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OneSchoolUnit Plan

Name: Unit 5 - English Year 3 (V8)Duration: 4 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: English

Unit Plan

Examining imaginative textsIn this unit, students listen to, read, view and interpret imaginative texts from different cultures. They comprehend the texts and explore the text structure, language choices and visual features used to suit context, purpose and audience. They create a multimodal imaginative text.

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 25

Unit Plan Plan Name: Unit 5 - English Year 3 (V8)

Year: 3Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Creating a multimodal text (Yr 03)Students create a multimodal imaginative text about overcoming a fear, using software.

Poster/multi-modal presentation

English Unscheduled

Reading comprehension (Yr 03)Students comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text.

Short answer questions

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Language features and setting Grammatical function and

character/ Text structure and event

Comprehension of texts Creation of a multimodal text

Resources Attachments Plan Resource Bank

Assessment Poster/multi-modal presentation -

Creating a multimodal text (Yr 03) Short answer questions - Reading

comprehension (Yr 03)




Duration: 4 Weeks

Australian Curriculum

English - Year 3Year 3 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.

They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

Content DescriptionsLanguage Literacy Literature

Expressing and developing ideas

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

Phonics and word knowledge

Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)

Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Interpreting, analysing, evaluating

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Creating literature Create imaginative texts based on characters,

settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Responding to literature Develop criteria for establishing personal

preferences for literature (ACELT1598)

Literature and context Discuss texts in which characters, events and

settings are portrayed in different ways, and speculate on the authors' reasons




Duration: 4 Weeks

Recognise and know how to write most high frequency words including some homophones (ACELA1486)

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)

Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)

Text structure and organisation

Identify the features of online texts that enhance navigation (ACELA1790)

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Creating texts

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)

Write using joined letters that are clearly formed and consistent in size (ACELY1684)

(ACELT1594)

Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464) Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun

groups/phrases can be expanded using articles and adjectives (ACELA1468) Identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the

meaning of accompanying words (ACELA1469) Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and

multimodal text structures (ACELY1670) Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting

print and multimodal elements appropriate to the audience and purpose (ACELY1671) Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)

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

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

(ACELA1496) Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Discuss 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 (ACELT1605) Create literary texts that explore students' own experiences and imagining (ACELT1607) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) Plan, draft and publish 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 (ACELY1694) Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)




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 Visual knowledge

Information and communication technology (ICT) capability Investigating with ICT Creating with ICT Communicating with ICT Managing and operating 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

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

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 prioritiesAsia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.Assessing student learning




Duration: 4 Weeks

Assessment name: Reading comprehensionAssessment description: Students comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Assessment name: Creating a multimodal textAssessment description: Students create a multimodal imaginative text about overcoming a fear, using softwareReceptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.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, consultations and samples of student work. For example:

recognising how context shapes language choices in different types of texts discussing the features of online texts that enhance navigation comprehending the visual language features that are used in images to match the language choices used stating authors' reasons for why characters, events and settings are portrayed in different ways developing criteria for establishing preference for literature evaluating texts and building literal and inferred meaning by drawing on context, text structure and language features using paragraphs to organise ideas in texts creating texts based on characters, settings and events from own or other cultures, using visual features planning, drafting and publishing imaginative texts, demonstrating increasing control over text structures and language features re-reading and editing texts for meaning using software with growing speed and efficiency to construct and edit texts.

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

comprehending stories by identifying the way the setting shapes events and influences the mood of the narrative understanding the language choices used to present the processes of the characters expressing and justifying preferences for specific texts stating reasons why the author has portrayed settings, events and characters in different ways understanding how visual language features have been used to suit the context and purpose of text writing and editing texts, using text structural elements, visual language features and language choices to make meaning.




Duration: 4 Weeks




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Language features and setting Lesson 1: Exploring the setting of imaginative texts Lesson 2: Identifying language choices that describe setting Lesson 3: Using visual features to create setting

5 Lessons Grammatical function and character/ Text structure and event Lesson 4: Exploring the characters of imaginative texts Lesson 5: Identifying language choices that describe characters Lesson 6: Using visual features to create characters Lesson 7: Exploring the events of imaginative texts Lesson 8: Identifying language choices that describe events

3 Lessons Comprehension of texts Lessons 9-11: Completing the reading comprehension task

5 Lessons Creation of a multimodal text Lesson 12: Planning the multimodal text Lesson 13: Drafting the multimodal text Lessons 14-16: Publishing the multimodal text

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Language features and setting Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will become familiar with settings of different cultural texts and will begin using this understanding to create a multimodal imaginative text.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring the setting of imaginative texts

Lesson objectivesStudents will:

Understand how text structure, language choices and visual features are used to describe settings, and suit context and purpose.

Evidence of learningCan the student:

Identify text structure, language choices and visual features used to describe settings and suit context and purpose?

Example learning sequence Listen to a reading from a chapter book and explore setting Explore setting and visual features through online texts

Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Find and prepare an illustrated chapter book that is set in a different country or

culture and features a character who overcomes a fear, e.g.o Text - Stewart, B 2007, Kumiko and the dragon, University of Queensland

Press, St Lucia Supporting learning resource - Teacher tips: Language features and setting Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview

Helpful information Supporting learning resource - Introduction to the unit: Examining imaginative texts

https://learningplace.eq.edu.au/cx/resources/items/5ebbd9a5-8e9b-4836-a6ff-b207710685fc/0/Eng_Y03_U5_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 - 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

Identifying language choices that describe setting


Understand how settings shape events and influence mood. Understand how to select language to describe a setting that

shapes events and influences mood. Understand how to edit a text to improve meaning.


Identify how settings shape events and influence mood?



Press, St Lucia Sheet - Kumiko and the dragon: Chapter 2 - Reading comprehension Supporting learning resource - Teacher tips: Language features and setting Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview




Duration: 4 Weeks

Teaching Sequence

Topic Language features and setting Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will become familiar with settings of different cultural texts and will begin using this understanding to create a multimodal imaginative text.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources Create an imaginative text, to describe a setting that shapes

events and influences the mood? Edit an imaginative text to improve meaning?

Example learning sequence Review reading from a chapter book and explore setting Understand setting through language choices Use language choices to create setting


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


Lesson 3

Using visual features to create setting


Understand how to use visual features to create an image that reflects the setting and mood of an imaginative text.


Create an image, using visual features that reflect the setting and mood of an imaginative text?

Example learning sequence Use visual features to create setting




Press, St Lucia Supporting learning resource - Teacher tips: Language features and setting Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview



Attachments

Lesson plan




Duration: 4 Weeks




Duration: 4 Weeks

Teaching Sequence

Topic Grammatical function and character/ Text structure and event Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will become familiar with verbs used to represent the processes of characters in the texts. They will select language to match the purpose and context of their writing.Students will become familiar with the text structure of a narrative and identify how events are sequenced to adhere to this structure.


Lesson 4

Exploring the characters of imaginative texts


Understand how visual features are used to present characters in different ways.


Identify visual features used to present characters in different ways?

Example learning sequence Listen to a reading from a chapter book and explore characters Explore characters and visual features through online texts




Press, St Lucia Supporting learning resource - Teacher tips: Grammatical function and character Find and prepare a collection of suitable images showing subjects that are

illustrated in the chapter book (e.g. dragons or cartoon dragons). Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview




Lesson 5

Identifying language choices that describe characters


Understand how to evaluate verbs, adjectives and noun groups used to represent characters in different ways.

Understand how to edit an imaginative text to improve its meaning?


Use verbs and adjectives to represent characters in different ways and edit texts to improve meaning?

Example learning sequence Review reading from a chapter book and explore characters Understand language choices used to represent characters



Press, St Lucia Supporting learning resource - Teacher tips: Grammatical function and character Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview






Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Use language choices to create characters



Lesson 6

Using visual features to create characters


Understand how to use visual features to create an image that represents and builds meaning of a character for the reader.


Create an image, using visual features to represent a character?Example learning sequence

Use visual features to create charactersEarly literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.



Press, St Lucia Supporting learning resource - Teacher tips: Grammatical function and character Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview




Lesson 7

Exploring the events of imaginative texts


Understand how the context and purpose of a text determines the way events are structured and sequenced.


Identify how events are structured and sequenced to suit context and purpose?



Press, St Lucia Supporting learning resource - Teacher tips: Text structure and events Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Listen to a reading from a chapter book and explore the events Explore the events and visual features from a chapter book





Lesson 8

Identifying language choices that describe events


Understand how to evaluate the types of sentences used in a text to structure and sequence the events that occur.

Understand how to create an imaginative text, using language choices to structure and sequence events.


Evaluate the types of sentences used in a text to structure and sequence the events that occur?

Create an imaginative text, using language choices to structure and sequence events?

Example learning sequence Review reading from a chapter book and explore events Understand language choices used to portray events Use language choices to construct events



culture and features a character who overcomes a fear, e.g. Text - Stewart, B 2007, Kumiko and the dragon, University of Queensland Press, St

Lucia Supporting learning resource - Teacher tips: Text structure and events Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview







Duration: 4 Weeks




Duration: 4 Weeks

Teaching Sequence

Topic Comprehension of texts Topic Duration 3 Lessons

Overview Students will comprehend a text by exploring how the settings, characters and events have been portrayed in different ways through text structure, language choices and visual features.


Lessons 9-11

Completing the reading comprehension task

Assessment purposeTo comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text.Example assessment sequence

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

standards A-E Conduct the assessment


Resources Assessment task - Reading comprehension Assessment task - Reading comprehension: Model response Text - Stewart, B 2007, Kumiko and the dragon, University of Queensland

Press, St Lucia Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview







Duration: 4 Weeks

Teaching Sequence

Topic Creation of a multimodal text Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create a multimodal imaginative text, about overcoming a fear, using images and language features.


Lesson 12

Planning the multimodal text

Assessment purposeTo create a multimodal imaginative text about overcoming a fear, using software.Example assessment sequence




Resources Assessment task - Creating a multimodal text Assessment task - Creating a multimodal text: Model response Assessment task - Plan for task: Creating a multimodal text Assessment task - Plan for task: Creating a multimodal text - Sample response Supporting learning resource - Teacher tips: Creation of a multimodal text Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview




Lesson 13

Drafting the multimodal text

Assessment purposeTo create a multimodal imaginative text about overcoming a fear, using software.Example assessment sequence



Early literacy skills SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Assessment task - Creating a multimodal text Assessment task - Creating a multimodal text: Model response Assessment task - Plan for task: Creating a multimodal text Supporting learning resource - Teacher tips: Creation of a multimodal text Spelling - Year 3 Unit 6 Spelling overview Handwriting - Year 3 Unit 6 Handwriting overview




Lessons 14-16 Assessment purposeTo create a multimodal imaginative text about overcoming a fear, using

Resources Assessment task - Creating a multimodal text




Duration: 4 Weeks

Teaching Sequence

Topic Creation of a multimodal text Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will create a multimodal imaginative text, about overcoming a fear, using images and language features.


Publishing the multimodal text

software.Example assessment sequence



Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area (Lessons 14 and 15).Conduct a unit post-test (Lesson 16).HandwritingRefer to unit handwriting overview for suggested focus area.

Assessment task - Creating a multimodal text: Model response Assessment task - Creating a multimodal text: Model response - The day I rescued

Charlie (slideshow) Supporting learning resource - Teacher tips: Creation of a multimodal text Spelling - Year 3 Unit 6 Spelling overview Spelling - Year 3 Unit 6 Unit post-test Handwriting - Year 3 Unit 6 Handwriting overview







Duration: 4 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Language features and setting

Lesson plan - Eng_Y03_U5_LP01.docx



Sequence - Grammatical function and character/ Text structure and event






Sequence - Comprehension of texts Lesson plan - Eng_Y03_U5_LP09-11.docx

Sequence - Creation of a multimodal text



Lesson plan - Eng_Y03_U5_LP14-16.docx

Sequence Find and prepare a collection of suitable images showing subjects that are illustrated in the chapter book (e.g. dragons or cartoon dragons)Find and prepare an illustrated chapter book that is set in a different country or culture and features a character who overcomes a fear, e.g.Text - Stewart, B 2007, Kumiko and the dragon, University of Queensland Press, St Lucia

Handwriting - Year 3 Unit 6 Handwriting overview Sheet - Kumiko and the dragon: Chapter 2 - Reading comprehension




Duration: 4 Weeks


Spelling - Year 3 Unit 6 Spelling overview

Spelling - Year 3 Unit 6 Unit post-test 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 imaginative texts https://learningplace.eq.edu.au/cx/resources/items/5ebbd9a5-8e9b-4836-a6ff-b207710685fc/0/Eng_Y03_U5_SLR_UnitIntro.docx

Supporting learning resource - Teacher tips: Creation of a multimodal text

Supporting learning resource - Teacher tips: Grammatical function and character

Supporting learning resource - Teacher tips: Language features and setting

Supporting learning resource - Teacher tips: Text structure and events Website - Contemporary practice resource: Englishhttps://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Assessment Planner - Creating a multimodal text

Assessment task - Eng_Y03_U5_AT_CreatMultiText.docx

Assessment task - Eng_Y03_U5_AT_MR_CreatMultiText.docx

Assessment task - Eng_Y03_U5_AT_MR_CreatMultiPres.pptx

Assessment task - Eng_Y03_U5_AT_PlanForTask.docx

Assessment task - Eng_Y03_U5_AT_PlanForTaskSample.docx

Assessment Planner - Reading comprehension

Assessment task - Eng_Y03_U5_AT_MR_ReadingComp.docx

Assessment task - Eng_Y03_U5_AT_ReadingComp.docx

Assessment Assessment task - Creating a multimodal text

Assessment task - Creating a multimodal text: Model response




Duration: 4 Weeks


Assessment task - Creating a multimodal text: Model response The day I rescued Charlie (slideshow)

Assessment task - Plan for task: Creating a multimodal text

Assessment task - Plan for task: Creating a multimodal text - Sample response

Assessment task - Reading comprehension

Assessment task - Reading comprehension: Model response




Duration: 4 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Creating a multimodal text (Yr 03)Type Poster/multi-modal presentation

Date

Description Students create a multimodal imaginative text about overcoming a fear, using software.

Learning Area English

Creating texts (Productive)

Creates a text for familiar audiences to express and develop, in some detail, experiences, events, information, ideas and characters.Demonstrates understanding of grammar. Chooses appropriate vocabulary and punctuation.Edits writing, checking for appropriate vocabulary, structure and meaning.

A ◄Selects multimodal elements to engage the audience and support the purpose of the text.Enhances meaning through the choice of precise verbs to represent processes of doing, thinking, feeling, saying and relating.Edits descriptive language choices for effect. Uses a range of sentence types.

B ◄

Provides details about characters and their relationships in an image, through the use of visual features.Locates events in time through the use of tense.Uses paragraphs to structure the story.Edits text for appropriate grammatical and punctuation choices to support meaning.

C ◄

Creates a text including writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Creates texts for familiar audiences.Demonstrates understanding of grammar.Chooses vocabulary and punctuation appropriate to the purpose and context of writing.Re-reads and edits writing, checking work for appropriate vocabulary, structure and meaning.

D ◄Uses images to develop events and character.Writes a story.

E ◄Creates a character.Writes ideas.




Duration: 4 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Reading comprehension (Yr 03)Type Short answer questions

Date

Description Students comprehend a story, drawing on knowledge of context, text structure and language features, and evaluate language and images in the text.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

Understands how language features and images are used for different effects.Reads texts that contain varied sentence structures, a range of punctuation conventions and images that provide extra information.

Identifies literal and implied meaning connecting ideas in different parts of a text.

A ◄

Explains images in a text in terms of the techniques used and the feelings evoked in the viewer.Explains how images and language features construct a relationship between characters.

◄ Evaluates meaning conveyed in language and images.

B ◄ Describes how language and images portray characters and settings in different ways and create mood. ◄ Uses the images and the text to make considered inferences about a

character's likely feelings.

C ◄Identifies how language features and images are used for different effects.Reads texts that contain varied sentence structures, a range of punctuation conventions and images that provide extra information.

◄ Identifies literal and implied meaning connecting ideas in different parts of a text.

D ◄ Makes comments about images and language features. ◄ Identifies characters and events in a text.

E ◄ Identifies images in text. ◄ Responds to a text.




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:

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