritingRefer to unit handwriting overview for suggested focus area.

o Text - White, EB 1952, Charlotte's web, Hamish Hamilton, Londono Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London




Helpful information Sheet - Peer feedback https://learningplace.eq.edu.au/cx/resources/items/bb7a2fd5-0c5d-

4cd3-8def-adc1186ae3c6/0/Eng_Y03_U3_SH_PeerFeedback.docx Supporting learning resource - English metalanguage: Years 3-6



Lessons 18-19

Delivering presentations

Assessment purposeTo create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.Example assessment sequence



Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.








Duration: 8 Weeks

Teaching Sequence




HandwritingRefer to unit handwriting overview for suggested focus area.









Duration: 8 Weeks

Teaching Sequence

Topic Examination of language features Topic Duration 8 Lessons

Overview Students explore a literary text and examine the language features used by authors to portray characters, events and settings. They use comprehension strategies to answer questions about the text.


Lessons 20-21

Examining characters and setting


Understand the way authors create characters and events in literary texts, and the reasons authors portray characters and events in different ways.

Understand how to express preferences for texts.Evidence of learningCan the student:

Speculate on the reasons authors portray characters and events in different ways?

Express preferences about literary texts?Example learning sequence

Listen to a reading from a novel Examine character development Examine setting Explore setting and mood Develop criteria for expressing preferences




Sheet - Listening comprehension practice Supporting learning resource - Listening comprehension practice (Answers) Supporting learning resource - Teacher tips: Examination of language features Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32



Helpful information Text - Saffioti, T & MacDonald, N 2011, Stolen girl, Magabala Books, Broome, WA Text - Russell, E 2004, The shack that dad built, Little Hare Books, Surry Hills, NSW Text - Cunxin, L & Spudvilas, A 2007, The peasant prince, Penguin Group

(Australia), Camberwell, Vic Sheet - The Shack that Dad Built reading comprehension

https://learningplace.eq.edu.au/cx/resources/items/8fbcb53e-ca2b-4299-b47b-07ead1b59bb1/0/Eng_Y03_U3_SH_TheShackThatDadBuilt.docx

Sheet - Stolen Girl reading comprehension https://learningplace.eq.edu.au/cx/resources/items/0f31b212-6713-43c0-a954-d85548f4ad2a/0/Eng_Y03_U3_SH_StolenGirl_QAR.docx

Sheet - The peasant prince reading comprehension https://learningplace.eq.edu.au/cx/resources/items/98ac98f4-bdfe-4577-ab4c-7cbb6218e2b5/0/Eng_Y03_U3_SH_PeasantPrinceQAR.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

Sheet - Comparing family in literary texts: Venn diagram https://learningplace.eq.edu.au/cx/resources/items/c252505d-bbe3-4c5e-891b-2d623e186de0/0/Eng_Y03_U3_SH_CompFamilyInALiteraryTextsVennDia.docx

Sheet - Mother's character traits https://learningplace.eq.edu.au/cx/resources/items/ff6d908e-978a-497d-87e9-56d211223e52/0/Eng_Y03_U3_SH_MothersCharacterTraits.docx




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Sheet - Comparison table https://learningplace.eq.edu.au/cx/resources/items/7bd98fc2-

cf7c-40fa-a3d1-cabc4389cac2/0/Eng_Y03_U3_SH_ComparisonTable.docx Sheet - Li's life https://learningplace.eq.edu.au/cx/resources/items/20fc7047-1287-4f87-

a5da-0dd6a2662f86/0/Eng_Y03_U3_SH_LisLife.docx Sheet - Compare literary texts: Venn diagram

https://learningplace.eq.edu.au/cx/resources/items/4b1eb33a-6e1e-fe05-676e-3a5eead068e6/0/Eng_Y03_U3_CompareLiteraryTextsVennDiagram.docx

Website - Making connections (ILA/NCTE) http://www.readwritethink.org/professional-development/strategy-guides/making- connections-30659.html

Website - Guided comprehension: Self-questioning using question-answer relationships (ILA/NCTE) http://www.readwritethink.org/classroom- resources/lesson-plans/guided-comprehension-self-questioning-227.html? tab=3#tabs

Website - Question-answer relationships (Sandbox Networks, Inc.) http://www.teachervision.fen.com/skill-builder/reading-comprehension/48699.html



Lesson 22

Understanding clauses


Understand that a clause contains a subject and a verb and that they must be in agreement.


Analyse clauses to identify the subject, verb and surrounding circumstance?

Example learning sequence Listen to a reading from a novel Examine clauses Identify clauses linked by coordinating conjunctions

Early literacy skills


characters, e.g. Text - White, EB 1952, Charlotte's web, Hamish Hamilton, London Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London Supporting learning resource - Teacher tips: Examination of language features Sheet - Exploring clauses Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32



Helpful information Text - Saffioti, T & MacDonald, N 2011, Stolen girl, Magabala Books, Broome, WA




Duration: 8 Weeks

Teaching Sequence




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

Text - Russell, E 2004, The shack that dad built, Little Hare Books, Surry Hills, NSW Text - Cunxin, L, & Spudvilas, A 2007, The peasant prince, Penguin Group

(Australia), Camberwell, Vic Supporting learning resource - English metalanguage: Years 3-6



Lessons 23-24

Understanding verb tenses


Understand that past tense is used to retell events that have happened.

Understand that a verb must agree with the subject in a clause.Evidence of learningCan the student:

Identify the tense of the story and explain why it is used? Change present tense verbs to past tense? Ensure that verbs agree with their subject?

Example learning sequence Listen to a reading from a novel Understand verb tense Write sentences in different tenses Consolidate understanding of tense




Slideshow - Past and present tense Sheet - Past tense to present tense Supporting learning resource - Teacher tips: Examination of language features Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32






Attachments




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Lesson plan

Lesson 25

Examining irregular verbs and verb agreement


Understand how verb tense is used in persuasive texts to convince others.

Understand how to change verb tense to suit the context of a sentence.


Choose the appropriate verb tense to support a persuasive argument?

Match the appropriate verb tense to suit the context of a sentence?

Example learning sequenceRevise verb tense

Investigate verb tense in persuasive texts Consolidate verb tenses and subject-verb agreement Examine alternative points of view Listen to a reading from a novel




Slideshow - Examining verbs Sheet - Simple argument: Homework rules! Sheet - Agreeing on the right verb Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32



Supporting learning resource - Teacher tips: Examination of language featuresHelpful information

Text - Saffioti, T & MacDonald, N 2011, Stolen girl, Magabala Books, Broome, WA Text - Russell, E 2004, The shack that dad built, Little Hare Books, Surry Hills, NSW Text - Cunxin, L & Spudvilas, A 2007, The peasant prince, Penguin Group




Lesson 26

Using extended and technical vocabulary


Understand how extended and technical vocabulary can be used to make a text more persuasive.

Understand how to write sentences using language to create a more persuasive message.



Sheet - Persuasive letter to Ms Smith




Duration: 8 Weeks

Teaching Sequence





Explain how extended and technical vocabulary creates a more persuasive text?

Use modal verbs, modal adverbs and evaluative language in sentences to effectively express an opinion?

Example learning sequence Understand a persuasive text Examine extended and technical language Read the text Explore persuasive language Apply persuasive language Listen to a reading from a novel


Supporting learning resource - Teacher tips: Examination of language features Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32




(Australia), Camberwell, Vic Slideshow - Extended and technical vocabulary

https://learningplace.eq.edu.au/cx/resources/items/b24af29a-ce2e-41a5-81c4-f13139fb0c83/0/Eng_Y03_U3_SS_ExtendedAndTechnicalVocabulary.pptx

Sheet - Persuasive letter https://learningplace.eq.edu.au/cx/resources/items/bc72767f-2a7d-4e14-a607-d98c904de777/0/Eng_Y03_U3_SH_PersuasiveLetter.docx (Note: Prior to using this resource, please review the contents to ensure suitability for your school community context and class.)

Supporting learning resource - Persuasive letter to Ms Roberts https://learningplace.eq.edu.au/cx/resources/items/2cf303b3-eaff-4256-be6a-dab1ce254ef0/0/Eng_Y03_U3_SLR_PersuasiveLetterMsRoberts.docx



Lesson 27

Writing sentences to justify arguments


Understand how to justify an argument by adding a clause to a statement.

Understand how to write sentences using the conjunction 'because'.



Sheet - Persuasive letter to Ms Smith Slideshow - Clauses in complex sentences




Duration: 8 Weeks

Teaching Sequence





Identify a conjunction in a clause? Write a complex sentence using 'because' to add supporting

evidence to a statement of opinion?Example learning sequence

Revisit a persuasive text Analyse clauses Write sentences linking clauses with 'because' Listen to a reading from a novel


Supporting learning resource - Teacher tips: Examination of language features Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32




(Australia), Camberwell, Vic Supporting learning resource - Persuasive letter to Ms Roberts

https://learningplace.eq.edu.au/cx/resources/items/2cf303b3-eaff-4256-be6a-dab1ce254ef0/0/Eng_Y03_U3_SLR_PersuasiveLetterMsRoberts.docx

Sheet - Persuasive letter https://learningplace.eq.edu.au/cx/resources/items/bc72767f-2a7d-4e14-a607-d98c904de777/0/Eng_Y03_U3_SH_PersuasiveLetter.docx(Note: Prior to using this resource, please review the contents to ensure suitability for your school community context and class.)

Supporting learning resource - Persuasive letter https://learningplace.eq.edu.au/cx/resources/items/bc72767f-2a7d-4e14-a607-d98c904de777/0/Eng_Y03_U3_SH_PersuasiveLetter.docx






Duration: 8 Weeks

Teaching Sequence

Topic Writing a persuasive letter Topic Duration 5 Lessons

Overview Students prepare for the assessment writing task. They review literary texts, read and practise writing complex sentences to justify arguments, and plan their writing assessment.


Lesson 28

Planning a persuasive text


Understand that paragraphs are a way of organising information in persuasive texts.

Understand how to plan a persuasive text.Evidence of learningCan the student:

Plan a persuasive argument? Record plans for a main idea and supporting details for each

paragraph?Example learning sequence

Understand the topic of the persuasive text Plan main ideas Plan supporting details for each paragraph Review features of a persuasive text




Assessment task - Plan for task: Persuasive letter Sheet - Persuasion map Slideshow - Creating persuasive texts Supporting learning resource - Teacher tips: Writing a persuasive letter Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32



Helpful information Text - Russell, E 2004, The shack that dad built, Little Hare Books, Surry Hills, NSW Text - Saffioti, T & MacDonald, N 2011, Stolen girl, Magabala Books, Broome, WA Text - Cunxin, L & Spudvilas, A 2007, The peasant prince, Penguin Group

(Australia), Camberwell, Vic Website - Student interactive: Persuasion map (ILA/NCTE)

http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

(Note: Save the persuasion map developed during this lesson for future lessons.) Supporting learning resource - English metalanguage: Years 3-6



Lesson 29

Drafting and editing a


Understand how to draft and edit a persuasive text. Understand ways of emphasising opinions by using modal verbs


characters, e.g.o Text - White, EB 1952, Charlotte's web, Hamish Hamilton, London




Duration: 8 Weeks

Teaching Sequence




persuasive textand adverbs.


Write paragraphs with a topic sentence and supporting information that includes persuasive words?

Apply modal verbs and adverbs when writing a persuasive text?Example learning sequence

Review planning Draft the introduction Write the body Write the conclusion Edit writing


o Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London Assessment task - Plan for task: Persuasive letter Supporting learning resource - Teacher tips: Writing a persuasive letter Sheet - Persuasion map Sheet - My editing checklist Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32



Helpful information Text - Russell, E 2004, The shack that dad built, Little Hare Books, Surry Hills, NSW Text - Saffioti, T & MacDonald, N 2011, Stolen girl, Magabala Books, Broome, WA Text - Cunxin, L & Spudvilas, A 2007, The peasant prince, Penguin Group

(Australia), Camberwell, Vic Sheet - Drafting your writing https://learningplace.eq.edu.au/cx/resources/items/84242a92-

67fb-4f26-b417-277010aea507/0/Eng_Y03_U3_SH_DraftingYourWriting.docx Supporting learning resource - English metalanguage: Years 3-6



Lesson 30

Reviewing and preparing


Understand how to plan a persuasive letter.Evidence of learningCan the student:

Plan ideas using appropriate text structure?Example learning sequence

Understand the assessment Plan writing



Assessment task - Persuasive letter Assessment task - Persuasive letter: Model response Assessment task - Plan for task: Persuasive letter Assessment task - Plan for task: Persuasive letter - Sample response Supporting learning resource - Teacher tips: Writing a persuasive letter




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Prepare for task


Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html



(Australia), Camberwell, Vic Sheet - Planning exemplar https://learningplace.eq.edu.au/cx/resources/items/423c2090-

532b-4dd8-8623-4d8bac97f5d3/0/Eng_Y03_U3_SH_PlanningExemplar.doc Supporting learning resource - English metalanguage: Years 3-6



Lessons 31-32

Assessment task

Assessment purpose To write a letter to persuade a known audience.

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


Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area (Lesson 31). Conduct a unit post-test (Lesson 32).HandwritingRefer to unit handwriting overview for suggested focus area.



Assessment task - Persuasive letter Assessment task - Persuasive letter: Model response Assessment task - Plan for task: Persuasive letter Assessment task - Plan for task: Persuasive letter - Sample response Supporting learning resource - Teacher tips: Writing a persuasive letter Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32


Spelling - Spelling unit post-test Year 3 Unit 3: Lesson 32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Handwriting - Handwriting overview Year 3 Unit 3: Lessons 17-32




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html








Duration: 8 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Characterisation and dialogue

Lesson plan - Eng_Y03_U3_LP01-02.docx



Lesson plan - Eng_Y03_U3_LP07.docx


Sequence - Written and spoken procedures




Sequence - Presentations Lesson plan - Eng_Y03_U3_LP15.docx




Sequence - Examination of language features



Lesson plan - Eng_Y03_U3_LP23-24.docx Lesson plan - Eng_Y03_U3_LP25.docx




Duration: 8 Weeks




Sequence - Writing a persuasive letter





Sequence Find and prepare a novel that features examples of spoken procedure between characters, e.g. Text - Dahl, R 1970, Fantastic Mr Fox, George Allen and Unwin Ltd, London Text - White, EB 1952, Charlotte's web, Hamish Hamilton, London



Sheet - Agreeing on the right verb

Sheet - Annotated example of procedural text Sheet - Compare literary texts: Venn diagram https://learningplace.eq.edu.au/cx/resources/items/4b1eb33a-6e1e-fe05-676e-3a5eead068e6/0/Eng_Y03_U3_CompareLiteraryTextsVennDiagram.docx

Sheet - Comparing family in literary texts: Venn diagram https://learningplace.eq.edu.au/cx/resources/items/c252505d-bbe3-4c5e-891b-2d623e186de0/0/Eng_Y03_U3_SH_CompFamilyInALiteraryTextsVennDia.docx

Sheet - Comparison table https://learningplace.eq.edu.au/cx/resources/items/7bd98fc2-cf7c-40fa-a3d1-cabc4389cac2/0/Eng_Y03_U3_SH_ComparisonTable.docx

Sheet - Drafting your writing https://learningplace.eq.edu.au/cx/resources/items/84242a92-67fb-4f26-b417-277010aea507/0/Eng_Y03_U3_SH_DraftingYourWriting.docx

Sheet - Exploring clauses Sheet - Graphic organiser: making inferences https://learningplace.eq.edu.au/cx/resources/items/fb66373c-c0be-44d2-8a64-9cc938e30fa5/0/Eng_Y03_U3_SH_GraphicOrganiser.docx




Duration: 8 Weeks


Sheet - How spiders build webs

Sheet - How to catch a fly

Sheet - How to feed a baby pig

Sheet - How to make a web 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 - Li's life https://learningplace.eq.edu.au/cx/resources/items/20fc7047-1287-4f87-a5da-0dd6a2662f86/0/Eng_Y03_U3_SH_LisLife.docx

Sheet - Listening comprehension practice Sheet - Mother's character traits https://learningplace.eq.edu.au/cx/resources/items/ff6d908e-978a-497d-87e9-56d211223e52/0/Eng_Y03_U3_SH_MothersCharacterTraits.docx

Sheet - My editing checklist

Sheet - Past tense to present tense Sheet - Peer feedback https://learningplace.eq.edu.au/cx/resources/items/bb7a2fd5-0c5d-4cd3-8def-adc1186ae3c6/0/Eng_Y03_U3_SH_PeerFeedback.docx

Sheet - Persuasion map Sheet - Persuasive letter https://learningplace.eq.edu.au/cx/resources/items/bc72767f-2a7d-4e14-a607-d98c904de777/0/Eng_Y03_U3_SH_PersuasiveLetter.docx (Note: Prior to using this resource, please review the contents to ensure suitability for your school community context and class.)

Sheet - Persuasive letter to Ms Smith Sheet - Planning exemplar https://learningplace.eq.edu.au/cx/resources/items/423c2090-532b-4dd8-8623-4d8bac97f5d3/0/Eng_Y03_U3_SH_PlanningExemplar.doc

Sheet - Simple argument: Homework rules! Sheet - Stolen Girl reading comprehension https://learningplace.eq.edu.au/cx/resources/items/0f31b212-6713-43c0-a954-d85548f4ad2a/0/Eng_Y03_U3_SH_StolenGirl_QAR.docx




Duration: 8 Weeks


Sheet - The peasant prince reading comprehension https://learningplace.eq.edu.au/cx/resources/items/98ac98f4-bdfe-4577-ab4c-7cbb6218e2b5/0/Eng_Y03_U3_SH_PeasantPrinceQAR.docx

Sheet - The Shack that Dad Built reading comprehension https://learningplace.eq.edu.au/cx/resources/items/8fbcb53e-ca2b-4299-b47b-07ead1b59bb1/0/Eng_Y03_U3_SH_TheShackThatDadBuilt.docx

Sheet - Written procedure for pig's escape

Slideshow - Clauses in complex sentences

Slideshow - Creating persuasive texts

Slideshow - Examining verbs Slideshow - Extended and technical vocabulary https://learningplace.eq.edu.au/cx/resources/items/b24af29a-ce2e-41a5-81c4-f13139fb0c83/0/Eng_Y03_U3_SS_ExtendedAndTechnicalVocabulary.pptx

Slideshow - Past and present tense Spelling - Spelling overview Year 3 Unit 3: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling overview Year 3 Unit 3: Lessons 17-32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html



Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/3f281db0-e494-4c52-b632-6d2f3afaa070/0/Eng_Y03_U3_SLR_SuggAltResources.docx

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


Supporting learning resource - Introduction to the unit: Exploring character and setting in texts Supporting learning resource - Listening comprehension practice (Answers)




Duration: 8 Weeks


Supporting learning resource - Persuasive letter to Ms Roberts https://learningplace.eq.edu.au/cx/resources/items/2cf303b3-eaff-4256-be6a-dab1ce254ef0/0/Eng_Y03_U3_SLR_PersuasiveLetterMsRoberts.docx

Supporting learning resource - Teacher tips: Characterisation and dialogue

Supporting learning resource - Teacher tips: Examination of language features

Supporting learning resource - Teacher tips: Presentations

Supporting learning resource - Teacher tips: Writing a persuasive letter

Supporting learning resource - Teacher tips: Written and spoken procedures 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 3 Monitoring tool for speaking and listening https://learningplace.eq.edu.au/cx/resources/items/b0d013d4-c8e7-4bd6-af8b-3306ca0a6e32/0/Eng_Y03_U3_SLR_MonToolSpeakListen.docx

Text - Cunxin, L & Spudvilas, A 2007, The peasant prince, Penguin Group (Australia), Camberwell, Vic

Text - Russell, E 2004, The shack that dad built, Little Hare Books, Surry Hills, NSW

Text - Saffioti, T & MacDonald, N 2011, Stolen girl, Magabala Books, Broome, WA

Website - Guided comprehension: Self-questioning using question-answer relationships (ILA/NCTE) http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-self-questioning-227.html?tab=3#tabs

Website - Making connections (ILA/NCTE) http://www.readwritethink.org/professional-development/strategy-guides/making-connections-30659.html

Website - Question-answer relationships (Sandbox Networks, Inc.) http://www.teachervision.fen.com/skill-builder/reading-comprehension/48699.html

Website - Student interactive: Persuasion map (ILA/NCTE) http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

Assessment Planner - Persuasive letter

Assessment task - Eng_Y03_U3_AT_MR_PersuasiveLtr.docx

Assessment task - Eng_Y03_U3_AT_PersuasiveLtr.docx Assessment task - Eng_Y03_U3_AT_PlanTaskPersLtr.docx




Duration: 8 Weeks


Assessment task - Eng_Y03_U3_AT_PlanTaskPersLtrSample.docx

Assessment Planner - Procedural presentation

Assessment task - Eng_Y03_U3_AT_MR_ProcedPresent.docx

Assessment task - Eng_Y03_U3_AT_PlanTaskProced.docx

Assessment task - Eng_Y03_U3_AT_PlanTaskProcedSample.docx

Assessment task - Eng_Y03_U3_AT_ProcedPresent.docx

Assessment Assessment task - Persuasive letter

Assessment task - Persuasive letter: Model response

Assessment task - Plan for task: Persuasive letter

Assessment task - Plan for task: Persuasive letter - Sample response

Assessment task - Plan for task: Procedural presentation

Assessment task - Plan for task: Procedural presentation - Sample response

Assessment task - Procedural presentation

Assessment task - Procedural presentation: Model response




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Persuasive letter (Yr 03)Type Persuasive response - written

Date

Description Students write a letter to persuade a known audience.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Selects information and ideas in texts that relate to own lives and to other texts.Understands how language features are used to link and sequence ideas.Understands how language can be used to express feelings and opinions on a topic.

Creates a text for a familiar audience.Demonstrates understanding of grammar and chooses vocabulary & punctuation appropriate to the purpose & context.Uses knowledge of letter-sound relationships including consonant & vowel clusters and high-frequency words to spell words accurately

A ◄

Makes connections between texts and own experiences.Uses precise language that includes persuasive, evaluative and technical words.Sequences paragraphs to build a convincing argument.

◄ Controls text structure and language features of a persuasive letter to persuade audience

B ◄

Selects information from texts to support a point of view in a persuasive argument.Uses a range of modal verbs and adverbs.Uses paragraphs to develop key ideas.

◄ Writes clauses with subject and verb agreement.

C ◄Selects information and ideas in texts that relate to own lives and to other texts.Selects language features to link and sequence ideas.Selects language to express feelings and opinions on a topic.

◄

Creates a text for a familiar audience.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of their writing.Uses knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.

D ◄Describes characters and events from texts.Selects words to express a point of view.

◄Writes sentences.Spells simple words correctly.

E ◄Selects personal experiences.Uses words to provide information.

◄ Writes words.




Duration: 8 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Procedural presentation (Yr 03)Type Informative response - oral

Date

Description Students create and present a spoken procedure in the role of a character from a story, where the character is explaining how to do something.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Understands how language features are used to link and sequence ideas. Writes a text to express and develop in some detail events, information, ideas and characters for a familiar audience.Makes presentations

A ◄ Uses language features, including verbs, in a deliberate manner to ensure the spoken procedure is easily understood. ◄

Adapts language features to create an authentic spoken procedure by a character.Maintains the role of a character throughout the procedural presentation.Shifts between degrees of formality and selects vocabulary to suit purpose and context of presentation, and engage the audience.

B ◄ Selects appropriate sentences and tense to link and sequence ideas across the text. ◄

Uses words and information from a story to show understanding of characters.Provides details in a logical sequence.Communicates clearly, using appropriate tone pace, pitch and volume.

C ◄ Understands how language features are used to link and sequence ideas. ◄Writes a text to express and develop in some detail events, information, ideas and characters for a familiar audience.Makes presentations

D ◄ Writes commands. ◄Expresses an idea or event from the story.Acknowledges the audience.

E ◄ Writes words. ◄Selects characters from a story.Reads dialogue




Duration: 8 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


pialbastateschool.files.wordpress.com€¦ · web viewunit plan . exploring character and setting...

Documents