English+unit


 * **Orientating learning experiences ** ||  **Assessment **  ||
 * **Why are stories told? Who reads or listens to stories? **
 * Exploring narratives **
 * //Why are stories told? Who reads or listens to stories? //**
 * • Listen to oral story telling and share opinions of narratives, including reasons for or against enjoyment and appreciation. **
 * • In small groups, discuss ideas, information and representations found in narrative/s and follow up these discussions with larger groups. **
 * • Record ideas, information and representations and maintain reading journals. ****Draw, write **
 * • Identify contextual cues that assist with comprehension and apply reading and viewing strategies. **
 * • Listen to an invited author/illustrator and prepare questions to explore their texts;, **
 * and/or investigate websites, e.g. [] **
 * • Research an author and write three to five questions that explore why the story was told and who it was intended for? (independent work). **


 * //Teaching focus & opportunity to gather evidence of learning //**
 * • Students are able to identify main ideas and the sequence of events, and make inferences. **
 * • Active listeners identify the topic, main ideas and opinions, retell information accurately, ask clarifying questions and volunteer information. **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Readers and viewers draw on their prior knowledge of language and texts when engaging with a text. **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Comprehension involves using language elements and contextual cues to interpret, infer from and evaluate texts in personal and community contexts. **


 * //<span style="color: red; font-family: "Arial","sans-serif";">What do stories include? //**
 * <span style="color: red; font-family: "Arial","sans-serif";">• Brainstorm and construct a concept map by exploring: i.e. what are the parts of a narrative; what does it look like; what does it sound like; what can a narrative do; who is a narrative for? **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Expand the concept map using technical terms (metalanguage). **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Explore language elements, including punctuation such as direct and reported speech, and vocabulary using retrieval charts and/or top-level structure. **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Identify and discuss the structure of narratives, including orientation, complication and resolution, and develop charts that describe characters, settings and plots, including problems and resolutions. **


 * //<span style="color: red; font-family: "Arial","sans-serif";">Teaching focus & opportunity to gather evidence of learning //**
 * <span style="color: red; font-family: "Arial","sans-serif";">• Punctuation marks, including commas, apostrophes and speech marks, signal meaning in texts. **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Auditory, spoken, visual and nonverbal elements add meaning to the subject matter and focus the audience’s attention. **
 * <span style="color: red; font-family: "Arial","sans-serif";">• Narratives have structural features that set the scene, introduce and describe characters and plot (orientation), describe events or actions leading to a problem (complication), and describe how and why a problem is solved (resolution). **

· <span style="font-family: "Arial","sans-serif";">Using the Dust Echoes website, ([]) <span style="font-family: "Arial","sans-serif";">include Indigenous stories through information technology media. Have students brainstorm their knowledge and ideas about various aspects of Aboriginal life, such as: <span style="font-family: "Arial","sans-serif";">• Food <span style="font-family: "Arial","sans-serif";">• Work <span style="font-family: "Arial","sans-serif";">• Family <span style="font-family: "Arial","sans-serif";">• Society <span style="font-family: "Arial","sans-serif";">• Law and rules <span style="font-family: "Arial","sans-serif";">• Duties <span style="font-family: "Arial","sans-serif";">• Spiritual/religious beliefs <span style="font-family: "Arial","sans-serif";">• Education <span style="font-family: "Arial","sans-serif";">• Technology (tools and weapons) <span style="font-family: "Arial","sans-serif";">• Relationships with others <span style="font-family: "Arial","sans-serif";">• Roles <span style="font-family: "Arial","sans-serif";">• Emotions <span style="font-family: "Arial","sans-serif";">(Ref: Dust Echoes Study Guide p. 4) · <span style="font-family: "Arial","sans-serif";">Students brainstorm a list of stories they know. Ref: Dust Echoes (p. 3) · <span style="font-family: "Arial","sans-serif";">Categorise stories into fairy tales, Bible/Koran stories, stories from television, books or movies, and personal/family stories. Ref: Dust Echoes (p. 3) · <span style="font-family: "Arial","sans-serif";">Ask students to identify different ways stories are told (books, oral recount, songs or pictures). Students identify at least two in each category that they know about. Ref: Dust Echoes (p. 3) · <span style="font-family: "Arial","sans-serif";">Invite an Indigenous Elder to share/tell a story · <span style="font-family: "Arial","sans-serif";">Use songs as stories Ref: Dust Echoes eg: construct a rap <span style="font-family: "Arial","sans-serif";">Include story from [|www.12canoes.com.au] <span style="font-family: "Arial","sans-serif";">Create a storyboard of the story after the first reading/listening. (Ref: Dust Echoes, The Mimis, p.4)

<span style="font-family: "Arial","sans-serif";">Begin a Word Wall (include translations) <span style="font-family: "Arial","sans-serif";">Talk about favourite stories/movies

<span style="font-family: "Arial","sans-serif";">Punctuation etc: game to emphasise things <span style="font-family: "Arial","sans-serif";">Cloze punctuation <span style="font-family: "Arial","sans-serif";">Recognise punctuation in a story then give text without punctuation – kids work together to complete || <span style="font-family: "Arial","sans-serif";">Provide for student choice in independent work: oral or written, simple text supported by images. || <span style="font-family: "Arial","sans-serif";">[] <span style="font-family: "Arial","sans-serif";">[] || <span style="font-family: "Arial","sans-serif"; font-size: 12pt;"> <span style="font-family: "Arial","sans-serif";">Enhancing learning experiences || <span style="font-family: "Arial","sans-serif";">Assessment ||
 * **<span style="font-family: "Arial","sans-serif";">Resources **
 * <span style="font-family: "Arial","sans-serif";">Websites **<span style="font-family: "Arial","sans-serif";">:
 * <span style="font-family: "Arial","sans-serif"; font-size: 12pt;">
 * **//<span style="color: red; font-family: "Arial","sans-serif";">Interpreting and appreciating narratives //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">What do we need to know to appreciate a narrative? How are narratives constructed? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Explore narratives according to purpose, audience, subject matter and structure by focusing on key questions: //**
 * //__<span style="color: red; font-family: "Arial","sans-serif";">Purpose __//**
 * //<span style="color: red; font-family: "Arial","sans-serif";">Who was it written by? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">Why is the narrative written and/or recorded like this (e.g. font size & shape or sound & colour)? //**
 * //__<span style="color: red; font-family: "Arial","sans-serif";">Audience __//**
 * //<span style="color: red; font-family: "Arial","sans-serif";">Who is the intended audience? //**
 * //__<span style="color: red; font-family: "Arial","sans-serif";">Subject matte __//****//<span style="color: red; font-family: "Arial","sans-serif";">r //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">What is the narrative about? What are its main ideas? __Structure__ //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">What parts or stages of the text are doing different jobs? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">How are language elements used in each part or stage? (e.g. sequencing people and events in time and space using action verbs, such as went collecting, and text connectives, such as then, after). What vocabulary is used and how does it match the audience and purpose? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">What nouns, verbs, adjectives, adverbs and prepositional phrases are used to elaborate ideas? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Storytelling to peers, and practise ”think aloud” while reading and viewing. Discuss what the characters look like; how they make you feel; how the characters behave and what details are shared or conveyed that provide a mental image/picture? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Choose an episode or chapter and read it to a partner and then explain why this episode or chapter was chosen. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Identify how aspects of narratives, such as characters and setting, are developed through language elements, e.g. building tension and suspense. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Identify how the structure of narratives, including plot, setting and characters assist comprehension, and how figurative language can describe settings and characters. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Write a letter to an author and give a justified opinion about the narrative by making use of information and ideas from the text. //**


 * //<span style="color: red; font-family: "Arial","sans-serif";">Teaching focus & opportunity to gather evidence of learning //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Students are able to identify the relationship between audience, purpose and text type. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Students are able to make judgments and justify opinions using information and ideas from texts, and recognise aspects that contribute to enjoyment and appreciation. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Purposes for reading and viewing are identified and are supported by the selection of texts based on //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">an overview that includes skimming and scanning titles, visuals, headings, font size, tables of contents, indexes and lists. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Text connectives signal how things, ideas and information are related. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Time connectives and tense are used to locate characters or action in time. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Sentences can indicate what is happening (verbs), who or what is taking part (nouns), what it looks like //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">(adjectives), and the circumstances surround the action (prepositional phrases and adverbs). //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Pronouns refer to nouns within and across sentences. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Conjunctions signal relationships between things, ideas and events. //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">• Figurative language describes settings and characters. //**

<span style="color: red; font-family: "Arial","sans-serif";">• Interview a chosen character from a well- known narrative, have the students work in pairs — one to be the character, the other the reporter (questions are to be related to the narrative). This interaction can be recorded and played back to give <span style="color: red; font-family: "Arial","sans-serif";">the students a chance of reflecting and/or used as evidence for assessment. <span style="color: red; font-family: "Arial","sans-serif";">• Identify representations of people, characters, places, events and things and explore how vocabulary is used to create these representations, including <span style="color: red; font-family: "Arial","sans-serif";">identifying different and similar interpretations. <span style="color: red; font-family: "Arial","sans-serif";">• Use an extract from a narrative and create a role play, distinguishing between direct and reported speech. <span style="color: red; font-family: "Arial","sans-serif";">• Students are able to recognise and select vocabulary and distinguish between literal and figurative language. <span style="color: red; font-family: "Arial","sans-serif";">• Students are able to interpret how people, characters, places, events and things <span style="color: red; font-family: "Arial","sans-serif";">have been represented and whether aspects of the subject matter have been included or excluded. <span style="color: red; font-family: "Arial","sans-serif";">• Writers and designers can adopt different roles, and make language choices appropriate to the audience. <span style="color: red; font-family: "Arial","sans-serif";">• Words and phrases, symbols, images and audio affect meaning and interpretation. <span style="color: red; font-family: "Arial","sans-serif";">• Texts users make choices about grammar and punctuation, to make meaning. <span style="color: red; font-family: "Arial","sans-serif";">• Auditory, spoken, visual and nonverbal elements add meaning to the subject matter and focus the audience’s attention. <span style="font-family: "Arial","sans-serif";">Compare and contrast (Indigenous/Non-indigenous stories) – Venn Diagram <span style="font-family: "Arial","sans-serif";">Comprehension games <span style="font-family: "Arial","sans-serif";">Incorporate movement through role plays ||  || <span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;"> <span style="color: red; font-family: "Arial","sans-serif";">• Construct a narrative using an orientation, complication and resolution, including: __<span style="color: red; font-family: "Arial","sans-serif";">Sequence __ <span style="color: red; font-family: "Arial","sans-serif";">What happens? <span style="color: red; font-family: "Arial","sans-serif";">What happens first? next? last? <span style="color: red; font-family: "Arial","sans-serif";"> __Action__ <span style="color: red; font-family: "Arial","sans-serif";">Why it happens? <span style="color: red; font-family: "Arial","sans-serif";">What words describe what happens? __<span style="color: red; font-family: "Arial","sans-serif";">Setting __ <span style="color: red; font-family: "Arial","sans-serif";">Where the story takes place? When the story takes place? <span style="color: red; font-family: "Arial","sans-serif";">What words describe the setting? __<span style="color: red; font-family: "Arial","sans-serif";">Characters __ <span style="color: red; font-family: "Arial","sans-serif";">Who are the main characters? What they look like? <span style="color: red; font-family: "Arial","sans-serif";">What words describe each character? <span style="color: red; font-family: "Arial","sans-serif";">How each character is described (conveys their personality/background/place in the narrative) ? <span style="color: red; font-family: "Arial","sans-serif";">• Select language elements, including noun groups, verb groups, adjectival phrases, prepositional phrases and adverbs, and punctuation to elaborate ideas and information. <span style="color: red; font-family: "Arial","sans-serif";">• Use of dialogue. <span style="color: red; font-family: "Arial","sans-serif";">• Discusses how a narrative is constructed by identifying the purpose, audience, subject matter and structure. <span style="color: red; font-family: "Arial","sans-serif";">• Identifies main ideas and makes inferences. <span style="color: red; font-family: "Arial","sans-serif";">• Gives and justifies own opinions and responds to others’ opinions. <span style="color: red; font-family: "Arial","sans-serif";">• Recognises aspects of the narrative that contribute to enjoyment and appreciation. <span style="color: red; font-family: "Arial","sans-serif";">• Makes meaning clear by sequencing ideas and information using text connectives and other language elements. <span style="color: red; font-family: "Arial","sans-serif";">• Identifies how language elements represent people, characters, places, events and things in different ways and describes characters in detail (includes illustrations and diagrams). <span style="color: red; font-family: "Arial","sans-serif";">• Plans and constructs a narrative that explores personal, cultural and/or social experiences. <span style="color: red; font-family: "Arial","sans-serif";">• Selects vocabulary to describe subject matter and match purpose and audience. <span style="color: red; font-family: "Arial","sans-serif";">• Application of editing/proofreading <span style="font-family: "Arial","sans-serif";">No speed tests – allow work over time || • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Prepare a storyboard for their own version of a story. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Do a drawing or painting of a scene from the film. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Make up a new story or develop further some aspect of an existing one. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Write and perform a song or a piece of music to perform with part of a story. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Create some sound effects for part of a story. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Create a dance about one of the characters in a story. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Mime a sequence from a fairy story, and have other students guess what the story is. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Research and present an Aboriginal story from another part of Australia. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Invite and host a visit by a local Indigenous story teller or musician. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Create an artwork or a montage of geographical images from Arnhem land. • <span style="font-family: "GillSans","sans-serif"; font-size: 10pt;">Create a map to accompany one of the stories. || <span style="color: #4f81bd; font-family: "Arial","sans-serif"; font-size: 12pt;">
 * //<span style="color: red; font-family: "Arial","sans-serif";">What are representations? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">Teaching focus & opportunity to gather evidence of learning //**
 * <span style="font-family: "Arial","sans-serif";">Resources ||
 * <span style="font-family: "Arial","sans-serif";">Synthesising learning experiences || <span style="font-family: "Arial","sans-serif";">Assessment ||
 * **<span style="color: red; font-family: "Arial","sans-serif";">Constructing narratives **
 * //<span style="color: red; font-family: "Arial","sans-serif";">How to write my own narrative? //**
 * //<span style="color: red; font-family: "Arial","sans-serif";">Evidence of learning for the portfolio //**
 * <span style="font-family: "Arial","sans-serif";">Resources ||

<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">2. The rationale.
<span style="font-family: "Arial","sans-serif";">A justification of what you have changed and will need references to support. <span style="font-family: "Arial","sans-serif";">Rationale <span style="font-family: "Arial","sans-serif";">(First dot point: Orienting Phase) This will reveal students’ existing knowledge and ideas, or their image of traditional Aboriginal life. As students look at the stories they will be able to refer back to their list and see if any of their ideas and knowledge change. <span style="font-family: "Arial","sans-serif";">In the Orienting phase it is important to establish that all children have experience with stories (ATOM, 2007).

<span style="font-family: "Arial","sans-serif"; font-size: 12pt;">Try this source: What Works literacy document 3. The timetable.
The unit itself would take a number of weeks. You are asked to take **any part of any stage** and map a week’s learning. This means you will have five 2-hour literacy blocks (Mon-Fri). These blocks need to include modelled, guided and independent reading (and writing where appropriate). If spelling and grammar are taught, then note it, but please do not refer to the use of commercial spelling and grammar programs as separate to the authentic and rich experiences you have described. You may note elsewhere in the timetable where other KLA are taught, but no detail is required. <span style="font-family: "Cambria","serif"; font-size: 11pt;"> <span style="font-family: "Arial","sans-serif";">Orientating: One week timetable for English as a 2 hour block each day <span style="font-family: "Arial","sans-serif";">DEAR || <span style="font-family: "Arial","sans-serif";">Independent <span style="font-family: "Arial","sans-serif";">DEAR || <span style="font-family: "Arial","sans-serif";">Independent <span style="font-family: "Arial","sans-serif";">DEAR || <span style="font-family: "Arial","sans-serif";">Independent <span style="font-family: "Arial","sans-serif";">DEAR || <span style="font-family: "Arial","sans-serif";">Independent <span style="font-family: "Arial","sans-serif";">DEAR || · <span style="font-family: "Arial","sans-serif";">Rainbow Phonemes · <span style="font-family: "Arial","sans-serif";">CARS – comprehension activity · <span style="font-family: "Arial","sans-serif";">Focussed writing activity · <span style="font-family: "Arial","sans-serif";">Group reading – set novel · <span style="font-family: "Arial","sans-serif";">Analysing text activity · <span style="font-family: "Arial","sans-serif";">NAPLAN practice – group work – comprehension – how do we answer this? Peer learning. || **<span style="font-family: "Arial","sans-serif";">1 hour (3 x 20 min) rotations: **<span style="font-family: "Arial","sans-serif";">(Class of 24: 6 groups of 4) · <span style="font-family: "Arial","sans-serif";">Rainbow Phonemes · <span style="font-family: "Arial","sans-serif";">CARS – comprehension activity · <span style="font-family: "Arial","sans-serif";">Focussed writing activity · <span style="font-family: "Arial","sans-serif";">Group reading – set novel · <span style="font-family: "Arial","sans-serif";">Analysing text activity · <span style="font-family: "Arial","sans-serif";">NAPLAN practice – group work – comprehension – how do we answer this? Peer learning. || <span style="font-family: "Arial","sans-serif";">Modelled Reading || <span style="font-family: "Arial","sans-serif";">Modelled Reading || <span style="font-family: "Arial","sans-serif";">practise ||  ||   || <span style="font-family: "Arial","sans-serif";">Explicit teaching/ practise || <span style="font-family: "Arial","sans-serif";">Explicit teaching/ <span style="font-family: "Arial","sans-serif";">practise || <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">character or the beginning of the complication, a new paragraph may be formed. ||^  ||^   || <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">Specific prepositions are used in common Standard Australian English phrases, e.g. to believe //in// someone or something; to confide //in// someone; to complain //about//. || || <span style="font-family: "Arial","sans-serif";">Independent writing || <span style="font-family: "Arial","sans-serif";">Shared writing || <span style="font-family: "Arial","sans-serif";">Modelled writing/ Independent writing || <span style="font-family: "Arial","sans-serif";">Shared writing || <span style="font-family: "Arial","sans-serif";">Independent writing || <span style="font-family: "Arial","sans-serif";">Rainbow Phonemes <span style="font-family: "Arial","sans-serif";">CARS – comprehension activity <span style="font-family: "Arial","sans-serif";">Focussed writing activity (Letter to P&C: Why we need more handball courts.”) <span style="font-family: "Arial","sans-serif";">Group reading – set novel (Boy overboard) <span style="font-family: "Arial","sans-serif";">Analytical activity – scanned image of Toyworld brochure – Identify language, audience, purpose <span style="font-family: "Arial","sans-serif";">NAPLAN practice – group work – comprehension – how do we answer this? Peer learning. <span style="font-family: "Arial","sans-serif"; font-size: 12pt;"> <span style="font-family: "Arial","sans-serif";">References <span style="font-family: "Arial","sans-serif";">?? CHECK THIS REF?? Australian Teachers of Media Inc. (ATOM) (2007) //What is dust echoes: A study guide by Robert Lewis.// Retrieved from
 * || **<span style="font-family: "Arial","sans-serif";">Monday **  ||  **<span style="font-family: "Arial","sans-serif";">Tuesday **  ||  **<span style="font-family: "Arial","sans-serif";">Wednesday **  ||  **<span style="font-family: "Arial","sans-serif";">Thursday **  ||  **<span style="font-family: "Arial","sans-serif";">Friday **  ||
 * <span style="font-family: "Arial","sans-serif";">Reading
 * <span style="font-family: "Arial","sans-serif";">20 minutes ** || <span style="font-family: "Arial","sans-serif";">Guided Reading Circles (Stickums) || <span style="font-family: "Arial","sans-serif";">Guided Reading Circles (Stickums) || <span style="font-family: "Arial","sans-serif";">Guided Reading Circles (Stickums) || <span style="font-family: "Arial","sans-serif";">Guided Reading Circles (Stickums) || <span style="font-family: "Arial","sans-serif";">Guided Reading Circles (Stickums) ||
 * <span style="font-family: "Arial","sans-serif";">Reading/Writing
 * <span style="font-family: "Arial","sans-serif";">20 minutes ** || <span style="font-family: "Arial","sans-serif";">Independent
 * <span style="font-family: "Arial","sans-serif";">Reading
 * <span style="font-family: "Arial","sans-serif";">20 minutes ** || <span style="font-family: "Arial","sans-serif";">Modelled Reading || **<span style="font-family: "Arial","sans-serif";">1 hour (3 x 20 min) rotations: **<span style="font-family: "Arial","sans-serif";">(Class of 24: 6 groups of 4)
 * <span style="font-family: "Arial","sans-serif";">Spelling
 * <span style="font-family: "Arial","sans-serif";">20 minutes ** || <span style="font-family: "Arial","sans-serif";">Explicit teaching/
 * <span style="font-family: "Arial","sans-serif";">Grammar (specific SAE instruction)
 * <span style="font-family: "Arial","sans-serif";">20 minutes ** || <span style="font-family: "Arial","sans-serif"; font-size: 9pt;">In a narrative, when there are changes, e.g. such as shifts in time or place, or the introduction of a new
 * <span style="font-family: "Arial","sans-serif";">Writing
 * <span style="font-family: "Arial","sans-serif";">20 minutes ** || <span style="font-family: "Arial","sans-serif";">Modelled writing/
 * <span style="font-family: "Arial","sans-serif";">1 hour (3 x 20 minutes) **
 * <span style="font-family: "Arial","sans-serif";">Literacy Rotations: (Class of 24: 6 groups of 4) **