Term 3 Outcomes and objectives Stage 1 Outcomes and objectives Stage 2 English Program Using the books ‘What is a Child?’ and ‘Meet Captain Cook’ 2/3C Objective A – Communicate through speaking, listening, reading, writing, viewing and representing EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies Objective B – Uses language to shape and make meaning according to purpose, audience and context EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter EN1-9Buses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts Objective C – think in ways that are imaginative, creative, interpretive and critical EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts Objective D - Express themselves and their relationship with others and their world EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences Objective E - Learn and reflect on their learning through their study of English EN1-12E identifies and discusses aspects of their own and others’ learning Objective A – Communicate through speaking, listening, reading, writing, viewing and representing EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-3A uses effective handwriting and publishes texts using digital technologies EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-5A uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words Objective B – Uses language to shape and make meaning according to purpose, audience and context EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts Objective C – think in ways that are imaginative, creative, interpretive and critical EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts Objective D - Express themselves and their relationship with others and their world EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own Objective E - Learn and reflect on their learning through their study of English EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning Week 3 - 5 What is a Child? By Beatrice Alemagna Term 3 Rationale for choosing the book, What is a Child? By Beatrice Alemagna. When I saw this book I felt that it would be a great way to enable me to explore with the students how all children in the world are unique and special. I felt it would tie in nicely with PDHPE and the unit on Interpersonal Relationship, and the theme ‘Characterisation’. This picture book is very diverse and provokes a lot of feelings about how we view ourselves and others. Focuses on Reading strategies are implemented throughout. Adjustments: Gifted and Talented: Provide numerous opportunities for Thomas to read extensively about subjects that interest him. Work closely with him to select and provide books in keeping with his interests. Provide numerous long-term and ex-tended activities that allow Thomas the opportunity to engage in a learning project over an extended period of time. EAL/D: I will pair Andrew with a responsible peer to repeat instructions and demonstrate tasks. I’ll make a list of subject-specific words that will need to be actively taught. Each word will need to be taught and applied 3 – 5 times before it becomes known. I’ll use a display board to show key vocabulary (with picture prompts) for a particular topic. Andrew will also have access to a computer where he can use Google translator to look up words in his own language. SLSO, Sandra will also provide support to Andrew and help him with reading text and his understanding of these at his level. Below Grade Level: Refer to prior knowledge and experiences to build an understanding of the texts being read. Ask Elone to provide predictions about sections of a text to ensure that he comprehends the text before moving forward. Stage 1 content Stage 2 content Reading and Viewing predict author intent, series of events and possible endings in an imaginative, informative and persuasive text Reading and Viewing use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts Speaking and Listening engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Writing and Representing understand how planning, composing and reviewing contribute to effective imaginative, informative and persuasive texts Speaking and Listening respond appropriately to the reading of texts to demonstrate enjoyment and pleasure Writing and Representing identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences Teaching, Learning and Assessment Registration & Resources Focus : Predicting Book - ‘What is a Introduce ‘What is a Child? ‘Picture walk’ the story together by looking at the pictures Child? and asking students to predict what will happen in the book. Ensure that students understand that there are no wrong ideas as long as they can support their theories. Encourage students to justify their responses. Model looking at the cover, title, chapter headings, sub-headings, the blurb on the back cover and any other outstanding features to quickly pick up information. - Explain the term ‘Characterisation’. Invite suggestions as to what it may mean. - Define characterisation as a word that describes how the author develops the personality of the story characters in a story. Present this definition for all to see. Adjustments: Find time to go through text with Andrew and Hussain so that they have an understanding about the lessons that I plan to cover. Share the text with students, pausing to think aloud and model thinking about the text using a ‘See Think, Wonder strategy, or a ‘Say Something’ strategy. After modelling, pause at various openings and invite students to turn and talk with a partner about their observations, their questions, predictions and wonderings. Encourage students to justify their thinking using evidence from the illustrations. This book describes different traits and characteristics that make each child unique. Having read this book, I want you to think about your character traits and characteristics that make you unique. Building field knowledge How do your students see themselves? Get the students to write a heading in their book, ‘How I See Myself’ to ask them to reflect on their view of themselves. Prompt: I am kind because I… I am sporty because… Ask students to share their views. The reverse could be done – ask a friend to write about their friend and then share. Bring the discussion around to how we are all different in many ways but also have a lot of things in common. Students could create posters or presentations displaying their particular talents and highlighting their individuality and differences in a positive way. Ask students to share these and celebrate the diversity and differences of your class. Adjustments: Hussain and Andrew with need to sit with peers for support and guidance. The amount and complexity of materials and text will be reduced for Elone so that he can work independently. I will provide him with short clear instructions so that he can follow my directions. Reading and Viewing 2 explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1483, ACELA1496) Reading and Viewing Reading and Viewing use comprehension use comprehension strategies to build literal strategies to build literal and inferred meaning and and inferred meaning to begin to analyse texts by expand content drawing on growing knowledge, integrating knowledge of context, and linking ideas and language and visual analysing and evaluating features and print texts (ACELY1680, and multimodal text ACELY1692) structures (ACELY1660, ACELY1670) Grammar Punct & Vocabulary understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms (ACELA1464) Categorise the illustrations into different visual angles (above, eye-level, below). Examine the writing that accompanies each illustration, discuss why the illustrator would choose to draw from these angles and identify how the use of this type of angle adds meaning to the text. Focus : Questioning Questioning - Question Generating Strategy (p.182) Think aloud in front of students about the difference between surface questions, those with a right or wrong answer, and deep questions that cause us to think beyond making text connections, inferences, and synthesising knowledge. Make it clear to students that some kinds of questions are designed just to check our existing knowledge, while others are designed to help us reach deeper and understand more fully. Example, “ I wonder what the author means when she says that some children like to stay in their own world….? Point out that this text uses very simple language which is repetitive. Words such as ‘small’ and ‘amuse’ are used throughout. Use a thesaurus to find other words for the repetitive and simple words in the text. Do you think these new words are more effective? Why/why not? Also discuss the use of adverbs that have been used. Link to spelling lists in T3. Adjustments: Hussain and Andrew with need to sit with peers for support and guidance. The amount and complexity of materials will be reduced for Elone so that he can work independently. I will provide him with short clear instructions so that he can follow my directions. Speaking and Listening understand and adopt the different roles in a debate, eg through experience of formal debates Writing and Representing draw on personal experience and topic knowledge to express opinions in writing Read page 4 with the students. Discuss about how children are in a such a hurry to grow up so they can be free and decide everything for themselves. Ask the children if they are in a hurry to grow up? Why/why not? The text then states that some children don’t want to grow up at all. Have the students debate this topic, ‘It is better to be a grown up or a child? Focus : Making Connections Text to Text & Text to Self After reading the text, ‘What is a child?’ the students record the connections they have with the children in the story, writing this up in their books. Students indicate what kind of connection they have made by writing TS or TT. Students may wish to share their connections with a buddy if they feel comfortable doing so. Students create two columns with the two headings Book and Me in their workbook. They record an event from the text under Book and something similar from their own life under Me. Students can share these details with others. Adjustments: Help Elone to do this by spending 1:1 time with him. Explain to the students that this book touches on how children have the inability to control their emotions. Children immediately act based on their emotional response. They cry when their stone has slipped into the water or because shampoo stings their eyes. Children experiences= a range of emotions. Use post-it notes to identify and mark these emotions throughout the text, then ask students to create faces using paper art techniques to depict them. Students can explore a range of different emotions, for example, frustration, jealousy, joy, sadness or excitement. ACELA1787 EN1-1A Thinking Imaginatively recognise the way that different texts create different personal responses Integrate with PDHPE – Interpersonal Relationships. Grammar Punct & Vocabulary experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification Grammar Punct & Vocabulary explore differences in words that represent qualities (adjectives) Page 8, states that ‘children are like sponges’, what this this mean? Grown-ups on the other hand, have learned how to control their emotions so they hardly ever cry even when shampoo gets up their nose. Most grown-ups know how to keep their emotions in check when they become agitated and wait until an appropriate time in which they are calm and collected with the best setting to discuss contentious matters. Create a feelings continuum and decide where adjectives which describe ‘strengths’ of feeling can be placed, for example, content, happy, cheerful, delighted. Adjustments: Hussain and Andrew with need to sit with peers for support and guidance. I will provide Elone with short clear instructions so that he can follow my directions. (ACELA1452) Grammar Punct & Vocabulary understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs Reading and Viewing reread and edit text for spelling, sentenceboundary punctuation and text structure (ACELY1662, ACELY1672) Grammar Punct & Vocabulary understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning Reading and Viewing reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) Ask students to ‘map’ an important time in their lives. They may choose a time when they learnt a new skill, the arrival of a new baby and their adjustment to it, moving house or schools. Ask students to create a visual and verbal representation of the time and event, who were the people who ‘walked along side’ them during this time, what where the significant highs and lows? Expressing themselves respond to a range of texts, eg short films, documentaries that include issues about their world, including home life and the wider community Reading and Viewing 2 discuss possible author intent and intended audience of a range of texts Grammar Punct & Vocabulary demonstrate the use of more precise vocabulary to describe emotions and experiences when writing Expressing themselves respond to short films and multimedia texts that express familiar and new aspects of the broader world https://vimeo.com/86654508 Beatrice Alemagna - Remind students about using paragraphs and to reread and edit text on completion. https://vimeo.com/86 654508 Beatrice Pose the question, ‘What might have inspired the author to write ‘What is a Child?’ Share Alemagna responses and list them for later reference. Ask the students what are some of the things that inspire them to achieve goals. What does the writer want YOU to think about when reading this book? How do you know? Grammar, Punct & Vocab incorporate new vocabulary from a range of sources into students' own texts Focus : Monitoring Topic word cloze Topic word cloze Provide a short cloze passage with some topic words deleted. Provide the correct words, plus some others, as a list on the same page. Students complete the cloze in pairs, discussing the correct word for each gap. They reread the passage and check any words they are unsure of in a dictionary. Thinking Imaginatively identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition Thinking Imaginatively identify creative language features in imaginative, informative and persuasive texts that contribute to engagement Expressing themselves Expressing themselves recognise and begin to recognise how texts understand that their draw on a reader's or own experience helps viewer's experience and shape their responses to knowledge to make and enjoyment of texts meaning and enhance Thinking Imaginatively enjoyment recognise the way that different texts create different personal responses Expressing themselves recognise and begin to understand that their own experience helps shape their responses to and enjoyment of texts Expressing themselves recognise how texts draw on a reader's or viewer's experience and knowledge to make meaning and enhance enjoyment Weeks 5 - 8 Draw students attention to the capitalised letter used at the start of each page. Ask the students why they think the author did this? Does it have any impact? If so, what? Ask if it’s used solely as a creative element. Focus : Making Connections Text to Text & Text to Self Students read the text, ‘What’s a child?’ recording the connections they make on sticky notes. Students indicate what kind of connection they have made by writing TS or TT. Students may wish to share their connections with a buddy if they feel comfortable doing so. Adjustments: Andrew with need to sit with a peer for support and guidance. I will provide Elone with support and short clear instructions so that he can attempt to do this independently. Focus : Visualising Students choose a part to illustrate and draw a detailed picture of the images that were created in their minds, inside the template of a quilt piece. Focus : Making Connections How did the book make you feel? What was your favourite part in the book? Explain why. Adjustments: Andrew with need to sit with a peer for support and guidance. I will provide Elone with support and short clear instructions so that he can attempt to do this independently. Meet Captain Cook By Rae Murdie Focus on Reading strategies have a red heading to show where they are being used. Rationale for choosing this book: Stage 2 is studying The First Contact in History so this is an excellent resource to teach this concept through. This is a picture book series about the extraordinary men and women who have shaped Australia's history. This book introduces the great explorer, Captain Cook, who was the first European to discover the eastern coast of Australia on the ship HMB Endeavour. Unit writer: Sophie Honeybourne – adapted by Jacquie Counsel for 2/3C Reading and Viewing predict author intent, series of events and possible endings in an imaginative, informative and persuasive text Reading and Viewing use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts Speaking and Listening 1 Respond to and compose texts: use information to support and elaborate on a point of view Expressing Themselves discuss how people from different times and cultures may respond differently to characters, actions and events in texts Building field knowledge The students will research the HMB Endeavour by taking a virtual tour of the ship at BBC History and exploring the replica online at Australian National Maritime Museum. Focus : Predicting Introduce ‘Meet Captain Cook’ to the class. Asking students to predict what will happen in the book. Ensure that students understand that there are no wrong ideas as long as they can support their theories. Encourage students to justify their responses. KWL (Complete K & L at this stage) Prepare and display a copy of a KWL chart and copies for groups of students to use. Prior to reading/viewing the texts ask students to discuss and complete the first two columns of the KWL chart about the topic.(First Contact). Remind students that this thinking assists them to understand new content in unfamiliar texts. Knee to Knee With their knee to knee partner students use the visuals in the book and on the cover to predict what the text is going to be about. Read the story aloud to students. As you are reading, stop every few pages and ask the students questions about what happened on those pages. Using the illustrations and supporting text, students improve upon their predictions. Adjustments: Andrew with need to sit with a peer for support and guidance. I will provide Elone with support and short clear instructions so that he can attempt to do this independently. Read the text. What do you think the author is trying to tell us? Why was this book written? What is its purpose? “Imagine that you are an Aboriginal person living in 1770. What might you have thought when you first saw Captain Cook, the others and the Endeavour? Why might the locals have ‘seemed to want them gone’? Students discuss in pairs and report to the class. How do you think an Aboriginal person living today might feel and respond when reading this book? Adjustments: Assist Elone and Andrew when needed. Thinking Imaginatively identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition Meet Captain Cook uses both images and text to tell the story of the Endeavour’s journey to the east coast of Australia. How does the story change if you read the text only? Or look at the pictures only? How do the text and illustrations work together to tell the story? Thinking Imaginatively identify creative language features in imaginative, informative and persuasive texts that contribute to engagement Thinking Imaginatively identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition Thinking Imaginatively identify creative language features in imaginative, informative and persuasive texts that contribute to engagement Reading and viewing identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Reading and viewing 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) Expressing Themselves identify and compare the differences between texts from a range of cultures, languages and times Have a look at the colours the illustrator has used throughout the book. Note the contrast between the colours when they are at sea, in Tahiti and then in Australia. What do the colours tell you about the changing landscapes? Look also at the way the illustrator uses colour to depict changes in weather. The illustrations of Captain Cook use a low modality style constructed using straight lines, with a gaze that is often closed, squinting or looking down (for instance, an ‘offer’). How do these illustrations help to characterise him?ACELT1605 EN2-10C Discuss how the limited colour palette affects the mood of the text. ACELA1496 EN2-8B The story is set in the late-1700s. List some of the words in the text, and the objects in the illustrations that give you a clue that the book Meet Captain Cook is set in the past (e.g. clothes, modes of transport, Captain Cook’s mission to learn more about science and the world). Ask: Are any of these words or objects still used today? What are the modern equivalents of these words and objects? Examine the illustrations showing the locations travelled to in the text. The author does not describe these locations in much detail, so how do the illustrations work to build the setting? How would the setting change if the illustrations were different (for example, photographs or a more naturalistic style)? ACELT1599 EN2-8B Although this is mainly an informative text, the author clearly characterises Captain Cook. Find examples of this characterisation in the text and discuss how it helps to engage the reader in the voyage. ACELT1605 EN2-10C I will get the students to complete a ‘Compare and Contrast’ sheet, where they will compare the narrative structure and features of this text with a purely informative text about Captain Cook by photocopying a section from each text that covers similar content (for example, the voyage, the transit of Venus in Tahiti or landing in NSW) and annotating the features of each. ACELA1478 EN2-8B Adjustments: Hussain and Andrew with need to sit with peers for support and guidance. The amount and complexity of materials will be reduced for Elone so that he can work independently.I will provide him with short clear instructions so that he can follow my directions. Explain to the students that we are lucky to know a lot about Captain Cook from the journals and accounts he kept of the Endeavours maiden voyage. We also have the journals and the drawings of the botanist Joseph Banks. These documents are now preserved in museums. Writing and Representing 1 create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) identify elements of their writing that need improvement and review using feedback from teacher and peers Writing and Representing 2 discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter and how they serve a wide variety of purposes Thinking Imaginatively recognise the way that different texts create different personal responses Reading and viewing 2 identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Reading and viewing 1 identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469) Ask them why is it so important to learn about history through first person accounts? Get the students to choose an important event or memory in their lives and write about it in a series of 2 diary entries or letters. Assessment how the text develops the subject matter from a characterisation of Captain James Cook to how he became an explorer, the events and problems he overcame in his exploration and his relationship with the Aboriginal people. Using the characterisation of Captain James Cook in the text, students write about themselves, beginning “Before ………….. became a Year 3 student, s/he was …….. Students read their work to the class. Students are given feedback by the teacher and peers. Students review their spelling, punctuation, grammar and vocabulary. They rewrite their characterisation of themselves in their reflection book and illustrate. Students add that their work was adapted from the book “Meet….Captain Cook” by Rae Murdie. Adjustment: Some students will need support to plan and edit their text. Discuss the audience for the students’ texts and how they are adjusted to appeal to that audience. Identify the narrator’s point of view in the text. Discuss whether this point of view is sympathetic to the various indigenous peoples Cook met, making references to the text. ACELY1675 EN211D ACHASSI077 HT2-5 When the ship runs aground and the crew go ashore to make repairs, the author deliberately describes the wildlife using noun groups that are linked to the opinions and experiences of the sailors (including referring to ‘wolves’ and ‘alligators’ in italics). How does this language help to characterise the sailors and their experiences of an alien land? ACELA1493 EN2-9B Reading and viewing 1 There is a timeline at the back of the book with facts about Captain Cook’s life. know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466) How is the language in this section different from the rest of the book? Assessment: Write a letter home from the point of view of Captain Cook in order to describe one key event in the text (for example, the observation of the transit of Venus in Tahiti, fighting the Maori in New Zealand or first encounters with Aboriginal people in Australia). Adjustments to assessments: I will collect annotated work samples over time as I understand that Andrew, Hussain and Elone cannot complete assessment paper and pen tests. I will clearly identify assessment goals before beginning a unit of work, and allow Ilana and Elone some capacity to negotiate some aspects of criterion-based assessments. I will ensure that assessment tasks are in clear, simple language. Evaluation: Have I allowed sufficient time for individuals to consolidate important skills? Did all students participate actively in activities? Have I allowed sufficient time for individuals to consolidate important skills? How did the planning, programming and teaching contribute to the student achievement of outcomes? Were the EAD/L students and IM students catered for? How did the students respond to the resources selected? Was there adequate time allocated for the program? Which activities generated the most language use? Did the activities consolidate previous work? Did I give the students adequate time to discuss their knowledge? Were the materials accessible and utilised?
