pialbastateschool.files.wordpress.com · Web viewUnit Plan . Investigating characters. In this unit students listen to, view and read a novel to explore the authors’ use of descriptive

OneSchoolUnit Plan

Name: Unit 2 - English Year 3 (V8)Duration: 4 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: English

Unit Plan

Investigating charactersIn this unit students listen to, view and read a novel to explore the authors’ use of descriptive language in the construction of characters. They complete a reading log that analyses characters from the novel. Students read an extract from the novel and answer questions using comprehension strategies to build literal and inferred meaning of the text. They write a short imaginative narrative based on a familiar theme.

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

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 26

Unit Plan Plan Name: Unit 2 - English Year 3 (V8)

Year: 3Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment Task Summary Type Learning Areas Status Date

Reading comprehension (Yr 03)Students comprehend literal and implied meaning in a text and identify and explain the author’s use of language.

Exam/Test English Unscheduled

Imaginative narrative (Yr 03)Students write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.

Imaginative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Examination of characters Examination of narrative

structure Imaginative narrative

Resources Attachments Plan Resource Bank

Assessment Exam/Test - Reading comprehension

(Yr 03) Imaginative response - written -

Imaginative narrative (Yr 03)




Duration: 4 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 Literature Literacy

Language for interaction

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

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)

Literature and context

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

Responding to literature

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

Examining literature

Discuss how language is used to describe the

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




Duration: 4 Weeks

Content Descriptions

Language Literature Literacy

Expressing and developing ideas

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

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

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

Phonics and word knowledge

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

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)

settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

Creating literature

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

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)

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




Duration: 4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

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 language features, including word associations, synonyms, and antonyms understanding that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; that noun groups /

phrases can be expanded using articles and adjectives understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and purpose discussing how depictions of characters in print, sound and images reflect the contexts in which they were created creating events and characters using different media that develop key events and characters from literary texts using comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print

and multimodal text structures creating short imaginative 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 re-reading and editing texts for spelling, sentence boundary punctuation and text structure constructing texts featuring print, visual and audio elements using software including word processing programs.

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

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 adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Create literary texts that explore students’ own experiences and imagining (ACELT1607) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing

control over text structures and language features (ACELY1694) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)




Duration: 4 Weeks

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

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

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

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

Personal and social capability Self-awareness Self-management

Ethical understanding Exploring values, rights and responsibilities

Intercultural understanding Interacting and empathising with others

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

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

Assessing student learningAssessment name: Reading comprehensionAssessment description: Students comprehend literal and implied meaning in a text and identify and explain the author’s use of language.Assessment name: Imaginative narrative




Duration: 4 Weeks

Assessment description: Students write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.In this unit, assessment of student learning aligns to the following components of the Achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

identifying verbs, verb groups and noun groups making inferences about characters and settings answering literal and inferential questions identifying evaluative language used to make judgments about events, settings and characters composing expanded noun and verb groups to develop characters and settings organising ideas into paragraphs using extended and technical vocabulary in writing maintaining tense consistently across writing using, reviewing and editing structure and language features of a narrative.

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

using evaluative language to make evaluations of settings, events and characters using extended and technical vocabulary to demonstrate a range of feelings and opinions about characters and events identifying and using a variety of verb processes and identifying verb tense using comprehension strategies to build literal and inferred meaning and begin to evaluate texts planning, drafting and editing an imaginative narrative.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

6 Lessons Examination of characters Lesson 1: Analysing language to understand characters Lesson 2: Building on comprehension strategies Lesson 3: Comprehending language features that describe setting Lesson 4: Analysing verbs in narrative Lesson 5: Exploring characterisation through noun groups Lesson 6: Comprehension of a narrative

7 Lessons Examination of narrative structure Lesson 7: Analysing an orientation Lesson 8: Writing an orientation Lesson 9: Exploring clauses and verb types Lesson 10: Writing a complication event 1 Lesson 11: Developing imagery with word groups Lesson 12: Writing a complication event 2 Lesson 13: Writing a resolution

3 Lessons Imaginative narrative Lesson 14: Planning a narrative Lesson 15: Drafting and editing a narrative Lesson 16: Publishing a narrative

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Examination of characters Topic Duration 6 Lessons

Overview Throughout this lesson series, students will examine the language used by an author to portray characters and will investigate the author’s reasons for portraying characters, events and settings in different ways. They will understand text processing and reading comprehension strategies.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Analysing language to understand characters

Lesson objectivesStudents will:

Understand how characters’ actions are described by verbs / verb groups.

Understand characters are described by noun groups.

Evidence of learningCan the student:

Identify the verbs / verb groups that portray a main character’s actions?

Identify the noun groups that portray a main character?

Example learning sequence Understand the unit focus Explore a new text Read the first chapter Identify noun groups used to describe

characters Identify verbs and verb groups used to

describe characters' actions Share opinions

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

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Supporting learning resource - Introduction to the unit: Investigating characters Supporting learning resource - Teacher tips: Exploring a text Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview

Helpful information Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-

f99b-c16ca6935d31/1/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx Website - Contemporary practice resource: English

https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-

70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf Supporting learning resource - Holistic planning and teaching framework

https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/1110b82c-ee6c-21ed-85f5-f7d4e827edbc/0/Eng_Y03_U2_SLR_SuggestedAlternativeResources.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

Lesson 2

Building on comprehension


Understand reasons why authors portray characters, events and settings in different

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Supporting learning resource - Matty forever reading comprehension Chapter 2 (Answers)




Duration: 4 Weeks

Teaching Sequence




strategiesways.

Understand how to identify literal and implied meaning in a text, making links between prior knowledge and ideas in different sections of the text.


Answer literal and inferential questions about a text?

Example learning sequence Review previous chapter of text Read next section of text Comprehend text Reflect on learning


Supporting learning resource - Teacher tips: Exploring a text Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview

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

Text - Cox, B & Monnier, R 2010, Charlie Pasta cook master, Department of Education and Training, Brisban

eBook - Charlie Pasta cook master https://learningplace.eq.edu.au/cx/resources/items/ce8ec972-eaf5-06d5-2554-4c5358f64bf9/0/ViewIMS.jsp

Sheet - Charlie Pasta - Noun and verb groups https://learningplace.eq.edu.au/cx/resources/items/21d4949e-a786-4956-9689-49eb06431cd2/0/Eng_Y03_U2_SH_CharliePastaNounVerbGroups.docx

Supporting learning resource - Investigating characters - Charlie Pasta https://learningplace.eq.edu.au/cx/resources/items/4637ad01-7be1-4c2d-8ecf-782c468ea465/0/Eng_Y03_U2_SLR_InvestChar_CharliePasta.docx

Sheet - QAR questions - Charlie Pasta cook master https://learningplace.eq.edu.au/cx/resources/items/c8a70f79-18b4-4ef0-aaca-ae3799d91f2b/0/Eng_Y03_U2_SH_QARQuestionsCharliePasta.docx

Supporting learning resource - QAR questions: Charlie Pasta cook master (Answers) https://learningplace.eq.edu.au/cx/resources/items/8fcb824f-b5b8-4b4b-b89b-a439529b38bc/1/Eng_Y03_U2_SLR_QARQuestionsCharliePasta_Ans.docx

Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/logon.do?.page=items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/1/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx


Lesson 3

Comprehending language features that describe setting


Understand how language choices in a narrative shape the setting.

Understand how to apply comprehension skills to recognise inferential meanings from descriptions of the setting.

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Supporting learning resource - Teacher tips: Exploring a text Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview

Helpful information




Duration: 4 Weeks

Teaching Sequence





Identify the noun groups that describe the setting?

Make inferences about the setting from the noun groups used by the author?

Example learning sequence Review characters Read next section of text Identify noun groups to describe setting Identify verb tense




Lesson 4

Analysing verbs in narrative


Understand that different types of verbs give information about what a character does, thinks, says and feels.

Understand how the verbs and verb groups used by the author build characterisation in a narrative.


Identify the different types of verbs used by the author?

Infer how the main character is feeling?

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Supporting learning resource - Teacher tips: Exploring a text Spelling - Year 3 Unit 2 Spelling overview







Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review story Read next section of a narrative text Identify and analyse verb types Reflect on main character


Lesson 5

Exploring characterisation through noun groups


Understand how characterisation is developed through noun groups.

Understand character traits can be implied or communicated literally by the author.

Understand how evaluative language is used in narrative to make judgments.


Identify and analyse noun groups that give information about a character?

Identify examples of evaluative language and explain how it is making a judgment?

Example learning sequence Review text Read next section of text Identify noun groups Analyse noun groups Analyse evaluative language in narratives

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Supporting learning resource - Teacher tips: Exploring a text Supporting learning resource - Noun groups to describe Matty Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview







Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Use noun groups and evaluative language for

a character profileEarly literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Lesson 6

Comprehension of a narrative

Assessment purposeTo comprehend literal and implied meaning in a text and identify and explain the author’s use of language.Example learning sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment


Resources Provide students with their own copy of pages 38-40 from Matty forever Website - Smartcopying (National Copyright Unit) http://www.smartcopying.edu.au/home (Note: Educators

are advised to become familiar with copyright guidelines before engaging in copying for classroom use.)

Assessment task - Reading comprehension Assessment task - Reading comprehension: Model response Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview







Duration: 4 Weeks

Teaching Sequence

Topic Examination of narrative structure Topic Duration 7 Lessons

Overview Throughout this lesson series, students will examine the language features used to develop an engaging narrative.


Lesson 7

Analysing an orientation


Understand how evaluative language is used in narrative to make judgments.

Understand that specific language features are used to enhance narrative text.


Identify examples of evaluative language and explain how it is making a judgment?

Describe the effects of different language features?

Example learning sequence Review previous section of text Review the purpose of a narrative Understand narrative structure Enhance narratives through language features Read next section of text


Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Supporting learning resource - Teacher tips: Exploring a text Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview




Lesson 8

Writing an orientation


Understand how to use expanded noun groups to develop characters and the setting.

Understand how to organise ideas into paragraphs.

Evidence of learning

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview





Duration: 4 Weeks

Teaching Sequence




Can the student: Compose expanded noun groups to develop

characters and the setting? Organise ideas into paragraphs?

Example learning sequence Review previous section of text Develop characters and setting Organise information in paragraphs Draft and edit an orientation




Lesson 9

Exploring clauses and verb types


Understand verbs represent different processes. Understand verb tense indicates time and can

be past, present or future. Understand that modal and auxiliary verbs form

part of verb groups.Evidence of learningCan the student:

Identify how verbs represent different processes?

Identify regular and irregular verbs and how they change form?

Identify verb groups?Example learning sequence

Explore clauses

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Supporting learning resource - Teacher tips: Exploring a text Sheet - Matty forever - Reading log Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview







Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Explore types of verbs Examine verb tense Read next section of text


Lesson 10

Writing a complication event 1


Understand how to use a range of verb types to describe characters’ processes and events.


Use a range of verb types to describe characters’ processes and events?

Example learning sequence Review previous section of text Enhance texts using language features Draft and edit an event


Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Sheet - Matty forever - Reading log Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview




Lesson 11

Developing


Understand that extended and technical

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Supporting learning resource - Teacher tips: Exploring a text




Duration: 4 Weeks

Teaching Sequence




imagery with word groups

vocabulary enhances a narrative. Understand how to use noun groups and verbs

and verb groups to create imagery.Evidence of learningCan the student:

Identify the purpose of extended and technical vocabulary as enhancing narrative?

Use language features to create imagery?Example learning sequence

Read next section of text Identify imagery in narrative Analyse verbs and verb types


Sheet - Matty forever - Reading log Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview




Lesson 12

Writing a complication event 2


Understand how to develop a complication. Understand how to use verbs and noun groups

to develop plot, characters and setting.Evidence of learningCan the student:

Develop a complication by creating a second event?

Maintain tense consistently across writing?Example learning sequence

Review verbs Review structure and language features

Resources Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview







Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Draft and edit an event


Lesson 13

Writing a resolution


Understand the purpose of a resolution of a narrative.

Understand how to write and edit a resolution for a narrative.


Write a resolution that demonstrates understanding of its purpose?

Review and edit structure and language features of a draft narrative?

Example learning sequence Draft and edit a resolution Review and edit a draft narrative


Resources Sheet - Narrative checklist Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview







Duration: 4 Weeks

Teaching Sequence

Topic Imaginative narrative Topic Duration 3 Lessons

Overview Throughout this lesson series, students plan, draft and edit an imaginative narrative using stimulus material on a familiar theme. They use narrative text structures and language features to create an engaging narrative.


Lesson 14

Planning a narrative

Assessment purposeTo write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.Example learning sequence




Resources Assessment task - Imaginative narrative Assessment task - Imaginative narrative: Model response Assessment task - Plan for task: Imaginative narrative Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview




Lesson 15

Drafting and editing a narrative





Resources Assessment task - Imaginative narrative Assessment task - Imaginative narrative: Model response Assessment task - Plan for task: Imaginative narrative Spelling - Year 3 Unit 2 Spelling overview Handwriting - Year 3 Unit 2 Handwriting overview







Duration: 4 Weeks

Teaching Sequence

Topic Imaginative narrative Topic Duration 3 Lessons

Overview Throughout this lesson series, students plan, draft and edit an imaginative narrative using stimulus material on a familiar theme. They use narrative text structures and language features to create an engaging narrative.


Lesson 16

Publishing a narrative




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

Resources Assessment task - Imaginative narrative Assessment task - Imaginative narrative: Model response Assessment task - Plan for task: Imaginative narrative Spelling - Year 3 Unit 2 Unit post-test Handwriting - Year 3 Unit 2 Handwriting overview



Supporting learning resource - Spelling developmental stages https://learningplace.eq.edu.au/cx/resources/file/64032b89-6bac-f41d-9983-90b6dfb51b73/1/docs/C2C_Spelling_developmental_stages_poster.pdf





Duration: 4 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Examination of characters

Lesson plan - Eng_Y03_U2_LP01.docx






Sequence - Examination of narrative structure








Sequence - Imaginative narrative Lesson plan - Eng_Y03_U2_LP14.docx






Duration: 4 Weeks


Sequence eBook - Charlie Pasta cook master https://learningplace.eq.edu.au/cx/resources/items/ce8ec972-eaf5-06d5-2554-4c5358f64bf9/0/ViewIMS.jsp

Handwriting - Year 3 Unit 2 Handwriting overview Provide students with their own copy of pages 38-40 from Matty forever

Sheet - Charlie Pasta - Noun and verb groups https://learningplace.eq.edu.au/cx/resources/items/21d4949e-a786-4956-9689-49eb06431cd2/0/Eng_Y03_U2_SH_CharliePastaNounVerbGroups.docx

Sheet - In the book or in your head? https://learningplace.eq.edu.au/cx/resources/items/a10df2ad-8dab-2b12-f99b-c16ca6935d31/1/Eng_Y04_U1_SH_InTheBookOrInYourHead.docx

Sheet - Matty forever - Reading log Sheet - Narrative checklist Sheet - QAR questions - Charlie Pasta cook master https://learningplace.eq.edu.au/cx/resources/items/c8a70f79-18b4-4ef0-aaca-ae3799d91f2b/0/Eng_Y03_U2_SH_QARQuestionsCharliePasta.docx

Spelling - Year 3 Unit 2 Spelling overview Spelling - Year 3 Unit 2 Unit post-test Supporting learning resource - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/1110b82c-ee6c-21ed-85f5-f7d4e827edbc/0/Eng_Y03_U2_SLR_SuggestedAlternativeResources.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 - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Introduction to the unit: Investigating characters Supporting learning resource - Investigating characters - Charlie Pasta https://learningplace.eq.edu.au/cx/resources/items/4637ad01-7be1-4c2d-8ecf-782c468ea465/0/Eng_Y03_U2_SLR_InvestChar_CharliePasta.docx

Supporting learning resource - Matty forever reading comprehension Chapter 2 (Answers)




Duration: 4 Weeks


Supporting learning resource - Noun groups to describe Matty Supporting learning resource - QAR questions: Charlie Pasta cook master (Answers) https://learningplace.eq.edu.au/cx/resources/items/8fcb824f-b5b8-4b4b-b89b-a439529b38bc/1/Eng_Y03_U2_SLR_QARQuestionsCharliePasta_Ans.docx

Supporting learning resource - Spelling developmental stages https://learningplace.eq.edu.au/cx/resources/file/64032b89-6bac-f41d-9983-90b6dfb51b73/1/docs/C2C_Spelling_developmental_stages_poster.pdf

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

Text - Cox, B & Monnier, R 2010, Charlie Pasta cook master, Department of Education and Training, Brisban

Text - Fensham, E 2009, Matty forever, University of Queensland Press, St Lucia, Qld

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Website - Smartcopying (National Copyright Unit) http://www.smartcopying.edu.au/home

Assessment Planner - Imaginative narrative

Assessment task - Eng_Y03_U2_AT_ImaginativeNarrative.docx

Assessment task - Eng_Y03_U2_AT_MR_ImaginativeNarrative.docx

Assessment task - Eng_Y03_U2_AT_PlanForTask.docx

Assessment Planner - Reading comprehension

Assessment task - Eng_Y03_U2_AT_MR_ReadingComprehension.docx

Assessment task - Eng_Y03_U2_AT_ReadingComprehension.docx

Assessment Assessment task - Imaginative narrative

Assessment task - Imaginative narrative: Model response

Assessment task - Plan for task: Imaginative narrative

Assessment task - Reading comprehension




Duration: 4 Weeks


Assessment task - Reading comprehension: Model response

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Reading comprehension (Yr 03)Type Exam/Test

Date

Description Students comprehend literal and implied meaning in a text and identify and explain the author’s use of language.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

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

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

A ◄ Gives reasons for the author’s choices of verbs and noun groups. ◄ Makes considered inferences about characters and their actions and feelings.

B ◄Explains the author’s choice in language to suit the purpose of the text.Identifies the different verb types.

◄ Determines important details and information using evidence from the text.

C ◄ Explains how language features and vocabulary choices are used for different effects. ◄ Identifies literal and implied meaning connecting ideas in different parts of a

text.

D ◄ Identifies nouns and verb groups in the text. ◄ Retrieves literal information from the text.

E ◄ Identifies language related to the characters and the events. ◄ Identifies words in the text.




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Imaginative narrative (Yr 03)Type Imaginative response - written

Date

Description Students write an imaginative narrative on a familiar theme of ‘friendship’ that develops characters.

Learning Area English

Knowledge and understanding Comprehending texts (Productive)

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

Writes to express and develop in some detail events, ideas and characters.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of writing. Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

A ◄Uses extended vocabulary to create an engaging narrative.Selects evaluative language to express judgments of characters and events.

◄

Modifies grammatical choices to improve meaning.Edits punctuation to improve the flow of writing.Creates engaging and detailed descriptions of setting, characters and events through expanded noun groups.

B ◄

Develops characters through the use of a range of verb types (doing, thinking, saying and relating) to convey character actions, thoughts and feelings.Maintains correct verb tense throughout.Organises and sequences ideas in paragraphs to create a cohesive text.

◄ Uses narrative text structure (orientation, complication, resolution) to create an engaging story.

C ◄Uses language features to link and sequence ideas.Selects language to express feelings on the topic.

◄

Writes to express and develop in some detail events, ideas and characters.Demonstrates understanding of grammar and chooses vocabulary and punctuation appropriate to the purpose and context of writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

D ◄ Uses everyday language to write simple sentences about the topic. ◄ Describes characters and events.

E ◄ Uses language to write about the topic. ◄ Identifies characters and events.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

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

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

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

ACARA does not endorse or verify that:

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

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

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

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

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

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

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Investigating characters. In this unit students listen to, view and read a novel to explore the authors’ use of descriptive