Beruflich Dokumente
Kultur Dokumente
School Name:
Unit Title:
2016
St Josephs Mount Isa
Learners:
Beliefs
Unit
Roles of
Lifelong
Learners
\]\gh
Year
Level:
Duration of Unit:
10 weeks
Learning Communities:
We strive to build learning
communities in which faith, life
and culture are integrated,
because we believe in the
mission of the Catholic school
to give witness to Jesus and
the Gospel
We support sharing vision,
decision-making and action
with all education partners,
because we believe in shared
responsibility.
We create conditions for positive
change that in turn fosters
positive learning environments,
because we believe in
continuous improvement.
We support learning
communities that promote
Unit Overview
Students explore Australian stories (including dreaming stories) as they learn how to write a narrative and present it as a childrens book. They
also learn how to write an informal presentation and practise the skills needed to do a good presentation to the class.
This unit provides the opportunity for my students to develop and practise the skills of a lifelong learner.
This unit will focus on: (please check a minimum of 2)
Community Contributor Designer and Creator Effective Communicator A Knowlegeable Person
Complex Thinker Reflective Learner Active Investigator Leader and Collaborator
Identifying
Curriculum
General Capabilities
Literacy
Numeracy
capability
Ethical behaviour
Intercultural understanding
Relevant
prior curriculum
They read texts that contain
varied sentence
structures, some unfamiliar vocabulary, a significant number of high frequency sight words and
Students
have
investigated
and explored
and using
structure
of other
text
types Persuasive
textlanguage
and
images that provide additional information.
They monitor
meaningthe
andfeatures
self-correct
context,
prior
knowledge,
punctuation,
and
areand
developing
strongermain
understanding
that different
text Students
types have
different
purposes.
phonic knowledge. They Poetry
identifyand
literal
implied a
meaning,
ideas and supporting
detail.
make
connections
between texts by
comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.
Students are immersed in texts to instruct in their daily lives.
Productive modes (speaking, writing and creating)
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their
preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies
to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words
and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.
Language
Identifying
Curriculum Language variation and Change
continued
Understand that spoken, visual and
Literature
Literacy
Assessm
ent
instrument
Assessment
date
Formative
Annotated work
Class discussion
Observations
Work samples
Ongoing
Differentiated assessment
Guide to Making
Judgement considerations
Summative
Narrative Story Australian Childrens
Book
Week 6
In class
Week 10
In class
Week 7
In class
GTMJ
Checklist
GTMJ
Sequence Learning
Resources
Week 1
GENRE
Narrative
Remember in term 1 we wrote a recount? What did you write your recount on? We are going to write a
new type of story where we introduce a complication and we are going to add lots and lots of
description.
Soundwaves book
teacher and student
Have students come up in front of the class to orally tell a recount (can be made up).
Dont get students up in front of the class to just say words. They need to say sentences.
Activity- introduce the story graph
Stage- Plan for success
Introduce students to the story graph as a way of understanding and planning for a narrative. Use the
story graph as a planning tool and demonstrate that a narrative can be broken down into small, doable
steps.
Introduce the story graph using fairy tales. (Three billy goats gruff, jack and the beanstalk, goldilocks,
little red riding hood). Or Poetry (hickory, dickory, dock, Roald dahl poems, growing up by C.J. Dennis).
Or it using commercials (RSPCA, AAMI, Allianz, Worksafe).
Reading Conventions
book
Main Sail books
Teaching Reading
Comprehension
Strategies
SPELLING
Unit 19 Page 42 and 43
Sound: oa, o_e, ow, o
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
- People walking, riding a bike or travelling in a car can use a road.
- You must wash your hands with soap and water to make sure you get rid of the germs.
- Yellow is one of the colours of the rainbow.
Students must then do something creative at the bottom using one of the sound words. They write the
letter o and make a little picture out of it.
Rotations:
Comprehension: Sentence endings, ending with a question. Punctuation Pigs game.
Grammar/Punctuation: Nouns, verbs and adjectives revision. Nouns, verbs, adjectives sort (with
teacher support).
Writing: Better words than nice. Tired words activity (Print off the tired word clouds. Students write
lists for words to use other than these in their books. You then use the best ones to put on paddle pop
sticks in envelops to display in the classroom)
Soundwaves: 2nd page of book
READING & VIEWING
Punctuation pigs
game
Nouns, verbs and
adjectives cards
Clouds
Soundwaves books
Week 2
GENRE
Narrative
Development of Descriptions: Simple, Compound, Complex Sentences. Students should start with
describing themselves, then something thats familiar or well known (e.g. an animal or friend). Then,
something that is less familiar (an animal they dont know much about, a stranger). Finally the
imaginative thing. Better kids can start to compare and contrast (a cat has two eyes and so does a dog).
Soundwaves book
teacher and student
Adjectives of: shapes, size, colour, number, texture, location, action statement.
SPELLING
Unit 20 pg. 44 45
Sound: p pp, r rr
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
- A sunflower is a type of plant.
- I am sorry I hurt your feelings, said the young boy.
- When the girl jumped in the pool it made a big splash.
Students must then do something creative at the bottom using one of the sound words. They write the
letter p and make a little picture out of it.
Rotations:
Writing Sequencing a narrative. Going to use one of the textbooks.
Comprehension: Conjunctions: 2 x worksheets (students must colour/underline all of the connective
words once theyve written them).
Grammar/ Punctuation: Quotation Marks (Punctuating with pasta)
If finished: Synonyms (go fish and dominos activity)
Soundwaves: 2nd page
READING & VIEWING
Focused Reading Strategy
Sequencing a
narrative template
Example narrative to
sequence
Pasta
Conjunction
worksheets
Go fish synonyms
activity
Week 3
GENRE
Narrative
Important to teach noun/pronoun. Start to introduce of the narrative, the structure and the grammar.
Look at the structure of a narrative using the Follow the yellow brick road cards on the IWB.
Orientation- the main characters are introduced in a setting of time and place, complication- the
character encounters a problem, and resolution-the problem is solved, conclusion-Ending.
- Students are then given the smaller version of the narrative parts and must glue them in their English
books in the correct order.
Activity- sizzling starts
Sizzling starts in movies- watch some great ones in movies (WALL-E, toy story, ice age, frozen, up). Look
for great sizzling starts in picture books (fox by Margaret wild, diary of a wombat by Jackie French, too
many elephants in this house by Ursula dubosarky). After watching the starts of movies, ask students to
describe their reactions. Create a poster with sizzling starts and fizzling starts. Why does it make you
want to watch more, was it interesting, how was it a sizzling start, how have the filmmakers gained your
attention. Scaffold students to write their own sizzling starts by providing them with a half-finished
sizzling start. Leave blank boxes in the place of nouns and ask students to draw or write to fill in the
blanks. Develop one with a class first. Use template.
*Have students present their show and share using a sizzling start
SPELLING
Unit 21 pg. 46-47
Sound: ar a
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
- The animals all live on a farm.
- It takes hard work to achieve your goals.
- Is the glass half empty or half full?
Students must then do something creative at the bottom using one of the sound words. They write the
letter a and make a little picture out of it.
Rotations
Comprehension: Read the story of Tiddalick the Frog and answer the questions.
Chromebooks: Prepositions http://www.australiancurriculumlessons.com.au/2012/12/07/preposition-lesson/ //
Students then write sentences in their English books. E.g. The pencils are in the pencil tin. The door is to
the left of the window.
Grammar/ punctuation: Dictionary Work (Students look up 5 spelling words in their dictionaries and
write the meaning in their English books.
Soundwaves: 2nd page
Week 4
GENRE
Narrative
Go over the previous lesson on the structure of a narrative. Then, read the book Possum Magic by Mem
Fox. Following this, discuss who the characters were and the setting. Talk about the complication. What
was it? What did the characters do to go about solving the problem? Was there a resolution in the end?
What was it?
Re-look at the structure (orientation- the main characters is introduced in a setting of time and place,
complication- the character encounters a problem, Resolution-the problem is solved, ConclusionEnding). Fill in a graphic organiser using this book.
Activity- tightening tension
Introduce tension scenes using fairytales (hansel and gretal, little red riding hood, snow white). Discuss
how tension is built up slowly, how the main character almost fails and use the 5 senses to describe that
excited and anxious feeling. Help students to develop the skill of creating descriptive language by using
the 5 senses to create a detailed picture. Show students a tension picture and ask them to brainstorm
using the senses. Write students responses on the board (I see, I hear, smell, taste, touch, fell). This can
also be done with real life experiences (I see snow falling on my window, I hear the dull thud of hooves
on the roof, I can smell the fresh cold air, I feel excited and anxious).
Bingo- make a bingo sheet using action verbs and pictures. Print copies for all students and then play
action verb bingo to introduce and familiarise students to action verbs to use in their writing (wriggle,
bounce, swing, howl, sway, twirl, shine).
Suspenseful sentences- write a word on a long sheet of paper and then fold the paper over so you cant
see what it says. Get students, one by one, to add one random word on the paper, fold it over and pass
it to the next person. Repeat until the paper comes back to the teacher.
SPELLING
Unit 22 pg. 48-49
Sound: ts ss se ce x(ks) c
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
Students must then do something creative at the bottom using one of the sound words. They write the
letter x and make a little picture out of it.
Rotations:
Writing: Students read a narrative and highlight the nouns, verbs and adjectives in different colours.
Grammar/Punctuation: Quotation marks
Chromebooks: Connectives/ conjunctions activity on study ladder
Soundwaves: 2nd page
READING & VIEWING
Narrative to highlight
Chromebooks
Soundwaves books
Week 5
GENRE
Narrative
Dynamic dialogue
Put students into pairs- give students different scenarios and ask them to act them out using dialogue.
Birthday party- mum forgot the cake or the present that nobody wanted, fight with parents- one plays
mum and one plays the child, the grandma that gives you too many kisses, you just discovered your pet
could talk.
SPELLING
Unit 23 pg. 50-51
Sound: ir ur or er
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
Students must then do something creative at the bottom using one of the sound words. They can write
the letter r and make a little picture out of it.
Rotations
Comprehension: Students make connections to the narrative Koala Lou and draw on a medal a time
in their life where they may have won or lost and how they felt about it.
Grammar/Punctuation: Punctuation pop ups activity. Give students guide to follow. Students work
with a partner to research and punctuation mark and find the 3 things on the list before making the
poster. Once the poster is made, students teach the class.
Chromebooks: Collective Nouns- study ladder
Soundwaves: Second page. If finished- Alphabetical order: Students put their spelling words in
alphabetical order.
READING & VIEWING
Focused Reading Strategy
Self-Monitoring pg. 45 - 52 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic.
Week 6
GENRE
Narrative
Show, dont tell techniqueShow you-tube clips that show a story (the world without paper- Le Trefle, volkswagon- the force
commercial, wordless pixar short films (pigeons, for the birds). Look at wordless picture books and how
they can tell a story without having any words (windows by Jeannie baker, Tuesday by david wiesner,
where the forest meets the sea by Jeannie baker).
Give a student an object (pick from a bag). Ask them to describe to the class the object using some of
the 5 senses. Where can you find the object or what can you do with it. Other students can try and
guess what you can do with it or what it is. (a pinecone- it feels spikey, hard and rough, it smells woody,
fresh and earthy, you could find it in a forest or near a tree).
Show students a photo and ask them to describe what they can see, hear, touch, smell and taste.
Encourage visual literacy by giving students an exciting sentence, scene or scenario then ask them to
draw a picture that shows it (it was dark and scary on the beach, maybe the web was magic).
SPELLING
Unit 24 pg. 52-53
Sound: t tt
HANDWRITING
Writing time pg.
Handwriting practice in Workbook. Students write the full date. They then write three sentences that
contain spelling words.
Students must then do something creative at the bottom using one of the sound words. They write a
letter t and make a little picture out of it.
Rotations:
Writing: Students make a story dice and role it to write their own creative narrative.
Grammar/Punctuation: Contractions memory game
Chromebooks: Homophones (sheet to follow)
Soundwaves: 2nd page
READING & VIEWING
Focused Reading Strategy
Self-Monitoring pg. 45 - 52 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
Week 7
GENRE
Informal Presentation
Technique- Ban the boringGive students different sentences or short paragraphs- some exciting ones and some boring ones. Ask
a student to read out the sentence and have other students vote on whether it is a sizzling or needs
more work by using their sizzle sticks.
Whole class- model a boring beginning to the class and then ask students to brainstorm ways to make
the sentence more interesting.
Create a boring board.
SPELLING
Unit 25 pg. 54-55
Sound: or ore a aw au
HANDWRITING
Writing time pg.
Rotations
Chromebooks: ABC splash (no more boring sentences)
Grammar and punctuation: synonyms game printed
Comprehension: test
Soundwaves: 2nd page
READING & VIEWING
Focused Reading Strategy
Self-Monitoring pg. 45 - 52 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Comprehension Test: Students read the passage from ?? and answer the given questions.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic.
Week 8
GENRE
Technique- exciting endingsLook for exciting endings in picture books (the very hungry caterpillar, diary of a wombat, the great
bear, and Mrs Hunnicutts hat) or exciting endings in commercials (RSPCA, AAMI, and Worksafe). Discuss
the endings and what makes an ending.
Watch some film trailors and ask students to brainstorm three possible endings (happy feet, cars, lion
king, toy story, Madagascar).
Read students an incomplete poem and get them to create an ending. This can either be brainstormed
as a class or written down individually. Use book for unfinished poems.
Read students to story book there was an old women who swallowed a fly. Point out the use of rhyme
and exciting endings. Ask students to come up with another animal the women might have swallowed
and ask them what would happen if she swallowed that animal.
Assessment
Read the Assessment Task Sheet for the Australian Childrens Book and students plan what they are
going to write about using the planning sheet. They also create a character map for their main
character.
SPELLING
Unit 28 pg. 60 - 61
Sound: y u
HANDWRITING
Writing time pg.
Rotations
Comprehension: sheet from comprehension once a week book
Soundwaves: 2nd page
Chromebooks: questions activity on study ladder
Grammar and punctuation: dictionary work- write the definition of an adverb and do activity sheet.
READING & VIEWING
Focused Reading Strategy
Questioning pg. 65 77 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic
Week 9
GENRE
Informal Presentation
Informal Presentation
What is a presentation? (Where you stand up in front of an audience and present about something. or
create an online presentation). Use Bubble.us to brainstorm what students think What makes a good
Presentation?
Discuss any presentations that the students have watched before (listening to the teacher, on TV?).
Who is the audience for different presentations? Is the audience important? Why?
Revise what students thought were important things when making a presentation (ensure they have
things like voice tone, volume & pace, eye contact, use of any props or slideshows etc).
Tell students we are going to practise using our voice today. Discuss the idea of appropriate tone,
volume and pace. Read the presentation about Australia and model a good voice level and a not so
good voice level. Also model the use of expression and fluency. Give students a copy of the presentation
and have them practise saying it in partners (give students with LD modified presentation).
Model creating a concept map about an Iconic Mount Isa Place and write a presentation. Students
then write a presentation titled Iconic Mount Isa Place using the information gathered for their History
poster. They are collected and marked by the teacher.
SPELLING
Unit 29 pg. 62 - 63
Sound: oo ew ue u_e u
HANDWRITING
Writing time pg.
GRAMMAR & PUNCTUATION
Theme: Unit 25 The Post Office pg. 54 55
Sentence/Punctuation: Editing a letter
Parts of presentation: Nouns, verbs and adjectives
Word Knowledge: Abbreviations
READING & VIEWING
Focused Reading Strategy
Questioning pg. 65 77 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
Reading Conventions
Unit 26 A Great Win! pg. 52 - 53
Focus: Recount
Week 10
GENRE
Informal Presentation
Students present their presentations to the class.
SPELLING
Unit 30 pg. 64 - 65
Sound: z zz s se
HANDWRITING
Writing time pg.
GRAMMAR & PUNCTUATION
Theme: Unit 26 Australia pg. 56 57
Sentence/Punctuation: Answering questions in a full sentence
Parts of presentation: Proper nouns
Word Knowledge: Dictionary meanings for spelling words
READING & VIEWING
Focused Reading Strategy
Questioning pg. 65 77 of Teaching Reading Comprehension Strategies book for lesson overview and
activities.
Guided Reading
Use main sail books and your classroom reading levels to establish guided reading groups. Practice
focused reading strategy for this week whilst doing guided reading.
Reading Conventions
Unit 27 My Pop pg. 54 - 55
Focus: Description
SPEAKING & LISTENING
Show & Share - Check roster for weekly topic.
*PAT Testing Online for PAT R Spelling and PAT SPG Grammar, Written Spelling and
Punctuation
At the end of the unit, teachers identify what worked well. This is an opportunity to self-reflect and to improve student learning.
Teachers need to take the time to adequately reflect upon this unit.