Eng_Yr3_4_Unit1 - Wikispaces Web viewIn this unit, students listen to, view, read and explore simple chapter books or digital stories to explore the use of descriptive language in

DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan

C2CName Unit 1: Investigating characterisation in a narrative Learning area English

Year Level Year 3 – Year 4 Duration 5 weeks

Class Teacher

Unit Outline

In this unit, students listen to, view, read and explore simple chapter books or digital stories to explore the use of descriptive language in the construction of character.Through a written response or the creation of a new chapter, students develop alternative behaviours and actions of a character.

Curriculum intent: Content descriptions Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

YEAR 3Text structure and organisation

Understand that paragraphs are a key organisational feature of written texts

Expressing and developing ideas

Understand that verbs represent different process (doing, thinking, saying and relating) and that these processes are anchored in time through tense

Tense is marked through the verbs. Not all languages mark time in this way, nor in the complex manner of

YEAR 3Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

Speculation requires the use of hypothetical language structures (for example ‘I think the author chose this because’ …). EAL/D students in the Beginning and Emerging phases will not be using these structures.

Provide alternative options for EAL/D students in the Beginning and Emerging phases to respond to literature

YEAR 3Text in contextIdentify the point of view in the text and suggest alternative points of view

Identifying a point of view requires students to be able to analyse the word choice and how this affects the reader/viewer/listener. EAL/D students in all phases of their English language learning will find this variously challenging.

Allow EAL/D students to engage with this task in ways commensurate with their EAL/D learning progression.

Curriculum into the Classroom (C2C), Unit plan, Education Queensland Page 1 of 26

English, which has more than nine tenses. These are not interchangeable and are used to make fine distinctions of meaning. For example: ‘The little red hen baked the bread. The little red hen was baking the bread. The little red hen has baked the bread’.

EAL/D students’ use of tense and readiness to learn new tenses are dependent upon where they are on the EAL/D learning progression.

Explicitly teach the ways in which verbs work in English.

Use shared reading of texts to explain how different text structures work.

Give EAL/D students multiple opportunities to practice the use of tense in structured verbal contexts at levels commensurate with where they are on the EAL/D learning progression.

Learn extended and technical vocabulary and ways of expressing opinions including modal verbs and adverbs

The vocabulary of feelings and emotions is challenging for EAL/D students in all phases of language learning, as it is often abstract. Often, language is learned through visual reinforcement, and this is not always possible for abstract nouns, as these nouns represent ideas, concepts and qualities.

The modal verbs in English (for example ‘will’, ‘may’, ‘might’, ‘should’, ‘could’) modify the certainty of verbs and are mastered late in the language progression of EAL/D students. Many languages have no modality. Students from these backgrounds will need support in understanding how a degree of certainty can create nuance or indicate deference.

Make use of bilingual assistants and bilingual dictionaries, as EAL/D students are more likely to know this vocabulary in their first language.

Build glossaries of technical vocabulary.

(for example through drawing).

Provide oral and written models of speculative sentence structures for EAL/D students in the Emerging and Developing phases.

Provide sentence stems to scaffold EAL/D students’ use of hypothetical language structures.

Responding to literatureDraw connections between personal experiences and the worlds of texts, and share responses with others

Some will be able to decode, others to analyse, and the more able will identify the point of view. Use oral, visual and digital texts to practice this skill.

Interacting with othersListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

Collaboration and cooperative learning are not universal learning styles. Some students will have come from a schooling system where they were required to work individually, rather than collaboratively.

Teach group work skills explicitly and reward them positively.

Be aware that there may be cultural sensitivities when assigning groups. A discreet conversation with the student/s before this commences will be useful in avoiding any issues (such as mixing boys and girls, certain ethnic groups, or different mobs).

Give EAL/D students multiple opportunities to interact with other students through collaborative learning experiences.

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of types of texts experienced by other students in the classroom.

Provide models of all types of texts. EAL/D students in the Beginning phase will require extra scaffolds such as sentence stems and vocabulary lists.


Build concept maps of related vocabulary words. Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

Self– correction requires an innate sense of what sounds right in English and what makes sense. EAL/D students in the Beginning and Emerging phases of learning do not have this sense of the language and cannot easily self– correct.

EAL/D students in these early phases of learning usually do not have enough language knowledge to predict upcoming words.

Explicitly teach what is possible in English grammar and vocabulary, and do not rely on questions such as ‘Does this sound right?’ or ‘Does that make sense?’

Reading assessment methods such as Running Records, Retells (oral, written or drawn) and comprehension questions (oral, written or drawn answers) are a crucial component of assessing reading competency in EAL/D students.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features

Inferences are made through an assumption of cultural knowledge, or through an understanding of a range of vocabulary (for example good synonym knowledge), or from the use of reference words, or through literary devices such as metaphor.

Provide EAL/D students with specific instruction in all these language features to access meaning in texts.Creating texts

Plan, draft and publish imaginative, informative and


persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose

Text structures are socially constructed, and so are not universal. EAL/D students with print literacy in their first language may have other expectations and experiences of how a text is structured.

Simple and compound sentence structures are the first ones mastered by EAL/D students. Complex sentences are learned further along the EAL/D learning progression.

Develop with students a list of words that may be appropriate for the type of text (for example language of modality for persuasive texts).

Provide explicit instruction in how to construct complex sentences, as well as the ways in which phrases and clauses giving extra information can be moved around for effect in English sentence structure.

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

In order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn.

EAL/D students in the Beginning and Emerging phases are unlikely to be able to self-correct errors in writing, or recognise the alternative choices when using spell check.

Supply a scaffolded editing checklist for EAL/D students (for example underlining a spelling mistake, and indicating which letters are incorrect; underlining a word in the incorrect tense and indicating which tense was


required).

Model the editing process for EAL/D students.

YEAR 4

Text structure and organisation

Understand how texts are made cohesive through the use of linking devices including pronouns, reference and text connectives

Pronoun systems operate differently in different languages, and sometimes are not used at all to differentiate gender. EAL/D students in the Beginning and Emerging phases of English language learning require specific instruction

.As a before– reading activity, track the nouns and pronouns in a text by highlighting each in the same colour (for example ‘Erosion is a problem. It affects ...’).

Students could do similar highlighting of their own or peers’ written texts.

Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech

Expressing and developing ideas

Understand that the meaning of sentences can be enriched though the use of expanded noun and verb groups and phrases

Noun groups are made by adding adjectives to nouns. In English, we prefer an order for adjectives (for example ‘a beautiful red balloon’ rather than ‘a red beautiful balloon’).

This preference for opinion adjectives before factual ones is innate for native English speakers because of their sense of the language, but should be taught to

YEAR 4

Responding to literature

Discuss literary experiences with others, sharing responses and expressing a point of view

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not have built a metalanguage for talking about texts.

Provide glossaries and annotated examples of work that make metalinguistic terminology clear.

Discuss how authors and illustrators make stories exciting, moving, and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with metalanguage that has been introduced in earlier years.

Provide explanations and examples of the metalanguage used in examining literature (for example characterisation, plot development).

Provide glossaries and classroom– constructed wall charts to assist EAL/D students.

Creating literature

Create literary texts by developing storylines, characters and settings

All students have rich experiences and knowledge that

YEAR 4

Interpreting, analysing, evaluatingIdentify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating text

Inferences are made through an assumption of cultural knowledge, or through an understanding of a range of vocabulary (for example good synonym knowledge), or from the use of reference words, or through literary devices such as metaphor.

Provide EAL/D students with specific instruction in these language features to access meaning in texts (for example model how to combine information from two different sentences to answer a question).

Creating texts

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

Text structures are socially constructed, and so are not universal. EAL/D students with print literacy in their first language may have other expectations and experiences of how a text is structured.


EAL/D students.

Show students how to select from a range of adjectives to construct noun groups that describe people and objects such as those in illustrations.

Understand how adverbials (adverbs and prepositional phrases) work in different ways to provide circumstantial details about an activity

Adverbial phrases can often be moved in the sentence to achieve different effects (for example ‘In the deep blue ocean, a timid dolphin frolicked’ or ‘A timid dolphin frolicked in the deep blue ocean’).

Prepositions such as on, up, with are challenging words in English. They often collocate with other words as part of phrases (for example ‘on the weekend’, but ‘in the holidays’; we travel ‘on a bus’, but ‘in a car’).

Teach EAL/D students the ways in which phrases can be moved around in sentences for effect and be explicit about what is possible.

Teach prepositions within phrases, keeping words together to ensure that EAL/D students hear and see them in context, and provide wall charts of common examples.

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research

EAL/D students already have at least one other language, which is a rich resource in the classroom.

When exploring word origins, look also for English words that have their origin in the languages of students in the classroom. This builds pride and self– esteem, and a whole– class appreciation of diversity (for example checkmate, in chess, comes from the Arabic ‘The King is dead’).

are valuable resources to be drawn upon to add to the learning experiences of all students in the classroom.

Bring a variety of texts from earlier times (print, visual and oral) to the classroom. Encourage family members to help with this.

EAL/D students may not have had cumulative exposure to the Australian Curriculum and may not be familiar with the range of text types experienced by other students.

Provide text structure frameworks within which to write specific types of texts.

Use model texts to demonstrate and explain the steps in a type of text. Engage students in teacher– led joint construction of new types of texts. EAL/D students in the Beginning phase of English language learning will require extra scaffolds such as sentence stems and vocabulary lists.

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

In order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D learning progression and is reflective of what they have yet to learn. EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to be able to self– correct errors in writing, or recognise the alternative choices when using a spell check function.Supply a scaffolded editing checklist for EAL/D students (for example underlining a spelling mistake and indicating which letters are incorrect; underlining a word in the incorrect tense and indicating which tense was required).


General Capabilities and Cross-curriculum priorities

LiteracyStudents will :

comprehend texts through listening, viewing and reading compose texts through speaking, writing and creating

ICT capabilityStudents will have opportunities to develop skills in :

creating with ICT:

Critical and creative thinkingStudents will have opportunities to develop skills in:

inquiring – identifying, exploring and clarifying information generating innovative ideas and possibilities analysing, synthesising and evaluating information Reflecting on thinking, actions and processesPersonal and social capabilityStudents will have opportunities to develop: Self-awareness Social awareness

Ethical behaviourStudents will develop skills in:

Understanding ethical concepts and issues Reflecting on personal ethics in experiences and decision making Exploring values, rights and ethical principles


Relevant prior curriculum

Students require prior experience with: Comparing opinions about characters, events and settings in and between texts Discussing the connections between particular structures, language features, simple literary devices and the purposes of texts Understanding the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audiences and purposes.

Curriculum working towards

The teaching and learning in this unit works towards the following: Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea. Create literary texts that experiment with structures, ideas and stylistic features of selected authors.


Eight Learning Management Questions (LMQs)When planning teachers make critical decisions around the Eight Learning Management Questions.

Supportive learning environmentDifferentiationWhat do your students already know and what do your students need to learn? Consider the individual needs and values of your students — including EAL/D, Gifted and Talented, and Special Needs and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural knowledge.Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.


The learning experiences within this unit can be differentiated by increasing: the frequency of exposure for some students the intensity of teaching by adjusting the group size the duration needed to complete tasks and assessment.

Teachers can use this space to plan and document how they will cater for individual learning needs.

Feedback

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.Establish active feedback partnerships between students, teachers and parents/carers to find out: what each student already knows and can do how each student is progressing what each student needs to learn next.Ensure feedback is timely, ongoing, instructive and purposeful.Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include students’:

Year 3

inferential reading comprehension skills where information about characters in the text and prior knowledge needs to be integrated reading texts to identify noun groups and verb groups use of descriptive language to express ideas.

Year 4

knowledge of structure and features of narratives identifying structure and features of a narrative the use of expanded noun and verb groups to describe characters and settings linking and sequencing ideas through text connectives and pronoun references.


AssessmentLMQsWhat do my students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

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 provide feedback about how students are progressing and what they need to learn next. Specific monitoring opportunities in this unit include:

Assessing student learningYear 3 monitoringReading comprehension with written responses focusing on language used by author to construct characterMonitor how well students: understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language

features discuss texts in which characters are portrayed in different ways, and speculate on authors’ reasons.

Written response: Explanation of a new trickCollect students’ written responses to gather information about student understanding of: audience text structure ideas


sentence structure punctuation spelling.

Year 4 monitoringObservation recordsStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to provide feedback about how students are going and where they need to go to next. Specific monitoring opportunities in this unit include:

Year 3 monitoringReading comprehension with written responses focusing on language used by author to construct characterMonitor how well students:

understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences

use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features

discuss texts in which characters are portrayed in different ways, and speculate on authors’ reasons.

Written response: Explanation of a new trickCollect students’ written responses to gather information about student understanding of:

audience

text structure

ideas

sentence structure

punctuation

spelling.

Year 4 monitoringObservation recordsCollect information about students’: reading behaviour — based on reading extracts from the book: The Twits by Roald Dahl ability to:

o identify language features in texts and explain why the author has made language choiceso link and interpret ideas and share responses with others

writing behaviour


understanding of noun and verb groups to describe character

Assessing student learningYear 3There is no summative assessment for Year 3 in this unit. Monitor student learning and progress through the unit. Use feedback to inform teaching and learning.

Year 4Assessment 1 — Reading comprehension: How do authors and illustrators make stories interesting?Students explain how authors and illustrators use language and illustrations to hold the readers’ interest.

This assessment provides opportunities to gather evidence of student learning in:

LiteratureExamining literature discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example, character

development and plot tension

LiteracyInterpreting, analysing, evaluating use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

Assessment 2 — Write a chapter for The TwitsStudents plan and create a chapter for the book The Twits.

This assessment provides opportunities to gather evidence of student learning in:

LanguageText structure and organisation Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech

Expressing and developing ideas Understand that the meaning of sentences can be enriched through the use of expanded noun and verb groups and phrases

LiteratureExamining literature Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character

development and plot tension

Creating texts


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

Sequencing teaching and learningLMQsWhat do my students already know and can do? What do my students need to learn? How do I teach it?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

A suggested teaching and learning sequence is outlined below. For further information about learning focus and teaching strategies, refer to the lesson overview.

Building knowledge of authors’ use of language in narratives

Reviewing narratives and building knowledge of characters Review reading strategies and examine language to build characters: noun groups Examine language used to develop characters: verb groups Examine language used to develop character: speech (direct and indirect) Making inferences about character traits, feelings and motivations

Identifying how authors use language to develop characters and plot

Examine language used to develop character and plot: pronoun references and text connectives Examine language used to develop plot: adverbials and prepositional phrases Identify and analyse language used to develop plot Add language to develop plot tension and characters Continue adding language to develop plot, tension and characters

Analysing Roald Dahl’s use of language in The Twits

Share ideas to collaboratively revise text of Beard — no language features Use comprehension strategies to build meaning to text Reading comprehension (x 2) Reading comprehension — continued

Preparing and drafting a new chapter for The Twits

Understand unit task and examine an exemplar


Consider ideas for new chapter and begin writing task Write draft of new chapter Proofread and edit draft

Publishing a new chapter for The Twits

Publish a new chapter of The Twits Share published chapter or written response

SpellingFor the teaching of spelling please refer to the C2C year level resources.

HandwritingFor the teaching of handwriting please refer to the C2C year level resources.


Making judgementsHow do I know how well my students have learned?Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standardYEAR 3In this unit, the monitoring of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.

Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group

discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements l using features of relevant technologies to plan, sequence, compose and edit multimodal texts

YEAR 4

In this unit, assessment of student learning aligns to the following components of the Achievement standard.

Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on 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. They listen for key points in discussions.

Productive modes (speaking, writing and creating)Students 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. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.



Lesson overview

Building knowledge of authors’ use of language in narratives

Reviewing narratives and building knowledge of characters (1 of 5)

Introduce and explain purpose of the unit Share prior knowledge of characters in books,

favourite, traditional, good/ evil characters, etc. Examine how a character is portrayed on the front

cover of The Twits Share prior knowledge of narratives, digital stories,

fairytales, simple chapter books, novels, rhyming narratives

Discuss audience and purpose of narratives Discuss prior knowledge of Roald Dahl books/ films,

etc. Identify narrative structure of some of Roald Dahl’s

books Discuss how Roald Dahl and illustrator, Quentin

Blake make stories exciting, moving and absorbing; developing characters, creating tension in plot, etc.

Introduce the book The Twits; activate prior knowledge of book, examine cover, blurb, title, etc.

Review reading strategies and examine language to build characters: noun groups (2 of 5)

Teacher models reading strategies by reading aloud first chapter, Hairy Faces:o pre-reading (activating prior knowledge, predicting

the text)o during reading (retrieving information —literal,

interpreting texts — inferential)o after reading strategies (reflecting and creating

personal knowledge) Review QAR reading comprehension with students

using poster Students continue reading pp.1–8 of The Twits by

Roald Dahl independently using model above Discuss the main character traits in the characters in

the first chapter of The Twits Examine slideshow: Noun groups — The Twits using

discussion notes on slideshow Examine the metalanguage of noun groups; pre-

modifier (article, adjectives, etc.) head noun, post-modifier (prepositional phrase or clause) in a Powerpoint presentation

Students read pp. 9–22 of The Twits Examine noun groups in a section of text; pre-

modifiers/ nouns/ post-modifiers which describe Mr Twit and Mrs Twit

Examine the language and explain how noun groups identified build characters

Examine language used to build characters: verb groups (3 of 5)

Continue reading The Twits by Roald Dahl pp.23–35 using reading strategies

Identify language used to construct character in narratives: focus on verb groups and phrases to describe characters

List these in a table Categorise each verb group by type of verb: thinking

and feeling, action, saying Compare the characters in The Twits, Mrs and Mr.

Twit, by examining verb groups


Examine language used to develop character: speech (direct and indirect) (4 of 5)

Review direct speech and indirect speech Read pp.36–56 using reading strategies Investigate language Roald Dahl used in a section of

text Investigate (on whiteboard) how language features

including quoted (direct) and reported (indirect) speech work to develop characters and how quotation marks in texts are used to signal dialogue; analyse a section of text: p.55

Answer questions with a partner to explain how authors develop characters through dialogue and changing relationships with other characters

Making inferences about character traits, feelings and motivations (5 of 5)

Make inferences about characters based on the characters’ actions as well as their own prior knowledge

Continue analysis of traits and behaviours of main characters

Infer characters’ feelings and motivations Role-play dialogue between characters based on

inferences made about characters’ feelings or motivations

Justify their choices of dialogue based on their inference

Differentiation


ResourcesFor information on copyright permission see Smartcopying website

Education Licence B: Statutory Text and Artistic LicenceText — Dahl, R 1980, The Twits, Puffin Books, LondonChart/whiteboard with headings; Verb groupsA section of the text to analyse (p.55)Helpful InformationThis lesson relates to: Year 4 Unit 2 Building knowledge of authors’ use of language in narratives:Review narratives (1 of 5)Review reading strategies and examine language to build characters: noun groups (2 of 5)Examine language to build characters: verb groups (3 of 5)

Examine language to build characters: speech (direct and indirect) (4 of 5)

This lesson relates to: Year 3 Unit 2 Comprehending Language and Texts — Making inferences about character traits (1 of 5)

http://www.qsa.qld.edu.au/: Teaching reading and viewing. Comprehension strategies and activities for years 1-9http://www.qsa.qld.edu.au/: Poster – In the book or in your head?Website: http://www.primaryresources.co.uk/ : in search engine, type ‘speech marks’Website: http://www.primaryresources.co.uk/ : in search engine, type ‘direct speech’ choose ‘direct speech, speech marks’Website: Speech and Speech Marks


http://www.primaryresources.co.uk/english/englishB6.htm

http://www.primaryresources.co.uk/

http://www.primaryresources.co.uk/

http://www.qsa.qld.edu.au/

http://www.qsa.qld.edu.au/

http://www.smartcopying.edu.au/scw/go/cache/offonce/pid/700/ctnscroll_guidelinesContainer/1_0

http://www.smartcopying.edu.au/scw/

Assessment task - Monitoring

C2CName Learning area English

Class Year 3 - 4 Year level 3

School Unit 1

Name: Reading comprehension with written responses focusing on language used by author to construct character

Type: Monitoring

Description: Monitor how well students:

understand how different types of texts vary in use of language choices, depending on their function

and purpose

use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by

drawing on growing knowledge of context, text structures and language features

discuss texts in which characters are portrayed in different ways, and speculate on authors’ reasons.

Name: Written response: Explanation of a new trick

Type: Monitoring

Description: Collect students’ written responses to gather information about student understanding of:

audience

text structure

sentence structure

punctuation


ideas spelling.

Assessment task - Explanation of a new trick


Class Year level 3 - 4

School Unit 1

Monitoring task: Written response Invent a new trick to play on the other Twit.

What to do:1. Choose the role of either Mr Twit or Mrs Twit. Plan a new trick to play on the other Twit.

2. Write a draft. IntroductionStart with the sentence:

I have come up the trick to end all tricks and to outsmart Mrs (or Mr) Twit once and for all!

Sequence of steps in the trickExplain the sequence of how your trick will happen.

Use words that show time such as firstly, after that, two hours later, before midnight, the next morning to show the sequence of events in your trick.

Conclusion Finish your writing with a comment about how clever you have been to invent this new trick

Use language to convince the reader how clever you are for thinking of this trick such as my marvellous mind, world’s greatest trickster, as tricky as a box of monkeys, as cunning as a fox.

3. Select an image to support your text


4. Check your writing using your self-assessment checklist

5. Construct your new trick using a computer

Assessment task - Reading task


Class Year 3 – 4 Year level 3 - 4

School Unit 1

1. Create a character profile of Charlie.

a. Write the words and phrases the author used to describe Charlie’s actions, thoughts, speech and feelings during these events:

1. Charlie: when he was told he couldn’t go to the competition

2. Charlie: before the competition

3. Charlie: while cooking during the competition

4. Charlie: after the competition

2. Choose one of these boxes and explain how this language made you feel about Charlie.


3. What is your opinion of Charlie’s behaviour in this book? Give evidence from the book.

4. Explain what you think Charlie learnt from participating in this competition.

Assessment task - Monitoring


Class Year 3 – 4 Year level 3

School Unit 1

Name: Observation records

Type: Monitoring

Description: Collect information about students’: reading behaviour — based on reading extracts from the book The Twits, by Roald Dahl ability to:

o identify language features in texts and explain why author has made language choiceso link and interpret ideas and share responses with others

writing behaviour understanding of noun and verb groups to describe character

Name: Assessment 1 Reading comprehension: How do authors and illustrators make stories interesting?

Type: Short answer questions

Description: Students explain how authors and illustrators use language and illustrations to hold the readers’ interest.


Name: Assessment 2 Write a chapter for The Twits

Type: Written

Description: Students plan and create a chapter of The Twits.

Assessment task - Self assessment checklist: explanation of a new trick


Class Year level 3

School Unit 1

Self-assessment checklist: Tick each step as you complete

1st check

2nd check

Audience Did I catch my reader’s attention and tell them all about the new trick?

Text structureMy writing included:

introduction sequence of steps in the trick

conclusion

Ideas I ordered my ideas in sequenceI thought of interesting ideas to explain the trick.

VocabularyI used interesting and descriptive words and phrases: adjectives adverbs good sentence starters

Cohesion I used connectives to join up the ideas in my writing.


Sentence structure I included compound sentences in my text.

PunctuationI used the correct punctuation; capital letters, full-stops, question marks and other punctuation marks to help my reader understand my writing.

Spelling I used correct spelling.


Documents

Eng_Yr3_4_Unit1 - Wikispaces Web viewIn this unit, students listen to, view, read and explore simple chapter books or digital stories to explore the use of descriptive language in