Professional Documents
Culture Documents
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 $oves' has been a apte separately to inclu e Angry Bir %hysics http:&&""".hoo#e onscience.org&freescience"or#sheets.html
Key skills
Comprehension !trategies: Guided Comprehension 3-8; Ch 9, pp131, 157
1. 2. 3.
Literacy Continuum
Class 3/4 FS Targets in session__ Assess
Outcomes
English K-1
Reading - Cluster 9: 2ses screen navigation features "hen rea ing an vie"ing 3nternet te4ts. E5*'/A 2 Comprehension - Cluster 8:
)ra"s conclusions by using the clues in
a te4t. 2
Articulates the main i ea an
strategies an #no"le ge to fluently rea - vie" an comprehen a range of te4ts on increasingly challenging topics in ifferent me ia an technologies
E5*'6B i entifies an
compares ifferent
School QT
ocus Term !
!ignificance: 7no"le ge 3ntegration To what extent do lessons re ularl! demonstrate lin"s #etween and within su#$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
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 #
%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 ! (
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 ' #
Content
Stage 2 - *hinking imaginati-ely+ creati-ely and inter&reti-ely
Engage personally "ith te4ts
share responses to a range of te4ts
,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 .
Content
Stage 2 - ,eading and -iewing 1
,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)
rea
(ACELA1790)
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
Content
Stage 2 - 0rammar+ &unctuation and -oca'ulary
un erstan un erstan
,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 .
Content
Stage 2 - 2andwriting and using digital technologies
use a range of soft"are inclu ing
,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)
Content
Stage 2 - *hinking imaginati-ely+ creati-ely and inter&reti-ely
i entify creative language features in
,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:
iscuss ho" vocabulary establishes setting an atmosphere purpose of imaginative- informative an persuasive te4ts (ACELY1678)
Content
Stage 2 - *hinking imaginati-ely+ creati-ely and inter&reti-ely
respon
,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 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
Content
Stage 2 - ,e!lecting on learning
?espon to an compose te4ts
jointly
,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)
listen to an
basic oral presentation strategies- eg using notes as prompts- volume an change in emphasis
imaginative- informative an persuasive te4ts using language appropriate to purpose an au ience comple4 sentences "hen composing
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
11