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OneSchoolUnit Plan

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

Year Level: Year 4

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring a quest novelIn this unit, students read and analyse a quest novel. Throughout the unit, students are monitored as they post comments and respond to others' comments in a discussion board to demonstrate understanding of the quest novel. Students will also write a short response explaining how the author represents the main character in an important event in the quest novel.

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 24

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

Year: 4Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Online discussion (Yr 04)Students write posts and respond to others' posts in an online discussion to analyse and interpret a quest novel.

Monitoring English Unscheduled

Written response (Yr 04)Students explain how the author of a quest novel represents the main character in an important event.

Informative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Quest stories / Language in quest novel

Language in quest novel / Character development

Character development / Author's representation of character

Assessment task

Resources Attachments Plan Resource Bank

Assessment Informative response - written - Written

response (Yr 04) Monitoring - Online discussion (Yr 04)




Duration: 4 Weeks

Australian Curriculum

English - Year 4

Year 4 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts.

They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others' viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)

Language for interaction

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Interpreting, analysing, evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Responding to literature

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Literature and context

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)




Duration: 4 Weeks

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

Phonics and word knowledge

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

Text structure and organisation

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Creating texts

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)

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)

Examining literature

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)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

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

Understand that paragraphs are a key organisational feature of written texts (ACELA1479) Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480) 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) Develop criteria for establishing personal preferences for literature (ACELT1598) 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) 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) 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)

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

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) Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) 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)




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 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

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

Intercultural understanding Recognising culture and developing respect

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.

Assessing student learningAssessment name: Written responseAssessment description: Students explain how the author of a quest novel represents the main character in an important event.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 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences.




Duration: 4 Weeks

They describe literal and implied meaning connecting ideas in different texts. They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others' viewpoints. They listen for and share key points in discussions.Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultations and samples of student work. For example:

Using evidence from a quest novel to support opinion in posts on an online discussion board. Understanding of how authors use cohesive devices to link ideas and build meaning in text. Analysing the author's use of language choices to develop the main character in a quest novel.

Monitoring taskMonitoring name: Online discussionMonitoring description: Students write posts and respond to others' posts in an online discussion to analyse and interpret a quest novel.

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

identifying and analysing the use of cohesive devices in a section of text from a quest novel identifying and analysing the use of nouns, noun groups, verbs and verb groups to develop the main character identifying and analysing the use of verbs, verb groups, adverbs, adverb groups and prepositional phrases to describe a setting identifying and analysing how the author uses direct speech to develop the main character.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Quest stories / Language in quest novel Lesson 1: Sharing characteristic features of quest stories Lesson 2: Reading opening chapter and examining the monitoring task Lesson 3: Analysing character development Lesson 4: Analysing cohesive devices

4 Lessons Language in quest novel / Character development Lesson 5: Analysing character development Lesson 6: Analysing language features to describe a character Lesson 7: Expressing viewpoints about the main character Lesson 8: Creating settings

4 Lessons Character development / Author's representation of character Lesson 9: Posting and responding to viewpoints Lesson 10: Analysing a character's direct speech Lesson 11: Analysing character development Lesson 12: Expressing viewpoints about a novel and the main character

4 Lessons Assessment task Lessons 13-14: Examining the assessment task and mapping character development Lessons 15-16: Written response

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Quest stories / Language in quest novel 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 discuss characteristic features of quest stories and begin to read a quest novel. They will investigate appropriate use of an online discussion board and respond to questions about a quest novel.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Sharing characteristic features of quest stories

Lesson objectivesStudents will:

Understand how the structure, themes and language features in quest stories are characteristic of that genre.

Evidence of learningCan the student:

Explain in a sentence the themes and language features characteristic of a quest story?

Example learning sequence Discuss prior knowledge of quest stories Read a quest story Explain how the quest story is characteristic of the genre Share some characteristic features in the quest story

SpellingRefer to unit spelling overview for suggested focus area.

Resources Text - French, F 2008, The smallest samurai, Frances Lincoln Children's Books,

London Find and prepare a variety of quest stories, e.g. picture books, novels, films, and

graphic novels. edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087)

https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Supporting learning resource - Teacher tips: Quest stories Spelling - Year 4 Unit 6 Spelling overview

Helpful information Supporting learning resource - Introduction to the unit: Exploring a quest novel

https://learningplace.eq.edu.au/cx/resources/items/4886905c-c44c-40c2-b6c0-1db11b33af9d/0/Eng_Y04_U5_SLR_UnitIntro.docx

Supporting learning resource - Copying 'Quest novel - online discussion' edStudio https://learningplace.eq.edu.au/cx/resources/items/97a7c396-1a58-48c1-9229-b264b9df27d8/0/Eng_Y04_U6_SLR_CopyQuestNovel_edStudio.docx

Supporting learning resource - edStudio: How do I copy a Studio? https://staff.learningplace.eq.edu.au/help/Documents/Quickstep/QS_ES_copy_studio.pdf

Supporting learning resource - Student space: How do I find my peers' and classmates' blog posts? https://staff.learningplace.eq.edu.au/help/Documents/Quickstep/QS_SS_find_student_blogs.pdf

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

Reading opening


Understand how to respond to a quest novel and analyse viewpoints in a model response.

Resources Monitoring task - Online discussion Monitoring task - Online discussion: Model response Text - Rodda, E 2005, Rowan of Rin, Scholastic, Sydney




Duration: 4 Weeks

Teaching Sequence




chapter and examining the monitoring task


Relate responses about a quest novel to a model response?Example learning sequence

Review reading and comprehension strategies Read opening chapter of a quest novel Discuss chapter Examine the monitoring task Examine model response of discussion board posts Explore a quest novel discussion board


Supporting learning resource - Guided reading - Rowan of Rin edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087)

https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Supporting learning resource - Teacher tips: Quest stories Spelling - Year 4 Unit 6 Spelling overview

Helpful information Supporting learning resource - Copying 'Quest novel - online discussion' edStudio

https://learningplace.eq.edu.au/cx/resources/items/97a7c396-1a58-48c1-9229-b264b9df27d8/0/Eng_Y04_U6_SLR_CopyQuestNovel_edStudio.docx





Lesson 3

Analysing character development


Understand how the author uses language to show how the main character is represented.


Contribute to construction of graphic organiser to map main character's development?

Example learning sequence Continue reading a quest novel Discuss chapter Map character development Construct a graphic organiser to map a character's

Resources Text - Rodda, E 2005, Rowan of Rin, Scholastic, Sydney Supporting learning resource - Guided reading - Rowan of Rin edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087)

https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Mapping Rowan's character development Supporting learning resource - Mapping Rowan's character development - Sheba's hut Supporting learning resource - Teacher tips: Quest stories Spelling - Year 4 Unit 6 Spelling overview

Helpful information Supporting learning resource - Copying 'Quest novel - online discussion' edStudio

https://learningplace.eq.edu.au/cx/resources/items/97a7c396-1a58-48c1-9229-b264b9df27d8/0/Eng_Y04_U6_SLR_CopyQuestNovel_edStudio.docx

Supporting learning resource - edStudio: How do I copy a Studio?




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources development Explain author's use of language


https://staff.learningplace.eq.edu.au/help/Documents/Quickstep/QS_ES_copy_studio.pdf Supporting learning resource - Student space: How do I find my peers' and

classmates' blog posts? https://staff.learningplace.eq.edu.au/help/Documents/Quickstep/QS_SS_find_student_blogs.pdf



Lesson 4

Analysing cohesive devices


Understand how authors use cohesive devices to link ideas and build meaning in text.

Understand how to post and respond to comments about how authors engage the reader in a quest novel.


Identify and analyse the use of cohesive devices in a section of text from a quest novel?

Post comments and respond to others' comments on an online discussion board?

Example learning sequence Continue reading a quest novel Discuss chapter Examine cohesive devices Identify and analyse annotated cohesive devices Identify and analyse cohesive devices Post comments on discussion board



https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Section of text 1 Supporting learning resource - Section of text 1 (Answers) Supporting learning resource - Teacher tips: Language in a quest novel Spelling - Year 4 Unit 6 Spelling overview

Helpful information Supporting learning resource - edStudio: How do I copy a Studio?








Duration: 4 Weeks

Teaching Sequence

Topic Language in quest novel / Character development 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 continue to read a quest novel and explore the metalanguage and characteristic features of the genre. Students will post comments on an online discussion board responding to questions and comments about the novel.


Lesson 5



Understand how the author uses language choices to develop the main character in a quest novel.


Collaboratively map and explain the author's use of language choices to develop the main character in a quest novel?

Example learning sequence Continue reading a quest novel Discuss chapter Examine character development Map character development Explain character development in events Share viewpoints on online discussion board



https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Mapping Rowan's character development Supporting learning resource - Teacher tips: Language in a quest novel Spelling - Year 4 Unit 6 Spelling overview






Lesson 6

Analysing language features to describe a character


Understand how the author uses nouns, noun groups, verbs and verb groups to develop the main character and enrich the text.


Identify and analyse the use of nouns, noun groups, verbs and verb groups in a section of text from a quest novel?


https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Section of text 2 Supporting learning resource - Section of text 2 (Answers) Supporting learning resource - Teacher tips: Language in a quest novel Spelling - Year 4 Unit 6 Spelling overview

Example learning sequence Continue reading a quest novel Discuss chapter


https://staff.learningplace.eq.edu.au/help/Documents/Quickstep/QS_ES_copy_studio.pdf




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Examine nouns and noun groups, and verbs and verb groups Identify and analyse annotated nouns and noun groups, and verbs

and verb groups Identify and analyse nouns and noun groups, and verbs and verb

groups Share language analysis Share viewpoints on online discussion board





Lesson 7

Expressing viewpoints about the main character


Understand how to post comments and respond to others' comments about how the author engages the reader in a quest novel.



Example learning sequence Continue reading a quest novel Discuss chapter Share comments and viewpoints about the novel and the main

character Post comments on a discussion board



https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Supporting learning resource - Teacher tips: Character development Spelling - Year 4 Unit 6 Spelling overview






Lesson 8

Creating settings


Understand how the author uses verbs, verb groups, adverbs,

Resources Text - Rodda, E 2005, Rowan of Rin, Scholastic, Sydney Supporting learning resource - Guided reading - Rowan of Rin




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesadverb groups and prepositional phrases to describe a setting.


Identify and analyse the use of verbs, verb groups, adverbs, adverb groups and prepositional phrases to describe a setting?

Example learning sequence Continue reading a quest novel Discuss chapter Examine verbs, verb groups, adverbs, adverb groups and

prepositional phrases to describe a setting Identify and analyse annotated language features Identify and analyse language features Share language analysis Share viewpoints on online discussion board


edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087) https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087

Sheet - Section of text 3 Supporting learning resource - Section of text 3 (Answers) Supporting learning resource - Teacher tips: Character development Spelling - Year 4 Unit 6 Spelling overview









Duration: 4 Weeks

Teaching Sequence

Topic Character development / Author's representation of character 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 continue to read a quest novel, sharing comments and viewpoints about the novel and the main character. They will identify and examine how the author has used direct speech to develop the character. Students will post comments on an online discussion board responding to comments about the novel.


Lesson 9

Posting and responding to viewpoints


Understand how to post comments and respond to others' comments about how the author engages the reader in the main character's development.



Example learning sequence Continue reading a quest novel Discuss chapters Share comments and viewpoints about the novel and the main

character Post comments on discussion board



https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Supporting learning resource - Teacher tips: Character development Spelling - Year 4 Unit 6 Spelling overview






Lesson 10

Analysing a character's direct speech


Understand how the author uses direct speech to develop a main character in a section of text from a quest novel.


Identify and analyse how the author uses direct speech to develop the main character in a quest novel?


https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Section of text 4 Supporting learning resource - Section of text 4 (Answers) Supporting learning resource - Teacher tips: Author's representation of character Spelling - Year 4 Unit 6 Spelling overview

Example learning sequence Continue reading a quest novel Discuss chapter Examine direct speech






Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Identify and analyse annotated direct speech Identify and analyse direct speech Share language analysis Share viewpoints on online discussion board





Lesson 11



Understand how the author uses language to represent the main character.


Contribute to the construction of a graphic organiser to map the development of the main character and analyse the language used by the author?

Example learning sequence Continue reading a quest novel Discuss chapter Map character development Construct a graphic organiser to map a character's development Explain author's use of language Share explanations Share viewpoints on online discussion board



https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Mapping Rowan's character development Supporting learning resource - Teacher tips: Author's representation of character Spelling - Year 4 Unit 6 Spelling overview






Lesson 12

Expressing viewpoints


Understand how to post comments and respond to others' comments about how the author engages the reader in character





Duration: 4 Weeks

Teaching Sequence




about a novel and the main character

development in a quest novel.Evidence of learningCan the student:

Post and respond to comments about the main character's development in a quest novel on an online discussion board?

Example learning sequence Continue reading a quest novel Discuss chapter Identify pivotal points in the chapter Discuss main character's change in the novel Post comments on discussion board


https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Supporting learning resource - Teacher tips: Author's representation of character Spelling - Year 4 Unit 6 Spelling overview









Duration: 4 Weeks

Teaching Sequence

Topic Assessment task Topic Duration 4 Lessons

Overview Throughout this lesson series, students will examine the assessment task, completed character mapping documents and model response to better understand the assessment task. Students will plan, write and edit an informative response to explain how the author of the quest novel represents the main character in an important event.


Lessons 13-14

Examining the assessment task and mapping character development


Understand how the author uses language to represent the main character.


Construct a graphic organiser to map the main character's actions, dialogue and other relevant details?

Example learning sequence Examine assessment task Read and discuss annotated model response Review editing techniques Identify sources of evidence to use to complete the task Map character development


Resources Assessment task - Written response Assessment task - Written response: Model response Text - Rodda, E 2005, Rowan of Rin, Scholastic, Sydney edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087)

https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 Sheet - Mapping Rowan's character development Supporting learning resource - Mapping Rowan's character development - Sheba's hut Supporting learning resource - Teacher tips: Assessment task Spelling - Year 4 Unit 6 Spelling 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


Lessons 15-16

Written response

Assessment purposeTo explain how the author of a quest novel represents the main character in an important event.Example assessment sequence

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

standards A-E Conduct the assessment

SpellingRefer to unit spelling overview for suggested focus area (Lesson 15). Conduct a unit post-test (Lesson 16).

Resources Text - Rodda, E 2005, Rowan of Rin, Scholastic, Sydney Assessment task - Written response Assessment task - Written response: Model response Sheet - Mapping Rowan's character development Supporting learning resource - Teacher tips: Assessment task Spelling - Year 4 Unit 6 Spelling overview Spelling - Year 4 Unit 6 Unit post-test

Helpful information edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087)

https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087 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 Assessment task Topic Duration 4 Lessons

Overview Throughout this lesson series, students will examine the assessment task, completed character mapping documents and model response to better understand the assessment task. Students will plan, write and edit an informative response to explain how the author of the quest novel represents the main character in an important event.






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 - Quest stories / Language in quest novel

Lesson plan - Eng_Y04_U5_LP01.docx




Sequence - Language in quest novel / Character development





Sequence - Character development / Author's representation of character





Sequence - Assessment task Lesson plan - Eng_Y04_U5_LP13_14.docx

Lesson plan - Eng_Y04_U5_LP15_16.docx

Sequence edStudio - Quest novel - Online discussion (edStudio, Studio key S858109087) https://staff.learningplace.eq.edu.au/lp/pages/default.aspx?cid=109087

Find and prepare a variety of quest stories, e.g. picture books, novels, films, and graphic novels.




Duration: 4 Weeks


Monitoring task - Online discussion

Monitoring task - Online discussion: Model response

Sheet - Mapping Rowan's character development

Sheet - Section of text 1




Spelling - Year 4 Unit 6 Spelling overview

Spelling - Year 4 Unit 6 Unit post-test Supporting learning resource - Copying 'Quest novel - online discussion' edStudio https://learningplace.eq.edu.au/cx/resources/items/97a7c396-1a58-48c1-9229-b264b9df27d8/0/Eng_Y04_U6_SLR_CopyQuestNovel_edStudio.docx


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

Supporting learning resource - Guided reading - Rowan of Rin Supporting learning resource - Introduction to the unit: Exploring a quest novel https://learningplace.eq.edu.au/cx/resources/items/4886905c-c44c-40c2-b6c0-1db11b33af9d/0/Eng_Y04_U5_SLR_UnitIntro.docx

Supporting learning resource - Mapping Rowan's character development - Sheba's hut

Supporting learning resource - Section of text 1 (Answers)






Duration: 4 Weeks


Supporting learning resource - Section of text 4 (Answers) Supporting learning resource - Student space: How do I find my peers' and classmates' blog posts? https://staff.learningplace.eq.edu.au/help/Documents/Quickstep/QS_SS_find_student_blogs.pdf

Supporting learning resource - Teacher tips: Author's representation of character

Supporting learning resource - Teacher tips: Character development

Supporting learning resource - Teacher tips: Language in a quest novel

Supporting learning resource - Teacher tips: Quest stories

Supporting learning resource - Teacher tips: Assessment task

Text - French, F 2008, The smallest samurai, Frances Lincoln Children's Books, London

Text - Rodda, E 2005, Rowan of Rin, Scholastic, Sydney

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

Assessment Planner - Online discussion

Monitoring task - Eng_Y04_U5_MT_MR_OnlineDiscussion.docx

Monitoring task - Eng_Y04_U5_MT_OnlineDiscussion.docx

Assessment Planner - Written response

Assessment task - Eng_Y04_U5_AT_MR_WrittenResponse.docx

Assessment task - Eng_Y04_U5_AT_WrittenResponse.docx

Assessment Assessment task - Written response

Assessment task - Written response: Model response




Duration: 4 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Written response (Yr 04)Type Informative response - written

Date

Description Students explain how the author of a quest novel represents the main character in an important event.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Explains how language features and vocabulary are used to engage the interest of the audience.Describes literal and implied meaning connecting ideas in different texts.

Creates a structured text to explain ideas. Uses language features to create coherence and add detail.Demonstrates understanding of grammar and selects vocabulary from a range of resources. Uses accurate spelling and punctuation. Re-reads and edits work to improve meaning.

A ◄ Integrates and links ideas to show how the important event contributes to character development in the novel. ◄ Expresses and connects ideas using a range of sentence structures.

B ◄ Uses metalanguage to explain how the author of the quest novel uses language to develop the character and the event and create plot tension. ◄

Includes key information and supporting details.Uses quotation marks to signal quoted (direct) speech.Adds, deletes and moves words and word groups in editing to create a cohesive written response.

C ◄Explains how language features and vocabulary are used to engage the interest of the audience.Describes literal and implied meaning connecting ideas in different texts.

◄

Creates a structured text to explain ideas. Uses language features to create coherence and add detail.Uses grammar and selects vocabulary from a range of resources.Uses accurate spelling and punctuation.Re-reads and edits work to improve meaning.

D ◄ Describes the main character and the event. ◄Includes compound sentences.Uses capital letters and full stops to punctuate sentences.

E ◄ Identifies an important event in a quest novel. ◄Uses simple sentences.Spells high-frequency words.




Duration: 4 Weeks

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