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MOSSGIEL PARK PRIMARY SCHOOL AUTHOR STUDY: HANS CHRISTIAN ANDERSEN Odd Years – Years 3 & 4 This unit combines compatible content and skills from the Australian English Literature Curriculum and the three Priorities with the Victorian Essential Learning Standards for English AND relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, Thinking Processes. This unit is designed for first term and early lessons involve table tasks that need minimal teacher intervention, to allow for training new monitors to use the library computer program. This unit was developed by Lisa HillIt’s designed to be taught in Term 1. Sometimes it will need to be truncated if it is a short term.Contents TOC \o "1-3" \h \z \u LESSON SEQUENCES PAGEREF _Toc403217908 \h 3Lesson 1 PAGEREF _Toc403217909 \h 3Lesson 2 PAGEREF _Toc403217910 \h 3Lesson 3 PAGEREF _Toc403217911 \h 3Lesson 4 PAGEREF _Toc403217912 \h 3Lesson 5 PAGEREF _Toc403217913 \h 6Lesson 6 PAGEREF _Toc403217914 \h 6Lesson 7 PAGEREF _Toc403217915 \h 6Lesson 8 PAGEREF _Toc403217916 \h 6Lesson 9 PAGEREF _Toc403217917 \h 9Key Understandings for Assessment PAGEREF _Toc403217918 \h 11Focus Questions PAGEREF _Toc403217919 \h 11VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS PAGEREF _Toc403217920 \h 12VELS Learning Focus Thinking Processes Level 3 PAGEREF _Toc403217921 \h 12VELS Learning Focus Personal Learning Level 3 PAGEREF _Toc403217922 \h 12VELS Learning Focus Interpersonal Learning Level 3 PAGEREF _Toc403217923 \h 13AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 3 & 4 PAGEREF _Toc403217924 \h 13AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4 PAGEREF _Toc403217925 \h 14READING AND VIEWING PAGEREF _Toc403217926 \h 14SPEAKING AND LISTENING PAGEREF _Toc403217927 \h 17AUSTRALIAN CURRICULUM PRIORITIES PAGEREF _Toc403217928 \h 19ACHIEVEMENT STANDARDS PAGEREF _Toc403217929 \h 19VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS PAGEREF _Toc403217930 \h 19VELS English Standards Years 3 & 4 PAGEREF _Toc403217931 \h 20VELS Thinking Processes Standards Years 3 & 4 PAGEREF _Toc403217932 \h 20VELS Personal Learning Standards Years 3 & 4 PAGEREF _Toc403217933 \h 21VELS Interpersonal Learning Standards Years 3 & 4 PAGEREF _Toc403217934 \h 21AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH PAGEREF _Toc403217935 \h 22AUSTRALIAN CURRICULUM ENGLISH Years 3 & 4 PAGEREF _Toc403217936 \h 22PoLT (Principles of Learning and Teaching) PAGEREF _Toc403217937 \h 22PoLT focus to be embedded in this unit. PAGEREF _Toc403217938 \h 22Additional Resources PAGEREF _Toc403217939 \h 23Websites PAGEREF _Toc403217940 \h 23Comprehension questions and activities PAGEREF _Toc403217941 \h 23LESSON SEQUENCES Lesson 1Lesson 2Lesson 3Lesson 4ActivitiesRevise borrowing procedures and locating books in Non-Fiction section.Author Study: Introduce Hans Christian Anderson, locate Denmark on the globe & discuss books we have in the library. Read Thumbelina. Discuss sequence of events and why so many bad things happened to Thumbelina. (See BBC questions below). Which gender has all the choices in this story? Why? Is it like that these days? Values education: Discuss 'being different': problems, solutions and the swallow being a helpful bystander. Draw favourite part of the story.Borrowing and browsing. Introduce Personal Learning Journals. Explain the 1/2/3/4 scoring system (different to Y1&2). Distribute Library cover pages for folders. Prepare classes for reading with Prep buddies and suggest reading strategies.Revise borrowing procedures and locating books in Non-Fiction section.Author Study: Review life of Hans Christian Anderson, show may bug from last week’s story on iPadsCue in with discussion about C19th empires and how an emperor was an important, powerful person that no one wanted to offend. Read The Emperor’s New Clothes. How do the pictures help to tell the story? Discuss sequence of events and why everyone lied. (See BBC questions below). Discuss consequences of agreeing when you know it’s wrong or foolish. Do people still do this today? Predict what the swindlers were going to do after the story ended. The Emperor Who Had No Clothes is a famous story and the saying is still used today, to mean any idea that is being copied without people thinking carefully about it. Activity: complete symmetry worksheet, detailing the new clothes. Browsing and plete PLJs.Buddy reading with the Preps.Cue in with discussion about how many of the stories of Hans Christian Andersen are sad stories. Discuss what makes a story sad or funny using Thumbelina and. The Emperor’s New Clothes as examples. Read The Ugly Duckling & discuss the sequence of events, listing them on c/b. Discuss consequences of picking on someone and excluding them. How do we prevent this happening at our school?Discuss why Andersen might have chosen to write such a sad story. Review where fairy tales are stored in the library for borrowing; introduce birds shelf & distinguish them from fictional stories about birds.(If necessary) Students finish off the symmetry worksheet from previous week. Students view Hans Christian Andersen page on LisaHillSchoolStuff wiki. Locate date and place of Andersen’s birth. Illustrate and label the characters from Thumbelina, using pictures on the web page as a guide. Browsing and borrowing. Complete PLJs.Buddy reading with the Preps.Cue in with discussion about the themes in previous stories: what were the stories about? ; The Ugly Duckling - accepting difference & bullying; Thumbelina -about freedom to choose; Emperor’s New Clothes - greed & vanity.Cue in with chat about favourite Australian birds. If time, take a short walk in the yard and identify any that can be seen. Explain that Nightingales are European birds not seen in Australia. Use image and audio from LisaHillSchoolStuff wiki about Andersen to show what nightingales look and sound like. Read The Nightingale, pausing to play the Wikipedia sample of a music box. Compare illustrations from different versions of the story. (see Wiki). Discuss the emperor’s actions. (See BBC questions below). Discuss sequence of events and identify the saddest/most exciting part. Using a storyboarding template and including at least one long shot, medium shot and close-up, students draw and label a sequence of 4 events from the story in a mini book. Browsing and borrowing. Complete PLJs.Buddy reading with the Preps.ResourcesThumbelina, in The Classic Tales of by Hans Christian Anderson (398 AND)Globe of the WorldPicture of Hans Christian Andersen (e.g. in encyclopaedia or online). Introduce Personal Learning Journals. The Emperor’s New Clothes by Hans Christian Anderson (398 AND)iPads: LisaHillSchoolStuff wiki (Hans Christian Andersen on Authors page)Emperor’s New Clothes symmetry worksheet, source unknown. The Ugly Duckling in The Classic Tales of by Hans Christian Anderson (398 AND)The Nightingale by Hans Christian Anderson (398 AND) and different illustrated versions of it as available. iPads/laptopsLisaHillSchoolStuff wikiTeacher-made The Nightingale storyboarding template worksheetSpecial needsObserve for at-risk, ESL and Enrichment students.At risk/ ESL: monitor to ensure that they understand about symmetry. Enrichment: Predict whether the Emperor would change his ways.At risk/ ESL: monitor to ensure that they understand about symmetry. Enrichment: select one of the listed events, draw and label the physical characteristics of the characters.At risk/ ESL: Use the book as a prompt to summarise the sequence.Enrichment: Could the story be told in a different order? SLAV Library Skills ProgramLS 3.1 distinguish between picture story fiction and factual books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climaxLS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.6 predict outcome of plot for a particular fiction book LS 3.8 predict what the main character will do after the story has ended LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting LS 3.11 identify the motivation for a particular character’s action LS 3.1 distinguish between picture story fiction and factual books LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.10 identify strong emotions in a simple fiction book LS 3.11 identify the motivation for a particular character’s action LS 3.1 distinguish between picture story fiction and factual books LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting LS 3.11 identify the motivation for a particular character’s action AusVELS Curriculum Focus Level 3Personal Learning: Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation that promote learning with peers.Personal Learning: Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation that promote learning with peers.Personal Learning: Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation that promote learning with peers.Thinking processes: Students develop strategies for organising and summarising information and reflecting on their thinking.AusVELS English Year 3 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)AusVELS English Year 4Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, e.g. character development and plot tension (ACELT1605)E5 or other school or system led professional development focusDefine 1/2/3/4 rubric where 3 is the expected level & gets a sticker: what level of detail should the picture show? Define 1/2/3/4 rubric where 3 is the expected level & gets a sticker: what level of detail should the picture show? Define 1/2/3/4 rubric where 3 is the expected level & gets a sticker: what level of detail should the picture show if you’re trying to show the physical characteristics? Define 1/2/3/4 rubric where 3 is the expected level & gets a sticker: which events are the important ones which must be included? Lesson 5Lesson 6Lesson 7Lesson 8ActivitiesCue in with discussion about the themes in previous stories: what were the stories about? Many are about lonely characters that don’t fit in. Who chooses who fits in, and why? Was it different in the olden days? Cue in with what being fussy means. Read The Princess and The Pea, and then The Pea and the Princess and The Princess and the Packet of Frozen Peas by Tony Wilson. Compare the two versions, discussing Andersen’s portrayal of females and contemporary author Mini Grey’s and Tony Wilson’s portrayal. Students complete a Venn diagram comparing the princesses in the contemporary and traditional versions. Browsing and borrowing. Complete PLJs.Buddy reading with the Preps.Cue in with discussion about the themes in previous stories: what were the stories about? Today’s story is also about a lonely character that doesn’t fit in. Review how we ‘think with a Red Thinking Hat’ to focus on emotions. Cue in with what being steadfast means. Read The Constant Tin Soldier, pausing to discuss events and why they occurred and how the characters felt. Discuss why Andersen wrote such a sad ending and brainstorm for an alternative ending. Read through the worksheet paragraph from the story and identify all the details that need to be illustrated exactly as described in the story. Students illustrate a paragraph from the story in precise detail. Browsing and borrowing. Complete PLJs.Buddy reading with the Preps.Cue in with discussion about the themes in previous stories: what were the stories about? Today’s story is a tragic story about something that could really have happened when in the 19th century. Briefly discuss social safety nets in 21st Australia & explain that poor people had to fend for themselves in Andersen’s time. Read The Little Match Girl, pausing to discuss how the illustrations contribute to understanding the little match girl’s situation. Discuss Hans Christian Andersen’s motive for writing such a tragic story. What did he want his readers to think about? Elicit that he wanted them to realise the effects of poverty and neglect and do something about it. (See Wikipedia re concern for the underclass). Finish drawing the scene from last week’s The Steadfast Tin Soldier, exactly as described in the story. Borrowing and browsing. PLJs.Buddy reading with the Preps.Cue in with brief discussion about this story contrasting with the previous one. Read The Woman with the Eggs by Hans Christian Andersen, retold in contemporary verse. Discuss text features (rhyme, placement of text on page) and what purpose Andersen had in telling this story. (To illustrate the old proverb, don’t count your chickens before they’re hatched).This lesson has no follow up because students do the PoLT student perception survey for our School Strategic Plan..ResourcesThe Princess and the Pea by Hans Christian Andersen in The Pea and the Princess by Mini Grey (G)The Princess and the Packet of Frozen Peas by Tony Wilson (W)The Constant Tin Soldier by Hans Christian Andersen (398 AND) Teacher made worksheet, Draw the Tin Soldier SceneThe Little Match Girl retold by Jon Erikson (398AND)Teacher made worksheet, Draw the Tin Soldier SceneThe Woman with the Eggs by Hans Christian Andersen, retold in contemporary verse by Jon Erickson, Illustrations by Jan Mogensen, Gareth Stevens Quality Time Classics, 1987 (398 WOM)Special needsAt risk/ ESL: Use the book as a prompt to summarise the sequence.Enrichment: Could the story be told in a different order? At risk/ ESL: Highlight the items that need to be drawn on the worksheetEnrichment: Could the story be told in a different order? At risk/ ESL: Highlight the items that need to be drawn on the worksheetEnrichment: Can you think of other authors who wrote stories because they cared about helping other people? At risk/ ESL: monitor these students ability to cope with the survey and repeat or clarify questions if needed. SLAV Library Program SkillsLS 3.1 distinguish between picture story fiction and factual books LS 3.3 verbalise obvious themes in fiction books LS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climax LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting LS 3.11 identify the motivation for a particular character’s action LS 3.3 verbalise obvious themes in fiction books LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel LS 3.7 identify and describe the main character of a fiction book LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting LS 3.10 identify strong emotions in a simple fiction book LS 3.11 identify the motivation for a particular character’s action LS 3.3 verbalise obvious themes in fiction books LS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel LS 3.7 identify and describe the main character of a fiction book LS 3.9 describe contribution of illustrator and illustrations in developing a particular setting LS 3.10 identify strong emotions in a simple fiction book LS 3.2 distinguish between poetry, prose and drama LS 3.3 verbalise obvious themes in fiction books LS 3.11 identify the motivation for a particular character’s actionAusVELS Curriculum Focus Level 3Thinking processes: Students develop strategies for organising and summarising information and reflecting on their thinking.Personal Learning: students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. …. They begin to review their work to check for accuracy.Personal Learning: students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. …. They begin to review their work to check for accuracy.Personal Learning, students begin to build on personal strengths by recognising strategies for learning which help them learn most effectively. With support, they use their past learning to inform their future learning…AusVELS English Year 3 Identify the point of view in a text and suggest alternative points of view (ACELY1675)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)AusVELS English Year 4Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, e.g. nonsense words, spoonerisms, neologisms and puns (ACELT1606)E5 or other school or system led professional development focus E5Define 1/2/3/4 Personal Learning Journals rubric for the Venn diagram: pictures must make the differences clear and should be labelled. Both sides and the middle of the Venn diagram should be completed.Define 1/2/3/4 Personal Learning Journals rubric for the illustration: what level of detail does there have to be and how should the items be placed?As for last lesson.NALesson 9ActivitiesCue in with review of Hans Christian Andersen Stories read last term, and discuss which ones were about sad and lonely characters. Watch the film and discuss the characters and what happened to them. Identify which ones were sad and lonely: what did HC Andersen want his readers to think about? Review Sunshine Wheel technique, modelling that for this task an explanatory sentence is needed, not just single words or brief dot points. Students complete Sunshine Wheel, naming sad characters in Andersen’s stories, explaining why they have chosen these characters. Browsing and borrowing. Complete PLJs.Buddy reading with the Preps.ResourcesDVD: Hans Christian Andersen Stories (AV AND) Teacher-made Sunshine Wheel (sad characters)Special needsAt-risk/ESL: pause the film from time to time and review plot, characters, setting so far. Enrichment: If HC Andersen were writing stories today, what issues would he write about? SLAV Library Program SkillsFilm - Film as Text LS 3.1F identify film as a literary form LS 3.2F explain the contribution of scenery and sound effects in developing the sequence of main events and climax of a particular film LS 3.3F describe contribution of director and editor in developing a particular film and climax of the film.. AusVELS Curriculum Focus Level 3Thinking processes: Students give reasons for changes that may occur in their thinking. They begin to recognise that others may have different opinions and understand that reasoning can be influenced by strong feelings. They begin to question arguments presented to them; e.g., those based on the assertion that ‘everybody knows’ or ‘I just know’.AusVELS English Year 3 Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)AusVELS English Year 4Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)Select from belowE5Define 1/2/3/4 Personal Learning Journals rubric for the sunshine wheel: what level of detail does there have to be? Which connectives should be used e.g. because. Key Understandings for AssessmentFocus QuestionsMost fairy tales were told so long ago that we don’t know who wrote them, but we know H C Andersen as the author of many well-known fairy tales. Hans Christian Andersen (1805-1875) wrote his stories a long time ago. ‘The Emperor has no clothes’ and ‘ugly duckling’ are now well-known English sayings.Hans Christian Andersen wrote many of stories because he cared about poor or lonely people and he wanted others to understand and care about it too. What happened in the story? What happened next?Who are the main characters?Where does the story take place? Could there really be a place like this?What is your favourite part of the story?Why did HC Andersen write such sad stories? What was he trying to get us to think about?See also the BBC comprehension questions below. VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUSVELS Learning Focus Thinking Processes Level 3As students work towards the achievement of Level 3 standards in Thinking Processes, they explore aspects of their natural, constructed and social world, wondering and developing questions about it. They use a range of sources of information including observations and findings from their own investigations to answer these questions. Students develop strategies for organising and summarising information and reflecting on their thinking. They begin to categorise knowledge and ideas, identify patterns, and form generalisations. They learn to make connections between both new and established ideas and their own knowledge.With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question the validity of sources, communicate and record their questions, responses and thoughts, and give reasons for conclusions.Students participate in a variety of investigations and activities involving problem solving that encourage them to experiment with a range of creative solutions. They begin to reflect on the approaches they use to assist them to form their solutions. They explore ideas creatively; e.g., by engaging with new ideas and other perspectives.Students give reasons for changes that may occur in their thinking. They begin to recognise that others may have different opinions and understand that reasoning can be influenced by strong feelings. They begin to question arguments presented to them; e.g., those based on the assertion that ‘everybody knows’ or ‘I just know’.Students develop language to describe specific thinking processes and, with support, use thinking tools to assist them to complete a given task. They continue to reflect regularly on their thinking, learning to describe their thinking processes verbally.VELS Learning Focus Personal Learning Level 3As students work towards the achievement of Level 3 standards in Personal Learning, they begin to build on personal strengths by recognising strategies for learning which help them learn most effectively. With support, they use their past learning to inform their future learning, and begin to set learning improvement goals.Students participate in a diverse range of learning activities that allow them to acknowledge their development as learners. They monitor their learning through strategies such as share time and seeking feedback from the teacher and, where appropriate, their peers.Students learn to recognise the various positive and negative emotions that may be associated with their learning, and that feelings of uncertainty do not equate with an inability to complete a task. They explore the implications of impulsive behaviour and identify strategies they can use to manage impulsiveness, such as taking time to think about their opinions before giving them and considering alternative viewpoints before making a value judgment about an idea. They develop an awareness of their emotions and the capacity to use positive self-talk; e.g., by compiling a list of strategies they can implement when they are feeling uncertain. Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation that promote learning with peers. They begin to compare their own values with those agreed to by the class.Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with and from peers.With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes. They learn to set simple goals for future learning such as ‘to practise a specific skill’. They begin to review their work to check for accuracy.VELS Learning Focus Interpersonal Learning Level 3As students work towards the achievement of Level 3 standards in Interpersonal Development, they interact with their peers, older and younger students, and adults in both informal and formal contexts. They develop their skills and strategies for getting to know and understand others within increasingly complex situations. With teacher support, they identify different types of friendships and relationships. They discuss the expectations they have of friendship and relationship groups and acknowledge the expectations that others have of them. They recognise that relationships change and that positive relationships do not depend on always agreeing with one another.Students are encouraged to think about their values and how these affect their feelings and behaviour. They are supported to develop relationships based on respect and the valuing of individual differences; e.g., speaking respectfully about others, listening and responding appropriately and encouraging others’ contributions. They learn to respect other students’ belongings and, when appropriate, to share their own.Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to begin to respond to the needs of others. Using prompts and questions, they develop skills in giving and accepting constructive feedback; e.g., praising or making suggestions for improvement.Students are introduced to a variety of strategies for dealing with conflict and bullying. By articulating the conflict to be resolved, they discuss options and outcomes and work with others to develop plans and procedures to reduce the possibility of conflict, avoid or resolve conflict.In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 3 & 4The 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. 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. Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.Australian Curriculum English Level Description Year 3Australian Curriculum English Level Description Year 4In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. Literary texts that support and extend students in Levels 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. Literary texts that support and extend students in Levels 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4READING AND VIEWINGYear 3 ContentYear 4 ContentLanguageLanguageIdentify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gestureobserving how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer's eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or lonelinessExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer responseLiteratureElaborationsLiteratureElaborationsDraw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the textexploring texts that highlight issues and problems in making moral decisions and discussing these with othersdrawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world viewDiscuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, e.g. character development and plot tension (ACELT1605)examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or heridentifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequencesDevelop criteria for establishing personal preferences for literature (ACELT1598)building a conscious understanding of preference regarding topics and genres of personal interest (e.g. humorous short stories, school and family stories, mysteries, fantasy and quest, series books)selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of textsMake connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own timecomparing different authors’ treatment of similar themes and text patterns, e.g. comparing fables and allegories from different cultures and quest novels by different authorsDiscuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that followdiscussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, e.g. nonsense words, spoonerisms, neologisms and puns (ACELT1606)defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulnessdiscussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (e.g. ‘He grasps the crag with crooked hands’/wee timorous beastie)Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)identifying the effect of imagery in texts, e.g. the use of imagery related to nature in haiku poemsexploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoymentUse metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or hersharing views using appropriate metalanguage (e.g. ‘The use of the adjectives in describing the character really helps to create images for the reader’)LiteracyElaborationsLiteracyElaborationsIdentify the point of view in a text and suggest alternative points of view (ACELY1675)discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feelrecognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over othersspeculating about what other characters might think or feel and retelling the story from other perspectives (e.g. ‘Cinderella’ from the view of the ‘Ugly Sisters’)Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, e.g. war, race, genderIdentify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presentedIdentify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, e.g. those used in advertising to represent children and families so that viewers identify with themUse comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)making connections between the text and students own experience and other textsmaking connections between the information in print and imagesmaking predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topicusing text features and search tools to locate information in written and digital texts efficientlydetermining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verificationmaking considered inferences taking into account topic knowledge or a character’s likely actions and feelingsUse comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)making connections between the text and students’ own experience and other textsmaking connections between information in print and imagesbuilding and using prior knowledge and vocabularyfinding specific literal informationasking and answering questionscreating mental imagesfinding the main idea of a textinferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and soundsbringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information.SPEAKING AND LISTENINGYear 3 ContentYear 4 ContentLanguage ElaborationsLanguageElaborationsUnderstand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)identifying roles and collaborative patterns in students’ own groups and pair work (e.g. initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)Understand that social interactions influence the way people engage with ideas and respond to others e.g. when exploring and clarifying the ideas of others, summarising students' own views and reporting them to a larger group (ACELA1488)recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contextsrecognising that language is adjusted in different contexts, e.g. in degree of formality when moving between group discussions and presenting a group reportunderstanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across culturesrecognising the importance of using inclusive languageExamine how evaluative language can be varied to be more or less forceful (ACELA1477)exploring how modal verbs, e.g. ‘must’, ‘might’,’ or ‘could’ indicate degrees of certainty, command or obligationdistinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in textsUnderstand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)identifying ways thinking verbs are used to express opinion, e.g. ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, e.g. ‘we concluded’Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural contextLiteratureElaborationsLiteratureElaborationsDiscuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)reading texts in which Aboriginal and Torres Strait Islander children/ young people are the central characters/protagonists and making links to students’ own lives, noting similaritiesexploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (e.g. ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of textsdrawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'LiteracyElaborationsLiteracyElaborationsListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group viewsInterpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)making notes about a task, asking questions to clarify or follow up information, and seeking assistance if requireddiscussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audienceUse interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentationslistening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of informationlearning the specific speaking or listening skills of different group roles, e.g. group leader, note taker and reporteracquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processesusing language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friendsexperimenting with voice effects in formal presentations such as tone, volume and paceUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentationsdeveloping appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherentlychoosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accuratelyexploring the effects of changing voice tone, volume, pitch and pace in formal and informal contextsAUSTRALIAN CURRICULUM PRIORITIES There are no opportunities to address the AC Priorities in this unit. ACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS VELS English Standards Years 3 & 4Speaking and listening Standard Level 3At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information.They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.Reading Standard Level 3At Level 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features. They interpret the main ideas and purpose of texts. They make inferences from imaginative text about plot and setting and about characters’ qualities, motives and actions. They infer meaning from material presented in informative texts. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes. They use several strategies to locate, select and record key information from texts.Writing Standard Level 3At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information.They write a variety of simple and compound sentences and use verb tenses correctly. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words.VELS Thinking Processes Standards Years 3 & 4Reasoning, processing and inquiryAt Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.CreativityAt Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.Reflection, evaluation and metacognitionAt Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.VELS Personal Learning Standards Years 3 & 4The individual learnerAt Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. With support, they identify their learning strengths and weaknesses and learning habits that improve learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They make and justify some decisions about their learning and, with support, set learning improvement goals. They contribute to the development of protocols that create a positive learning environment in the classroom.Managing personal learningAt Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.VELS Interpersonal Learning Standards Years 3 & 4Building social relationshipsAt Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.Working in teamsAt Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH AUSTRALIAN CURRICULUM ENGLISH Years 3 & 4 Year 3 Reading and viewing achievement standardBy the end of Level 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.Year 4 Reading and viewing achievement standardBy the end of Level 4, students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints.Year 3 Writing achievement standardTheir texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. 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 legibly write using consistently sized joined letters.Year 4 Writing achievement standardStudents use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.Year 3 Speaking and listening achievement standardStudents listen to others’ views and respond appropriately. They 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. They 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.Year 4 Speaking and Listening achievement standardStudents listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.PoLT (Principles of Learning and Teaching)PoLT focus to be embedded in this unit. Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:Assessment practices are an integral part of teaching and learning.In learning environments that reflect this principle the teacher: 5.1 designs assessment practices that reflect the full range of learning program objectives 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self- assessment 5.5 uses evidence from assessment to inform planning and teaching. Additional ResourcesWebsitesSiteURLLisaHillSchoolStuff wiki – Hans Christian Andersen page Comprehension questions and activities These are sourced from the BBC Radio Teachers’ Guide, Tales of Hand Christian Andersen and copyright should be acknowledged if shared elsewhere. TitleThemesComprehension QuestionsSelected activitiesThumbelinaThe unfortunate outcast, being different? Being true to one’s heartWho is telling the story? How do you know? ? Why is Thumbelina so small? ? Why do the different creatures kidnap Thumbelina? ? Why does the beetle abandon Thumbelina? ? How do you think Thumbelina feels when she is told she needs to marry the mole? What makes you think that? How do you think you would have felt in this situation? ? Why do you think the swallow rescues Thumbelina? ? Why do you think Thumbelina gets wings at the end? What do you think the wings represent?Hotseat the different animal characters from the story and ask them about the motivations for their actions:– Toad– Beetle– Field Mouse– Mole– SwallowThe Emperor’s New ClothesHonesty and dishonestyBeing true to what you think rather than going along with what others are sayingFoolishness and pomposityDescribe the different reasons why first the minister, then the servant, then the Emperor and finally the towns-people pretend that they can see the Emperor’s clothes.Why does the small boy’s father initially say that his son is wrong?Why do you think it takes a child to point out what all the adults can see?Create an advertising campaign for the amazing magic cloth – what else could you make from it and how would you advertise this?The Constant Tin SoldierThe inability to express oneself to those that you love Unfortunate outcast, marked out by physical differences Behaving according to convention when to do something different might bring you more happinessWhy does the soldier only have one leg? On what occasions during the story does the soldier say or do nothing, when more decisive action might have brought a better outcome? Why is the soldier so reluctant to act? How might the story have turned out differently had the soldier acted differently on those occasions? Why does the dancer appear only to have one leg? How do you think the dancer feels about the soldier and why? What is the motive for the goblin’s actions?Hot-seat the soldier – explore why he does not act more decisively.Hot-seat the jack-in-the-box goblin – find out what he does to make the soldier fall out of the window and the boy throw him on the fire – and why he does it.Role on the wall activity – describe what we know about the character of the tin soldier, using a simple drawing on a flip chart and adding notes around it.The NightingaleBird as a symbol of freedom Beautiful song coming from small, nondescript bird The love of nature as distinct from the love of mechanical thingsWhy do you think the Emperor had not heard the nightingale before?Where will it be more appropriate to hear a nightingale’s song – inside the palace, or in the forest? Why?In what ways does the clockwork nightingale compare to the real one? How is it different? Why do you think the Emperor over-uses the clockwork nightingale, so much that it breaks down?Why does the real nightingale return to the Emperor?How will the nightingale’s song help him tobe a better Emperor?Re-write the story from the point of view of the nightingale.Create a news report about the ‘premiere’ royal performance of the nightingale.Resources ................
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