Year 6 unit overview Australian Curriculum: English and History
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>. School name Unit title Duration of unit: 10 hours St ACU Contributions of Immigrant and Indigenous Australians
Unit outline This unit of work builds students perceptions of the contribution Indigenous and Immigrant Australians on this country. The unit utilises a number of English based concepts in order to enrich a students ability to analyse and assess a range of different text types and use this knowledge to create texts in a range of different forms. Students at the end of this unit would be more aware of the contributions of Immigrant and Indigenous Australians and the impact they have had. It will also lead to a greater awareness and acceptance of our fellow Indigenous and Immigrant Australians.
-Who are some significant Indigenous and Immigrant Australians and what contributions have they made?
2 | Year X unit overview Australian Curriculum: English Identify curriculum Content descriptions to be taught General capabilities and cross-curriculum priorities Language Literature Literacy Understand how authors often innovate on textstructures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverbgroups/phrases (ACELA1523)
Investigate how vocabulary choices, includingevaluative language can express shades of meaning, feeling and opinion (ACELA1525)
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)
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an authors individual style (ACELT1616)
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)
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
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 modalityand emphasis (ACELY1710)
Analyse how text structures and language featureswork together to meet the purpose of a text(ACELY1711)
Analyse strategies authors use to influence readers (ACELY1801)
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting withtext structures, language features, images and digital resources appropriate to purpose andaudience (ACELY1714)
Literacy
ICT capability
Critical and creative thinking
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Queensland Studies Authority January 2012 | 3 Identify curriculum
HISTORY YEAR 6
Historical Knowledge and Understanding
The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.(ACHHK116)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
Historical Skills
Identify questions to inform an historical inquiry (ACHHS119)
Locate information related to inquiry questions in a range of sources.(ACHHS121)
Compare information from a range of sources. (ACHHS122)
Develop texts, particularly narratives and descriptions, which incorporate sourcematerials (ACHHS124)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) Achievement standard ENGLISH Year 6 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 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.
4 | Year X unit overview Australian Curriculum: English Identify curriculum 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 understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.
HISTORY By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describepoints of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.
Queensland Studies Authority January 2012 | 5 Relevant prior curriculum Curriculum working towards This unit would follow on from the Year 5 Australian Curriculum English Strand. The ideas and concepts introduced would build on the concepts introduced in the previous years of The Australian Curriculum. Students in this unit are working towards the Year 7 Australian Curriculum English Strand. The concepts developed in this unit of work would build students knowledge in order to ensure a smooth progression into Year 7 Bridging content Students will be introduced to a range of different text types and will discuss and recreate the features which they possess. Students will learn about and follow the grammatical procedures which support the purpose for which they are writing. Students will learn about the contexts for which texts are created and the techniques which an author can utilise in order to change or alter the readers perceptions and opinions. . Links to other learning areas This unit focusses on the impact of Indigenous and Immigrant Australians. The activities which will be utilised in this unit are designed to further students knowledge of the impact that Indigenous and Immigrant Australians have had on this country.
6 | Year X unit overview Australian Curriculum: English Assessment Make judgments Describe the assessment Assessment date
Assessment Item 1 Journal Entry Based on Anh Do Students will construct a journal entry which is based upon the examining of the texts The Happiest Refugee by Anh Do and The Littlest Refugee by Anh Do and Suzanne Do. Students will be required to construct a piece of work which incorporates accurate historical features from the text whilst using emotive language techniques and devices to illustrate the emotions and feelings Anh would have been experiencing. Students will be assessed on their ability to incorporate detail into their response whilst empathising with the situation the text is situated in. Rubric Appendix 7
Assessment Item 2 This is Your Life Presentation Students in groups of four will focus on one famous Indigenous or Immigrant Australian and present an interview style presentation where the students act out an interview with the selected person. Students will film these presentations for marking. Students will be assessed on their abilitly to synthesise collected information into an interview. They would be assessed on the use of appropriate language and on their oral language skills. Rubric Appendix 8
Lesson 5
Lesson 9
Queensland Studies Authority January 2012 | 7 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Outline key learning experiences and teaching strategies that will: ensure the identified curriculum is explicitly taught Prepare students for the assessment. Identify where proficiencies are being targeted.
Explain the specific considerations that will be given to support individual learning and assessment. Explain adjustments that will be made to the learning experiences to cater for the varied needs, abilities, interests and experiences of students. List the key people, resources and relationships needed to ensure the successful delivery of all key learning experiences and assessment. Identify risk assessment strategies. Lesson 1: Name of Lesson: Introduction to Anh Do Estimated Timing: 1hr Objective/s: (ACELY1709) (ACHHS125) Classroom Organisation: Whole Class, Teacher led Learning Experiences: Introduce new topic. Class discussion about what students already know about Anh Do Watch YouTube clip Pictures Of You - Anh Do 16 mins. Provide students with viewing guide Appendix 1. Create KWL map with class discussing Anhs life, historical details, concept of being a refugee and the refugee experience. Display chart in class for future reference
Class discussion supports all levels of learning and supports students who may have difficulty with written English Provides opportunities for students to display both written and oral language skills Data Projector Pictures Of You Anh Do: Youtube Viewing sheet Appendix 1 Large poster sheet Markers
Lesson 2: Name of Lesson: Littlest Refugee Examination Estimated Timing: 1hr Objective/s: (ACELY1709) (ACHHS125) Classroom Organisation: Whole Class and Group Work Activity Learning Experiences: Read The Littlest Refugee together as a class. Initiate class discussion about the themes presented in the text, target audience, purpose for creating this text, what techniques has the author used both written and visual Students work together as a group examining Written and Visual techniques Discussion provides opportunities for all students to participate. Provides opportunities for students to learn from their peers. More advanced students would be encouraged to help support students who may have difficulty with the activity. Opportunities to display both The Littlest Refugee by Anh Do and Suzanne Do Written and visual techniques worksheet Appendix 2
8 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources worksheet Appendix 2. Students list all the features they can identify from a set page of the book they have been given Groups then present their work to the class and describe the features they discovered. Debrief as a class on the techniques which were common amongst the pages. Any which were reoccurring? What effect did these techniques have on the text? written and verbal language skills. Lesson 3: Name of Lesson: Happiest Refugee Examination Estimated Timing: 1hr Objective/s: (ACELA1518) (ACELY1801) (ACHHS125) Classroom Organisation: Whole Class, Teacher led. Learning Experiences: Recap class knowledge on the purposes of creating text. Discuss why authors create texts and what purposes they serve. Read together as a class chapter 3 of The Happiest Refugee Discuss key events in the chapter, the style Anh uses to tell his story, use first person voice and other literary techniques. Watch YouTube clip Anh Do wins book of the year Discuss together as a class what the purpose of the text is, the techniques Anh uses in his text, the audience he intends for this book, what views he expresses in the text. Create mind map on whiteboard and have students copy these down for future reference.
Opportunities to display verbal language skills through discussion Use of ICT makes the lesson more engaging. More likelihood of engaging all ranges of learning types.
Data Projector The Happiest Refugee by Anh Do Whiteboard and markers Anh Do wins book of the year YouTube
Lesson 4: Name of Lesson: Littlest Refugee and Happiest Refugee Comparison Estimated Timing: 1hr Objective/s: (ACELT1614) (ACELT1616) (ACHHS122) Classroom Organisation: Whole Class and Individual
Students would be encouraged to make an effort on the worksheet that is appropriate to their level. Discussion provides The Happiest Refugee by Anh Do The Littlest Refugee by Anh Do and Suzanne Do Venn Diagram Worksheet Appendix 3.
Queensland Studies Authority January 2012 | 9 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Learning Experiences: Together as a class recap on both The Littlest Refugee and The Happiest Refugee. Focus class on examining the differences and similarities between the texts. Focus on the contexts the texts were created in and the target audience of each book. Examine the purposes for each text and the messages and opinions contained within each Distribute to students a copy of the Venn Diagram Worksheet Appendix 3. Each member of the class fills out the features of both texts and the similarities and differences between them. Together as a class discuss the similarities, differences and purposes of the text. Focus on why the fact that they tell the same story but use different language and techniques to better suit the intended audience.
opportunities for students to display their knowledge if they struggle with written language. Lesson 5: Name of Lesson: Journal Entry Assessment Estimated Timing: 1hr Objective/s: (ACELY1714) (ACHHS124) Classroom Organisation: Whole Class and Individual Learning Experiences: Together as a class recap on the previous lessons over the past few days. Explain to the students that they will be completing a journal entry from the perspective of Anh, focused on an event from either of the two stories. Students are two complete this activity as individuals as it will be collected for assessment. Students are to historically accurate in their journal entry and include events from the story. Students need to empathise with Anh and focus on the emotions and feelings he would have been experiencing in this situation Once students collect the journal entry for formal marking.
Journal entry is an open ended task, allows students to make as detailed as response as possible. Students who may have difficulty with written language could use visual images to display their concepts. The Happiest Refugee by Anh Do The Littlest Refugee by Anh Do and Suzanne Do
10 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Lesson 6: Name of Lesson: Introduction to Victor Chang Estimated Timing: 1hr Objective/s: (ACELY1708) (ACELY1711) (ACHHS121) Classroom Organisation: Individual Work. Teacher led Learning Experiences: Distribute Newspaper article to students Appendix 4. Discuss with children who the person we might be looking at. Discuss with children any prior knowledge they may have of Victor Chang Discuss the impact Victor Chang had on Australia particularly his pioneering efforts in the development of heart transplant services in Australia. Direct students to: http://nfsa.gov.au/learning/digital-learning/. Have them research different newspaper articles on the contribution Dr Chang had on so many people. Ask students to select one of their articles and print it out and glue it into their workbook. Distribute the newspaper feature worksheet Appendix 5 and have students complete it for their selected article. Debrief with students and discuss the different features of a newspaper and what the purposes they serve.
The use of ICT supports students engagement and incorporates different learning styles. Newspaper article Appendix 4 Laptops Glue Newspaper features worksheet Appendix 5
Lesson 7: Name of Lesson: Information Poster Creation Estimated Timing: 1hr Objective/s: (ACELY1717) (ACHHS125) Classroom Organisation: Pairs Learning Experiences: Gather class and split into pairs. Instruct students to go go to: http://www.abc.net.au/schoolstv/australians/chang.htm Using the information students are to create a poster on: http://www.postermywall.com/ Students need to create an informative poster that details the life and contributions of Dr Chang. The poster also needs to utilise a variety of Students would be paired so that they would work well together and students who may struggle would be focused on by the teacher to ensure that they are contributing. Laptops Printer
Queensland Studies Authority January 2012 | 11 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources visual techniques to attract the readers eye. Once they have completed their poster have students print their posters out and place around the room.
Lesson 8: Name of Lesson: Famous Person Research Estimated Timing: 1hr Objective/s: (ACELY1714) (ACHHS119) (ACHHS121) Classroom Organisation: Groups of 4 Learning Experiences: Split class into groups of four. Inform them that each group is to go to: http://www.aussieeducator.org.au/reference/general/famousaustralians.html and select a famous Indigenous person to research together as a group. Provide each group with the Research Sheet template Appendix 6. Each group has the whole lesson to research their prescribed person and to fill out their sheet for the next lesson. Students may use laptops or books to research their chosen person. If they misuse the laptops instruct them to use books instead. The use of ICT increases students interest in the topic Students are free to choose their own person so as to increase their interest. Students would be grouped heterogeneously so as to ensure an even spread of learning levels. Laptops Series of books on famous Indigenous Australians Research sheet template- Appendix 6.
Lesson 9: Name of Lesson: This is Your Life Estimated Timing: 2hr Objective/s: (ACELA1518) (ACELA1525) (ACELY1710) (ACHHS125) Classroom Organisation: Groups of 4 Learning Experiences: Using the groups from the previous lesson students using the research from their previous lesson will film a this is your life segment on their chosen person. Students must create a short script to use in their segment. Each group will be provided with a flip camera to film their segment. Students will be marked on this segment so it is important that they stay on track. Activity provides many different roles to support different strengths and weaknesses of students. Use of multimedia and ICT make the activity more engaging and encourage all students to participate. Flip cameras Props Laptops Research sheet template- Appendix 6. Data Projector 12 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Students will be provided with a box of props and each student is to play a role in creating this segment. Teacher would circulate the groups to make sure each member contributes to the production. When students have finished filming they would hand their cameras to the teacher for marking.
Queensland Studies Authority January 2012 | 13 Use feedback Ways to monitor learning and assessment Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement. Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve. Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve. Reflection on the unit plan Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.