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OneSchoolUnit Plan

Name: Unit 1 - English Year 5 (V8)Duration: 8 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: English

Unit Plan

Examining and creating fantasy textsIn this unit, students listen to, read and interpret a novel from the fantasy genre showing understanding of character development in relation to plot and setting. They demonstrate the ability to analyse the development of a main character through a written response. They create the first chapter of a fantasy novel, depicting contrasting fantasy characters in relation to setting and plot.

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 34

Unit Plan Plan Name: Unit 1 - English Year 5 (V8)

Year: 5Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment Task Summary Type Learning Areas Status Date

Imaginative response (Yr 05)Students write the first chapter of a fantasy novel, creating a ‘good’ and ‘evil’ character, and establish setting.

Written English Unscheduled

Character analysis (Yr 05)Students analyse how a character is represented by the author in a fantasy novel.

Monitoring English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Fantasy stories Fantasy novels Written responses to fantasy

texts Features that create characters Author’s point of view Assessment

Resources Attachments Plan Resource Bank

Assessment Written - Imaginative response (Yr 05) Monitoring - Character analysis (Yr 05)




Duration: 8 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

Language for interaction

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

Text structure and organisation

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

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)

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)

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)

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)

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

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




Duration: 8 Weeks

Content Descriptions

Language Literature Literacy

Expressing and developing ideas

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

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)

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)

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

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)

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

Creating literature

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Creating texts

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)

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

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)




Duration: 8 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

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 understanding how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity incorporating new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research discussing literary experiences with others, sharing responses and expressing a point of view discussing how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and

plot tension understanding, interpreting and experimeningt with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms,

neologisms and puns creating literary texts that explore students’ own experiences and imagining creating literary texts by developing storylines, characters and settings 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 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) Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614) Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s

individual style (ACELT1616) Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

(ACELT1800) 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: 8 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 Visual knowledge

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

Intercultural understanding Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the 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 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: Imaginative responseAssessment description: Students write the first chapter of a fantasy novel, creating a ‘good’ and ‘evil’ character, and establish setting.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.




Duration: 8 Weeks

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 observations, consultations and samples of student work, for example:

comprehending a fantasy story to understand how an author creates character identifying precise vocabulary and applying it to describe characters, setting and events in a fantasy text writing viewpoints about characters, using paragraphs, complex sentences and starting points of sentences that give prominence to the message analysing the text structures and language features used by an author to create character and influence an audience evaluating the effect of the text structures and language features used by an author to create character and influence an audience using knowledge of text structures and language features to express a point of view and create an imaginative text.

Monitoring taskMonitoring name: Character analysisMonitoring description: Students analyse how a character is represented by the author in a fantasy novel.FeedbackFeedback may relate to text cohesion, writing responses, and identifying and explaining the text structures and language features used by an author to create and develop characters. In this unit this may include:

using text structures and language features in written responses using knowledge of text cohesion and sentence/clause-level grammar while writing interpreting how an author uses precise vocabulary to develop characters forming and communicating points of view about literary texts identifying and explaining the text structures and language features used to create contrasting characters explaining how the author's language choices influence an audience presenting a point of view by justifying the author's language choices recognising that ideas in literary texts can be conveyed from different viewpoints creating an imaginative text and developing characters and setting editing texts to improve content and structure.

Teaching Sequence




Duration: 8 Weeks

Curriculum Plan Topics

Duration Topic

4 Lessons Fantasy stories Lesson 1: Exploring elements of fantasy Lesson 2: Examining language used to represent events Lesson 3: Exploring characterisation Lesson 4: Exploring plot, setting and theme

8 Lessons Fantasy novels Lesson 5: Exploring elements of a fantasy novel Lesson 6: Exploring characterisation in a fantasy novel Lesson 7: Exploring plot, setting and theme Lesson 8: Exploring vocabulary, language features and devices Lesson 9: Exploring starting points of sentences Lesson 10: Writing extended responses Lesson 11: Exploring vocabulary Lesson 12: Making balanced judgments

4 Lessons Written responses to fantasy texts Lesson 13: Planning a text about character representation Lesson 14-15: Drafting a text about character representation Lesson 16: Publishing edited text

7 Lessons Features that create characters Lesson 17: Reviewing the text Lesson 18: Exploring text structures Lesson 19: Exploring language features Lesson 20: Examining vocabulary choices Lesson 21: Examining sentence structures Lesson 22: Writing and evaluating Lesson 23: Creating a character

3 Lessons Author’s point of view Lessons 24-25: Introducing the assessment task




Duration: 8 Weeks

Lesson 26: Justifying characters

6 Lessons Assessment Lessons 27-28: Planning the first chapter of a fantasy novel Lessons 29-30: Drafting the first chapter of a fantasy novel Lessons 31-32: Editing the first chapter of a fantasy novel

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Fantasy stories Topic Duration 4 Lessons

Overview Throughout this lesson series, students will be introduced to fantasy texts through reading and examining elements of a fantasy picture book.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring elements of fantasy

Lesson objectivesStudents will:

Understand structural elements of imaginative fantasy texts and how to present points of view about particular texts.

Evidence of learningCan the student:

Identify the structural elements of fantasy texts? Form points of view about fantasy texts using appropriate

metalanguage?Example learning sequence

Review knowledge of fantasy stories Explore structural elements of a fantasy story Express points of view about literary texts

SpellingDiagnostic assessment.

Resources Text - Baillie, A 1996, DragonQuest, Scholastic, Gosford Supporting learning resource - Teacher tips: Examining and creating fantasy texts

(Part 1) Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Helpful information 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

Supporting learning resource - Introduction to the unit: Examining and creating fantasy texts https://learningplace.eq.edu.au/cx/resources/items/26ab2375-a27a-4e09-b609-17f1d3b5eba5/0/Eng_Y05_U1_SLR_UnitIntro.docx

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 - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

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 - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/93f497b8-7de1-4ef5-b26c-f8104cb62794/0/Eng_Y05_U2_SLR_SuggestedAltResources.docx

Attachments Lesson plan

Lesson 2

Examining language used


Understand how to present and reflect on viewpoints about events in literary texts using vocabulary that is specific to the


(Part 1)




Duration: 8 Weeks

Teaching Sequence




to represent events

text.Evidence of learningCan the student:

Form points of view about events in literary texts and represent these viewpoints using appropriate metalanguage?

Example learning sequence Explore a fantasy text Examine language used to represent fantasy elements Write and share points of view about the quest

SpellingRefer to unit spelling overview for suggested focus area.

Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html




Lesson 3

Exploring characterisation


Understand how to identify and use language that represents characters.

Understand how to form and reflect on viewpoints about characters.


Express a point of view about the representation of characters using appropriate vocabulary?

Example learning sequence Listen to a re-reading of a fantasy text Examine language that builds characterisation Share viewpoints about characters








Lesson 4

Exploring plot, setting and


Understand how to use metalanguage to describe the effects of





Duration: 8 Weeks

Teaching Sequence




themeideas and language features on particular audiences.

Understand how to write a complex sentence to explain relationships between ideas.


Use metalanguage when describing the effects of plot, theme, setting and characterisation on particular audiences?

Record responses by writing complex sentences?Example learning sequence

Analyse a fantasy text and explore plot, setting and theme Explore how plot, setting and theme build characterisation Respond to literature using complex sentences


(Part 1) Slideshow - Understanding sentence structure Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16


Helpful information Sheet - Story themes https://learningplace.eq.edu.au/cx/resources/items/e71d869a-bc49-

431f-a7e6-a6c14ef8bd53/0/Eng_Y05_U1_SH_StoryThemes.docx Supporting learning resource - English metalanguage: Years 3-6






Duration: 8 Weeks

Teaching Sequence

Topic Fantasy novels Topic Duration 8 Lessons

Overview Throughout this lesson series, students will be introduced to fantasy novels through reading and examining elements of a fantasy novel.


Lesson 5

Exploring elements of a fantasy novel


Understand how to present and reflect on viewpoints about characters and events in fantasy texts.


Express points of view about characters and events using metalanguage of literary analysis?

Example learning sequence Read a fantasy novel Explore language used to represent fantasy elements Share points of view


Resources Text - Rodda, E 2000, The forests of silence, Scholastic Australia, Sydney Sheet - Plot, setting and character Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16





Lesson 6

Exploring characterisation in a fantasy novel


Understand how to identify and use precise language used to represent characters.

Understand how to form and reflect on viewpoints about characters.


Use language that represents characters in written viewpoints?Example learning sequence

Review previous chapters of a fantasy novel Examine language that builds characterisation Write and share viewpoints about characters


Resources Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Sheet - Plot, setting and character Supporting learning resource - Character trait word list Supporting learning resource - Teacher tips: Examining and creating fantasy texts






Lesson 7 Lesson objectives Resources




Duration: 8 Weeks

Teaching Sequence




Exploring plot, setting and theme

Students will: Understand how to use metalanguage to describe the effects of

ideas and language features on particular audiences. Understand how to write a complex sentence to express the

relationship between ideas.Evidence of learningCan the student:

Use metalanguage to describe the effects of plot, theme, setting and characterisation on particular audiences?

Write complex sentences to express the relationship between ideas?

Example learning sequence Continue reading a fantasy novel to explore the plot, setting and

theme of the story Explore how plot, setting and theme build characterisation Respond to literature using complex sentences


Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Sheet - Plot, setting and character Sheet - Story themes Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16




Slideshow - Understanding sentence structure https://learningplace.eq.edu.au/cx/resources/items/29861257-bee6-4cc2-ba62-df9398309787/0/Eng_Y05_U1_SS_UnderstandingSentenceStructure.pptx


Lesson 8

Exploring vocabulary, language features and devices


Understand ways authors use imagery to describe characters, setting and events in a story.

Understand how to write sentences using specific vocabulary and language devices to enhance characterisation, setting and story events.


Identify the use of imagery in the story? Identify precise vocabulary and apply it to describe characters,

setting and events in a fantasy text?Example learning sequence

Re-read previously read chapters of a fantasy novel

Resources Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16








Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Examine precise vocabulary Identify language features and devices Write sentences applying knowledge of precise vocabulary and

language devicesSpellingRefer to unit spelling overview for suggested focus area.

Lesson 9

Exploring starting points of sentences


Understand that the starting point of a sentence gives prominence to the message in the text.


Identify the starting point of a sentence? Recognise the ideas placed in the most prominent position?

Example learning sequence Read the next two chapters of a fantasy novel Examine the starting points of sentences Compare starting points of sentences Write sentences using powerful ‘starting points’


Resources Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Sheet - How Endon’s character is represented in Part 1 of The forests of silence Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16





Lesson 10

Writing extended responses


Understand the purpose of the starting point of a sentence is to give prominence to the message in the text.


Explain how the starting point of a sentence gives prominence to the message in a text?

Example learning sequence





Slideshow - Understanding sentence structure https://learningplace.eq.edu.au/cx/resources/items/29861257-bee6-4cc2-ba62-




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Review the previously read chapters of a fantasy novel Examine starting points of sentences Examine complex sentences Write and share viewpoints about character behaviours


df9398309787/0/Eng_Y05_U1_SS_UnderstandingSentenceStructure.pptx


Lesson 11

Exploring vocabulary


Understand how authors use carefully selected vocabulary to represent characters.

Understand how to present viewpoints about characters.Evidence of learningCan the student:

Identify and use language that represents characters?Example learning sequence

Read the next chapter of a fantasy novel Examine vocabulary used in character and story development Write viewpoints about characters


Resources Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Sheet - Plot, setting and character Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16





Lesson 12

Making balanced judgments


Understand how to question, discuss and make balanced judgments about characters.

Understand that the starting point of a sentence gives prominence to the message in a text.


Make balanced judgments about characters? Use the starting points of sentences to give prominence to the

message in the text?

Resources Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Sheet - Plot, setting and character Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16




Slideshow - Understanding sentence structure https://learningplace.eq.edu.au/cx/resources/items/29861257-bee6-4cc2-ba62-




Duration: 8 Weeks

Teaching Sequence




Example learning sequence Review use of precise vocabulary Make balanced judgments about character actions Write and share judgments about characters


df9398309787/0/Eng_Y05_U1_SS_UnderstandingSentenceStructure.pptx





Duration: 8 Weeks

Teaching Sequence

Topic Written responses to fantasy texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will use text structures and language features to analyse and present viewpoints about a main character.


Lesson 13

Planning a text about character representation


Understand how authors use language to represent characters. Understand how to plan paragraphs, considering starting points of

sentences and use of complex sentences.Evidence of learningCan the student:

Identify and use language that represents characters? Use complex sentences and organise the starting points of

sentences in a written paragraph?Example learning sequence

Review elements of the fantasy novel Explore and write about the way characters are represented Plan a character analysis (Part A)


Resources Monitoring task - Character analysis Monitoring task - Character analysis: Model response Monitoring task - Plan for task: Character analysis Monitoring task - Plan for task: Character analysis - Sample response Text - Rodda, E 2000, The forests of silence, Scholastic Australia, Sydney Sheet - How Endon’s character is represented in Part 1 of The forests of silence Sheet - Plot, setting and character Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16






Lessons 14-15

Drafting a text about character representation


Understand how to draft a text, presenting a viewpoint about characters.


Draft a text that presents a viewpoint about characters?Example learning sequence

Review elements of a fantasy novel Explore dilemmas characters face Draft character analysis (Part B) Edit and proofread drafted text

Resources Monitoring task - Character analysis Monitoring task - Character analysis: Model response Monitoring task - Plan for task: Character analysis Monitoring task - Plan for task: Character analysis - Sample response Text - Rodda, E 2000, The forests of silence, Scholastic Australia, Sydney Sheet - Plot, setting and character Sheet - How Endon’s character is represented in Part 1 of The forests of silence Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16






Duration: 8 Weeks

Teaching Sequence

Topic Written responses to fantasy texts Topic Duration 4 Lessons

Overview Throughout this lesson series, students will use text structures and language features to analyse and present viewpoints about a main character.






Lesson 16

Publishing edited text


Understand how to use text structures and language features to present viewpoints about a main character.


Use text structures and language features to present viewpoints about a main character?

Example learning sequence Publish character analysis (Part C)


Resources Monitoring task - Character analysis Monitoring task - Character analysis: Model response Monitoring task - Plan for task: Character analysis Monitoring task - Plan for task: Character analysis - Sample response Text - Rodda, E 2000, The forests of silence, Scholastic Australia, Sydney Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16








Duration: 8 Weeks

Teaching Sequence

Topic Features that create characters Topic Duration 7 Lessons

Overview Throughout this lesson series, students will read and comprehend a fantasy story to identify and explain the text structures and language features used by the author to create a character.


Lesson 17

Reviewing the text


Understand that ideas in literary texts are conveyed by a narrative point of view.

Understand that comprehension strategies can be used to analyse information, integrating and linking ideas.

Understand how texts vary in purpose, structure and topic.Evidence of learningCan the student:

Explain how the ideas in a literary text influence the reader? Link ideas across information? Identify the purpose and explain the structure of the text?

Example learning sequence Review the text Identify author’s purpose Explore narrative point of view Read the next part of fantasy text


Resources Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Supporting learning resource - Teacher tips: Examining and creating fantasy texts






Lesson 18

Exploring text structures


Understand how to apply text processing strategies - monitoring meaning and predicting.

Understand the author’s choice of text structures that meet the purpose of the text.

Understand the sequences of images and their effect on audience interpretation.


Apply text processing strategies? Identify and explain text structures that meet the purpose of the









Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcestext?

Explain sequences of images and their effect on audience interpretation?

Example learning sequence Navigate the text Explore text structure Use metalanguage Read the next part of fantasy text



Lesson 19

Exploring language features


Understand how noun groups/phrases and adjective groups/phrases provide a fuller and more precise description of the person, place, thing or idea.

Understand the link between description of character and author purpose.


Identify noun groups/phrases and adjective groups/phrases and explain the effect of precise vocabulary?

Explain the link between the description of character and author purpose?

Use metalanguage and give an opinion on the effectiveness of the language features?

Example learning sequence Record character traits Explore noun and adjective groups Explore author’s purpose Create characters Read the next part of fantasy text






Supporting learning resource - Character trait word list https://learningplace.eq.edu.au/cx/resources/items/8da7901f-8d9e-4b42-9f7b-9b9ba77e5cfd/0/Eng_Y05_U1_SH_CharacterTraitWordlist.docx





Duration: 8 Weeks

Teaching Sequence





Lesson 20

Examining vocabulary choices


Understand the use of vocabulary to express greater precision of meaning.

Understand the link between description of character and author purpose.

Understand the author’s choice of language devices that are effective and meet the purpose of the text.


Use metalanguage to identify and explain the effectiveness and purpose of language devices and precise vocabulary?

Example learning sequence Explore language features - precise vocabulary Explore language features - simile, metaphor and personification Create characters Read the next part of fantasy text








Lesson 21

Examining sentence structures


Understand the author’s choice of text structures that meet the purpose of the text.

Understand the use of subordinate clauses. Understand that the starting point of a sentence gives prominence

to the message in the text, including the description of characters.Evidence of learningCan the student:

Identify and explain text structures that meet the purpose of the



https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.htmls


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




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcestext?

Manipulate subordinate clauses? Identify and explain the effect of starting points of sentences that

create character?Example learning sequence

Examine starting points of sentences Review complex sentences Explore different viewpoints Write paragraphs


6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 22

Writing and evaluating


Understand that the description of character is connected to the author’s purpose.

Understand how to use metalanguage to evaluate the effectiveness of the text structures and language features that build character.


Use metalanguage to explain the link between a description of a character and the author's purpose?

Example learning sequence Compile a description of a character Write an evaluation of a character








Lesson 23

Creating a


Understand how to create a character using text structures, language features and stylistic features of fantasy texts.


(Part 2)




Duration: 8 Weeks

Teaching Sequence




character Evidence of learningCan the student:

Create a character using text structures, language features and stylistic features of fantasy texts?

Example learning sequence Create a character Edit descriptions









Duration: 8 Weeks

Teaching Sequence

Topic Author’s point of view Topic Duration 3 Lessons

Overview Throughout this lesson series, students will analyse a model response to understand how authors use text structures and language features to create fantasy characters.


Lessons 24-25

Introducing the assessment task


Understand and explain how authors create characters using text structures and language features.


Identify salient text structures and language features in a model response?

Identify contrasting characters in a model response?Example learning sequence

Understand the assessment task Examine and analyse a model response Examine text structures and language features in a fantasy text Write as an author


Resources Assessment task - Imaginative response Assessment task - Imaginative response: Model response Assessment task - Plan for task: Imaginative response Assessment task - Plan for task: Imaginative response - Sample response Text - Rodda, E 2000, The forests of silence, Scholastic, Sydney Slideshow - Language features of effective imaginative literary texts Supporting learning resource - Teacher tips: Examining and creating fantasy texts



Helpful information Sheet - Text connectives https://learningplace.eq.edu.au/cx/resources/items/e236dc2a-

0529-46ea-9597-9f5b9cda0171/0/Eng_SH_Y05-10_TextConnectives.docx Supporting learning resource - English metalanguage: Years 3-6



Lesson 26

Justifying characters


Understand the author’s choice of text structures and language features that meet the purpose of the text.

Use stylistic features of fantasy novels to create fantasy characters and settings.


Use metalanguage to describe how text structures and language features meet the purpose of the text?

Use stylistic features of fantasy novels to create compelling fantasy characters and settings?



Helpful information Slideshow - Language features of effective imaginative literary texts

https://learningplace.eq.edu.au/cx/resources/items/931a41a7-3c67-43bb-8552-5b4c87b33098/0/Eng_Y05_U2_SS_LangFeatImagLitTexts.pptx

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




Duration: 8 Weeks

Teaching Sequence

Topic Author’s point of view Topic Duration 3 Lessons

Overview Throughout this lesson series, students will analyse a model response to understand how authors use text structures and language features to create fantasy characters.


Example learning sequence Plan a short written response Write in the fantasy genre






Duration: 8 Weeks

Teaching Sequence

Topic Assessment Topic Duration 6 Lessons

Overview Throughout this lesson series, students will plan and draft the first chapter of a fantasy novel, using text structures and language features to create contrasting characters and develop a series of events leading to a complication.


Lessons 27-28

Planning the first chapter of a fantasy novel

Assessment purposeTo write the first chapter of a fantasy novel, creating a ‘good’ and ‘evil’ character, and establish setting.Example assessment sequence

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

standards A-E Conduct the assessment


Resources Assessment task - Imaginative response Assessment task - Imaginative response: Model response Assessment task - Plan for task: Imaginative response Assessment task - Plan for task: Imaginative response - Sample response Spelling - Spelling overview Year 5 Unit 1: Lessons 17-32



Lessons 29-30

Drafting the first chapter of a fantasy novel











Duration: 8 Weeks

Teaching Sequence

Topic Assessment Topic Duration 6 Lessons

Overview Throughout this lesson series, students will plan and draft the first chapter of a fantasy novel, using text structures and language features to create contrasting characters and develop a series of events leading to a complication.


Lessons 31-32

Editing the first chapter of a fantasy novel




SpellingRefer to unit spelling overview for suggested focus area (Lesson 31).Conduct a unit post-test (Lesson 32).



Spelling - Spelling unit post-test Year 5 Unit 1: Lesson 32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html





Duration: 8 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachment*

Sequence - Fantasy stories Lesson plan - Eng_Y05_U1_LP_01.docx

Lesson plan - Eng_Y05_U1_LP_02.docx


Lesson plan - Eng_Y05_U1_LP_04.docx Sequence - Fantasy novels Lesson plan - Eng_Y05_U1_LP_05.docx







Lesson plan - Eng_Y05_U1_LP_12.docx Sequence - Written responses to fantasy texts


Lesson plan - Eng_Y05_U1_LP_14_15.docx

Lesson plan - Eng_Y05_U1_LP_16.docx Sequence - Features that create characters






Duration: 8 Weeks






Lesson plan - Eng_Y05_U1_LP_23.docx Sequence - Author’s point of view Lesson plan - Eng_Y05_U1_LP_24_25.docx

Lesson plan - Eng_Y05_U1_LP_26.docx Sequence - Assessment Lesson plan - Eng_Y05_U1_LP_27_28.docx

Lesson plan - Eng_Y05_U1_LP29_30.docx

Lesson plan - Eng_Y05_U1_LP31_32.docx Sequence Sheet - How Endon’s character is represented in Part 1 of The forests of silence

Sheet - Plot, setting and character

Sheet - Story themes Sheet - Text connectives https://learningplace.eq.edu.au/cx/resources/items/e236dc2a-0529-46ea-9597-9f5b9cda0171/0/Eng_SH_Y05-10_TextConnectives.docx

Slideshow - Language features of effective imaginative literary texts

Slideshow - Understanding sentence structure Spelling - Spelling overview Year 5 Unit 1: Lessons 1-16 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html





Duration: 8 Weeks


Spelling - Spelling unit post-test Year 5 Unit 1: Lesson 32 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

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 - Character trait word list 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

Supporting learning resource - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - Introduction to the unit: Examining and creating fantasy texts https://learningplace.eq.edu.au/cx/resources/items/26ab2375-a27a-4e09-b609-17f1d3b5eba5/0/Eng_Y05_U1_SLR_UnitIntro.docx

Supporting learning resource - Teacher tips: Examining and creating fantasy texts (Part 1)

Supporting learning resource - Teacher tips: Examining and creating fantasy texts (Part 2) Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Text - Baillie, A 1996, DragonQuest, Scholastic, Gosford

Text - Rodda, E 2000, The forests of silence, Scholastic Australia, Sydney

Assessment Planner - Character analysis

Monitoring task - Eng_Y05_U1_MT_CharacterAnalysis.docx

Monitoring task - Eng_Y05_U1_MT_MR_CharacterAnalysis.docx

Monitoring task - Eng_Y05_U1_MT_PlanForTask.docx

Monitoring task - Eng_Y05_U1_MT_PlanForTask_Sample.docx Assessment Planner - Imaginative response

Assessment task - Eng_Y05_U1_AT_ImaginativeResponse.docx

Assessment task - Eng_Y05_U1_AT_MR_ImaginativeResponse.docx

Assessment task - Eng_Y05_U1_AT_PlanForTask.docx




Duration: 8 Weeks


Assessment task - Eng_Y05_U1_AT_PlanForTaskSample.docx Assessment Assessment task - Imaginative response

Assessment task - Imaginative response: Model response

Assessment task - Plan for task: Imaginative response

Assessment task - Plan for task: Imaginative response - Sample response

Monitoring task - Character analysis

Monitoring task - Character analysis: Model response

Monitoring task - Plan for task: Character analysis

Monitoring task - Plan for task: Character analysis - Sample response




Duration: 8 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Imaginative response (Yr 05)Type Written

Date

Description Students write the first chapter of a fantasy novel, creating a ‘good’ and ‘evil’ character, and establish setting.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Use language features to show how ideas can be extended.Demonstrate understanding of grammar.Select specific vocabulary and use accurate spelling and punctuation.

Create an imaginative text for purpose and audience.Edit work for cohesive structure and meaning.

A ◄Makes deliberate use of figurative language (e.g. simile, metaphor, personification) to develop and enhance description of characters, setting and events.

◄ Creates a cohesive narrative text that maintains a consistent point of view.

B ◄Develops specific ideas that reflect fantasy settings and characters, including character traits.Expands ideas about characters and setting using nouns and noun groups.

◄ Uses a variety of sentence beginnings to engage the reader.

C ◄Uses language features to show how ideas can be extended.Demonstrates understanding of grammar.Selects specific vocabulary and uses accurate spelling and punctuation.

◄Creates an imaginative text for purpose and audience.Edits work for cohesive structure and meaning.

D ◄ Describes characters and events. ◄ Uses narrative text structure.

E ◄ Creates characters and setting. ◄ Writes sentences.




Duration: 8 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.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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