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OneSchoolUnit Plan

Name: Unit 6 - English Year 3 (V8)Duration: 8 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: English

Unit Plan

Reading, writing and performing poetryIn this unit, students listen to, read, view and adapt Australian poems. They analyse texts by exploring the context, purpose and audience and how language features and language devices can be adapted to create new meaning. Students write and present to a familiar audience, an adaptation of a poem, using appropriate speaking skills. Students read a rhyming text and explore ways in which the language features and devices can be highlighted in performance through the use of pace, pitch, tone, volume and gesture.

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

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 32

Unit Plan Plan Name: Unit 6 - English Year 3 (V8)

Year: 3Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Writing and presenting poetry (Yr 03)Students write and present an adaptation of a poem.

Imaginative response – oral

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Descriptive language and mood Language devices (rhyme and

rhythm) Language devices

(onomatopoeia and alliteration) Adaptation of poems Poetry assessment A rhyming text

Resources Attachments Plan Resource Bank

Assessment Imaginative response - oral - Writing

and presenting poetry (Yr 03)




Duration: 8 Weeks

Australian Curriculum

English - Year 3

Year 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 ontopics. 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)

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

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)

Read an increasing range of different types of texts by combining contextual, semantic,

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)

Literature and context

Discuss texts in which characters, events and




Duration: 8 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)

Language for interaction

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

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)

grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

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

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

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)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

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 using most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable understanding that a sound can be represented by various letter combinations understanding how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words using knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds building morphemic word families using knowledge of prefixes and suffixes identifying, reproducing and experimenting with rhythmic, sound and word patterns in poems, chants, rhymes and songs innovating on familiar texts by experimenting with character, setting or plot 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 writing legibly and with growing fluency using unjoined upper case and lower case letters.

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

Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) 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) 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) Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780) Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and

puns (ACELT1606) Create literary texts by developing storylines, characters and settings (ACELT1794) 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) Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)




Duration: 8 Weeks

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

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

Information and communication technology (ICT) capability Investigating 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

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Assessing student learningAssessment name: Assessment name: Writing and presenting poetryAssessment description: Students write and present an adaptation of a poem.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 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.




Duration: 8 Weeks

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:

identifying and comparing text structures, language features and devices in different types of texts and understanding how these serve the purpose, context and audience of the text discussing how language features are used to describe settings and influence mood analysing the nature and effect of language devices, such as rhythm and onomatopoeia and how these are used to enhance meaning and shape the reader's reaction using text processing strategies and comprehension strategies to decode and comprehend texts, making literal and inferred meanings building an extended and technical vocabulary to express and develop ideas spelling more complex words with consonant diagraphs and blends using sound-letter relationships and a knowledge of spelling rules to construct texts and using visual memory to correctly spell high-frequency sight words using knowledge of prefixes and suffixes to build up a base word adapting the language features and devices of texts to enhance meaning and shape the reader's reaction to the text using clauses writing using joined letters that are clearly formed and consistent in size planning and delivering short presentations, providing details in a logical sequence.

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

comprehending meaning in poems identifying language features and language devices which describe setting, influence mood and shape reader reaction adapting language features and patterns in literary texts such as rhyme, rhythm and mood using a range of interaction skills to present poetry to a familiar audience building literal and inferred meaning of texts, drawing on growing knowledge of context, text structures and language features using evaluative language to express an opinion using clauses, ensuring that the subject is in agreement with the verb.




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic6 Lessons Descriptive language and mood

Lesson 1: Exploring purpose and context of a poem Lessons 2-3: Analysing language features Lesson 4: Adapting language features Lessons 5-6: Presenting an adaptation

4 Lessons Language devices (rhyme and rhythm) Lessons 7-8: Analysing language devices Lesson 9: Adapting language devices Lesson 10: Presenting a poem

3 Lessons Language devices (onomatopoeia and alliteration) Lesson 11: Analysing how language devices shape the reader's reaction Lesson 12: Adapting language devices to shape the reader's reaction Lesson 13: Presenting a poem

3 Lessons Adaptation of poems Lesson 14: Analysing the language features and language devices of an adapted poem Lessons 15-16: Exploring the setting of a poem

6 Lessons Poetry assessment Lessons 17-18: Planning, drafting and editing an adaptation of a poem Lessons 19-20: Publishing a poem Lessons 21-22: Presenting a poem

10 Lessons A rhyming Lessons 23-24: Reading and comprehending a rhyming text Lesson 25: Onomatopoeia and alliteration Lessons 26-27: Examining sentence structure Lessons 28-29: Preparing a presentation Lessons 30-31: Practising and performing a text Lesson 32: Evaluating a performance

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Descriptive language and mood Topic Duration 6 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 texts and how they can be adapted by altering the language features to enhance meaning.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring purpose and context of a poem

Lesson objectivesStudents will:

Understand that rhyming words create a rhyming pattern in poems.

Understand that language features used in texts are dependent on purpose and context.

Evidence of learningCan the student:

Identify rhyming words and the rhyme scheme of a poem? Identify the language features used in texts that are dependent on

purpose and context?Example learning sequence

Understand the unit focus Listen to a reading of a poem Explore purpose and context Review language features (rhyme) of the poem

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 poem with an Australian setting that includes an obvious rhyme scheme and that uses adjectives and adverbs to build descriptions.

Text - Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins Publishers Australia, Sydney ('My Country' by Dorothea Mackellar or 'I am' by Mary Duroux would be appropriate poems from this collection)

Supporting learning resource - Teacher tips: Descriptive language and mood Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview

Helpful information Supporting learning resource - Introduction to the unit: Reading, writing and

performing poetry https://learningplace.eq.edu.au/cx/resources/items/54f8b8a3-8c0e-49c6-a97f-1ae3126a55b6/0/Eng_Y03_U6_SLR_UnitIntro.docx

Website - An Australian poem a day: A celebration of poetry for the National Year of Reading 2012 (Mylee Joseph) https://ozpoemaday.wordpress.com/ (Click on the Dorothea Mackellar or Mary Duroux link in the right hand menu)

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/eaf6eace-c412-4958-a50a-5725b9446f8f/0/Eng_Y03_U6_SLR_AlternativeRes.docx

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

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

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

Attachments Lesson plan




Duration: 8 Weeks

Teaching Sequence




Lessons 2-3

Analysing language features


Understand how language features describe a setting and create imagery.

Understand how language features used to describe the setting influence the mood of the poem.


Analyse the language features used to describe a setting and create imagery?

Describe how language features used to describe the setting influence the mood of the poem?

Example learning sequence Review a poem Compare the context and purpose of a poem with another text

type Analyse language features


Resources Find and prepare a poem with an Australian setting that includes an obvious rhyme

scheme and that uses adjectives and adverbs to build descriptions. Text - Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins

Publishers Australia, Sydney ('My Country' by Dorothea Mackellar or 'I am' by Mary Duroux would be appropriate poems from this collection)

Supporting learning resource - Report Supporting learning resource - Teacher tips: Descriptive language and mood Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview

Helpful information Website - An Australian poem a day: A celebration of poetry for the National Year of

Reading 2012 (Mylee Joseph) https://ozpoemaday.wordpress.com/ (Click on the Dorothea Mackellar or Mary Duroux link in the right hand menu)



Lesson 4

Adapting language features


Understand how to adapt the language features of a poem to create a different setting and mood.


Adapt the language features of a poem to create a different setting and mood?




Supporting learning resource - Teacher tips: Descriptive language and mood Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview




Duration: 8 Weeks

Teaching Sequence




Example learning sequence Review a poem Adapt a poem






Lessons 5-6

Presenting an adaptation


Understand how to present a poem using a variety of speaking skills to suit the audience.


Present a poem using a variety of speaking skills to suit the audience?

Example learning sequence Review a poem Plan and rehearse a presentation of an adaptation Present an adaptation Reflect on adaptation





Sheet - Peer review: Performance Supporting learning resource - Teacher tips: Descriptive language and mood Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview



Find and prepare high quality, engaging videos or recordings of rhyming texts (e.g. videos of texts by Dr Seuss) being performed that could be analysed and critiqued by students, e.g.o Video - Introduction song - Michael Rosen (YouTube, Kids' poems and stories

with Michael Rosen) https://www.youtube.com/watch?v=uzTltozxOko Supporting learning resource - English metalanguage: Years 3-6

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




Duration: 8 Weeks

Teaching Sequence








Duration: 8 Weeks

Teaching Sequence

Topic Language devices (rhyme and rhythm) Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will become familiar with language devices, such as rhyme and rhythm, and how they shape the reader’s reaction to a text and enhance meaning.


Lessons 7-8

Analysing language devices


Understand the effect of rhyme and rhythm used to enhance meaning and shape the reader’s reaction to the text.


Identify the effect of rhyme and rhythm used to enhance meaning and shape the reader’s reaction to texts?

Example learning sequence Listen to a reading of a poem Explore purpose and context Identify rhyme Examine rhythm Evaluate language devices


Resources Text - Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins

Publishers Australia, Sydney ('Bell-Birds' by Henry Kendall would be an appropriate poem from this collection)

Supporting learning resource - Teacher tips: Language devices (rhyme and rhythm) Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview





Lesson 9

Adapting language devices


Understand how to use language devices such as rhyme and rhythm to shape the reader’s reaction.


Use language devices such as rhyme and rhythm to shape the reader’s reaction?




Supporting learning resource - Teacher tips: Language devices (rhyme and rhythm) Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview






Duration: 8 Weeks

Teaching Sequence

Topic Language devices (rhyme and rhythm) Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will become familiar with language devices, such as rhyme and rhythm, and how they shape the reader’s reaction to a text and enhance meaning.





Lesson 10

Presenting a poem


Understand how to make presentations by communicating in a clear, coherent manner and using a variety of speaking skills.


Enhance presentations using a variety of speaking skills?Example learning sequence

Review a poem Present a poem




Supporting learning resource - Teacher tips: Language devices (rhyme and rhythm) Sheet - Peer review: Performance Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview










Duration: 8 Weeks

Teaching Sequence

Topic Language devices (onomatopoeia and alliteration) Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will adapt a poem using onomatopoeia and alliteration, identifying how these language devices are used to shape the reader’s reaction to a text and enhance meaning.


Lesson 11

Analysing how language devices shape the reader’s reaction


Understand how language devices such as onomatopoeia and alliteration are used to give momentum and enhance the enjoyment of a poem.


Identify how language devices such as onomatopoeia and alliteration are used to give momentum and enhance the enjoyment of a poem?

Example learning sequence Listen to a reading of a poem Explore purpose, context and audience Analyse language devices



Publishers Australia, Sydney ('Supermarket' by Libby Hathorn would be an appropriate poem from this collection)

Supporting learning resource - Teacher tips: Language devices (onomatopoeia and alliteration)

Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview





Lesson 12

Adapting language devices to shape the reader’s reaction


Understand how to adapt the language devices of a poem to shape the reader’s reaction and enhance meaning.


Adapt the language devices of a poem to shape the reader’s reaction and enhance meaning?







Reading 2012 (Mylee Joseph) https://ozpoemaday.wordpress.com/ (Click on the




Duration: 8 Weeks

Teaching Sequence

Topic Language devices (onomatopoeia and alliteration) Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class level. Students will adapt a poem using onomatopoeia and alliteration, identifying how these language devices are used to shape the reader’s reaction to a text and enhance meaning.


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

Dorothea Mackellar or Mary Duroux link in the right hand menu) Supporting learning resource - English metalanguage: Years 3-6



Lesson 13

Presenting a poem


Understand how to logically sequence ideas and information to make presentations.


Logically sequence ideas and information when making presentations?

Example learning sequence Review a poem Present a poem





with Michael Rosen) https://www.youtube.com/watch?v=uzTltozxOko Supporting learning resource - Teacher tips: Language devices (onomatopoeia and

alliteration) Sheet - Peer review: Performance Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview








Duration: 8 Weeks

Teaching Sequence

Topic Adaptation of poems 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 analyse the language features and devices of poems and how these have been adapted to create imagery, influence the mood, shape the reader's reaction and enhance meaning. Students will begin to study the poem that will provide the stimulus for the assessment task.


Lesson 14

Analysing the language features and language devices of an adapted poem


Understand how poems are created through the adaptation of language features and language devices to enhance meaning and shape the reader's reaction.


Identify how poems are created through the adaptation of language features and language devices to enhance meaning and shape the reader's reaction?

Example learning sequence Listen to a reading of a poem Explore purpose, context and audience Analyse an adapted poem

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


Publishers Australia, Sydney (The anonymous poem 'Click go the shears' or 'Frogs' by Bill Scott would be appropriate poems from this collection)

Sheet - Click go the shears Sheet - Snip go the scissors Supporting learning resource - Teacher tips: Adaptation of poems Spelling - Year 3 Unit 7 Spelling overview Handwriting - Year 3 Unit 7 Handwriting overview





Lessons 15-16

Exploring the setting of a poem


Understand how to use a variety of speaking skills to present a poem.


Use a variety of speaking skills to present a poem?Example learning sequence

Listen to a reading of a poem Explore setting Plan and practise a presentation of a poem

Resources Sheet - Desert community Sheet - Comprehending 'Desert community' Sheet - Peer review: Performance Supporting learning resource - Teacher tips: Adaptation of poems Spelling - Year 3 Unit 7 Spelling overview Spelling - Year 3 Unit 7 Unit post-test Handwriting - Year 3 Unit 7 Handwriting overview






Duration: 8 Weeks

Teaching Sequence

Topic Adaptation of poems 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 analyse the language features and devices of poems and how these have been adapted to create imagery, influence the mood, shape the reader's reaction and enhance meaning. Students will begin to study the poem that will provide the stimulus for the assessment task.


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






Duration: 8 Weeks

Teaching Sequence

Topic Poetry assessment Topic Duration 6 Lessons

Overview Throughout this lesson series, students write and present an adapted poem using language features and language devices to create imagery, influence the mood, shape the reader’s reaction and enhance the meaning of the text.


Lessons 17-18

Planning, drafting and editing an adaptation of a poem

Assessment purposeTo write and present an adaptation of a poem.Example assessment sequence

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

standards A-E Conduct the assessment

SpellingDiagnostic assessment. (Lesson 17)Refer to unit spelling overview for suggested focus area. (Lesson 18)HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Assessment task - Writing and presenting poetry Assessment task - Writing and presenting poetry: Model response Assessment task - Plan for task: Writing and presenting poetry Assessment task - Plan for task: Writing and presenting poetry - Sample response Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview



Sheet - Desert community https://learningplace.eq.edu.au/cx/resources/items/f6368167-594b-4eeb-b3ac-03fd33102d4a/0/Eng_Y03_U7_SH_DesertCommunity.docx



Lessons 19-20

Publishing a poem

Assessment purposeTo write and present an adaptation of a poem.Example assessment sequenceUnderstand the assessment

Review the Guide to making judgments and understand the standards A-E

Conduct the assessmentSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Assessment task - Writing and presenting poetry Assessment task - Writing and presenting poetry: Model response Assessment task - Plan for task: Writing and presenting poetry Assessment task - Plan for task: Writing and presenting poetry - Sample response Sheet - Peer review: Performance Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview



Sheet - Desert community https://learningplace.eq.edu.au/cx/resources/items/f6368167-594b-4eeb-b3ac-03fd33102d4a/0/Eng_Y03_U7_SH_DesertCommunity.docx

Supporting learning resource - English metalanguage: Years 3-6




Duration: 8 Weeks

Teaching Sequence

Topic Poetry assessment Topic Duration 6 Lessons

Overview Throughout this lesson series, students write and present an adapted poem using language features and language devices to create imagery, influence the mood, shape the reader’s reaction and enhance the meaning of the text.

Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lessons 21-22

Presenting a poem

Assessment purposeTo write and present an adaptation of a poem.Example assessment sequenceUnderstand the assessment

Review the Guide to making judgments and understand the standards A-E

Conduct the assessmentEarly literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

Resources Assessment task - Writing and presenting poetry Assessment task - Writing and presenting poetry: Model response Assessment task - Plan for task: Writing and presenting poetry Assessment task - Plan for task: Writing and presenting poetry - Sample response Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview

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






Duration: 8 Weeks

Teaching Sequence

Topic A rhyming text Topic Duration 10 Lessons

Overview Throughout this lesson series, students will read a rhyming text and explore ways in which the language features and devices can be highlighted in performance through the use of pace, pitch, tone, volume and gesture.


Lessons 23-24

Reading and comprehending a rhyming text


Understand rhyme schemes in a text. Understand how rhythm enhances a text and can be annotated for

reading aloud. Understand how to reflect on narratives using evaluative

language.Evidence of learningCan the student:

Identify rhyme schemes in a text? Annotate rhythm in a text? Reflect on a narrative using personal criteria and evaluative

language?Example learning sequence

Discuss purposes for writing Read and comprehend a text Explore rhyming patterns Explore rhythm patterns Reflect on the text


Resources Find and prepare a rhyming picture book that includes a regular rhythm pattern,

alliteration and onomatopoeia. Supporting learning resource - Teacher tips: A rhyming text Supporting learning resource - Rhyming texts: Suggested texts Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview

Helpful information Find and prepare high quality, engaging videos or recordings of rhyming texts (e.g.

videos of texts by Dr Seuss) being performed that could be analysed and critiqued by students, e.g.o Video - Introduction song - Michael Rosen (YouTube, Kids' poems and stories




Lesson 25

Onomatopoeia and alliteration


Understand how alliteration and onomatopoeia can enhance a text.

Understand how alliteration and onomatopoeia can be performed in different ways.


alliteration and onomatopoeia. Supporting learning resource - Teacher tips: A rhyming text Sheet - Peer review: Performance Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview




Duration: 8 Weeks

Teaching Sequence





Identify onomatopoeic words and alliterative groups of words and describe their effect?

Perform onomatopoeic words and alliterative groups of words in different ways?

Example learning sequence Explore onomatopoeia Explore alliteration


Helpful information Supporting learning resource - Rhyming texts: Suggested texts

https://learningplace.eq.edu.au/cx/resources/items/d21266c3-aa7c-4a73-a5f2-40ab366a4a66/0/Eng_Y03_U6_SLR_RhymTextSuggText.docx





Lessons 26-27

Examining sentence structure


Understand how to identify the use and purpose of different sentence types in the text.

Understand clauses in different types of sentences. Understand how different sentence types can be performed in

different ways.Evidence of learningCan the student:

Identify the use and purpose of sentence types in the text? Identify clauses in different types of sentences? Perform different sentence types in different ways?

Example learning sequence Review functions of sentences Analyse sentence types in text Examine the grammatical function of verbs


alliteration and onomatopoeia. Sheet - Peer review: Performance Supporting learning resource - Teacher tips: A rhyming text Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview

Helpful information Supporting learning resource - Rhyming texts: Suggested texts

https://learningplace.eq.edu.au/cx/resources/items/d21266c3-aa7c-4a73-a5f2-40ab366a4a66/0/Eng_Y03_U6_SLR_RhymTextSuggText.docx






Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Analyse clause structure Present different types of sentences




Lessons 28-29

Preparing a presentation


Understand how to annotate a written text to prepare for a presentation.


Annotate a written text to prepare for a presentation?Example learning sequence

Plan a presentation of a rhyming textEarly literacy skills SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


alliteration and onomatopoeia. Sheet - Peer review: Performance Supporting learning resource - Teacher tips: A rhyming text Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview






Lessons 30-31

Practising and performing a text


Understand how to present a rhyming text to a familiar audience.Evidence of learning


alliteration and onomatopoeia. Sheet - Peer review: Performance Supporting learning resource - Teacher tips: A rhyming text




Duration: 8 Weeks

Teaching Sequence




Can the student: Use speaking skills to engage and entertain an audience?

Example learning sequence Practise the performance of a rhyming text Perform a rhyming text








Lesson 32

Evaluating a performance


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

Understands how evaluative language is used when giving a personal opinion.


Use modal verbs and evaluative language when expressing an opinion?

Example learning sequence Review evaluative language Develop criteria for personal opinion Express an opinion

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

Resources Supporting learning resource - Teacher tips: A rhyming text Spelling - Year 3 Unit 8 Spelling overview Handwriting - Year 3 Unit 8 Handwriting overview

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






Duration: 8 Weeks

Teaching Sequence




Refer to unit handwriting overview for suggested focus area.

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

Unit Plan Section Resource Attachments*

Sequence - Descriptive language and mood

Lesson plan - Eng_Y03_U6_LP01.docx

Lesson plan - Eng_Y03_U6_LP02-03.docx



Sequence - Language devices (rhyme and rhythm)

Lesson plan - Eng_Y03_U6_LP07-08.docx Lesson plan - Eng_Y03_U6_LP09.docx




Duration: 8 Weeks



Sequence - Language devices (onomatopoeia and alliteration)




Sequence - Adaptation of poems Lesson plan - Eng_Y03_U6_LP14.docx


Sequence - Poetry assessment Lesson plan - Eng_Y03_U6_LP17-18.docx



Sequence - A rhyming text Lesson plan - Eng_Y03_U6_LP23-24.docx






Sequence Find and prepare a poem with an Australian setting that includes an obvious rhyme scheme and that uses adjectives and adverbs to build descriptions.Find and prepare a rhyming picture book that includes a regular rhythm pattern, alliteration and onomatopoeia.




Duration: 8 Weeks


Find and prepare high quality, engaging videos or recordings of rhyming texts (e.g. videos of texts by Dr Seuss) being performed that could be analysed and critiqued by students, e.g.

Video - Introduction song - Michael Rosen (YouTube, Kids' poems and stories with Michael Rosen) https://www.youtube.com/watch?v=uzTltozxOko

Handwriting - Year 3 Unit 7 Handwriting overview

Handwriting - Year 3 Unit 8 Handwriting overview

Sheet - Click go the shears

Sheet - Comprehending 'Desert community'

Sheet - Desert community

Sheet - Peer review: Performance

Sheet - Snip go the scissors

Spelling - Year 3 Unit 7 Spelling overview

Spelling - Year 3 Unit 7 Unit post-test

Spelling - Year 3 Unit 8 Spelling overview Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/eaf6eace-c412-4958-a50a-5725b9446f8f/0/Eng_Y03_U6_SLR_AlternativeRes.docx

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


Supporting learning resource - Introduction to the unit: Reading, writing and performing poetry https://learningplace.eq.edu.au/cx/resources/items/54f8b8a3-8c0e-49c6-a97f-1ae3126a55b6/0/Eng_Y03_U6_SLR_UnitIntro.docx

Supporting learning resource - Report

Supporting learning resource - Rhyming texts: Suggested texts




Duration: 8 Weeks


Supporting learning resource - Teacher tips: A rhyming text

Supporting learning resource - Teacher tips: Adaptation of poems

Supporting learning resource - Teacher tips: Descriptive language and mood


Supporting learning resource - Teacher tips: Language devices (rhyme and rhythm) Text - Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins Publishers Australia, Sydney ('My Country' by Dorothea Mackellar or 'Bell-Birds' by Henry Kendall would be appropriate poems from this collection)Text - Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins Publishers Australia, Sydney ('My Country' by Dorothea Mackellar or 'I am' by Mary Duroux would be appropriate poems from this collection)Text - Hathorn, L (ed.) 2010, The ABC book of Australian poetry, HarperCollins Publishers Australia, Sydney ('My Country' by Dorothea Mackellar or 'Supermarket' by Libby Hathorn would be appropriate poems from this collection)Website - An Australian poem a day: A celebration of poetry for the National Year of Reading 2012 (Mylee Joseph) https://ozpoemaday.wordpress.com/ (Click on the Dorothea Mackellar or Mary Duroux link in the right hand menu)Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Assessment Planner - Writing and presenting poetry

Assessment task - Eng_Y03_U6_AT_MR_WritPresentPoetry.docx

Assessment task - Eng_Y03_U6_AT_PFT.docx

Assessment task - Eng_Y03_U6_AT_PFT_SR.docx

Assessment task - Eng_Y03_U6_AT_WritPresentPoetry.docx

Assessment Assessment task - Plan for task: Writing and presenting poetry

Assessment task - Plan for task: Writing and presenting poetry - Sample response

Assessment task - Writing and presenting poetry

Assessment task - Writing and presenting poetry: Model response




Duration: 8 Weeks




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Writing and presenting poetry (Yr 03)Type Imaginative response - oral

Date

Description Students write and present an adaptation of a poem.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Understands how language features and vocabulary choices are used for different effects

Understands how language can be used to express feelings.Writes to express & develop ideas.Uses knowledge of letter-sound relationships & high-frequency words to spell words accurately.Writes using joined letters that are accurately formed.Creates a text for audiences.Makes a presentation.

A ◄ Explains the effect on the reader of language devices used to shape the readers' reaction ◄

Creates imagery using extended vocabulary to influence the mood of the poem.Emphasises relevant aspects of the poem by using gesture and eye contact to keep the audience engaged.

B ◄ Describes imagery created through the use of descriptive language. ◄Adapts language features and patterns to engage readers.Engages the audience with a variety of interaction skills such as tone, pace, pitch and volume.

C ◄ Identifies language features and vocabulary choices used for different effects. ◄

Uses language to express feelings on topics.Uses writing to express and develop experiences, ideas.Uses knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately.Writes using joined letters that are accurately formed and consistent in size.Creates a text for a familiar audience.Makes a presentation.

D ◄ Gives a personal response to the poem. ◄Uses language to develop a poem.Organises and structures the presentation in a logical sequence with introduction and conclusion.

E ◄ Identifies words used in the text. ◄ Chooses a setting.




Duration: 8 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Writing and presenting poetry (Yr 03)Type Imaginative response - oral

Date

Description Students write and present an adaptation of a poem.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Reads aloud.




Duration: 8 Weeks

Acknowledgement, Disclaimer and Copyright

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

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

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

ACARA does not endorse or verify that:

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

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

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

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

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

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

This publication is not part of NEALS.

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