pialbastateschool.files.wordpress.com · Web viewUnit Plan . Examining media texts. In this unit, students listen to, read, view and interpret a range of news articles and reports

OneSchoolUnit Plan

Name: Unit 2 - English Year 5 (V8)Duration: 4 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: English

Unit Plan

Examining media textsIn this unit, students listen to, read, view and interpret a range of news articles and reports from journals and newspapers to respond to viewpoints portrayed in media texts. Students apply comprehension strategies, focusing on particular viewpoints portrayed in a range of media texts. They create a digital, multimodal feature article, including written and visual elements, from a particular viewpoint.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout 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 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout 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 http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 25

Unit Plan Plan Name: Unit 2 - English Year 5 (V8)

Year: 5Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Comprehend a feature article (Yr 05)Students interpret and analyse information from a feature article.

Exam/Test English Unscheduled

Multimodal feature article (Yr 05)Students select information and create a multimodal feature article that presents a particular point of view about an issue.

Poster/multi-modal presentation

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Evaluation of evidence / Examination of media texts

Comprehension of feature articles

Creation of multimodal feature article

Resources Attachments Plan Resource

Assessment Exam/Test - Comprehend a feature

article (Yr 05) Poster/multi-modal presentation -

Multimodal feature article (Yr 05)




Duration: 4 Weeks

Australian Curriculum

English - Year 5

Year 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 Descriptions

Language Literacy Literature

Expressing and developing ideas

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)

Creating texts

Develop 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,

Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)




Duration: 4 Weeks

Content Descriptions

Language Literacy Literature

Language for interaction Understand how to move beyond making bare

assertions and take account of differing perspectives and points of view (ACELA1502)

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Language variation and change Understand that the pronunciation, spelling and

meanings of words have histories and change over time (ACELA1500)

Phonics and word knowledge Understand 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 organisation Understand how texts vary in purpose, structure

and topic as well as the degree of formality (ACELA1504)

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

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)

edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Interpreting, analysing, evaluating

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Texts in context

Show 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)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding differences between the language of opinion and feeling and the language of factual reporting or recording understanding how texts are made cohesive through the use of linking devices including pronoun reference and text connectives understanding that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases incorporating new vocabulary from a range of sources into students' own texts including vocabulary encountered in research identifying and explaining language features of texts from earlier times and comparing with the vocabulary, images, layout and content of contemporary texts identifying characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text reading different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text- processing strategies, e.g. monitoring meaning, crosschecking and

reviewing using comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas, and analysing and evaluating texts planning, drafting and publishing 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 re-reading and editing for meaning by adding, deleting or moving words or word groups to improve content and structure using 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.

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand the uses of objective and subjective language and bias (ACELA1517). Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520). Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522). Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525). Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708). Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711). Select, navigate and read texts for a range of purposes, applying appropriate text-processing strategies and interpreting structural features, e.g. table of contents, glossary, chapters,

headings and subheadings (ACELY1712). 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). Re-read and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1715). 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.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge




Duration: 4 Weeks


Considerations Grammar knowledge Word knowledge Visual knowledge

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum 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 https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Sustainability




Duration: 4 Weeks


ConsiderationsStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Comprehend a feature articleAssessment description: Students interpret and analyse information from a feature article.Assessment name: Multimodal feature articleAssessment description: Students select information and create a multimodal feature article that presents a particular point of view about an issue.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 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 observations, consultations and samples of student work, for example:

writing a feature article to present a point of view and editing for specified criteria using an editing checklist comprehension of multiple-choice questions comprehension of short-answer questions short written responses to a text including analysis of language features writing and editing a paragraph from an opposing point of view to that presented in a familiar feature article, using an editing checklist.

FeedbackFeedback may relate to reading and writing. In this unit this may include:

reading and viewing strategies to understand, interpret and analyse media texts understanding of language and visual features and text structures of news articles that persuade an audience to believe a particular point of view planning, writing and creating news articles from a particular point of view.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

6 Lessons Evaluation of evidence / Examination of media texts Lesson 1: Selecting and evaluating evidence Lesson 2: Creating opposing points of view Lesson 3: Presenting a point of view Lesson 4: Comprehending a news article Lesson 5: Examining the starting point of sentences Lesson 6: Examining language features

4 Lessons Comprehension of feature articles Lessons 7-8: Examining visual and language features and text structures Lesson 9: Creating a point of view Lesson 10: Comprehending a feature article

6 Lessons Creation of multimodal feature article Lesson 11: Considering a point of view Lesson 12: Classifying information Lesson 13: Planning a multimodal feature article Lessons 14-15: Drafting and editing a feature article Lesson 16: Publishing a feature article

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Evaluation of evidence / Examination of media texts Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will develop understanding of how to evaluate the reliability and credibility of different types of evidence according to agreed criteria and consider how evidence can be used to support and present a particular point of view Students will develop their understanding of text structures, language and visual features that authors of news media texts can use to influence an audience to accept a particular point of view. Students write an article from a particular point of view on an issue studied during the series of lessons. They also develop text processing and comprehension strategies to read and interpret ideas from news articles and answer a range of comprehension questions.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Selecting and evaluating evidence

Lesson objectivesStudents will:

Understand how the formality of language in different texts influences an audience.

Understand how to apply agreed criteria to evaluate and select reliable evidence to present a particular point of view.

Evidence of learningCan the student:

Identify how the formality of language in different texts influences an audience?

Use agreed criteria to evaluate and select reliable evidence to present a particular point of view?

Example learning sequence Understand degrees of formality Build awareness of how authors manipulate point of view and

evoke emotion Develop strategies for choosing reliable information to support

point of viewSpellingRefer to unit spelling overview for suggested focus area.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Sheet - Guide to manipulating point of view Learning object - Riddle of the black panther: The search (TLF L2850) © Education

Services Australia, CC BY-SA 3.0 AU http://creativecommons.org/licenses/by-sa/3.0/au Supporting learning resource - Teacher tips: Selecting and evaluating evidence Spelling - Spelling overview Year 5 Unit 2

https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Helpful information Supporting learning resource - Introduction to the unit: Examining media texts

https://learningplace.eq.edu.au/cx/resources/items/a76504f5-b61a-4db2-ab15-64324cc12a31/0/Eng_Y05_U2_SLR_UnitIntro.docx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/60447920-632c-4fc1-b133-beac3cb3533b/0/Eng_Y05_U3_SLR_SuggestedAltResources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Attachments Lesson plan

Lesson 2

Creating


Resources Learning object - Riddle of the black panther: The search (TLF L2850) © Education




Duration: 4 Weeks

Teaching Sequence




opposing points of view

Understand how to select evidence that best supports a particular point of view.

Understand how language, images and audio can create a particular point of view in a multimodal persuasive text.


Select evidence that best supports a particular point of view? Select language, images and audio to create a multimodal text

that presents a particular point of view?Example learning sequence

Evaluate sources of evidence Read and select evidence to support differing points of view Compare and contrast points of view

SpellingRefer to unit spelling overview for suggested focus area.

Services Australia, CC BY-SA 3.0 AU http://creativecommons.org/licenses/by-sa/3.0/au Learning object - Riddle of the black panther: Evidence in favour (TLF L2848) ©

Education Services Australia Learning object - Riddle of the black panther: Evidence against (TLF L2849) ©

Education Services Australia Sheet - Guide to manipulating point of view Supporting learning resource - Teacher tips: Creating opposing points of view Spelling - Spelling overview Year 5 Unit 2


Helpful information Supporting learning resource - Affect and Judgment (evaluative language)

https://learningplace.eq.edu.au/cx/resources/items/63255004-d744-4931-ae17-eb1a8ee0f700/0/Eng_Y10_U1_SLR_AffectJudgment.docx



Lesson 3

Presenting a point of view


Understand how language features of a feature article influence an audience to accept a particular point of view on an issue.

Understand how to edit a feature article using agreed criteria.Evidence of learningCan the student:

Write a feature article using language features that influence an audience to accept a particular point of view on an issue?

Edit a feature article using agreed criteria?

Resources Learning object - Riddle of the black panther: The search (TLF L2850) © Education

Services Australia, CC BY-SA 3.0 AU http://creativecommons.org/licenses/by-sa/3.0/au Learning object - Riddle of the black panther: Evidence in favour (TLF L2848)

© Education Services Australia Learning object - Riddle of the black panther: Evidence against (TLF L2849)

© Education Services Australia Sheet - Guide to manipulating point of view Sheet - Editing checklist: Feature article Supporting learning resource - Teacher tips: Presenting a point of view Spelling - Spelling overview Year 5 Unit 2




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Understand objective and subjective language Consider prior knowledge of feature articles Write a feature article to present a point of view Edit a feature article



Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx


Lesson 4

Comprehending a news article


Understand how to use text-processing strategies to read and comprehend a news article to answer multiple-choice questions.

Understand the text structures and language features of a news article.


Use text-processing strategies to read and comprehend a news article and answer multiple-choice questions?

Identify and explain the text structures and language features of a news article?

Example learning sequence Read a news article Comprehend a news article Examine text structures of a news article



Sheet - Hero Radike just goes with the 'fro Sheet - News article multiple-choice comprehension Sheet - Guide to manipulating point of view Supporting learning resource - Teacher tips: Comprehending a news article Spelling - Spelling overview Year 5 Unit 2


Helpful information Supporting learning resource - Structure of a news article

https://learningplace.eq.edu.au/cx/resources/items/6f6277e6-8830-479e-b3f3-71e9f7a8e734/0/Eng_Y05_U3_SLR_StructureNewsArticle.docx


Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourceshttps://learningplace.eq.edu.au/cx/resources/items/60447920-632c-4fc1-b133-beac3cb3533b/0/Eng_Y05_U3_SLR_SuggestedAltResources.docx



Lesson 5

Examining the starting point of sentences


Understand how to use text-processing and comprehension strategies to read, interpret, analyse and link ideas in news article texts.

Understand how noun groups and sentence beginnings foreground ideas and influence an audience to accept a particular point of view.


Use appropriate text-processing and comprehension strategies to read, interpret, analyse and link ideas in news article texts?

Identify and explain how noun groups and sentence beginnings foreground ideas and influence an audience to accept a particular point of view?

Example learning sequence Discuss the main idea of an article Comprehend short-answer questions Examine noun groups that construct a point of view Examine the starting point of a sentence


Sheet - Hero Radike just goes with the 'fro Sheet - News article short answer comprehension Sheet - Guide to manipulating point of view Supporting learning resource - Teacher tips: Examining the starting point of

sentences Spelling - Spelling overview Year 5 Unit 2


Helpful information Supporting learning resource - Aboriginal & Torres Strait Islander histories and

cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/60447920-632c-4fc1-b133-beac3cb3533b/0/Eng_Y05_U3_SLR_SuggestedAltResources.docx






Duration: 4 Weeks

Teaching Sequence




SpellingRefer to unit spelling overview for suggested focus area. Attachments

Lesson plan

Lesson 6

Examining language features


Understand text structures and language features of a news article that presents a particular point of view.

Understand that the starting point of a sentence gives prominence to the message and foregrounds ideas to support a particular point of view.


Identify and explain text structures and language features of a news article that presents a particular point of view?

Identify and explain how the starting point of a sentence gives prominence to the message and foregrounds ideas to support a particular point of view?

Example learning sequence Understand purpose and audience of Australia's First Peoples'

media texts Read a news article that presents a different point of view Understand use of direct speech in news articles Examine the starting point of a sentence Answer with short written responses



Sheet - Racism storm in a Bledisloe Cup Sheet - Guide to manipulating point of view Sheet - Short written responses Supporting learning resource - Teacher tips: Examining language features Spelling - Spelling overview Year 5 Unit 2


Helpful information Supporting learning resource - Aboriginal & Torres Strait Islander histories and

cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/60447920-632c-4fc1-b133-beac3cb3533b/0/Eng_Y05_U3_SLR_SuggestedAltResources.docx







Duration: 4 Weeks

Teaching Sequence

Topic Comprehension of feature articles Topic Duration 4 Lessons

Overview Throughout this lesson series, students will continue to develop their knowledge and understanding of text structures, language features and visual features that authors use to influence an audience to accept a particular point of view by examining a feature article and writing a paragraph for a feature article. Students will also demonstrate their ability to read and interpret a media text by completing the comprehension assessment task in response to the focus feature article.


Lessons 7-8

Examining visual and language features and text structures


Understand how the text structures, language and visual features of a feature article are manipulated to influence the reader's point of view.


Identify and explain how the text structures, language and visual features of a feature article are manipulated to influence the reader's point of view?

Example learning sequence Examine visual features of a feature article Examine language features of a feature article Examine text structures of feature articles Understand paragraph structure Understand complex sentence structure Reflect on how feature articles present a point of view


Resources Sheet - Ruthless march of the toxic invader Sheet - Sentence structures to expand ideas Sheet - Developing paragraphs Sheet - Guide to manipulating point of view Supporting learning resource - Teacher tips: Examining visual and language

features and text structures Spelling - Spelling overview Year 5 Unit 2


Helpful information Supporting learning resource - Affect and Judgment (evaluative language)

https://learningplace.eq.edu.au/cx/resources/items/63255004-d744-4931-ae17-eb1a8ee0f700/0/Eng_Y10_U1_SLR_AffectJudgment.docx



Lesson 9

Creating a point of view


Understand the text structures and language features of a feature article.

Understand how to edit using agreed criteria.Evidence of learningCan the student:

Write a paragraph for a feature article which influences an audience to believe a point of view?

Make specified editing choices and explain the reasons for editing choices?

Resources Sheet - Ruthless march of the toxic invader Sheet - Editing checklist: Feature article Sheet - Guide to manipulating point of view Supporting learning resource - Teacher tips: Creating a point of view Spelling - Spelling overview Year 5 Unit 2


Helpful information Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/dd783443-25da-ee06-1b4b-edf30411fe39/0/Eng_SLR_3-6Metalanguage.docx




Duration: 4 Weeks

Teaching Sequence

Topic Comprehension of feature articles Topic Duration 4 Lessons

Overview Throughout this lesson series, students will continue to develop their knowledge and understanding of text structures, language features and visual features that authors use to influence an audience to accept a particular point of view by examining a feature article and writing a paragraph for a feature article. Students will also demonstrate their ability to read and interpret a media text by completing the comprehension assessment task in response to the focus feature article.


Example learning sequence Review cohesion Create a point of view Edit a paragraph



Lesson 10

Comprehending a feature article

Assessment purposeTo interpret and analyse information from a feature article.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment


Resources Assessment task - Comprehend a feature article Assessment task - Comprehend a feature article: Model response Sheet - Ruthless march of the toxic invader Spelling - Spelling overview Year 5 Unit 2






Duration: 4 Weeks

Teaching Sequence

Topic Creation of multimodal feature article Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will begin to read and comprehend information on an issue to classify and select evidence and plan a feature article for assessment. Students will then draft, edit and publish a feature article for assessment.


Lesson 11

Considering a point of view

Assessment purposeTo select information and create a multimodal feature article that presents a particular point of view about an issue.Example assessment sequenceCan the student:




Resources Assessment task - Multimodal feature article Assessment task - Multimodal feature article: Model response Sheet - Roving reporter notes Supporting learning resource - Teacher tips: Comprehending and deciding point of

view Spelling - Spelling overview Year 5 Unit 2



Lesson 12

Classifying information

Assessment purposeTo select information and create a multimodal feature article that presents a particular point of view about an issue.Example assessment sequenceCan the student:




Resources Assessment task - Multimodal feature article Assessment task - Multimodal feature article: Model response Sheet - Roving reporter notes Supporting learning resource - Teacher tips: Comprehending and deciding point of




Lesson 13

Planning a multimodal feature article

Assessment purposeTo select information and create a multimodal feature article that presents a particular point of view about an issue.Example assessment sequence


standards A-E

Resources Assessment task - Multimodal feature article Assessment task - Plan for task: Multimodal feature article Assessment task - Multimodal feature article: Model response Assessment task - Plan for task: Multimodal feature article - Sample response Sheet - Roving reporter notes Sheet - Example plan of a feature article Sheet - Guide to manipulating point of view




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Conduct the assessment


Supporting learning resource - Teacher tips: Comprehending and deciding point of view

Spelling - Spelling overview Year 5 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html


Lessons 14-15

Drafting and editing a feature article





Resources Assessment task - Multimodal feature article Assessment task - Plan for task: Multimodal feature article Assessment task - Multimodal feature article: Model response Assessment task - Plan for task: Multimodal feature article - Sample response Sheet - Roving reporter notes Sheet - Flying fox 1 Sheet - Flying fox 2 Sheet - Larossa Bay 1 Sheet - Guide to manipulating point of view Supporting learning resource - Teacher tips: Comprehending and deciding point of




Lesson 16

Publishing a feature article



Resources Assessment task - Multimodal feature article Assessment task - Plan for task: Multimodal feature article Assessment task - Multimodal feature article: Model response Assessment task - Plan for task: Multimodal feature article - Sample response Sheet - Flying fox 1 Sheet - Flying fox 2




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesstandards A-E

Conduct the assessmentSpellingConduct a unit post-test.

Sheet - Larossa Bay 1 Supporting learning resource - Teacher tips: Comprehending and deciding point of

view Spelling - Spelling unit post-test Year 5 Unit 2






Duration: 4 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Evaluation of evidence / Examination of media texts

Lesson plan - Eng_Y05_U2_LP01.docx






Sequence - Comprehension of feature articles

Lesson plan - Eng_Y05_U2_LP07_08.docx



Sequence - Creation of multimodal feature article




Lesson plan - Eng_Y05_U2_LP14_15.docx


Sequence Learning object - Riddle of the black panther: Evidence in favour (TLF L2848) © Education Services Australia Learning object - Riddle of the black panther: Evidence against (TLF L2849) © Education Services Australia




Duration: 4 Weeks


Learning object - Riddle of the black panther: The search (TLF L2850) © Education Services Australia, CC BY-SA 3.0 AU http://creativecommons.org/lteicenses/by-sa/3.0/au

Sheet - Developing paragraphs

Sheet - Editing checklist: Feature article

Sheet - Example plan of a feature article

Sheet - Flying fox 1

Sheet - Flying fox 2

Sheet - Guide to manipulating point of view

Sheet - Hero Radike just goes with the 'fro

Sheet - Larossa Bay 1

Sheet - News article multiple-choice comprehension

Sheet - News article short answer comprehension

Sheet - Racism storm in a Bledisloe Cup

Sheet - Roving reporter notes

Sheet - Ruthless march of the toxic invader

Sheet - Sentence structures to expand ideas

Sheet - Short written responses Spelling - Spelling overview Year 5 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html




Duration: 4 Weeks


Spelling - Spelling unit post-test Year 5 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/60447920-632c-4fc1-b133-beac3cb3533b/0/Eng_Y05_U3_SLR_SuggestedAltResources.docx

Supporting learning resource - Affect and Judgment (evaluative language) https://learningplace.eq.edu.au/cx/resources/items/63255004-d744-4931-ae17-eb1a8ee0f700/0/Eng_Y10_U1_SLR_AffectJudgment.docx



Supporting learning resource - Introduction to the unit: Examining media texts https://learningplace.eq.edu.au/cx/resources/items/a76504f5-b61a-4db2-ab15-64324cc12a31/0/Eng_Y05_U2_SLR_UnitIntro.docx

Supporting learning resource - Structure of a news article https://learningplace.eq.edu.au/cx/resources/items/6f6277e6-8830-479e-b3f3-71e9f7a8e734/0/Eng_Y05_U3_SLR_StructureNewsArticle.docx

Supporting learning resource - Teacher tips: Comprehending a news article

Supporting learning resource - Teacher tips: Comprehending and deciding point of view

Supporting learning resource - Teacher tips: Creating a point of view

Supporting learning resource - Teacher tips: Creating opposing points of view

Supporting learning resource - Teacher tips: Examining language features

Supporting learning resource - Teacher tips: Examining the starting point of sentences

Supporting learning resource - Teacher tips: Examining visual and language features and text structures

Supporting learning resource - Teacher tips: Presenting a point of view

Supporting learning resource - Teacher tips: Selecting and evaluating evidence Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf




Duration: 4 Weeks


Assessment Planner - Comprehend a feature article

Assessment task - Eng_Y05_U2_AT_ComprehendFeatArticle.docx

Assessment task - Eng_Y05_U2_AT_MR_ComprehendFeatArticle.docx

Assessment Planner - Multimodal feature article

Assessment task - Eng_Y05_U2_AT_MR_MultimodalFeatArticle.docx

Assessment task - Eng_Y05_U2_AT_MultimodalFeatArticle.docx

Assessment task - Eng_Y05_U2_AT_PlanForTask.docx

Assessment task - Eng_Y05_U2_AT_PlanForTask_Sample.docx

Assessment Assessment task - Comprehend a feature article

Assessment task - Comprehend a feature article: Model response

Assessment task - Multimodal feature article

Assessment task - Multimodal feature article: Model response

Assessment task - Plan for task: Multimodal feature article

Assessment task - Plan for task: Multimodal feature article - Sample response




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Comprehend a feature article (Yr 05)Type Exam/Test

Date

Description Students interpret and analyse information from a feature article.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

Explains how text structures assist in understanding the text.Understands how language features, images and vocabulary influence interpretations of events.

Analyses and explains literal and implied information from a text.Describes how events in a text are depicted and explain own responses to them.

A ◄ Evaluates how text structure, language and visual features of the feature article are used to influence the audience and present a particular point of view. ◄ Makes inferences by taking account of differing perspectives and points of

view.

B ◄ Explains vocabulary choices that express greater precision of meaning. ◄ Integrates and links ideas with evidence from the text.

C ◄Explains how text structures assist in understanding the text.Explains how language features, images and vocabulary influence interpretations of events.

◄Analyses and explains literal and implied information from a text.Describes how events in a text are depicted and explains own responses to them.

D ◄ Identifies text structures and language features of the feature article. ◄ Identifies literal information in the text.

E ◄ States conventions of feature articles. ◄ Restates information from the text.




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Multimodal feature article (Yr 05)Type Poster/multi-modal presentation

Date

Description Students select information and create a multimodal feature article that presents a particular point of view about an issue.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive) Creating texts (Productive)

Uses language features to show how ideas can be extended.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.

Analyses and explains literal and implied information from a text.

Develops and explains a point of view, selecting information, ideas and images from a range of resources.Creates a persuasive text for purpose and audience.

A ◄

Uses the starting point of sentences and objective and subjective language to give prominence to a particular perspective about the issue.

◄ Integrates and links ideas from a text that conveys a particular point of view. ◄

Publishes a feature article that integrates print and visual features that influence an audience to accept a particular point of view about an issue.

B ◄ Uses complex sentences and precise vocabulary to present a particular point of view. ◄ Interprets information and takes account of

different perspectives. ◄Sequences content using appropriate text structures and links ideas to influence an audience to accept a particular point of view about an issue.

C ◄

Uses language features to show how ideas can be extended.Demonstrates understanding of grammar using a variety of sentence types.Selects specific vocabulary and uses accuratespelling and punctuation.Edits work for cohesive structure and meaning.

◄ Analyses and explains literal and implied information from a text. ◄

Develops and explains a point of view, selecting information, ideas and images from a range of resources.Creates a persuasive text for purpose and audience.

D ◄ Edits text structures or language features of a feature article. ◄ Identifies literal information in a text. ◄ Writes literal statements about an issue using text

structures or language features of a feature article.

E ◄ Makes changes to features of a text. ◄ Restates information from a text. ◄ Writes information about an issue.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

Content 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; and The 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 http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Examining media texts. In this unit, students listen to, read, view and interpret a range of news articles and reports