MYL_English_Unit_Plan_U6_Yr_T-3 - Weebly



DEPARTMENT OF EDUCATION Multiple Year Level Unit PlanEnglishKey FocusExploring Poetry: A Poetry FestivalYear LevelT - 3Unit6Duration5 weeks (Term 3 Weeks 6-10)Unit OutlinePoetry is a way of manipulating and arranging words to create unique perspectives of the world. There are many different forms of poetry, each having its own text structure. In this unit students will listen to, read, view and express opinions about a variety of poems. They will be exposed to a range of poetry structures and will create poems or songs individually and/or as a group. Students will have the opportunity to recite their favourite poetry texts and their own in a culminating event, e.g. a class ‘Poetry Festival’.Content DescriptionsTRANSITIONLanguageText structure and organisation Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes ACELA1430YEAR 1LanguageText structure and organisation Understand that the purposes texts serve shape their structure in predictable ways ACELA1447YEAR 2LanguageText structure and organisation Understand that different typesof texts have identifiable textstructures and language featuresthat help the text serve its purpose ACELA1463YEAR 3LanguageText structure and organisationUnderstand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELA1478 LanguageExpressing and developing ideasUnderstand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics being taught at school ACELA1437LiteratureCreating literatureRetell familiar literary texts through performance, use of illustrations and images ACELT1580Responding to literatureRespond to texts, identifying favourite stories, authors and illustrators ACELT1577Share feelings and thoughts about the events and characters in textsACELT1783LanguageExpressing and developing ideasUnderstand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts ACELA1454LiteratureCreating literatureRecreate texts imaginatively using drawing, writing, performance and digital forms of communicationACELT1586Responding to literatureDiscuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences ACELT1582Express preferences for specific texts and authors and listen to the opinions of others ACELT1583 LanguageExpressing and developing ideasUnderstand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purposeACELA1470LiteratureCreating literatureCreate events and characters using different media that develop key events and characters from literary texts ACELT1593Responding to literatureCompare opinions about characters, events and settings in and between texts ACELT1589Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences ACELT1590LanguageExpressing and developing ideasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs ACELA1484LiteratureCreating literatureCreate texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue ACELT1791Responding to literatureDraw connections between personal experiences and the worlds of texts and share responses with others ACELT1596Develop criteria for establishing personal preferences for literature ACELT1598LiteratureExamining literatureReplicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures ACELT1579Creating textsCreate short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledgeACELY1651LiteratureExamining literatureListen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme ACELT1585Creating textsCreate short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams ACELY1661LiteratureExamining literatureIdentify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs ACELT1592Creating textsCreate short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose ACELY1671LiteratureExamining literatureDiscuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose ACELT1600Creating textsPlan, draft and publish imaginative, informative and persuasive texts, demonstrating increasing control over text structures and language features, and selecting print and multimodal elements appropriate to the audience and purpose ACELY1682Achievement StandardsYEAR TReceptive modes By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.Productive modes Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper and lower-case letters.YEAR 1Receptive modes By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images & vocabulary used to describe characters & events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.Productive modes Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper and lower-case letters.YEAR 2Receptive modes By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.Productive modes When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.YEAR 3Receptive modes By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.Productive modes Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.Assessment TasksMultimodal task: Students create and share a poem/song/rap/chant using text structures and language features experienced in class that may include an image/music appropriate to the form.Year level assessment focusTRANSITIONTheystate the purpose and audience of the text give missing rhyming word to complete a poem, e.g. I see a cat sitting on a …select words based on personal choiceattempt to use a literary device, e.g. simple rhyme, letter patterns YEAR 1Theystate the purpose and audience of the text use basic organisational features of simple forms of poetryinnovate on a given pattern, e.g. I like., I like…select words based on personal choiceinclude a literary device, e.g. rhyme, alliterationYEAR 2Theyare aware of the purpose and audience when composing a textuse a partial organisational framework of a small range of poetry, e.g. free versebegin to select appropriate words to convey meaninguse a simple rhyming pattern, e.g. ABABuse some literary devices e.g. rhythmic pattern, repetitionYEAR 3Theyare aware of the purpose and audience when composing a textuse a partial organisational framework of a range of poetry, e.g. limericks, shape poemselect appropriate words to convey meaningbegin to choose known rhythmic patterns in their poemuse some literary devices, e.g. onomatopoeia, imageryOral Task: Students prepare and recite a poem/rhyme/song/rap/chant of choice to a familiar audience.Year level assessment focusTRANSITIONTheyselect a familiar poem/song explain to a familiar audience, e.g. class, a feature which they like/dislike (“I like this poem because it’s about animals.”)YEAR 1Theyselect a familiar poem/songexplain to a familiar audience, e.g. class, a feature which they like/dislike and why (“I like this poem because it has lots of funny rhyming words like frog and dog.”)YEAR 2Theyselect a familiar poem/songexplain to a familiar audience, e.g. class, a feature which they like/dislike and whyshare a poetic device that is used in the text, e.g. rhymeexplain their preferences for the chosen text over other textsYEAR 3Theyselect a familiar poem/songexplain to a familiar audience a feature which they like/dislike share a poetic device that is used in the text for deliberate effect, e.g. rhyme, rhythm, alliterationexplain their preferences for the chosen text and compare to another textTeaching and Learning SequenceYEAR TExploring poetryBe exposed to a variety of spoken, written and multimodal poetryListen to and join in rhymes, poems, chants and songs Recite rhymes and poems with actions and music Respond to poems through illustration, image, role-play and models developing an awareness of rhythm in languageRespond to poems and rhymes by identifying favourites, e.g. nursery rhymes, chants and comic verseAnalysing poetryExplore oral and visual modes of poetry and rhyme texts that entertainExamine and identify language features such as rhyming words, phrases and first sounds in wordsExamine and identify text structures such as repetitive phrases, alliteration and rhymeVerbalise personal responses and preferences for poems and rhymesCreating poetryReplicate and retell poems and rhymesCreate poems and rhymesPerforming poetryPresent poems and rhymes to classYEAR 1Exploring poetryBe exposed to a variety of spoken, written and multimodal poetryListen to, read and join in rhymes, poems, chants and songsRecite rhymes and poems with actions and musicRespond to poems through illustration, image, role-play and modelsImitate and recite rhyming patterns in words maintaining rhythm and fluencyAnalysing poetryExamine and interpret language features and patterns in poems and rhyme whose purpose is to entertain, e.g. riddles, comic verse and lyricAnalyse different text structures in poems such as alliteration and rhyme utilising phonic patterns and word familiesVerbalise responses and preferences for poems and textsListen to others’ responses and preferencesCreating poetryCreate poetry texts based on those explored in classCreate multimodal imaginative poetry recitalsPerforming poetryPresent poems using multi-modal forms of communicationYEAR 2Exploring poetryBe exposed to a variety of spoken, written and multimodal poetryListen to, read and view rhyming verse and poetryJoin in with and recite poems and rhymeIdentify and respond to aspects of poetry and rhyming texts Recognise, through listening and looking, patterns in different poems and rhyme texts Analysing poetryExperiment with and reproduce sound and word patterns using rhyming words and spelling patternsInterpret spoken, written and multimodal texts in which the purpose is to entertain including humour, rhyme and nonsenseCompare and verbalise preferences and opinions for different aspects such as humour and imagery and types of texts, e.g. haiku, acrostic, chants and lyricListen to others’ preferences and opinionsCreating poetryCreate interpretations of poems and rhymes from texts encountered in classCreate multimodal imaginative poetry recitalsPerforming poetryPresent poetry performances appropriate to the text purpose and audienceYEAR 3Exploring poetryBe exposed to a variety of spoken, written and multimodal poetryListen to, read and view rhyming verse and poetry for enjoymentJoin in with and recite familiar and favourite poems and rhymesRespond to poems making connections with personal experienceExplore the terminology of poetry, e.g. rhyme, rhythm, alliteration and onomatopoeia Analysing poetryExplore how rhythm, onomatopoeia and alliteration give momentum to poetry read aloud, and how they enhance enjoymentDiscuss the nature and effects of language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeiaIdentify the effect of imagery, e.g. the use of imagery in haiku poemsDiscuss and identify the text structure of a variety of poetry, e.g. ABAB patternDiscuss and identify the language features and specific vocabulary of a variety of poetry, e.g. nouns, verbsCreating poetryPlan and publish texts using text structures and language features appropriate to poetry exploredCreate texts taking into account language features and patterns encountered in poetry such as rhyme, rhythm, mood, sound effectsPerforming poetryRecite, sing or create interpretations of poems, chants, songs or rhymesPresent a poetry performance, e.g. a recital to class groupSuggested TextsYEAR TBennett, Jill. Noisy Poems Carter, James. Hey Little Bug Gray, Nigel. And Kangaroo played his DidgeridooLear, Edward. The Owl and the Pussy Cat.Moses, Brian. Is there anything there at the top of the stairs?YEAR 1Andreae, Giles. Rumble in the Jungle Carter, Jill. Birds, Bees and Sailing Ships Costain, M. Doodledum Dancing Dodd, Lynley Hairy Maclary Yolen, Jane. Sleep Rhymes around the World YEAR 2Brian, Janeen. Silly Galah! Factor, June. Real Keen Baked Bean Milne, A. A. Now We Are Six Seuss, Dr. Green Eggs and Ham Thomas, Meredith. Rainbows of the Sea YEAR 3Donaldson, J. Wriggle and Roar Griffiths, Andy. The Cat on the Mat is Flat Griffiths, Andy. The Cow that goes Kapow! Haynes, J (ed). Big Book of Verse for Aussie Kids J McDougall & J Taylor. Anna the Goanna Milligan, Spike. MilliganimalsResourcesYear T - 3 Steps Writing Resource Book (Second Edition), pages 49-60 “Writing to Entertain-Poetry”ReferencesACARA Advice on selection of literacy textsACARA EAL/D Learning Area Annotations for English Australian Curriculum Version 4.0 First Steps Writing Resource Book (Second Edition). Annandale, K et al. 2005. Reed International. Melbourne NT DoE Learning LinksScootle ................
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