english overview, term2 - the curriculum web viewsummary of task. after learning about different...

ENGLISH OVERVIEW, TERM2UNIT TITLE: ‘Around the World in 8 Weeks’

Summary of TaskAfter 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 CONTENT DESCRIPTORS ASSESSMENT (A)Determining the difference between literary and non-literary texts.

Creating information reports based on knowledge of a range of countries studied over an 8 week period.

Understanding and applying the elements and structure of non-literary texts (e.g. information report, power point

Language Elements

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)

Literature

FORMATIVE ASSESSMENT

KWL

ON-GOING ASSESSMENT

Students will produce a portfolio of information reports and work samples on each country, collected throughout the unit.

SUMMATIVE ASSESEMENT

Students will be able to demonstrate their understanding of the elements and structure of an information report by creating their own report on a chosen country.

Students will create either a power point presentation or a poster to demonstrate an emerging

Catholic Education Services Diocese of Cairns 1

http://www.australiancurriculum.edu.au/Elements/ACELA1458

http://www.australiancurriculum.edu.au/Glossary?a=E&t=digraphs


http://www.australiancurriculum.edu.au/Glossary?a=E&t=texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=narrative

http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=concepts+about+print


http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentences

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

LA’SSOSE

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


http://www.australiancurriculum.edu.au/Elements/ACELY1658



http://www.australiancurriculum.edu.au/Glossary?a=E&t=grammar

http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structure


http://www.australiancurriculum.edu.au/Glossary?a=E&t=Create


http://www.australiancurriculum.edu.au/Glossary?a=E&t=language+features

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structures

http://www.australiancurriculum.edu.au/Glossary?a=E&t=context

http://www.australiancurriculum.edu.au/Glossary?a=E&t=read

http://www.australiancurriculum.edu.au/Glossary?a=E&t=view

http://www.australiancurriculum.edu.au/Glossary?a=E&t=listen


http://www.australiancurriculum.edu.au/Glossary?a=E&t=comprehension+strategies






http://www.australiancurriculum.edu.au/Elements/ACELT1586


CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Education Asian Education

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.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

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.

The curriculum provides opportunities to value and respect:

traditional knowledge and practices culture and natural heritage spirituality and to critically examine and/or challenge: social constructs prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

the gift of creation an attitude of responsible stewardship

and to critically examine and/or challenge: the impact of human interaction with the

natural, built and social environment current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

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)

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. Calculation and number 2. Patterns and relationships 3. Proportional reasoning 4. Spatial reasoning 5. Statistical literacy 6. Measurement.

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

2. Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

3. 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)

4. Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

5. Apply appropriate social and ethical protocols and practices to operate and manage ICT.

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


Ethical Behaviour Personal and Social Competence Intercultural Understanding

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. recognise that everyday life involves consideration of

competing values, rights, interests and social norms 2. identify and investigate moral dimensions in issues 3. develop an increasingly complex understanding of

ethical concepts, the status of moral knowledge and accepted values and ethical principles

4. explore questions such as: a. What is the meaning of right and wrong and can I be

sure that I am right? b. Why should I act morally? c. Is it ever morally justifiable to lie? d. What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

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)

2. manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

3. perceive and understand other people’s 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)

4. 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).

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. identify increasingly sophisticated characteristics of their own cultures and the cultures of others

2. recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures

3. consider what it might be like to ‘walk in another’s shoes’

4. compare the experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these

5. reflect on how intercultural encounters have affected their thoughts, feelings and actions

6. accept that there are different ways of seeing the world and live with that diversity

7. stand between cultures to facilitate understanding 8. take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

9. contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


WEEKLY PLANNERWEEK 1 Australia 2 Japan 3 U.S.A. 4 Italy 5 Brazil 6 Egypt 7 India 8 Kenya 9

Assessment10Assessment

CONTENT DESCRIPTORS GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESRecognise 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

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 situationsEB1 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

Catholic EthosThe curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Aboriginal and Torres Strait Islander EducationOpportunities to value and respect:

traditional knowledge and practices culture and natural heritage

Asian EducationOpportunities to know, understand and be able to:

Understand ‘Asia’ Connect Australia and Asia

SustainabilityOpportunities to reflect upon:

the gift of creation the impact of human interaction with the

natural, built and social environment

Social Emotional LearningOpportunities to develop:

Social Awareness

Inclusive EducationThe curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.



http://www.australiancurriculum.edu.au/Glossary?a=E&t=Create





http://www.australiancurriculum.edu.au/Glossary?a=E&t=context

http://www.australiancurriculum.edu.au/Glossary?a=E&t=read

http://www.australiancurriculum.edu.au/Glossary?a=E&t=view

http://www.australiancurriculum.edu.au/Glossary?a=E&t=listen


http://www.australiancurriculum.edu.au/Glossary?a=E&t=comprehension+strategies






http://www.australiancurriculum.edu.au/Elements/ACELT1586



http://www.australiancurriculum.edu.au/Glossary?a=E&t=digraphs



http://www.australiancurriculum.edu.au/Glossary?a=E&t=narrative

http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts

http://www.australiancurriculum.edu.au/Glossary?a=E&t=concepts+about+print


http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentences

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)

AUSTRALIAWEEK 1

Day 1 MODELLEDI Do IT

Day 2 SHAREDWe Do It

Day 3 GUIDEDWe Do It

Day 4 INDEPENDENTYou Do IT

READING

Strategy: Eagle Eye (using picture clues) – see attached strategiesText: ‘Possum Magic’ by Mem Fox

Strategy: Eagle Eye (using picture clues)Text: ‘Possum Magic’ by Mem Fox

Reading Rotations: based on ability groupsStrategy: Eagle Eye (using picture clues)

See Below

Silent reading: children choose from a range of information texts and picture books from the class library (relating to countries being visited each week)

WRITING

Information Report: model procedure

Letter/Postcard writing: from country to their home, giving details about visit

Email: epals

Writing Rotations based on ability groups

See Below

Information Report: complete independently

Passport: fill out information for Australia

SPEAKING &

LISTENING

Morning News: Oral presentation on country (following class roster)




SUGGESTED ACTIVITIES

As part of rotational activities session: Cooking: Lamingtons/ ANZAC biscuits Mapping skills: (find the capital city of Australia, find Australia in the world Indigenous art: (dot painting, rock art, boomerangs etc), alm frond weaving 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





http://www.australiancurriculum.edu.au/Glossary?a=E&t=grammar

http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentence

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text+structure

JAPANWEEK 2





READING

Strategy: Stretchy Snake (using picture clues) – see attached strategiesText: ‘A Carp for Kimiko’ by Virginia Kroll

Strategy: Stretchy Snake (using picture clues)Text: ‘A Carp for Kimiko’ by Virginia Kroll

Reading Rotations: based on ability groupsStrategy: Stretchy Snake (using picture clues)

See Below


WRITING



Email: epals


See Below



SPEAKING &

LISTENING






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 Indigenous studies: Kimono, fans, lanterns 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.AWEEK 3





READING

Strategy: Chunky Monkey (using picture clues) – see attached strategiesText: ‘You Can’t take a Balloon into the Metropolitan Museum’ by Jacqueline Preiss Weitzman and Robin Preiss Glasser

Strategy: Chunky Monkey (using picture clues)Text: ‘You Can’t take a Balloon into the Metropolitan Museum’ by Jacqueline Preiss Weitzman and Robin Preiss Glasser

Reading Rotations: based on ability groupsStrategy: Chunky Monkey (using picture clues)

See Below


WRITING



Email: epals


See Below



SPEAKING &

LISTENING






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) Music and Dance: Disney songs, Barn/Square dancing (Heel and Toe Polka) 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


ITALYWEEK 4





READING

Strategy: Fish Lips (using picture clues) – see attached strategiesText: ‘Big Anthony’ by Tomie De Paola

Strategy: Fish Lips (using picture clues)Text: ‘Big Anthony’ by Tomie De Paola

Reading Rotations: based on ability groupsStrategy: (Fish Lips using picture clues)

See Below


WRITING



Email: epals


See Below



SPEAKING &

LISTENING






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 Music and Dance: Macarena Games: Bocci 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

BRAZILWEEK 5





READING Strategy: Helpful Kangaroo (using Strategy: Helpful Kangaroo (using Reading Rotations: based on ability Silent reading: children choose from


picture clues) – see attached strategiesText: ‘Amazon Boy’ by Ted Lewin

picture clues)Text: ‘Amazon Boy’ by Ted Lewin

groupsStrategy: Helpful Kangaroo (using picture clues)

See Below

a range of information texts and picture books from the class library (relating to countries being visited each week)

WRITING



Email: epals


See Below



SPEAKING &

LISTENING






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) Indigenous Studies: Incas (Machu Pichu) and Amazonian Indians Music and Dance: Carnivale celebrations Religion: Rio, traditional beliefs Visual Arts: Make a mask for Carnivale, draw an Incan temple, paper weaving, straw pan pipes, make a piñata Maths: Tickets to board transport to the country: tickets may be numbered in patterns such as 2s, 5s, 10s etc

EGYPTWEEK 6





READING Strategy: Tryin’ Lion (using picture clues) – see attached strategiesText: ‘The Day of Ahmed’s Secret’ by Florence H. Parry

Strategy: Tryin’ Lion (using picture clues)Text: ‘The Day of Ahmed’s Secret’ by Florence H. Parry

Reading Rotations: based on ability groupsStrategy: Tryin’ Lion (using picture clues)



See Below

WRITING



Email: epals


See Below



SPEAKING &

LISTENING






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 Music and Dance: ‘Walk like an Egyptian’ by the bangles Visual Arts: Write your name in hieroglyphics (on parchment, tea stained), finish a pharoah’s headdress using patterning,

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 Pharoah’s 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.

INDIAWEEK 7





READING

Strategy: Skippy Frog (using picture clues) – see attached strategiesText: ‘The Drum’ A folk tale from India, by Rob Cleveland

Strategy: Skippy Frog (using picture clues)Text: ‘The Drum’ A folk tale from India, by Rob Cleveland

Reading Rotations: based on ability groupsStrategy: Skippy Frog (using picture clues)

See Below


WRITING Information Report: model procedure





Email: epals See BelowPassport: fill out information for Australia

SPEAKING &

LISTENING






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) Indigenous Studies: festivals (Diwali), Hindu gods (Vishnu, Lakshmi), traditional dance and dress 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.

KENYAWEEK 8





READING

Strategy: Questioning Owl (using picture clues) – see attached strategiesText: ‘Mama Panya’s Pancakes: a village tale from Kenya, by Mary Chamberlin

Strategy: Questioning Owl (using picture clues)Text: ‘Mama Panya’s Pancakes: a village tale from Kenya, by Mary Chamberlin

Reading Rotations: based on ability groupsStrategy: Questioning Owl (using picture clues)

See Below


WRITING



Email: Epals


See Below




SPEAKING &

LISTENING






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 Games: Mancala 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.

SPELLING FOCUS GRAMMAR FOCUS PUNCTUATION FOCUSTopic specific words (changes each week to relate to the country being studied).

AdjectivesPresent tense

Full stops, capital letters (proper nouns), exclamation marks and question marks.

READING ROTATIONS

ONE TWO THREE FOURGuided Reading with book at appropriate instructional level.


GUIDED READING GROUPSBook orientation, page by page reading and comprehension

GROUP ONE GROUP TWO GROUP THREE GROUP FOURText:

Focus Strategy:

Text:

Focus Strategy:

Text:

Focus Strategy:

Text:

Focus Strategy:


WRITING ROTATIONS

ONE TWO THREE FOURGuided writing to the appropriate level of the group.

GUIDED WRITING GROUPS

GROUP ONE GROUP TWO GROUP THREE GROUP FOURFocus: Focus: Focus: Focus:

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.nethttp://www.squidoo.com/trip-around-the-world-unit-africahttp://www.mrsnelsonsclass.com/teacherresources/thematicunits/worldholidays.aspxhttp://www.squidoo.com/trip-around-the-world-unithttp://www.duluth.lib.mn.us/YouthServices/Booklists/ReadAroundWorld.htmlhttp://www.barnabybear.net/


http://www.barnabybear.net/

http://www.duluth.lib.mn.us/YouthServices/Booklists/ReadAroundWorld.html

http://www.squidoo.com/trip-around-the-world-unit

http://www.mrsnelsonsclass.com/teacherresources/thematicunits/worldholidays.aspx

http://www.squidoo.com/trip-around-the-world-unit-africa

REFLECTION


Assessment Task Sheet – Around the World in 8 Weeks

Student Name: Year Level:

Name of Task: Teacher:

Learning Area/s: English and SOSE

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

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.


CRITERIA SHEET ‘AROUND THE WORLD IN 8 WEEKS’ – Information Report

Criteria A B C D E

The student work demonstrates evidence of:STRUCTURE OF INFORMATION REPORT

title introduction facts in sections conclusion

Includes all elements of generic structure and demonstrates good flow of ideas from topic sentence and details or sequence.

Includes all elements of generic structure and attempts to organise ideas in paragraphs.

Includes all elements of generic structure.

Attempts to include some of the elements of generic structure.

No evidence of generic structure.

CONTENT INFORMATION Produces a series of accurate complex sentences that present the content information in great detail.

Produces a series of accurate sentences that present the information in some detail.

Produces a series of accurate simple sentences that presents the content information.

Attempts to produce a series of simple sentences that mostly present the content information.

Incomplete sentences that are irrelevant to topic.

USE OF WORD WALL VOCABULARY

Uses a wide variety of familiar and learned topic words (from the class word wall).

Uses more than 3 familiar and learned topic words.

Uses at least 3 familiar and learned topic words, for example Parthenon, traditional, language, continent

Uses 1 or 2 familiar and learned topic words.

No topic specific words are evident.

SPELLING Spells common words correctly and some ‘difficult’ words (e.g. because, sometimes).

Spells common words correctly and attempts some ‘difficult’ words.

Spells common words correctly.

Spells some common words correctly.

Spells no common words correctly.

PUNCTUATION Uses correct punctuation and variety e.g. exclamation marks and question marks.

Uses correct punctuation. Uses mostly correct capital letters and full-stops.

Uses some correct punctuation (capital letters and full-stops)

Punctuation not attempted.

ELEMENTS OF REPORT ON CHOSEN COUNTRY

Flag Position on the

world map Landmarks Animals Greetings

Information about all the elements is accurate, clearly presented and in sufficient detail.

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 few (1 or 2) of the elements is accurate, clearly presented and in sufficient detail.

Information about elements is not accurate or clearly presented.


CRITERIA SHEET ‘AROUND THE WORLD IN 8 WEEKS’ – Poster / Power point presentation

Criteria A B C D E

The student work demonstrates evidence of:STRUCTURE OF INFORMATION REPORT

title introduction facts in sections conclusion

Includes all elements of generic structure and demonstrates a good flow of ideas, includes images and details in sequence.

Includes all elements of generic structure and attempts to organise ideas.

Includes all elements of generic structure.

Attempts to include some of the elements of generic structure.

Generic structure is incomplete. Information is missing.

VISUAL APPEAL (Poster or Power point)

Uses a wide variety of readable fonts, backgrounds, colour and images (from the web and clip art) to appeal to audience.

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

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

Attempts to use appropriate fonts, backgrounds, colour and images to appeal to audience.

Images not included or are irrelevant, colours and fonts are inappropriate.

USE OF WORD WALL VOCABULARY

Uses a wide variety of familiar and learned topic words (from the class word wall).

Uses more than 3 familiar and learned topic words.

Uses at least 3 familiar and learned topic words, for example Parthenon, traditional, language, continent

Uses 1 or 2 familiar and learned topic words.

No topic specific words are evident.

SPELLING Spells common words correctly and some ‘difficult’ words (e.g. because, sometimes).

Spells common words correctly and attempts some ‘difficult’ words.

Spells common words correctly.

Spells some common words correctly.

Spells no common words correctly.

PUNCTUATION Uses correct punctuation and variety e.g. exclamation marks and question marks.

Uses correct punctuation. Uses mostly correct capital letters and full-stops.

Uses some correct punctuation (capital letters and full-stops)

Punctuation not attempted.

ELEMENTS OF REPORT ON CHOSEN COUNTRY

Flag Position on the

world map Landmarks Animals Greetings

Information about all the elements is accurate, clearly presented and in sufficient detail.

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 few (1 or 2) of the elements is accurate, clearly presented and in sufficient detail.

Information about elements is not accurate or clearly presented.


Feedback

Signed: Date


******************************************************************

“S-t-r-e-t-c-h” it out! Stretch the word out slowly. Put the sounds together to figure out

the word.Catholic Education Services Diocese of Cairns 22

******************************************************************

Chunk the Word! Look for a “chunk” that you know (-in, -an, -at, -et, etc.). Look for a word part (be-, -ed, ing.)


******************************************************************

Ask For Help! After you have tried all of the other strategies, ask for help.


(He thinks about the sounds he knows)

******************************************************************

Get Your Lips Ready! Say the first sound of the word out loud


***********************************************************************

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


******************************************************************

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! Look at the pictures for clues to help figure out the word.


http://www.plushinarush.com/index.asp?PageAction=VIEWPROD&ProdID=61

*****************************************************************

Make connections! Connect to what you already know

- text to self- text to text- text to world


Activate your background knowledge

******************************************************************

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 readSee and think about the story like a

movie going on in your head (What do the characters look like? The actions?)

******************************************************************


Determine important ideas!

Dig for important detailsDig for important information that tells you about the author’s message

Dig and determine the facts


***********************************************************************

Infer as you read!Make predictions while you readDraw conclusions as you put

information togetherReflect while you read


******************************************************************

Synthesize and Retell!Put the information together and

“think” about what you readRetell the story or what you

learned in your own words Catholic Education Services Diocese of Cairns 35

******************************************************************

Monitor and Fix-Up! “Think” while you read to figure out when you don’t understand

Use fix-up strategies to understand when you are reading (use the meaning clues, word clues and pictures clues)


******************************************************************

Use clues to predict!Look at the title Look at the front coverLook at the back cover


AROUND THE WORLD in 8 Weeks: BOOK LISTCountry Books

Australia 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 )

Japan Coatsworth, Elizabeth Jane. The Cat Who Went to Heaven. (Juv Fic) JapanGodden, Rumer. Great Grandfather's House. (Juv Fic) JapanKimmel, Eric A. Sword of the Samurai. (Juv Fic) JapanA Kite for Kimiko, Virginia Kroll

USA Guthrie, Woody. This Land is Your Land. (j784.4 Guthrie) U.S.Anno’s U.S.A. by Mitsumasa Anno. If you have never traveled through one of Anno’s wordless picture books, you are missing a special adventure!YOU CAN’T TAKE A BALLOON 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 California’s centuries-old Latino heritage and Mission culture.

Italy De Paola, Tomie. Big Anthony: His Story. ( j ) ItalySabuda, Robert. Uh-oh, Leonardo. (Juv Fic) ItalyDe Paola, Tomie Strega NonaZOE SOPHIA’S SCRAPBOOK: AN ADVENTURE IN VENICE by Claudia Mauner and Elisa SmalleyMADELINE AND THE CATS OF ROME by Ludwig BemelmansGABRIELLA’S SONG by Candace Fleming

Brazil Lewin, Ted. Amazon Boy. ( j ) BrazilMachado, Ana Maria. Nina Bonita. ( j ) Brazil

Egypt THE DAY OF AHMED’S SECRET by Florence H. Parry.

India Monsoon by Uma KrishnaswamiTHE DRUM: A FOLKTALE FROM INDIA by Rob Cleveland

Kenya MAMA PANYA’S PANCAKES: 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


http://www.amazon.com/Gift-Sun-Tale-South-Africa/dp/1845077873/ref=sr_1_1?ie=UTF8&s=books&qid=1274491148&sr=1-1

http://www.amazon.com/Ashanti-Zulu-African-Traditions-Picture/dp/0140546049/ref=sr_1_1?ie=UTF8&s=books&qid=1274481059&sr=8-1

http://www.amazon.com/All-Went-Safari-Laurie-Krebs/dp/184148119X/ref=sr_1_2?ie=UTF8&s=books&qid=1274480905&sr=8-2

http://www.amazon.com/s/ref=nb_sb_ss_i_0_9?url=search-alias%3Daps&field-keywords=mama+panya's+pancakes&sprefix=mama+pany

http://www.amazon.com/Drum-Folktale-India-Story-Stories/dp/0874838029/ref=pd_sim_b_5

http://www.amazon.com/Monsoon-Uma-Krishnaswami/dp/0374350159/ref=pd_sim_b_12

http://www.amazon.com/Day-Ahmeds-Secret-Florence-Parry/dp/0688140238/ref=sr_1_1?ie=UTF8&s=books&qid=1274488631&sr=1-1

http://www.amazon.com/Gabriellas-Song-Aladdin-Picture-Books/dp/0689841752/ref=pd_sim_b_8

http://www.amazon.com/Madeline-Cats-Rome-Bemelmans-Marciano/dp/0670062979/ref=sr_1_1?ie=UTF8&s=books&qid=1274484859&sr=1-1

http://www.amazon.com/Zoe-Sophias-Scrapbook-Adventure-Venice/dp/0811853047/ref=sr_1_1?ie=UTF8&s=books&qid=1274484642&sr=1-1

http://www.amazon.com/Song-Swallows-Leo-Politi/dp/0892369892/ref=sr_1_1?ie=UTF8&s=books&qid=1274481870&sr=1-1

http://www.amazon.com/Balloon-Metropolitan-Museum-Picture-Puffin/dp/0140568166/ref=sr_1_1?ie=UTF8&s=books&qid=1274482177&sr=1-1

http://www.amazon.com/Annos-U-S-Mitsumasa-Anno/dp/0399209743/ref=sr_1_1?ie=UTF8&s=books&qid=1274483169&sr=1-1

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)


english overview, term2 - the curriculum web viewsummary of task. after learning about different...

Documents