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OneSchoolUnit Plan

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

Year Level: Year 3

Applicable LearningAreas/Subjects: English

Unit Plan

Examining stories from different perspectivesIn this unit students listen to, view, read and compare a range of stories, with a focus on different versions of the same story. They comprehend stories and create a spoken retelling of a story from a different perspective.

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 28

Unit Plan Plan Name: Unit 4 - English Year 3 (V8)

Year: 3Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Comprehending traditional stories (Yr 03)Students read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.

Monitoring English Unscheduled

Retelling a narrative from a different perspective (Yr 03)Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.

Imaginative response - oral

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Stories of the First Australians Traditional stories around the

world Another perspective / A

rhyming text Spoken retelling

Resources Attachments Plan Resource Bank

Assessment Imaginative response - oral - Retelling

a narrative from a different perspective (Yr 03)

Monitoring - Comprehending traditional stories (Yr 03)




Duration: 4 Weeks

Australian Curriculum

English - Year 3Year 3 Achievement Standard

Receptive 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 Descriptions

Language Literacy Literature

Expressing and developing ideas

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)

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

Interacting with others

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Creating literature

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Responding to literature

Develop criteria for establishing personal preferences for literature (ACELT1598)

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)




Duration: 4 Weeks

Content Descriptions

Language Literacy Literature

Phonics and word knowledge

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

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)

Language for interaction

Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Language variation and change

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Text structure and organisation

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)

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 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)

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

Texts in context

Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons (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:

understanding 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

understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and purpose discussing the characters and settings of different texts and exploring how language is used to present these features in different ways discussing different texts on a similar topic, identifying similarities and differences between the texts using interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace

appropriately rehearsing and delivering short presentations on familiar and new topics.

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

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) 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) Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as

tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)




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 Communicating 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 Reasoning in decision making and actions

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 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.




Duration: 4 Weeks

Asia 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.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.Assessing student learningAssessment name: Retelling a narrative from a different perspectiveAssessment description: Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.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 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, consultation and samples of student work. For example:

understanding how content can be organised using different text structures depending on the purpose of the text understanding how language features and vocabulary choices are used for different effects identifying literal and implied meaning connecting ideas in different parts of a text writing using joined letters that are accurately formed and consistent in size.

Monitoring taskMonitoring name: Comprehending traditional storiesMonitoring description: Students read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.




Duration: 4 Weeks

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

using comprehension strategies to answer questions when evaluating a narrative identifying language features such as verbs representing processes or tense in a traditional story explaining how specific language shapes settings, characters and events planning, drafting and presenting a narrative with structural stages retelling a story from a different perspective using appropriate language features when retelling a story.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Stories of the First Australians Lesson 1: Introducing stories from Australia's First Peoples Lesson 2: Exploring language features Lesson 3: Comprehending an Aboriginal story of the Dreaming Lesson 4: Retelling a story from Australia's First Peoples

4 Lessons Traditional stories around the world Lesson 5: Comparing and contrasting stories Lesson 6: Evaluating texts Lesson 7: Evaluating settings, characters, events and mood Lesson 8: Comprehending traditional stories: Monitoring task

4 Lessons Another perspective / A rhyming text Lesson 9: Retelling from a different perspective: planning and drafting Lesson 10: Retelling from a different perspective: rehearsing and presenting Lesson 11: Reading an environmental picture book Lesson 12: Examining sentence structure

4 Lessons Spoken retelling Lesson 13: Planning assessment task Lesson 14: Drafting assessment task Lesson 15: Rehearsing assessment task Lesson 16: Presenting assessment task

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Stories of the First Australians Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students explore and examine Aboriginal stories of the Dreaming and Torres Strait Islander stories of Before Before Time.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Introducing stories from Australia's First Peoples

Lesson objectivesStudents will:

Understand how purpose and context influence language choices for characters, events and settings.

Understand there can be similarities and differences in the ways characters, events and settings are portrayed when different people tell stories.

Evidence of learningCan the student:

Identify and describe common language features in the orientation of stories that have similar cultural contexts and purposes?

Example learning sequence Read, view and/or listen to an example of a traditional story told by

Aboriginal peoples or Torres Strait Islander peoples Understand cultural context Discuss specific language Explore structural stages

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

Find and prepare a traditional story told by Aboriginal peoples or Torres Strait Islander peoples

Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Stories of the First Australians

Helpful information Website - Indigenous, The AIATSIS map of Aboriginal Australia (ABC)

http://www.abc.net.au/indigenous/map/ Video - The story of Biw told by Harriet Ober (State Library of Queensland)

http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw Supporting learning resource - Introduction to unit: Examining stories from different

perspectives https://learningplace.eq.edu.au/cx/resources/items/ce4fa064-0c51-49b9-ae6b-363b56489af8/0/Eng_Y03_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 - 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 - Interactive holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/f9536911-6a2f-4698-8828-49093e570339/0/Eng_Y03_U5_SH_Interactive%20HolisticPlanningTeachingFramework.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 - 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




Duration: 4 Weeks

Teaching Sequence




Lesson 2

Exploring language features


Understand how language choices can be used effectively in a narrative.


Identify how language is used to describe settings and create mood?

Explain how action verbs are effective in narratives?Example learning sequence

Make connections between tense and cultural context Explore text structure Examine language features



Video – ‘Mirram the kangaroo and Warreen the wombat ’ from Wiradjuri Stories from the Riverine (Dreamtime Stories): www.redpixels.com.au and www.youtube.com/watch?v=xDJrnldb08o Used with permission of Red Pixels Animation © Marambul Yuganha

Sheet - Mirram the kangaroo and Warreen the wombat Supporting learning resource - Teacher tips: Stories of the First Australians Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview

Helpful information Video - The story of Biw told by Harriet Ober (State Library of Queensland)

http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw Supporting learning resource - Yarning circles

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






Lesson 3

Comprehending


ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources




Duration: 4 Weeks

Teaching Sequence




an Aboriginal story of the Dreaming

Understand how language features are used in a narrative. Understand how language features are used in the orientation of a

narrative. Understand how texts can be evaluated according to personal

criteria.Evidence of learningCan the student:

Locate the orientation and identify specific language features in a narrative?

Identify literal and inferred meaning in a narrative? Use personal criteria to form an evaluative response?

Example learning sequence Investigate an Aboriginal story of the Dreaming Read, view and/or listen to an Aboriginal story of the Dreaming Evaluate the story Reflect on responses


may contain images, voices and names of persons who may now be deceased. Video - Dreamtime Stories: Girawu the Goanna from Wiradjuri Stories from the

Riverine (Dreamtime Stories): www.redpixels.com.au and https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PLC8B74B35C3158B81&index=3 Used with permission of Red Pixels Animation © Marambul Yuganha

Sheet - Girawu the goanna Supporting learning resource - Teacher tips: Stories of the First Australians Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview










Lesson 4

Retelling a story from


Understand how language choices influence a retelling of a story.


Video - Dreamtime Stories: Girawu the Goanna from Wiradjuri Stories from the




Duration: 4 Weeks

Teaching Sequence




Australia's First Peoples

Understand communication skills required to engage an audience.Evidence of learningCan the student:

Plan a retelling of a narrative, showing how purpose, cultural context and structural stages influence language choices and planning decisions?

Use appropriate pitch and a variety of everyday and learned vocabulary?

Example learning sequence Read, view and/or listen to Aboriginal stories of the Dreaming or

Torres Strait Islander stories of Before Before Time Discuss cultural context, text structure and language features Plan a retelling Retell a story Listen, reflect and give feedback


Riverine (Dreamtime Stories): www.redpixels.com.au and https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PLC8B74B35C3158B81&index=3 Used with permission of Red Pixels Animation © Marambul Yuganha

Sheet - Girawu the goanna Sheet - Plan a narrative Supporting learning resource - Teacher tips: Stories of the First Australians Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview













Duration: 4 Weeks

Teaching Sequence

Topic Traditional stories around the world Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will comprehend and compare traditional stories from around the world.


Lesson 5

Comparing and contrasting stories


Understand that mood is established through settings, events and characters.

Understand that traditional stories may have similarities and differences shaped by the purpose of the text.


Explain how language establishes mood through settings, events and characters?

Identify similarities and differences in traditional stories? Describe how context and purpose shape texts?

Example learning sequence Read a traditional story Identify language features Compare different versions of the story


Resources Learning object - How about BAT.com Sheet - The Great Battle Sheet - Why are bats nocturnal? Sheet - Features of traditional stories (narratives) Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Traditional stories from around the

worldHelpful information



Lesson 6

Evaluating texts


Understand evaluative language and how authors use it to position readers.


Identify and use evaluative words?

Resources Learning object - How about BAT.com Sheet - Why bats fly at night Sheet - The Great Battle Sheet - Why are bats nocturnal? Sheet - Features of traditional stories (narratives) Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Traditional stories from around the world

Helpful information




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Read different versions of the story Discuss language of evaluation Position the reader with evaluative language




Lesson 7

Evaluating settings, characters, events and mood


Understand how language is used to give an opinion.Evidence of learningCan the student:

Use evaluative language in response to a text?Example learning sequence

Use evaluative language Evaluate settings Evaluate characterisation Evaluate events


Resources Learning object - How about BAT.com Sheet - Why bats fly at night Sheet - The Great Battle Sheet - Why are bats nocturnal? Sheet - Features of traditional stories (narratives) Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Traditional stories from around the

worldHelpful information



Lesson 8

Comprehending traditional


Understand how to use comprehension strategies to infer meaning and evaluate a narrative.

Resources Monitoring task - Comprehending traditional stories Monitoring task - Comprehending traditional stories: Model response Monitoring task - Comprehending traditional stories: Bird, rat, bat or brat?




Duration: 4 Weeks

Teaching Sequence




stories: Monitoring task

Understand how specific language features shape settings, characters and events in a narrative.


Use comprehension strategies to infer meaning and evaluate a narrative?

Identify specific language features, explaining how they shape settings, characters and events in a narrative?

Example learning sequence Explore the monitoring task Review the features of a traditional story Comprehend a traditional story


Learning object - How about BAT.com Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview

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





Duration: 4 Weeks

Teaching Sequence

Topic Another perspective / A rhyming text Topic Duration 4 Lessons

Overview Throughout this lesson series, students will jointly plan, draft, rehearse and present a narrative told from a different perspective.Throughout this lesson series, students will explore and examine a rhyming picture book with an environmental focus.


Lesson 9

Retelling from a different perspective: planning and drafting


Understand how to plan and draft a narrative from an alternative point of view of a character.


Plan and draft a narrative from an alternative perspective of a character, using text structure?

Example learning sequence Identify point of view Understand alternative perspectives Plan and draft a narrative from the perspective of a character in a

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

Resources Sheet - Retell a narrative from a different perspective: Group activity Supporting learning resource - Teacher tips: Another perspective Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview




Lesson 10

Retelling from a different perspective: rehearsing and presenting


Understand how to construct a narrative from the alternative point of view of a character.

Understand how to present a narrative orally to peers.


Write a narrative with structural stages and language features told from an alternative perspective of a character?

Present a narrative orally?

Resources Sheet - Retell a narrative from a different perspective: Group activity Sheet - Peer review of spoken retelling of a narrative presentation Sheet - Annotation symbols Supporting learning resource - Teacher tips: Another perspective Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview






Duration: 4 Weeks

Teaching Sequence




Example learning sequence Review a draft narrative Rehearse a presentation Present the narrative



Lesson 11

Reading an environmental picture book


Understand how modal verbs express certainty when giving a personal opinion.


Use modal verbs and evaluative language when expressing an opinion or point of view?

Example learning sequence Read an environmental picture book Review evaluative language Develop criteria for personal preference Express an opinion


Resources Find and prepare a picture book that conveys an environmental message e.g.

o Text - Seuss, Dr 1971, The Lorax, Random House, New York Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: A rhyming text




Lesson 12 Lesson objectives Resources




Duration: 4 Weeks

Teaching Sequence




Examining sentence structure

Students will: Understand clauses in different types of sentences. Understand subject and verb agreement.


Identify clauses in different types of sentences? Identify subjects and verbs in sentences?

Example learning sequence Review functions of sentences Analyse sentence types in text Analyse clause structure Experiment with sentence structure


Find and prepare a picture book that conveys an environmental message, e.g.o Text - Seuss, Dr 1971, The Lorax, Random House, New York

Supporting learning resource - Teacher tips: A rhyming text Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview







Duration: 4 Weeks

Teaching Sequence

Topic Spoken retelling Topic Duration 4 Lessons

Overview Throughout this lesson series, students will individually construct and present a narrative told from a different perspective.


Lesson 13

Planning assessment task


Understand how to retell a narrative from the point of view of a different character in the text.


Use narrative structure, appropriate vocabulary and language features to retell a story from an alternative point of view?

Example learning sequence Explore the assessment task Review features of a narrative retelling Plan a retelling of a familiar story, from the perspective of one of

the other charactersEarly literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Find and prepare a picture book that conveys an environmental message, e.g.

o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model

response Assessment task - Plan for task: Retelling a narrative from a different perspective Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Spoken retelling




Lesson 14

Drafting assessment task


Understand how to retell a narrative from the point of view of an alternative character in the text.


Use a narrative structure, appropriate vocabulary and language features to retell a story from an alternative point of view?

Example learning sequence Review the assessment task Review features of a narrative retelling Draft and edit a retelling


o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model response Assessment task - Plan for task: Retelling a narrative from a different perspective Sheet - Editing checklist: Write a retell Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Spoken retelling






Duration: 4 Weeks

Teaching Sequence






Lesson 15

Rehearsing assessment task


Understand how to retell a narrative from the point of view of an alternative character in the text.


Use a narrative structure, appropriate vocabulary and language features to retell a story from an alternative point of view?

Example learning sequence Review the assessment task Review features of a spoken presentation Rehearse a spoken presentation



o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model response Assessment task - Plan for task: Retelling a narrative from a different perspective Sheet - Annotation symbols Spelling - Year 3 Unit 5 Spelling overview Supporting learning resource - Teacher tips: Spoken retelling




Lesson 16

Presenting assessment task

Assessment purposeTo prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.Example assessment sequence

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

standards A-E


o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model response Assessment task - Plan for task: Retelling a narrative from a different perspective Sheet - Peer review of spoken retelling of a narrative presentation Sheet - Annotation symbols




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Conduct the assessment

Early literacy skillsSpellingConduct a unit post-test.HandwritingRefer to unit handwriting overview for suggested focus area.

Spelling - Year 3 Unit 5 Unit post-test Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Spoken retelling







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 - Stories of the First Australians

Lesson plan - Eng_Y03_U4_LP01.docx




Sequence - Traditional stories around the world





Sequence - Another perspective / A rhyming text





Sequence - Spoken retelling Lesson plan - Eng_Y03_U4_LP13.docx







Duration: 4 Weeks


Sequence Find and prepare a picture book that conveys an environmental message e.g.o Text - Seuss, Dr 1971, The Lorax, Random House, New York

Find and prepare a traditional story told by Aboriginal peoples or Torres Strait Islander peoples.

Handwriting - Year 3 Unit 5 Handwriting overview

Learning object - How about BAT.com

Monitoring task - Comprehending traditional stories

Monitoring task - Comprehending traditional stories: Bird, rat, bat or brat?

Monitoring task - Comprehending traditional stories: Model response

Sheet - Annotation symbols

Sheet - Editing checklist: Write a retell

Sheet - Features of traditional stories (narratives)

Sheet - Girawu the goanna

Sheet - Mirram the kangaroo and Warreen the wombat

Sheet - Peer review of spoken retelling of a narrative presentation

Sheet - Plan a narrative

Sheet - Retell a narrative from a different perspective: Group activity

Sheet - The Great Battle

Sheet - Why are bats nocturnal?

Sheet - Why bats fly at night Spelling - Year 3 Unit 5 Spelling overview




Duration: 4 Weeks


Spelling - Year 3 Unit 5 Unit post-test 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 - Introduction to unit: Examining stories from different perspectives https://learningplace.eq.edu.au/cx/resources/items/ce4fa064-0c51-49b9-ae6b-363b56489af8/0/Eng_Y03_U4_SLR_UnitIntro.docx

Supporting learning resource - Teacher tips: A rhyming text

Supporting learning resource - Teacher tips: Another perspective

Supporting learning resource - Teacher tips: Spoken retelling

Supporting learning resource - Teacher tips: Stories of the First Australians

Supporting learning resource - Teacher tips: Traditional stories from around the world Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Video - Dreamtime Stories: Girawu the Goanna from Wiradjuri Stories from the Riverine (Dreamtime Stories): www.redpixels.com.au and https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PLC8B74B35C3158B81&index=3 Used with permission of Red Pixels Animation © Marambul Yuganha)

Video - Mirram the kangaroo and Warreen the wombat from Wiradjuri Stories from the Riverine (Dreamtime Stories): www.redpixels.com.au and www.youtube.com/watch?v=xDJrnldb08o Used with permission of Red Pixels Animation © Marambul Yuganha

Video - The story of Biw told by Harriet Ober (State Library of Queensland) http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw

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




Duration: 4 Weeks


Website - Indigenous, The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/

Assessment Planner - Comprehending traditional stories

Assessment task - Eng_Y03_U4_MT_CompTradStories.docx

Assessment task - Eng_Y03_U4_MT_MR_CompTradStories.docx

Assessment task - Eng_Y03_U4_MT_BirdRatBatorBrat.docx

Assessment Planner - Retelling a narrative from a different perspective

Assessment task - Eng_Y03_U4_AT_MR_RetellNarrDiffPerspect.docx

Assessment task - Eng_Y03_U4_AT_PFT_RetellNarrDiffPerspect.docx

Assessment task - Eng_Y03_U4_AT_RetellNarrDiffPerspect.docx

Assessment Assessment task - Plan for task: Retelling a narrative from a different perspective

Assessment task - Retelling a narrative from a different perspective

Assessment task - Retelling a narrative from a different perspective: Model response




Duration: 4 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Retelling a narrative from a different perspective (Yr 03)Type Imaginative response - oral

Date

Description Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Understands how language features are used to link and sequence ideas.Understands how language can be used to express feelings and opinions on topics.

Contributes actively to discussions, providing useful feedback.Makes presentations.

A ◄ Makes deliberate language choices, including extended vocabulary, to describe a setting and influence the mood of a narrative. ◄ Selects vocal techniques, such as tone, pace, pitch and volume, to engage

the audience.

B ◄Selects doing, thinking, saying and relating verbs to develop characters.Uses evaluative language to express a character's point of view.

◄Presents retelling in a logical and coherent manner.Selects vocabulary to suit context and purpose of presentation.

C ◄Uses language features to link and sequence ideas.Uses language to express feelings and opinions on topics.

◄Contributes actively to discussions, providing useful feedback.Makes presentations.

D ◄Writes in first person.Uses tense to indicate time.

◄ Retells a story.

E ◄ Uses everyday language. ◄ Speaks to an audience.




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.

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:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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