pialbastateschool.files.wordpress.com · Web viewUnit Plan . Exploring literary texts by the same...

OneSchoolUnit Plan

Name: Unit 5 - English Year 6 (V8)Duration: 4 Weeks

Year Level: Year 6

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring literary texts by the same authorIn this unit, students listen to and read literary texts by the same author to identify language choices and author strategies used to influence the reader. They will compare a short story and a novel by the same author to identify aspects of author style. Students will prepare a response analysing author style in either the short story or the short story or the novel, and participate in a panel discussion.

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

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

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

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

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 25

Unit Plan Plan Name: Unit 5 - English Year 6 (V8)

Year: 6Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Panel discussion (Yr 06)Students participate in a panel discussion to analyse and evaluate the style of an individual author.

Oral English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploration of a literary text Evaluation of a literary text Comparison of literary texts Panel discussion

Resources Attachments Plan Resource Bank

Assessment Oral - Panel discussion (Yr 06)




Duration: 4 Weeks

Australian Curriculum

English - Year 6

Year 6 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different and complex 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 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 make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words

Interacting with others Participate in and contribute to discussions,

clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

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)

Responding to literature

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Examining literature

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Identify, describe, and discuss similarities and differences between texts, including those by




Duration: 4 Weeks

(ACELA1520)

Language for interaction

Understand the uses of objective and subjective language and bias (ACELA1517)

Phonics and word knowledge

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)

Understand how to use phonic knowledge and accumulated understandings about blending, letter- sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)

Creating texts Develop a handwriting style that is legible,

fluent and automatic and varies according to audience and purpose (ACELY1716)

Interpreting, analysing, evaluating Analyse how text structures and language

features work together to meet the purpose of a text (ACELY1711)

Analyse strategies authors use to influence readers (ACELY1801)

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

the same author or illustrator, and evaluate characteristics that define an author's individual style (ACELT1616)

Curriculum Priorities - Pedagogy

ConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Understanding how texts vary in purpose, structure and topic as well as the degree of formality Understanding 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 Understanding the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts Presenting a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others Using metalanguage to describe the effects of ideas, text structures and language features on particular audiences Recognising that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses Understanding, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes Clarifying 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 Using interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and

purposes Planning, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

Curriculum working towards




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

ConsiderationsThe teaching and learning in this unit work towards the following:

Understanding and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)

Understanding how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) Investigating vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge

through language (ACELA1537) Reflecting on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view

(ACELT1620) Comparing the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Recognising and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) Understanding, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas,

couplets, free verse and verse novels (ACELT1623) Identifying and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition

(ACELY1719) Using interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add

interest and meaning (ACELY1804) Planning, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing

(ACELY1720) Comparing the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)




Duration: 4 Weeks

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

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

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

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

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: Panel discussionAssessment description: Students participate in a panel discussion to analyse and evaluate the style of an individual author.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex 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 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 make presentations and contribute




Duration: 4 Weeks

actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.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:

demonstrating an understanding of how the author innovates on text structures and plays with language features to achieve a particular aesthetic or humorous purpose and effect demonstrating an understanding of how ideas can be expanded and sharpened through careful choice of verbs and a range of adverb groups / phrases analysing and evaluating similarities and differences in texts on similar topics, themes or plots identifying unique characteristics of author style identifying and explaining how choices in language influence personal response to different texts analysing strategies authors use to influence readers using strategies for discussion selecting and sequencing content using effective interactions skills including voice effects.

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

comprehending meanings in a novel identifying use of literary devices and author strategies to influence the reader identifying similarities and differences in texts written by the same author identifying elements of a particular author's style selecting and sequencing appropriate content using effective interaction skills clarifying and challenging own and others' opinions.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Exploration of a literary text Lesson 1: Comprehending a literary text Lesson 2: Analysing author's style Lesson 3: Examining language features Lesson 4: Exploring literary devices and author strategies

4 Lessons Evaluation of a literary text Lesson 5: Comprehending a literary text Lesson 6: Analysing author's style Lesson 7: Analysing language features Lesson 8: Analysing literary devices and author strategies

3 Lessons Comparison of literary texts Lesson 9: Comparing the texts 1 Lesson 10: Comparing the texts 2 Lesson 11: Writing and delivering a presentation

5 Lessons Panel discussion Lesson 12: Planning the presentation Lesson 13: Writing the presentation Lesson 14: Rehearsing the presentation Lessons 15-16: Delivering the presentation

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Exploration of a literary text Topic Duration 4 Lessons

Overview Throughout this lesson series, students will read a short story and explore the language features and author strategies used to develop plot, characterisation, setting and narrative point of view. They will participate in group and class discussions, developing interaction skills.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Comprehending a literary text

Lesson objectivesStudents will:

Understand and develop knowledge of text-processing strategies.

Understand literal and inferential meanings in texts.Evidence of learningCan the student:

Navigate titles, headings, contents pages and visual features of texts?

Apply comprehension strategies to analyse information and ideas?

Example learning sequence Understand the unit Examine texts by the same author Read and comprehend a short story Discuss first impressions of a short story

SpellingRefer to unit spelling overview for suggested focus area

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Note: Prior to using these texts, review the content to ensure suitability for your school context and class.

Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other yarns, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia)

Text - French, J 1994, Somewhere around the corner, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia)

Supporting learning resource - Teacher tips: Exploration of a literary text Spelling - Spelling overview Year 6 Unit 5

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

Helpful information Supporting learning resource - Introduction to the unit: Exploring literary texts by the

same author https://learningplace.eq.edu.au/cx/resources/items/574ff919-0787-4021-8e81-65f2a544336c/0/Eng_Y06_U5_SLR_UnitIntro.docx

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

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/3f2f1d3e-e458-4d76-a730-f3574ab1ad38/0/Eng_Y06_U6_SLR_SuggestAltResources.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

Sheet - Comprehension questions about characterisation https://learningplace.eq.edu.au/cx/resources/items/a0f5a25c-7744-4580-a9ae-873107430033/0/Eng_Y06_U6_SH_Characterisation.docx

Attachments Lesson plan




Duration: 4 Weeks

Teaching Sequence




Lesson 2

Analysing author's style


Understand and develop knowledge of how narrative voice contributes to author style.

Understand and develop skills in participating in and contributing to discussions.

Evidence of learningCan the student:

Use metalanguage to identify aspects of author style? Use effective interaction skills when discussing author style?

Example learning sequence Explore author's style and characterisation Examine narrative point of view in a short story Analyse aspects of author style Discuss aspects of author style

SpellingRefer to unit spelling overview for suggested focus area.

Resources Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other

yarns, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia) (Note: It is recommended that prior to using other short stories in this text you review all the content to ensure suitability for your school context and class.)

Sheet - Sample sentence starters Sheet - Question starters and prompts Supporting learning resource - Teacher tips: Exploration of a literary text Spelling - Spelling overview Year 6 Unit 5


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



Lesson 3

Examining language features


Understand how evaluative language in the short story evokes responses in the reader.

Understand how interaction skills can engage an audience.Evidence of learningCan the student:

Identify evaluative language that conveys feelings and opinions in the short story?

Use effective interaction skills to communicate their opinions and point of view to an audience?



Sheet - Question starters and prompts Supporting learning resource - Teacher tips: Exploration of a literary text Spelling - Spelling overview Year 6 Unit 5


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




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review the short story Examine language features Analyse language features in the short story Discuss responses to the language features in the short story




Lesson 4

Exploring literary devices and author strategies


Understand how literary devices can create meaning and engage the reader.

Understand how to clarify and question own and others' ideas.Evidence of learningCan the student:

Explain how literary devices can create meaning and effects in a text?

Make considered and thoughtful contributions in discussions and accept feedback?

Example learning sequence Review aspects of author style Examine the literary devices in the short story Explore author strategies Analyse literary devices and author strategies Discuss responses about literary devices in the short story




Supporting learning resource - Teacher tips: Exploration of a literary text Sheet - Sample sentence starters Sheet - Question starters and prompts Spelling - Spelling overview Year 6 Unit 5








Duration: 4 Weeks

Teaching Sequence

Topic Evaluation of a literary text Topic Duration 4 Lessons

Overview Throughout this lesson series, students will read chapters of a novel by the same author and evaluate language features and author strategies used to develop plot, characterisation, setting and narrative point of view. They will participate in group discussions, developing interaction skills.


Lesson 5

Comprehending a literary text


Understand and develop knowledge of text-processing strategies. Understand literal and inferential meanings in texts.


Navigate titles, headings, contents pages and visual features of novels?

Apply comprehension strategies to analyse information and ideas?Example learning sequence

Explore second text by the same author Read and comprehend an extract of the novel Discuss first impressions of the novel


Resources Text - French, J 1994, Somewhere around the corner, Angus & Robertson, Sydney

(imprint of HarperCollins Publishers Australia) (Note: This unit focuses on Chapters 1 to 4. It is recommended that prior to using other chapters in this text you review all the content to ensure suitability for your school context and class.)

Supporting learning resource - Teacher tips: Evaluation of a literary text Sheet - Question starters and prompts Spelling - Spelling overview Year 6 Unit 5



Lesson 6

Analysing author's style


Understand and develop knowledge of how narrative voice contributes to author style.

Understand and develop skills in participating in and contributing to discussions.


Use metalanguage to identify aspects of author style? Use effective interaction skills when discussing author style?

Example learning sequence Explore author's style and characterisation Examine narrative point of view in an extract of the novel Examine aspects of author style Discuss aspects of author style




Sheet - Question starters and prompts Sheet - Sample sentence starters Supporting learning resource - Teacher tips: Evaluation of a literary text Spelling - Spelling overview Year 6 Unit 5








Duration: 4 Weeks

Teaching Sequence





Lesson 7

Analysing language features


Understand how evaluative language in the novel evokes responses in the reader.

Understand and develop knowledge of how interaction skills can engage an audience.


Identify evaluative language that conveys feelings and opinions in the novel?

Use effective interaction skills to communicate their opinions and point of view to an audience?

Example learning sequence Review language features in the novel extract Analyse language features in the novel extract Write statements on language features in the novel Discuss language features in the novel




Sheet - Question starters and prompts Supporting learning resource - Teacher tips: Evaluation of a literary text Spelling - Spelling overview Year 6 Unit 5





Lesson 8

Analysing literary devices and author strategies


Understand how literary devices can create meaning and how they engage the reader.

Understand how to clarify and question own and others' ideas.Evidence of learningCan the student:

Explain how literary devices create meaning and effect in a text? Make considered and thoughtful contributions in discussions and

accept feedback?



Supporting learning resource - Teacher tips: Evaluation of a literary text Spelling - Spelling overview Year 6 Unit 5


Helpful information




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review aspects of author style Analyse the literary devices in the novel extract Explore author strategies Write statements about literary devices and author strategies Discuss statements about literary devices in the novel







Duration: 4 Weeks

Teaching Sequence

Topic Comparison of literary texts Topic Duration 3 Lessons

Overview Throughout this lesson series, students will identify elements of the author's style by comparing two texts by the same author and identifying similarities in topic or theme, characterisation, plot development, tone, vocabulary and narrative point of view.


Lesson 9

Comparing the texts 1


Understand how to compare features of author style. Understand how authors can create different texts on similar

topics, themes and plots.Evidence of learningCan the student:

Explain how texts by the same author can have similarities and differences regarding author style?

Evaluate two texts on similar topics, themes and plots?Example learning sequence

Explore ideas about author and text comparison Explore similarities and differences of the texts Write statements comparing the texts


ResourcesNote: It is recommended that only the short story and chapters studied in previous lessons are used. Prior to using further stories or chapters in these texts, review the content to ensure suitability for your school context and class.



Supporting learning resource - Teacher tips: Comparison of literary texts Spelling - Spelling overview Year 6 Unit 5





Lesson 10

Comparing the texts 2


Understand how use of voice volume, tone, pitch and pace can engage an audience.

Understand how strategies such as clarifying and questioning can help to support arguments and evaluate information.


Use appropriate voice effects for group discussions? Clarify and question effectively during group discussions about

text comparisons?Example learning sequence

Review statements about similarities and differences of the texts


Assessment task - Panel discussion: Model response Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other

yarns, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia) Text - French, J 1994, Somewhere around the corner, Angus & Robertson, Sydney

(imprint of HarperCollins Publishers Australia) Sheet - Panel discussion flowchart Sheet - Question starters and prompts Supporting learning resource - Teacher tips: Comparison of literary texts Supporting learning resource - Example script for panel discussion Spelling - Spelling overview Year 6 Unit 5




Duration: 4 Weeks

Teaching Sequence

Topic Comparison of literary texts Topic Duration 3 Lessons

Overview Throughout this lesson series, students will identify elements of the author's style by comparing two texts by the same author and identifying similarities in topic or theme, characterisation, plot development, tone, vocabulary and narrative point of view.

Lessons Teaching and Learning Sequence Resources Discuss statements about similarities and differences of the texts Share opinions




Lesson 11

Writing and delivering a presentation


Understand how to deliver presentations using modality and emphasis.

Understand how effective interaction skills can engage an audience.


Use modality and emphasis to deliver an effective presentation? Use effective interaction skills to engage and inform an audience?

Example learning sequence Plan a group presentation Rehearse a group presentation Deliver a group presentation Give and receive feedback about group presentations





Sheet - Question starters and prompts Sheet - Sample sentence starters Supporting learning resource - Teacher tips: Comparison of literary texts Spelling - Spelling overview Year 6 Unit 5








Duration: 4 Weeks

Teaching Sequence

Topic Panel discussion Topic Duration 5 Lessons

Overview Throughout this lesson series, students will complete the assessment requirements of the unit, which comprise planning, writing, rehearsing and delivering a prepared analysis of the author's style and participation in a panel discussion.


Lesson 12

Planning the presentation

Assessment purposeTo participate in a panel discussion to analyse and evaluate the style of an individual author.Example assessment sequence

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

standards A-E Conduct the assessment


ResourcesNote: Prior to using texts, review the content to ensure suitability for your school context and class.

Assessment task - Panel discussion Assessment task - Panel discussion - Model response Assessment task - Plan for task: Panel discussion Assessment task - Plan for task: Panel discussion - Sample response Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other


(imprint of HarperCollins Publishers Australia) Sheet - Sample sentence starters Supporting learning resource - Teacher tips: Panel discussion Spelling - Spelling overview Year 6 Unit 5



Lesson 13

Writing the



standards Conduct the assessment



Assessment task - Panel discussion Assessment task - Panel discussion - Model response Assessment task - Plan for task: Panel discussion Assessment task - Plan for task: Panel discussion - Sample response Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other


(imprint of HarperCollins Publishers Australia) Sheet - Sample sentence starters Supporting learning resource - Teacher tips: Panel discussion Spelling - Spelling overview Year 6 Unit 5

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources90b6dfb51b73/0/index.html


Lesson 14

Rehearsing the presentation



standards A-E Conduct the assessment



Assessment task - Panel discussion Assessment task - Panel discussion - Model response Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other


(imprint of HarperCollins Publishers Australia) Sheet - Panel discussion flowchart Sheet - Question starters and prompts Sheet - Rehearsal checklist Supporting learning resource - Teacher tips: Panel discussion Spelling - Spelling overview Year 6 Unit 5


Helpful information Supporting learning resource - Example script for panel discussion

https://learningplace.eq.edu.au/cx/resources/items/68873867-7106-49e6-b37a-7b6e223148f1/0/Eng_Y06_U5_SLR_PanelDiscussionScriptExample.docx


Lessons 15-16

Delivering the presentation




Assessment task - Panel discussion Assessment task - Panel discussion - Model response Text - French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other

yarns, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia)




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesstandards A-E

Conduct the assessmentSpellingRefer to unit spelling overview for suggested focus area (Lesson 15). Conduct a unit post-test (Lesson 16).


Sheet - Question starters and prompts Supporting learning resource - Teacher tips: Panel discussion Spelling - Spelling overview Year 6 Unit 5


Spelling - Spelling unit post-test Year 6 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html





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 - Exploration of a literary text

Lesson plan - Eng_Y06_U5_LP01.docx




Sequence - Evaluation of a literary text





Sequence - Comparison of literary texts




Sequence - Panel discussion Lesson plan - Eng_Y06_U5_LP12.docx



Lesson plan - Eng_Y06_U5_LP15_16.docx

Sequence Sheet - Comprehension questions about characterisationhttps://learningplace.eq.edu.au/cx/resources/items/a0f5a25c-7744-4580-a9ae-873107430033/0/Eng_Y06_U6_SH_Characterisation.docx

Sheet - Panel discussion flowchart




Duration: 4 Weeks


Sheet - Question starters and prompts

Sheet - Rehearsal checklist

Sheet - Sample sentence starters Spelling - Spelling overview Year 6 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling unit post-test Year 6 Unit 5 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/3f2f1d3e-e458-4d76-a730-f3574ab1ad38/0/Eng_Y06_U6_SLR_SuggestAltResources.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 - Example script for panel discussion Supporting learning resource - Introduction to the unit: Exploring literary texts by the same author https://learningplace.eq.edu.au/cx/resources/items/574ff919-0787-4021-8e81-65f2a544336c/0/Eng_Y06_U5_SLR_UnitIntro.docx

Supporting learning resource - Teacher tips: Comparison of literary texts

Supporting learning resource - Teacher tips: Evaluation of a literary text

Supporting learning resource - Teacher tips: Exploration of a literary text

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

Text — French, J 1997, ‘Grandma’s shipwreck’ in Dancing with Ben Hall and other yarns, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia)Text — French, J 1994, Somewhere around the corner, Angus & Robertson, Sydney (imprint of HarperCollins Publishers Australia)

Assessment Planner - Panel Assessment task - Eng_Y06_U5_AT_MR_PanelDiscussion.docx




Duration: 4 Weeks


discussion Assessment task - Eng_Y06_U5_AT_PanelDiscussion.docx

Assessment task - Eng_Y06_U5_AT_PFT_PanelDiscussion.docx

Assessment task - Eng_Y06_U5_AT_PFT_SR_PanelDiscussion.docx

Assessment Assessment task - Panel discussion

Assessment task - Panel discussion: Model response

Assessment task - Plan for task: Panel discussion

Assessment task - Plan for task: Panel discussion - Sample response




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Panel discussion (Yr 06)Type Oral

Date

Description Students participate in a panel discussion to analyse and evaluate the style of an individual author.

Learning Area English

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

Understands how the use of text structures can achieve particular effects.Analyses and explains how language features, images and vocabulary are used by authors to represent ideas, characters and events.Understands how language features and patterns can be used for emphasis.Shows how specific details can be used to support a point of view.

Selects and uses evidence from a text to explain response to it.Listens to discussions, clarifying content and challenging others' ideas.

Makes presentations and contributes actively to group discussions, using a variety of strategies for effect.

A ◄

Explains how the author innovates on text structures and plays with language features to achieve humorous effects and to influence readers.Uses evaluative language to express feeling and opinion about the author's style.

◄ Questions others' ideas, opinions and how choices in language influence personal responses to texts. ◄

Uses effective strategies for discussion including speaking clearly, coherently and at appropriate length.Uses strategies such as pausing, rephrasing and repeating.

B ◄

Evaluates characteristics that define an author's style.Explains relationship between words, imagery and language patterns in a text.Expands ideas through the careful choice of verbs and a range of adverb groups/phrases.Uses modality to convey point of view.

◄

Evaluates information, such as the similarities and differences in texts, and opinions.Acknowledges and extends the contributions of others, asking pertinent questions and answering others' questions.

◄

Uses interaction skills such as voice volume, tone, pitch and pace according to group size, formality of the interaction and needs and expertise of the audience.

C ◄ Explains how the use of text structures can achieve particular effects.Analyses and explains how language features, images and vocabulary are used by authors to

◄ Selects and uses evidence from a text to explain response to it.Listens to discussions, clarifying content and challenging others' ideas.

◄ Makes presentations and contributes actively to group discussions, using a variety of strategies for effect.




Duration: 4 Weeks

Assessment Task - Marking guide

AssessmentTask Name

Panel discussion (Yr 06)Type Oral

Date

Description Students participate in a panel discussion to analyse and evaluate the style of an individual author.

Learning Area English

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

represent ideas, characters and events.Uses language features and language patterns for emphasis.Shows how specific details can be used to support a point of view.

D ◄Identifies the tone of the text.Uses language features and vocabulary.

◄ Asks a question. ◄ Makes a presentation.

E ◄Identifies characters and events in the text.Uses description.

◄ States an opinion. ◄ Provides information about the text and/or author.




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.

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