LESSON PLAN OUTLINE (1) LEARNING AREA: English 5/6 · LESSON PLAN OUTLINE (1) ... writing activity during week LESSON TOPIC: ... English YEAR LEVEL/S: 5/6 - Colonial Agriculture

Page 1 EDUC4625- English Curriculum Studies 2

Name: Rebekah Martin

S.I: 2------

Workshop Day/Time: Thurs 11-1pm

LESSON PLAN OUTLINE (1)

LEARNING AREA: English YEAR LEVEL/S: 5/6

TERM: 2 WEEK: 1 DAY/LESSON: Wed. L2 TIME: 20 mins + LC

writing activity during week

LESSON TOPIC: Grammar: Complex Sentences-Varying sentence structures can

enhance writing effectiveness.

MODE/S: Reading, Writing

Listening.

UNIT THEME: Colonial Australian Authors- Bush Poetry and Narratives

OTHER KLAs UNIT THEMES: History- Colonial Agriculture. The Arts- VA- Australian Impressionist Movement

AIMS:

(Strands and Sub-strands)

YEAR 5 YEAR 6

LANGUAGE

Expressing and developing ideas

Understand the difference between main and

subordinate clauses and that a complex sentence

involves at least one subordinate clause

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

LANGUAGE

Text structure and organisation

Understand the uses of commas to separate

clauses (ACELA1521) (R,W,S,)


Investigate how complex sentences can be used

in a variety of ways to elaborate, extend and

explain ideas (ACELA1522) (R,W,S,L)

LITERATURE

Responding to literature

Use metalanguage to describe the effects of

ideas, text structures and language features on

particular audiences (ACELT1795) (R,W,S,L)

LITERATURE

Creating literature

Experiment with text structures and language

features and their effects in creating literary texts,

for example, using imagery, sentence variation,

metaphor and word choice (ACELT1800)

(R,W,S,L)

LITERACY

Creating texts

Plan, draft and publish imaginative, informative

and persuasive print and multimodal texts,

choosing text structures, language features,

images and sound appropriate to purpose and

audience (ACELY1704) (W)

LITERACY

Creating texts


and persuasive texts, choosing and experimenting

with text structures, language features, images

and digital resources appropriate to purpose and


LESSON OUTCOMES: (from ACARA Achievement Standards)

Yr. 5: Receptive Mode- Students understand how language features, influence interpretations of characters, settings and

events. They listen and ask questions to clarify content.

Productive Mode- Students use language features to show how ideas can be extended. When writing, they demonstrate

understanding of grammar, select specific vocabulary and use punctuation when editing their work to provide meaning.

Yr. 6: Receptive Mode-Students analyse and explain how language features, are used by different authors to represent

ideas, characters and events. They listen to discussions, clarifying content.

Productive Mode- Students explain how their choices of language features are used. They contribute actively to class

and group discussions. They demonstrate understanding of grammar, make considered choices from an expanding

vocabulary, use accurate punctuation for clarity and make and explain editorial choices.

KUDs

By the end of the lesson, Students will:

Know

The features of a complex

sentence (independent and

subordinate clauses, use of

commas),and how they differ

from simple and compound

sentences

Understand

That using a variety of

sentence structures enhances

writing flow, meaning and

audience response.

Do

Identify the independent and

subordinate clauses in a range

of complex sentence

Edit own sentences from

simple/compound into complex

sentences with punctuation.

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=complex+sentence

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=clause

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1507



http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=metalanguage

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=text

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+features

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1795




http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=creating

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=sentence




http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=audience

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1704






http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=listen


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=grammar







S.I: 2------


STUDENT ASSESSMENT(Summative):(see 4 part lesson plan for Diagnostic and Formative assessment

opportunities)

Demonstrated ability to define the difference between a compound and a complex sentence using meta-

language. (W)

Demonstrated ability to read for and find complex sentences in a piece of prose, and identify the independent

clause within each. (W- from The Drover’s Wife text)

Demonstrated ability to edit and improve own writing with varied sentence structures in subsequent Literacy

Circle writing activity (W).

RESOURCES/ REFERENCES:

Ind. Whiteboards and markers, Literacy workbooks

Copies of 3-5 paragraphs from The Drover’s Wife by Henry Lawson (starting from ‘Near Midnight…’).

Sourced from an anthology, or from Project Gutenberg Australia http://gutenberg.net.au/

Dictionary/Thesaurus per student

IWB Timer

Word Wall/ Wall posters- Language Features Glossary

I-Pad Noise Monster app.

DIFFERENTIATION: (Based on Universal Design for Learning)

ASD-

Written instructions on IWB, ind. assistive technology device and in Literacy Circle work station packages to

reduce stress

Assistive technology- as needed for recording notes, writing, speech assistance.

I-pad app- Noise Monster to monitor room noise levels during group work.

Explain figurative language use as required. Eg: Use Dramatic devices.

Use of individual white board to respond to class based questioning – allows for quieter interactions.

Freedom to work individually/ move to quiet area if group work becomes a bit noisy.

Known and displayed routine of daily lessons and Literacy Circle work helps with continuity and reduces stress

levels.

Use of timer (visual and audio) helps with transitioning to new activities.

Be explicit that the redrafting process of writing does not require perfection of presentation and content right

away.

Self-Evaluation:

Were UDL factors adequate to cover differentiation needs for ASD student? – All students?

Could students identify the differences between complex and compound sentences using appropriate meta-

language?

Was the exploration activity (The Drover’s Wife) adequate to teach the KUDs?

Were students able to write their own complex sentences?

Have the Aims and Learning outcomes been met?

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

What learning experiences could be deleted or added next time?

http://gutenberg.net.au/



S.I: 2------


(1) TEACHING PROCEDURE: Wk. 1 Wed. L2- Sentence structure: Complex Sentences to enhance writing.

TIME STEPS RESOURCES/COMMENTS

3 mins

6 mins

10 mins

1 mins

1. INTRODUCTION

Before moving into Literacy Circle work- Our Mini lesson

is on improving our sentence structures to add variety and

interest to our writing. Remember Term 1- we worked on

Compound sentences. Remember FANBOYS? - Class

recap. Now we are moving onto complex sentences, which

function with different rules.

Refer to Language Features Poster- Give Definition of a

Complex sentence. “Complex sentences have one main

and independent, clause and one or more subordinate

clause/s.”

Diagnostic: On ind.Whiteboards, students write what they

think may be a complex sentence from a simple picture

prompt. Show Teacher. Check in with peers.

2. GUIDED DISCOVERY (examples/information)

Model development of a simple sentence into a complex

sentence by adding relevant details

Explain task: to underline complex sentences in the text

and identify the independent clause in each.

Model one sentence within the text with the class.

3. EXPLORATION (in pairs)

Students: Take turns to Read aloud to each other set

paragraphs of The Drover’s Wife.

Formative: Students can underline complex sentences in

the text and can identify the independent clause in each.

4. CONCLUSION (share/reflect)

Transition - into 30 minute sessions of their Literacy

Circle activity groups.

Prompt for LC writing activity- Finalise The Drover’s

Wife activity. Re-read your narrative draft titled While the

Billy Boiled. Mark any complex sentences you have used.

Edit at least 2 simple sentences to become complex

sentences, adding relevant details to enhance your story.

Wall posters with Language Features

glossary.

Word wall- add terminology- dependent

and independent clauses, etc.

Ind. Whiteboards an markers

Literacy books.

Students write definition into literacy

books

Picture prompt- a sheep being rounded

up by a dog

Use same picture prompt. Take

suggestions from the class to expand

the sentence. Students write original

simple sentence and completed

complex sentence into literacy books-

labelling relevant features.

Copy per student: The Drover’s Wife by

Henry Lawson (from “Near

midnight…”- 3-5 paragraphs)

Use IWB timer to pace student work



S.I: 2------


LESSON PLAN OUTLINE(2)


TERM: 2 WEEK: 2 DAY/LESSON: Tues. L3 TIME: 20 mins + LC

writing activity during week

LESSON TOPIC: Grammar: Adjectives can be used to enhance the representation of

characters, places and events.

MODE/S: Reading,

Writing, Listening, Speaking

UNIT THEME: Colonial Australian Authors- Bush poetry and Narratives


AIMS:


YEAR 5 YEAR 6

LANGUAGE


Understand how noun groups/phrases and

adjective groups/phrases can be expanded in a

variety of ways to provide a fuller description of

the person, place, thing or idea (ACELA1508)

(R,W,S,L)

LANGUAGE


Investigate how vocabulary choices, including

evaluative language, can express shades of

meaning, feeling and opinion (ACELA1525)

(R,W,S,L)

LITERATURE





LITERATURE


Identify and explain how choices in language, for

example modality, emphasis, repetition and

metaphor, influence personal response to

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

LITERACY

Creating texts






LITERACY

Creating texts







Yr. 5: Receptive Mode- Students understand how language features, images and vocabulary influence interpretations of

characters, settings and events.

Productive Mode- Students use language features to show how ideas can be extended. When writing, they demonstrate

understanding of grammar and select specific vocabulary when editing their work to provide meaning.

Yr. 6: Receptive Mode-Students analyse and explain how language features, images and vocabulary are used to

represent ideas, characters and events.

Productive Mode- Students understand how language features and language patterns can be used for emphasis. They

explain how their choices of language features and images are used. Students demonstrate understanding of grammar,

make considered choices from an expanding vocabulary, and make and explain editorial choices.

KUDs

By the end of the lesson, students will:

Know

That an adjective describes a

noun or pronoun

Understand

That adjectives enhance the

imagery and meaning of a text.

That the careful choice of

adjectives can create a

consistent theme within a text,

influencing reader response.

Do

Edit their own sentences to

develop consistent imagery

and meaning within a

narrative.

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=noun


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=evaluative+language






http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=modality















http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+patterns





S.I: 2------


STUDENT ASSESSMENT (Summative): (see 4 part lesson plan for Diagnostic and Formative assessment

opportunities)

Demonstrates ability to define what an adjective is. (W, S)

Demonstrates ability to explain how the choices of adjectives enhances written imagery and affects reader

response. (S)

Demonstrates improved use of vocabulary, specifically adjectives, in the editing and re-drafting of creative

narrative piece While the Billy Boiled.(W)

Demonstrates ability to place relevant and effective adjectives within a cloze activity (How Wild Horses are

Yarded).(R,W)


Copy per student: Clancy of the Overflow by A.B Paterson from Australia Poetry Library-

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


IWB with cloze exercise using How Wild Horses are Yarded by A.B. Paterson from Project Gutenberg

Australia http://gutenberg.net.au/

Dictionary/Thesaurus per student

IWB Timer


I-Pad Noise Monster app

DIFFERENTIATION: (Based Universal Design for Learning)

ASD-

Written instructions on IWB, ind. assistive technology device and in LC work station packages to reduce stress



Explicit prompts that narratives, and poetry in particular, uses a lot of figurative language to describe things. Eg:

Use Dramatic devices to show how an adjective might mean a certain facial expression.


Freedom to work individually/ move to quiet area if group work becomes a bit noisy.

Known and displayed routine of daily lessons and Literacy Circle work helps with continuity and reduces stress

levels.


Be explicit that the redrafting process of writing does not require perfection of presentation and content right

away.

Self-Evaluation:


Are students clear on the definition of an adjective?

Could students see how reader response is affected by the careful use of adjectives within a piece of prose or

poetry?

Was the reading cloze activity adequate as further scaffolding for student success with the KUDs?

Did students improve their use of adjectives in their own writing?





http://gutenberg.net.au/



S.I: 2------


(2)- TEACHING PROCEDURE: Wk. 2 Tues. L2- Grammar- Adjectives to enhance meaning


2mins

8mins

8mins

2mins

1. INTRODUCTION

Before moving into Literacy Circle work- Our Mini lesson

is about improving the descriptive language in our writing.

Diagnostic: On ind. whiteboards write def. of an

adjective. Check in with peers. Correct misconceptions-

refer to wall posters.

2. GUIDED DISCOVERY (examples/information)

Teacher/ Students- Read aloud Clancy of the Overflow

again.

Students prompted to focus on the adjectives Paterson

uses to enhance his writing- write them on ind. W/Bs as

they hear them.

After reading- class adds these to word wall. (Ensure they

aren’t confusing adjectives with adverbs)

Teacher: Read lines of Clancy without the adjectives to

show the difference they make to the meaning of the

poem

Pair and Share: Discuss the picture that the adjectives

paint in your mind.

Class focus- Point out the types of adjectives that help

him paint a consistent theme in our minds as we read (e.g:

‘the foetid air and gritty of the dirty dusty city’- NOT ‘the

fresh air in the dirty, dusty city’)

3. EXPLORATION (group/individual)

Formative: Students use their While the Billy Boiled

narrative drafts to choose 2-3 nouns that can be enhanced

with adjectives.

Prompt- find the objects, animals, person, places.

Reminder: choose consistent types of adjectives if the

theme of their writing is to become more vivid.

Extension- adjectives to describe an abstract noun like an

emotion. Start classifying types of adjectives- Quality,

Quantity, Possessive, Demonstrative, Interrogative,

Proper, and Comparative.


Transition - into 30 minute sessions for Literacy Circle

activity groups.

Prompt -maintain focus on adjectives in the LC activities -

notice them in the colonial literature they are reading in

guided reading groups, to each other, or to themselves.

Writing group continues with “While the Billy Boiled” –

editing and redrafting using adjectives until finished, then

moves to adjective cloze exercise - How Wild Horses are

Yarded.


glossary.


Literacy books.

Copy per student: Clancy of the

Overflow by A.B Paterson from

Australia Poetry Library-

http://www.poetrylibrary.edu.au/poems-

poetic-form/bush-ballads

Word wall.

Dictionary/Thesaurus

Literacy Circle

*Writing activity- IWB- A.B Paterson-

How Wild Horses are Yarded-

Adjectives removed cloze activity.

* Guided and other reading groups-

Colonial poetry and Narratives in class

library





S.I: 2------


LESSON PLAN OUTLINE (3)


TERM: 2 WEEK: 3 DAY/LESSON: Tues. L3 TIME: 50 mins

LESSON TOPIC: Narrative Structure: Tracking, analysing and comparing rising

action- from Orientation to Complication, and to climax, then Resolution and Coda.

MODE/S: Listening,

Speaking, Reading, Writing



AIMS:


YEAR 5 YEAR 6

LANGUAGE


Understand how texts vary in purpose, structure

and topic as well as the degree of formality


LANGUAGE


Understand how authors often innovate on text

structures and play with language features to

achieve particular aesthetic, humorous and

persuasive purposes and effects (ACELA1518)

(R,W,S,L)

LITERATURE





LITERATURE


Identify and explain how choices in language, for

example modality, emphasis, repetition and

metaphor, influence personal response to

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

Examining literature

Identify the relationship between words, sounds,

imagery and language patterns in narratives and

poetry such as ballads, limericks and free verse

(ACELT1617) (R,W,S,L)

LITERACY

Interacting with others

Use interaction skills, for example paraphrasing,

questioning and interpreting non-verbal cues and

choose vocabulary and vocal effects appropriate

for different audiences and purposes

(ACELY1796) (S,L)

Interpreting, analysing, evaluating

Identify and explain characteristic text structures

and language features used in imaginative,

informative and persuasive texts to meet the

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

LITERACY

Texts in context

Compare texts including media texts that

represent ideas and events in different ways,

explaining the effects of the different approaches

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


Participate in and contribute to discussions,

clarifying and interrogating ideas, developing and

supporting arguments, sharing and evaluating

information, experiences and opinions

(ACELY1709) (L)


Analyse how text structures and language

features work together to meet the purpose of a

text (ACELY1711) (R,W,S,L)

Analyse strategies authors use to influence

readers (ACELY1801) (R)


Yr. 5: Receptive Mode- Students explain how text structures assist in understanding the text. They understand how

language features, images and vocabulary influence interpretations of characters, settings and events. They describe how

events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask

questions to clarify content.

Yr. 6: Receptive Mode- Students understand how the use of text structures can achieve particular effects. They analyse

and explain how language features are used to represent ideas, characters and events. Students compare and analyse

information in different texts. They select and use evidence from a text to explain their response to it. They listen to

discussions, clarifying content and challenging others’ ideas.




http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=aesthetic






http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=modality









http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=media+texts



















S.I: 2------


KUDs


Know

That a narrative has a basic

structure of Orientation,

Complication, Resolution

and Coda.

That action/ excitement can

rise and fall across a

narrative structure.

Understand

That authors use various

language features (rhythm,

metre, pace and word choice)

and modify text structures to

build excitement, engage the

reader and affect reader

response.

Do

Track rising and falling

action in an author’s, and

their own, writing.

Analyse texts to show which

language features helped

achieve this.

Edit own narratives to

increase interest/ action at

various points in the basic

narrative structure.

STUDENT ASSESSMENT(Summative): (see 4 part lesson plan for Diagnostic and Formative assessment

opportunities)

Demonstrates verbal and/or written ability to show where and how the language features of TMFSR enhances

the orientation, complication and resolution of a narrative through rising and falling action. (S,W,)

Demonstrates ability to verbally communicate thinking and understandings, using metalanguage, in paired and

whole class settings. (S)

Demonstrates ability to transfer the concepts of narrative enhancement via rising and falling action, learnt

through textual analysis, to their own creative writing throughout the planning, drafting and editing process.

(W)


Copy per student: The Man from Snowy River by A.B Paterson from Australia Poetry Library-


You Tube chase scene of TMFSR film (1982) from http://aso.gov.au/titles/features/man-snowy-river/clip3/

‘Excitement Chart’ from The Reading Activity Handbook by Sheena Cameron (2009, Pearson, p. 33)


IWB Timer




ASD-

Purpose of lesson made clear at the start, and how it will support further narrative writing development in

Literacy Circle and Genre Writing lessons to follow.

Access to summative assessment marking rubric for Narratives- reduces stress. Gives precise information about

expectations and due dates.




Explicit prompts that narratives, and poetry in particular, use a lot of figurative language to enhance emotional

impact/tension within a plot.


Freedom to work individually/ move to quiet area if group work becomes a bit noisy

If unable to observe responses to the text in a group setting, ensure one on one questioning to ensure

understanding of the text features that enhance rising action.

Known and displayed routine of daily lessons and Literacy Circle work helps continuity and reduces stress

levels.


Self-Evaluation:


Did students understand how standard narrative structures can be improved through language features and

pacing?

Could students transfer this knowledge to their own narrative writing process?





http://aso.gov.au/titles/features/man-snowy-river/clip3/



S.I: 2------


(3) TEACHING PROCEDURE: Wk. 3. Tues. L3- Narrative Structure and rising action.


3 mins

10 mins

10 mins

10 mins

15mins

2mins

1. INTRODUCTION

We have read TMFSR at least twice already this week.

Now that we are getting used to the language, we are

going to read it again, this time to look at its narrative

structure and how it builds tension and action across the

story of the poem. This will support our final assessment

narrative piece based on a piece of Colonial Artwork we

will see on our excursion later this week.

Diagnostic: On ind. whiteboards write what we know of

narrative structures already. Check in with peers.

Clarify: the Orientation, Complication, Resolution and

Coda structure

2. GUIDED DISCOVERY (whole class: examples/info.)

Read aloud: TMFSR again.

Students track the excitement level across the poem as

they hear it

Class discussion: Show charts to others. Are they similar?

What do we notice?

Model: one area of a sample chart with the class- find the

place in the text it is referring to and write in short details

of the action, word choice, rhythm and metre that reflect

how the text is read and that affected reader response.

3. EXPLORATION (pairs/ individual)

Formative: students demonstrate they can recognise

where the action in the poem started rising and falling-

noting key words on their excitement chart.

4. GUIDED DISCOVERY (whole class: refocus)

Share results.

Highlight- the language features that contribute to the

changes in pace and action across the narrative structure.

Play- TMFSR video excerpt. Use as a comparison for how

narratives change the pace of the action and build tension

incrementally by the use of devices such as pauses,

emotive music, etc. Link back to how language does this

in the poem

5. EXPLORATION (in pairs)

Use same technique of the excitement chart to read aloud

each person’s While the Billy Boils in pairs and discuss

how the narrative structure can be improved/ elaborated.


Transition Reminder for Next Literacy Circle Lesson –

carry this idea- of rising action across the narrative

structure using specific language over into the planning

session for the summative narrative assessment task.


glossary.


Literacy books.

Word wall.

Copy per student: The Man from Snowy

River by A.B Paterson from Australia

Poetry Library-

http://www.poetrylibrary.edu.au/poems-

poetic-form/bush-ballads

IWB- draw ‘Excitement chart’ example

Literacy book.

Circulate- questioning and taking

anecdotal notes of student

understanding.

IWB Video- chase scene of TMFSR

film (1982) from

http://aso.gov.au/titles/features/man-

snowy-river/clip3/



understanding.

Literacy Circle- Wednesday

*Writing activity- use Sheena Cameron

‘Hamburger’ planning template for

Summative narrative task. Based on “A

Breakaway” painting by Tom Roberts-

viewed on excursion to Art Gallery.

* Guided and other reading groups-

Colonial poetry and Narratives in class

library







S.I: 2------


LESSON PLAN OUTLINE- A Day on North Tce Excursion: Art Gallery Visit (4)

LEARNING AREA/S: The Arts- Visual History English YEAR LEVEL/S: 5/6

TERM: 2 WEEK: 3 DAY/LESSON: Thursday

(excursion day)

TIME: 90 mins

LESSON TOPIC: Excursion- Art Gallery of South Australia “A Breakaway” and The Australian Impressionists-

Interpretation, History & Literacy Links.

UNIT THEME: The Arts- Visual- The Australian Impressionist Movement- Representations of Colonial Australia.

OTHER KLAs UNIT THEMES:

History- Colonial Agriculture- Comparing historical sources

English- Colonial Australian Authors- Bush Poetry and Narratives.

(Also see separate excursion lesson plans for The State Library and The Botanic Gardens for these KLAs)

The Arts AIMS:


YEAR 5/6

Visual Arts:

Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to

represent different views, beliefs and opinions (ACAVAM114)

Explain how visual arts conventions communicate meaning by comparing artworks from different social,

cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)

Visual Arts LESSON OUTCOMES: Yr. 5/6: (from the ACARA Achievement Standards)

Students explain how ideas are represented in artworks they view. They describe the influences of artworks and practices

from different cultures, times and places.

Students demonstrate different techniques and processes in planning and making artworks. They describe how the

display of artworks enhances meaning for an audience.

Visual Arts KUDs


Know

The historical time period

that the Australian

Impressionist painters were

working.

That the movement marked a

key shift in the techniques

and subjects Australian

artists used in their work in

the late 18th century

Understand

The impact and importance of

the Australian Impressionist

movement on Colonial

Australian perspectives of the

landscape and Bush life in

historical terms.

Do

Compare and contrast Visual

Arts techniques and

conventions of the Australian

Impressionists with previous

historical artworks depicting

the Australian bush

landscape, people and

lifestyles.

Sketch and label the key

compositional features of “A

Breakaway!”

Write a response to the

‘story’ of “A Breakaway”,

analysing and noting key

features the artist used to

convey a message.

Plan and sketch ideas and

techniques from the

Australian Impressionist

paintings to be used for

summative assessment 9

x5inch painting

VA Student Assessment(Summative):(see 4 part lesson plan for Diagnostic and Formative assessment opportunities)

Demonstrates ability to discuss/write about the history and impact of the Australian Impressionist art

movement.

Demonstrates ability to sketch and explain a plan for a final 9 x 5 composition

Demonstrates ability to recognise the key compositional and media techniques used in an example of the

impressionist genre and the affect it has on them as an audience via a written response.

http://www.australiancurriculum.edu.au/glossary/popup?a=TheArts&t=practices

http://www.australiancurriculum.edu.au/glossary/popup?a=TheArts&t=artists


http://www.australiancurriculum.edu.au/glossary/popup?a=TheArts&t=artists

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACAVAM114

http://www.australiancurriculum.edu.au/glossary/popup?a=TheArts&t=conventions

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACAVAR117


http://www.australiancurriculum.edu.au/glossary/popup?a=TheArts&t=audience



S.I: 2------


History AIMS


YEAR 5 YEAR 6

Historical Knowledge and Understanding

The Australian Colonies

The role that a significant individual or group

played in shaping a colony; for example,

explorers, farmers, entrepreneurs, artists, writers,

humanitarians, religious and political leaders, and

Aboriginal and/or Torres Strait Islander peoples.

(ACHHK097)

Historical Knowledge and Understanding

Australia as a nation

The contribution of individuals and groups,

including Aboriginal and Torres Strait Islander

people and migrants, to the development of

Australian society, for example in areas such as

the economy, education, science, the arts, sport.

(ACHHK116)

Historical Skills

Chronology, terms and concepts

Sequence historical people and events

(ACHHS098)

Analysis and use of sources

Compare information from a range of sources

(ACHHS103)

Perspectives and interpretations

Identify points of view in the past and present

(ACHHS104)

Historical Skills

Chronology, terms and concepts

Sequence historical people and events

(ACHHS117)

Analysis and use of sources

Compare information from a range of sources.

(ACHHS122)

Perspectives and interpretations

Identify points of view in the past and present

(ACHHS123)

History LESSON OUTCOMES: (from the ACARA Achievement Standards)

Yr. 5- Students sequence events and people in chronological order. They describe the different experiences of people in

the past. They describe the significance of people and events in bringing about change. Students identify a range of

sources and locate and record information related to inquiry questions. They examine sources to identify points of view.

Yr. 6- Students sequence events and people in chronological order. They compare the different experiences of people in

the past. They explain the significance of an individual and group. Students identify a range of sources and locate and

compare information to answer inquiry questions. They examine sources to identify and describe points of view.

History KUDs


Know

The historical time period

that the Australian

Impressionists were active in.

That the paintings of the

Australian Impressionists are

historical sources of

information about life at that

time.

Understand

The significance of the

Australian Impressionist

movement and artists had on

Australian society by

representing Australian

Colonial life in a new way.

Do

Answer key inquiry questions

about the Australian

Impressionists- e.g:

chronology, names of key

artists, what they did, why

they are important.

Define what type of historical

source the paintings are.

History - Student Assessment(Summative):(see 4 part lesson plan for Diagnostic and Formative assessment

opportunities)

Students can note key dates and people involved in the Australian impressionist movement.

Through written response students demonstrate an ability to compare the information gleaned from the

Impressionist paintings with other historical sources of the time, like the bush ballads, agricultural transactions,

and newspaper and journal articles.

Students can discuss points of view about the past with reference to the Australian Impressionist movement and

also marginalised voices, like Indigenous peoples.

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHHK097

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHHK116

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHHS103




http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Significance

http://www.australiancurriculum.edu.au/glossary/popup?a=H&t=Significance



S.I: 2------


English AIMS: (Strands and Sub-strands)

YEAR 5 YEAR 6

LITERATURE

Creating literature

Create literary texts using realistic and fantasy

settings and characters that draw on the worlds

represented in texts students have experienced

(ACELT1612) (R,W)

Create literary texts that experiment with

structures, ideas and stylistic features of selected

authors (ACELT1798) (R,W)

LITERATURE

Creating literature




(ACELT1612) (R,W)




LITERACY


Clarify understanding of content as it unfolds in

formal and informal situations, connecting ideas

to students’ own experiences and present and

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

Use interaction skills, for example paraphrasing,

questioning and interpreting non-verbal cues and

choose vocabulary and vocal effects appropriate

for different audiences and purposes

(ACELY1796) (S,L)

Creating texts






LITERACY

Texts in context






Participate in and contribute to discussions,

clarifying and interrogating ideas, developing and

supporting arguments, sharing and evaluating

information, experiences and opinions

(ACELY1709) (L)

Use interaction skills, varying conventions of

spoken interactions such as voice volume, tone,

pitch and pace, according to group size, formality

of interaction and needs and expertise of the

audience (ACELY1816) (S,L)

Creating texts






English- LESSON OUTCOMES: (from the ACARA Achievement Standards)

Yr. 5-

Receptive modes (listening, reading and viewing)

Students analyse and explain literal and implied information from a variety of texts. They describe how events,

characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to

clarify content.

Productive modes (speaking, writing and creating)

Students develop and explain a point of view about a text, selecting information, ideas and images from a range of

resources. Students create a variety of sequenced texts for different purposes and audiences. They contribute actively to

class and group discussions, taking into account other perspectives.

Yr. 6-

Receptive modes (listening, reading and viewing)

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and

use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging

others’ ideas.

Productive modes (speaking, writing and creating) Students show how specific details can be used to support a point of view. Students create detailed texts elaborating on

key ideas for a range of purposes and audiences. They contribute actively to class and group discussions, using a variety

of strategies for effect.

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create



http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=stylistic+features







http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=point+of+view










http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=voice



















S.I: 2------


English KUDs


Know

That visual texts, like

paintings, tell a story.

That narratives can be

written from different

characters’ points of view.

Understand

That different characters will

have different points of view

about events in a story

That narratives written from

different characters points of

view will have a different effect

on the reader.

Do

From the picture prompt of

“A Breakaway!”, chose a key

character’s point of view (the

horse, the rider or the dog)

and write a narrative plan on

the provided template.

English Student Assessment(Summative):(see 4 part lesson plan for Diagnostic and Formative assessment

opportunities)

Students articulate the narrative features of the painting “A Breakaway”, and/or other Australian Impressionist

pieces. (W, S)

Students write a plan for their summative assessment task- A narrative with a specific POV as per chosen

character from the picture prompt of Tom Roberts painting, “A Breakaway!”, including notes about how the

action will develop over the structure.


Excursion diary with guided inquiry questions across the three KLAs (VA, History and English), including

narrative planning template, sketching pages for VA, and key inquiry questions to investigate and answer for

History.

Art Gallery of South Australia East Wing- 19th

century Australian Impressionist paintings, including “A

Breakaway!” by Tom Roberts, and 9 x 5 inch pieces.

Optional- Hand held ICT device for recording observations- photos, audio, etc.

Pencils

Water, lunch and recess


ASD-

Purpose of excursion made clear at the start: how it will support visual arts planning and skills, as well as

historical skills and understanding s of Colonial Australian life and rural landscapes, and the development of

English literacy narrative planning and writing skills.

Timetable for the day written into Excursion Workbook. Clear instructions for all excursion activities provided

to reduce stress.

Parental support welcomed for the duration of the excursion.

Written instructions on ind. assistive technology device or in workbooks to reduce stress


Freedom to work individually/ move to quiet area, with adequate supervision if group work becomes a bit noisy

Use of timer (visual/audio) helps with transitioning to new activities/ areas of the gallery.

Self-Evaluation:


Did students gain a greater understanding the Australian Impressionist art movement and its impact on ethos of

the developing Australian Colony?

Did students benefit from viewing the actual artworks as a means of inspiration for their own work?

Were students able to develop a narrative plan from viewing the prompt painting “A Breakaway!”?

Do students understand what type of historical source the Australian Impressionists’ works are?

Could students identify, compare, analyse and interpret historical sources?

Were the Excursion Diary activities manageable in the time allowed? Were they relevant to Learning

Outcomes?

Are students clear on all aspects of their unit summative assessments for all learning areas?

Have the Aims and Learning outcomes been met for all the learning areas?


What learning experiences on the excursion could be deleted or added next time?

Would the excursion need to be modified for any reason next time?



S.I: 2------


(4) TEACHING PROCEDURE: Key Focus: Visual Arts- Wk. 3, Thurs, L4 Excursion: Art Gallery Visit


5 mins

25 mins

55mins

5 mins

1. INTRODUCTION

Reminder- expected behaviour in the gallery

Reminder- of the three learning area work sheets/ learning

templates that will need to be covered while in the Gallery

Order of progress of the lesson in the gallery. - Teacher or

Art Gallery personnel guided tour first, and then focussed

session at the 9x5s and “A Breakaway!”

Diagnostic: Ask: What students are familiar with these

artworks already? Esp. “A Breakaway!”


Teacher or Gallery staff guided tour of the Australian

Impressionist artworks- techniques used, history and

legacy.

Focus: “A Breakaway!”

Ask: Do you like it/ What do you notice first? Second?

Next? What does the title tell you? What is it about? Why

do you think Roberts chose this subject? What was the

response to it at the time? What do you think of it today?

Favourite parts? How was it painted- style? How is it

different form the style of paintings that came before

them? - The European academic style and anthropological

type studies of indigenous peoples.

Analyse the composition, brushwork, colour choice.

VA/ English- Find the narrative within it.- What part of

the narrative structure is being depicted in this moment in

the painting (i.e: Complication)

3. EXPLORATION (Small groups)

VA- sketch “A Breakaway” – Annotate with key

compositional features.

English-Use “A Breakaway” to fill in planning template

for final English summative assessment- Narrative from a

chosen POV- Horse, rider or dog.

History- answer key inquiry questions about significant

people in the Australian Impressionist Movement,

chronology, paintings as a source of historical

information.

Trail the impressionists- free time to view and sketch

ideas for VA summative assessment piece (A 9 x 5

impressionist style Australian rural scene. Other

Australian impressionists works whilst answering key

inquiry questions for visual arts and the other KLAs-

History and English

VA- Formative: students note key compositional features

of the Australian impressionist artworks in excursion

workbooks. Sketches and plans for VA summative

assessment composition (9x5 pieces) in the Australian

impressionist style can be explained.

4. CONCLUSION (Whole class/ in pairs)

Share/ reflect- with the person next to you- 1 x Favourite

artwork from the genre. 3 x things you saw or heard that

you didn’t know about before about Visual Arts, English

Narratives, and Australian Colonial History.

Transition to lunch break

The SA Art Gallery- Eastern wing- esp.

the 19th Century Australian

Impressionist pieces, including 9x5

cigar box lid paintings

Link: to Historical skills- source

analysis; Historical understanding-

significant contribution to the

development of the Australian colony;

English- narrative structures

CCP- discuss in reference to ATSI

Cultures and Histories



understanding.



S.I: 2------


LESSON PLAN OUTLINE(5)- Genre Writing- Narrative from a Painting Prompt


TERM: 2 WEEK: 5 DAY/LESSON: Tues. L4 TIME: 50 mins

LESSON TOPIC: Genre Writing- Narratives: Drafting and Editing Narrative based on

“A Breakaway!” prompt

MODE/S: Writing



AIMS:


YEAR 5 YEAR 6

LANGUAGE


Understand the difference between main and

subordinate clauses and that a complex sentence

involves at least one subordinate clause


Understand how noun groups/phrases and

adjective groups/phrases can be expanded in a

variety of ways to provide a fuller description of

the person, place, thing or idea (ACELA1508)

(R,W,S,L)

Understand the use of vocabulary to express

greater precision of meaning, and know that

words can have different meanings in different

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

LANGUAGE


Understand the uses of commas to separate

clauses (ACELA1521) (R,W,S,)


Investigate how complex sentences can be used

in a variety of ways to elaborate, extend and

explain ideas (ACELA1522) (R,W,S,L)

Understand how ideas can be expanded and

sharpened through careful choice of verbs,

elaborated tenses and a range of adverb

groups/phrases (ACELA1523) (R,W,)

Investigate how vocabulary choices, including

evaluative language can express shades of

meaning, feeling and opinion (ACELA1525)

LITERATURE


Recognise that ideas in literary texts can be

conveyed from different viewpoints, which can

lead to different kinds of interpretations and

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

Understand, interpret and experiment with sound

devices and imagery, including simile, metaphor

and personification, in narratives, shape poetry,

songs, anthems and odes (ACELT1611)

(R,W,S,L)

Creating literature




(ACELT1612) (R,W)




LITERATURE


Identify the relationship between words, sounds,

imagery and language patterns in narratives and

poetry such as ballads, limericks and free verse

(ACELT1617) (R,W,S,L)

Creating literature

Create literary texts that adapt or combine

aspects of texts students have experienced in

innovative ways (ACELT1618) (R,W)

Experiment with text structures and language

features and their effects in creating literary texts,

for example, using imagery, sentence variation,

metaphor and word choice (ACELT1800)

(R,W,S,L)

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=complex+sentence

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=clause


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=noun





http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=adverb


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=evaluative+language


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=personification















http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=sentence




S.I: 2------


LITERACY

Texts in context

Show how ideas and points of view in texts are

conveyed through the use of vocabulary,

including idiomatic expressions, objective and

subjective language, and that these can change

according to context (ACELY1698) (R,W,S,L)


Identify and explain characteristic text structures

and language features used in imaginative,

informative and persuasive texts to meet the

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

Creating texts






Reread and edit student's own and others’ work

using agreed criteria for text structures and

language features (ACELY1705) (R,W)

Use a range of software including word

processing programs with fluency to construct,

edit and publish written text, and select, edit and

place visual, print and audio elements

(ACELY1707) (W)

LITERACY

Texts in context






Analyse how text structures and language

features work together to meet the purpose of a

text (ACELY1711) (R,W,S,L)

Analyse strategies authors use to influence

readers (ACELY1801) (R)

Creating texts






Reread and edit students’ own and others’ work

using agreed criteria and explaining editing

choices (ACELY1715) (R,W)

Use a range of software, including word

processing programs, learning new functions as

required to create texts (ACELY1717) (W)


Yr. 5: Productive Mode- Students use language features to show how ideas can be extended. They develop and explain

a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety

of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar,

select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Yr. 6: Productive Mode- Students understand how language features and language patterns can be used for emphasis.

They show how specific details can be used to support a point of view. They explain how their choices of language

features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and

audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use

accurate spelling and punctuation for clarity and make and explain editorial choices.

KUDs

By the end of the lesson, students:

Know

That narratives can be

written from different

characters points of view.

That the writing process

requires planning, drafting,

editing and proof-reading to

obtain a quality end product

Understand

That the POV character,

language features and language

patterns they choose for their

writing will affect reader

engagement and response and

the success of their writing.

Do

Work from their narrative

planning template from the

excursion to compose a

rough draft of a narrative (“A

Breakaway!”)

Begin editing their work,

looking for expanded

vocabulary, sentence

structure variance, grammar,

spelling, punctuation, etc.

Student Assessment (Summative): (see 4 part lesson plan for Diagnostic and Formative assessment opportunities)

Students demonstrate ability to write from a prepared narrative plan, elaborating on key plot points, character

and setting through the effective use of sentence structure, grammar, vocabulary, spelling and punctuation. (W)

Students can follow rubric marking guide to help improve their writing (R)

Students are able to edit and redraft work to improve the final product. (W)

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=view

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=idiomatic+expressions

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=context












































S.I: 2------



Detailed Assessment Rubric for narratives- one per student so they

‘Narrative Planning Template-fluent’ from The Writing Book by Sheena Cameron and Louise Dempsey (2013,

S&L, p. 219)

IWB- Image of “A Breakaway” by Tom Roberts from Art Gallery of South Australia- online collection

http://www.artgallery.sa.gov.au/agsa/home/Collection/Australian/

Excursion Diary

Literacy workbooks

Word Processing ICT Devices as required/ available.

IWB Timer

White board- key language features to improve writing reminders.

IWB- music??


Thesaurus/ Dictionary



ASD-

Purpose of lesson made clear at the start, and how it will support further narrative writing development in

Literacy Circle and Genre Writing lessons to follow.

Use of Narrative Planning template

Access to summative assessment marking rubric for Narratives- reduces stress. Gives precise information about

expectations and due date.




Explicit prompts that narratives, and poetry in particular, use a lot of figurative language to enhance emotional

impact/tension within a plot.

One on One consultations throughout the narrative planning, drafting, editing, rewriting and proofreading

processes.


Freedom to work individually/ move to quiet area if group work becomes a bit noisy

Quiet themed music playing in the background if it aids students in quiet work/ is not distracting.

Known and displayed routine of daily lessons and Literacy Circle work helps continuity and reduces stress

levels.


Self-Evaluation:


Did students understand how standard narrative structures can be improved through language features and

pacing, POV Characters, etc?

Was the rubric accessible for students ZPD and adequate for improving writing outcomes?

Was I able to give relevant feedback that allowed students to improve students writing




http://www.artgallery.sa.gov.au/agsa/home/Collection/Australian/



S.I: 2------


TEACHING PROCEDURE: Wk. 5. Tues. L.4- Genre Writing- Narrative from a picture prompt.


1 mins

3 mins

43mins

3minutes

1. INTRODUCTION

This lesson is purely for you to work quietly on your “A

Breakaway!” Narratives. I will look at each of your

planning templates from the excursion to see where you

are at.

Diagnostic: Circulate and Review narrative planning

templates from the excursion


Reminder: this is a first draft so- write your ideas out

quickly, don’t worry too much about spelling mistakes/

punctuation as this can be corrected later. You will be

redrafting this piece a couple of times at least to achieve

our best work for our final Colonial History/ Visual Arts

and Literature publication/ installation.

Reminder- refer to your assessment rubrics for narratives.

Write prompts on the board- key language feature points

we have covered in mini-lessons that will improve

narrative writing.

3. EXPLORATION ( individual)

Individual, focused and quiet writing time.

Formative: circulate quietly amongst students, offering

prompts and guidance in their writing as necessary.


Transition to lunch break/ finalise section they are

working on. Reminder of how much more lesson time will

be given towards finishing the piece

Leave books open on desk for review.

Ask- Any burning questions?

Show of thumbs- Who is happy with what they have

managed so far? Who thinks this narrative will be better

than their last one?


glossary.

Literacy books/ loose writing paper

Word wall.

Dictionary/Thesaurus

IWB- Image of “A Breakaway”

by Tom Roberts from

Art Gallery of South Australia-

online collection – See resources list

IWB Quiet themed music playing if

desired/ allows for focussed student

work

Assessment rubric for Narratives.

Whiteboard- Reminders about Narrative

structure, character POV, descriptive

language to enhance settings, people

and events in the story, development of

rising action leading to an effective

resolution.

IWB Visual timer to help with

transitioning and time management



S.I: 2------


Documents

LESSON PLAN OUTLINE (1) LEARNING AREA: English 5/6 · LESSON PLAN OUTLINE (1) ... writing activity during week LESSON TOPIC: ... English YEAR LEVEL/S: 5/6 - Colonial Agriculture