overview of unit plan unit title year level time and ... · overview of unit plan ... abstract...

Rachel Stokes – S00085414

| 4

OVERVIEW OF UNIT PLAN UNIT TITLE YEAR LEVEL TIME AND DURATION OF UNIT Persuasive Text on the ‘Stolen Generation’

Seven (7)

15 x 1hour Literacy Blocks over 2 weeks

SOCIAL CONTEXT AND INTEGRATING DEVICE: Aboriginal and Torres Strait Islanders History and Culture and Key Learning Area: History.

Curriculum Coverage:

ENGLISH HISTORY MATHEMATICS Language Literature Literacy Historical

Knowledge and Understanding

Historical Skills Content Proficiency

Language Variation and

Change

Literature and Context

Text in Context Investigating the Ancient Past

Chronology, Terms and Concepts

Number and Algebra

Understanding

Language for Interaction

Responding to Literature

Interacting with Others

The Mediterranean World

Historical Questions and Research

Measurement and Geometry

Fluency

Text Structure and Organisation

Examining Literature

Interpreting, Analysing and

Evaluating

The Asian World Analysis and Use of Sources

Statistics and Probability

Problem Solving

Expressing and Developing Ideas

Creating Literature

Creating Texts Perspectives and Interpretations

Reasoning

Sound and Letter Knowledge

Explanation and Communication


| 5

Achievement Standards included in the Assessment Rubric

IDENTIFY CONTENT AND ACHIEVEMENT STANDARDS AUSTRALIAN CURRICULUM: ENGLISH

Language Literature Literacy Reading

Analyse how point of view is generated in visual texts by means of choices, for example, gaze, angle and social distance (ACELA1764). Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537). Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531).

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721). Use comprehension strategies to interpret, analyse and synthesis ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723).

Writing

Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences… (ACELA1763).

Plan, draft and publish… informative and persuasive tests, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725).


| 6

Understand how modality is achieved through discriminating choices in modal verbals, adverbs, adjectives and nouns (ACELA1536).

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726). Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728).

Speaking and Listening

Identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts (ACELT1619).

Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719).

IDENTIFY CONTENT AND ACHIEVEMENT STANDARDS AUSTRALIAN CURRICULUM: HISTORY

Historical Knowledge and Understanding Historical Skills

Use historical terms and concepts (ACHHS206).

Identify a range of questions about the past to inform a historical inquiry (ACHHS207).

Identify and locate relevant sources, using ICT and other methods (ACHHS208).

Locate, select and use information from a range of sources as evidence (ACHHS210).

Draw conclusions about the usefulness of sources (ACHHS211).

http://www.australiancurriculum.edu.au/Glossary?a=H&t=terms

http://www.australiancurriculum.edu.au/Glossary?a=H&t=concepts

http://www.australiancurriculum.edu.au/Elements/ACHHS206

http://www.australiancurriculum.edu.au/Glossary?a=H&t=historical+inquiry



http://www.australiancurriculum.edu.au/Glossary?a=H&t=evidence




| 7

Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212).

Develop historical texts, particularly descriptions and explanations that use evidence from a range of sources (ACHHS213).

DEVELOP ASSESSMENT MAKING JUDGEMENTS Type of Assessment What will be assessed? When will it be assessed? Purpose of Assessment Assessment Focus Elements

Summative Assessment: Construction of a persuasive text.

Creating Texts: Creating a written persuasive text using knowledge of text structures and language features. How texts reflect the context and situation in which they are created. Text cohesion: How text works as a cohesive whole through language features. Describe points of view that use evidence from a range of sources.

At the end of the Unit.

Monitoring students’ progress in learning. Diagnostic for teaching and learning. Making judgements about achievement in creating a persuasive text.

Creating Texts: (ACELY1725) Literature and Context: (ACELT1619) Text Structure and Organisation: (ACELA1763) Perspectives and Interpretations: (ACHHS212) Explanation and Communication: (ACHHS213)

http://www.australiancurriculum.edu.au/Glossary?a=H&t=secondary+sources






| 8

Formative Assessment: Work sample of sentences on modality examples worksheet.

Word level grammar: How modal class words are used in English and the functions performed in sentences and when they are combined in particular recognisable groups.

At the end of Lesson #9.

Monitoring students’ progress in learning. Diagnostic for teaching and learning. Provide feedback to improve future learning. Making judgements about achievement in constructing sentences of high modality.

Expressing and Developing Ideas: (ACELA1536)

Formative Assessment: Anecdotal records on observational notes regarding students’ participation.

How students use historical terms and concepts in interactions within the whole class.

Ongoing, throughout the Unit. Particularly during Lesson #2, 4, 5, 6, 7, 8, 13, 14 and 15.

Monitoring students’ progress in learning. Diagnostic for teaching and learning. Provide feedback to improve future learning.

Chronology, Terms and Concepts: (ACHHS206).

Formative Assessment: Work sample of quick writing and learning logs.

How students use historical terms and concepts in interactions within the whole class.

Ongoing, throughout the unit. Particularly during Lesson #4 and 6.

Monitoring students’ progress in learning. Diagnostic for teaching and learning. Provide feedback to improve future learning.

Chronology, Terms and Concepts: (ACHHS206). Perspectives and Interpretations: (ACHHS212)

Differentiation for Learning:

Students who have ‘English as a Second Language’ (ESL) will participate in all learning experiences; however, they will be guided by scaffolding techniques to assist in their learning. These will include flashcard prompts and visual representations that the students can relate to. They will also have the opportunity to begin writing in their home language and later translate. This will provide ESL students with the ability to use language by transferring their explicit understandings from one context to another.


| 9

Highlighted box signifies Focus Learning Activities

LITERACY BLOCK AND TEACHING ACTIVITIES Learning Experience and Teaching Strategies Learning Focus Relevant Content 1. KWL Chart

Introduce the persuasive text type. Establish the students’ prior knowledge by using a KWL chart. Begin by filling out the ‘K’ section and ask the students the following:

1. What do they know about persuasive texts? 2. Where might they have seen a persuasive text? 3. How do they know a text is persuasive?

Continue by filling out the ‘W’ (what students’ want to learn) section and ask the students what they would like to know about persuasive texts. Introduce a number of persuasive texts examples to the students. Question the students as you briefly discuss the following:

1. Similarities between the texts 2. Differences between the texts 3. Key features of a persuasive text 4. Structure of a persuasive text 5. Types of persuasive text, i.e. advertisements, book and movie

reviews, letters to the editor, persuasive essays and letters.

Comprehension Strategies: Strategies of constructing meaning from texts, including literal and inferential. Visual Language: How images work in texts to communicate meanings.

Reinforces content related to Interpreting, Analysing and Evaluating: (ACELY1723) Expressing and Developing Ideas: (ACELA1764)

Resources Selection of persuasive text examples:

- Advertisements - Movie review - Letters to the editor (appendix #1)

Learning Experience and Teaching Strategies Learning Focus Relevant Content

2. Senses Activity. Students will be introduced to the ‘Stolen Generation,’ in Australian history and culture with a senses activity. In small groups, students will be given a card with the sense they are to explore. For example, touch, taste, smell, hear and see. Students, in small groups, will be given 10minutes to brainstorm on their A3 piece of paper any ideas that relate to their sense at the time of the ‘Stolen Generation.’

Listening Interactions: The purposes and contexts through which students engage in listening interactions.

Interacting with Others: (ACELY1719) Literature and Context: (ACELT1619)


| 10

For example, if the sense was sight, ‘What might the Aboriginals have seen upon the removal of their children?’ Once the time is up, students will be introduced to a new ‘sense’. Again, as a small group, students will be given 10minutes to complete each brainstorming activity. At the end of the senses activity, the teacher will direct a class discussion on their ideas, as they collaborated within their groups. This will provide all aspects of the ‘Stolen generation’ to be explored. Note: Students who have English as a Second Language (ESL), can be prompted with visual senses activity cards.

How texts reflect the context of culture and situation in which they are created.

Chronology, Terms and Concepts: (ACHHS206) Perspectives and Interpretations: (ACHHS212)

Resources A3 paper Senses Activity Cards (appendix # 3)

Learning Experience and Teaching Strategies Learning Focus Relevant Content 3. Structure of a

persuasive text.

The students will be introduced to the structure of a written persuasive text. The three main structural components of a persuasive text are the following;

- Introduction - Body (development of argument) - Conclusion

Students will be given an example that has no distinct paragraphing layout. Here, students will be asked to highlight the sections they believe to be the introduction, body and conclusion. Each in separate colours to differentiate the components. The teacher will explain each component and what is to be expected in each area. For example, the introduction provides an overview for the reader of the author’s position regarding the topic. It includes an

Purpose, Audience and Structures of different types of texts: How texts serve different purposes and how the structures of types of texts vary according to the text purpose. Text cohesion: How texts work as cohesive wholes through language features which link the parts of the text together. Purpose and Audience: Recognising and analysing differences between different types of text.

Text Structure and Organisation: (ACELA1531) (ACELA1763) Interpreting, Analysing and Evaluating: (ACELY1721)


| 11

attention catcher, statement of position and outlined reasons to be further discussed. When discussing the body, students will be asked to read through the text and determine the arguments present and what evidence supports those ideas, by highlighting and circling. Students will then be introduced the persuasive text outline worksheet as a guide for their independent writing.

Resources A written persuasive text example (appendix # 1) Persuasive Text Outline worksheet (appendix # 4)


4. Documentary Videos and Quick-writing.

Students will watch the video, ‘Stolen Generations: Australian Aboriginal Brief History.’ This is a short clip that provides a brief understanding for the ways in which Aboriginals were treated. It explains how Aboriginal children were removed from their families and put into reserves to assimilate by the government agencies and church missions. It explains that these motivations were for child protection, where beliefs that Aboriginal people would ‘die out.’ Students will participate in a quick-writing activity, where they are to write all the information they can remember from the video. It is important that students disregard spelling, punctuation and grammatical errors, but focus on writing key ideas. Students will then watch another short clip, ‘Blind Eye: Documentary on Stolen Generation’. This shows interviews with Aboriginal Australians who are part of the ‘Stolen Generation’. Students are encouraged to take notes as they are evoked by the emotions of the video and can identify the individuals’ perspectives of such events.

Listening Interactions: The purposes and contexts through which students engage in listening interactions. How texts reflect the context of culture and situation in which they are created. Visual Language: Understand how images work to communicate meanings.

Interacting with Others: (ACELY1719) Literature and Context: (ACELT1619) Expressing and Developing Ideas: (ACELA1764) Chronology, Terms and Concepts: (ACHHS206) Perspectives and Interpretations: (ACHHS212)

Resources ‘Stolen Generations: Australian Aboriginal Brief History’ and ‘Blind Eye: Documentary on Stolen Generation’ videos (appendix #1) English Workbooks


| 12


5. Anticipation Guides Have the complete an Anticipation Guide worksheet. Here, the students will express their position over a number of statements related to the topic ‘Aboriginal and Torres Strait Islanders History and Culture’ that they will be familiar with, where they are to disagree or agree. Statements will include the following:

1. All Aboriginal children should have been taken away from their families.

2. All citizens of Australia should make the effort to ‘close the gap’ between Indigenous and Non-Indigenous Australian culture.

3. The treatment of Aboriginal Australians was unfair. Students will have the opportunity to note why they agree or disagree on the worksheet. As a class, discuss students’ responses. This introduces the persuasive aspect of forming an opinion, taking a position and explaining the position as they share their answers in a whole class discussion. Students will be allocated their topic based on their response to the anticipation guides.

How texts reflect the context of culture and situation in which they are created.

Literature and Content: (ACELT1619) Historical Questions and Research: (ACHHS207)

Resources Anticipation Guide worksheet (appendix # 5)


6. Aboriginal Guest Speaker and Learning Log

An Aboriginal elder guest speaker, approved by the Indigenous community, will address the students in a presentation designed to provoke existing knowledge about Indigenous Australian culture and history and to extend new knowledge bases.

Visual Language: How visual techniques, such as gestures, facial expressions, and vocal choices, work to communicate meanings.

Expressing and Developing Ideas: (ACELA1764) (ACELA1537) Chronology, Terms and Concepts: (ACHHS206).


| 13

Following the presentation, students will participate in a learning log activity, where they will write information they’ve learnt, summarize ideas pertaining to their persuasive text topic and write questions that they can further research.

Vocabulary: The meanings of words and how words take their meanings in contexts.

Historical Questions and Research: (ACHHS207). Perspectives and Interpretations: (ACHHS212)

Resources Aboriginal Elder guest speaker English workbooks


7. Writing Process: Pre-writing

Students will be given the opportunity to research their topic, regarding the anticipation guides in lesson #5, using the computers and books in the library. Students can use the brainstorming techniques or refer to their learning log in lesson #6 to review what they know about the topic and in what direction they want to go, as a prewriting exercise. They will gather and organise their ideas for writing. As students build and develop their background knowledge for the topic, they will need to evaluate the content of the persuasive text to gain a greater understanding for the relevant information needed to construct their own. For example,

- What do you know to be right? - What do you know to be wrong? - Does the information relate to the topic? How?

In closing, have the students revisit their anticipation guide and express their opinion now after research. Students will participate in a class discussion and express any thoughts that may have changed and the position they will be taking for their persuasive text.

Comprehension Strategies: Strategies of constructing meaning from texts, including literal and inferential. How texts reflect the context of culture and situation in which they are created.

Interpreting, Analysing and Evaluating: (ACELY1723) Literature and Context: (ACELT1619) Chronology, Terms and Concepts: (ACHHS206) Historical Questions and Research: (ACHHS207) (ACHHS208) Analysis and Use of Sources: (ACHHS210) (ACHHS211) Perspectives and Interpretations: (ACHHS212). Explanation and Communication: (ACHHS213).

Resources Computers Information books and websites (appendix #1)


| 14


8. Word Wall Students will joint-construct a word wall on construction paper with the teacher. Students will be asked if they came across any words during their research that were unfamiliar, interesting, confusing, and difficult to spell or words that are hard to understand. Students’ responses will be recorded on the word wall. The teacher will initiate a class discussion on these key terms, where other students can contribute if they know the meaning of a word another has suggested. Students will be asked to refer to the dictionary to discover the meanings they further need explained. These words will be discussed as a whole class. The word wall will then be posted in the classroom for students to refer to when they are writing. This activity helps build on each student’s vocabulary, as they are challenged to use these words in their own writing.

Vocabulary: The meanings of words including everyday and specialist meanings and how words take their meanings from the context of the text. Purpose and Audience: Recognising and analysing differences between different types of text.

Expressing and Developing Ideas: (ACELA1537) Interpreting, Analysing and Evaluating: (ACELY1721) Chronology, Terms and Concepts: (ACHHS206).

Resources Dictionaries Construction paper


9. Word Sort: Modality

Introduce the idea of modality to the students. Explain that modality is the degree of possibility, probability, certainty and obligation. It is expressed through modal verbs, modal adverbs and modal adjectives. The teacher will demonstrate examples of each type of modal to the students. For example:

1. Modal verbs: might, may, could, will, must, should 2. Modal adverbs: yes, probably, possibly, certainly, definitely 3. Modal adjectives: a possible event, a definite result

Word level grammar: The different classes of words used in English (nouns, verbs, etc) and the functions they perform in sentence and when they are combined with particular recognisable groups. Vocabulary: The meanings of words including everyday and specialist meanings and how words take their

Expressing and Developing Ideas:(ACELA1536) (ACELA1537) Interpreting, Analysing and Evaluating: (ACELY1721) Chronology, Terms and Concepts: (ACHHS206). Perspectives and Interpretations: (ACHHS212).


| 15

The teacher will explain there are high and low modality words. Students will be given a word sort activity to complete, where they will group low modality or certainty words and high modality or certainty words. The teacher will explain that the use of high modality words allows the author to reinforce their commitment to the position of argument within a persuasive text. The students are encouraged to use these high modality words in their own writing. Students will be given some sentence examples of low modality words. They will be asked to rewrite the sentence using a level of high modality. Students also have the opportunity to write their own.

meanings from the context of the text. Purpose and Audience: Recognising and analysing differences between different types of texts. Resources Modality word sort worksheet (appendix #6) Modality sentence worksheet (appendix #7) Whiteboard Whiteboard marker English workbooks Modality word flashcards for ESL (appendix #8)


10. Sentence Structure Students will be introduced to an aspect of sentence structure that involves personal and impersonal or passive and active writing styles. The teacher will explain that an impersonal styles uses the following;

- A passive voice - The third person rather than the first persons (e.g. using ‘it’

instead of ‘I’ or ‘we’. - Explores things or objects rather than people as the subject of

sentences Students will be provided with examples on a PowerPoint, where personal sentences will be presented first. Students will discuss and come up with an impersonal alternative for each. The teacher will then demonstrate the answers, where students check for accuracy.

Vocabulary: The meanings of words including everyday and specialist meanings and how words take their meanings from the context of the text. Purpose, Audience and Structures of different types of texts: How texts serve different purposes and how the structures of types of texts vary according to the text purpose. Purpose and Audience: Recognising and analysing differences between different types of text.

Expressing and Developing Ideas: (ACELA1537) Text Structure and Organisation: (ACELA1531) Interpreting, Analysing and Evaluating: (ACELY1721)


| 16

This will repeat for 1st person to 3rd person, and person as subject to thing as subject, as the teacher shows one example first, discusses the possible alternatives and demonstrates the changed sentence structure.

Resources PowerPoint with sentence examples (appendix #9 )


11. Emotive Language

Students will be introduced to the idea of emotive language. Emotive language is language that relates to or refers to emotions of the reader. In particular, it includes adjectives and adverbs. Remind the students what an adjective and adverb is. Provide a number of examples and ask the students to determine which seem to address their feelings or emotions. Explain that authors use emotive language to create empathy with the readers. Explain that empathy is when a person can understand the emotions of another. For example, it will put the reader is another’s shoes, as such. Ask the students if it would be a helpful strategy to use emotive language in their persuasive texts and why? Or why not? Encourage the students to use emotive language. Read newspaper articles on the ‘Stolen Generation’. Students will point of words that make them feel sad for Aboriginals and words that make them feel angry towards the Europeans. Students will then explore emotive language in groups by ranking from highly emotive to least emotive with flashcard examples. Students will then suggest and list alternatives for those that are least emotive.



Resources Newspaper Articles on the ‘Stolen Generation’(appendix #1) Flashcard examples (appendix #10) English workbooks


| 17


12. Word Formations Students will be introduced to the notion that verbs can be changes into nouns. Students will be shown examples on the board. Such as kill becomes the killing, destroy becomes destruction and to educate becomes education. The teacher will explain that through this process, the text becomes more objective. This can be done by adding -ing, -ion, -ism, -ology The teacher will then demonstrate how to change sentence to achieve this and focus on achieving objectivity, which students will need to do in the revising/editing phase of writing. Students will be provided with a persuasive text example where they will need to identify by highlighting nouns that may have been changed from a verb. Students will need to write the verb variation above.



Resources Persuasive text example (appendix #1)


13. Writing Process: Drafting

Students will use the persuasive text outline worksheet as a guide for their writing. They will begin with the worksheet, writing their main ideas in sequence as they refer to the activities completed in the pre-writing stage. Once the students feel confident, they will have the opportunity to write their draft persuasive text in their English workbooks. Students are to use techniques of correction, such as crossing-out, lines and arrows as they think of better ways to express

Purpose, Audience and Structures of different types of texts: How texts serve different purposes and how the structures of types of texts vary according to the text purpose.

Text Structure and Organisation: (ACELA1531)(ACELA1763) Interpreting, Analysing and Evaluating: (ACELY1721) Creating Texts: (ACELY1726) (ACELY1725) Literature and Context: (ACELT1619)


| 18

their ideas. They do not need to be concerned with legible handwriting, spelling correctness and punctuation or grammatical errors.

Text cohesion: How texts work as cohesive wholes through language features which link the parts of the text together. Purpose and Audience: Recognising and analysing differences between different types of text. Editing: Editing texts for meaning, structure and grammatical features. Creating Texts: Creating a written text using knowledge of text structures and language features. How text reflect the context of culture and situation in which they are created.

Chronology, Terms and Concepts: (ACHHS206) Analysis and Use of Sources: (ACHHS210) (ACHHS211) Perspectives and Interpretations: (ACHHS212). Explanation and Communication: (ACHHS213).

Resources Persuasive Text Outline worksheet (appendix #3) English workbooks


14. Writing Process: Revising and Editing

Students will be expected to reread their rough draft from a fresh perspective. Students will engage in writing groups, where they share their writing with classmates. Here, students respond to the writer’s rough draft and suggest possible revisions. This acts as a scaffold in which teachers and students talk about plans and strategies for writing and revising.

Purpose, Audience and Structures of different types of texts: How texts serve different purposes and how the structures of types of texts vary according to the text purpose.

Text Structure and Organisation: (ACELA1531)(ACELA1763) Interpreting, Analysing and Evaluating: (ACELY1721) Creating Texts: (ACELY1726)(ACELY1725)


| 19

Students will then work independently, as they make those revisions, proofread and correct errors in the editing phase of writing. Students will reread their work, marking any possible errors, such as spelling, punctuation, grammar and word definitions. In conclusion, the class will revisit their KWL chart on persuasive texts. With the teacher, they will fill put the ‘L’ column, where they share what they have learnt throughout the unit and in writing a persuasive texts. Ideas may include those associate with emotive language, modality, word formations and the structure of a persuasive text. This will allow revision on those key concepts learnt, and assist in the final publication of their written work.

Text cohesion: How texts work as cohesive wholes through language features which link the parts of the text together. Purpose and Audience: Recognising and analysing differences between different types of text. Editing: Editing texts for meaning, structure and grammatical features. Creating Texts: Creating a written text using knowledge of text structures and language features. How text reflect the context of culture and situation in which they are created.

Literature and Context: (ACELT1619) Chronology, Terms and Concepts: (ACHHS206) Analysis and Use of Sources: (ACHHS210) (ACHHS211) Perspectives and Interpretations: (ACHHS212). Explanation and Communication: (ACHHS213).

Resources English workbooks Dictionaries


15. Writing Process: Publishing

Students will publish their persuasive writing texts, as they create their final copy. To publish their work, students will participate in an ICT computer lesson, where students use word processing software, namely Microsoft Publisher. Here, students will have the opportunity

Creating Texts: Creating a written text using knowledge of text structures and language features.

Creating Texts: (ACELY1725) (ACELY1728) Literature and Context: (ACELT1619)


| 20

to write their written texts, decorate their page/s with colours, fonts and graphics, including photographs and images that relate to their topic and argument. Once students have completed their compositions, they will be encouraged to share their work with their classmates. As they share, students may feel a sense of accomplishment and initiate new motivation to improve the quality of their writing in other areas of their learning.

Use of software: Using a range of software applications to construct and edit print and multimodal texts. How text reflect the context of culture and situation in which they are created.

Chronology, Terms and Concepts: (ACHHS206) Analysis and Use of Sources: (ACHHS210) (ACHHS211) Perspectives and Interpretations: (ACHHS212). Explanation and Communication: (ACHHS213).

Resources Computers Microsoft Publisher software


| 21

Assessment Rubric for Year 7

A B C D E

Language

Reading: Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531).

Demonstrates comprehensive ability to explain how the text structures and language features become more complex in persuasive texts. Demonstrates comprehensive ability to identify underlying structures, such as introduction, body and conclusion and the components of each.

Demonstrates a high level of ability to explain how the text structures and language features become more complex in persuasive texts. Demonstrates high ability to identify underlying structures, such as introduction, body and conclusion.

Demonstrates a sound understanding and ability to explain how the text structures and language features become more complex in persuasive texts. They have a sound ability to identify underlying structures, such as introduction, body and conclusion.

Demonstrates some ability to explain how the text structures and language features become more complex in persuasive texts. They have a basic ability to identify some underlying structures, such as introduction, body and conclusion.

Demonstrates an unsatisfactory ability to explain how the text structures and language features become more complex in persuasive texts. They are no underlying textural structures, such as introduction, body and conclusion.

Writing: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences… (ACELA1763)

Demonstrates a comprehensive coherence that relies on devices to signal text structure, for example, introduction, body and conclusion and the components of each.

Demonstrates a high level of coherence that relies on devices to signal text structure, for example introduction, body and conclusion.

Demonstrates a sound level of coherence that relies on devices to signal text structure, for example, introduction, body and conclusion.

Demonstrates some level of coherence that relies on some devices to signal text structure, for example, introduction, body and conclusion.

Demonstrates an unsatisfactory level of coherence that does not rely on devices to signal text structure, for example, introduction, body and conclusion.


| 22

Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)

Demonstrates a comprehensive understanding of how modality is achieved, through discriminating choices in modal verbs, adverbs, adjectives and nouns.

Demonstrates a high level of understanding of how modality is achieved, through discriminating choices in modal verbs, adverbs, adjectives and nouns.

Demonstrates a sound understanding of how modality is achieved, through discriminating choices in modal verbs, adverbs, adjectives and nouns.

Demonstrates some understanding of how modality is achieved, through discriminating choices in modal verbs, adverbs, adjectives and nouns.

Demonstrates no understanding of how modality is achieved. Makes no discriminating choices in modal verbs, adverbs, adjectives and nouns.

Literature

Identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Demonstrates a comprehensive ability to identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts.

Demonstrates a high level of ability to identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts.

Demonstrates a satisfactory ability to identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts.

Demonstrates some ability to identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts.

Demonstrates no ability to identify and explore ideas and viewpoints about events, issues… represented in texts drawn from different historical, social and cultural contexts.

Literacy

Writing: Plan, draft and publish… persuasive texts, selecting aspects of subject matter and particular language… features to convey information and ideas (ACELY1725)

Demonstrates a complete ability to plan, draft and publish a persuasive text, selecting aspects of subject matter and particular language features to convey information and ideas.

Demonstrates a high ability to plan, draft and publish a persuasive text, selecting aspects of subject matter and particular language features to convey information and ideas.

Demonstrates a sound ability to plan, draft and publish a persuasive text, selecting aspects of subject matter and particular language features to convey information and ideas.

Demonstrates some ability to plan, draft and publish a persuasive text, selecting aspects of subject matter and particular language features to convey information and ideas.

Demonstrates no ability to plan, draft and publish a persuasive text, selecting aspects of subject matter and particular language features to convey information and ideas.


| 23

History Historical Skills: Use historical terms and concepts (ACHHS206).

Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212).

Develop historical texts, particularly descriptions and explanations that use evidence from a range of sources (ACHHS213).

Demonstrates a comprehensive ability to use historical terms and concepts. Demonstrates a complete ability to identify and describe points of view, attitudes and values in primary and secondary sources. Demonstrates a comprehensive ability to develop historical texts that use evidence from a range of sources.

Demonstrates a high ability to use historical terms and concepts. Demonstrates a high ability to identify and describe points of view, attitudes and values in primary and secondary sources. Demonstrates a high ability to develop historical texts that use evidence from a collection of sources.

Demonstrates a sound ability to use historical terms and concepts. Demonstrates a satisfactory ability to identify and describe points of view, attitudes and values in primary and secondary sources. Demonstrates a sound ability to develop historical texts that use evidence from a variety of sources.

Demonstrates some ability to use historical terms and concepts. Demonstrates little ability to identify and describe points of view, attitudes and values in primary and secondary sources. Demonstrates some ability to develop historical texts that use evidence from a few sources.

Demonstrates no use of historical terms and concepts. Demonstrates no ability to identify and describe points of view, attitudes and values in primary and secondary sources. Demonstrates no ability to develop historical texts, with no evidence from sources.

http://www.australiancurriculum.edu.au/Glossary?a=H&t=terms

http://www.australiancurriculum.edu.au/Glossary?a=H&t=concepts








| 28

Appendix

Table of Contents:

Appendix #1 Bibliography ......................................…………………………………………………………………. 29

Appendix #2 References for Rationale ................……………………………………………………………………. 31

Appendix #3 Senses Activity Cards …………………………………………………….…………………………………… 32

Appendix #4 Persuasive Text Outline ……………………………………………………………………………………… 33

Appendix #5 Anticipation Guide ……………………………………………………………………………………………… 35

Appendix #6 Modality Word Sort ……………………………………………………………………………………………. 36

Appendix #7 Modality Sentence Examples ………………………………………………………………….…………. 37

Appendix #8 Modality Flashcard Examples for ESL..................................................................... 38

Appendix #9 Sentence Structure PowerPoint Examples …………………………………………………….…… 39

Appendix #10 Emotive Language Flashcard Examples ……………………………………………………….……… 41


| 29

Appendix #1

Bibliography:

Department of the Premier and Cabinet [image]. (2010). Be honoured for promoting reconciliation. Retrieved September 23, 2011, from http://www.premiers.qld.gov.au/publications/categories/news/sectorwide/2010-february/reconciliation.aspx

New South Wales Aboriginal Land Council. (2009). More than flora and fauna. Retrieved September 23, 2011, from http://www.alc.org.au/culture-and-heritage/site-protection.aspx

Russel, J. (2007). Rabbit proof fence. BBC Films. Retrieved September 23, 2011, from http://www.bbc.co.uk/films/2002/10/16/rabbit_proof_fence_2002_review.shtml

Australian Curriculum, Assessment and Report Authority [ACARA]. (2010). Work sample: History – Year 4. Retrieved September 23, 2011, from http://www.australiancurriculum.edu.au/File/4469f03a-cd28-4b1c-a278-9650b0663138

E-Reading Worksheets. (n.d.). Persuasive essay examples. Retrieved September 23, 2010, from http://www.ereadingworksheets.com/writing-worksheets/persuasive-essay-examples.pdf

Kenworthy, C. & Kensworthy, S. (1998). Changing places: Aboriginality in texts and contexts (p.97, 114-115). Fremantle Arts Centre Press: Australia

Monasekar, V. V. (2009). Stolen Generations: Australian Aboriginal Brief History [Video file]. Video posted to http://www.youtube.com/watch?v=_fNvEm8wlPw&feature=related

Bragg, R., Anthony, O. & Kitchener, S. (2009). Blind Eye: Documentary on Stolen Generation [Video file]. Video posted to http://www.youtube.com/watch?v=uRe2d1j3eU0&feature=related

Information Booklist for Teachers:

Winch, G. & Blaxel, G. (2008). Primary Grammar Handbook (3rd Ed.). Oxford University Press: Australia

Tomkins, G. E. (2010) Literacy for the 21st century: A balanced approach (5th Ed.). Pearson Education Inc.: USA

Australian Curriculum, Assessment and Report Authority [ACARA]. (2011). The Australian curriculum. Retrieved September 2, 2011, from http://www.australiancurriculum.edu.au

Crawford, J. & Tantiprasut, L. (2003). Australian Aboriginal culture: Ages 11+. RIC Publications: Australia.

Lyon, R. (n.d.). About Aboriginal people: Upper primary (3rd Ed.). Elton Publications: Australia.

http://www.premiers.qld.gov.au/publications/categories/news/sectorwide/2010-february/reconciliation.aspx

http://www.premiers.qld.gov.au/publications/categories/news/sectorwide/2010-february/reconciliation.aspx

http://www.alc.org.au/culture-and-heritage/site-protection.aspx

http://www.bbc.co.uk/films/2002/10/16/rabbit_proof_fence_2002_review.shtml

http://www.australiancurriculum.edu.au/File/4469f03a-cd28-4b1c-a278-9650b0663138

http://www.australiancurriculum.edu.au/File/4469f03a-cd28-4b1c-a278-9650b0663138

http://www.ereadingworksheets.com/writing-worksheets/persuasive-essay-examples.pdf

http://www.ereadingworksheets.com/writing-worksheets/persuasive-essay-examples.pdf

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


| 30

Lyon, R. (n.d.).Towards Aboriginal reconciliation: Upper primary (3rd Ed.). Elton Publications: Australia.

Information Booklist for Students:

Breeden, S. (2001). Sharing culture: Uluru. Steve Parish Publishing: Australia.

Bruce, L., Huddleston, M., Sertori, T., Pelusey, M., Pelusey, J. & Wilson, C. (2010). World library: Life in Indigenous Australian communities. MacMillan Education: Australia

Corke, D. (1985). The first Australians. Thomas Nelson: Australia

Gibbs, R. M. (1996). The Aborigines (4th Ed.). Addison Wesley Longman: Australia

Aboriginal and Torres Strait Commission [ATSC]. (n.d.) Indigenous Australia [kit]. ATSC: Australia.


| 31

Appendix #2

References:

Australian Curriculum, Assessment and Report Authority [ACARA]. (2011). Cross-curriculum priorities. Retrieved September 27, 2011, from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

Emmitt, M., Komesaroff, L. & Pollock, J. (2006). Language and learning: An introduction for teaching (4th Ed.). Victoria, Australia: Oxford University Press.

Hill, S. (2010). Developing early literacy: Assessment and teaching. Victoria, Australia: Eleanor Curtain Publishing.

Halliday, M. A. K. (1985). A short introduction to functional grammar. London: Edward Arnold.

Halliday, M. A. K. & Matteriessen, C. (2004). An introduction to functional grammar (3rd Ed.). London: Edward Arnold.

Owocki, G. (2001). Make way for literacy: Teaching the way young children learn. USA: Heinemann.

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th Ed.). Boston: Pearson.

Tracey, D. H. & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. New York: Guilford Press.

Vukelich, C., Christie, J. & Enz, B. (2002). Helping young children learn language and literacy. Massachusetts, USA: Allyn & Bacon.

Wilson, L., Malmgren, D., Ramage, S. & Schulz, L. (1991). An integrated approach to learning. Melbourne, Australia: Thomas Nelson Aus.


| 32

Appendix #3

Senses Activity Cards:

Hearing

Sight

Touch

Smell

Taste


| 33

Appendix #4

Persuasive Text Outline

Introduction

Attention Catcher: _________________________________________________ ________________________________________________________________ Position (Thesis): __________________________________________________ ________________________________________________________________ Main Point #1: ____________________________________________________ Main Point #2: ____________________________________________________ Main Point #3: ____________________________________________________

Body Paragraph #1

Position + Main Point #1: ___________________________________________ ________________________________________________________________

• ______________________________________________________________________________________________________________________

• ______________________________________________________________________________________________________________________

• ______________________________________________________________________________________________________________________

Body Paragraph #2


• ______________________________________________________________________________________________________________________

• ______________________________________________________________________________________________________________________

• ______________________________________________________________________________________________________________________


| 34

Appendix #4

Body Paragraph #3


• ______________________________________________________________________________________________________________________

• ______________________________________________________________________________________________________________________

• ______________________________________________________________________________________________________________________

Conclusion

Restate Position: __________________________________________________ ________________________________________________________________ Main Point #1: ____________________________________________________ Main Point #2: ____________________________________________________ Main Point #3: ____________________________________________________ Closure Statement: ________________________________________________ ________________________________________________________________


| 35

Appendix #5


| 36

Appendix #6

Modality Word Sort:

Words High Modality Low Modality must

might

no

may

could

can’t

should

would

can

doesn’t

will

won’t

shall

does

yes

possible

definite

certainly

probably

definitely


| 37

Appendix #7

Modality Sentence Examples:

Rewrite each sentence so it demonstrates a high level of modality.

1. After the removal of their children, Aboriginal families were probably upset.

_________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________

2. The consequences of not having a culture that is recognised by all Australians might have a serious impact.

_________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________

3. The most helpful contribution towards reconciliation could have been Prime Minister Kevin Rudd’s Apology in 2008.

_________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________

4. In ‘closing the gap’, I should treat all Indigenous and Non-Indigenous Australians equally.

_________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________

5. Your Turn! Create your own high modality sentence below.

_________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________


| 38

Appendix #8

Modality Flashcard Examples for ESL Learners:

must might

no

may

definitely probably

definite

certainly

possible

yes

will

should

does

doesn’t

can’t

shall

can

could

won’t

would


| 39

Appendix #9


| 40

Appendix #9


| 41

Appendix #10

Flashcard Examples:

Aboriginals abused by

Europeans.

Supporters scream for

equality.

Parents lost their children.

Disagreement closes

mission.

One hundred Aboriginals

slaughtered by troops.

Tears of sadness over

separation.

Crowd roars after Mado’s

decision.

Split families trauma blots

our history.

A boy’s lonely road to

kinship.

Lack of equality creates

problems.

Taken without a goodbye.

Friendships are precious.

overview of unit plan unit title year level time and ... · overview of unit plan ... abstract...

Documents