MOSSGIEL PARK PRIMARY SCHOOL
TRADITIONAL TALES – THE ODYSSEY Odd Years Semester 1– Years 5 & 6
This unit combines compatible content and skills from the Australian Curriculum for English with the Victorian Essential
Learning Standards for relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, and Thinking
Processes. None of the three cross-curriculum priorities are compatible with this unit.
This unit was developed by Lisa Hill
Contents
LESSON SEQUENCES .............................................................................................................................. 3
Lesson 1 ...................................................................................................................................................................................................... 3
Lesson 2 ...................................................................................................................................................................................................... 3
Lesson 3 ...................................................................................................................................................................................................... 3
Lesson 4 ...................................................................................................................................................................................................... 3
Lesson 5 ...................................................................................................................................................................................................... 8
Lesson 6 ...................................................................................................................................................................................................... 8
Lesson 7 ...................................................................................................................................................................................................... 8
Lesson 8 ...................................................................................................................................................................................................... 8
Lesson 9 .................................................................................................................................................................................................... 13
Lesson 10 .................................................................................................................................................................................................. 13
Lesson 11 .................................................................................................................................................................................................. 13
LEARNING FOCUS ......................................................................................................................................................................................... 16
Key Understandings for Assessment .................................................................................................................................................... 16
Focus Questions....................................................................................................................................................................................... 16
SLAV LIBRARY SKILLS PROGRAM ............................................................................................................................................................ 16
Literary skills.............................................................................................................................................................................................. 16
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS ...................................... 17
VELS Learning Focus Thinking Processes Level 4 ............................................................................................................................ 17
Page 1 of 29
VELS Learning Focus Personal Learning Level 4 .............................................................................................................................. 17
VELS Learning Focus Interpersonal Development Level 4 ............................................................................................................... 18
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION years 5 & 6 ................................ 18
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 5 & 6
19
READING AND VIEWING ...................................................................................................................................................................... 19
WRITING ................................................................................................................................................................................................... 20
SPEAKING AND LISTENING ................................................................................................................................................................ 22
ACHIEVEMENT STANDARDS ...................................................................................................................................................................... 23
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS ..... 23
VELS Thinking Processes Standards Years 5 & 6 ............................................................................................................................. 23
VELS Personal Learning Standards Years 5 & 6 ............................................................................................................................... 23
VELS Interpersonal Learning Standards Years 5 & 6 ........................................................................................................................ 24
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH Years 5 & 6 .............. 24
PoLT (Principles of Learning and Teaching).......................................................................................... 24
PoLT focus to be embedded in this unit. .............................................................................................................................................. 24
Page 2 of 29
LESSON SEQUENCES
Lesson 1
Review types of fiction books
(fantasy, realism, adventure,
quest, etc.) and non-fiction
topics including biography.
Lesson 2
Review types of fiction books
(fantasy, realism, adventure,
quest, etc.) and non-fiction topics
including biography.
Introduce The Odyssey as an
ancient quest (3000 years old)
that is still referenced in film,
computer games and other
books today.
Continue reading The Odyssey
from bookmarks, noting places
and events that Odysseus meets
on his quest. (The story of The
Cyclops may be too long to finish
in one lesson, stop at a suitable
break if so).
Activities
Read The War (introduction)
and Travelling into Disaster
(The Lotus-eaters).
How is this story still relevant
today? Discuss drug addiction
and the impact that it has on
decision-making and
productive effort.
In groups: Divide an A3
placemat in half, showing the
effects of the drug on The
Lotus-Eaters and the effect of
modern drugs on people who
use them today.
Share time.
Complete PLJs.
The Cyclops: discuss how
Odysseus tried to be friendly but
didn’t succeed and how he tricked
the Cyclops so that they could get
away. Discuss: was the act of
violence morally justified? What is
self-defence? What is the
difference between self-defence
and ‘getting someone back’ or
revenge?
In groups: complete Sunshine
Wheel showing examples where
self-defence may be justified.
Define 1/2/3/4 rubric where 3 is
the expected level: what level of
detail is expected for Y5&6?
Share time.
Complete PLJs.
1
2
http://en.wikipedia.org/wiki/Midnight_sun
http://en.wikipedia.org/wiki/Cannibalism
Page 3 of 29
Lesson 3
Review events in the story so far,
Continue reading The Odyssey
from bookmarks, noting places
and events that Odysseus meets
on his quest. Read the story of
Aeolus until Odysseus’ arrival at
the land where there was no light
at all. (p57) Ask students to see
what they can find out about The
Land of the Midnight Sun before
the next lesson.
The gift of Aeolus: discuss how
Odysseus was nearly home when
his men let the winds out of the
bag: Discuss: why didn’t the men
trust him after all they’d been
through? Discuss loyalty using
events from the book so far: what
is loyalty? What makes people
feel loyalty?
Discuss Penelope’s dilemma:
should she be looking for
someone new or should she stay
loyal? Odysseus told her to, if he
didn’t return. Do women today
have to do as their husbands tell
them? Why not?
Lesson 4
Review events in the story so far,
and whether the Cyclops’ curse is
coming true.
Cue in with explanation about The
Land of the Midnight Sun1, and
how Homer might have known
about this. Continue reading The
Odyssey from bookmarks, noting
places and events that Odysseus
meets on his quest. Read to the
end of The Lestrygonians,
pausing to discuss cannibalism2
and Euroylochus’ first glimpse of
Circe (bottom of page 65). Ask
students to predict whether she
will be trouble or comfort, and give
reasons for their opinions.
In groups of 2-3 begin a literary
map showing the places
Odysseus has visited so far.
Define 1/2/3/4 rubric where 3 is
the expected level & gets a
sticker: what level of detail is
expected? Before selfassessment, discuss the rubric’s
expectations with a peer.
Share time.
In groups: using Inspiration, start
a character profile about
Odysseus, showing the qualities
he’s displayed so far, with
Complete PLJs.
Lesson 1
Lesson 2
Lesson 3
evidence from the story.
Lesson 4
Define 1/2/3/4 Personal Learning
Journals rubric for when you’re
completing a team activity: what is
‘normal’ behaviour for team work?
Why is this expected in the Year 5
& 6 curriculum?
Special needs
Resources
Share Time.
3
The Odyssey by Homer, retold
by Gillian Cross (398 ODY)
Globe of the world
A3 Placemat graphic
organisers
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
A3 Sunshine Wheels




At risk
ESL
Gifted
Observe for at-risk, ESL and
gifted students.

At risk / ESL: scaffold
vocabulary & sentence
structures to show cause &
effect
Gifted: (oral) Are there any
circumstances where revenge
is justified?
E.g. examples in Literacy Through Literature, by Terry D. Johnson, PETA, 1985
Page 4 of 29
Complete PLJs.
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Laptops with Inspiration character
profile template installed
Character traits chart


At risk / ESL: additional
assistance to use the
template, teach how to use
spell-check
Gifted: Allow working solo or
in a pair to allow for greater
speed in developing &
expressing ideas





The Odyssey by Homer,
retold by Gillian Cross (398
ODY)
sample of literary map3
List of places visited with
summary cues
At risk / ESL: Provide
students with sample of
literary map as prompt, and
list of places visited with cues
to prompt recollection of what
took place there and/or
vocabulary.
Gifted: Allow working solo or
in a pair to allow for greater
speed in developing &
expressing ideas
SLAV Library Program
VELS
standard/s
Level 4
Lesson 1
LS 4.1 distinguish between
realism and fantasy in fiction
and biographical books and
explain the differences
LS 4.3 describe the storyline
development in particular
novels, setting, problem,
climax and ending
LS 4.6 identify setting, time
and social aspects
Lesson 2
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.2 identify themes in novels
and relate them to real life
LS 4.7 identify premeditated or
spontaneous actions carried out
by characters in particular novels
Lesson 3
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.6 identify setting, time and
social aspects
Lesson 4
Literary skills
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.6 identify setting, time and
social aspects
Interpersonal Development:
Working in different teams,
students are provided with
opportunities to complete tasks
of varying length and
complexity. In doing so, they
learn to identify the
characteristics of members in
effective teams and to develop
descriptions for particular roles
such as leader, recorder and
participant.
Interpersonal Development:
Students participate in a range of
classroom activities where they
explore the similarities and
differences in the values and
beliefs of a range of individuals
and groups. They begin to reflect
on what this may mean for
themselves when building and
maintaining relationships with a
diverse range of people. They
explore and discuss behaviours
which demonstrate sensitivity to
cultural differences in their
interactions with others.
Students compare their beliefs
and values with others, and
consider how these influence
feelings and behaviour.
.
Thinking Processes:
Students make observations and
pose questions about people and
events within and beyond their
own experience, and develop a
growing awareness of the
complexity of the world around
them.
Using these questions as a basis,
students undertake investigations
independently and with others.
Their investigations include time
for sustained discussion,
deliberation and inquiry, with
teachers providing appropriate
tools and support in this process.
Interpersonal Development:
Working in different teams,
students are provided with
opportunities to complete tasks of
varying length and complexity. In
doing so, they learn to identify the
characteristics of members in
effective teams and to develop
descriptions for particular roles
such as leader, recorder and
participant.
Page 5 of 29
Australian curriculum standard/s
Year 5
Lesson 1
Identify aspects of literary texts
that
convey
details
or
information about particular
social, cultural and historical
contexts (ACELT1608)
Lesson 2
Identify aspects of literary texts
that convey details or information
about particular social, cultural
and
historical
contexts
(ACELT1608)
Understand how to move
beyond
making
bare
assertions and take account of
differing
perspectives
and
points of view (ACELA1502)
Understand how to move beyond
making bare assertions and take
account of differing perspectives
and points of view (ACELA1502)
Present a point of view about
particular literary texts using
appropriate
metalanguage,
and
reflecting
on
the
viewpoints
of
others
(ACELT1609)
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)
Page 6 of 29
Present a point of view about
particular literary texts using
appropriate metalanguage, and
reflecting on the viewpoints of
others (ACELT1609)
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)
Lesson 3
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
(ACELT1610)
Understand how to move beyond
making bare assertions and take
account of differing perspectives
and points of view (ACELA1502)
Present a point of view about
particular literary texts using
appropriate metalanguage, and
reflecting on the viewpoints of
others (ACELT1609)
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)
Lesson 4
Understand how to move beyond
making bare assertions and take
account of differing perspectives
and points of view (ACELA1502)
Present a point of view about
particular literary texts using
appropriate metalanguage, and
reflecting on the viewpoints of
others (ACELT1609)
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)
Australian curriculum standard/s
Year 6
Deep
Thinking
Lesson 1
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)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Evaluating (judging the
behaviour of characters and
comparing with today)
Page 7 of 29
Lesson 2
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)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Evaluating (judging the behaviour
of characters and comparing with
today)
Lesson 3
Analyse and evaluate similarities
and differences in texts on similar
topics, themes or plots
(ACELT1614)
Lesson 4
Analyse and evaluate similarities
and differences in texts on similar
topics, themes or plots
(ACELT1614)
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)
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)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Evaluating (judging the behaviour
of characters and comparing with
today)
Evaluating (judging the behaviour
of characters and comparing with
today)
Activities
Lesson 5
Review predictions about Circe
from last week: Does she mean
more trouble, or will she help
them?
Lesson 6
Review Green Hat thinking as a
strategy for considering ideas,
alternatives and possibilities &
link these to moral choices.
Lesson 7
Review White Hat thinking as a
strategy for reviewing what is
known, and what needs to be
known.
Lesson 8
Continue reading The Odyssey
from bookmarks, noting places
and events that Odysseus meets
on his quest.
Continue reading The Odyssey
from bookmarks, noting places
and events that Odysseus meets
on his quest. (Classes are just
beginning reading the story of
Circe4 but it may be too long to
finish to the end of Circe in one
lesson, stop at a suitable break if
so).
Continue reading The Odyssey
from bookmarks, noting places
and events that Odysseus meets
on his quest. (Classes are just
beginning reading the story of
Odysseus visiting the Dead but it
may be too long to finish to the
end of the Sirens in one lesson,
stop at a suitable break if so).
Continue reading The Odyssey
from bookmarks, noting places
and events that Odysseus meets
on his quest.
Review storyline so far and revisit
themes.
Review Red Hat thinking as a
strategy for reminding readers to
think about feelings, hunches,
emotions and intuition. Discuss
previous examples of Odysseus
‘having a feeling’ about danger,
and identify what it was that
made Eurylochus suspicious.
Discuss what Tiresius says about
Poseidon’s treatment of
Odysseus and his men: What is
the difference between justice
and revenge?
Discuss duty, see p69 where
Odysseus says it’s his duty to go
into danger to rescue his
companions): What does
Odysseus mean by his duty? Did
Eurylochus have a duty too?
Table task: complete a Y-chart
showing Odysseus’ duty,
student’s duty and the duty of the
student’s parents.
Table task: complete a Venn
diagram showing the difference
between justice and revenge?
Define 1/2/3/4 Personal Learning
Journals rubric for when you’re
playing a game: what standard of
writing is expected on a Venn
diagram? Why is this expected in
the Year 5 & 6 curriculum?
Negotiate self-assessment with a
partner
Review storyline so far and revisit
themes.
Table task: students continue to
complete a chart with storyline,
characters, setting, problem and
resolution.
Model the standard of complex
sentence structures that are
expected when completing the
chart i.e. beginning with a phrase
describing time and/or place,
then stating who + did what +
reason (using conjunctions) +
consequence.
Review the standard of complex
sentence structures that are
expected when completing the
chart i.e. beginning with a phrase
describing time and/or place,
then stating who + did what +
reason (using conjunctions) +
consequence.
Table task: students complete a
chart listing storyline, characters,
setting, problem and resolution.
Define 1/2/3/4 rubric where 3 is
the expected level: Review
Personal Learning items on PLJs
and explain how they are
expectations for all students in
Victorian Schools.
Fast finishers: Use Inspiration
Character template to make a
character profile of Odysseus,
showing evidence from the story.
Bloom’s Evaluating: Prioritising –
which qualities are most
important for a leader?
Complete PLJs.
Complete PLJs.
Complete PLJs.
Complete PLJs
4
Circe is a minor goddess of magic, who uses magic potions to transform her enemies or anyone who’s offended her into animals.
Page 8 of 29
Resources
Special needs
Slav Library Program
Lesson 5
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Lesson 6
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Lesson 7
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Lesson 8
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Teacher-made The Odyssey
‘Duty’ Y-chart worksheet
Teacher-made The Odyssey
Revenge v Justice Venn diagram
Teacher-made
Storyline/CharactersProblem/resolution worksheet,
enlarged to A3 (one between
two)
Teacher-made
Storyline/CharactersProblem/resolution worksheet,
enlarged to A3 (one between
two)
ESL: teach sentence structures
using must/should
ESL/At-risk: Scaffold ideas for the
comparison. Focus on the
contrast not the overlapping
ideas.
ESL/At-risk: Scaffold sequence of
story, use book illustrations as
prompts. Monitor closely to
provide additional support.
Laptops (Inspiration)
ESL/At-risk: Scaffold sequence of
story, use book illustrations as
prompts. Monitor closely to
provide additional support.
Gifted: (oral) How does our court
system balance ideas about
justice and revenge?
Gifted: What kind of leader was
Odysseus? Would he be a good
leader these days?
Gifted: Encourage using specific
vocabulary from the text and
figures of speech.
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.6 identify setting, time and
social aspects
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.6 identify setting, time and
social aspects
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.6 identify setting, time and
social aspects
At-risk: reduce Y-chart demands
to two (duty of Odysseus &
student only)
Gifted: (oral) Where do our ideas
about duty come from? How do
they change as we grow up?
LS 4.1 distinguish between
realism and fantasy in fiction and
biographical books and explain
the differences
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.6 identify setting, time and
social aspects
Page 9 of 29
VELS standard/s Level 4
Lesson 5
Thinking Processes:
Students make observations and
pose questions about people and
events within and beyond their
own experience, and develop a
growing awareness of the
complexity of the world around
them.
Using these questions as a basis,
students undertake investigations
independently and with others.
Their investigations include time
for sustained discussion,
deliberation and inquiry, with
teachers providing appropriate
tools and support in this process.
Page 10 of 29
Lesson 6
Thinking Processes:
Students make observations and
pose questions about people and
events within and beyond their
own experience, and develop a
growing awareness of the
complexity of the world around
them.
Using these questions as a basis,
students undertake investigations
independently and with others.
Their investigations include time
for sustained discussion,
deliberation and inquiry, with
teachers providing appropriate
tools and support in this process.
Lesson 7
Personal Learning: They begin to
articulate the advantages of
learning with peers, including
giving and acting upon
constructive feedback.
Lesson 8
Personal Learning: They begin to
articulate the advantages of
learning with peers, including
giving and acting upon
constructive feedback.
Australian curriculum standard/s
Year 5
Lesson 5
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
(ACELT1610)
Identify aspects of literary texts
that convey details or information
about particular social, cultural
and
historical
contexts
(ACELT1608)
Understand how to move beyond
making bare assertions and take
account of differing perspectives
and points of view (ACELA1502)
Present a point of view about
particular literary texts using
appropriate metalanguage, and
reflecting on the viewpoints of
others (ACELT1609)
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)
Page 11 of 29
Lesson 6
Identify aspects of literary texts
that convey details or information
about particular social, cultural
and
historical
contexts
(ACELT1608)
Understand how to move beyond
making bare assertions and take
account of differing perspectives
and points of view (ACELA1502)
Present a point of view about
particular literary texts using
appropriate metalanguage, and
reflecting on the viewpoints of
others (ACELT1609)
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)
Lesson 7
Understand how noun and
adjective groups can be
expanded in a variety of ways to
provide a fuller description of the
person, thing or idea
(ACELA1508)
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)
Lesson 8
Understand how noun and
adjective groups can be
expanded in a variety of ways to
provide a fuller description of the
person, thing or idea
(ACELA1508)
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)
Australian curriculum standard/s
Year 6
Deep
Thinking
Lesson 5
Analyse and evaluate similarities
and differences in texts on similar
topics, themes or plots
(ACELT1614)
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)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Lesson 6
Analyse and evaluate similarities
and differences in texts on similar
topics, themes or plots
(ACELT1614)
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)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Evaluating (judging the behaviour
of characters and comparing with
today)
Evaluating (judging the behaviour
of characters and comparing with
today)
Page 12 of 29
Lesson 7
Understand how ideas can be
expanded and sharpened
through careful choice of verbs,
elaborated tenses and a range of
adverbials (ACELA1523)
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)
Lesson 8
Understand how ideas can be
expanded and sharpened
through careful choice of verbs,
elaborated tenses and a range of
adverbials (ACELA1523)
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)
Analysing and summarising
Analysing and summarising
Lesson 9
Review types of fiction books
(fantasy, realism, adventure,
quest, etc.) and non-fiction topics
including biography, how would
we classify The Odyssey?
Activities
Continue reading The Odyssey
from bookmarks, discussing the
traits of characters i.e. Odysseus,
Penelope, Zeus. Do any of these
characters e.g. Zeus change
during the course of the story?
Table task #1: students continue
to complete a chart with storyline,
characters, setting, problem and
resolution. (Most children will have
finished this by now)
Table task #2: In pairs or groups,
Use Inspiration Character
template to make a character
profile of Odysseus, showing
evidence from the story. Bloom’s
Evaluating: Prioritising – which
qualities are most important for a
leader?
Review respecting copyright.
Teach locating & using copyrightfree images from Wikipedia
Commons, inserting them into
Inspiration and acknowledging the
source.
Lesson 10
Bloom’s Evaluating: Review the
qualities students have chosen to
represent on the character profiles
they started last week. Prioritising
– which qualities are most
important for a leader?
Continue reading The Odyssey
from bookmarks, identifying
events that demonstrate qualities
suggested by students in
discussion.
Discuss further examples of the
way characters have changed &
discuss whether this is due to
getting older or to their
experiences. Focus on Odysseus,
Penelope & Telemachus.
Table task: In pairs or groups,
finish Inspiration Character profile
of Odysseus, showing evidence
from the story. Bloom’s
Evaluating: judging: Was
Odysseus a better person at the
end of the story?
Fast finishers: begin augmenting
the concept map with examples
showing how the character
changed, if they should have, and
whether the character is credible
or not.
Complete PLJs.
Complete PLJs.
Page 13 of 29
Lesson 11
Review storyline so far and revisit
themes.
Finish reading The Odyssey from
bookmarks, and discuss whether
the ending is satisfying or not.
Develop rubric for selfassessment of the character
profile including IT skills in using
the program, including finding
using copyright-free images from
Wikipedia Commons and
acknowledging source.
Students self-assess their
character profile.
Complete PLJs.
Cue in with discussion about The
Odyssey read last term and other
heroes from Greek myth. Discuss
what qualities are needed for a
successful quest.
Discuss what makes characters in
films seem credible, even when
they are cartoons.
View DVD: Mythic Warriors
Discuss whether the situation and
characters were credible. Which
ones in this film are like people
met in real life? Was the way they
reacted to each other realistic?
Why? Why not?
Resources
Special needs
SLAV Library Program
Lesson 9
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Lesson 10
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
Teacher-made
Storyline/CharactersProblem/resolution worksheet,
enlarged to A3 (one between two)
Laptops (Inspiration)
Students’ completed versions of
Teacher-made
Storyline/CharactersProblem/resolution worksheet,
enlarged to A3 (one between
two).
ESL/At-risk: Scaffold sequence of
story, use book illustrations as
prompts.
Laptops (Inspiration) & iPads
ESL/At-risk: Scaffold sequence of
story, use book illustrations as
prompts and peers as resources.
Lesson 11
The Odyssey by Homer, retold by
Gillian Cross (398 ODY)
episodes)
ESL/At-risk: Scaffold sequence of
story, use book illustrations as
prompts.
Gifted: What kind of leader was
Zeus? Would he be a good leader
these days?
Gifted: Evaluate the credibility of
Odysseus as a character, can you
think of anyone in real life or in the
media who is like him?
Gifted: Clarify expectations for
achieving a rating above the
expected level (4)
LS 4.3 describe the storyline
development in particular novels,
setting, problem, climax and
ending
LS 4.4 describe personality
changes that occur in characters
LS 4.5 evaluate the credibility of
characters from novels
LS 4.6 identify setting, time and
social aspects
LS 4.7 identify premeditated or
spontaneous actions carried out
by characters in particular novels
LS 4.4 describe personality
changes that occur in characters
LS 4.5 Evaluate the credibility of
characters
Self-assessment skills.
Page 14 of 29
DVD: Mythic Warriors (selected
N/A
Film - Film as Text
LS 4.1F identify film as a literary
form
LS 4.2F evaluate the credibility of
characters from films
 can identify real
characters and relate to
personal experience
 can write a credible
character profile
LS 4.3F identify locale, time and
social aspects of setting
 can create story maps
 draw plans of location
 can discuss comparisons
of locale, time and social
aspects of setting in
different films
 can draw or discuss their
impressions of a setting
VELS standards Level 4
Australian curriculum
standard/s
Year 5
Australian curriculum
standard/s
Year 6
Lesson 9
Personal Learning: organisation of
collected information around ideas
and concepts for practical
application; e.g. using a simple
graphic organiser to sort
information.
Students develop, justify and
monitor their own learning goals.
They learn to apply strategies for
managing the completion of both
short and extended tasks within
timeframes set by the teacher and
they reflect on how effectively
they were able to use these
strategies.
Understand how noun and
adjective groups can be expanded
in a variety of ways to provide a
fuller description of the person,
thing or idea (ACELA1508)
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)
Understand how ideas can be
expanded and sharpened through
careful choice of verbs,
elaborated tenses and a range of
adverbials (ACELA1523)
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)
Page 15 of 29
Lesson 10
Personal Learning: organisation of
collected information around ideas
and concepts for practical
application; e.g. using a simple
graphic organiser to sort
information.
Students develop, justify and
monitor their own learning goals.
They learn to apply strategies for
managing the completion of both
short and extended tasks within
timeframes set by the teacher and
they reflect on how effectively
they were able to use these
strategies.
Understand how noun and
adjective groups can be expanded
in a variety of ways to provide a
fuller description of the person,
thing or idea (ACELA1508)
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)
Understand how ideas can be
expanded and sharpened through
careful choice of verbs,
elaborated tenses and a range of
adverbials (ACELA1523)
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)
Lesson 11
Personal Learning: They are
provided with opportunities to
manage and monitor progress of
some tasks independently, and
they compare how they undertake
independent tasks and teacherdirected tasks. They review their
work for accuracy before
presenting it for assessment.
Reread and edit student's own
and others’ work using agreed
criteria for text structures and
language features (ACELY1705)
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)
Reread and edit students’ own
and others’ work using agreed
criteria and explaining editing
choices (ACELY1715)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions (ACELY1709)
Deep
Thinking
Lesson 9
Lesson 10
Lesson 11
Bloom’s Evaluating: Prioritising
characters’ qualities
Bloom’s Evaluating: Prioritising
characters’ qualities
Bloom’s Evaluating: Prioritising
characters’ qualities
Bloom’s Evaluating: comparing &
judging the film against the book.
LEARNING FOCUS
Key Understandings for Assessment
Focus Questions
Many of the characters, plots and themes in contemporary film, TV, video
games and cartoons derive from ancient Greek myth and legend.
The Odyssey was first told as an epic poem, probably by the Greek
Homer, who lived in Ancient Greece in the 8th century BC.
The Odyssey is the second oldest work of Western Literature, the oldest
being the Iliad also by Homer.
This literature unit explores the full range of questions in
Questions for Booktalki and Aidan Chambers’ ‘Tell me, Reading’ Questions ii
Homer’s novel includes ideas about duty, justice and leadership qualities
that are relevant today.
SLAV LIBRARY SKILLS PROGRAM
Literary skills
Film - Film as Text
Page 16 of 29
LS 4.1 distinguish between realism and fantasy in fiction and biographical books and explain the differences
LS 4.2 identify themes in novels and relate them to real life
LS 4.3 describe the storyline development in particular novels, setting, problem, climax and ending
LS 4.4 describe personality changes that occur in characters
LS 4.5 evaluate the credibility of characters from novels
LS 4.6 identify setting, time and social aspects
LS 4.7 identify premeditated or spontaneous actions carried out by characters in particular novels
LS 4.1F identify film as a literary form
LS 4.2F evaluate the credibility of characters from films
 can identify real characters and relate to personal experience
 can write a credible character profile
LS 4.3F identify locale, time and social aspects of setting
 can create story maps
 draw plans of location
 can discuss comparisons of locale, time and social aspects of setting in different films
 can draw or discuss their impressions of a setting
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS
VELS
Learning
Focus
Thinking
Processes
Level 4
VELS
Learning
Focus
Personal
Learning
Level 4
Page 17 of 29
As students work towards the achievement of Level 4 standards in Thinking Processes, they make observations and pose questions
about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world
around them.
Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for
sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop
strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding
of how our views are socially constructed and not always based on evidence.
Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause
and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most
appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis
and creativity.
Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the
problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating
unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.
They learn to make links between ideas and use portfolios and/or journals to reflect on how their ideas and beliefs change over time. In
structured activities, they practise transferring their knowledge to new contexts.
As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual strategies and skills that
assist in their learning, such as the use of T charts to develop effective listening skills and concept webs to link ideas. With support, they
consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They
explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their
learning.
Students seek and use teacher feedback to develop their content knowledge and understanding and reflect on how their prior knowledge
has changed. They explore how personal values, perspectives and attitudes contribute to the development of content knowledge and
understanding.
They identify the many contexts in which learning occurs both within school (such as learning activities in the classroom, and developing
physical skills in the playground or through extracurricular sporting activities) and beyond school (such as reading a book at home,
visiting an aquarium or exploring physical features of local environments).
In selected reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive
attitude. They consider the impact of impulsive behaviour in themselves and others on their learning and implement strategies for
managing their own impulsive behaviour; for example, ensuring they understand directions fully, and developing a plan or strategy for
addressing issues that arise. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As
a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.
Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively
with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the
values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and
inclusion.
Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short
and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They
are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake
independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.
As students prepare for the transition to secondary school, they reflect on the progress they have made with their learning and set goals
for the future focusing on their attitudes towards and management of their learning.
VELS
Learning
Focus
Interpersonal
Development
Level 4
As students work towards the achievement of Level 4 standards in Interpersonal Development, they develop skills and behaviours for
connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where
they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what
this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss
behaviours which demonstrate sensitivity to cultural differences in their interactions with others.
Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion
and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a
group. They identify examples of bullying in a range of contexts. They explore the impact of bullying on people’s sense of self-worth and
are assisted to identify, discuss and use different strategies to reduce, avoid and resolve bullying.
Students begin to recognise and discuss the influence that peers can have on their behaviour and consider response options.
Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a
team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these.
Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they
learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader,
recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness
in team work.
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION years 5 & 6
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should
balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading,
viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit
and strengthen these as needed.
In Levels 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a
range of face-to-face and online/virtual environments.
The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from
and about Asia.
Literary texts that support and extend students in Levels 5 and 6 as independent readers describe complex sequences, a range of non-stereotypical
characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas
within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics
being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries.
Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of
graphics. Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures, performances, reports,
reviews, explanations and discussions.
Australian Curriculum English Level Description Year 5
Australian Curriculum English Level Description Year 6
Students engage with a variety of texts for enjoyment. They listen to, read,
view, interpret and evaluate spoken, written and multimodal texts in which
the primary purpose is aesthetic, as well as texts designed to inform and
persuade. These include various types of media texts including
newspapers, film and digital texts, junior and early adolescent novels,
poetry, non-fiction, and dramatic performances.
Page 18 of 29
Students engage with a variety of texts for enjoyment. They listen to, read,
view, interpret and evaluate spoken, written and multimodal texts in which
the primary purpose is aesthetic, as well as texts designed to inform and
persuade. These include various types of media texts including
newspapers, film and digital texts, junior and early adolescent novels,
poetry, non-fiction and dramatic performances. Students develop their
understanding of how texts, including media texts, are influenced by
context, purpose and audience.
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 5 & 6
READING AND VIEWING
NB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or
Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of
a sequential Literature program within Library lessons.
Year 5 Content
Year 6 Content
Literature
Elaborations
Literature
Elaborations
Recognise that
Analyse and
 identifying the narrative voice (the person or
 exploring texts on a similar topic by authors with
ideas in literary texts
evaluate similarities
entity through whom the audience experiences
very different styles, for example comparing
can be conveyed
and differences in
the story) in a literary work, discussing the
fantasy quest novels or realistic novels on a
from different
texts on similar
impact of first person narration on empathy and
specific theme, identifying differences in the use
viewpoints, which
topics, themes or
engagement
of narrator, narrative structure and voice and
can lead to different
plots
(ACELT1614)
language style and register
 examining texts written from different narrative
kinds of
points of view and discussing what information
interpretations and
the audience can access, how this impacts on
responses
the audience’s sympathies, and why an author
(ACELT1610)
might choose a particular narrative point of view

examining the narrative voice in texts from
Aboriginal and Torres Strait Islander traditions,
which include perspectives of animals and
spirits, about how we should care for the Earth,
for example reflecting on how this affects
significance, interpretation and response
Identify aspects of
Identify, describe,
 describing how aspects of literature, for
 exploring two or more texts by the same author,
literary texts that
and discuss
example visuals, symbolic elements, dialogue
drawing out the similarities, for example subject
convey details or
similarities and
and character descriptions, can convey
or theme, characterisation, text structure, plot
information about
differences
information about cultural elements, such as
development, tone, vocabulary, sense of voice,
particular social,
between texts,
beliefs, traditions and customs
narrative point of view, favoured grammatical
cultural and
including those by
structures and visual techniques in sophisticated
 identifying variability within cultural contexts in
historical contexts
the same author or
picture books
literary texts, recognising the diversity of
(ACELT1608)
illustrator, and
people’s experiences within a cultural group
evaluate
such as differences in setting and lifestyle
characteristics that
between urban and remote Aboriginal and
define an author’s
Torres Strait Islander peoples
individual style
(ACELT1616)
Understand,
Identify and explain  identifying how language choice and imagery
 discussing how figurative language including
interpret and
how choices in
simile and metaphor can make use of a
build emotional connection and engagement
Page 19 of 29
experiment with
sound devices and
imagery, including
simile, metaphor
and personification,
in narratives, shape
poetry, songs,
anthems and odes
(ACELT1611)
Use metalanguage
to describe the
effects of ideas, text
structures and
language features
on particular
audiences
(ACELT1795)


comparison between different things, for
example ‘My love is like a red, red rose’; ‘Tyger!,
Tyger! burning bright, In the forests of the night’;
and how by appealing to the imagination, it
provides new ways of looking at the world
investigating the qualities of contemporary
protest songs, for example those about
Indigenous peoples and those about the
environment
orally, in writing or using digital media, giving a
considered interpretation and opinion about a
literary text, recognising that a student’s view
may not be shared by others and that others
have equal claims to divergent views
language, for
example modality,
emphasis,
repetition and
metaphor, influence
personal response
to different texts
(ACELT1615)
Identify the
relationship
between words,
sounds, imagery
and language
patterns in
narratives and
poetry such as
ballads, limericks
and free verse
(ACELT1617)



with the story or theme
describing how a character’s experience
expressed through a verse novel impacts on
students personally, how the author controls the
revelation of the experiences and how the verse
story builds meaning to its climax when we
understand the whole
identifying how language choice and imagery
build emotional connection and engagement
with the story or theme
describing how a character’s experience
expressed through a verse novel impacts on
students personally, how the author controls the
revelation of the experiences and how the verse
story builds meaning to its climax when we
understand the whole
WRITING
Year 5 Content
Language
Understand how
noun and adjective
groups can be
expanded in a
variety of ways to
provide a fuller
description of the
person, thing or idea
(ACELA1508)
Page 20 of 29
Elaborations
 learning how to expand a description by
combining a related set of nouns and adjectives
– ‘Two old brown cattle dogs sat on the ruined
front veranda of the deserted house’
Year 6 Content
Language
Understand how
ideas can be
expanded and
sharpened through
careful choice of
verbs, elaborated
tenses and a range
of adverbials
(ACELA1523)
Elaborations
 knowing that verbs often represent actions and
that the choice of more expressive verbs makes
an action more vivid (for example 'She ate her
lunch' compared to 'She gobbled up her lunch')
 knowing that adverbials can provide important
details about an action (for example 'At nine
o'clock the buzzer rang loudly throughout the
school.')
 knowing the difference between the simple
present tense (for example 'Pandas eat
bamboo.') and the simple past tense (for
example 'She replied.')
 knowing that the simple present tense is
typically used to talk about actions that happen
regularly in the present (for example 'He
watches TV every night.') or that represent
'timeless' actions, as in information reports (for
example 'Bears hibernate in winter.')
knowing that there are various ways in English
to refer to future time (for example 'She will call
you tomorrow'; 'I am going to the movies
tomorrow'; 'Tomorrow I leave for Hobart')
Elaborations
Elaborations
 identifying and exploring news reports of the
same event, and discuss the language choices
and point of view of the writers

using display advertising as a topic vehicle for
close analysis of the ways images and words
combine for deliberate effect including examples
from the countries of Asia (for example
comparing Hollywood film posters with Indian
Bollywood film posters)

Literature
Literacy
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)
Reread and edit
student's own and
others’ work using
agreed criteria for
text structures and
language features
(ACELY1705)
Develop a
handwriting style
that is becoming
legible, fluent and
Page 21 of 29
Elaborations
Elaborations
 using research from print and digital resources
to gather and organise information for writing
 selecting an appropriate text structure for the
writing purpose and sequencing content
according to that text structure, introducing the
topic, and grouping related information in wellsequenced paragraphs with a concluding
statement
 using vocabulary, including technical
vocabulary, appropriate to the type of text and
purpose. Using appropriate grammatical
features, including more complex sentences
and relevant verb tense, pronoun reference,
adverbials and noun groups for lengthier
descriptions

using paragraphs to present and sequence a
text
 editing for flow and sense, organisation of ideas
and choice of language, revising and trying new
approaches if an element is not having the
desired impact

using handwriting with increasing fluency and
legibility appropriate to a wide range of writing
purposes
Literature
Literacy
Compare texts
including media
texts that represent
ideas and events in
different ways,
explaining the
effects of the
different
approaches
(ACELY1708)
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)
Reread and edit
students’ own and
others’ work using
agreed criteria and



creating informative texts for two different
audiences, such as a visiting academic and a
Level 3 class, that explore an aspect of
biodiversity
using rhetorical devices, images, surprise
techniques and juxtaposition of people and
ideas and modal verbs and modal auxiliaries to
enhance the persuasive nature of a text,
recognising and exploiting audience
susceptibilities
editing for coherence, sequence, effective
choice of vocabulary, opening devices, dialogue
and description, humour and pathos, as
automatic
(ACELY1706)
explaining editing
choices
(ACELY1715)
appropriate to the task and audience
SPEAKING AND LISTENING
Year 5 Content
Language
Understand how to
move beyond
making bare
assertions and take
account of differing
perspectives and
points of view
(ACELA1502)
Literature
Present a point of
view about particular
literary texts using
appropriate
metalanguage, and
reflecting on the
viewpoints of others
(ACELT1609)
Literacy
Clarify
understanding of
content as it unfolds
in formal and
informal situations,
connecting ideas to
students’ own
experiences and
Page 22 of 29
Elaborations
 recognising that a bare assertion (for example
'It's the best film this level') often needs to be
tempered by: using the 'impersonal it' to
distance oneself (for example 'It could be that it
is the best film this level'); recruiting anonymous
support (for example 'It is generally agreed that
it is the best film this level.'); indicating a general
source of the opinion (for example 'Most critics
agree that it is the best film this level.');
specifying the source of the opinion (for
example 'David and Margaret both agree that it
is the best film this level') and reflecting on the
effect of these different choices
Elaborations
 posing and discussing questions, such as
‘Should this character have behaved as they
did?’, and beginning to make balanced
judgments about the dilemmas characters face
and relative merit and harm
Elaborations
 asking specific questions to clarify a speaker’s
meaning, making constructive comments that
keep conversation moving, reviewing ideas
expressed and conveying tentative conclusions
Year 6 Content
Language
Understand the
uses of objective
and subjective
language and bias
(ACELA1517)
Literature
Make connections
between students’
own experiences
and those of
characters and
events represented
in texts drawn from
different historical,
social and cultural
contexts
(ACELT1613)
Literacy
Participate in and
contribute to
discussions,
clarifying and
interrogating ideas,
developing and
supporting
arguments, sharing
Elaborations
 understanding when it is appropriate to share
feelings and opinions (for example in a personal
recount) and when it is appropriate to remain
more objective (for example in a factual recount)
 differentiating between reporting the facts (for
example in a news story) and providing a
commentary (for example in an editorial
Elaborations
 recognising the influence our different historical,
social and cultural experiences may have on the
meaning we make from the text and the
attitudes we may develop towards characters,
actions and events
Elaborations
 using strategies, for example pausing,
questioning, rephrasing, repeating,
summarising, reviewing and asking clarifying
questions
 exploring personal reasons for acceptance or
rejection of opinions offered and linking the
reasons to the way our cultural experiences can
affect our responses
present and justify a
point of view
(ACELY1699)
and evaluating
information,
experiences and
opinions
(ACELY1709)

recognising that closed questions ask for precise
responses while open questions prompt a
speaker to provide more information
ACHIEVEMENT STANDARDS
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS
VELS Thinking Processes Standards Years 5 & 6
Reasoning, processing and inquiry
At Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its
worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making.
They develop reasoned arguments using supporting evidence.
Creativity
At Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their
thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.
Reflection, evaluation and metacognition
At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking
processes. They document changes in their ideas and beliefs over time.
VELS Personal Learning Standards Years 5 & 6
The individual learner
At Level 4, students identify, with support, their preferred learning styles and use strategies that promote learning. They monitor and describe progress in
their learning and demonstrate learning habits that address their individual needs. They seek and respond to teacher feedback to develop their content
knowledge and understanding. They identify and explain how different perspectives and attitudes can affect learning. They negotiate learning
improvement goals and justify the choices they make about their own learning. Students actively develop, monitor and refine protocols that create a
positive learning environment in the classroom.
Managing personal learning
At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate
resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting
how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when
needed from peers, teachers and other adults. They practise positive self-talk. They demonstrate a positive attitude to learning within and outside the
classroom.
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VELS Interpersonal Learning Standards Years 5 & 6
Building social relationships
At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the
impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of
strategies to manage and resolve conflict.
Working in teams
At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work
cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a
team. They provide feedback to others and evaluate their own and the team’s performance.
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH Years 5 & 6
Year 5 Reading and Viewing achievement standard
By the end of Level 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.
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.
Year 5 Speaking and listening achievement standard
Students listen and ask questions to clarify content. They 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. They create a variety of sequenced texts for different
purposes and audiences. They make presentations and contribute actively
to class and group discussions, taking into account other perspectives.
Year 6 Reading and Viewing achievement standard
By the end of Level 6, students understand how the use of text structures
can achieve particular effects. They analyse and explain how language
features, images and vocabulary are used by different authors to represent
ideas, characters and events. They compare and analyse information in
different texts, explaining literal and implied meaning. They select and use
evidence from a text to explain their response to it.
Year 6 Speaking and listening achievement standard
Students listen to discussions, clarifying content and challenging others’
ideas. They understand how language features and language patterns can
be used for emphasis. They show how specific details can be used to
support a point of view. They explain how their choices of language
features and images are used. They create detailed texts, elaborating on
key ideas for a range of purposes and audiences. They make
presentations and contribute actively to class and group discussions, using
a variety of strategies for effect.
PoLT (Principles of Learning and Teaching)
PoLT focus
to be
embedded
in this unit.
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The learning environment promotes independence, interdependence and self-motivation.
In learning environments that reflect this principle the teacher:
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration.
i
QUESTIONS FOR BOOKTALK
Sharing-Time : Characterisation
Who were the main characters? What were they like?
Did you like them? Dislike them? Why?
Would you be friends with any of them?
Why did they behave as they did? Was it good or bad behaviour?
Did any of the characters change the way they behaved as the story went on?
QUESTIONS FOR BOOKTALK
Sharing-Time : Setting
When did the story take place? In the past, the present or the future?
Where did the story take place?
What was the place like?
Could there really be a place like this?
Would you like to live there?
QUESTIONS FOR BOOKTALK
Sharing-Time : Theme
What kind of person do you think the author might be?
Why do you think the author wrote this book?
What is the author trying to get us to think about?
Do you think that point of view is reasonable?
Do you know any other books that are about the same idea?
QUESTIONS FOR BOOKTALK
Sharing-Time : Mood
How did you feel when you were reading the story? Why?
What was the funniest/saddest/most exciting/most mysterious/most unusual part? Why?
How did the author make you feel this way?
Have you ever felt like that in real life? When? Why?
What do you remember most about the story?
QUESTIONS FOR BOOKTALK
Sharing-Time : Style
Was the book easy to read? Did the author use simple words?
Were there any unusual ways of saying things?
Were the illustrations important?
Who tells the story – the author? Or one of the characters?
Were any of the characters stereotypes?
Do you know any other authors who write like this?
QUESTIONS FOR BOOKTALK
Sharing-Time : Genre#1
What sort of text is it, factual or fiction? If it’s fiction, what kind of narrative is it?
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Realistic fiction
Myth or legend
Adventure
If it’s poetry, what kind of poem is it?
Rhyme
Free form or shape
Science fiction
Folktale, fairy tale or fable
Comedy
Fantasy
Romance
Horror
Limerick
Acrostic
Ballad
Haiku?
QUESTIONS FOR BOOKTALK
Sharing-Time : Genre#2
What sort of text is it, factual or fiction? If it’s factual (non-fiction), is it
 An information report that gives you facts about something?
 An explanation that tells you why things happen or how they work?
 A discussion that presents different opinions, that encourages you to make up your own mind about something?
 A procedure, or set of instructions, that tells you how to do something?
 A recount, that tells you what happened?
 An argument, or persuasive text, that gives one point of view and tries to make you agree with it?
ii
THE BASIC QUESTIONS
Was there anything you liked about this book?
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What especially caught your attention?
What would you have liked more of?
Was there anything you disliked?
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Were there parts that bored you?
Did you skip parts? Which ones?
If you gave up, where did you stop and what stopped you?
Was there anything that puzzled you?
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Was there anything you thought strange?
Was there anything that you’d never found in a book before?
Was there anything that took you completely by surprise?
Did you notice any apparent inconsistencies?
Were there any patterns – any connections – that you noticed?
THE GENERAL QUESTIONS
When you first saw the books, even before you read it, what kind of book did you think it was going to be?
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
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What made you think this?
Now that you’ve read it, is it as you expected?
Have you read other books like this one?
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How is this one the same?
How is it different?
Have you read this book before> If so, was it different this time?
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Did you notice anything this time that you didn’t notice the first time?
Did you enjoy it more or less?
Because of what happened to you when reading it again, would you recommend other people to read it more than once, or isn’t it worth it?
While you were reading, or now when you think about it, were there words or phrases or other things to do with the language that you liked?
Or didn’t like?
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You know how when people speak, they often use some words or phrases or talk in a way that you recognise as theirs: are some words or phrases
like that in this book? Have you noticed anything special about the way language is used in this book?
If the writer asked you what could be improved in the book, what would you say? (Or, if you had written this book, how would you have
made it better?)
Has anything that happens in this book ever happened to you?
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In what ways was it the same or different for you?
Which parts of the book seem to you to be most true to life?
Did the book make you think differently about your own experience?
When you were reading, did you ‘see’ the story happening in your imagination?
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Which details – which passages – helped you ‘see’ it better?
Which passages stay in your mind most vividly?
How many different kinds of stories can you find in this story?Was it a book you read quickly, or slowly? In one go, or in separate sessions?

Would you like to read it again?
What will you tell your friends about this book?
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What won’t you tell them because it might spoil the story for them? Or might mislead them about what it’s like?
Do you know people who might especially like this story?
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
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What would you suggest I tell other people about it that will help them decide whwther they want to read it or not?
Which people should be the ones that should read it?
Older than you? Younger than you?
How should I give it to them? For example, should I read it aloud or tell them about it and let them read it for themselves?
Is it a good thing to talk about it after we’ve all read it?
We’ve listening to each other’s thoughts and heard all sorts of things that each of us has noticed? Are you surprised by anything someone
else said?
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Has anyone said anything that has changed your mind in any way about this book? Or helped you understand it better?
Tell me about the things that people said that struck you the most.
What you think about the book now, after all we’ve said, what is the most important thing about it for you?
Does anyone know anything about the writer? Or about how the story came to be written? Or where? Or when? Would you like to find out?
THE SPECIAL QUESTIONS
How long did the story take to happen?
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Did we find out about the story in the order in which events actually happened?
When you talk about things that happen to you, do you always tell your story in the order in which they happened?
Or are there sometimes reasons why you don’t? What are the reasons?
Are there parts of the story that took a long time to happen but were told quickly or in a few words? And are there parts that happened very
quickly but took a lot of space to tell about?
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Were there parts that took the same time to tell as would have taken to happen?
Where did the story happen?
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Did it matter where it was set? Could it just as well have been set anywhere? Or could it have been better set somewhere else?
Did you think about the place as you were reading? Are there passages in the book that are especially about the place where the story is set? What
did you like, or dislike, about them?
Was the setting interesting in itself? Would you like to know more about it?
Which character interested you the most?
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Is that character the most important in the story? Or is it really about someone else?
Which character didn’t you like?
Did any of the characters remind you of people you know?
Or remind you of characters in other books?
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Was there anyone who doesn’t appear in the story but without whom it couldn’t have happened?
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Can you think of any reason why s/he doesn’t appear?
Would the story have been different is s/he had appeared?
Who was telling – narrating – the story? Do we know? And how do we know?
Is the story told in the first person (and if so, who is this person)? Or the third person? By someone we know about in the story, or by
someone we know or don’t know outside the story?
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What does the person telling the story – the narrator, think or feel about the characters? Does s/he like or dislike them? Dow do you know?
Does the narrator approve or disapprove of the things that happen and that the characters do? Do you approve or disapprove of them?
Think of yourself as a spectator. With whose eyes did you see the story? Did you only see what one character saw, or did you see things
sometimes as one character saw them, and sometimes as another, and do on?
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Were you, as it were, inside the head of one of the characters, only knowing what s/he knew, or did the story take you inside a number of
characters?
Did we ever get to know what the characters were thinking about? Were we ever told what they were feeling? Or was the story told from
outside the characters, watching what they did and hearing what they said, but never really knowing what they were thinking or feeling?
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When you were reading the story, did you feel it was happening now? Or did you feel it was happening in the past and being remembered? Can
you tell me anything in the writing that made you feel like that?
Did you feel as if everything was happening to you, as if you were one of the characters? Or did you feel as if you were an observer, watching
what was happening but not part of the action?
If you were an observer, where were you watching from? Did you seem to watch from different places – sometimes, perhaps from beside the
characters, sometimes from above them as if you were in a helicopter? Can you tell me places in the book where you felt like that?
From Aidan Chambers, Tell Me, Reading, children and Talk, PETA 1993
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