Angry Bird words

Stage 2 | English

Summary
English Objectives: A, B, C, E. Curriculum integration: Science The objective of this unit is to use the stimulus of the computer game 'Angry Bir s' to motivate stu ents evelopment of grammatical language an vocabulary. !tu ents are then gui e to evelop a "or ban# of synonyms to use in "riting escriptive poetry in a variety of forms an me ia. The aim is to teach this language component parallel to !cience unit ' !mooth $oves' by %rimary Connections.
http:&&primaryconnections.org.au&curriculum'resources&smooth'moves.html

Duration
!ample term ( "ee#s )etail: Term ( *+,(- .ee#s / ' 0

'!mooth $oves' has been a apte separately to inclu e Angry Bir %hysics http:&&""".hoo#e onscience.org&freescience"or#sheets.html

Key skills
Comprehension !trategies: Guided Comprehension 3-8; Ch 9, pp131, 157
1. 2. 3.

Literacy Continuum
Class 3/4 FS Targets in session__ Assess

Outcomes
English K-1

%revie"ing $onitoring !ummarising

Reading - Cluster 9: 2ses screen navigation features "hen rea ing an vie"ing 3nternet te4ts. E5*'/A 2 Comprehension - Cluster 8:
)ra"s conclusions by using the clues in

E5*'(A uses effective han "riting an

publishes te4ts using igital technologies

E5*'/A uses an increasing range of s#ills-

!tu ents have prior #no"le ge of 1isualising- !ummarising- $a#ing Connections

a te4t. 2
Articulates the main i ea an

strategies an #no"le ge to fluently rea - vie" an comprehen a range of te4ts on increasingly challenging topics in ifferent me ia an technologies

provi es a synthesise retell that captures the main

E5*'6B i entifies an

compares ifferent

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School QT

ocus Term !

events an i eas in a te4t 2

Creates mental images to capture i eas

!ignificance: 7no"le ge 3ntegration To what extent do lessons re ularl! demonstrate lin"s #etween and within su#$e%ts and "e! learnin areas&

in te4ts "-#
C$ 9 Buil s un erstan ing about the

#in s of te4ts "hen rea ing an vie"ing an sho"s an un erstan ing of purposeau ience an subject matter

E5*',+C thin#s imaginatively- creatively

meaning of a te4t by actively see#ing information from ifferent parts of a te4t. E5*.6B 2 Spea%ing- Cluster 9:
)iscusses the features of

an interpretively about informationi eas an te4ts "hen respon ing to an composing te4ts

E5*',*E recognises an

ifferent spo#en te4ts- e.g. formal vs informal interactions8 creative vs informative te4ts E5*.,+C # elivers oral presentations for au ience beyon the classroom e.g. assembly E5*.0B #

uses an increasing range of strategies to reflect on their o"n an others; learning

E5*'<B uses effective an

%lans an

accurate sentence structure- grammatical features- punctuation conventions an vocabulary relevant to the type of te4t "hen respon ing to an composing te4ts
E5*'0B i entifies the effect of purpose

&riting
C$ " Engages in the joint pro uction of

te4ts using a variety of me iums- e.g. po casts- igital stories. ' # C$ " )ra"s on personal e4periences an topic #no"le ge to create te4ts of about /'9 sentences for a range of purposes. ( #

an au ience on spo#en te4tsistinguishes bet"een ifferent forms of English an i entifies organisational patterns an features

C$ ( .rites a se:uence of thoughts an i eas- e4periments using some more comple4 sentences to enhance "riting. ! ( C$ # !tates purpose an inten e au ience before creating te4ts. # C$ # 3nclu es ifferent Types of verbs using appropriate tense an subject'verb agreement ! (

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C$ 8 E4periments "ith pro ucing&publishing te4ts using an increasing range of me iums an mo es ' # C$ 9 Chooses verbs- a verbials- nouns an a jectivals to e4press specific i eas an etails.!,( E5*.<B C$ 9 E4periments "ith creating simple multimo al te4ts using igital te4t creation programs. E5*.(A ' #

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Content
Stage 2 - *hinking imaginati-ely+ creati-ely and inter&reti-ely
Engage personally "ith te4ts
share responses to a range of te4ts

*eaching+ learning and assessment

!etting the scene: )oetr* Tool+o, ' Teaching in role =in a "or# bag an carry it into the classroom. Tell the stu ents you are the plumber- here to fi4 the bro#en sin#. .hat "ill be in your toolbo4-> .hat s#ills "ill you possess> ?epeat using a variety of tra espeople ' carpenter- electrician etc. The an artist come to paint a portrait. =inally a %oet. E4pecte responses ' Tools: pen pencils. .ith prompting- gui e to tools @ "or s- an special s#ill @ ho" to organise an use "or s. Session Diagnostic: What do we know about poetry? %revie"ing: Anticipation&reaction gui e Guided Comprehension 3-8;p189 %oetry !amples: Choose a tra itionalrhyming- rap- e4pressive&non rhymingvisual&picture poem E.g. Agree&)isagree statements
1. 2. 3.

,esources
%oetry Bo4: E4amples fo poetry provi e for )EA?&share &teacher rea ing %oetry Aone http:&&""".poetryBone.co.u#& %oetry 'Toolbo4' : )A passion *or poetr!)$an y Tunica- *++9. %ETA publication )Guided Comprehension in Grades 3-8), $aureen $cCauglin an $ary Beth Allen. *++<- 3nternational ?ea ing Association. %revie"ing: Anticipation&reaction gui e Guided Comprehension 3-8;p189 =un poets for chil ren' http:&&""".jac#preluts#y.com& http:&&""".shelsilverstein.com&in e4site.h tml Re.lection: A variety of responses. Deneral agreement that rhyming "as poetry. $any stu ents recognise Eaber"oc#y- but i not thin# it "as poetry. !#ateboar raise alot of interest. 1erb poems ' they i not recognise this as poetry. $ulga Bills Bicycle "as poetrybut for a ults.

an i entify features "hich increase rea er enjoyment to te4ts by i entifying an iscussing aspects of te4ts that relate to their o"n e4perience

respon

This is a poem This "riting is for a ults Chil ren "oul li#e this "riting

'ollow up( Create a poetry bo4 in the rea ing section of your classroom. 3nclu e a fol er& isplay space "here poems foun or "ritten by stu ents can be isplaye &organise .

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Content
Stage 2 - ,eading and -iewing 1

*eaching+ learning and assessment

Session 2 $o ele F Dui e ?ea ing ?evise the i ea of a poets tool #it. .here can a poet get more "or s for their tool #it> E4pecte responses are ictionarythesaurus. Dui e stu ents to ho" other boo#s can give i eas- other texts ' i entify "hat types of te4ts ' boo#s- movies"riting- music etc. Also.....Angry bir sGG ntroducing !ngry "irds Open an vie" the game. )iscuss stu ents e4periences- pair an share. %revie"ing: %re ict'o'gram Guided Comprehension 3-8;p189, */, Coa the BC$ Hp */,I- onto the 3.B. 1ocabulary .or s: force- gravity- "hite bir - blac# bir - green pig- fiel - flingcatapult- estroy- aim- colli e- hurl- thro"ra"'bac# denti#ying $erbs ?efer to pre ict'o'gram ' .hich of these "or s are verbs> .hat are verbs> HactionsI 3 entify an e4plore verbs in other locations ' e.g. '!uper stories: The Aban one Jouse: verbs an a verbs'- ABC !plash abcspla.sh&m&(,9<< +pad ap: Bir s on .ire ' 1erbs

,esources
Access to Angry Bir s game. Overvie": 3n the game- players use a slingshot to launch bir s at pigs statione on or "ithin various structures- "ith the intent of estroying all the pigs on the playing fiel . As players a vance through the game- ne" types of bir s become available- some "ith special abilities that can be activate by the player. Can be playe free on %C "ith Doogle Crome. http:&&""".angrybir s.com& . Also available as an app for ipa . %revie"ing: %re ict'o'gram Guided Comprehension 3-8;p189, */, '!uper stories: The Aban one Jouse: verbs an a verbs'- ABC !plash abcspla.sh&m&(,9<< 3pa app: Bir s on .ire ' 1erbs 1erb %oem proforma ' incorporate into 3CT lessons. http:&&ettc"eb.lr.#,*.nj.us&forms&ne"poem .htm Re.lection: %re ict'o'gram provi e a frame"or# for the vocabulary. it also allo"e stu ents a platform to share prior #no"le ge "hile informing those "ho

ra" on e4periences- #no"le ge of the topic or conte4t to "or# out the meaning of un#no"n "or s an scan for particular informationeg hea ings- #ey "or s ifferent types of te4ts by combining conte4tual- semanticgrammatical an phonic #no"le ge using te4t processing strategies for e4ample monitoring meaning- cross chec#ing an revie"ing (ACELY1679,
ACELY1691)

s#im a te4t for overall message

rea

Stage 2 - ,eading and -iewing 2

i entify the features of online te4ts

that enhance navigation

(ACELA1790)

i entify features of online te4ts that

enhance rea ability inclu ing te4tnavigation- lin#s- graphics an layout

(ACELA1793)

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Content
Stage 2 - 0rammar+ &unctuation and -oca'ulary
un erstan un erstan

*eaching+ learning and assessment

Session ! Dui e rea ing- $o ele an Dui e .riting !ngry $erbs 2sing the 1erb "or ban#- As a class evelop comple4 sentences using the verb "or ban# Hfuture an present tense8 simple past tenseI 3 entify clause as a unit- evelopment of clause into a sentence. 3 entify an use subject&verb agreement. E4periment "ith removal&substitution of verbs. ,e*er to )A new rammar %ompanion *or tea%hers), pp,9'(0 3n epen ently- stu ents raft their o"n sentences. %eer revie". Teacher revie". !tu ents then "rite their sentences on their angry bir characters. Colour an isplay. -i**erentiation( +ndependentl! produ%e senten%es at le.el o* student need& E4tension: ?E%EAT as above: This time "ith a focus on "riting :uestions- "ith a focus on irregular past tense. 3ntro uce 'relating an e4isint' verbs. ?epeat as above. Assessment ' .or#samples: pro ucing simple an comple4 sentences- i entifying verbs- tense- subject verb agreement.

,esources
Angry 1erbs ' a apte from http:&&pvroom,*,.blogspot.com.au&*+,*&+ (&angry'verbs.html )A new rammar %ompanion *or tea%hers)( B. )ere"ian#a- *+,,. Doogle Angry bir s verbs for a resources itional

that choice of vocabulary impacts on the effectiveness of te4ts that a clause is a unit of grammar usually containing a subject an a verb an that these nee to be in agreement (ACELA1481) that verbs represent ifferent processes H oing- thin#ingsaying- an relatingI an that these processes are anchore in time through tense (ACELA1482) to engage the listener or rea er

un erstan

e.g. http:&&coolcoloringpages.blogspot.com.au& *+,,&,+&angry'bir s'coloring'pages.html Re.lection: 3 entifying verbs in a sentence of their o"n construction ' nee e revising. !imple sentences O#"ith an overall consistant use of basic punctuation. Cessons to e4plicitly teach comple4 sentences re:uire .

e4periment "ith vocabulary choices use grammatical features to create

comple4 sentences "hen composing te4ts

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Content
Stage 2 - 2andwriting and using digital technologies
use a range of soft"are inclu ing

*eaching+ learning and assessment

Session ' $o ele - Dui e an 3n epen ent .riting- mo ele !pea#ing )iamante %oems: 3llustrate the phenomenon of cause an effect. !tu ents efine an i entify instances of cause an effect to help them generate their o"n e4amples. After practicing the iamante format in a share "riting e4periencestu ents construct their o"n iamante poems illustrating cause'an 'effect scenarios of their choice. The iamante poem "ill start "ith the cause an transition to the effect. !timulus: Angry Bir s game ?evist the "or ban#- i entify "hich "or s coul be use for the cause Hthe bir being pulle bac#I an the effect Hpigs an buil ings smashe I. At this point it is important to gui e stu ents un erstan ing to clearly i entify an articulate the scientific metalanguage re:uire an to a this into the "or ban#. Encourage its use in the poem. Assessment ' .or#samples: %ro ucing te4ts

,esources
)iamante %oems http:&&""".rea "ritethin#.org&classroom' resources&lesson'plans&slipping'sli ing' tumbling'reinforcing'<09.html Angry Bir s !cience force an motion http:&&""".hoo#e onscience.org&files&Angr yKBir K!cienceK=35AC.p f Re.lection:

"or processing programs to construct- e it an publish "ritten te4t- an select- e it an place visual- print an au io elements
(ACELY1685, ACELY1697)

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Content
Stage 2 - *hinking imaginati-ely+ creati-ely and inter&reti-ely
i entify creative language features in

*eaching+ learning and assessment

Session " Dui e ?ea ing- $o ele !pea#ing $onitoring an visualising: photographs of the min E4plain an mo el photographs of the min - using one of the stu ent create "or#samples an only * bo4es. E4ten to / bo4es- copy onto A(. 2se the Eaber"oc#y- by Ce"is Carrol. Hthere are 6 stanBas in this poem- rea * per bo4I After ra"ing- compare to the te4t. i entify "hich "or s a to establishing the setting an atmosphere. Are they verbs> nouns> are they in groups> .hat is the purpose of this te4t> .ho is the au ience> As above: /ul a 0ill)s 0i%!%le by A.B. %atterson

,esources
%hotographs of the min : Guided Comprehension 3-8;p ,/L- *+<- *96 http:&&""".jabber"oc#y.com&carroll&jabber &jabber"oc#y.html http:&&""".poetrylibrary.e u.au&poets&pat erson'a'b'banjo&mulga'bill's'bicycle' +++/++9 %ossible pict for visualise&verbalise http:&&""". eviantart.com&> :@thro"M&art&Thro"ing'7ittens' <0<<<,(,>Ksi @*6*,(0,* Re.lection:

imaginative- informative an persuasive te4ts that contribute to engagement

i entify an

iscuss ho" vocabulary establishes setting an atmosphere purpose of imaginative- informative an persuasive te4ts (ACELY1678)

Stage 2 - ,eading and -iewing 2

i entify the au ience an

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Content
Stage 2 - *hinking imaginati-ely+ creati-ely and inter&reti-ely
respon

*eaching+ learning and assessment

Session ( ' $o ele - Dui e F 3n epen ent .riting 2sing a %icture- chosen for its representation of movement- verbalise the activity in the picture. Cist all the "or s you "oul li#e to use. Compose a '.or Jeap' in sets of nounsverbs- a jectives etc you "oul li#e to use. %ull on the verb "or "all an science "all. =rom the "or s in the heap- as a group compose a free form '"or heap' poem to use as many of the "or s as you can. )iscuss ho" choice of language can affect the po"er of an response to the "riting. E4periment "ith alternate language choices. ?evise&)iscuss ho" some groups of "or s "or# together to ma#e meaning an buil the clause. !tu ents "or# in pairs&small groups to e4ten on the "hole class poem. E4tension: shape poems e.g. fire"or#ss#ateboar - "in 3n epen ent %oetry "riting an illustration ' !torybir

,esources
%ossible pict for visualise&verbalise http:&&""". eviantart.com&> :@thro"M&art&Thro"ing'7ittens' <0<<<,(,>Ksi @*6*,(0,* .or heap ' =rom )1aint a poem), $. An re"- ,<<0. Belair publications. pp /0' /L http:&&""".moiraan re".com&in e4.htm E4amples of Jeap %oems !tage , https:&&""".ma#e"av.es&story&9+69+9&titl e&hearourheappoems !hape poems ' =rom )1aint a poem), $. An re"- ,<<0. Belair publications. pp /L' /< E.g. 2"ate#oard by $a4 =atchen http:&&"""."ge.org.au&assets& ocuments& !#ateboar .p f http:&&storybir .com& incorporate into 3CT lessons. Re.lection:

to te4ts by i entifying an iscussing aspects of te4ts that relate to their o"n e4perience imaginative- informative an persuasive te4ts that contribute to engagement

i entify creative language features in

i entify an

iscuss ho" vocabulary establishes setting an atmosphere that choice of vocabulary impacts on the effectiveness of te4ts engage the rea er an achieve purpose

Stage 2 - 0rammar+ &unctuation and -oca'ulary

un erstan

e4periment "ith punctuation to

compose a range of effective

imaginative- informative an persuasive te4ts using language appropriate to purpose an au ience

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Content
Stage 2 - ,e!lecting on learning
?espon to an compose te4ts
jointly

*eaching+ learning and assessment

Session # 3n epen ent .riting- !pea#ing Assessment !tu ents choose an e4ample of =orces an $otion- base on their learning e4periences from their !mooth $oves 2nit Hsee !cope an !e:uence !ummary aboveI. Assessment group iscussion: jointly evelop an use criteria for assessing their o"n an others presentations of a poem of their o"n "riting- to an unfamiliar au ience ' either assembly- bu y class or film. Create a rubric for stu ents to use as fee bac#. Whole class %ration pra%ti%e( /0ome1or% 2/ 0ome1or%/- by Eac# %reluts#y Hor any of his poemsGI %oems by !hel !ilverstein are also easy an fun for chil ren. .riting: !tu ents brainstorm relevant vocabulary. Teacher e it for spelling. !tu ents "rite a "or heap or !hape poem base on their stimulus an "or ban#. .riting is publishe as a multimo al te4ts ' either scrapboo# or igital te4t H%hoto story- %o"er%oint- moviema#erI. 3t is e4pecte that stu ents "ho film their oration "ill embe that into their igital te4t.

,esources
http:&&""".jac#preluts#y.com& http:&&""".shelsilverstein.com&in e4site.h tml

evelop an use criteria for assessing their o"n an others' presentations iscuss the roles an responsibilities "hen "or#ing as a member of a group an un erstan the benefits of "or#ing collaboratively "ith peers to achieve a goal eliver presentations incorporating learne content an ta#ing into account the particular purposes an au iences
(ACELY1689)

Stage 2 - S&eaking and listening 2

plan- rehearse an

publication of te4t incorporate into 3CT lessons. Re.lection:

listen to an

contribute to conversations an iscussions to share information an i eas an negotiate in collaborative situations

(ACELY1676)

enhance presentations by using some

basic oral presentation strategies- eg using notes as prompts- volume an change in emphasis

Stage 2 - 0rammar+ &unctuation and -oca'ulary

compose a range of effective

imaginative- informative an persuasive te4ts using language appropriate to purpose an au ience comple4 sentences "hen composing

use grammatical features to create

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Assessment o-er-iew
?ea ing Observation: !ession * ' 2ses screen navigation features "hen rea ing an vie"ing 3nternet te4ts. E5*'/A- E5*' 6B !pea#ing: !ession L ' )evelops Criteria for share presentation E5 *',*E %lans an elivers oral presentations for au ience beyon the classroom e.g. assembly E5*'0B .riting: !essions /- L ' %oetry "riting E5*'(A E5*'<B Cluster Assessment ' 3n icate in Cluster outline

E-aluation

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