hitlers daughter integrated unit s4

7/22/2019 Hitlers Daughter Integrated Unit S4

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Chris Fraser Literacy Numeracy Leader WSR 2013

Chris Fraser

Literacy Numeracy Leader WSR

2013

Hitlers daughter

by Jackie French

The moral dilemma

STAGE 4 ENGLISH UNIT


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KEY CONCEPT ENGLISH

Exploring ethical and social dilemmas in textshttp://www.jackiefrench.com/hitlersd.html(Questions answered by the author)http://ethemes.missouri.edu/themes/1425(Book talks & student blog book review on Hitlers

daughter)

http://www.skwirk.com.au/p-u_s-55_u-269(Summary and student quiz)

http://www.jackiefrench.com/hitler.html

http://www.curriculumpress.edu.au/main/goproduct/12102(Lets read history with Jackie French

teaching suggestions and activities)

http://www.scholastic.com/teachers/book/hitlers-daughter(Teacher questioning suggestions)

HISTORY

Student

research:

World War 2http://www.thenile.com.au/books/Ric

hard-Panchyk/World-War-II-for-Kids-

A-History-with-21-

Activities/9781556524554/(World War ll for Kids: A History with 21

Activitiesby RichardPanchyk)

PERSONAL

DEVELOPMENT

Relationships

Moral dilemmasExplore the theme of the novel

in more detail during PDHPE.

ICThttp://www.bbc.co.uk/schools/primaryhistory/world

_war2/

http://www.bbc.co.uk/schools/primaryhistory/world

_war2/the_war_effort/

http://www.bbc.co.uk/schools/primaryhistory/world

_war2/growing_up_in_wartime/

http://www.primaryhomeworkhelp.co.uk/war/

http://www.primaryresources.co.uk/history/history1.htm

RESOURCES and UNIT EXTENSION

SUGGESTIONS
http://www.jackiefrench.com/hitlersd.htmlhttp://www.jackiefrench.com/hitlersd.htmlhttp://ethemes.missouri.edu/themes/1425http://ethemes.missouri.edu/themes/1425http://www.skwirk.com.au/p-u_s-55_u-269http://www.skwirk.com.au/p-u_s-55_u-269http://www.jackiefrench.com/hitler.htmlhttp://www.jackiefrench.com/hitler.htmlhttp://www.curriculumpress.edu.au/main/goproduct/12102http://www.curriculumpress.edu.au/main/goproduct/12102http://www.scholastic.com/teachers/book/hitlers-daughterhttp://www.scholastic.com/teachers/book/hitlers-daughterhttp://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.bbc.co.uk/schools/primaryhistory/world_war2/the_war_effort/http://www.bbc.co.uk/schools/primaryhistory/world_war2/the_war_effort/http://www.bbc.co.uk/schools/primaryhistory/world_war2/the_war_effort/http://www.bbc.co.uk/schools/primaryhistory/world_war2/growing_up_in_wartime/http://www.bbc.co.uk/schools/primaryhistory/world_war2/growing_up_in_wartime/http://www.bbc.co.uk/schools/primaryhistory/world_war2/growing_up_in_wartime/http://www.primaryhomeworkhelp.co.uk/war/http://www.primaryhomeworkhelp.co.uk/war/http://www.primaryresources.co.uk/history/history1.htmhttp://www.primaryresources.co.uk/history/history1.htmhttp://www.primaryresources.co.uk/history/history1.htmhttp://www.primaryresources.co.uk/history/history1.htmhttp://www.primaryresources.co.uk/history/history1.htmhttp://www.primaryhomeworkhelp.co.uk/war/http://www.bbc.co.uk/schools/primaryhistory/world_war2/growing_up_in_wartime/http://www.bbc.co.uk/schools/primaryhistory/world_war2/growing_up_in_wartime/http://www.bbc.co.uk/schools/primaryhistory/world_war2/the_war_effort/http://www.bbc.co.uk/schools/primaryhistory/world_war2/the_war_effort/http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.bbc.co.uk/schools/primaryhistory/world_war2/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.thenile.com.au/books/Richard-Panchyk/World-War-II-for-Kids-A-History-with-21-Activities/9781556524554/http://www.scholastic.com/teachers/book/hitlers-daughterhttp://www.curriculumpress.edu.au/main/goproduct/12102http://www.jackiefrench.com/hitler.htmlhttp://www.skwirk.com.au/p-u_s-55_u-269http://ethemes.missouri.edu/themes/1425http://www.jackiefrench.com/hitlersd.html


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ENGLISH UNIT OF WORK

Stage : 3 Term: Weeks:

Key Concept: Exploring ethical and social dilemmas in texts - story telling through texts

Justifying opinions and evaluating ideas with evidence from the text: Justice

Texts:FOCUS TEXT: Hitlers daughterby Jackie FrenchSUPPORTING TEXTS:

Nelson Mandela: Long walk to freedom by Chris Van Wyk

My brother, Martin by Christine King Farris

Through my eyes by Ruby Bridges

Once by Morris Gleitzman

Then byMorris Gleitzman

Focus: Integrating English Stage 4 content descriptors:S & L - Speaking & ListeningR & V - Reading & Viewing R & C- Responding and Composing W & R - Writing & RepresentingSpellingG, P & V - Grammar, Punctuation and Vocabulary T I & C-Thinking Imaginatively and CreativelyE T - Expressing Themselves R on L - Reflecting on Learning

Acceptable Evidence: Plotting students on the Literacy Continuum -

To develop students comprehension and vocabulary.

Critical aspects: Comprehension, Vocabulary, Reading texts, Writing

Learning across the curriculum: Literacy, creative and critical thinking, difference and diversity

Appendix Further information in the appendix is indicated by *
http://www.bookdepository.co.uk/author/Morris-Gleitzmanhttp://www.bookdepository.co.uk/author/Morris-Gleitzman


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ITERACY CONTINUUM

for Modelled Reading (Stage appropriate)Session

Modes/SkillsExplicit ModelledReading Guided reading

(Where to next?)

Comprehension C13

1. Applies comprehension strategies and skills including

predicting, visualising, summarising, monitoring,

questioning and making connections to make meaning in

subject contexts.

2. Explores, analyses and responds to ideas in imaginative,

informative and persuasive texts.

3. Judges the value or effectiveness of texts accordingto their purpose and subject matter.

4. Interprets and responds to point of view in texts with

an awareness of underlying social, cultural and/or

historical values.

5. Identifies different interpretations of and

perspectives in texts.

6. Analyses and evaluates how texts are shaped by

purpose, audience and context.

7. Identifies an author's point of view with textual

evidence.

8. Draws on knowledge of familiar types of text relevant

to subjects to facilitate understanding of new texts.

9. Identifies and infers the meaning of imagery and

symbolism in spoken, written, visual and multimodal texts.

10. Analyses and evaluates the impact of visual images on

the meaning of texts.

11. Locates and synthesises information to draw

conclusions from a variety of sources.

Vocab C13

1. Applies knowledge of root words and word origins to

understand the meaning of new subject specific words.

2.Uses technical vocabulary to explain a complex concept

or phenomenon.

3.Selects appropriate vocabulary in response to context,

purpose and audience.

4.Uses a combination of effective strategies to work out

the meaning of unknown words.

Chapters 1,2

SpellingVocab

huddledtrundled

plunked

enquiringly

gurgled

tortured

concentrationcamps

irritated

terracesscrambled

lurched

Spoken text

Images

Vocabulary - DFK*

Before:

Discuss students knowledge of WW2.

Discuss the structure of a chapter book.

Complete the DFK chart to pre-teach extracted vocab.

Dont know Familiar Know

During:Students visualisethe setting - describe the area where the children

live.

Discuss Dont know words in context as they arise.

After:

Students find synonyms for vocab. Play Teach this: Synonyms Class

game

With thinking partners, students brainstorm their oral story and

take notes or record (to be completed during the unit).

Differentiate groups according

to Literacy Continuum Clustersand choose appropriate doublepages to photocopy forreading:

Reading conference (see

Monitoring sheet*) Treat common sight words

and decoding skills fromthe text or review vocab

(word origins) Students reread pages

(monitoring)to developfluency

Reciprocal teaching: Predictor,Questioner, Monitoring,

Summariser

Chapters 3,4

Spelling

After readingVocab

rumbleddepressingsquelchedsatisfactionconquered

reluctantlyuneasilylimply

absorbedoccupying

indulgentlyweaklingsSpoken text

Predicting- PREDICTING BINGO

Before:Review vocab for chapters 1 & 2

Thinking partners summarisethe previous chapters. Students play predicting BINGO:

Teacher models process for whole class. Students draw a noughts &

crosses grid.

Students predict words for the chapter based on what they already

know. These content words need to be written onto the grid (cannot

include words such as it, the, on etc) 2 -3 minutes to record.

During:

Students colour their predicted words when they are read.

Students also note unfamiliar words on sticky notes to discuss after

reading.After: Discuss students unfamiliar words.

Add new vocab to the DFK chart. Teacher rereads phrases containing

new vocab (words in context). Create synonyms & discuss word

origins. Replay Teach this synonym game

Students continue with their oral stories.

as above

EVALUATION NOTES

Independent tasks Develop text sets based on the key concept: Students choose a text and find difficult words to list and find meanings (use dictionary and thesaurus)Teach thisWord alternatives game. Students continue with their oral stories.


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LITERACY CONTINUUM SessionModes/Skills

Explicit ModelledReading Guided reading

Comprehension C13


predicting, visualising, summarising, monitoring, questioning

and making connections to make meaning in subject contexts.



3. Judges the value or effectiveness of texts according to

their purpose and subject matter.4. Interprets and responds to point of view in texts with an

awareness of underlying social, cultural and/or historical

values.

5. Identifies different interpretations of and perspectives

in texts.

6. Analyses and evaluates how texts are shaped by purpose,

audience and context.

7. Identifies an author's point of view with textual evidence.

8. Draws on knowledge of familiar types of text relevant to

subjects to facilitate understanding of new texts.



10. Analyses and evaluates the impact of visual images on the

meaning of texts.

11. Locates and synthesises information to draw conclusions

from a variety of sources.

Vocab C13



2.Uses technical vocabulary to explain a complex concept or

phenomenon.3.Selects appropriate vocabulary in response to context,




Chapters 5,6

Spelling

Vocab

puzzledbrewedwhirlpooldisagreedtrickled

sprawlingpleadedoutskirtsgrippe

Text structure

Point of viewAuthors intent

Predicting- I WONDER

Before:

Review previous vocab & discuss new vocab, word origins,prefixes for opposites (disagreed) & synonyms.

Thinking partners predict Marks I wonders. Teacher lists I

wonders

Discuss the difference between FACT & FICTION. Use aTrue/False chart for the story so far:

Hitlers daughterTrue False

During:

Add information to the true/false chart.After: Discuss: Literary texts can also be informative texts. Differentiating between fact and fiction, Authors intent - to use facts to engage the reader & develop

knowledge as well as enjoyment. Using prior knowledge and research to clarify factual

information.


Differentiate groups (as

above choose a differentdouble page or anther textfrom the text set) Reading conference (see

Monitoring sheet) Review common sight

words and decoding skills

from the previoussession and new wordsfrom the text

Discuss the illustrationsand how they addmeaning to the text

Student reread pages(Monitoring sheet)todevelop fluency

Reciprocal teaching:Predictor, Questioner,

Monitoring, Summariser

Chapters 7,8

Spelling

Vocab

pounded

weldedtrustworthy

dialect

provisionshurriedlyscytheswhetted

forgedelicatelyvehemencesubsidedboasted

Predicting - PREDICTION TREE*Before: Review previous vocab & discuss new vocab,

word origins & synonyms.

Students predict possible or probable outcomes with theirthinking partners. They support their predictions with

clues/proof.Predictions are written on the prediction tree.During:

Teacher pauses regularly to ask students about their predictions

and fill in their prediction tree.

After: Thinking partners share their predictions and evidence. Was

your prediction correct? Why wasnt your prediction included

in this text? etc Discuss the authors message racism and its repercussions

etc.

as above

EVALUATION NOTES

Independent reading Develop text sets based on the key concept: Students choose a text and find sections to label with sticky notes that are either FACT or FICTION.



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LITERACY CONTINUUM


Modes/Skills

Explicit ModelledReading Guided reading(Where to next?)

Comprehension C13









values.


in texts.









meaning of texts.



Vocab C13








Chapters 9,10

SpellingVocab

relievedinherit

temperament

sharply

genocide

helplessly

gazedambush

nudge

Spoken text

Message/intent

Point of view

QuestioningGENERATING QUESTIONS

Before:Review previous vocab & discuss new vocab, word origins(suffixes helplessly) & synonyms. Thinking partners discuss concerns Mark may have

about the relationship between Hitler and his daughter(the moral dilemma).*Teacher lists.

Students create questions (concerns) they would like

to have answered (making connections to text).During: Teacher lists Marks concerns as they arise.After:

*List and compare Marks concernswith those listedbefore reading. Do they match our predictions?With thinking partners:

Discuss the differences in Mark and Bonzos thinking and

attitudes to war and discontent. What do you think is theauthors point of view?

Differentiate groups

according to LiteracyContinuum Clusters andchoose appropriate doublepages to photocopy for

reading: Reading conference (see

Monitoring sheet) Treat common sight

words and decoding skillsfrom the text or review

vocab (word origins) Students reread pages

(monitoring)to developfluency

Reciprocal teaching:Predictor, Questioner,

Monitoring, Summariser

Chapters 11,12

Spelling

VocabResignedlyexterminatedsavagelygloomilywadingvanished

lingeredtotalitariandemonstrationspetitions

draper

evident

Images

Summarising

Visualising- VISUAL WHEELBefore: Review previous vocab & discuss new vocab, word

origins & synonyms. Review the text with a short oral summary and explain

that students will be visualisingduring reading andsketching the main ideas in the next two chapters.

During:

Teacher pauses regularly during chapter 11 for students to

sketch the main ideas in the visual wheel and add keywords. Repeat for chapter 12.

After:

Thinking partners retell each chapter in sequence usingtheir sketches and key words. (The visual wheel can beused to write a short summary of the chapter.)

as above

EVALUATION NOTES

Independent tasks Develop text sets based on the key concept: Partners take turns to one student reads while their partner sketches the main ideas in sequence.Students continue with their oral stories and create illustrations in sequence for their ideas to date.


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LITERACY CONTINUUM


Modes/Skills


Comprehension C13









values.


in texts.









meaning of texts.



Vocab C13








Chapters 13,14

Spelling

Vocab

muckengrosseddrizzled

ushered

Spoken textImages

Language features

Structure

Visualising- VISUAL VOCAB GLOSSARY

Before:Place vocab/meaning in the table- monitoring eg:

Vocab Meaning in text

muck

engrossed

drizzled

ploughing

ushered

sludge

absorbed

trickled

digging

guided

shovelled out the muck

engrossed in the story

drizzled from the bus shelter

ploughing over at the farm

ushered Heidi through the door

During:Place phrase/clause/sentence in the table.After:

Discuss the difference between phrases, clauses and

simple sentences.Discuss how phrases and clauses add meaning to thesentence.

Create a chart of examples from the text (an anchorchart).

Differentiate groups according to

Literacy Continuum Clusters andchoose appropriate double pages tophotocopy for reading: Reading conference (see

Monitoring sheet) Treat common sight words and

decoding skills from the text or

review vocab (word origins) Students reread pages

(monitoring)to develop fluency

Reciprocal teaching: Predictor,Questioner, Monitoring, Summariser

Chapters 15,16

Language featuresPhrases:

with his sleevedown the twisting stairs

in the moonlight

Images:

Verbs

AdjectivesAdverbs

Questioning and VisualisingBefore:

Review previous chapter using * MAGIC JIGSAWquestioning strategy to recap on information of theprevious chapter. With thinking partners, students

formulate questions for peers to answer. Visualising- Preview phrases: Thinking partners put

phrases into oral sentences.During:Students list key descriptive words.After:

Students discuss their chosen descriptive wordswith their thinking partners.

Teacher list words as Verbs, Adjectives or

Adverbs. Teacher changes phrases to change the meaning of

the sentences: eg with a tissue, down the steep

stairs, in the daylight

as above

EVALUATION NOTES

Independent tasks Develop text sets based on the key concept: Students choose phrases, clauses and sentences to place into a table.Teach thistasks eg Sentence types matching gamesimple, compound, complex sentences.Students continue with their oral stories and review their stories Arethe chapters in sequence? Is there an introduction, orientation, complication and resolution.


8/25


LITERACY CONTINUUM


Modes/Skills


Comprehension C13









values.

5. Identifies different interpretations of and perspectives in

texts.






9. Identifies and infers the meaning of imagery and symbolism

in spoken, written, visual and multimodal texts.


meaning of texts.



Vocab C13




phenomenon.

3.Selects appropriate vocabulary in response to context,


4.Uses a combination of effective strategies to work out the

meaning of unknown words.

Chapters 17,18

Spelling

Vocab

congealed

Spoken text

Images

Language features

StructurePoint of view

Monitoring DE BONO

Before:Extract descriptive sentences from thetext. Read these sentences. Students discuss thesenses and emotions that the text elicits: eg thebunker seemed damp, hear the explosions, had to

empty chamber pots, food was scarce, fat congealed

on top, strange yelling, along a tunnel, dust

thickening the air, the tank squealed by.

During:Students list the senses and feelings that theyexperience during the reading.

After: de Bonos RED HATStudents describe the emotions revealed in the textwith their thinking partners.How would I feel? How might others feel?

Differentiate groups according to

Literacy Continuum Clusters andchoose appropriate double pages tophotocopy for reading: Reading conference (see

Monitoring sheet) Treat common sight words and

decoding skills from the text or

review vocab (word origins) Students reread pages

(monitoring)to develop fluency

Reciprocal teaching: Predictor,Questioner, Monitoring, Summariser

WRAP UP

Summarising

Point of view

Reflecting on

learning

Summarising Review previous chapters - summarising strategy

PASS AROUND RETELLS: Students sit in groupof 3 or 4 and one starts an oral retell from the

beginning, which is continued by the next groupmember and so on.

Students summarise their response tothe book

by using MEMORABLE MOMENTSteaching ideaand complete the sentence 'As I finished thechapter, I realised the most memorable momentwas... ' and 'Another moment that was worthy of

attention was ... '

Students discuss the end of the story withtheir thinking partners: Was Heidis story fact

or fiction? Why? Would you have changed theending? How?

Bookmark technique:STUDENT EVALUATION

The part I found most

interesting was...What I found

confusing was...

The task that helped

me understand was...

I learnt that...

EVALUATION NOTES

Independent tasks Develop text sets based on the key concept: Students choose a text and l ist descriptive words and phrases (words can be listed as adjectives or adverbs).Students continue with their oral stories and review their stories Are the chapters in sequence? Is there an introduction, orientation, complication and resolution.


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Explicit ModelledWriting Guided Writing

Writing Cluster 13

1. Creates well-structured and

sequenced texts for imaginative,

informative and persuasive purposes.

2. Chooses aspects and combinations

of texts to suit particular purposes

and audiences.

3. Creates and develops ideas to

explore a concept or theme.

4. Uses paragraphing to structure

information and partition events and

ideas.

5. Intentionally constructs a variety

of sentence types including complex

sentences for effect.

6. Creates texts with appropriate

design, layout and graphics.7. Self-regulates spelling and applies

spelling knowledge and strategies to

spell complex and subject specific

vocabulary.

8. Uses correct and appropriate

punctuation to support meaning.

9. Uses a range of editing strategies

to improve clarity and consistency of

style.

10. Uses a legible, fluent handwritingstyle.

1

Creating images

Sentence structure

Language features

Vocab choices

Adjectives

Students collaborate to create oral sentences

relating to Hitlers daughterfor the teacher to

scribe.

Teacher increases the complexity of the

sentences: adding adjectives to the nouns or

adverbs to verbs in the sentence, using commas for

lists of adjectives and adding connectives.

Students visualise. Does it make a more vividimage?

Scribing oral storieswith teacher

assistance. Students scribe their oral

stories using their recordings and

illustrations - adding descriptive words to

improve sentences, combining sentences.

2

Creating images

Sentence structure

Language features

Phrases

Sentence types

Students collaborate to create oral sentences

relating to Hitlers daughterfor the teacher to

scribe.

Prepositional phrases are added to the sentences.

Compare simple, compound and complex sentences

and the authors choice when creating a story.


assistance. Students continue to scribe

their oral stories, using their recordings

and illustrations - adding prepositional

phrases to improve sentences, choosing

the correct sentence type depending on

the intended effect.

3

Creating images

Sentence structure

Language features

Quotation marks

Clines

Teacher scribes text using quotation marks from

Hitlers daughter

Discuss the appropriate use of punctuation.

Develop clines for chosen vocab eg said

whimpered, whispered, exclaimed, yelled, etc.

Students collaborate to create oral sentences with

direct speech relating to Hitlers daughter for theteacher to scribe.

Discuss the appropriate use of punctuation.



their oral stories using their recordings

and illustrations, reviewing direct speech

punctuation and substituting words using

clines.

4

Creating images

Text structure

Sentence structureLanguage features

Vocab choices

Teacher outlines the structure of a literary text:

Orientation: answeringWho What Where When -

using compound and complex sentences

Complication: including simple sentences (andexclamation marks) for effect.

What happened? What happened next?

What was the problem?

Resolution

How will the story end? What emotions will be

elicited?



their oral stories using their recordings

and illustrations, reviewing their storystructure and sentence types.


10/25



Explicit ModelledWriting Guided Writing

Writing Cluster 13

1. Creates well-structured and

sequenced texts for imaginative,

informative and persuasive purposes.

2. Chooses aspects and combinations

of texts to suit particular purposes

and audiences.

3. Creates and develops ideas to

explore a concept or theme.

4. Uses paragraphing to structure

information and partition events and

ideas.

5. Intentionally constructs a variety

of sentence types including complex

sentences for effect.

6. Creates texts with appropriate

design, layout and graphics.7. Self-regulates spelling and applies

spelling knowledge and strategies to

spell complex and subject specific

vocabulary.

8. Uses correct and appropriate

punctuation to support meaning.

9. Uses a range of editing strategies

to improve clarity and consistency of

style.

10. Uses a legible, fluent handwritingstyle.

5

Reread and edit

Reflecting on learning

Teacher develops a Student Criteria for Writing

list and models its use with a piece of studentswriting:

eg

At least 5 paragraphs

Accurate spelling of common words

Descriptive language (including phrases)

Well sequenced follows literary text structureAccurate punctuation for direct speech

READ & REVIEW Students:

review and refine their stories according to

the writing criteria.

The student criteria vary depending on

student plotting on the writing aspect of the

literacy continuum.

6

Reread and edit

Reflecting on learning

Students read their stories to the class and receive

constructive feedback.

eg I like the way you...

Id like to know what happens in the next chapter.

You described and it made me feel

PARTNER EDITING: Stories are read by a

partner for editing and reflection using the

writing criteria. Author revises writing

accordingly to partners suggestions.

7

Oral storiesTeacher models various publishing techniques, eg

blogging, recording as an oral story.

Students choose a technique for publishing.

Students publish work to share.

Continuing the unit:

Other texts:

Nelson Mandela: Long walk to freedom by Chris Van WykMy brother, Martin by Christine King FarrisThrough my eyesby Ruby Bridges (informative text)Once Morris Gleitzman or Then byMorris Gleitzman

READING:Using the above texts, cover the same literacy continuum markers and English syllabus content descriptors aslisted in this unit.

WRITING:Follow this unit outline and further develop the writing completed in this unit or create another oral story for

writing.
http://www.bookdepository.co.uk/author/Morris-Gleitzmanhttp://www.bookdepository.co.uk/author/Morris-Gleitzman


11/25


VOCAB/GRAMMAR FOR TEXT SET:

Nelson Mandela My brother, Martin Through my eyes Once or Then

Key ideas

Vocab&

Spelling

Grammar &

Punctuation

WRAP UP (R & V, S & L):Compare and contrast texts Evaluate and personally respond to texts Justify favourite text


12/25


APPENDIXo Monitoring (The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser)

o Dont know, Familiar, Know (Vocabulary development)

o Prediction Tree: Chapters 7 & 8

o The moral dilemma : Chapters 9 & 10 (Thinking partners discuss concerns Mark may have about the relationship between Hitler and his daughter)

o Magic Jigsaw: Chapters 15 & 16 (Revisit, Reflect, Retellby Linda Hoyt)

o Checklist rubric for the NSW English Syllabus


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MONITORING From Assessment to Conferring: Sample Needs and Strategies

What We Are Seeing Potential Goals Possible Strategy Alternative Strategy

Reading too quickly Fluency Adjust andapply different reading rates to

match text

Phrasing, use punctuation

Leaving off ends of words Accuracy Cross checking Chunk letters together

Littleexpression, lacks prosody, and omits punctuation Fluency Phrasing, using punctuation Voracious reading

Cant remember what was read Comprehension Check for understanding Retell or summarizeMake a picture or mental imageDetermine importance using theme, main ideas, & supporting details

Stalls on words Accuracy Skip the word, then come back Blend sounds; stretch and reread

Studentjumps right into reading story, then lacks understanding Comprehension Use prior knowledge to connect with text Askquestions while reading

Make connections to text

Doesntremember details but understands the main idea Comprehension Retell the story Recognize literary elements

Doesntstick with a book Reading Behaviors

Book Selection

Read appropriate-level text

Choose good-fit books

Voracious reading

Chooses books that are too hard Reading Behaviors

Fluency

Expand Vocabulary

Comprehension

Accuracy

Read appropriate-level text Ask, Does this make sense?

Cancomprehend literally but cant read between the lines Comprehension Infer and supportwith evidence Askquestions while reading

Predict what will happen; use text to confirm

Reads words with correct letters but wrong sounds Accuracy Flip the sound Cross checking

Sounds out each individual letter Accuracy Chunk letters together Blend sounds

Beginning reader, knows few words but most letter sounds FluencyAccuracy

Practice common sight words and high-frequencywords

Blend sounds; stretch and reread

Doesnt remember details from nonfiction Comprehension Use text features (titles, headings, captions,

graphic features)

Determine and analyze authors purpose and support with text

Doesntunderstand the text because does not understand key word

in selection

Expand Vocabulary Tune in to interesting words Reread to clarify the meaning of a wordAsksomeone to define the word for ou

The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instructio nby Gail Boushey and Joan Moser, The Sisters. Copyright 2009. Stenhou se Publishers.


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VOCABULARY DFK

Dont know Familiar Know


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THE MORAL DILEMMA: CHAPTERS 9 & 10 SESSION

Possiblediscussion

Issues

BEFORE READING(eg: In regard to the discussion issues listed, how

may Heidi feel about Hitler as a father/ his

attitudes etc? How may Hitler feel about Heidi?)

DURING READING(teacher lists)

AFTER READING(teacher lists)

What may beMarks concerns?

What are ourconcerns/questions?

What were Marks

concerns?Compare our

predictions/concernswith Marks concerns.

Love

LoyaltyObligation

Racism

Disability


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17/25


STAGE 4 OBJECTIVE ACommunicates through speaking, listening, reading, writing, viewing & representing

OUTCOME 1 responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-1AEngage personally with texts T1 T2 T3 T4

recognise, reflect on, interpret and explain the connections between their own experiences and the world in texts

consider and analyse the ways their own experience affects their responses to texts

explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate information, ideas,

feelings and viewpoints

experiment with language forms and features to compose texts for pleasure and enjoyment

Develop and apply contextual knowledge

interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)

Understand and apply knowledge of language forms and features

apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)

recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)

analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of

communication (ACELA1543)

understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and

identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)use increasingly sophisticated verbal, aural, visual and/or written techniques, eg imagery, figures of speech, selective choice of vocabulary,

rhythm, sound effects, colour and design, to compose imaginative texts for pleasure

recognise when information is presented objective ly and subjectively by examining the language of opinion, including modality, bias, personal

pronouns and other semantic cues

identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or

visual texts (ACELT1630)

Respond to and compose textsrespond to and compose imaginative, in formative and persuasive texts for different audiences, purpos es and contexts for understanding, interpretation, critical

analysis, imaginative expression and pleasure

explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)

identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or

the lyrical power of a poetic rendition (ACELY1719)

compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)

recognise and analyse the ways that characterisation, even ts and settings are combined in narratives, and discuss the purposes and appeal of different approaches

(ACELT1622)

understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)

understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku,

tankas, couplets, free verse and verse novels (ACELT1623)

S AG 4 OBJECTIVE A


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STAGE 4 OBJECTIVE ACommunicates through speaking, listening, reading, writing, viewing & representing

OUTCOME 2effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media

and technologies EN4-2AEngage personally with texts T1 T2 T3 T4

discuss and explain the processes of responding and composing, identifying the personal satisfaction and difficulties experienced

recognise the different processes required for responding and composing in a range of formsandmedia

reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with othersand justifying a point of view (ACELT1620)


analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of

communication (ACELA1528, ACELY1729)

recognise and practise responsible and ethical digital communication


consider and apply a range of strategies to improve their texts, including editing by rereading and peer editing, checking accuracy of

paragraphing, grammar, spelling and punctuation, and considering relevance for purpose, audience and context

edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)

use processes of representation, including the creative use of symbols, images, icons, clichs,stereotypes,connotationsandparticularaural,

visualand/ordigitaltechniques

*understand and use bibliographies, citations (including web citations) to acknowledge sources and avoid plagiarism

understand and use the terminology associated with responding to and composing digital texts

use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1728, ACELY1738)

Respond to and compose texts

use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including

finding evidence in the text for the author's point of view (ACELY1723, ACELY1734)

analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)

use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)

use a widening range of processes of composing and publishing sustained texts, including planning,drafting,rehearsingandediting

use a range of effective strategies for organising information, ideas and arguments, eg clustering, listing, compare and contrast, semantic

chains, graphic and diagram outlines, andmindmaps

use collaborative processes, eg playbuilding, performances and digital compositions to constructtexts

consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)

STAGE 4 OBJECTIVE B


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STAGE 4 OBJECTIVE BUse language to shape and make meaning according to purpose, audience and context

OUTCOME 3uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN4-3BEngage personally with texts T1 T2 T3 T4engage with the language and structures of texts in meaningful, contextualised and authentic ways

identify, discuss and reflect on the ideas and information in a range of texts

develop a sense of personal style and taste in composition and response

Develop and apply contextual knowledgedescribe and analyse the purpose, audience and context of text

use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and

using elements such as music, images and sound for specific effects (ACELY1804, ACELY1808)

explore texts that include both Standard Australian English and elements of other languages, including Aboriginal English

recognise and use appropriate metalanguage in discussing a range of language forms, features and structures

analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase orclause (ACELA1534, ACELA1545)

understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)

understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including n ominalisations (ACELA1549)

identify Standard Australian English, its variations and different levels of usage across a range of different types of texts to enhance own writing

understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and

parody (ACELA1542)

Understand and apply knowledge of language forms and featuresunderstand the ways etymology can clarify choice of vocabulary

interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)

investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised

knowledge through language (ACELA1537

understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)

understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)

understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding

paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of

claims (ACELA1766)

understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1532, ACELA1544)

understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new

words and how to spell them (ACELA1539)

Respond to and compose textsanalyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add

authority to a text (ACELY1721, ACELY1732)

STAGE 4 OBJECTIVE B


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STAGE 4 OBJECTIVE BUse language to shape and make meaning according to purpose, audience and context

OUTCOME 4makes effective language choices to creatively shape meaning with accuracy, clarity and coherence EN4-4BEngage personally with texts T1 T2 T3 T4

recognise and appreciate the ways a wide range of texts communicate by using effective language choices


explore and analyse the ways purpose, audience and context affect a composer's choices of content, language forms and features and

structures of texts to creatively shape meaningunderstand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in

return (ACELA1540)


combine visual and digital elements to create layers of meaning for serious, playful and humorouspurposes

experiment with particular language features drawn from different types of texts, including combinationsoflanguageandvisualchoicesto

createnewtexts(ACELT1768,ACELT1805)

experiment with text structures and language features to refine and clarify ideas to improve theeffectiveness ofstudents'owntexts

(ACELY1810)

analyse how point of view is generated in visual texts by means of choices , for examplegaze,angleandsocialdistance

(ACELA1764)


create imaginat ive, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and

textual choices, and including digital elements as appropriate (ACELY1736)

plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, andaudio features to convey information and ideas (ACELY1725)

plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including mul timodal elements, to reflect a diversity of

viewpoints (ACELY1720, ACELY1731)

create literary texts that draw upon text structures and language features of other texts for particularpurposesandeffects(ACELT1632)

creatively adapt and transform their own or familiar texts into different forms, structures, modes and media for a range of different purposesand audiences

respond to and compose new print and multimodal texts, experimenting with appropriations and intertextuality

STAGE 4 OBJECTIVE C


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STAGE 4 OBJECTIVE CThink in ways that are imaginative, creative, interpretive and critical

OUTCOME 5thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4-5CEngage personally with texts T1 T2 T3 T4

describe and explain qualities of language in their own and others' texts that contribute to theenjoymentthatcanbeexperiencedin

respondingtoandcomposingtexts

engage in wide reading of self-selected texts for enjoyment and share responses individually, in pairs and/or in small groups in a variety of

relevant contexts, including digital and face-to-face contexts

share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)


explore the ways individual interpretations of texts are influenced by students' own knowledge,valuesandculturalassumptions

critically consider the ways in which meaning is shaped by context, purpose, form, structure, style,content,languagechoicesand

theirownpersonalperspective


investigate and understand the ways web and digital technologies influence language use andshapemeaning

understand and use conventions of storytelling in a range of modes and media, eg digital storytelling

use imaginative texts as models to replicate or subvert textual conventions to create new texts


compose tex ts using alternative, creative and imaginative ways of expressing ideas, recognising,valuingandcelebratingoriginalityand

inventiveness

express considered points of view and arguments on areas such as sustainability and the environmentaccuratelyandcoherently inspeechor

writingwithconfidenceandfluency

compose a range of visual and multimodal texts using a variety of visual conventions, including composition, vectors, framing and reading

pathway

critically analyse the ways experience, knowledge, values and perspectives can be represented through characters, situations and

concerns in texts and how these affect responsestotexts

discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriatemetalanguage (ACELT1803)

STAGE 4 OBJECTIVE C


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STAGE 4 OBJECTIVE CThink in ways that are imaginative, creative, interpretive and critical

OUTCOME 6 identifies and explains connections between and among texts EN4-6CEngage personally with texts T1 T2 T3 T4

recognise, explain and analyse the ways literary texts draw on readers' knowledge of other textsandenablenewunderstandingand

appreciation ofaestheticqualities(ACELT1629)


explain the similarities and differences in meaning and language between texts created for differentpurposesoraudiences

* investigate and explain appropriations into English from a range of other cultures and times


compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences

(ACELY1724)

categorise texts by content, composer and genre considering language forms, features and structures of texts

understand and explain the ways in which use of detail, perspective and choice of vocabularyconnecttexts

investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)


create literary tex ts that adapt stylistic features encountered in other texts, for example, narrativeviewpoint, structureofstanzas,

contrastandjuxtaposition(ACELT1625)

identify and explain the links between the ideas, information, perspectives and points of view presented in a range of different texts

identify, compare and describe the connection between texts with similar subject matter, suchasabookanditsfilmadaptation

compose texts that make creative connections with, adapt or transform other texts, such as the preparation of promotional material for a film or

book or a narration for a documentary

use an increasingly wide range of strategies to present information, opinions and perspectivesacrossarangeofdifferenttypesoftexts

STAGE 4 OBJECTIVE D


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STAGE 4 OBJECTIVE DExpress themselves and their relationships with others and their world

OUTCOME 7 demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it EN4-7DEngage personally with texts T1 T2 T3 T4

explore and analyse the ways in which personal experiences and perspectives shape their responses to texts

draw on experience to consider the ways the 'real world' is represented in the imaginary worldsoftexts,includingimaginative

literature,film,mediaandmultimediatextsDevelop and apply contextual knowledge

compare and contrast texts that present alternative views of their own world

* explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts


analyse the ways that language features such as modality are used to represent individual, sharedordisparate

viewsoftheworld

analyse how combinations of words, sound and images can create particular perspectives of the same event or issue such as

environmental sustainability

analyse and understand the ways techniques of representation in multimodal texts are used topresentalternativeviewsof

theworld,people,placesandevents


respond to and compose sustained texts in an increasingly wide range of forms that reflecttheir broadening world andtheir relationships within it

explore the ways 'story' shapes their experience of and responses to a range of texts,including film and multimedia

STAGE 4 OBJECTIVE D


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STAGE 4 OBJECTIVE DExpress themselves and their relationships with others and their world

OUTCOME 8 identifies, considers and appreciates cultural expression in texts EN4-8DEngage personally with texts T1 T2 T3 T4

consider the ways culture and personal experience position readers and viewers andinfluence responses to and composition of texts

explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or

challenge the values of individuals and groups (ACELT1619, ACELT1626)


identify and explain cultural expressions in texts, including those about gender, ethnicity, religion, youth, age, sexuality, disability and

social class

investigate texts about cultural experiences from different sources, eg texts from Asia and texts by Asian Australians, and explore

different viewpoints

explore the ways recurring stories, eg legends and fairy stories, have been written and rewritten for different contexts and media


understand how conventions of speech adopted by communities influence the identities ofpeople in those communities

(ACELA1529, ACELA1541)

understand and explain how combinations of words and images in texts are used torepresent particular groups in society, and how texts

position readers in relation to thosegroups (ACELT1628)


respond to and compose texts in a range of different modes and media, recognising andappreciating cultural factors, including

cultural background and perspectives

recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres

Strait Islander authors (ACELT1806)

explore and appreciate the ways different cultural stories, icons, Aboriginal images and significant Australians are depicted in texts

STAGE 4 OBJECTIVE E


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STAGE 4 OBJECTIVE ELearn and reflect on their learning through their study of English

OUTCOME 9 uses, reflects on and assesses their individual and collaborative skills for learning EN4-9EEngage personally with texts T1 T2 T3 T4

articulate and reflect on the pleasure and difficulties, successes and challengesexperienced in their individual and collaborative

learning

Understand and apply contextual knowledge

understand and value the differences between their own and others' ways of learning in English

understand the demands of a task and the outcomes and criteria for planned assessment


develop and use vocabulary for describing, analysing and reflecting on their learning experiences


discuss and explain the processes of responding and composing, identifying the personal pleasures and difficulties experienced

use and reflect on metacognitive processes used for planning, including brainstorming, mind mapping, storyboarding, role-play and

improvisation

identify, plan and prioritise stages of tasks, making use of organisational strategies, eg drawing up a schedule, monitoring progress and meeting

deadlines

reflect on and assess their own and others' learning against specific criteria, using reflection strategies, eg learning logs, blogs and discussions

with teachers and peers

understand the roles and responsibilities of individuals in groups, performing an allocated role responsibly in a group and assessing the

success of individual and collaborativeprocesses

hitlers daughter integrated unit s4

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