Year Level: Year 5 Term: Duration of lessons: Learning Area: English and

60 Minutes HASS

Year level description:

English
The English curriculum is built around the three interrelated strands of language, literature and literacy.
Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on
developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and
creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers
will revisit and strengthen these as needed.
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community
members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken,
written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and
persuade. These include various types of media texts including newspapers, film and digital texts, junior and
early adolescent novels, poetry, non-fiction and dramatic performances.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative
traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two
cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex
sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time.
These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy
settings. Informative texts supply technical and content information about a wide range of topics of interest as
well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and
subheadings, tables of contents, indexes and glossaries. Language features include complex sentences,
unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts including narratives,
procedures, performances, reports, reviews, explanations and discussions.

HASS
The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and
environmental causes and effects of Australia’s development, and on the relationship between humans and their
environment. Students’ geographical knowledge of Australia and the world is expanded as they explore the
continents of Europe and North America, and study Australia’s colonisation, migration and democracy in the
1800s. Students investigate how the characteristics of environments are influenced by humans in different times
and places, as they seek resources, settle in new places and manage the spaces within them. They also
investigate how environments influence the characteristics of places where humans live and human activity in
those places. Students explore how communities, past and present, have worked together based on shared beliefs
and values. The curriculum introduces studies about Australia’s democratic values, its electoral system and law
enforcement. In studying human desire and need for resources, students make connections to economics and
business concepts around decisions and choices, gaining opportunities to consider their own and others’
financial, economic, environmental and social responsibilities and decision-making, past, present and future.
The content provides opportunities for students to develop humanities and social sciences understanding through
key concepts including significance; continuity and change; cause and effect; place and space; interconnections;
roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries
and be investigated across sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills.
The knowledge and understanding strand draw from four sub-strands: history, geography, civics and citizenship
and economics and business. These strands (knowledge and understanding, and inquiry and skills) are
interrelated and have been developed to be taught in an integrated way, which may include integrating with
content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local
contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions.
The following inquiry questions allow for connections to be made across the sub-strands and may be used or
adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable
connections within the humanities and social sciences learning area or across other learning areas.
 How have individuals and groups in the past and present contributed to the development of Australia?
 What is the relationship between environments and my roles as a consumer and citizen?
 How have people enacted their values and perceptions about their community, other people and places,
past and present?

Year Level achievement standard/s:

English
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how
language features, images and vocabulary influence interpretations of characters, settings and events.
When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual
knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how
events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students use language features to show how ideas can be extended. They develop and explain a point of view
about a text, selecting information, ideas and images from a range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make
presentations which include multimodal elements for defined purposes. They contribute actively to class and
group discussions, taking into account other perspectives. When writing, they demonstrate understanding of
grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and
punctuation. They edit their work for cohesive structure and meaning.

HASS
By the end of Year 5, students describe the significance of people and events/developments in bringing about
change. They identify the causes and effects of change on particular communities and describe aspects of the
past that have remained the same. They describe the experiences of different people in the past. Students explain
the characteristics of places in different locations at local to national scales. They identify and describe the
interconnections between people and the human and environmental characteristics of places, and between
components of environments. They identify the effects of these interconnections on the characteristics of places
and environments. Students identify the importance of values and processes to Australia’s democracy and
describe the roles of different people in Australia’s legal system. They recognise that choices need to be made
when allocating resources. They describe factors that influence their choices as consumers and identify strategies
that can be used to inform these choices. They describe different views on how to respond to an issue or
challenge.
Students develop questions for an investigation. They locate and collect data and information from a range of
sources to answer inquiry questions. They examine sources to determine their purpose and to identify different
viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer
relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives
of individuals and selected phenomena in chronological order using timelines. They sort, record and represent
data in different formats, including large-scale and small-scale maps, using basic conventions. They work with
others to generate alternative responses to an issue or challenge and reflect on their learning to independently
propose action, describing the possible effects of their proposed action. They present their ideas, findings and
conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

History
By the end of Year 5, students describe the significance of people and events/developments in bringing about
change. They identify the causes and effects of change on particular communities and describe aspects of the
past that have remained the same. They describe the experiences of different people in the past.
Students sequence information about events and the lives of individuals in chronological order using timelines.
When researching, students develop questions for a historical inquiry. They identify a range of sources and
locate, collect and organise information related to this inquiry. They analyse sources to determine their origin
and purpose and to identify different viewpoints. Students develop, organise and present their texts, particularly
narrative recounts and descriptions, using historical terms and concepts.

Student Prior Knowledge: (specific relevant concepts, skills and values the school students have experienced
prior to this lesson):
Have developed storyboard before
Worked with peers previously.
Understand that we let others speak and show respect when they are stepping out of their comfort.

Learning Objectives: By the end of the unit the students will:

Students will extend their knowledge of sustainability by reading and watching the Lorax by Dr Seuss. They will
demonstrate their knowledge of the text type by writing the last chapter/epilogue of the book. Exhibiting their
comprehension of the text and how to create a narrative.

Learning Intentions:
In this unit, we will be exploring the text ‘The Lorax’ by Dr. Seuss by integrating our English knowledge with
HASS. We will watch the movie and read the book and explore the message and the characters. This will help us
create a final chapter of the book using the same/similar text features of the book.
Strands of the learning area: Content Descriptors (include codes):
English/Literacy Show how ideas and points of view in texts are conveyed through the
use of vocabulary, including idiomatic expressions, objective and
subjective language, and that these can change according to context
(ACELY1698)
 identifying the narrative voice (the person or entity through
whom the audience experiences the story) in a literary work,
discussing the impact of first-person narration on empathy and
English/Literature engagement

Recognise that ideas in literary texts can be conveyed from different

viewpoints, which can lead to different kinds of interpretations and
responses (ACELT1610)
 identifying the narrative voice (the person or entity through
whom the audience experiences the story) in a literary work,
discussing the impact of first-person narration on empathy and
engagement
HASS/History  examining texts written from different narrative points of view
and discussing what information the audience can access, how
these impacts on the audience’s sympathies, and why an author
might choose a particular narrative point of view

The environmental and human influences on the location and

characteristics of a place and the management of spaces within them
(ACHASSK113)

Cross Curriculum Priorities and General Capabilities (Only highlight the pertinent ones):

Literacy Aboriginal and Torres Strait Islander histories and cultures

Numeracy Asia and Australia’s engagement with Asia
ICT Capability Sustainability
Critical and Creative Thinking
Personal and Social Capability
Ethical Understanding
Intercultural Understanding

LESSON SEQUENCE
Stage of the inquiry: Finding Out.
The tuning in stage would be when reading the text and watching the movie.

Timing Teaching Learning experiences Assessment of, for or as Resources

(mins) strategies and learning (evidence/data) (include
organization ICT/online)

INTRODUCTION/ MODELLING/DECONSTRUCT

20 mins Whole class Students will have already listened to and N/A Interactive
discussion watched the Lorax by Dr Seuss. whiteboard and
As a class the teacher and students will create pens
a storyboard together to ensure students have
grasped the story. This will be done on the
interactive whiteboard. Students have access
to a range of pens and have the opportunity to
write any ideas on the board. See Appendix
item 1 for a storyboard template.

For students who struggle with reading, it will

have a voice over reading the book as well as
the text of the book for students to follow.

DEVELOPMENT/ Joint construction and Independent work

30 mins Group Work Split the class into 5 groups and give them an Assessment as learning: A3 Paper
A3 sheet of paper each. On the paper is a Students are involved in the Permanent
characters name (The Once-ler, Ted Wiggins, learning process and gives Markers
the Lorax, Aloysius O’Hare and Audrey) the teacher an opportunity
from the Lorax, they are to describe the to give immediate
character and analyse their personality. Each feedback.
group gets 5 minutes to share their ideas and
write them on the poster. Each group will
rotate until they are back to their original
character.

CLOSURE/ Deconstruct

10 mins Whole class Teacher to lead a class discussion about the Assessment as learning: Posters
Discussion characters referring to the posters made. To Students are involved in
ensure they truly understand the motives the learning process and
behind the characters. Asking questions such teacher provides students
as: with feedback to reflect
on their learning.
“Why do you believe this?”
“Explain further? Is there evidence in the
text?”
Posters to be hung up around the class for the
students to refer back to.
Stage of the inquiry: Sorting out

Timing Teaching Learning experiences Assessment of, for or as Resources

(mins) strategies learning (evidence/data) (include
ICT/online)

INTRODUCTION/ MODELLING/DECONSTRUCT

20 min Begin the lesson by completing a compare Post it notes

and contrast map (see appendix 2) to address Interactive
the differences in the book and the movie. Whiteboard
This will be completed as a class and every Pencil
student can use a range t of post it notes to Rubber
portray their ideas.
Class
Discussion
This will then be discussed to understand if
everyone was on the same track with the
differences and similarities.

DEVELOPMENT

30 min Students will now receive a copy of their own Assessment of Learning- ICT (Ipad or
compare and contrast (appendix item 3) sheet This activity can provide an Laptop)
in which they need to fill in addressing the insight as to whether the Compare and
differences of thneedville with the suburb that students are Contrast sheet
your school is in. Why or why would students comprehending the Pencils
not want to live in Thneedville? message behind the lorax. Rubber
It allows the teacher to Coloured Pens
This is a research task, students have determine if their needs to
access to use their ict (ipad or laptop) to be further comprehension
research about their suburb if need. lesson and gives them an
opportunity to give
feedback.

CLOSURE

10 min Bring the class back together and have a class Assessment as learning:
discussion about what the general consensus Students are involved in the
of ideas were and why they thought them. learning process and
Compare and contrast sheet can be hung teacher provides students
around the room. with feedback to reflect on
If students still aren't quite understanding the their learning.
text, see appendix item 3 for further activity
ideas.

Stage of the inquiry: Sorting Out

Timing Teaching Learning experiences Assessment of, for or as Resources
(mins) strategies and learning (evidence/data) (include
organization ICT/online)

INTRODUCTION/ MODELLING/DECONSTRUCT

10 mins Class Discussion Discuss what Noun, verb, conjunction, Assessment as learning:
using inquiry adjective, adverb is. Teacher to ask Students will analyse
questions inquiry questions: what they know and if
What are these? there needs to be
If we use these in a sentence, what might
improvements in
we classify the sentence? A simple or
understanding different
compound sentence.
Why might we use these? Can we think of text conventions.
different reasons these are good to use in
a sentence?

DEVELOPMENT

35 mins Group work is Critically analyse the text by identify the Assessment for learning- Computer
used as a events that occur in the book. Have Students will utilise what PowerPoint/Keynote
teaching strategy students work in small groups and will put they know about texts and
for this resource. their findings as a Keynote/PowerPoint use it in to analyse the
Students would book; students will find
presentation.
strategically be areas they might need
placed in groups. (Walker Books, 2017). improvements.
Students can analyse different chapters in
the book. When finished, come together
and establish if different text types and
language features are used in chapters.

CLOSURE

15 mins Group Each group will present what they have found. Assessment of learning-
Presentation Students will ask questions to deepen their The teacher would use the
inquiry. presentations to assess
student achievement against
Student guided Class Discussion about what the students learning goals and
class discussion found, if there are any patterns in the text, the standards.
mood that the text sets for the reader. (Churchill, 2015).
Students will lead the discussion.

Stage of the inquiry: Going further

Timing Teaching Learning experiences Assessment of, for or as Resources

(mins) strategies and learning (evidence/data) (include
organization ICT/online)
INTRODUCTION/ MODELLING/DECONSTRUCT

20 mins Class Discussion Discuss the main elements in a story: Writing books or
 Plot iPads
 Setting
 Characters
 Conflict/Resolution
Teacher will inform the students on what
each of these are.
The plot: tells about the events in the story
Setting: the location of where the story
takes place
Characters: people or animals in the story
Conflict/Resolution: the conflict is the
problem that occurs. The resolution is
how the problem got resolved.
Assessment for learning:
Individual work
Students will individually list all four Teachers will assess the
Pair-share work. elements in their books or iPads and students and how they
Students to choose establish where they are in ‘The Lorax’ apply their knowledge to
who they will like story and how the writers pieced together context.
to work with. If the story.
not a good choice,
teacher to remind Students will pair-share with the person
the students about next to them, establishing if they have
the privileges that missed any key information in the book.
could be taken off
them.

DEVELOPMENT

30 mins Class Discussion Teacher will discuss with the students Assessment as learning: Appendix 5
about what the about the layout of a narrative. Students Students are involved in
story needs to will have access to Appendix 5, which the learning process of
include describes it and shows where the conflict practicing the skills.
will need to arise in the story. Teacher will assess their
learning through
As a group, the class will discuss and observation and who gets
come up with a sheet of what is expected involved in the group
from them. practice.

Individual work Students will begin to brainstorm different

ideas for their own chapter of a book.
Teacher will inform the students that there Assessment for Learning:
must be a plot, setting, characters and Teacher will make
conflict/resolution. observations of the
students’ knowledge of
Using appendix 5 students can list the content that will assist
different ideas down. in the making of their
story.
 Inform the students that they can begin
with the setting and where about the story
is located and moving onto characters.

CLOSURE

10 mins Class discussion
A class discussion will occur about the idea’s
students have.
Students will discuss a variety of different
conflict and resolutions that could occur and
bounce ideas off each other giving the students
an idea of where to start.

Stage of the inquiry: Concluding and acting

Timing Teaching Learning experiences Assessment of, for or as Resources

(mins) strategies and learning (evidence/data) (include
organization ICT/online)

INTRODUCTION/ MODELLING/DECONSTRUCT

10 mins Class Teacher will discuss with the students about what Appendix 4 and
Discussion they began with last lesson, reminding the 5
about the students about what is included in a story: plot,
students prior setting, characters and a conflict/resolution and
learning the layout of the story (Appendix 4)

Students will have an opportunity to finish

drafting their ideas down in Appendix 5.

DEVELOPMENT
45 mins Students will Teacher to go over what is expected in the story Assessment for Learning: iPads or writing
individually and what the criteria sheet has. Teacher will make books
work creating observations of the students’ Appendix 5 that
their story Students will use their ideas that they have using their prior learning to was completed
written down on Appendix 5 to begin writing in the lesson
help make the story.
their story. prior.

Teacher to remind the students about individual

work. If students can type it on the iPad or write it
in the books.

CLOSURE

5 mins Pair share. The Students can share their what they have done so Assessment as Learning: Appendix 6
students will far with the person next to them. Together they Students will assess their
share with the can brainstorm and discuss different ideas that knowledge by checking it with
person next to could continue the story or where improvements their peers and the checklist
them. might be made. before making the final draft.

Students will be given a checklist (Appendix 6) to

ensure that they have inputted everything that is
required. Self-editing their work.

Extension:
If students would like to create an art work of
what could be the front page of their chapter,
using