Year 1

ENGLISH OVERVIEW, TERM2
UNIT TITLE:
Around the World in 8 Weeks
Summary of Task After learning about different countries around the world, students are asked to create a factual information report about a country of their choice (this can take the form of a poster, a power point presentation or a written report). They will also be required to create a folio of their work throughout the unit. In preparation for writing, students are engaged in the following activities: discussion of the type of text including examining a model text discussion of some of the language features to include in an information text reading maps and locating countries on a map of the world exploring and recognising the flags of each country recognising the elements of a non-literary text (e.g. contents page, glossary) Student attainment of the achievement standard is determined at the end of a reporting period after reviewing relevant assessment evidence.
UNIT OUTLINE
Determining the difference between literary and nonliterary texts.
CONTENT DESCRIPTORS
Language Elements
ASSESSMENT (A)
FORMATIVE ASSESSMENT
Recognise that different types of punctuation, including full KWL stops, question marks and exclamation marks, signal ON-GOING ASSESSMENT sentences that make statements, ask questions, express Students will produce a portfolio of information reports and Creating information emotion or give commands (ACELA1449) reports based on Understand concepts about print and screen, including how work samples on each country, collected throughout the knowledge of a range different types of texts are organised using page numbering, unit. of countries studied tables of content, headings and titles, navigation buttons, over an 8 week bars and links SUMMATIVE ASSESEMENT period. Compare different kinds of images in narrative and Students will be able to demonstrate their Understanding and informative texts and discuss how they contribute to understanding of the elements and structure of an applying the meaning (ACELA1453) information report by creating their own report on a elements and chosen country. structure of non- Recognise sound --- letter matches including common vowel literary texts (e.g. and consonant digraphs and consonant blends (ACELA1458) Students will create either a power point information report, Literature presentation or a poster to demonstrate an emerging power point
Catholic Education Services Diocese of Cairns 1
presentation, advertising poster).
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Literacy Respond to texts drawn from a range of cultures and experiences (ACELY1655) Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) Describe some differences between imaginative informative and persuasive texts (ACELY1658)
use of appropriate text structure, sentence-level grammar, word choice spelling, punctuation and appropriate multimodal elements. This will include a map, illustrations, diagrams and information related to the country they have chosen.
LINKS TO OTHER LAS

SOSE Maths Visual Arts Music Religion SEL
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
Catholic Education Services Diocese of Cairns
CROSS CURRICULA PRIORITIES

Catholic Ethos The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future. Aboriginal and Torres Strait Islander Education Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church. Asian Education This perspective requires students to develop skills, knowledge and understandings related to Asia and Australias engagement with Asia.
The curriculum provides opportunities to know, understand and be able to: 1. Understand Asia 2. Develop informed attitudes and values Defining Features, Diocese of Cairns The curriculum provides opportunities to value and 3. Know about contemporary and traditional The curriculum provides opportunities for young respect: Asia people to connect their curriculum experiences to a 4. Connect Australia and Asia traditional knowledge and practices living Christian faith. 5. Communicate effectively with people of the culture and natural heritage Asian region both within and outside spirituality Australia confidently and to critically examine and/or challenge: social constructs prejudice and racism Sustainability Education Social Emotional Learning Inclusive Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital. difference, to value diversity and learn to respond with dignity and respect to all through mutually The curriculum provides opportunities to reflect The curriculum provides opportunities to develop: enriching interactions. upon: 1. Self Awareness 2. Social Awareness The curriculum provides equitable access for and/or the gift of creation 3. Responsible Decision Making positive interactions with students from different an attitude of responsible stewardship 4. Self-Management backgrounds and with diverse needs and abilities. and to critically examine and/or challenge: 5. Relationship Management the impact of human interaction with the natural, built and social environment current environmental issues
GENERAL CAPABILITIES
Literacy
Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas. Literacy involves students engaging with the language and literacy demands of each learning area. As they become literate students learn to:
interpret, analyse, evaluate, respond to and construct increasingly complex texts (Comprehension and composition) understand, use, write and produce different types of text (Texts) manage and produce grammatical patterns and structures in texts (Grammar) make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary) use and produce a range of visual materials to learn and demonstrate learning (Visual information)
Numeracy
Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful. As they become numerate, students develop and use mathematical skills related to:
1. 2. 3. 4. 5. Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.
Information and Communication Technology

Students develop ICT competence when they learn to:
1. Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed Apply appropriate social and ethical protocols and practices to operate and manage ICT.
Critical and Creative Thinking

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. As they develop critical and creative thinking students learn to:
1. pose insightful and purposeful questions 2. apply logic and strategies to uncover meaning and make reasoned judgments 3. think beyond the immediate situation to consider the big picture before focussing on the detail 4. suspend judgment about a situation to consider alternative pathways 5. reflect on thinking, actions and processes 6. generate and develop ideas and possibilities 7. analyse information logically and make reasoned judgments 8. evaluate ideas and create solutions and draw conclusions 9. assess the feasibility, possible risks and benefits in the implementation of their ideas 10. transfer their knowledge to new situations
2.
3.
6.
4.
5.
Ethical Behaviour
Students develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to:
1. 2. 3. recognise that everyday life involves consideration of competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: What is the meaning of right and wrong and can I be sure that I am right? Why should I act morally? Is it ever morally justifiable to lie? What role should intuition, reason, emotion, duty or self-interest have in ethical decision making?
Personal and Social Competence

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to:
1. recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other peoples emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).
Intercultural Understanding
Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people. As they develop intercultural understanding students learn to:
1. 2. identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to walk in anothers shoes compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that there are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.
4. a. b. c.
2.
3. 4.
d.
3.
5. 6. 7. 8.
4.
9.
WEEKLY PLANNER
WEEK 1 Australia 2 Japan 3 U.S.A. 4 Italy 5 Brazil 6 Egypt 7 India 8 Kenya 9 10 Assessment Assessment
CONTENT DESCRIPTORS
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) Recognise sound --- letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Respond to texts drawn from a range of cultures and experiences (ACELY1655) Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentencelevel grammar, word choice, spelling, punctuation and
GENERAL CAPABILITIES
LIT2 understand, use, write and produce different types of text (Texts) LIT5 use and produce a range of visual materials to learn and demonstrate learning (Visual information) NUM4 Spatial reasoning (reading a map) ICT! Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems ICT2 Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks ICT3 Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) CCT7 analyse information logically and make reasoned judgments CCT10 transfer their knowledge to new situations EB1 recognise that everyday life involves consideration of competing values, rights, interests and social norms IU1 identify increasingly sophisticated characteristics of their own cultures and the cultures of others IU2 recognise that their own and others behaviours, attitudes and values are influenced by their languages and cultures IU6 accept that there are different ways of seeing the world and live with that diversity IU8 take responsibility for developing and improving relationships between people from different cultures in Australia and in the wider world
CROSS CURRICULAR PRIORITIES

Catholic Ethos The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith. Aboriginal and Torres Strait Islander Education Opportunities to value and respect: traditional knowledge and practices culture and natural heritage Asian Education Opportunities to know, understand and be able to: Understand Asia Connect Australia and Asia Sustainability Opportunities to reflect upon: the gift of creation the impact of human interaction with the natural, built and social environment Social Emotional Learning Opportunities to develop: Social Awareness Inclusive Education The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.
appropriate multimodal elements, illustrations and diagrams (ACELY1661)
for
example
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
AUSTRALIA
WEEK 1
Day 1 MODELLED
I Do IT Strategy: Eagle Eye (using picture clues) see attached strategies Text: Possum Magic by Mem Fox Information procedure
Day 2 SHARED
We Do It Strategy: Eagle Eye (using picture clues) Text: Possum Magic by Mem Fox
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
WRITING
Reading Rotations: based on Silent reading: children choose ability groups from a range of information Strategy: Eagle Eye (using texts and picture books from picture clues) the class library (relating to countries being visited each See Below week) Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
SPEAKING & LISTENING
Morning News: Oral Morning News: Oral Morning News: Oral Morning News: Oral presentation on country presentation on country presentation on country presentation on country (following class roster) (following class roster) (following class roster) (following class roster)
As part of rotational activities session: Cooking: Lamingtons/ ANZAC biscuits Mapping skills: (find the capital city of Australia, find Australia in the world SUGGESTED Indigenous art: (dot painting, rock art, boomerangs etc), alm frond weaving ACTIVITIES Music and dance: (Aboriginal and Torres Strait Islander music and instruments) Maths: tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc., Money: paying for souvenirs or food during their visit
JAPAN
WEEK 2
Day 1 MODELLED
I Do IT Strategy: Stretchy Snake (using picture clues) see attached strategies Text: A Carp for Kimiko by Virginia Kroll Information procedure
Day 2 SHARED
We Do It
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
WRITING
Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each See Below week) Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
Strategy: Stretchy Snake Reading Rotations: based on (using picture clues) ability groups Text: A Carp for Kimiko by Strategy: Stretchy Snake (using Virginia Kroll picture clues)
As part of rotational activities session: Cooking: sushi Mapping skills: find the capital city of Japan, find Japan in the world Visual Arts: Origami, Koi carp kites, cherry blossoms SUGGESTED Indigenous studies: Kimono, fans, lanterns ACTIVITIES Music and dance: explore Japanese music and instrument Maths: counting to 10 in Japanese, writing number characters (tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc Money: paying for souvenirs or food during their visit
U.S.A
WEEK 3
Day 1 MODELLED
I Do IT Strategy: Chunky Monkey (using picture clues) see attached strategies Text: You Cant take a Balloon into the Metropolitan Museum by Jacqueline Preiss Weitzman and Robin Preiss Glasser Information Report: model procedure
Day 2 SHARED
We Do It Strategy: Chunky Monkey (using picture clues) Text: You Cant take a Balloon into the Metropolitan Museum by Jacqueline Preiss Weitzman and Robin Preiss Glasser
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
Reading Rotations: based on Silent reading: children choose ability groups from a range of information Strategy: Chunky Monkey texts and picture books from (using picture clues) the class library (relating to countries being visited each See Below week)
WRITING
Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
As part of rotational activities session: Cooking: American hotdogs Mapping Skills: Find Washington DC on the map, find America on world map Indigenous Studies: American Indian, explore dress and dwellings, Lady Liberty (Statue of Liberty) SUGGESTED Music and Dance: Disney songs, Barn/Square dancing (Heel and Toe Polka) ACTIVITIES Visual Arts: Draw the Statue of Liberty with charcoal, make Mickey ears, Dream catcher, make a tee pee (brown paper and kebab sticks) Maths: tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc, American currency
ITALY
WEEK 4
Day 1 MODELLED
I Do IT Strategy: Fish Lips (using picture clues) see attached strategies Text: Big Anthony by Tomie De Paola Information procedure
Day 2 SHARED
We Do It Strategy: Fish Lips (using picture clues) Text: Big Anthony by Tomie De Paola
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
WRITING
Reading Rotations: based on Silent reading: children choose ability groups from a range of information Strategy: (Fish Lips using texts and picture books from picture clues) the class library (relating to countries being visited each See Below week) Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
As part of rotational activities session: Cooking: Fresh pasta and Bolognese, pizza Mapping Skills: find Italy on the world map, find the capital city of Italy on the map. Indigenous Studies: Ancient Romans and Gods, Catholic church (Pope). Traditional dress and holidays of Italy SUGGESTED Music and Dance: Macarena Games: Bocci ACTIVITIES Visual Arts: Make a collage pizza using a set procedure, paint gelato (different essences into thinned, white paints with hint of colour guess the flavour) Maths: Count 1 10 in Italian. Take orders in pizza parlour and use play money to pay for food. Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc
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BRAZIL
WEEK 5
Day 1 MODELLED
I Do IT Strategy: Helpful Kangaroo (using picture clues) see attached strategies Text: Amazon Boy by Ted Lewin Information procedure
Day 2 SHARED
We Do It Strategy: Helpful Kangaroo (using picture clues) Text: Amazon Boy by Ted Lewin
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
WRITING
Reading Rotations: based on Silent reading: children choose ability groups from a range of information Strategy: Helpful Kangaroo texts and picture books from (using picture clues) the class library (relating to countries being visited each See Below week) Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
As part of rotational activities session: Cooking: Fresh fruit salad (tasting) Mapping Skills: Find Brazil on world map, find capital of Brazil (Rio de Janerio) SUGGESTED Indigenous Studies: Incas (Machu Pichu) and Amazonian Indians Music and Dance: Carnivale celebrations ACTIVITIES Religion: Rio, traditional beliefs Visual Arts: Make a mask for Carnivale, draw an Incan temple, paper weaving, straw pan pipes, make a piata Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc
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EGYPT
WEEK 6
Day 1 MODELLED
I Do IT Strategy: Tryin Lion (using picture clues) see attached strategies Text: The Day of Ahmeds Secret by Florence H. Parry Information procedure
Day 2 SHARED
We Do It Strategy: Tryin Lion (using picture clues) Text: The Day of Ahmeds Secret by Florence H. Parry
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
WRITING
Reading Rotations: based on Silent reading: children choose ability groups from a range of information Strategy: Tryin Lion (using texts and picture books from picture clues) the class library (relating to countries being visited each See Below week) Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
As part of rotational activities session: Cooking: tasting figs, dates Mapping Skills: Find Egypt on word map, find capital of Egypt (Cairo) Indigenous Studies: Ancient Egyptians, Pharoahs, Pyramids SUGGESTED Music and Dance: Walk like an Egyptian by the bangles Visual Arts: Write your name in hieroglyphics (on parchment, tea stained), finish a pharoahs headdress using patterning, ACTIVITIES make a spiral cobra (attach fishing line and make a flute to create a snake charming effect) Maths: Make a pyramid (3D shapes). Follow a grid to find treasure in a Pharoahs tomb, decode a simple message written in hieroglyphics. Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc. Using money to pay for food and souvenirs.
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INDIA
WEEK 7
Day 1 MODELLED
I Do IT Strategy: Skippy Frog (using picture clues) see attached strategies Text: The Drum A folk tale from India, by Rob Cleveland Information procedure
Day 2 SHARED
We Do It Strategy: Skippy Frog (using picture clues) Text: The Drum A folk tale from India, by Rob Cleveland
Day 3 GUIDED
We Do It Reading Rotations: based on ability groups Strategy: Skippy Frog (using picture clues)
Day 4 INDEPENDENT
You Do IT
READING
WRITING
Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each See Below week) Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: epals See Below for Australia
As part of rotational activities session: Cooking: Samosas, papadams, curry and rice Mapping Skills: Find India on the world map, find the capital city of India Geography: Famous landmarks (Taj Mahal) SUGGESTED Indigenous Studies: festivals (Diwali), Hindu gods (Vishnu, Lakshmi), traditional dance and dress ACTIVITIES Music and Dance: Bollywood music and dance Visual Arts: Make a clay pinch pot for Diwali, Mendhi (henna) drawings on hands and feet, Rangoli patterns Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc. Using money to pay for food and souvenirs.
13
KENYA
WEEK 8
Day 1 MODELLED
I Do IT Strategy: Questioning Owl (using picture clues) see attached strategies Text: Mama Panyas Pancakes: a village tale from Kenya, by Mary Chamberlin Information procedure
Day 2 SHARED
We Do It Strategy: Questioning Owl (using picture clues) Text: Mama Panyas Pancakes: a village tale from Kenya, by Mary Chamberlin
Day 3 GUIDED
We Do It
Day 4 INDEPENDENT
You Do IT
READING
Reading Rotations: based on Silent reading: children choose ability groups from a range of information Strategy: Questioning Owl texts and picture books from (using picture clues) the class library (relating to countries being visited each See Below week)
WRITING
Report: model Letter/Postcard writing: from Writing Rotations based on Information Report: complete country to their home, giving ability groups independently details about visit Passport: fill out information Email: Epals See Below for Australia
As part of rotational activities session: Cooking: Rice Mapping Skills: Find Africa on World Map, find Kenya on map of Africa, find Nairobi Indigenous Studies: Masai Warriors, Zulu tribes, traditional dress and dwellings SUGGESTED Games: Mancala ACTIVITIES Music and Dance: Tribal music and animal sounds Visual Arts: Create animal prints using oil pastels, Zulu Masks, Safari hunt for animals of Africa, make binoculars Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc. Using money to pay for food and souvenirs.
14
SPELLING FOCUS
GRAMMAR FOCUS
PUNCTUATION FOCUS
Full stops, capital letters (proper nouns), exclamation marks and question marks.
Topic specific words (changes each week to Adjectives relate to the country being studied). Present tense
READING ROTATIONS
ONE
Guided Reading with book at appropriate instructional level.
TWO
THREE
FOUR
GUIDED READING GROUPS

Book orientation, page by page reading and comprehension
GROUP ONE
Text: Focus Strategy: Text:
GROUP TWO
Text:
GROUP THREE
Text:
GROUP FOUR
Focus Strategy:
Focus Strategy:
Focus Strategy:
15
WRITING ROTATIONS
ONE
Guided writing to the appropriate level of the group.
TWO
THREE
FOUR
GUIDED WRITING GROUPS

GROUP ONE
Focus: Focus:
GROUP TWO
Focus:
GROUP THREE
Focus:
GROUP FOUR
RESOURCES
Flat Stanley by Jeff Brown Where in the World is Barnaby Bear? Geronimo Stilton Possum Magic (Australia) Picture books based on various countries, traditions and culture. (See attached sheet) Simplehomeschool.net http://www.squidoo.com/trip-around-the-world-unit-africa http://www.mrsnelsonsclass.com/teacherresources/thematicunits/worldholidays.aspx http://www.squidoo.com/trip-around-the-world-unit http://www.duluth.lib.mn.us/YouthServices/Booklists/ReadAroundWorld.html http://www.barnabybear.net/
16
REFLECTION
17
Assessment Task Sheet Around the World in 8 Weeks

Student Name: Name of Task: Learning Area/s: English and SOSE Year Level: Teacher:
Date Commenced:
Date Due:
Type of Task: Task Conditions:
Oral Individual In Class
Written Pair Homework Notes Peer Library Teacher
Other Group Work Other Technology
Opportunity Access: Assessed By:
to
Books Self
Task Description After learning about different countries around the world, students are asked to write a factual information report about a country of their choice. Procedure In preparation for writing, students are engaged in the following activities: discussion of the type of text including examining a model text discussion of some of the language features to include in an information text reading maps and locating countries on a map of the world exploring and recognising the flags of each country recognising the elements of a non-literary text (e.g. contents page, glossary) Resources: See separate suggested resources sheet.
18
CRITERIA SHEET AROUND THE WORLD IN 8 WEEKS Information Report

Criteria A B
Includes all elements of generic structure and attempts to organise ideas in paragraphs.
C
Includes all elements of generic structure.
D
Attempts to include some of the elements of generic structure.
E
No evidence of generic structure.
The student work demonstrates evidence of: STRUCTURE OF Includes all elements of INFORMATION REPORT generic structure and demonstrates good flow of title ideas from topic sentence introduction and details or sequence. facts in sections conclusion CONTENT INFORMATION Produces a series of accurate complex sentences that present the content information in great detail. USE OF WORD WALL Uses a wide variety of VOCABULARY familiar and learned topic words (from the class word wall). SPELLING Spells common words correctly and some difficult words (e.g. because, sometimes). Uses correct punctuation and variety e.g. exclamation marks and question marks. Information about all the elements is accurate, clearly presented and in sufficient detail.
Produces a series of accurate sentences that present the information in some detail. Uses more than 3 familiar and learned topic words.
Produces a series of accurate simple sentences that presents the content information. Uses at least 3 familiar and learned topic words, for example Parthenon, traditional, language, continent Spells common words correctly.
Attempts to produce a series of simple sentences that mostly present the content information. Uses 1 or 2 familiar and learned topic words.
Incomplete sentences that are irrelevant to topic.
No topic specific words are evident.
Spells common words correctly and attempts some difficult words. Uses correct punctuation.
Spells some common words correctly.
Spells no common words correctly.
PUNCTUATION
Uses mostly correct capital letters and full-stops.
Uses some correct punctuation (capital letters and full-stops) Information about few (1 or 2) of the elements is accurate, clearly presented and in sufficient detail.
Punctuation attempted.
not
ELEMENTS OF REPORT ON CHOSEN COUNTRY Flag Position on the world map Landmarks Animals Greetings
Information about most (4) of the elements is accurate, clearly presented and in sufficient detail.
Information about some (3) of the elements is accurate, clearly presented and in sufficient detail.
Information about elements is not accurate or clearly presented.
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CRITERIA SHEET AROUND THE WORLD IN 8 WEEKS Poster / Power point presentation
Criteria A B
Includes all elements of generic structure and attempts to organise ideas.
C
Includes all elements of generic structure.
D
Attempts to include some of the elements of generic structure.
E
Generic structure is incomplete. Information is missing.
The student work demonstrates evidence of: STRUCTURE OF Includes all elements of INFORMATION REPORT generic structure and demonstrates a good flow title of ideas, includes images introduction and details in sequence. facts in sections conclusion VISUAL APPEAL (Poster or Uses a wide variety of Power point) readable fonts, backgrounds, colour and images (from the web and clip art) to appeal to audience. USE OF WORD WALL Uses a wide variety of VOCABULARY familiar and learned topic words (from the class word wall). SPELLING Spells common words correctly and some difficult words (e.g. because, sometimes). Uses correct punctuation and variety e.g. exclamation marks and question marks. Information about all the elements is accurate, clearly presented and in sufficient detail.
Uses several different readable fonts, backgrounds, colour and images to appeal to audience. Uses more than 3 familiar and learned topic words.
Uses readable fonts, backgrounds, colour and images to appeal to audience.
Attempts to use appropriate fonts, backgrounds, colour and images to appeal to audience. Uses 1 or 2 familiar and learned topic words.
Images not included or are irrelevant, colours and fonts are inappropriate.
Spells common words correctly and attempts some difficult words. Uses correct punctuation.
Uses at least 3 familiar and learned topic words, for example Parthenon, traditional, language, continent Spells common words correctly.
No topic specific words are evident.
Spells some common words correctly.
Spells no common words correctly.
PUNCTUATION
Uses mostly correct capital letters and full-stops.
Uses some correct punctuation (capital letters and full-stops) Information about few (1 or 2) of the elements is accurate, clearly presented and in sufficient detail.
Punctuation attempted.
not
ELEMENTS OF REPORT ON CHOSEN COUNTRY Flag Position on the world map Landmarks Animals Greetings
Information about most (4) of the elements is accurate, clearly presented and in sufficient detail.
Information about some (3) of the elements is accurate, clearly presented and in sufficient detail.
Information about elements is not accurate or clearly presented.
20
Feedback
Signed: Date
21
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S-t-r-e-t-c-h it out!

Stretch the word out slowly. Put the sounds together to figure out the word.
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Chunk the Word!

Look for a chunk that you know (-in, -an, -at, -et, etc.). Look for a word part (be-, -ed, ing.)
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After you have tried all of the other strategies, ask for help.
Ask For Help!
(He thinks about the sounds he knows)

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Get Your Lips Ready!

Say the first sound of the word out loud
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Try It Again!

Try to reread the sentence. Try a word that makes sense.
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Skip It, Skip It!

Skip the word (skip it, skip it) Read to the end of the sentence. Hop back and read it, read it.
****************************************************
Look at the pictures for clues to help figure out the word.
Look at the Pictures!
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Connect to what you already know

- text to self - text to text - text to world
Make connections!
Activate your background knowledge

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Ask Questions as you read!

Ask questions about the story before, during and after reading Who, What, Where, Why, . . . . Ask questions . . . . look for answers
********************************************
Create images as you read! Put pictures in your head as you read See and think about the story like a movie
going on in your head (What do the characters look like? The actions?)
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Determine important ideas!

Dig for important details Dig for important information that tells you about the authors message Dig and determine the facts
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Infer as you read!

Make predictions while you read Draw conclusions as you put information together Reflect while you read
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Synthesize and Retell!

Put the information together and think about what you read Retell the story or what you learned in your own words
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Monitor and Fix-Up!

Think while you read to figure out when you dont understand Use fix-up strategies to understand when you are reading (use the meaning clues, word clues and pictures clues)
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Use clues to predict!

Look at the title Look at the front cover Look at the back cover
AROUND THE WORLD in 8 Weeks: BOOK LIST

Country Books
Baker, Jeannie. Window. ( j ) Base, Graeme. My Grandma Lived in Gooligulch. ( j ) Cole, Joanna. Expedition Down Under. [Magic School Bus series] (Juv Fic) Cox, David. Bossyboots. ( j Reading Rainbow) Eversole, Robyn Harbert. Gift Stone. ( j ) Fox, Mem. Possum Magic. ( j ) Osborne, Mary Pope. Dingos at Dinnertime. [Magic Tree House series] (Juv Fic SF) Thiele, Colin. Farmer Schulz's Ducks. ( j ) Winch, John. The Old Man Who Loved to Sing. ( j Reading Rainbow) Winch, John. The Old Woman Who Loved to Read. ( j ) Coatsworth, Elizabeth Jane. The Cat Who Went to Heaven. (Juv Fic) Japan Godden, Rumer. Great Grandfather's House. (Juv Fic) Japan Kimmel, Eric A. Sword of the Samurai. (Juv Fic) Japan A Kite for Kimiko, Virginia Kroll Guthrie, Woody. This Land is Your Land. (j784.4 Guthrie) U.S. Annos U.S.A. by Mitsumasa Anno. If you have never traveled through one of Annos wordless picture books, you are missing a special adventure! YOU CANT TAKE A BAL LOON INTO THE METROPOLITAN MUSEUM by Jacqueline Preiss Weitzman and Robin Preiss Glasser. Another wonderful wordless picture book adventure, this time in New York City. SONG OF THE SWALLOWS by Leo Politi. A beautiful book introducing children to Californias centuries -old Latino heritage and Mission culture. De Paola, Tomie. Big Anthony: His Story. ( j ) Italy Sabuda, Robert. Uh-oh, Leonardo. (Juv Fic) Italy De Paola, Tomie Strega Nona ZOE SOPHIAS SCRAPBO OK: AN ADVENTURE IN VENICE by Claudia Mauner and Elisa Smalley MADELINE AND THE CATS OF ROME by Ludwig Bemelmans GABRIELLAS SONG by Candace Fleming Lewin, Ted. Amazon Boy. ( j ) Brazil Machado, Ana Maria. Nina Bonita. ( j ) Brazil THE DAY OF AHMEDS S ECRET by Florence H. Parry. Monsoon by Uma Krishnaswami THE DRUM: A FOLKTALE FROM INDIA by Rob Cleveland MAMA PANYAS PANCAKE S: A VILLAGE TALE FROM KENYA by Mary Chamberlin WE ALL WENT ON SAFARI by Laurie Krebs ASHANTI TO ZULU: AFRICAN TRADITIONS by Margaret Musgrove THE GIFT OF THE SUN: A TALE FROM SOUTH AFRICA by Dianne Stewart Catholic Education Services Diocese of Cairns 37
Australia
Japan USA
Italy
Brazil Egypt India Kenya
Asare, Meshack. Sosu's Call. ( j Reading Rainbow) Cowen-Fletcher, Jane. It Takes a Village. ( j ) Gray, Nigel. A Country Far Away. ( j ) McDermott, Gerald. Anansi the Spider: A Tale From the Ashanti. (j398.2452 McDermott) Mollel, Tololwa. Big Boy. ( j ) Rumford, James. Calabash Cat and His Amazing Journey. ( j ) Stuve-Bodeen, Stephanie. Elizabeti's Doll. ( j ) Williams, Karen Lynn. Galimoto. ( j Reading Rainbow)
38

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ENGLISH OVERVIEW, TERM2

Around the World in 8 Weeks

presentation, advertising poster).

LINKS TO OTHER LAS

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Catholic Education Services Diocese of Cairns

CROSS CURRICULA PRIORITIES

Catholic Education Services Diocese of Cairns

Information and Communication Technology

Critical and Creative Thinking

Catholic Education Services Diocese of Cairns

Personal and Social Competence

Catholic Education Services Diocese of Cairns

CROSS CURRICULAR PRIORITIES

Catholic Education Services Diocese of Cairns

appropriate multimodal elements, illustrations and diagrams (ACELY1661)

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

SPEAKING & LISTENING

Catholic Education Services Diocese of Cairns

GUIDED READING GROUPS

Catholic Education Services Diocese of Cairns

GUIDED WRITING GROUPS

Catholic Education Services Diocese of Cairns

Catholic Education Services Diocese of Cairns

Assessment Task Sheet Around the World in 8 Weeks

Type of Task: Task Conditions:

Oral Individual In Class

Written Pair Homework Notes Peer Library Teacher

Other Group Work Other Technology

Opportunity Access: Assessed By:

Catholic Education Services Diocese of Cairns

CRITERIA SHEET AROUND THE WORLD IN 8 WEEKS Information Report

Incomplete sentences that are irrelevant to topic.

No topic specific words are evident.

Spells some common words correctly.

Spells no common words correctly.

Uses mostly correct capital letters and full-stops.

Information about elements is not accurate or clearly presented.

Catholic Education Services Diocese of Cairns

Uses readable fonts, backgrounds, colour and images to appeal to audience.

No topic specific words are evident.

Spells some common words correctly.

Spells no common words correctly.

Uses mostly correct capital letters and full-stops.

Information about elements is not accurate or clearly presented.

Catholic Education Services Diocese of Cairns

Catholic Education Services Diocese of Cairns

Chunk the Word!

Ask For Help!

(He thinks about the sounds he knows)