OneSchool
Unit Plan
Name:
Duration:
Unit 6 - English Year 5 (V8)
8 Weeks
Year Level:
Year 5
Applicable Learning
Areas/Subjects:
English
Unit Plan
Exploring narrative through novels and film
In this unit students listen to, read and view films and novels with a range of characters and involving flashbacks or shifts in time. They demonstrate understanding of the
depiction of characters, setting and events in a chosen film. They create a written comparison of a novel and the film adaptation.
Students listen to and view narrative films and spoken, written and digital film reviews, to create a written film review of a chosen film. Students express and justify opinions
about aspects of the novels and films during group discussions.
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
Page 1 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task Summary
Type
Learning Areas
Status
Group discussions (Yr 05)
Monitoring
English
Unscheduled
Written
English
Unscheduled
Date
Students participate in group discussions about novels and films.
Written comparison (Yr 05)
Students write a comparison of a novel and its film adaptation and state a
preference.
Document Table of Contents
Curriculum

Australian Curriculum

Considerations
Teaching Sequence
Teaching Sequence Summary

Analysis of a written
comparison

Exploration of a novel

Exploration of a film

Written comparison

Analysis of narrative film
reviews

Written film reviews
Resources
Assessment

Attachments

Monitoring - Group discussions (Yr 05)

Plan Resource Bank

Written - Written comparison (Yr 05)
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 2 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Australian Curriculum
English - Year 5
Year 5 Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence
interpretations of characters, settings and events.
When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied
information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask
questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a
range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined
purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using
a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
Content Descriptions
Language
Literacy
Literature
Expressing and developing ideas
Interacting with others
Literature and context

Explain sequences of images in print texts and
compare these to the ways hyperlinked digital
texts are organised, explaining their effect on
viewers' interpretations (ACELA1511)

Understand the use of vocabulary to express
greater precision of meaning, and know that
words can have different meanings in different
contexts (ACELA1512)


Language for interaction

Understand how to move beyond making bare
assertions and take account of differing
perspectives and points of view (ACELA1502)
Clarify understanding of content as it unfolds in
formal and informal situations, connecting
ideas to students' own experiences and
present and justify a point of view
(ACELY1699)
Use interaction skills, for example
paraphrasing, questioning and interpreting
non-verbal cues and choose vocabulary and
vocal effects appropriate for different
audiences and purposes (ACELY1796)
Creating texts

Develop a handwriting style that is becoming

Identify aspects of literary texts that convey
details or information about particular social,
cultural and historical contexts (ACELT1608)
Responding to literature

Present a point of view about particular literary
texts using appropriate metalanguage, and
reflecting on the viewpoints of others
(ACELT1609)

Use metalanguage to describe the effects of
ideas, text structures and language features on
particular audiences (ACELT1795)
Examining literature
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 3 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English

Understand that patterns of language interaction
vary across social contexts and types of texts
and that they help to signal social roles and
relationships (ACELA1501)
Duration: 8 Weeks
legible, fluent and automatic (ACELY1706)

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)
Phonics and word knowledge

Explore less common plurals, and understand
how a suffix changes the meaning or
grammatical form of a word (ACELA1514)


Re-read and edit student's own and others'
work using agreed criteria for text structures
and language features (ACELY1705)
Understand how to use knowledge of known
words, base words, prefixes and suffixes, word
origins, letter patterns and spelling
generalisations to spell new words
(ACELA1513)


Use a range of software including word
processing programs with fluency to construct,
edit and publish written text, and select, edit
and place visual, print and audio elements
(ACELY1707)
Understand how to use phonic knowledge to
read and write less familiar words that share
common letter patterns but have different
pronunciations (ACELA1829)
Understand how texts vary in purpose, structure
and topic as well as the degree of formality
(ACELA1504)

Understand how the grammatical category of
possessives is signalled through apostrophes
and how to use apostrophes with common and
proper nouns (ACELA1506)

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)
Recognise that ideas in literary texts can be
conveyed from different viewpoints, which can
lead to different kinds of interpretations and
responses (ACELT1610)
Interpreting, analysing, evaluating

Identify and explain characteristic text
structures and language features used in
imaginative, informative and persuasive texts
to meet the purpose of the text (ACELY1701)

Navigate and read texts for specific purposes
applying appropriate text processing
strategies, for example predicting and
confirming, monitoring meaning, skimming and
scanning (ACELY1702)

Use comprehension strategies to analyse
information, integrating and linking ideas from
a variety of print and digital sources
(ACELY1703)
Text structure and organisation


Texts in context

Show how ideas and points of view in texts are
conveyed through the use of vocabulary,
including idiomatic expressions, objective and
subjective language, and that these can
change according to context (ACELY1698)
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 4 of 34
Unit Plan
Year: 5
Learning Areas/Subjects: English
Plan Name: Unit 6 - English Year 5 (V8)
Duration: 8 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculum
Relevant prior curriculum
Students require prior experience with:
 understanding differences between the language of opinion and feeling and the language of factual reporting or recording
 understanding how texts vary in complexity and technicality, depending on the approach to the topic, the purpose and the intended audience
 understanding how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
 recognising how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech
 discussing literary experiences with others, sharing responses and expressing a point of view
 using metalanguage to describe the effects of ideas, text structures and language features of literary texts
 discussing how authors and illustrators make stories exciting, moving and absorbing, and hold readers' interest by using various techniques, e.g. character development and plot
tension
 planning, drafting and publishing imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating
increasing control over text structures and language features.
Curriculum working towards
The teaching and learning in this unit work towards the following:
 Understand the uses of objective and subjective language and bias (ACELA1517)
 Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
(ACELA1518)
 Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
 Understand the uses of commas to separate clauses (ACELA1521)
 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
 Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's
individual style (ACELT1616)
 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to
purpose and audience (ACELY1714)
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 5 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
General capabilities
This 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



Applying social and ethical protocols and practices when using ICT
Creating 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
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Students 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.
Sustainability
Students 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 and the Learning area statements.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 6 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Assessing student learning
Assessment name: Written comparison
Assessment description: Students write a comparison of a novel and its film adaptation and state a preference.
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 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of
characters, settings and events.
When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a
variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They
contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They
select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
Monitoring student learning
Student 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 objective language
 using metalanguage to describe the effects of text structure, language features, visual features and multimodal features on an audience
 using accurate spelling and punctuation including apostrophes of possession
 creating written comparisons
 recording information about different films including: text structure, language features, visual features, purpose and audience
 evaluating different films using metalanguage and justified points of view
 creating short written responses using metalanguage to describe opinions of the films and effects of the films on an audience
 participating in informal group discussions
 comprehending social, cultural and historical contexts in narratives
 recording information about plot elements in narrative texts
 planning and publishing a film review.
Monitoring task
Monitoring name: Group discussions
Monitoring description: Students participate in group discussions about novels and films.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 7 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Feedback
Feedback may relate to reading, writing and speaking. In this unit this may include:
 using reading strategies to understand, interpret and analyse narratives
 using reading strategies to understand, interpret and analyse written comparisons
 understanding and reflecting the social, cultural and historical contexts in narratives
 using metalanguage to explain the effect of the text structures, language features, visual features and multimodal features of narratives
 using metalanguage to explain the effect of the text structures and language features of written comparisons
 presenting a point of view about a novel and its film adaptation
 using text structures and language features to create a written comparison
 using viewing strategies to interpret and evaluate films
 understanding the text structure, language features, visual features, purpose and audience of a film
 understanding the text structure, language features, purpose and audience of a film review
 understanding the structure and purpose a of a group discussion
 using appropriate interaction skills required for group discussions
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 8 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration
Topic
8 Lessons
Analysis of a written comparison
 Lessons 1-2: Exploring a narrative text
 Lessons 3-4: Exploring narrative in a film adaptation
 Lesson 5: Exploring issues in narratives
 Lesson 6: Making comparisons
 Lessons 7-8: Writing comparisons
4 Lessons
Exploration of a novel
 Lessons 9-10: Examining setting and characters
 Lessons 11-12: Examining plot elements and issues in a narrative
4 Lessons
Exploration of a film
 Lessons 13-14: Responding to a film adaptation
 Lessons 15-16: Exploring characters and issues in a film adaptation
4 Lessons
Written comparison
 Lessons 17-18: Drafting a written comparison
 Lesson 19: Editing and publishing a written comparison
 Lesson 20: Sharing a written comparison
8 Lessons
Analysis of narrative film reviews
 Lesson 21: Examining features of a film review
 Lesson 22: Examining positive and negative film reviews
 Lessons 23-24: Responding to a narrative film 1
 Lessons 25-26: Responding to a narrative film 2
 Lessons 27-28: Sharing opinions about a narrative film
4 Lessons
Written film reviews
 Lessons 29-30: Drafting a film review
 Lesson 31: Editing and publishing a film review
 Lesson 32: Sharing film reviews
32 Lessons
Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 9 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of a written comparison
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lessons 1-2
Lesson objectives
Resources
Exploring a
narrative text
Students will:
 Understand the effect of text structures and language features of a
narrative on an audience.
 Understand how to summarise the main events of a narrative.
Evidence of learning
Can the student:
 Use appropriate metalanguage about text structures and language
features when offering reasons for their opinions about a text?
 Summarise the main events in a narrative text?
Example learning sequence




Understand prior knowledge of a narrative
Examine text structure and language features of a narrative
Identify a major issue in the narrative
Respond to a narrative
Spelling
Topic Duration




8 Lessons
Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New
York
Sheet - Text structure and language features in The Lorax
Supporting learning resource - Teacher tips: Analysis of a written comparison
Spelling - Year 5 Unit 7 Spelling overview
Helpful information

Supporting learning resource - Introduction to the unit: Exploring narrative through
novels and film https://learningplace.eq.edu.au/cx/resources/items/932e1bf3-3a15-4626-

Website - Queensland Curriculum & Assessment Authority (Queensland
Government) https://www.qcaa.qld.edu.au (Home > Search > Better writing: Orientation
- Narrative posters set 2 of 4)
Website - Queensland Curriculum & Assessment Authority (Queensland
Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing:
Complication - Narrative posters set 3 of 4)
Website - Queensland Curriculum & Assessment Authority (Queensland
Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing:
Resolution - Narrative posters set 4 of 4)
Website - Contemporary practice resource: English


Refer to unit spelling overview for suggested focus area.


8ba8-1174722e3bb5/0/Eng_Y05_U6_SLR_UnitIntro.docx
https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-34609ca7190f1f5d/0/index.html
Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support
https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculu
mintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - Yarning circles
https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 10 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of a written comparison
Topic Duration
8 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources

Supporting learning resource - Aboriginal & Torres Strait Islander histories and
cultures suggested alternative resources
https://learningplace.eq.edu.au/cx/resources/items/82fed102-e94d-4a78-98b11634f150b3b6/0/Eng_Y05_U7_SLR_SuggestedAlternativeResources.docx
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 11 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of a written comparison
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lessons 3-4
Lesson objectives
Resources
Exploring
narrative in a
film adaptation
Students will:
 Understand the effect of text structures, language features, visual
features and multimodal features of an adaptation on an audience.
 Understand how characters are developed in the adaptation.
Evidence of learning
Can the student:
 Use appropriate metalanguage to discuss the features of an
adaptation?
 Discuss how characters are developed in the adaptation?
Example learning sequence





Review features of an animated film
Review features of a transformation or adaptation
Examine features of an adaptation of a narrative text
Examine characters' behaviour in an adaptation of a narrative text
Respond to an adaptation of a narrative text
Spelling
Refer to unit spelling overview for suggested focus area.
Topic Duration






8 Lessons
Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New
York
Find and prepare video clips of The Lorax from 1972 (animated musical television
special; DePatie-Freleng Enterprises, Los Angeles)
Sheet - Features of an adaptation of The Lorax
Sheet - Characters in The Lorax
Supporting learning resource - Teacher tips: Analysis of a written comparison
Spelling - Year 5 Unit 7 Spelling overview
Helpful information


Website - Film in the classroom: Terminology (Film Education)
http://www.filmeducation.org/resources/primary/teaching_with_film/film_in_the_clas
sroom/terminology/
Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 12 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of a written comparison
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lesson 5
Lesson objectives
Resources
Exploring
issues in
narratives
Students will:
 Understand how to write a short response about how an author
conveys an issue in a narrative.
Evidence of learning
Can the student:
 Present an opinion about the author's effectiveness in conveying
an issue in a narrative?
Example learning sequence




Review understanding of issues in a narrative
Relate issues in a narrative to real-life examples
Read and analyse a short written response
Respond to an issue in a narrative
Spelling
Topic Duration





8 Lessons
Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New
York
Find and prepare video clips of The Lorax from 1972 (animated musical television
special; DePatie-Freleng Enterprises, Los Angeles)
Sheet - Issues in The Lorax
Supporting learning resource - Teacher tips: Analysis of a written comparison
Spelling - Year 5 Unit 7 Spelling overview
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments
 Lesson plan
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 13 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of a written comparison
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lesson 6
Lesson objectives
Resources
Making
comparisons
Students will:
 Understand how to make comparisons between a narrative and an
adaptation.
 Understand how to explain a preference for a particular text.
Evidence of learning
Can the student:
 Identify similarities and differences between a narrative and its
adaptation?
 Use metalanguage to explain their preference for a particular text?
Example learning sequence
 Review understanding of making comparisons
 Compare a narrative and its adaptation
 Share and explain a preference for a text
Spelling
Refer to unit spelling overview for suggested focus area.
Topic Duration






8 Lessons
Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New
York
Find and prepare video clips of The Lorax from 1972 (animated musical television
special; DePatie-Freleng Enterprises, Los Angeles)
Sheet - Comparing versions of The Lorax
Sheet - Compare and contrast words
Supporting learning resource - Teacher tips: Analysis of a written comparison
Spelling - Year 5 Unit 7 Spelling overview
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 14 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of a written comparison
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lessons 7-8
Lesson objectives
Resources
Writing
comparisons
Students will:
 Understand the purpose and structure of a written comparison.
Evidence of learning
Can the student:
 Construct a written comparison from notes?
Example learning sequence




Review the use of possessive apostrophes
Discuss purpose and audience of a written comparison
Identify features in a written comparison
Create a written comparison
Spelling
Topic Duration








8 Lessons
Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New
York
Find and prepare video clips of The Lorax from 1972 (animated musical television
special; DePatie-Freleng Enterprises, Los Angeles)
Sheet - Comparing versions of The Lorax
Sheet - Planning template for written comparison
Sheet - Exemplar of written comparison
Sheet - Compare and contrast words
Supporting learning resource - Teacher tips: Analysis of a written comparison
Spelling - Year 5 Unit 7 Spelling overview
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Refer to unit spelling overview for suggested focus area.
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 15 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Exploration of a novel
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, purpose and audience of a narrative text. They will participate in group discussions to share opinions on the issues raised in the text.
Lessons
Teaching and Learning Sequence
Resources
Lessons 9-10
Lesson objectives
Resources
Examining
setting and
characters
Students will:
 Understand how a setting and characters are depicted in a
narrative.
 Understand how to present an opinion about a narrative.
Evidence of learning
Can the student:
 Identify language features which are used to depict characters and
setting in a narrative?
 Explain a personal response to a narrative using metalanguage?
Topic Duration





Read a narrative text
Examine the setting in a narrative
Examine the characters in a narrative
Understand the monitoring task
Respond to a narrative
Monitoring task - Group discussions
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney (Note: Aboriginal peoples and
Torres Strait Islander peoples are warned that this resource may contain images,
voices and names of persons who may now be deceased.)
Sheet - Setting and characters in Storm Boy
Supporting learning resource - Teacher tips: Exploration of a novel
Spelling - Year 5 Unit 7 Spelling overview
Helpful information

Example learning sequence





4 Lessons

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support
https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculu
mintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Sheet - Holistic planning and teaching framework
https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b6588fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf
Spelling
Refer to unit spelling overview for suggested focus area.
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 16 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Exploration of a novel
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, purpose and audience of a narrative text. They will participate in group discussions to share opinions on the issues raised in the text.
Lessons
Teaching and Learning Sequence
Resources
Lessons 11-12
Lesson objectives
Resources
Examining plot
elements and
issues in a
narrative
Students will:
 Understand and develop knowledge of the plot elements in a
narrative.
 Understand how to make a personal response to an issue in the
narrative.
Evidence of learning
Topic Duration







Examine plot elements in a narrative
Examine issues in a narrative
Respond to an issue in a narrative
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney
Sheet - Plot elements in Storm Boy
Supporting learning resource - Teacher tips: Exploration of a novel
Spelling - Year 5 Unit 7 Spelling overview
Helpful information

Can the student:
 Identify the plot elements in a narrative text?
 Justify a personal response to an issue in the narrative?
Example learning sequence
4 Lessons
Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Spelling
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 17 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Exploration of a novel
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, purpose and audience of a narrative text. They will participate in group discussions to share opinions on the issues raised in the text.
Lessons
Teaching and Learning Sequence
Resources
Lessons 13-14
Lesson objectives
Resources
Responding to
a film
adaptation
Students will:
 Understand and develop knowledge of visual and multimodal
features of an adaptation.
 Understand how to present a point of view about a narrative text.
Evidence of learning
Can the student:
 Identify film techniques that transform a narrative?
 Explain their preference for a particular text?
Example learning sequence





Review features of a transformation or adaptation
Discuss features of films
Examine features of an adaptation of a narrative
Examine and compare setting in an adaptation
Respond to an adaptation of a narrative text
Topic Duration






Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,
Adelaide
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney
Sheet - Plot elements in the adaptation of Storm Boy
Sheet - Setting and characters in Storm Boy
Supporting learning resource - Teacher tips: Exploration of a film
Spelling - Year 5 Unit 7 Spelling overview
Helpful information


Text - Hoogstad, V & Simons, J 1987, Storm Boy: The making of a film, Macmillan
Company of Australia, South Melbourne
Website - Film in the classroom: Terminology (Film Education)
http://www.filmeducation.org/resources/primary/teaching_with_film/film_in_the_clas
sroom/terminology/

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Spelling
Refer to unit spelling overview for suggested focus area.
4 Lessons
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 18 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Exploration of a novel
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the text structure, language
features, visual features, purpose and audience of a narrative text. They will participate in group discussions to share opinions on the issues raised in the text.
Lessons
Teaching and Learning Sequence
Resources
Lessons 15-16
Lesson objectives
Resources
Exploring
characters and
issues in a film
adaptation
Students will:
 Understand and evaluate the representation of characters, setting,
events and issues in an adaptation.
Evidence of learning
Can the student:
 Respond to the representation of characters and issues in the film
adaptation?
Example learning sequence




Monitor meaning constructed in a film adaptation
Examine and compare characters in an adaptation
Examine and compare issues in an adaptation
Respond to the representation of characters and issues in an
adaptation
Spelling
Refer to unit spelling overview for suggested focus area.
Topic Duration








4 Lessons
Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,
Adelaide
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney
Sheet - Storm Boy viewing comprehension
Sheet - Setting and characters in Storm Boy
Sheet - Graphic organiser of an issue in Storm Boy
Supporting learning resource - Teacher tips: Exploration of a film
Spelling - Year 5 Unit 7 Spelling overview
Spelling - Year 5 Unit 7 Unit post-test
Helpful information



Text - Hoogstad, V & Simons, J 1987, Storm Boy: The making of a film, Macmillan
Company of Australia, South Melbourne
Website - Film in the classroom: Terminology (Film Education)
http://www.filmeducation.org/resources/primary/teaching_with_film/film_in_the_clas
sroom/terminology/
Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 19 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Written comparison
Overview
Students will create a written comparison of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lessons 17-18
Assessment purpose:
Resources
Drafting a
written
comparison
To write a comparison of a novel and its film adaptation and state a
preference.
Example assessment sequence



Understand the assessment
Review the Guide to making judgments and understand the
standards A-E
Conduct the assessment task
Spelling
Diagnostic assessment (Lesson 17)
Refer to unit spelling overview for suggested focus area. (Lesson 18)
Topic Duration








4 Lessons
Assessment task - Written comparison
Assessment task - Written comparison - Model response
Assessment task - Plan for task: Written comparison
Assessment task - Plan for task: Written comparison - Sample response
Sheet - Compare and contrast words
Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,
Adelaide
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney
Spelling - Year 5 Unit 8 Spelling overview
Helpful information


Text - Hoogstad, V & Simons, J 1987, Storm Boy: The making of a film, Macmillan
Company of Australia, South Melbourne
Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 20 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Written comparison
Overview
Students will create a written comparison of a narrative text and its film adaptation.
Lessons
Teaching and Learning Sequence
Resources
Lesson 19
Assessment purpose:
Resources
Editing and
publishing a
written
comparison
To write a comparison of a novel and its film adaptation and state a
preference.
Example assessment sequence
 Understand the assessment
 Review the Guide to making judgments and understand the
standards A-E
 Conduct the assessment task
Spelling
Refer to unit spelling overview for suggested focus area.
Topic Duration







4 Lessons
Assessment task - Written comparison
Assessment task - Written comparison - Model response
Assessment task - Plan for task: Written comparison
Assessment task - Plan for task: Written comparison - Sample response
Sheet - Compare and contrast words
Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,
Adelaide
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney
Helpful information


Text - Hoogstad, V and Simons, J 1987, Storm Boy: The making of a film, Macmillan
Company of Australia, South Melbourne
Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson 20
Sharing a
written
comparison
Lesson objectives
Students will:
 Understand that a written comparison can be conveyed from
different viewpoints, which can lead to different kinds of
interpretations.
Evidence of learning
Can the student:
 Objectively evaluate their own and others' work, using
metalanguage to present viewpoints?
Example learning sequence
 Share written comparisons
 Discuss viewpoints about written comparisons
Spelling
Lesson plan
Resources



Assessment task - Written comparison - Model response
Assessment task - Plan for task: Written comparison - Sample response
Spelling - Year 5 Unit 8 Spelling overview
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 21 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of narrative film reviews
Overview
Throughout this lesson series, students will evaluate narrative films and explore film reviews and participate in informal group discussions.
Lessons
Teaching and Learning Sequence
Resources
Lesson 21
Lesson objectives
Resources
Examining
features of a
film review
Students will:
 Understand how to use metalanguage to explain how opinions are
presented in a film review.
Evidence of learning
8 Lessons
Sheet - Exemplar film review
Spelling - Year 5 Unit 8 Spelling overview
Supporting learning resource - Teacher tips: Analysis of narrative film reviews
Helpful information

Example learning sequence

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Review features of a narrative film
Discuss features of film reviews
Respond to a film review
Spelling
Website - Contemporary practice resource: English
https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-34609ca7190f1f5d/0/index.html
Attachments
Refer to unit spelling overview for suggested focus area.
Examining
positive and
negative film
reviews



Can the student:
 Identify evaluative language in a film review?



Lesson 22
Topic Duration
Lesson objectives
Students will:
 Understand how language can be positive or negative to present a
point of view and to position an audience.
Evidence of learning
Can the student:
 Identify positive and negative language used in a film review?
 Consider other viewpoints about a narrative film?

Lesson plan
Resources



Sheet - Positive and negative language
Spelling - Year 5 Unit 8 Spelling overview
Supporting learning resource - Teacher tips: Analysis of narrative film reviews
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Example learning sequence



Discuss how language can be used to express an opinion
Select evaluative language to compose a film review
Respond to positive and negative film reviews
Attachments

Lesson plan
Spelling
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 22 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of narrative film reviews
Overview
Throughout this lesson series, students will evaluate narrative films and explore film reviews and participate in informal group discussions.
Lessons
Teaching and Learning Sequence
Resources
Lessons 23-24
Lesson objectives
Resources
Responding to
a narrative film
1
Students will:
 Understand how to identify plot elements, character development
and issues in a narrative film.
 Understand how to explain a personal response to a narrative film.
Evidence of learning
Can the student:
 Identify plot elements, character development and issues in a
narrative film?
 Share a considered point of view about a narrative film?
Topic Duration




8 Lessons
Text - Stanton, A (Director) 2003, Finding Nemo, Walt Disney Pictures and Pixar
Animation Studios
Sheet - Plot elements, characterisation and evaluation
Spelling - Year 5 Unit 8 Spelling overview
Supporting learning resource - Teacher tips: Analysis of narrative film reviews
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Example learning sequence




Construct a plot profile of a narrative film
Examine the development of characters in a narrative film
Respond to the representation of an issue in a narrative film
Respond to a narrative film
Attachments

Lesson plan
Spelling
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 23 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of narrative film reviews
Overview
Throughout this lesson series, students will evaluate narrative films and explore film reviews and participate in informal group discussions.
Lessons
Teaching and Learning Sequence
Resources
Lessons 25-26
Lesson objectives
Resources
Responding to
a narrative film
2
Students will:
 Understand how to identify plot elements, character development
and issues in a narrative film.
 Understand how to explain a personal response to a narrative film.
Evidence of learning
Can the student:
 Identify plot elements, character development and issues in a
narrative film?
 Share a considered point of view about a narrative film?
Topic Duration




8 Lessons
Text - Zemeckis, R (Director) 2004, The Polar Express, Castle Rock Entertainment,
USA
Sheet - Plot elements, characterisation and evaluation
Spelling - Year 5 Unit 8 Spelling overview
Supporting learning resource - Teacher tips: Analysis of narrative film reviews
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Example learning sequence




Construct a plot profile of a narrative film
Examine the development of characters in a narrative film
Respond to the representation of an issue in a narrative film
Respond to a narrative film
Attachments

Lesson plan
Spelling
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 24 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Analysis of narrative film reviews
Overview
Throughout this lesson series, students will evaluate narrative films and explore film reviews and participate in informal group discussions.
Lessons
Teaching and Learning Sequence
Resources
Lessons 27-28
Lesson objectives
Resources
Sharing
opinions about
a narrative film
Students will:
 Understand how to participate in an informal discussion to share
opinions about a narrative film.
Evidence of learning
Can the student:
 Demonstrate active listening behaviours towards a peer's review
of a narrative film?
 Clearly express opinions of a narrative film?
Example learning sequence




Review understanding of the conventions of an informal
discussion
Share responses to a narrative film
Discuss responses to a narrative film
Compose a group response to a narrative film
Topic Duration



8 Lessons
Sheet - Informal discussion notes about a film
Spelling - Year 5 Unit 8 Spelling overview
Supporting learning resource - Teacher tips: Analysis of narrative film reviews
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments

Lesson plan
Spelling
Refer to unit spelling overview for suggested focus area.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 25 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Written film reviews
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will write a film review.
Lessons
Teaching and Learning Sequence
Resources
Lessons 29-30
Lesson objectives
Resources
 Supporting learning resource - Teacher tips: Written film reviews
 Sheet - Film review notes
 Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,
Adelaide
 Spelling - Year 5 Unit 8 Spelling overview
Helpful information
 Supporting learning resource - English metalanguage: Years 3-6
Drafting a film
review
Students will:
 Understand how to record and organise information about a
narrative film.
 Understand how to draft a review of a narrative film from notes.
Evidence of learning
Can the student:
 Record notes about a narrative film?
 Construct paragraphs of a written film review from notes?
Example learning sequence
 Review the features of a written film review
 Evaluate a film
 Draft a film review
Spelling
Refer to unit spelling overview for suggested focus area.
Lesson 31
Editing and
publishing a
film review
Topic Duration

4 Lessons
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Supporting learning resource - Film review notes (Answers)
https://learningplace.eq.edu.au/cx/resources/items/8f581b6e-1496-42b1-804c90f50b96f124/0/Eng_Y05_U6_SLR_FilmReviewNotes_Ans.docx
Attachments

Lesson plan
Lesson objectives
Resources
Students will:
 Understand how to edit a film review.
 Supporting learning resource - Teacher tips: Written film reviews
 Sheet - Film review notes
 Sheet - Editing checklist: Film review
 Spelling - Year 5 Unit 8 Spelling overview
Helpful information
Evidence of learning
Can the student:
 Edit own film review using an editing checklist?
Example learning sequence

Complete film review
Spelling
Refer to unit spelling overview for suggested focus area.

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Supporting learning resource - Film review notes (Answers)
https://learningplace.eq.edu.au/cx/resources/items/8f581b6e-1496-42b1-804c90f50b96f124/0/Eng_Y05_U6_SLR_FilmReviewNotes_Ans.docx
Sheet - Film review: Storm Boy
https://learningplace.eq.edu.au/cx/resources/items/23fd8075-261c-4b1f-a5b41e569288739c/0/Eng_Y05_U6_SH_FilmReview_StormBoy.docx
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 26 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Teaching Sequence
Topic
Written film reviews
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will write a film review.
Lessons
Teaching and Learning Sequence
Resources
Lesson 32
Lesson objectives
Resources
Sharing film
reviews
Students will:
 Understand how to respond to others' viewpoints of film reviews.
Evidence of learning
Can the student:
 Constructively give feedback about a peer's film review?
Topic Duration



Share viewpoints about written film reviews
Discuss viewpoints about written film reviews
Spelling
Refer to unit spelling overview for suggested focus area.
Sheet - Sharing a film review
Spelling - Year 5 Unit 8 Spelling overview
Supporting learning resource - Teacher tips: Written film reviews
Helpful information

Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b1816351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Example learning sequence


4 Lessons
Attachments

Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 27 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Resources
* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section
Resource
Sequence – Analysis of a written
comparison
Lesson plan – Eng_Y05_U6_LP01_02.docx
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Lesson plan – Eng_Y05_U6_LP03_04
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Lesson plan – Eng_Y05_U6_LP05
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Lesson plan – Eng_Y05_U6_LP06
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Lesson plan – Eng_Y05_U6_LP07_08
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Lesson plan – Eng_Y05_U6_LP09_10
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Lesson plan – Eng_Y05_U6_LP11_12
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Lesson plan – Eng_Y05_U6_LP13_14
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Lesson plan – Eng_Y05_U6_LP15_16
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Lesson plan – Eng_Y05_U6_LP17_18
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Lesson plan – Eng_Y05_U6_LP19
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Lesson plan – Eng_Y05_U6_LP20
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Lesson plan – Eng_Y05_U6_LP21
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Lesson plan – Eng_Y05_U6_LP22
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Lesson plan – Eng_Y05_U6_LP23_24
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Lesson plan – Eng_Y05_U6_LP25_26
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Lesson plan – Eng_Y05_U6_LP27_28
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Sequence - Exploration of a novel
Sequence - Exploration of a film
Sequence - Written comparison
Sequence - Analysis of narrative film
reviews
Attachments*
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 28 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section
Resource
Sequence - Written film reviews
Lesson plan – Eng_Y05_U6_LP29_30
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Lesson plan – Eng_Y05_U6_LP31
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Lesson plan – Eng_Y05_U6_LP32
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Sequence
Attachments*
Find and prepare video clips of The Lorax from 1972 (animated musical television special; DePatie-Freleng Enterprises, Los
Angeles)
Monitoring task - Group discussions
Sheet - Characters in The Lorax
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Sheet - Compare and contrast words
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Sheet - Comparing versions of The Lorax
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Sheet - Editing checklist: Film review
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Sheet - Exemplar film review
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Sheet - Exemplar of written comparison
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Sheet - Features of an adaptation of The Lorax
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Sheet - Film review notes
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Sheet - Film review: Storm Boy https://learningplace.eq.edu.au/cx/resources/items/23fd8075-261c-4b1f-a5b41e569288739c/0/Eng_Y05_U6_SH_FilmReview_StormBoy.docx
Sheet - Graphic organiser of an issue in Storm Boy
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Sheet - Holistic planning and teaching framework
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Sheet - Informal discussion notes about a film
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Sheet - Issues in The Lorax
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Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 29 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Unit Plan Section
Duration: 8 Weeks
Resource
Attachments*
Sheet - Planning template for written comparison
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Sheet - Plot elements in Storm Boy
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Sheet - Plot elements in the adaptation of Storm Boy
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Sheet - Plot elements, characterisation and evaluation
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Sheet - Positive and negative language
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Sheet - Setting and characters in Storm Boy
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Sheet - Sharing a film review
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Sheet - Storm Boy viewing comprehension
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Sheet - Text structure and language features in The Lorax
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Spelling - Year 5 Unit 7 Spelling overview
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Spelling - Year 5 Unit 7 Unit post-test
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Spelling - Year 5 Unit 8 Spelling overview
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Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources
https://learningplace.eq.edu.au/cx/resources/items/82fed102-e94d-4a78-98b11634f150b3b6/0/Eng_Y05_U7_SLR_SuggestedAlternativeResources.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/C2CAandTSICCPSuppo
rt.aspx
Supporting learning resource – English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-98394be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Supporting learning resource - Film review notes (Answers) https://learningplace.eq.edu.au/cx/resources/items/8f581b6e-1496-42b1804c-90f50b96f124/0/Eng_Y05_U6_SLR_FilmReviewNotes_Ans.docx
Supporting learning resource - Introduction to the unit: Exploring narrative through novels and film
Content descriptions, achievement standards and general capabilities © ACARA 2014
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Page 30 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Unit Plan Section
Duration: 8 Weeks
Resource
Attachments*
Supporting learning resource - Teacher tips: Analysis of a written comparison
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Supporting learning resource - Teacher tips: Analysis of narrative film reviews
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Supporting learning resource - Teacher tips: Exploration of a film
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Supporting learning resource - Teacher tips: Exploration of a novel
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Supporting learning resource - Teacher tips: Written film reviews
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Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New York
Text - Hoogstad, V & Simons, J 1987, Storm Boy: The making of a film, Macmillan Company of Australia, South Melbourne
Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation, Adelaide
Text - Stanton, A (Director) 2003, Finding Nemo, Walt Disney Pictures and Pixar Animation Studios
Text - Thiele, C 1963, Storm Boy, Weldon, Sydney
Text - Zemeckis, R (Director) 2004, The Polar Express, Castle Rock Entertainment, USA
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-34609ca7190f1f5d/0/index.html
Website - Film in the classroom: Terminology (Film Education)
http://www.filmeducation.org/resources/primary/teaching_with_film/film_in_the_classroom/termino logy/
Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home >
Search > Better writing: Orientation - Narrative posters set 2 of 4)
Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home >
Search > Better writing: Complication - Narrative posters set 3 of 4)
Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home >
Search > Better writing: Resolution - Narrative posters set 4 of 4)
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 31 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Unit Plan Section
Resource
Assessment Planner – Group
discussions
Monitoring task - Eng_Y05_U6_MT_GroupDiscussion.docx
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Assessment Planner – Written
comparison
Assessment task - Eng_Y05_U6_AT_MR_WrittenComparison
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Assessment task - Eng_Y05_U6_AT_PFT
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Assessment task - Eng_Y05_U6_AT_PlanForTask_Sample
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Assessment task - Eng_Y05_U6_AT_WrittenComparison
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Assessment
Attachments*
Assessment task - Plan for task: Written comparison
Assessment task - Plan for task: Written comparison - Sample response
Assessment task - Written comparison
Assessment task - Written comparison: Model response
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 32 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
Duration: 8 Weeks
Assessment
Assessment Task – Marking guide
Assessment
Task Name
Type
Written comparison (Yr 05)
Written
Date
Description
Students write a comparison of a novel and its film adaptation and state a preference.
Learning Area
English
Comprehending texts (Receptive)
Creating texts (Productive)
Analyses and explains literal and implied information from a variety of texts.
Describes how events, characters and settings in texts are depicted and explains
own responses to them.
Develops and explains a point of view about a text, selecting information, ideas
and images from a range of resources.
Creates an informative text for a purpose and audience.
Demonstrates understanding of grammar using a variety of sentence types.
Selects specific vocabulary and uses accurate spe
A
◄
Explains, using metalanguage, the effect of the ideas, text structures and
language features of the novel and film on audiences.
◄
Selects text structures and language features, including complex sentences,
to compare and contrast depiction of issues, characters and events in the
texts.
Manipulates the starting point of sentences to create variety in sentence
structure
and to foreground important information to develop the topic.
B
◄
Compares the similarities and differences in the features of the novel and film.
Describes the different viewpoints conveyed in the novel and film and how
these influence audience interpretations and responses.
◄
Uses possessive apostrophes accurately.
Writes with a degree of formality, using metalanguage to present a point of
view.
C
◄
Analyses and explains literal and implied information from a variety of texts.
Describes how events, characters and settings in texts are depicted and
explains own responses to them.
◄
Develops and explains a point of view about a text, selecting information,
ideas and images from a range of resources.
Creates an informative text for a purpose and audience.
Demonstrates understanding of grammar using a variety of sentence types.
Selects specific vocabulary and uses accurate spelling and punctuation.
D
◄
Understands the similarities and differences between the novel and the film.
◄
Creates a written comparison.
E
◄
Identifies literal information in the texts.
◄
Writes about the novel and the film.
Content descriptions, achievement standards and general capabilities © ACARA 2014
Page 33 of 34
Unit Plan
Plan Name: Unit 6 - English Year 5 (V8)
Year: 5
Learning Areas/Subjects: English
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
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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 Branch
Department of Education and Training
PO Box 15033, City East, Q 4002
Content descriptions, achievement standards and general capabilities © ACARA 2014
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