Name:Unit 5 - English Year 5 (V8)



54038576771500OneSchoolUnit PlanName:Unit 5 - English Year 5 (V8)Duration:4 WeeksYear Level:Year 5Applicable Learning Areas/Subjects:EnglishUnit Plan Responding to poetryIn this unit students listen to, read and view a range of poetry, including narrative poems, to create a transformation of narrative poem to a digital multimodal narrativeFor further information to support teaching of the unit, view the:Year level planTeacher lesson overviewSupporting learning resource - Assessment alignment plannerThroughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:Helpful information - Higher-order thinking skills Years P-9 this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices Task SummaryTypeLearning AreasStatusDateDigital multimodal narrative (Yr 05)Students create a digital multimodal transformation of a narrative poem.Poster/multi-modal presentationEnglishUnscheduledDocument Table of ContentsCurriculumAustralian CurriculumConsiderationsTeaching SequenceTeaching Sequence SummaryNarrative poems / NarrativesNarrative poem transformationsWritten narrative transformationsDigital multimodal narrativesResourcesAttachmentsPlan Resource BankAssessmentPoster/multi-modal presentation - Digital multimodal narrative (Yr 05)Australian CurriculumEnglish - Year 5Year 5 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.Content DescriptionsLanguageLiteracyLiteratureExpressing and developing ideasExplain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511)Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)Language variation and changeUnderstand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)Phonics and word knowledgeUnderstand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829)Text structure and organisationInvestigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)Interacting with othersUse interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)Creating textsDevelop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)Re-read and edit student's own and others' work using agreed criteria for text structures and language features (ACELY1705)Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)Interpreting, analysing, evaluatingIdentify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)Texts in contextShow how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)Literature and contextIdentify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)Creating literatureCreate literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)Responding to literaturePresent a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)Examining literatureRecognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)Curriculum Priorities - PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with:Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)Create literary texts that explore students' own experiences and imagining (ACELT1607)Create literary texts by developing storylines, characters and settings (ACELT1794)Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)Curriculum working towardsThe teaching and learning in this unit work towards the followingUnderstand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)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)Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.LiteracyComprehending texts through listening, reading and viewingComposing texts through speaking, writing and creatingText knowledgeGrammar knowledgeWord knowledgeVisual knowledgeNumeracyRecognising and using patterns and relationshipsInformation and communication technology (ICT) capabilityApplying social and ethical protocols and practices when using ICTInvestigating with ICTCreating with ICTManaging and operating ICTCritical and creative thinkingInquiring - identifying, exploring and organising information and ideasGenerating ideas, possibilities and actionsReflecting on thinking and processesAnalysing, synthesising and evaluating reasoning and proceduresPersonal and social capabilitySelf-awarenessSelf-managementSocial awarenessSocial managementFor further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support student learningAssessment name: Digital multimodal narrativeAssessment description: Students create a digital multimodal transformation of a narrative poem.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultations and samples of student work. For example:varying sentences to create effectusing metalanguage to describe the effects of text structure, language features, visual features and multimodal features on an audienceusing expanded noun groups/phrases to provide a fuller descriptioncreating and transforming literary textsusing accurate spelling and punctuationFeedbackFeedback may relate to reading and writing. In this unit this may include:using reading strategies to understand, interpret and analyse poemsunderstanding and reflecting on the social, cultural and historical contexts in poemsusing metalanguage to explain the effect of the text structures and language features of poemsusing metalanguage to explain the effect of the text structures, language features, visual features and multimodal features of digital multimodal narrative textsusing experimentation and imagination to transform a narrative poem into a narrativeusing a range of software to create a digital multimodal narrative text.Teaching SequenceCurriculum Plan TopicsDurationTopic6 LessonsNarrative poems / NarrativesLesson 1: Comparing a narrative poem and narrative textsLesson 2: Examining vocabulary and characters in a narrative poemLesson 3: Analysing sentence structure in narrativesLesson 4: Creating an orientation and complication in a narrativeLesson 5: Creating a climax and resolution in a narrativeLesson 6: Preparing a multimodal narrative4 LessonsNarrative poem transformationsLessons 7-8: Interpreting a narrative poemLesson 9: Developing effective charactersLesson 10: Planning a narrative3 LessonsWritten narrative transformationsLessons 11-12: Writing a draft narrativeLesson 13: Editing a narrative3 LessonsDigital multimodal narrativesLessons 14-15: Publishing a digital multimodal narrativeLesson 16: Sharing digital multimodal narratives16 LessonsTotal UnitTeaching SequenceTopicNarrative poems / NarrativesTopic Duration6 LessonsOverviewThroughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore text structures and language features of narrative texts. Students will explore how to transform a narrative poem into a digital multimodal narrative.LessonsTeaching and Learning SequenceResourcesLesson 1Comparing a narrative poem and narrative textsLesson objectivesStudents will:Understand different purposes and forms of poetry, including narrative poems.Understand and develop knowledge of the text structures and language features of a narrative and a narrative poem.Evidence of learningCan the student:Identify and compare features of a narrative poem and a narrative?Example learning sequenceUnderstand prior knowledge of poetryReview prior knowledge of a narrativeReview the text structure and language features of a narrative poemReview the text structure and language features of a transformed narrativeCompare the features of a narrative poem and a narrativeSpellingRefer to unit spelling overview for suggested focus area.ResourcesSupporting learning resource - HYPERLINK "../Resources/Documents/Eng_Y05_U5_SLR_UnitIntro.docx"Introduction to the unit: Responding to poetrySheet - Waltzing MatildaSheet - Comparing narrative poems and narrativesSheet - A jolly swagman no more?Supporting learning resource - Teacher tips: Narrative poemsSpelling - Year 5 Unit 6 Spelling overviewHelpful informationWebsite - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Orientation - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Complication - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Resolution - narrative poster)Website - Contemporary practice resource: English learning resource - Yarning circles learning resource - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support learning resource - English metalanguage: Years 3-6 planLesson 2Examining vocabulary and characters in a narrative poemLesson objectivesStudents will:Understand idioms from a narrative poem written in an earlier era.Understand how characters' traits are conveyed through language choices.Evidence of learningCan the student:Provide meanings for unusual words and idioms in the poem?Justify their observations about characters' traits using evidence from the poem?Example learning sequenceRead a multimodal narrative poemDefine terms related to the multimodal narrative poemExplore characters in the narrative poemSpellingRefer to unit spelling overview for suggested focus area.ResourcesSlideshow - The man from IronbarkSheet - Language in 'The man from Ironbark'Sheet - Character traits in 'The man from IronbarkSheet - The man from IronbarkSupporting learning resource - Teacher tips: Narrative poemsSpelling - Year 5 Unit 6 Spelling overviewHelpful informationWebsite - Glossary of slang and peculiar terms in use in the A.I.F. (Australian National University) learning resource - English metalanguage: Years 3-6 planLesson 3Analysing sentence structure in narrativesLesson objectivesStudents will:Understand how to identify different sentence types.Understand how to develop and expand ideas by varying the placement of clauses within sentences.Understand the effect of varying sentence structures in a narrative text.Evidence of learningCan the student:Identify simple and complex sentences within a narrative?Explain the effect of simple and complex sentence structures in a narrative text?Example learning sequenceReview understanding of simple and complex sentencesAnalyse sentence types in a narrative textUnderstand the effect of varying sentence structures in a narrativeSpellingRefer to unit spelling overview for suggested focus area.ResourcesSheet - A jolly swagman no more?Sheet - Waltzing MatildaSupporting learning resource - Simple sentences in 'A jolly swagman no more?Supporting learning resource - Complex sentences in 'A jolly swagman no more?Supporting learning resource - Teacher tips: Narrative poemsSpelling - Year 5 Unit 6 Spelling overviewHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planLesson 4Creating an orientation and complication in a narrativeLesson objectivesStudents will:Understand the purpose of an orientation and a complication in a narrative text.Understand how to transform the orientation and complication of a narrative poem.Evidence of learningCan the student:Write the orientation for a narrative text that transforms the orientation of a narrative poem?Write a complication for a narrative text that transforms the complication of a narrative poem?Example learning sequenceIdentify the plot elements of a multimodal narrative poemDescribe the setting and main characters of the narrative poemReview the use of punctuation in a narrativeTransform the orientation of the narrative poemTransform the complication of the narrative poemSpellingRefer to unit spelling overview for suggested focus area.ResourcesSlideshow - The man from IronbarkSheet - Plot elements in 'The man from Ironbark'Sheet - Orientation in 'The man from Ironbark'Sheet - Complication in 'The man from Ironbark'Sheet - The man from IronbarkSupporting learning resource - Teacher tips: NarrativesSpelling - Year 5 Unit 6 Spelling overviewHelpful informationWebsite - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Orientation - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Complication - narrative poster)Website - Australia in the 1890s (Australian Children's Television Foundation and Education Services Australia) - George Bell (Powerhouse Museum) learning resource - English metalanguage: Years 3-6 planLesson 5Creating a climax and resolution in a narrativeLesson objectivesStudents will:Understand that the climax is the highest point of tension in a narrative.Understand that the resolution resolves the complication in a narrative.Understand how to experiment with text structure and language features when editing a narrative.Evidence of learningCan the student:Write a climax and resolution for a narrative text through transforming the ending of a narrative poem?Edit a draft narrative transformation?Example learning sequenceReview understanding of climax and resolution in a narrative textTransform the climax and resolution in a narrative poemEdit narrative transformationSpellingRefer to unit spelling overview for suggested focus area.ResourcesSlideshow - The man from IronbarkSheet - Climax and resolution in 'The man from Ironbark'Sheet - Editing checklistSupporting learning resource - Teacher tips: NarrativesSpelling - Year 5 Unit 6 Spelling overviewHelpful informationWebsite - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Orientation - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Complication - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Resolution - narrative poster)Supporting learning resource - English metalanguage: Years 3-6 planLesson 6Preparing a multimodal narrativeLesson objectivesStudents will:Understand the print and multimodal elements of a digital multimodal narrative.Evidence of learningCan the student:Identify and create elements of a digital multimodal narrative that can be used to predict content and assist navigation?Example learning sequenceReview the features of a digital multimodal textPrepare the final draft of a multimodal narrative transformationPublish a multimodal narrative transformationSpellingRefer to unit spelling overview for suggested focus area.ResourcesSheet - Man from Ironbark: Image 1Sheet - Man from Ironbark: Image 2Sheet - Man from Ironbark: Image 3Sheet - Man from Ironbark: Image 4Sheet - How to plan a hyperlinked documentSupporting learning resource - Teacher tips: NarrativesSpelling - Year 5 Unit 6 Spelling overviewHelpful informationWebsite - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Orientation - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Complication - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Resolution - narrative poster)Supporting learning resource - English metalanguage: Years 3-6 planTeaching SequenceTopicNarrative poem transformationsTopic Duration4 LessonsOverviewThroughout this lesson series, students will plan to interpret and transform a narrative poem.LessonsTeaching and Learning SequenceResourcesLessons 7-8Interpreting a narrative poemAssessment purposeTo create a digital multimodal transformation of a narrative poem.Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentSpellingRefer to unit spelling overview for suggested focus area.ResourcesAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)Sheet - Fur and feathersSpelling - Year 5 Unit 6 Spelling overviewHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planLesson 9Developing effective charactersLesson objectivesStudents will:Understand how authors construct characters and convey their traits.Understand how to use expanded noun groups/phrases to develop characters.Evidence of learningCan the student:Identify the ways the characters are conveyed in the poem?Use expanded noun groups/phrases to develop character traits?Example learning sequenceReview the meaning of a narrative poem of an earlier eraRetell the narrative poemExplore the characters in a narrative poemWrite expanded noun groups about the characters in a narrative poemSpellingRefer to unit spelling overview for suggested focus area.ResourcesSheet - Fur and feathersAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)Assessment task - Plan for task: Digital multimodal narrativeAssessment task - Plan for task: Digital multimodal narrative - Sample responseSupporting learning resource - Teacher tips: Narrative poem transformationsSpelling - Year 5 Unit 6 Spelling overviewHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planLesson 10Planning a narrativeLesson objectivesStudents will:Understand and identify the narrative structure of the poem.Understand and plan the plot elements of a narrative transformation.Evidence of learningCan the student:Experiment with ideas, text structures and stylistic features to plan a narrative transformation?Example learning sequenceExplore plot elements in a narrative poemDescribe the setting of the narrative poemPlan the plot elements of a narrative transformationSpellingRefer to unit spelling overview for suggested focus area.ResourcesSheet - Fur and feathersAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)Assessment task - Plan for task: Digital multimodal narrativeAssessment task - Plan for task: Digital multimodal narrative - Sample responseSupporting learning resource - Teacher tips: Narrative poem transformationsSpelling - Year 5 Unit 6 Spelling overviewHelpful informationWebsite - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Orientation - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Complication - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Resolution - narrative poster)Supporting learning resource - English metalanguage: Years 3-6 planTeaching SequenceTopicWritten narrative transformationsTopic Duration3 LessonsOverviewThroughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and edit a narrative transformation of a narrative poem.LessonsTeaching and Learning SequenceResourcesLessons 11-12Writing a draft narrativeAssessment purposeTo create a digital multimodal transformation of a narrative poem.Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentSpellingRefer to unit spelling overview for suggested focus area.ResourcesAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)Assessment task - Plan for task: Digital multimodal narrativeAssessment task - Plan for task: Digital multimodal narrative - Sample responseSpelling - Year 5 Unit 6 Spelling overviewHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planLesson 13Editing a narrativeAssessment purposeTo create a digital multimodal transformation of a narrative poem.Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentSpellingRefer to unit spelling overview for suggested focus area.ResourcesAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)Sheet - Editing checklistSpelling - Year 5 Unit 6 Spelling overviewHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planTeaching SequenceTopicDigital multimodal narrativesTopic Duration3 LessonsOverviewThroughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will publish and share a digital multimodal narrative.LessonsTeaching and Learning SequenceResourcesLessons 14-15Publishing a digital multimodal narrativeAssessment purposeTo create a digital multimodal transformation of a narrative poem.Example assessment sequenceUnderstand the assessmentReview the Guide to making judgments and understand the standards A-EConduct the assessmentSpellingRefer to unit spelling overview for suggested focus area.ResourcesAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)Assessment task - Plan for task: Digital multimodal narrativeAssessment task - Plan for task: Digital multimodal narrative - Sample responseSheet - How to plan a hyperlinked documentSpelling - Year 5 Unit 6 Spelling overviewHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planLesson 16Sharing digital multimodal narrativesLesson objectivesStudents will:Understand that a narrative transformation can be conveyed from different viewpoints, which can lead to different kinds of interpretations of characters.Evidence of learningCan the student:Objectively evaluate others' work using metalanguage to present viewpoints?Example learning sequenceReview a peer's digital multimodal narrativeShare viewpoints about the digital multimodal narrativesSpellingConduct a unit post-test.ResourcesSheet - Reviewing a digital multimodal narrativeSupporting learning resource - Teacher tips: Digital multimodal narrativesSpelling - Year 5 Unit 6 Unit post-testHelpful informationSupporting learning resource - English metalanguage: Years 3-6 planResources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.Unit Plan Section ResourceAttachments*Sequence - Narrative poems / NarrativesLesson plan - HYPERLINK "Eng_Y05_U5_LP01.docx" Eng_Y05_U5_LP01.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP02.docx" Eng_Y05_U5_LP02.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP03.docx" Eng_Y05_U5_LP03.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP04.docx" Eng_Y05_U5_LP04.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP05.docx" Eng_Y05_U5_LP05.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP06.docx" Eng_Y05_U5_LP06.docx?Sequence - Narrative poem transformationsLesson plan - HYPERLINK "Eng_Y05_U5_LP07-08.docx" Eng_Y05_U5_LP07-08.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP09.docx" Eng_Y05_U5_LP09.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP10.docx" Eng_Y05_U5_LP10.docx?Sequence - Written narrative transformationsLesson plan - HYPERLINK "Eng_Y05_U5_LP11-12.docx" Eng_Y05_U5_LP11-12.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP13.docx" Eng_Y05_U5_LP13.docx?Sequence - Digital multimodal narrativesLesson plan - HYPERLINK "Eng_Y05_U5_LP14-15.docx" Eng_Y05_U5_LP14-15.docx?Lesson plan - HYPERLINK "Eng_Y05_U5_LP16.docx" Eng_Y05_U5_LP16.docx?SequenceSheet - A jolly swagman no more??Sheet - Character traits in 'The man from Ironbark?Sheet - Climax and resolution in 'The man from Ironbark?Sheet - Comparing narrative poems and narratives?Sheet - Complication in 'The man from Ironbark?Sheet - Editing checklist?Sheet - Fur and feathers?Sheet - How to plan a hyperlinked document?Sheet - Language in 'The man from Ironbark?Sheet - Man from Ironbark: Image 1?Sheet - Man from Ironbark: Image 2?Sheet - Man from Ironbark: Image 3?Sheet - Man from Ironbark: Image 4?Sheet - Orientation in 'The man from Ironbark?Sheet - Plot elements in 'The man from Ironbark?Sheet - Reviewing a digital multimodal narrative?Sheet - The man from Ironbark?Sheet - Waltzing Matilda?Slideshow - The man from Ironbark?Spelling - Year 5 Unit 6 Spelling overview?Spelling - Year 5 Unit 6 Unit post-test?Supporting learning resource - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support learning resource - Complex sentences in 'A jolly swagman no more??Supporting learning resource - English metalanguage: Years 3-6 learning resource - Introduction to the unit: Responding to poetry?Supporting learning resource - Simple sentences in 'A jolly swagman no more??Supporting learning resource - Teacher tips: Digital multimodal narratives?Supporting learning resource - Teacher tips: Narrative poem transformations?Supporting learning resource - Teacher tips: Narrative poems?Supporting learning resource - Teacher tips: Narratives?Supporting learning resource - Yarning circles - Australia in the 1890s (Australian Children's Television Foundation and Education Services Australia) - Contemporary practice resource: English - George Bell (Powerhouse Museum) - Glossary of slang and peculiar terms in use in the A.I.F. (Australian National University) - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Complication - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Orientation - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) (Search > Better writing: Resolution - narrative poster)Assessment Planner - Digital multimodal narrativeAssessment task - Eng_Y05_U5_AT_DigitalMultimodalNarr.docx?Assessment task - Eng_Y05_U5_AT_MR_DigitalMultimodalNarr.docx?Assessment task - Eng_Y05_U5_AT_PFT_DigitalMultimodalNarr.docx?Assessment task - Eng_Y05_U5_AT_PFT_SR_DigitalMultimodalNarr.docx?AssessmentAssessment task - Digital multimodal narrativeAssessment task - Digital multimodal narrative: Model responseAssessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)?Assessment task - Plan for task: Digital multimodal narrativeAssessment task - Plan for task: Digital multimodal narrative - Sample responseAssessmentAssessment Task – Marking guideAssessmentTask NameDigital multimodal narrative (Yr 05)TypePoster/multi-modal presentationDateDescriptionStudents create a digital multimodal transformation of a narrative poem.Learning AreaEnglishComprehending texts (Receptive)Knowledge and understandingCreating texts (Productive)Explains how the text structures assist in understanding the text.Understands how language features and vocabulary influence interpretations of characters, settings and events.Uses language features to show how ideas can be extended.Creates an imaginative text for a purpose and audience.Makes presentations including multimodal elements for defined purposes.Understands grammar and uses a variety of sentence types. Selects specific vocabulary and uses accurate spelling and punctuation. Edits work for cohesive structure and meaning.A?Explains the use of vocabulary to express greater precision of meaning in the poem.?Experiments with structures, ideas and stylistic features of an author. Uses precise adjectives, verbs and adverbs to provide detail. Uses expanded noun groups/phrases to provide fuller descriptions of characters and settings. Includes figurative devices to create particular effects.?Selects, edits and arranges visual, print and audio to construct and publish a fluent multimodal text.Incorporates a range of digital software.B?Explains how characteristic text structures and language features, such as narrative structure and poetic devices used in a narrative poem, can each be used to entertain.?Creates a literary text using realistic or fantasy settings and characters that draw on the worlds represented in texts experienced.?Experiments with the organisation of texts into home pages and sub-pages for online texts, and according to chronology in order to predict content and assist navigation.C?Explains how the text structures assist in understanding the text.Identifies how language features and vocabulary influence interpretations of characters, settings and events.?Uses language features to show how ideas can be extended.?Creates an imaginative text for a purpose and audience.Makes presentations that include multimodal elements for defined purposes.Demonstrates understanding of grammar using a variety of sentence types.Selects specific vocabulary and uses accurate spelling and punctuation.Edits work for cohesive structure and meaning.D?Describes language features of the poem.?Uses the events and characters in the poem to transform the text into a narrative.?Makes a digital narrative.E?Identifies literal meaning in the poem.?Identifies the events in the poem.?Retells a narrative poem.Acknowledgement, Disclaimer and CopyrightContent descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,ACARA does not endorse or verify that:The content descriptions are solely for a particular year and subject;All the content descriptions for that year and subject have been used; andThe author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.You can find the unaltered and most up to date version of this material at . 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