Year 5 unit overview Australian Curriculum:English and History
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10,<www.australiancurriculum.edu.au/English/Curriculum/F-10>. School name Unit title Duration of unit: 10 hours Clinton State School Historical Gold Rush Letters to the Future 2 Weeks
Unit outline During this unit students are introduced to the friendly letter text type in an historical context. Students will read, listen and view multimodal friendly letter texts that include historical vocabulary and concepts. Students by the end of Year 5 must have the literacy skills and knowledge to create a variety of sequenced texts for different purposes and audiences, demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.
Students by the end of Year 5 should also exhibit historical knowledge and skills of researching, ability to frame an historical inquiry, identify a range of sources and locate and record information related to this inquiry and identify points of view. Students texts should develop, organise descriptions, using historical terms and concepts.
2 | Year X unit overview Australian Curriculum: English Identify curriculum Content descriptions to be taught General capabilities and cross-curriculum priorities Language Literature Literacy Language for interaction 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) Text structure and organisation Understand how texts vary in purpose, structure and topic as well as the degree of formality(ACELA1504) 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)
Creating texts 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)
Literature and context Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
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) 1. 2. Reread and edit student's own and others work using agreed criteria for text structures and language features (ACELY1705) 3. 4. Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
Literacy
ICTcapability
Critical and creative thinking
Ethical behaviour
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Queensland Studies Authority January 2012 | 3 HISTORY YEAR 5
Historical Knowledge and Understanding The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095)
Historical Skills Use historical terms and concepts (ACHHS099) Identify questions to inform an historical inquiry (ACHHS100) Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104) Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)
Achievement standard ENGLISH 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. 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 a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.
HISTORY By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.
4 | Year X unit overview Australian Curriculum: English
Queensland Studies Authority January 2012 | 5 Relevant prior curriculum Curriculum working towards ACARA YEAR 4 ENGLISH LANGUAGE Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience(ACELA1490) Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech(ACELA1492) Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity(ACELA1495) Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research (ACELA1498) Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) LITERATURE Discuss literary experiences with others, sharing responses and expressing a point of view(ACELT1603) Use metalanguage to describe the effects of ideas ,text structures and language features of literary texts (ACELT1604) 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(ACELT1605) Create literary texts that explore students own experiences and imagining (ACELT1607) Create literary texts by developing storylines, characters and settings (ACELT1794)
LITERACY
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts(ACELY1686) Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) 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 (ACELY1694) Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) Write using clearly-formed joined letters, and develop increased fluency and automaticity(ACELY1696) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
ACARA YEAR 4 HISTORY
The diversity and longevity of Australias first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077) The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contact s with other societies and any impacts.(ACHHK078) Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079) The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080) Historical Skills Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082) Pose a range of questions about the past (ACHHS083) Identify sources (ACHHS216) Locate relevant information from sources provided (ACHHS084) Identify different points of view (ACHHS085) Develop texts, particularly narratives (ACHHS086) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)
ACARA YEAR 6 ENGLISH Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) ACARA YEAR 6 HISTORY
Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115) The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.(ACHHK116) Use historical terms and concepts (ACHHS118) Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120) Locate information related to inquiry questions in a range of sources.(ACHHS121) Compare information from a range of sources. (ACHHS122) Identify points of view in the past and present (ACHHS123) Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) 6 | Year X unit overview Australian Curriculum: English Bridging content The focus is on explicit teaching of: Structure and purpose of a friendly letter text. Historical Language/Vocabulary. Historical inquiry of the 1850s with particular focus on Who travelled to Australia during the Gold Rush? and Why? What was the lifestyle like for people during this time?
. Links to other learning areas
This Unit has been centred on the book My Place by Nadia Wheatley & Donna Rawlins. The unit has a literacy focus and is embedded with Historical themes however, it can be applied and adapted to other learning areas such as mathematics looking at mapping as well as science looking at sustainability and cause and effect.
Queensland Studies Authority January 2012 | 7 Assessment Make judgments Describe the assessment Assessment date Students will be 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)
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)
Historical Skills Use historical terms and concepts (ACHHS099) Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) Identify points of view in the past and present (ACHHS104) Productive modes Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. Students create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use During this unit the monitoring and assessment of students learning and understanding will be both formative and summative.
The teacher will use a combination of assessment tools to assist with making judgements of specific content knowledge and understanding of students throughout the units planned learning sequence. These include observations, students self assessment, formative assessment tool- performa checklist and summative assessment rubric.
Assessment is designed on a 4 point scale to include a diverse range of abilities ranging from above expected level, expected level and just below expected level and well below expected level.
Students will participate in one-on-one conferencing with the teacher for constructive feedback regarding their work. Students will also work in writing groups which provide them with peer feedback allowing them to evaluate their own work and identify ways to improve it.
Self Assessment Proofreading Checklist Appendix F Formative Assessment Performa Checklist Appendix G Summative Assessment Gold Rush Historical Letter Rubric Appendix H
Formative Assessment will occur in Lesson 7 Conferencing/ Revising and Editing.
Summative Assessment will occur following Lesson 9 Publishing of Gold Rush Historical Letter to the future. 8 | Year X unit overview Australian Curriculum: English Assessment Make judgments accurate spelling and punctuation, editing their work to provide structure and meaning.
Queensland Studies Authority January 2012 | 9 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Lesson 1: Name of Lesson: Introduction to Historical Gold Rush Letter Assessment Estimated Timing: 1 hr Objective/s: Students will discuss reasons for correspondence and explore the text structure of a letter that is used for personal correspondence. (ACELA1504) (ACELA1501) Classroom Organisation: Whole class Learning Experiences: Reflection of learning so far regarding the Gold Rush focusing on 1850s. Students will be informed and provided rubrics for the assessment expectations in writing their historical Gold Rush letters. Discuss reasons for correspondence. Assess students prior knowledge by asking what correspondence style they have used. Link this information to correspondence in the past with comparison to the present including discussions on different styles such as email, facebook, twitter and comparatively to the historical form of letter writing. Look at different and discuss different styles of letter writing with a focus on friendly letter writing. Provide example of a personal letter on interactive whiteboard and discuss its features. Assistance would be provided to students with additional needs in accessing and establishing a pen pal account. Assessment Task Outline (Appendix A). Sample of a friendly letter. http://www.wikihow.com/Sample/Friendly-Letter Epals website http://www.epals.com/ 10 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Explain that students will begin practicing their correspondence skills using epals global communication pen pal website. Provide students time to access the website and join with school email. Find pen pal to start corresponding with. This will be discussed throughout this unit.
Lesson 2: Name of Lesson: An Introduction to a Historical Friendly Letter Estimated Timing: 1 hr Objective/s: Students will view and discuss the features including language used within a historical friendly letter. (ACHHS099) (ACHHS104) (ACELA1508) (ACELT1608) Classroom Organisation: Whole Class Learning Experiences: Reflect on features of a friendly letter looked at in the previous lesson. Open and introduce the historical friendly letter written by Alma in 1855 on the interactive whiteboard. Read the letter aloud for students discussing language used e.g Colonial fever, Dockers, Nuggets and link to students prior historical research about the Gold Rush and get students to add new historical words to the classrooms Gold Rush word wall. Discuss with students the language the Include students with additional needs into the classroom discussion and allow them to add new vocabulary to the word wall practicing the pronunciation and meaning with them before doing so. Information regarding structure of friendly letter (Please note only adapt Heading, Greeting, Body, Closing and Signature as this is an American format). http://www.pkwy.k12.mo.us/homepage/jotey/File/Parts_of_a_Friendly_Letter.pdf
Historical Friendly Letter written by Alma 1855 (Appendix B). http://www.ballaratgenealogy.org.au/art/brain_letter.htm
Interactive Whiteboard.
Printed and laminated historical words for the classroom word wall.
A3 poster of letter structure to add into the classroom as a reference text. (Appendix C).
Laptops to access epals. Queensland Studies Authority January 2012 | 11 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources writer has used to describe his lifestyle and environment. Focus on linking it into the students learning about noun groups/phrases. Discuss the paragraph structure including syntax. Reflect with students the description given of what life was like in 1855 during the Gold Rush as described in the letter. Present the A3 copy of the letter including formatting to the class as a reference text and place in a very visible place within the classroom. Allow students to check their pen pal correspondence and reply in the last 15 minutes of the lesson.
Lesson 3: Name of Lesson: Reconstructing Letter /Research Begins Estimated Timing: 1hr Objective/s: Students will work in groups to reconstruct a letter text. Students will access the internet and begin research for their historical Gold Rush Letter. (ACELA1508) (ACELY1702) (ACHHS104) (ACELY1701) Classroom Organisation: Whole class/Individual/ Pairs Learning Experiences: As a whole class students will assist the Students with additional needs will be supported during whole group instruction. They will be provided with enveloped texts that are cut into larger chunks for reconstruction and will be assisted with this. Research will be assisted as well as information on topics printed and provided for more support. Deconstructed Text: Background information and letter written by James Davis. http://www.ballaratgenealogy.org.au/art/davies.htm Large cardboard cut outs to be reconstructed on the board using blue tac.
Enveloped individual copies of cut out letter for students to reconstruct and glue into literacy books.
Gold Fever Graphic Organiser (Appendix D).
12 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources teacher in reconstructing the letter written by James Davis. The letter is sectioned off in paragraphs. Students are to work with the teacher to reconstruct the text ensuring that it is cohesive, syntactically and semantically correct. Language features including how the noun groups/phrases and the adjectival groups/phrases provide a richer description for the reader. Teacher to observe individual student participation including their application of knowledge learnt so far regarding letter structure. Once the class have finished they will read letter out loud to hear the success of their reconstruction, making changes where needed. Students will then be given envelopes with a letter cut into paragraphs and instructed to reconstruct and glue this into their literacy books.
During quick write the teacher will ask these students to provide a verbal response. Lesson 4: Name of Lesson: Gold Rush Research Estimated Timing: 1hr Objectives: Students will use the laptops to research relevant information to include in their historical letters. Web links are provided to guide students investigations. (ACELY1704) (ACHHS102) (ACHHS106) Students who require additional support will be provided with a graphic organiser and assisted in planning their writing ideas. Writing Graphic Organiser (Appendix E).
Chinese Gold Rush http://www.sbs.com.au/gold/story.php?storyid=49 Californian Gold Rush Queensland Studies Authority January 2012 | 13 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources
Students will then be given the Gold Fever graphic organiser. Split students into pairs and allocate laptops for research of the Gold Rush and the lifestyle during the 1850s. Provide the websites that can be accessed. Students will use the organiser to categorise the information they discover. Allow students to correspond to their epals in the last 15mintues of the lesson.
http://en.wikipedia.org/wiki/California_Gold_Rush The Australian Gold Rush http://australia.gov.au/about-australia/australian-story/austn-gold-rush Bathurst http://www.mininghistory.asn.au/mining-history/ Thinglink http://www.thinglink.com/scene/358414174876860416 My place http://www.abc.net.au/abc3/myplace/ Family http://www.myplace.edu.au/themes/theme_landing.html?tabRank=1 Lifestyles http://www.myplace.edu.au/themes/theme_landing.html?tabRank=2 Technologies http://www.myplace.edu.au/themes/theme_landing.html?tabRank=3 Epals website http://www.epals.com/ Lesson 5: Name of Lesson: Gold Rush Research continued and Pre writing phase begins. Estimated Timing: 1 hr Objective/s: Students will finalise research and decide on character. They will use the writing graphic organiser to assist them in structuring Students who require additional support will be provided with a graphic organiser and assisted in planning their writing ideas. Student Literacy Books. My Place http://www.abc.net.au/abc3/myplace/
Gold Rush Interactive Game (Fast Finishers). 14 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources their ideas. (ACELY1704) (ACHHS102) (ACHHS106) Classroom Organisation: Pairs and Individual Learning Experiences: Students will be asked to do a quick write about what they have learnt so far about letter writing and the Gold Rush. Students will read out their responses to the teacher. Students will then be provided with writing graphic organisers to assist in structuring their ideas or they can create their own within their literacy books. More time is allocated for final research about the Gold Rush. Students are to select their character and start planning and sequencing their ideas to start drafting in the following lesson.
Lesson 6: Name of Lesson: Drafting Estimated Timing: 1 hr Objective/s: Students begin drafting their letters based on their prewriting ideas. (ACHHS106) (ACELY1704) (ACELY1706) Classroom Organisation: Individual Learning Experiences: Teacher explains to students that this is only a draft of their letter writing so they should not be too concerned with Students with additional needs would be provided support in this period of drafting. If necessary the teacher can scribe for the student. Student Literacy Books. Assessment Task Outline (Appendix A).
My Place http://www.abc.net.au/abc3/myplace/
Gold Rush Interactive Game (Fast Finishers). http://www.nma.gov.au/interactives/tlf/gold_rush_5-6/index.html Queensland Studies Authority January 2012 | 15 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources spelling. However, they are to set their writing out in correct structure of a friendly letter. They can refer to our examples around the classroom. Remind students of the Heading, Greeting, Body, Closing and Signature. Students are encouraged to use historical language and can refer to the classroom word wall for prompting. Students are also encouraged to incorporate the use of noun/groups and phrases and adjectival groups/phrases to make their descriptions more explicit for the reader. Paint word pictures in the readers mind of the environment, the people and the lifestyle that existed approximately 160 years ago. Advise students that if they finish their draft early there is an interactive game for them to play or they can access My Place. However, students must take their time drafting their letter and structuring their writing.
Lesson 7: Name of Lesson: Conferencing/Revising/Editing Estimated Timing: 1 hr Objective/s: Students will be provided with the opportunity to participate in writing groups for revision stage of writing. Following this students will conference with the teacher. Students with additional needs can participate in writing group with teachers support. Self assessment Proofreading Checklist (Appendix F). Formative Assessment Tool Performa Checklist (Appendix G). 16 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources (ACELY1705) (ACELY1704) FORMATIVE ASSESSMENT during conference. Classroom Organisation: Groups/Individual Learning Experiences: Group form writing groups to share their rough drafts. Group members are to provide constructive feedback regarding writing including content, vocabulary, character development, sequence, ideas and descriptions. Following this, students can edit their writing before conferencing with the teacher.
Lesson 8: Name of Lesson: Revising/Editing/Conferencing #2 Estimated Timing: 1 hr Objective/s: Students will revise and edit their second draft in preparation for publishing. Classroom Organisation: Individual and Group (ACELY1705) (ACELY1704) Learning Experiences: Group form writing groups to share their rough drafts. Group members are to provide constructive feedback regarding writing including content, vocabulary, character development, sequence, ideas and descriptions. Students with additional needs can participate in writing group with teachers/ aide support. Assessment Task Outline (Appendix A).
Self assessment Proofreading Checklist (Appendix F). Queensland Studies Authority January 2012 | 17 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Following this, students can edit their writing before final conference with the teacher.
Lesson 9: Name of Lesson: Publishing Estimated Timing: 1 hr Objective/s: Students are given time to publish their Gold Rush historical letters. (ACELY1704) (ACHHK095) (ACHHS099) (ACELA1508)(ACHHS105) (ACELT1608) (ACELY1706) (ACELA1504) Classroom Organisation: Learning Experiences: Students are reminded this task is an assessment piece. Students are provided with some tea stained paper to publish their Gold Rush historical letters. Teacher is available to assist students who require extra support. Students are to hand their letters to the teacher upon completion. Teacher assists students with additional needs in writing their published copy if necessary the use of laptop can be adapted to suit. Assessment Task Outline (Appendix A). Assessment Rubric (Appendix H). Tea stained paper. Pens.
Lesson 10: Name of Lesson: Sharing/ Reflection of Learning Estimated Timing: 1 hr Objective/s: The student marked assessments will be returned to them. Students can discuss any concerns with the teacher at the end of the session. Students will share their letters with the
Marked assessment.
18 | Year X unit overview Australian Curriculum: English Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources class in an informal way. Students will reflect on learning and life in the 1850s. Teacher will provide an introduction to their next topic of learning. (ACHHK095) (ACHHS099) Classroom Organisation: Whole class Learning Experiences: Teacher hands back assessment. Students are provided opportunity to share their letter writing with the class in an informal way. Feedback can be provided to students by their peers. Class reflection on learning. Discussions perhaps based on what students found most interesting. Their Epal experiences and friendships formed. Anything interesting they have found out about another country. Teacher informs students that work will be displayed in the classroom. Teacher introducing the next topic of investigation.
Use feedback Ways to monitor learning and assessment Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. Queensland Studies Authority January 2012 | 19 Feedback to students Teacher will provide ongoing feedback to students regarding their progression of learning throughout the unit in multiple ways including informal feedback based on observations, one-on-one conferencing with students and mediation of students peer feedback. Reflection on the unit plan Identify what worked well during and at the end of the unit,including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.