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OneSchoolUnit Plan

Name: Unit 4 - English Year 5 (V8)Duration: 4 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: English

Unit Plan

Appreciating poetryIn this unit, students listen to, read and view a range of poetry, including, anthems, odes and other lyric poems from different contexts. They will interpret and evaluate poems, analysing how text structures and language features have been constructed by the poet, for specific purposes and effects.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 26

Unit Plan Plan Name: Unit 4 - English Year 5 (V8)

Year: 5Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Poetry analysis (Yr 05)Students write a poetry analysis, explaining the topic, purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.

Informative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Forms of poetry Poetry analysis Analysis of a poem

Resources Attachments Plan Resource Bank

Assessment Informative response - written - Poetry

analysis (Yr 05)




Duration: 4 Weeks

Australian Curriculum

English - Year 5

Year 5 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Content Descriptions

Language Literature Literacy

Expressing and developing ideas

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Interacting with others Use interaction skills, for example

paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Creating texts Develop a handwriting style that is becoming

legible, fluent and automatic (ACELY1706) Plan, draft and publish imaginative, informative

and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Responding to literature

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)




Duration: 4 Weeks

Language for interaction

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Language variation and change

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Phonics and word knowledge

Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829)

Text structure and organisation

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

Re-read and edit student's own and others' work using agreed criteria for text structures and language features (ACELY1705)

Interpreting, analysing, evaluating Identify and explain characteristic text

structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Texts in context Show how ideas and points of view in texts are

conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Examining literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience understanding how texts are made cohesive through the use of linking devices including pronoun reference and text connectives understanding that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases incorporating new vocabulary from a range of sources into students' own texts, including vocabulary encountered in research making connections between the ways different authors may represent similar storylines, ideas and relationships, using metalanguage to describe the effects of ideas, text structures

and language features of literary texts using metalanguage to describe the effects of ideas, text structures and language features of literary texts understanding, interpreting and experimenting with a range of devices and deliberate word play in poetry and other literary texts, e.g. nonsense words, spoonerisms, neologisms and

puns identifying characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text planning, drafting and publishing imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating

increasing control over text structures and language features re-reading and editing for meaning by adding, deleting or moving words or word groups to improve content and structure.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

(ACELT1613) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to

purpose and audience (ACELY1714) Re-read and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1715)




Duration: 4 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge

Numeracy Recognising and using patterns and relationships

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical




Duration: 4 Weeks

approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Poetry analysisAssessment description: Students write a poetry analysis, explaining the topic, purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

comprehending subject matter of different forms of poems, including topic and form identifying examples of text structures used to construct meaning in poems, such as verses/stanzas, lines, rhyming patterns, rhythm and punctuation identifying language features used for purpose and effect in poems, such as poetic devices (imagery and sound devices), precise vocabulary and noun groups recording information about different poems, including text structure, language features, purpose and audience comprehending social, cultural and historical contexts in poems creating short written responses, using metalanguage to describe opinions of poems and effects of poems on an audience.

FeedbackFeedback may relate to reading and writing. In this unit this may include:

reading strategies to understand, interpret and analyse poems understanding the effect of text structures and language features of poems understanding and reflection of the social, cultural and historical contexts in poems understanding the effect of text structures and language features of a written poetry analysis planning, drafting and creating a poetry analysis.

Teaching Sequence

Curriculum Plan Topics

Duration Topic




Duration: 4 Weeks

8 Lessons Forms of poetry Lesson 1: Sharing opinions about poetry Lesson 2: Examining text structures in poetry Lesson 3: Examining an ode Lesson 4: Comparing odes Lessons 5-6: Examining and analysing anthems Lesson 7: Examining lyric poems Lesson 8: Analysing lyric poetry

3 Lessons Poetry analysis Lessons 9-10: Writing an analysis Lesson 11: Sharing personal responses

5 Lessons Analysis of a poem Lesson 12: Comprehending a poem Lesson 13: Interpreting and evaluating a poem Lesson 14: Drafting a poetry analysis Lesson 15: Editing and publishing a poetry analysis Lesson 16: Sharing a poetry analysis

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Forms of poetry Topic Duration 8 Lessons

Overview Throughout this lesson series, students will explore, compare and create different forms of poems. They will understand how poets use text structures and language features to construct meaning

Lessons Teaching and Learning Sequence Resources

Lesson 1

Sharing opinions about poetry

Lesson objectivesStudents will:

Understand the purpose and effect of language features in poetry, such as poetic devices and precise vocabulary.

Evidence of learningCan the student:

Identify and define distinguishing language features of different poems?

Example learning sequence Understand prior knowledge of poetry Define terms related to poetry Examine language features of poems Understand how to give opinions about a poem

SpellingRefer to unit spelling overview for suggested focus area.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Sheet - Analysing and evaluating poems Sheet - The language of poetry Supporting learning resource - Teacher tips: Forms of poetry Spelling - Year 5 Unit 5 Spelling overview

Helpful information Supporting learning resource - Introduction to the unit: Appreciating poetry

https://learningplace.eq.edu.au/cx/resources/items/4a5b6e91-4e08-4c78-b4fb-54b8d89eb80d/0/Eng_Y05_U4_SLR_UnitIntro.docx

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/90e3e2da-580a-4a49-9773-a601938968ab/0/Eng_Y05_U5_SLR_AlternativeResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Attachments Lesson plan

Lesson 2

Examining text structures in


Understand the metalanguage used to describe the text structures





Duration: 4 Weeks

Teaching Sequence




poetryof a poem.

Understand how to identify text structures in a range of poems and their purpose and effect in poetry.


Identify the distinguishing text structures in a range of poems? Give opinions about poems, justifying reasons for responses?

Example learning sequence Review elements of poems Examine text structures of poems Write complex sentences about own opinion of a poem


Sheet - Analysing and evaluating text structure in poems Supporting learning resource - Teacher tips: Forms of poetry Spelling - Year 5 Unit 5 Spelling overview

Helpful information Supporting learning resource - Aboriginal & Torres Strait Islander histories and

cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/90e3e2da-580a-4a49-9773-a601938968ab/0/Eng_Y05_U5_SLR_AlternativeResources.docx




Lesson 3

Examining an ode


Understand how text structures and language features construct meaning in a specific ode.

Understand the effect of an ode on an audience.


Identify text structures and language features of an ode? Write an opinion about the effect of an ode on an audience?

Example learning sequence Review the form of an ode Discuss the ode and its meaning Review the use of possessive apostrophes

Resources Find and prepare a selection of odes through search engines and poetry

anthologies Supporting learning resource - Teacher tips: Forms of poetry Sheet - 'For the fallen' by Laurence Binyon Sheet - Interpreting 'For the fallen' by Laurence Binyon Spelling - Year 5 Unit 5 Spelling overview

Helpful informationNote: Prior to using these websites, review the content to ensure suitability for your class and school community context.

Website - The winnowing fan: poems on the Great War (Go to 'For the fallen' on page 28) (University of Toronto - Robarts Library) https://archive.org/details/winnowingfanpoem00binyuoft

Website - Words of remembrance (ANZAC Day Commemoration Committee (Queensland) Incorporated) https://anzacday.org.au/words-of-remembrance

Website - Ode poems - Poems for ode (Poem Hunter)




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Write an opinion about the significance of the ode to the audience


http://www.poemhunter.com/poems/ode/ Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 4

Comparing odes


Understand that purpose and audience of odes influence choices in text structures and language features, creating specific effects.

Understand how meaning is conveyed through homophones.Evidence of learningCan the student:

Identify text structures and language features that create tone and mood in poems?

Identify the inferred meaning of homophones?Example learning sequence

Review mood and tone in poetry Compare the mood and tone in two odes Review homophones in a poem


Resources Find and prepare odes through search engines and poetry anthologies Sheet - Ode to my computer (or A study in homophones) Supporting learning resource - Ode to my computer (or A study in homophones):

Sample response Supporting learning resource - Teacher tips: Forms of poetry Sheet - 'For the fallen' by Laurence Binyon Spelling - Year 5 Unit 5 Spelling overview


Website - For the fallen (Commonwealth of Australia)http://www.army.gov.au/our-history/traditions/for-the-fallen

Website - Ode poems - poems for ode (Poem Hunter)http://poemhunter.com/poems/ode/

Website - Ode to my socks - poem by Pablo Neruda (Poem Hunter)http://www.poemhunter.com/poem/ode-to-my-socks/

Sheet - Writing an ode https://learningplace.eq.edu.au/cx/resources/items/5b74eb33-5389-49d1-b316-c308bf3c9867/0/Eng_Y05_U5_SH_WritingAnOde.docx



Lessons 5-6

Examining and


Understand the form and purpose of an anthem.

Resources Sheet - Comparing national anthems Supporting learning resource - Advance Australia Fair




Duration: 4 Weeks

Teaching Sequence




analysing anthems

Understand how to interpret and evaluate use of text structures and language features for purpose/effect in an anthem.


Annotate a national anthem to identify structures and language used for purpose and effect?

Interpret and evaluate aspects of a specific national anthem?Example learning sequence

Review prior knowledge of anthems Discuss features of national anthems Write complex sentences about national anthems Understand the influence of contexts in which national anthems

have been written Analyse and evaluate a national anthem


Supporting learning resource - Interpreting Advance Australia Fair Supporting learning resource - Teacher tips: Forms of poetry Spelling - Year 5 Unit 5 Spelling overview


Website - National anthems info (nationalanthems.info)http://www.nationalanthems.info/

Website - Advance Australia Fair and Peter Dodds McCormick (Waverley Council) http://www.waverley.nsw.gov.au/__data/assets/pdf_file/0003/8661/Advance_Australia_Fair_and_Peter_Dodd_McCormick.pdf

Website - Australia in the 1870s (Australian Children's Television Foundation and Education Services Australia) http://www.myplace.edu.au/decades_timeline/1870/decade_landing_13.html?tabRank=2

Website - Kutju Australia: An Australian translation of Advance Australia Fair - Teacher notes (Education Services Australia Limited) http://www.tedegan.com.au/docs/KutjuTeacherNotes.pdf

Website - Rhyme zone (Datamuse) http://www.rhymezone.com/?loc=bar Website - Free rhyming dictionary (WriteExpress Corporation) http://www.rhymer.com/ Website - Online rhyming dictionary for poetry and songwriting (WriteExpress

Corporation) http://www.writeexpress.com/online2.html Sheet - Write an anthem for your school

https://learningplace.eq.edu.au/cx/resources/items/8367a87b-d11e-420b-9fdf-8072c07b50d2/0/Eng_Y05_U5_SH_WriteSchoolAnthem.docx



Lesson 7

Examining lyric poems


Understand how to identify and interpret text structures and language features of lyric poems.

Understand how to experiment with sentence structures to explain


Sheet - Mother Earth Supporting learning resource - Mother Earth: Annotated




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesaspects of lyric poems.


Identify and interpret text structures and language features of lyric poems?

Experiment with sentence structures to explain aspects of lyric poems?

Example learning sequence Discuss lyric poetry Comprehend and identify features in lyric poems Construct sentences to explain meaning in poems


Sheet - Interpreting and evaluating a poem Sheet - Constructing sentences Supporting learning resource - Teacher tips: Forms of poetry Spelling - Year 5 Unit 5 Spelling overview

Helpful information Website - Lyric poems - poems for lyric (Poem Hunter)

http://www.poemhunter.com/poems/lyric/ Supporting learning resource - Yarning circles

https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf





Lesson 8

Analysing lyric poetry


Understand how to analyse and evaluate purpose and effect of text structures and language features in a lyric poem.

Understand how to construct a paragraph analysing specific aspects of a lyric poem.


Analyse and evaluate purpose and effect of use of text structures and language features in a lyric poem?


Sheet - Analysing purpose and effect in poems Sheet - Poetry analysis: Writing paragraphs Sheet - Paragraph editing checklist Spelling - Year 5 Unit 5 Spelling overview

Helpful information Website - Lyric poems - poems for lyric (Poem Hunter)

http://www.poemhunter.com/poems/lyric/




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Construct a paragraph analysing specific aspects of a lyric poem?

Example learning sequence Revise aspects of a lyric poem Interpret and evaluate meaning in a lyric poem Construct a paragraph analysing meaning in a poem


Sheet - Writing lyric poetry https://learningplace.eq.edu.au/cx/resources/items/df537225-c533-4d96-be10-449b46708689/0/Eng_Y05_U5_SH_WritingLyricPoetry.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf








Duration: 4 Weeks

Teaching Sequence

Topic Poetry analysis Topic Duration 3 Lessons

Overview Throughout this lesson series, students will read and comprehend an example written poetry analysis and understand the text structures and language features required for an analysis. Students will then write a written poetry analysis and share their responses with a peer, to give and receive feedback, using agreed criteria.


Lessons 9-10

Writing an analysis


Understand the purpose and text structure of a written analysis. Understand how to organise notes and planning into structured

paragraphs.Evidence of learningCan the student:

Construct a written analysis from notes?Example learning sequence

Read and comprehend a poetry analysis of a familiar poem Jointly plan a written poetry analysis Collaboratively draft a written poetry analysis Edit a written poetry analysis



Supporting learning resource - Advance Australia Fair Supporting learning resource - Example written analysis of a poem Sheet - Mother Earth Sheet - Planning template for analysing a poem Supporting learning resource - Interpreting and evaluating a poem (Answers) Supporting learning resource - Teacher tips: Poetry analysis Spelling - Year 5 Unit 5 Spelling overview

Helpful information Supporting learning resource - Mother Earth: Annotated

https://learningplace.eq.edu.au/cx/resources/items/76be3584-de9f-4547-8355-d8869913289a/0/Eng_Y05_U5_SLR_MotherEarth_Annotated.docx





Lesson 11

Sharing personal responses


Understand how to follow agreed criteria to review own and others' work.

Understand how to respond to others' viewpoints.

Resources Sheet - Checklist for evaluating a poetry analysis Supporting learning resource - Teacher tips: Poetry analysis Spelling - Year 5 Unit 5 Spelling overview

Helpful information




Duration: 4 Weeks

Teaching Sequence

Topic Poetry analysis Topic Duration 3 Lessons

Overview Throughout this lesson series, students will read and comprehend an example written poetry analysis and understand the text structures and language features required for an analysis. Students will then write a written poetry analysis and share their responses with a peer, to give and receive feedback, using agreed criteria.



Objectively review a written poetry analysis, giving constructive feedback based on agreed criteria?

Receive constructive feedback on their written poetry analysis?Example learning sequence

Discuss how to review a written analysis of a poem Review own written analysis of a poem Review a written analysis of a poem written by a peer Revise the written analysis with editing suggestions







Duration: 4 Weeks

Teaching Sequence

Topic Analysis of a poem Topic Duration 5 Lessons

Overview Throughout this lesson series, students will analyse a poem for the poetry analysis assessment task and share responses with peers.


Lesson 12

Comprehending a poem

Assessment purposeTo write a poetry analysis, explaining the topic, purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment


Resources Assessment task - Poetry analysis Assessment task - Poetry analysis: Model response Assessment task - Plan for task: Poetry analysis Assessment task - Plan for task: Poetry analysis - Sample response Spelling - Year 5 Unit 5 Spelling overview

Helpful information Supporting learning resource - English metalanguage: Years 3-6



Lesson 13

Interpreting and evaluating a poem









Lesson 14

Drafting a poetry analysis

Assessment purposeTo write a poetry analysis, explaining the topic, purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.

Resources Assessment task - Poetry analysis Assessment task - Poetry analysis: Model response Assessment task - Plan for task: Poetry analysis Assessment task - Plan for task: Poetry analysis - Sample response




Duration: 4 Weeks

Teaching Sequence




Example assessment sequence Understand the assessment Review the Guide to making judgments and understand the



Spelling - Year 5 Unit 5 Spelling overviewHelpful information



Lesson 15

Editing and publishing a poetry analysis









Lesson 16

Sharing a poetry analysis


Understand how to use interaction, speaking and listening skills to participate in giving and receiving feedback about a written poetry analysis.


Objectively review a written poetry analysis, giving constructive feedback based on agreed criteria?

Receive constructive feedback on their written poetry analysis?

Resources Assessment task - Poetry analysis Assessment task - Poetry analysis: Model response Assessment task - Plan for task: Poetry analysis Assessment task - Plan for task: Poetry analysis - Sample response Sheet - Checklist for evaluating a poetry analysis Spelling - Year 5 Unit 4 Unit post-test


https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Discuss how to review a written analysis of a poem Review own written analysis of a poem Review a written analysis of a poem written by a peer Revise the written analysis with editing suggestions

SpellingConduct a unit post-test.

6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx





Duration: 4 Weeks

Resources

Unit Plan Section Resource Attachments*

Sequence - Forms of poetry Lesson plan - Eng_Y05_U4_LP01.docx

Lesson plan - Eng_Y05_U4_LP02.docx



Lesson plan - Eng_Y05_U4_LP05_06.docx



Sequence - Poetry analysis Lesson plan - Eng_Y05_U4_LP09_10.docx


Sequence - Analysis of a poem Lesson plan - Eng_Y05_U4_LP12.docx





Sequence Find and prepare a selection of odes through search engines and poetry anthologies

Sheet - Analysing and evaluating poems




Duration: 4 Weeks


Sheet - Analysing and evaluating text structure in poems

Sheet - Analysing purpose and effect in poems

Sheet - Checklist for evaluating a poetry analysis

Sheet - Comparing national anthems

Sheet - Constructing sentences

Sheet - 'For the fallen' by Laurence Binyon

Sheet - Interpreting and evaluating a poem

Sheet - Interpreting 'For the fallen' by Laurence Binyon

Sheet - Mother Earth

Sheet - Ode to my computer (or A study in homophones)

Sheet - Paragraph editing checklist

Sheet - Planning template for analysing a poem

Sheet - Poetry analysis: Writing paragraphs

Sheet - The language of poetry Sheet - Write an anthem for your schoolhttps://learningplace.eq.edu.au/cx/resources/items/8367a87b-d11e-420b-9fdf-8072c07b50d2/0/Eng_Y05_U5_SH_WriteSchoolAnthem.docx

Sheet - Writing an odehttps://learningplace.eq.edu.au/cx/resources/items/5b74eb33-5389-49d1-b316-c308bf3c9867/0/Eng_Y05_U5_SH_WritingAnOde.docx

Sheet - Writing lyric poetry Spelling - Year 5 Unit 4 Unit post-test




Duration: 4 Weeks


Spelling - Year 5 Unit 5 Spelling overview Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/90e3e2da-580a-4a49-9773-a601938968ab/0/Eng_Y05_U5_SLR_AlternativeResources.docx

Supporting learning resource - Advance Australia Fair Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx


Supporting learning resource - Example written analysis of a poem

Supporting learning resource - Interpreting Advance Australia Fair

Supporting learning resource - Interpreting and evaluating a poem (Answers) Supporting learning resource - Introduction to the unit: Appreciating poetry https://learningplace.eq.edu.au/cx/resources/items/4a5b6e91-4e08-4c78-b4fb-54b8d89eb80d/0/Eng_Y05_U4_SLR_UnitIntro.docx

Supporting learning resource - Mother Earth: Annotated

Supporting learning resource - Ode to my computer (or A study in homophones): Sample response

Supporting learning resource - Teacher tips: Forms of poetry

Supporting learning resource - Teacher tips: Poetry analysis Supporting learning resource - Yarning circleshttps://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Website - Advance Australia Fair and Peter Dodds McCormick (Waverley Council)http://www.waverley.nsw.gov.au/__data/assets/pdf_file/0003/8661/Advance_Australia_Fair_and_Peter_Dodd_McCormick.pdf

Website - Australia in the 1870s (Australian Children's Television Foundation and Education Services Australia)http://www.myplace.edu.au/decades_timeline/1870/decade_landing_13.html?tabRank=2




Duration: 4 Weeks


Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Website - For the fallen (Commonwealth of Australia)http://www.army.gov.au/our-history/traditions/for-the-fallen

Website - Free rhyming dictionary (WriteExpress Corporation) http://www.rhymer.com/

Website - Kutju Australia: An Australian translation of Advance Australia Fair - Teacher notes (Education Services Australia Limited) http://www.tedegan.com.au/docs/KutjuTeacherNotes.pdf

Website - Lyric poems - poems for lyric (Poem Hunter) http://www.poemhunter.com/poems/lyric/

Website - National anthems info (nationalanthems.info) http://www.nationalanthems.info/

Website - Ode poems - Poems for ode (Poem Hunter) http://www.poemhunter.com/poems/ode/

Website - Ode to my socks - poem by Pablo Neruda (Poem Hunter) http://www.poemhunter.com/poem/ode-to-my-socks/

Website - Online rhyming dictionary for poetry and songwriting (WriteExpress Corporation) http://www.writeexpress.com/online2.html

Website - Rhyme zone (Datamuse) http://www.rhymezone.com/?loc=bar

Website - The winnowing fan: poems on the Great War (Go to 'For the fallen' on page 28) (University of Toronto - Robarts Library) https://archive.org/details/winnowingfanpoem00binyuoft

Website - Words of remembrance (ANZAC Day Commemoration Committee (Queensland) Incorporated)https://anzacday.org.au/words-of- remembrance

Assessment Planner - Poetry analysis

Assessment task - Eng_Y05_U4_AT_PoetryAnalysis.docx

Assessment task - Eng_Y05_U4_AT_MR_PoetryAnalysis.docx

Assessment task - Eng_Y05_U4_AT_SH_PoetryAnalysis.docx

Assessment task - Eng_Y05_U4_AT_SH_SR_PoetryAnalysis.docx

Assessment Assessment task - Plan for task: Poetry analysis

Assessment task - Plan for task: Poetry analysis - Sample response




Duration: 4 Weeks


Assessment task - Poetry analysis

Assessment task - Poetry analysis: Model response




Duration: 4 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Poetry analysis (Yr 05)Type Informative response - written

Date

Description Students write a poetry analysis, explaining the topic, purpose and audience of the poem; the tone and mood of the poem; and a personal response to the poem.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive) Creating texts (Productive)

Explains how text structures assist in understanding the text.Understands how language features and vocabulary influences interpretations of characters, settings and events

Analyses and explains literal and implied information from texts. Describes how events, characters and settings in texts are depicted and explains own responses to them.

Creates informative texts.Demonstrates understanding of grammar using a variety of sentence types. Selects specific vocabulary and uses accurate spelling and punctuation. Edits work for cohesive structure and meaning.

A ◄ Uses precise language to examine how choice in text structure and poetic devices meet purpose. ◄

Explains how the poet uses sound devices, imagery and language features to present information, evoke emotion and convey a message.

◄

Makes concise and deliberate vocabulary choices to express greater precision of meaning.Gives prominence to the main idea at the start of sentences.

B ◄Makes conscious choices in use of metalanguage to convey ideas and information to the audience

◄Interprets how language, ideas and choice of content create context and mood, providing examples from the poem.

◄Constructs complex sentences with main and subordinate clauses and conjunctions to write a cohesive response.

C ◄

Explains how text structures assist in understanding the text.Describes how language features and vocabulary influences interpretations of characters, settings and events.

◄

Analyses and explains literal and implied information from texts.Describes how events, characters and settings in texts are depicted and explains own response to them.

◄

Creates an informative text.Demonstrates understanding of grammar using a variety of sentence types.Selects specific vocabulary and uses accurate spelling and punctuation.Edits their work for cohesive structure and meaning.

D ◄ Identifies text structures and language features. ◄ Describes the context of the poem. ◄ Writes paragraphs.

E ◄ Identifies the purpose of the poem. ◄ States the topic of the poem. ◄ Writes statements.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

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