Stage 3

a apple

m mm mb

t tiger th

matter
animals
scratch
attack
adult
shallow
backwards
ankle
subtract
anchor
practice
calendar
ambition
flammable
diagram
diagonal
astronaut

thumb
anthem
camera
moon
morning
enemy
chimney
combine
company
commonly
remember
important
museum
arithmetic
complaint
immovable
estimation
recommenc
e
menagerie

LEVEL 5

LEVEL 4

LEVEL 3

LEVEL 2

LEVEL 1

TERM

S
P
E
L
L
I
N
G
L
I
S
T

campaign
finance

ir bird
ir, ur, er, or
fern
world
burnt
prefer
worse
further
furnish
research
certain
concern
purpose
surgeon
journal
circular
dessert
suburban
university

d duck dd
e egg ea
drop
dusty
deep
eggs
petrol
widen
adopt
advise
error
breath
addressed
discomfort
immediate
sentence
envelope
dependant
endeavour

omit
vital
thank
subject
thrown
method
dentist
transfer
telecast
internet
taught
theatre
antique
appetite
capacity
relevant
restaurant

s, ss, se, ce,

x (ks), c
mouse
juice
sadness
loose
skate
cease
sword
cellar
serial
accept
expensive
defence
succeed
society
forceful
scalene
centenary

spilt
coming
inland
visit
finger
width
written
English
mystery
distance
prediction
infinity
including
scissors
mischief
information
victorious

f fish
f, ff ph
cliff
flower
suffer
traffic
relief
fewest
further
officer
forgetful
carefully
cough
factory
finally
nephew
safety
fragile
definite

criticism

scientific

illustration

fascinate

disturbance

explanation

sympathy

evidence

guilty

artificial

germinate

evidence

thunderous

persistence

principle

cauliflower

transferred

medicine

unexpected
ly
psychology

millionaire

alphabetical

electrician

influential
phenomeno
n

i igloo

anticlimax

embarrassm
ent

anticipate

anonymous

magnificent

compatible

spontaneou
s
temporary

agriculture

permission

anaesthetic

adolescent

significance

vocabulary

unmentionab
le

authentic

suspicious

ignorant

analysis

mysteriousl
y

rhythmical

invincible

insecticide

circumstant
ial
irreversible

descendent
deteriorate

personality

rendezvous

affectionate

attorneys

elegance

sufficiently

superlative

resemblanc
e

Revision

Stage 3
Students brainstorm and add 5 vocabulary words to their weekly list. Each student chooses a list to practise
based on choice.

OUTCOME
A student:
composes, edits and presents well-structured and coherent texts EN3-2A
CONTENT
Students:
Engage personally with texts
understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
experiment and use aspects of composing that enhance learning and enjoyment
recognise and discuss issues related to the responsible use of digital communication
Develop and apply contextual knowledge
identify and explore underlying themes and central storylines in imaginative texts
explore and analyse the effectiveness of informative and persuasive devices in texts
understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing
demands of topic, audience and language
Understand and apply knowledge of language forms and features
plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)
understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes,
metaphors, personification and sound devices such as alliteration
understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
Respond to and compose texts
compose imaginative and informative texts that show evidence of developed ideas
compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues
present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of
others (ACELT1609)

Stage 3
create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
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)
compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and
graphics
use increasingly complex research data from print and digital sources to compose short and sustained texts
assess the reliability of resources, including digital resources, when researching topics
reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705,
ACELY1715)
develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1706,
ACELY1716)
use a range of software, including word processing programs, learning new functions as required to create texts
(ACELY1707, ACELY1717)
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 6/7

Writing Tasks:
Lesson
s

Learning Goal

Content

Task

To recount what was done

by the students over the
holiday period and to
practise this form of
writing.

compose
imaginative and
informative texts
that show
evidence of
developed ideas

Students wrote a recount of their holidays

with little prior input from the teacher.
Students were given reminders as to what
was needed in the recount at the top of
the page on which they wrote. This was to
be used as a writing assessment.

To research information
on ANZACS to be used to
create poetry, posters,
letter, picture book

use increasingly
complex research
data from print
and digital
sources to

Throughout the term students research

the information on ANZACs via digital and
visual media, printed text and the
incursion. They write what they have
learnt from these sources into their

Comments

Stage 3

To create a poster which

persuades the viewers to
join the Gallipoli campaign.

compose
increasingly
complex print,
visual,
multimodal and
digital texts,
experimenting
with language,
design, layout
and graphics

English books in point form.

This information will be used to form the
knowledge base on which they will create
their picture books.
4.
Students are then given the
learning goals for this lesson as well as
the success criteria for their writing.
5.
Students needed to consider their
audience and to tailor their style of
writing to that audience.
6.
Students then set about to write.
They encouraged to tick-off the success
criteria as they completed each aspect.
7.
Students are asked to self-edit, and
then to peer edit their work.
8.
Completion through publishing the
letter using word processing.
1. View different examples of ANZAC
recruitment posters and discuss the
persuasive techniques used by the
artists and writers
2. Students create their own version of
recruitment posters, thinking about
the type of persuasive language to
use and the images to add to the text.
3. Students present their posters in the
Friday Assembly.

To write a letter which

shows what was learnt

understand and
appreciate the

1. Students went to see the ANZAC

Memorail and Hurlston Park

compose short
and sustained
texts

Stage 3
from The ANZAC
experience (or other
event) and to recommend
the reader on a course of
action.

way texts are

shaped through
exploring a
range of
language forms
and features
and ideas
understand and
use the key
elements of
planning,
composing,
reviewing and
publishing in
order to meet
the increasing
demands of
topic, audience
and language
reread and edit
students' own
and others'
work using
agreed criteria
and explaining
editing choices
(ACELY1705,
ACELY1715)

2.

3.

4.

5.

6.
7.

Memorialan excursion where

students were immersed in the
sights of what it was like to be an
ANZAC in 1915.
The following day, we read a model
text I would write as an email
/letter to my friend Miss Imagi, to
say how I felt about the ANZAC
experience, what I had learnt and
my recommendations for it and for
our school. This will be discussed in
great detail what is the first
paragraph used for? Why did I write
that? What do I mean by? Etc.
Students are then given the
learning goals for this lesson as
well as the success criteria for their
writing.
Students needed to consider their
audience and to tailor their style of
writing to that audience.
Students then set about to write.
They encouraged to tick-off the
success criteria as they completed
each aspect.
Students are asked to self-edit, and
then to peer edit their work.
Completion through publishing the
letter using word processing.