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Pialba State School English Yr 6 Semester 2 Unit Plans

Four Pillars overarching UnitPedagogical Practices Levering Digitally Learning Environments Learning Partnerships

Pedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Whole class explicit instruction

Small group instruction Elbow partner/peer

collaboration Gradual release model

How can we incorporate digital literacy skills students are learning in other KLA’s to enhance our English planning?

Have you provided purposeful spaces for guided/modelled and shared reading?Are we using anchor charts and artefacts around the room and referring to them?Is there space for students to be collaborating?

What have we got coming up that we can frame our English work around?- Book week term 3- Local authors we can bring in

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Unit 4 - Interpreting literary textsIn this unit students listen to, read and view extracts from literary texts set in earlier times. They demonstrate their understanding of how the events and characters are created within historical contexts. They create a literary text that establishes time and place for the reader and explores personal experiencesUnit 5 - Exploring literary texts by the same author

In this unit, students listen to and read literary texts by the same author to identify language choices and author strategies used to influence the reader. They will compare a short story and a novel by the same author to identify aspects of author style. Students will prepare a response analysing author style in either the short story or the short story or the novel, and participate in a panel discussion.

Unit 6 - Comparing texts

In this unit, students listen to, read, view and analyse literary and informative texts on the same topic. Students explore and evaluate how topics and messages are conveyed through both literary (imaginative) and informative texts, including digital texts. Students identify the author's purpose and analyse similarities and differences in texts. They compare and analyse the effectiveness of each text in its ability to deliver a message. They write arguments persuading others to a particular point of view using specific structural and language features studied during the unit. Students transform an informative text into a literary text for younger audiences.

Assessment (Diagnostic (D), Monitoring (M), Summative (S)

Week D – M - S Assessment Title

WK 5 T3 S A letter to the future – Interpreting literary texts

WK 6 T3 M Reading Comprehension – Different Historical Context

WK 2 T4 S Panel Discussion to discuss the style of an author

Wk 6 T4 S Comparing Task – Arguing point of view

Wk 8 T4 M Transforming a text – Informative to Narrative

Planning is sequenced across the Term or Semester. Timings of units are based on data and school timetabled events.

Key Learning Area: English Year Level Team: Year 6 Term: 3&4 (Units 4,5&6)

Walt / Wilf / Tib(The What)

Active learning Engagement(The How)

Check for Understanding

Differentiation Resources

Unit 4 – Plan, draft and publish a personal letter to the future


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rWalt: Develop knowledge of characters and events represented in texts drawn from different historical contexts and their own experiences as well as examine language features and vocabulary used by authors to explain literal and implied meaning.

Wilf: Students will be able to apply comprehension strategies, identify objective and subjective language and recognised own experiences with characters and events in texts.

Tib: Authors express shades of meaning, feeling and opinion through appropriate vocabulary and language features to create a sense of time and place, which allows the reader to understand and comprehend a text.

Through modelled, shared and guided reading lessons, students will identify objective and subjective language in a text and identify own experiences with characters and events in texts, as well as read and discuss a variety of personal letters.

Through explicit teaching, understand the unit, explore historical texts that historically convey a sense of time and place and read and comprehend a recount to explore language features and context.

In small group and peer collaborative activities students will:

- Identify evaluative language and author strategies in a text

- Discuss how vocabulary choices can express shades of meaning.

Independently, students to complete Monitoring Task – Reading comprehension.

Formative Observe

students individual and group responses to focus texts.

Create an anchor chart around historical contexts and language features.

Collect work samples from small group activities.

L2BAllow 'wait time' for the student to process informationPlan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography.

U2BExpose to more technical or specific narrative vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Text - Wheatley, N & Rawlins, D 1987, My place, Collins Dove, Vic

Teacher tips: Exploration of literary texts with historical contexts

Letter from Mrs Ellsmore to Matilda

Teacher tips: Examination of personal letters

Monitoring task - Reading comprehension

Monitoring task - Reading comprehension - Text for reading comprehension

Monitoring task - Reading comprehension - Model response

Planning is sequenced across the Term or Semester. Timings of units are based on data and school timetabled events






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Walt: Analyse personal letters in both a historical and contemporary context to write a response.

Wilf: Students will use objective and subjective language appropriately and use verbs and elaborated tenses with adverbials to give more description to their letter to the future.

Tib: By using adverbials and elaborated tense in their writing, students are able to demonstrate increasing control and proficiency in writing.

Through modelled, shared and guided reading lessons, students will read and comprehend a personal letter, identify historical and social contexts and explore language choices made by the author.

Through explicit teaching, analyse the use of subjective and objective language appropriate to purpose and audience and discuss how effective use of verbs, elaborated tenses and adverbs create more descriptive language.


- Critique a personal letter to identify precise verb, tense and adverb choices create more expressive and interesting letters.

- Highlight specific vocabulary and language in the text, which express meanings, feelings and opinions.

Independently, students are to write a response to ‘Letter from Joan’.

Formative Think-Pair-

Share to understand the use of objective and subjective language.

Venn diagram to compare/contrast the past, present and future.

Observe students in small group activities.

Collect students work samples.





Teacher tips: Exploration of language features

Letter from Val Letter from Joan






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Walt: Understand how vocabulary choices can express shades of meaning, feeling and opinion, as well as understand how ideas about time and place can be enhanced and expanded through careful choice of adverb groups.

Wilf: Students will use precise vocabulary choices to express shades of meaning, use objective and subjective language effectively and explain verb and adverb choices that portray a vivid sense of time and place in a text.

Tib: Author strategies and word choices have a large influence on how a reader comprehends a particular text and understands literal and implied meaning.

Through modelled, shared and guided reading lessons, students will re-read the personal letter to review features such as main idea for each paragraph, expressive language and vocabulary and appropriate level of formality.

Through explicit teaching, read another personal letter set in a historical period and use comprehension strategies to comprehend literal information stated in the letter and clarify any unfamiliar vocabulary.


- Examine language features and vocabulary that convey a particular time and place.

- Identify personal experiences that are similar to those in the text.

Independently, students re-write the personal letter in a contemporary context using appropriate language features and then share their responses.

Formative Venn diagram

to compare/contrast similarities and differences.







Teacher tips: Exploration of language features

Letter from Matilda to Tommy

Letter from James to Matilda

Assessment task - A letter to the future - Model response






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Walt: Write a letter to a student in the future to evoke a sense of time and place.

Wilf: Students will use their knowledge accumulated from this unit regarding language features and vocabulary choices of a historical letter to create their own “letter to the future”.

Tib: Students require feedback of their learnings in a timely manner to improve outcomes.

Through explicit teaching, understand the assessment, review the guide to making judgements and understand the standards A-E.

In lesson time, give all students access to teacher feedback and conferences regarding the drafting process.

Independently, students conduct the assessment.

Summative Verbal

feedback and conferencing during drafting process.

Collect final assessments.

L2BBreak tasks into smaller, achievable steps.Use technology to record students work; e.g. digital photography




Assessment task - A letter to the future

Assessment task - Plan for task - A letter to the future

Assessment task - A letter to the future - Model response






Unit 5 - Panel Discussion – Author’s style


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xtWalt: Comprehend literal and inferential meanings in texts, to understand and develop knowledge of how narrative voice contributes to author style, how evaluative language evokes responses in the reader and how literacy devices are used to create meaning in order to engage the reader.

Wilf: Students will be able to navigate titles, headings, contents pages and visual features of novels, use metalanguage to identify aspects of author style and identify evaluative language.

Tib: Understanding and identifying an author’s writing style helps us to develop effective interactive skills and make considered and thoughtful contributions to discussions in order to form a valid opinion.

Through modelled, shared and guided reading lessons, students will examine texts by the same author and navigate titles, headings, contents pages and visual features of novels.

Through explicit teaching, use build it up - break it down to analyse the unit and aspects of the authors style to discuss first impressions of each novel and identify evaluative language that conveys feeling and opinion.


- Navigate titles headings, contents pages and visual features of novels

- Use metalanguage to identify aspects of author style

- Examine literary devices and how they can create meaning and effect in the text

Independently, students choose between the two Elizabeth Honey’s texts and begin to read.

Formative Observe


Create an anchor chart around author’s style and evaluative language.

Collect work samples from small group activities.





Text - Honey, E 1996, Don't pat the wombat! Allen & Unwin, St Leonards

Text - Honey, E 1995, 45 + 47 Stella Street and everything that happened, Allen & Unwin, St Leonards

Supporting learning resource - Teacher tips: Exploration of a literary text

Sheet - Question starters and prompts

Sheet - Sample sentence starters

Supporting learning resource - Writing about author's style


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sWalt: Compare features of two novels (literary) from the same author to identify similarities in topic or theme, characterisation, plot development tone, vocabulary and narrative point of view.

Wilf: Students will explain how texts by the same author can have similarities and differences regarding author style, evaluate similar topics, themes and plots and appropriately engage in discussion to clarify and question effectively.

Tib: By comparing text types and making considerable and thoughtful contributions in discussion, and accepting feedback helps students to develop the necessary skills to make informed judgements voice their opinion/view point.

Through modelled, shared and guided reading lessons, students will identify similarities and differences regarding author style and evaluate two texts on similar topics, characterisation, themes and plots.

Through explicit teaching, analyse how strategies such as clarifying and questioning can help to support arguments and evaluate information, as well as use the Panel discussion flowchart to explain the process.


- Explore similarities and differences of the texts to engage in appropriate discussions.

- Write statements comparing the two novels.

Independently, during quick write time students compare two different literary texts.


Share. What are the similarities and differences between the two texts?

Venn diagram to compare/contrast similarities and differences.


Strategic questioning – higher order questions such as ‘why?’ and ‘how?’.








Supporting learning resource - Teacher tips: Comparison of literary texts

Sheet - Panel discussion flowchart

Sheet - Question starters and prompts





Differentiation ResourcesPl

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Walt: Understand how to deliver presentations with modality and emphasis and use effective interaction skills to engage an audience, through effective planning and writing skills.

Wilf: Students will plan and write an effective presentation and rehearse using voice volume, tone, pitch and pace to engage an audience as well as use modality and emphasis.

Tib: Developing fine-tuning verbal and nonverbal skills allows students to develop effective communication skills and confidence, relevant to everyday life.

Through explicit teaching, review the Guide to making judgments and understand the standards A-F with all students.


Independently, students edit their drafts using feedback from the teacher during the conferencing process and finalise their presentation.

Formative Verbal








Supporting learning resource - Example script for panel discussion

Supporting learning resource - Teacher tips: Panel discussion


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Walt: Deliver an effective presentation as well as participate in a panel discussion to analyse and evaluate the style of an individual author, in accordance with the Guide to making judgments.

Wilf: Students will use effective interactive skills to engage and inform an audience, as well as use modality and emphasis to deliver and effective presentation. Students will participate in a panel discussion to analyse and evaluate the style of an individual author.

Tib: By delivering presentations and developing critical thinking skills, students are able to develop the necessary skills to become competent and informed citizens.

Through explicit teaching, review ‘Assessment Task – Arguing a point of view’, as well as the Guide to making judgments and the Standards A-E, to ensure students understand the assessment.

In lesson time, students rehearse and deliver their presentations individually as well as engage in Panel Discussions, as part of the assessment process to listen to discussions, clarifying content and challenge others’ ideas.

Summative Watch and

assess presentations.


Collect Panel Discussion questions and statements.







Walt / Wilf / Tib Active learning Engagement Check for Differentiation Resources


(The What) (The How) Understanding

Unit 6 – Arguing a point of view – informative response (weeks 1-5) Transforming a text (weeks 5-8)


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sWalt: Comprehend literary and informative texts by using strategies to find literal and implied meaning within texts. Understand how an author creates meaning through using evaluative and expressive language.

Wilf: Students will be able to identify key messages in literary and informative texts. Use vocabulary, visuals and stylistic elements to identify author’s message and explain how language creates meaning and feelings.

Tib: Understanding and identifying key messages help us comprehend an author’s purpose and audience.

Through modelled, shared and guided reading lessons, students will compare and analyse key messages, author’s purpose and language in literary and informative texts.

Through explicit teaching, use build it up - break it down to identify key messages, authors’ purpose and structural and language features of literary and informative text.


- discuss author message-analyse structural and

language features- analyse visual and stylistic

features Independently, during

quick write time students respond to a literary or informative text.

Formative Observe


Create an anchor chart around key message, authors purpose and language features of literary/informative texts.

Collect work samples from independent activities.


U2B Expose to more technical or specific narrative vocabulary.



Teacher tips: Comparison of texts

Teacher tips: Examination of text features

Structural features: Comparing literary and informative texts

Language features: Comparing literary and informative texts

Visual features: Comparing literary and informative texts

Editing checklist: Comparison of visual features in texts

Editing checklist: Comparison of text structures in texts

Editing checklist: Comparison of language features in texts






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Walt: Compare printed texts to websites by navigating, comprehending and analysing the text structures, language features and visual features of both text types.

Wilf: Students will be able to navigate the features of both text types and explain how such features enable the comprehension of ideas and understand that when combined, the features can create meaning, persuade the reader, and send powerful messages.

Tib: There are many different ways to interpret text types, which can enhance understanding and promote the ability to make an informed judgement.

Through modelled, shared and guided reading lessons, students will read and compare both printed texts and websites, to identify similarities and/or differences.

Through explicit teaching, navigate features of a website (textual, language and visual) and explain how website features enable comprehension of ideas and engage the reader.

In small groups and peer collaborative activities, students will compare text structures of literary and informative texts, both in printed form and on websites. Students will focus primarily on the text structure, language features and visual features, to enhance their understanding of how different text structures work together to create meaning and engage and persuade the reader.

Independently, during quick write time students respond to a literary or informative text in both printed and digital forms.Discuss responses.

Formative Venn diagram

to compare similarities and differences.


Strategic questioning – higher order questions such as ‘why?’ and ‘how?’


L2BAllow 'wait time' for the student to process informationPlan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography,




Teacher tips: Examination of websites

Navigating a website

Peer editing checklist

Structural features of digital and printed informative texts and their purposes

Website analysis: How is information presented in a website?

Informative texts: Structural features - comparing websites and books

…






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Walt: Structure an argument and examine language features of a persuasive text, to identify how text structures and language features work together to produce a well-written and cohesive argument.

Wilf: Students will be able to identify, edit and explain how text structures and language features work together to produce coherent arguments for the targeted audience and to meet the purpose of a text.

Tib: By understanding how to structure an argument, it allows students to become capable of expressing a personal point of view.

Through modelled, shared and guided reading lessons, students will read a range of persuasive texts to identify text structure and language features.

Through explicit teaching, identify the purpose and structure of a persuasive argument as well as compare/contrast the difference between persuasive language and narrative language (or any other language type).

In small groups and peer collaborative activities, students will use a range of persuasive texts to identify the structure and highlight language features used to understand how both work together to produce a logical and consistent argument. Students also analyse and respond to texts and edit language features where necessary to enhance argument.

Independently, during quick write time, students respond to a persuasive argument (for or against) and present their argument to the class.


Share. What is persuasive language?

Venn diagram to compare/contrast similarities and differences between persuasive language and narrative language.


Strategic questioning – higher order questions such as ‘why?’ and ‘how?’.






Teacher tips: Creation of persuasive texts

Editing checklist: Extended argumentative paragraph

Text connectives


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Walt: Plan, draft and publish a written argument to argue a point of view about the effectiveness of literary and informative texts to convey their message.

Wilf: Students will be able to independently plan, draft and publish a written argument, which elaborates on key ideas for a purpose and audience, analyses and compares information in different and complex texts (text structure, language and visual features) and uses evidence from a text to support argument.

Tib: By arguing a viewpoint, students are preparing for the real world, beyond the school environment and developing the necessary skills to develop clear and reasoned arguments.

Through explicit teaching, review ‘Assessment Task – Arguing a point of view’, as well as the Guide to making judgments and the Standards A-E, to ensure students understand the assessment.


Independently, students edit their drafts using the criteria outlined in the editing checklist and make any necessary edits based on the responses provided prior to publishing their final argument.

Summative Verbal



L2BBreak tasks into smaller, achievable steps.Use technology to record students work; e.g. digital photography

U2BExtend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.


Assessment task - Arguing a point of view

Assessment task - Plan for task: Arguing a point of view

Assessment task - Arguing a point of view: Model response





Differentiation ResourcesC

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Walt: Analyse and compare structural, language and visual features of both narratives and informative texts to generate ideas for the creation of a narrative text on the same issue (sustainability).

Wilf: Students will be able to understand that the choice of vocabulary can express shades of meaning, feeling and opinion, through both evaluative and subjective language, as well as understand the purpose and effects of the features of a narrative to transform an informative text into a narrative, accompanied by images.

Tib: Transforming a text from informative to a narrative helps students to build their comprehension skills and ability to decode a text in order to identify the purpose/message.

Through modelled, shared and guided reading lessons, students will read a range of narratives and informative texts that relate to sustainability, to analyse and compare the two.

Through explicit teaching, use an anchor chart to generate ideas regarding the structural, language and visual features of both text types.

In small groups and peer collaborative activities, students will use a range of informative and narrative texts to identify and highlight the different structural, language and visual features to understand how to select appropriate elements for the transformation of an informative text to a narrative text.

Independently, students plan, draft, edit and publish a narrative text, using images appropriate to the audience (younger).

Diagnostic Create an

Anchor chart around the structural, language and visual features of both texts.

Observe students during collaborative activities.

Verbal feedback and conferencing during drafting process.

Collect monitoring assessments.

L2BAllow 'wait time' for the student to process informationPlan for visual supports to instruction.Break tasks into smaller, achievable steps.Use small group instruction and cooperative learning strategiesUse technology to record students work; e.g. digital photography,




Teacher tips: Comparison of narrative and informative texts

Teacher tips: Narrative

Monitoring task - Transforming a text

Monitoring task - Transforming a text: Model response

Monitoring task - Plan for task: Transforming a text

Monitoring task - Plan for task: Transforming a text - Sample response


Interpreting literary texts Year 6 Unit 4Monitoring task — Reading comprehension

Name Class

Teacher Date

Task

To read and comprehend a letter from a different historical context and analyse and explain language features.

Instructions

• Read the letter to Mrs Ellsmore from Matilda O’Halloran from the text A waltz for Matilda by Jackie French.

• Number each line on your text for reading comprehension from 1 to 31, starting with ‘Dear Mrs Ellsmore,’ and finishing with ‘Matilda O’Halloran’.

• Answer the questions in the spaces provided. For multiple-choice questions, select the response that best answers the question and shade one bubble.

Conditions

Supervised conditions:

• Undertaken individually

• Unseen task with no prior detail of the specific text

• Stimulus material provided with assessment

• Completed under test conditions

• Completed in one uninterrupted supervised session


1. How often does the preacher come to town?

2. Why can Matilda wear her dress as many times as she wants?

3. Mrs Ellsmore has a housekeeper. What conclusions could a reader draw about Mrs Ellsmore?

4. The stove Tommy has made for Matilda has two layers of metal with air in between them. This has made the stove:

o stronger

o lighter to carry

o able to stop the room from getting hot

o able to cook food more quickly

5. What impression does the reader get of Tommy? Write down three adjectives that could be used to describe him.

6. What adverb in lines 13–14 provides a qualification about Tommy’s inventions? Explain the level of modality used in the adverb and what it influences the reader to believe about Tommy.

7. Re-read lines 15–16. What word or phrase conveys Matilda’s belief that it is likely that Tommy and her father would have liked each other?

8. Why does Matilda suggest that her father and Tommy might have liked each other?


9. What actions has Matilda taken to help her farm cope with the drought?

o Built a shearing shed

o Sheared the sheep

o Planted corn to feed the sheep

o Laid pipes from the spring to the trough

10. Why was Matilda able to buy some sheep at a lower cost?

11. Why do you think the author, Jackie French, has Matilda cross out the words ‘kill maggots’ and then write ‘treat them for parasites’ (line 24)?

Do the different descriptions evoke a different response in you? Explain.

12. The following sentence appears in the text: ‘We sheared over a hundred sheep.’ (line 25)

a) Suggest an adverb which could be added to provide more information about the verb ‘sheared’:

The pace at which they sheared

How well they sheared

b) Provide two adjectives that could be included to convey more information about the sheep.


c) Rewrite the sentence ‘We sheared over a hundred sheep’ with at least one adverb, one adjective and one adverbial phrase to convey more details about the shearing of the sheep.

13. How does the reader know that this letter is sent before Christmas?

14. Matilda does not use many expressive verbs to convey vivid action. Why might this be?

15. How does Matilda’s precise use of elaborated tenses help to expand ideas, establish time and place and appeal to a reader’s senses? Find evidence to support your answer.

16. What level of formality is established in the letter? What does this suggest about Matilda’s relationship with Mrs Ellsmore? Use evidence from the text to explain your conclusion.


17. Do you think Matilda enjoys her life? Use evidence from the text to support your answer.

18. How would Matilda and Tommy’s lives be different if they lived today?

19. Do you think you would have enjoyed Matilda’s life? Explain why or why not.

Reference: French, Jackie 2010, A Waltz for Matilda, Harper Collins. Used with permission from Harper Collins.


Monitoring checklist — Reading comprehension

Name

Assessment purpose: To read and comprehend a letter from a different historical context and analyse and explain language features.

Aspects of English Year 6Achievement standard(and related concepts) N

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Analyses and explains how language features and vocabulary are used by authors to represent ideas, characters and events.

Strategies for interaction — (Increasing social distance) Q11, Q16

Grammatical function — (Verbs, elaborated tenses and adverb groups/phrases expanding and sharpening ideas) Q5, Q6, Q7, Q11, Q12, Q14, Q15

Text and context — (Making connections to characters and events represented in texts drawn from different contexts) Q13, Q16, Q17, Q18, Q19

Text structures and language features construct meaning — (Strategies used by authors to influence readers) Q6, Q11, Q14, Q15, Q16

Analyses information in complex texts, explaining literal and implied meaning. Selects and uses evidence from a text to explain their response to it.Comprehension strategies — Q1, Q2, Q3, Q4, Q5, Q7, Q8, Q9, Q10, Q13, Q15, Q16

Evaluating texts — (Influence of language choices: modality) Q6, Q7, Q12, Q14, Q15, Q16, Q17


Relevance of monitoring checklistThe monitoring checklist addresses the following aspects of the Content descriptions from The Australian Curriculum: English Year 6:

Language

Language for interaction• Understand that strategies for interaction become more complex and demanding as

levels of formality and social distance increase (ACELA1516)

Expressing and developing ideas• Understand how ideas can be expanded and sharpened through careful choice of

verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Literature

Literature and context• Make connections between students’ own experiences and those of characters and

events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Responding to literature• Identify and explain how choices in language, for example modality, emphasis,

repetition and metaphor, influence personal response to different texts (ACELT1615)

Literacy

Interpreting, analysing, evaluating• Use comprehension strategies to interpret and analyse information and ideas,

comparing content from a variety of textual sources including media and digital texts (ACELY1713)

• Analyse strategies authors use to influence readers (ACELY1801)

27 of 69Eng_Y06_U4_AT_LetterFuture

Interpreting literary texts Year 6 Unit 4Assessment task — A letter to the future

Name Class

Teacher Date

Task

To write a letter to a student in the future to evoke a sense of time and place.

Instructions

You are to write a letter to a future Year 6 student at your school in 2059 to coincide with the 200th anniversary of Queensland becoming a state. Your letter will be sealed and preserved in a time capsule, ready to be handed to a student in that class.

• Plan the letter to the future.

• Draft the letter to the future.

• Review the draft of the letter to the future.

• Publish the letter to the future.

Conditions

Open conditions:


• Prior notice of the assessment

• Access to resources (e.g. dictionary) allowed

• Drafting in lesson time with access to teacher feedback and conferencing

Length: 300 words


Plan the letter to the futureBefore you start planning, keep in mind that your correspondence will be read in the future and needs to convey a sense of what it is like to live in Queensland and your town or city in the historical context of when you write your letter.

1. Choose three topics that allow you to provide meaningful information and that convey a sense of the historical context in which the letter is written. Consider what a student in 2059 might find interesting.

2. Consider the key ideas for these topics in terms of:

• facts (a place, an experience, a thing or an event)

• feelings (about each fact that you have chosen to describe and share with your reader)

• thoughts (about each fact that you have chosen to describe and share with your reader).

Remember, you need to evoke a sense of time and place.

3. Make notes about how you will convey purpose and audience and how you will use language features to convey context.

Draft the letter to the future

4. Write a draft of your letter.

Review the draft of the letter to the future

5. Read your draft letter carefully.

6. Make revisions to your draft.

Publish the letter to the future

7. Write and publish your letter to the future.


Year 6 English: Unit 4 — Interpreting literary texts: A letter to the future Name:

Purpose of assessment: To write a letter to a student in the future to evoke a sense of time and place.

Knowledge and understanding(Productive)

Creating texts(Productive)

Understands how language features and language patterns can be used for emphasis. Shows how specific details can be used to support a point of view.

Creates a detailed text elaborating on key ideas for purpose and audience. Demonstrates understanding of grammar and makes considered vocabulary choices to enhance cohesion and structure in writing. Uses accurate spelling and punctuation for clarity.

Uses objective language to describe people and places within the letter.Chooses evaluative and subjective language to convey opinion about contemporary times for effect.

Conveys a strong sense of time and place appropriate to purpose and audience through carefully selected language features and text structures.Uses appropriate formality to establish social distance with unknown audience.Uses evaluative language to express shades of meaning, feeling and opinion.

A

Expands and sharpens ideas through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases.

Uses a range of sentence structures and makes specific word choices to engage the reader.Uses commas to separate clauses.

B

Selects language features and language patterns for emphasis.Selects specific details to support a point of view.

Creates a detailed text elaborating on key ideas for purpose and audience.Understands grammar and makes considered vocabulary choices to enhance cohesion and structure in writing. Uses accurate spelling and punctuation for clarity.

C

Uses description to convey context and point of view. Creates a text that contains ideas and expresses feelings and opinions. D

Makes statements about people and places. Uses vocabulary and writes a text. E

Feedback:

30 of 69Eng_Y06_U5_AT_PanelDiscussion

Exploring literary texts by the same author Year 6 Unit 5Assessment task — Panel discussion

Name Class

Teacher Date

Task

To participate in a panel discussion to analyse and evaluate the style of an individual author.

Instructions

In this task you will:

• write a response in preparation for a panel discussion• rehearse prepared speech• participate and interact in a panel discussion.

You will select one of the novels studied during the unit, Don’t pat the wombat or 45 + 47 Stella Street and everything that happened and prepare a speech that explains how the author, Elizabeth Honey, has represented characters, ideas and events.

You should consider how representations are made through characterisation, theme, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual features.

You need to use evaluative language to convey your feelings and opinions, and use examples from the text to support your points.

You will:

• deliver this speech using interaction skills including variation in voice effects.• participate in a panel discussion with three other students.

o Listen, record notes and engage with your assigned panel member, clarifying and challenging ideas and opinions about author style.

o Participate in a discussion with all four members of the panel clarifying and challenging ideas and opinions about author style.

Conditions

Open conditions:

• undertaken individually and in small groups• prior notice of the assessment• access to resources allowed (e.g. dictionary, novel)• drafting in lesson time with access to teacher feedback and conferencing• presented in class to audience of peers.

Length: Two to three minutes per student.


Write a response in preparation for a panel discussion

Plan response about author styleIn preparation for the panel discussion, you will focus on one of the novels: Don’t pat the wombat! or 45 + 47 Stella Street and everything that happened.

1. Prepare some notes about how Elizabeth Honey uses elements of author style to represent characters, events and ideas in the novel.

Write speech about author style2. Read through your notes and expand your responses into fuller explanations of aspects of author’s style.

• You may prefer to reorganise the sequence of information; however, ensure that you select and sequence appropriate content.

• Use evaluative language to convey your feelings and opinions about how Elizabeth Honey represents characters, events and ideas through text structures and language features to influence the reader.

Remember that this is a speech, so you need to choose suitable vocabulary and sentence structures for a spoken text.

Note: While you will have to complete a full analysis of all elements of author style, you will choose three elements only to discuss when you present your speech (as well as the introduction and overall summary).


Element of author style Your analysisUse vocabulary and sentence structures for spoken text.

Text structures and language features

IntroductionGreet the audience.Give the title of your novel and an overall comment about Elizabeth Honey’s writing style and whether or not you find this appealing.

• evaluative language to convey overall feelings and opinion about the novel and author style.

• cohesive devices to focus on the start of the sentence to give prominence to the message.

• Use text connectives to help listeners follow ideas.

• evaluative language to convey feelings and opinion about the author’s style of writing.

• modality to convey the certainty of what is being suggested and to provide emphasis.

• bold letters, exclamation marks or capitalise letters to indicate the words which will be emphasised during the delivery of the speech.

• an emphatic statement to summarise the key point about Elizabeth Honey’s author style.

Analysis of elementsWhat is the plot about and who are the main characters? How does Elizabeth Honey develop the plot to keep the reader interested?(Make reference to the characters’ roles and relationships, events, settings and language choices that help to establish the character.)

What is the theme of the novel? What is the overall tone?

What aspects of the text structure, including visual features, are also used to represent characters, events and ideas?

What particular language features and vocabulary are effectively used by the author?(e.g. evaluative language; figures of speech such as simile and metaphor; alliteration; onomatopoeia; descriptions; modality; emphasis; repetition)How does the language help represent the characters, events and ideas?

Overall summaryOverall, sum up the characteristics of Elizabeth Honey’s writing style and how this helps to represent characters, ideas and events.


Rehearse prepared speech3. Rehearse your prepared speech. Remember, you only have to present the introduction, three elements of

author style and the overall summary.

Pay particular attention to:

• varying volume, tone, pitch and pace to assist with audience understanding and engagement

• speaking clearly and coherently• using modality and emphasis to stress key points

• maintaining eye contact with panel members and the audience (when required)

• using appropriate facial expressions and body language when emphasising specific points

• using props for more believability (e.g. referring to the novel when reading a quote).

Participate and interact in a panel discussionConsider that there will be four panellists participating in your panel discussion. You need to:

• present your prepared response

• listen to your assigned panel member’s prepared speech

• record notes on Table 1 about this speech, writing at least one clarifying question and at least one challenging question or statement, based on the three elements analysed in the speech

• engage in a panel discussion with your assigned panel member asking and responding to questions or statements about your speeches

• record brief notes on Table 2 about the other panel members’ speeches as you listen, thinking of points you disagreed and/or agreed with and points you need more information about

• write an overall question or statement on Table 3 to be stated once all panel members have had a chance to deliver their speeches

• engage in a panel discussion with all panel members asking and responding to questions or statements about their speeches.

When asking and responding to questions, use strategies such as pausing, rephrasing, repeating, summarising, acknowledging and extending the contributions of others.

4. Record notes about your assigned panel member’s speech while you listen.

• Use Table 1 below to tick the three elements your assigned panel member discusses in their speech and clarify and challenge points they make about the novel they are analysing. Include:

o points you disagree with or would like more information about

o at least one clarifying question and at least one challenging question or statement.


Table 1

Panel member: Novel title:

TickElements discussed by panel member

• Points I disagree with.• Points I would like

more information about.

• Write at least one clarifying question to ask.

• Write at least one challenging question or statement to ask or state.

plot and character roles and relationships

settings and events

text structure (including grammatical structure) and visual techniques

themes, tone and sense of voice

language features and vocabulary

figurative language


5. Use Table 2 to write very brief notes about the other panel members’ speeches as you listen, thinking of points you disagreed and/or agreed with and points you need more information about.

Table 2

Panel member: Panel member:

Novel: Novel:

6. Use Table 3 to write an overall question or statement using one of the points you wrote about a panel member’s speech to be stated once all panel members have had a chance to read out their speeches.

Table 3

Panel member: Novel title:

Overall question or statement

Author element:

7. Respond to another panel member’s clarifying and challenging questions or statements about your speech, as required. When asking and responding to questions, use strategies such as pausing, rephrasing, repeating, summarising, acknowledging and extending the contributions of others.


Year 6 English: Unit 5 — Exploring literary texts by the same author: Panel discussion Name:

Purpose of assessment: To participate in a panel discussion to analyse and evaluate the style of an individual author.

Knowledge and understanding(Receptive)

Knowledge and understanding(Productive)

Comprehending texts(Receptive)


Understands how the use of text structures can achieve particular effects.Analyses and explains how language features, images and vocabulary are used by authors to represent ideas, characters and events.

Understands how language features and language patterns can be used for emphasis.Shows how specific details can be used to support a point of view.

Selects and uses evidence from a text to explain response to it.Listens to discussions, clarifying content and challenging others’ ideas.

Makes presentations and contributes actively to group discussions, using a variety of strategies for effect.

Explains how the author innovates on text structures and plays with language features to achieve humorous effects and to influence readers.

Uses evaluative language to express feeling and opinion about the author’s style.

Questions others’ ideas, opinions and how choices in language influence personal responses to texts.

Uses effective strategies for discussion including speaking clearly, coherently and at appropriate length.Uses strategies such as pausing, rephrasing and repeating.

A

Evaluates characteristics that define an author’s style.Explains relationship between words, imagery and language patterns in a novel.

Expands ideas through the careful choice of verbs and a range of adverb groups/phrases.Uses modality to convey point of view.

Evaluates information, such as the similarities and differences in texts, and opinions.Acknowledges and extends the contributions of others, asking pertinent questions and answering others’ questions.

Uses interaction skills such as voice volume, tone, pitch and pace according to group size, formality of the interaction and needs and expertise of the audience.

B

Understands how the use of text structures can achieve particular effects.Analyses and explains how language features, images and vocabulary are used by authors to represent ideas, characters and events.

Uses language features and language patterns for emphasis.Shows how specific details can be used to support a point of view.

Selects and uses evidence from a text to explain response to it.Listens to discussions, clarifying content and challenging others’ ideas.

Makes presentations and contributes actively to group discussions, using a variety of strategies for effect.

C

Identifies the tone of the text. Uses language features and vocabulary. Asks a question. Makes a presentation. D

Identifies characters and events in the text. Uses description. States opinion. Provides information about the

text and/or author.E

38 of 69Eng_Y06_U6_AT_ArgueAPointOfView

Comparing texts Year 6 Unit 6Assessment task — Arguing a point of view

Name Class

Teacher Date

Task

To argue a point of view about the effectiveness of literary and informative texts in conveying their message.

Instructions

Select either of the following points of view:

‘A good literary text can deliver a message more powerfully than a good informative text.’

OR

‘A good informative text can deliver a message more powerfully than a good literary text.’

Analyse and compare the texts.

• Analyse and compare the text structures and language features used to present a message about a topic of importance in a literary and an informative text on a similar topic.

Draft the argument.

Edit the argument.

Publish the argument.

Conditions

Open conditions:


• Drafting in lesson time with access to teacher feedback and conferencing

• Prior notice of the assessment

• Access to resources allowed

Length: 300–400 words


Analyse and compare the texts

1. Select, read and comprehend an informative text and a literary text that present information about a similar topic.

2. Identify the intended audience and purpose of each text.

3. Analyse and compare the author’s use of text structures and language and visual features in both texts that present information about a similar topic.

4. Analyse and compare characteristics of author style in each text.

5. Decide on the point of view you will be presenting, which is that either a literary text or an informative text delivers the more powerful message.

6. Gather evidence from your chosen texts to support your argument.

Draft the argument

7. Select your main arguments and key evidence (from the texts).

8. Organise this information into a structure that best argues your point of view.

You need to:

• introduce your topic and the texts including your main argument (thesis) in the introduction

• sequence key arguments logically for the body of the response (following paragraph structure with topic sentences, evidence, elaboration and linking sentences)

• summarise and reinforce your point of view in the conclusion.

9. Use text structures of a persuasive argument, such as:

• the starting points of sentences by making specific vocabulary choices to enhance cohesion and structure in the argument (e.g. use topic words, text connectives and opinion words)

• text connectives that link ideas together between sentences and paragraphs

• commas that separate clauses, including within complex sentences

• complex sentences with subordinating conjunctions that elaborate on, extend and explain ideas

• accurate grammar, spelling and punctuation.

10. Use language features of a written persuasive argument to influence the reader. Considerusing:

• objective language to convey facts and formal language suitable for audience and purpose

• evaluative language (including subjective language) and modality to express feelings and opinions to convey your point of view about which text more successfully conveys a message of importance and to influence the reader to accept your argument.

11. Draft your persuasive argument, using appropriate text structures and language features.


Edit the argument

12. Edit your draft using the criteria outlined in the editing checklist below.

Editing checklist Tick

Analysing and comparing information and ideas presented about a topic of importance between a literary and informative text.

Yes Unsure No

• Have you analysed and compared the similarities and differences between the two texts’ use of text structures?

Note: Not all of the below text structures need to be analysed:o structure of the texts (e.g. narrative structure)o titles and chapters or headings and subheadingso design and layouto glossary, index or search boxo contents page or menu baro further readings and references or links and hyperlinks.

• Have you analysed and compared the similarities and differences between the two texts’ use of language features?

Note: Not all of the below language features need to be analysed:o modality and emphasis (including evaluative language) that evokes

reader response and conveys authors’ opinionso verbs, adverbs and adverb groupso descriptive and figurative languageo specialised technical (or factual/objective) language

• Have you analysed and compared the similarities and differences between the two texts’ use of visual features?

Note: Not all of the below visual features need to be analysed:o figures and tableso diagrams, graphs, illustrations, photographs or other types of imageso general design and layout (including logos)o font sizes and typeo use of colouro sequencing of images and other graphics.

• Have you analysed and compared which text was more successful in its use of text structures, language and visual features to convey a message about a topic of importance?

• Have you identified, in the process of analysing and comparing, which text type made it easier for the reader to understand and be influenced by the message of the text?

Text structures used to argue your point of view Tick

For the Introduction, have you: Yes Unsure No

• created an interesting opening statement to obtain the reader’s attention?


• stated your point of view about which text delivers its message more powerfully?i.e. Your point of view is your main argument or thesis.

• provided some background information about the topic?e.g. What messages do the texts communicate?

• identified how the text structures, language features and visual features work together to meet the purpose of each text?

• identified the main similarities and differences between the texts?

For the Body, have you: Yes Unsure No

• organised your argument into paragraphs, comparing and analysing the similarities and differences between text structures, language features and visual features of either text?

• used topic sentences for each new paragraph?

• considered the starting points of sentences by making vocabulary choices?e.g. You have used either topic words, text connectives or opinion words to enhance cohesion and structure in your argument.

• provided evidence from the texts to support your point of view (thesis) about which text delivers its message about the topic more powerfully?

• used text connectives to link ideas together between sentences and paragraphs?(e.g. persuasive, comparative and clarifying connectives that show cause or result, indicate time, add information and convey opinions)

• used commas for clarity to separate clauses within complex sentences?

• used a variety of sentence structures including complex sentences with subordinating conjunctions to elaborate on, extend and explain your ideas?

• used accurate grammar, spelling and punctuation?

For the Conclusion, have you: Yes Unsure No

• summarised your argument by restating your point of view?

• reaffirmed why the text you have chosen delivers its message more powerfully to the reader?

Language features used to argue your point of view Tick

Have you: Yes Unsure No

• used objective language for facts and formal language suitable for the text type and for the audience and purpose?

• conveyed your point of view and expressed ideas and arguments by using


evaluative language (including subjective language) and modality to express feelings and opinions about which text more successfully conveys a message of importance and to influence the reader to agree with your argument.

Publish the argument

13. Re-read your written argument and make any necessary edits based on the responses provided in your editing checklist.

14. Publish your final argument.

•


Year 6 English: Unit 6 — Comparing texts: Arguing a point of view Name:

Purpose of assessment: To argue a point of view about the effectiveness of literary and informative texts in conveying their message.

Knowledge and understanding(Receptive)


Understands how the use of text structures can achieve particular effects.Analyses and explains how language features, images and vocabulary are used by different authors to represent ideas.Compares and analyses information in different and complex texts.Selects and uses evidence from a text to explain response to it.

Shows how specific details can be used to support a point of view.Creates detailed texts elaborating on key ideas for purposes and audiences.Demonstrates an understanding of grammar, and makes considered vocabulary choices to enhance cohesion and structure in writing.Uses accurate spelling and punctuation for clarity and makes editorial choices based on criteria.

Explains how effectively modality or emphasis is used to influence reader response regarding a text’s ability to communicate a message about a topic of importance.

Makes discerning choices in use of subjective and evaluative language to express opinion and convey a point of view appropriate for purpose and audience.Combines a range of complex sentences, with subordinating conjunctions and commas to separate clauses, to create variety and effect.

A

Explains key similarities and differences between different texts’ uses of text structures, language and visual features on similar topics and themes.

Writes a coherent and well-structured formal text that argues a point of view within and across paragraphs.Includes relevant information at the starting points of sentences to emphasise key points and ideas and influence the reader.

B

Identifies how the use of text structures can achieve particular effects.Analyses and explains how language features, images and vocabulary are used by different authors to represent ideas.Compares and analyses information in different and complex texts.Selects and uses evidence from a text to explain response to it.

Shows how specific details can be used to support a point of view.Creates detailed texts elaborating on key ideas for a purpose and audience.Demonstrates an understanding of grammar, and makes considered vocabulary choices to enhance cohesion and structure in writing.Uses accurate spelling and punctuation for clarity and makes editorial choices based on criteria.

C

Identifies the main ideas in the texts. Identifies language features. Describes the main ideas in the texts. D

Identifies a literary text and an informative text. Writes a response. E

Australian Curriculum


Foundation to 6 ENGLISH - Year Six

Year 6 Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.

Productive modes (speaking, writing and creating)

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria

Content DescriptionsLanguage Literature Literacy

Unit 4 - Interpreting literary texts

Expressing and developing ideas

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Language variation and change

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

Text structure and organisation


Interacting with others

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Creating texts

Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Use a range of software, including word processing programs, learning new functions as required to create texts


Responding to literature

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

Creating literature

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Literature and context

Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical,



Understand the uses of commas to separate clauses (ACELA1521)

Language for interaction

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)

Understand the uses of objective and subjective language and bias (ACELA1517)

Phonics and word knowledge

Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)

Understand how to use phonic knowledge and accumulated understandings about blending, letter- sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830)

(ACELY1717)

Interpreting, analysing, evaluating

Analyse strategies authors use to influence readers (ACELY1801)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

social and cultural contexts (ACELT1613)


Unit 5 - Exploring literary texts by the same author




Participate in and contribute to discussions, clarifying and








Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)




Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526)


interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Creating texts



Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)


Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)


Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)


Examining literature

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style (ACELT1616)


Unit 6 - Comparing texts Unit 6 - Comparing texts Unit 6 - Comparing texts




Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)




Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

Understand the uses of commas to separate clauses (ACELA1521)


Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)



Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter


Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Creating texts


Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Re-read and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1715)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Texts in context

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)


Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)


Select, navigate and read texts for a range of purposes,


Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)


Examining literature

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style (ACELT1616)

Creating literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Literature and context

Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)



patterns and spelling generalisations to spell new words including technical words (ACELA1526)


applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)



Curriculum Priorities - Pedagogy

Considerations

Unit 4 - Interpreting literary textsRelevant prior curriculum

Students require prior experience with: understanding that patterns of language interaction vary across social contexts and types of texts, and that they help to signal social roles and relationships understanding how to move beyond making bare assertions and taking account of differing perspectives and points of view understanding how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns understanding 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 understanding the use of vocabulary to express greater precision of meaning, and knowing that words can have different meanings in different contexts creating literary texts that experiment with structures, ideas and stylistic features of selected authors planning, drafting and publishing imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and

audience.

Curriculum working towards

The teaching and learning in this unit work towards the following: Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529) 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 the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532) Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) 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) Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour

(ACELT1805) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas

(ACELY1725)




ConsiderationsRelevant prior curriculum

Students require prior experience with the following: Understanding how texts vary in purpose, structure and topic as well as the degree of formality Understanding 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 Understanding the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts Presenting a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others Using metalanguage to describe the effects of ideas, text structures and language features on particular audiences Recognising that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses Understanding, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes Clarifying understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view Using interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes Planning, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements


The teaching and learning in this unit work towards the following: Understanding 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) Understanding how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) Investigating 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) Reflecting on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) Comparing the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) Recognising and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) Understanding, 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) Identifying 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) Using interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and

meaning (ACELY1804) Planning, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) Comparing the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)

Unit 6 - Comparing texts



Considerations

Relevant prior curriculum

Students require prior experience with the following: Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502) Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) 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) Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according

to context (ACELY1698) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) 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) Re-read and edit student's own and others' work using agreed criteria for text structures and language features (ACELY1705)


The teaching and learning in this unit work towards the following: 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 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) Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532) Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information

(ACELA1534) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) 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) Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)



Considerations Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803) Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765) Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas

(ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)


Assessing student learning

Unit 4 - Interpreting literary textsAssessment name: A letter to the future

Assessment description: Students write a letter to a student in the future to evoke a sense of time and place.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.


By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.


Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:

using objective and subjective language varying sentences to create effect using vocabulary to express shades of meaning, feeling and opinion using verbs, elaborated tenses and adverbs to expand on ideas using accurate spelling and punctuation, including commas to separate clauses.

Monitoring taskMonitoring name: Reading comprehension

Monitoring description: Students read and comprehend a letter from a different historical context and analyse and explain language features



Unit 5 - Exploring literary texts by the same authorAssessment name: Panel discussion

Assessment description: Students participate in a panel discussion to analyse and evaluate the style of an individual author.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.


By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.


Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:

demonstrating an understanding of how the author innovates on text structures and plays with language features to achieve a particular aesthetic or humorous purpose and effect

demonstrating an understanding of how ideas can be expanded and sharpened through careful choice of verbs and a range of adverb groups / phrases analysing and evaluating similarities and differences in texts on similar topics, themes or plots identifying unique characteristics of author style identifying and explaining how choices in language influence personal response to different texts analysing strategies authors use to influence readers using strategies for discussion selecting and sequencing content using effective interactions skills including voice effects.



Unit 6 - Comparing textsAssessment name: Transforming a text

Assessment description: Students argue a point of view about the effectiveness of literary and informative texts in conveying their message.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.


By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.


Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

demonstrating an understanding of how authors innovate on text structures and play with language features to achieve a particular aesthetic or persuasive purpose and effect

demonstrating an understanding of how evaluative language is used to create shades of meaning, feeling and opinion analysing and evaluating features of informative and literary texts, including digital texts analysing and evaluating similarities and differences between texts analysing how text structures and language features work together to create persuasive arguments identifying purposes and effects of theme, text structures, language and visual features in narratives identifying purposes and effects of theme, text structures, language and visual features in informative texts experimenting with strategies to influence an audience planning, drafting and editing a narrative text to refine and sharpen ideas applying visual features to a narrative text for effect



reflecting, identifying and justifying effective features of own and others' texts using digital resources to compile a multimodal presentation.

Monitoring taskMonitoring name: Transforming a text

Monitoring description: Students combine text and images to transform an informative text into a narrative text on an issue of sustainability for a younger audience.

Feedback

Unit 4 - Interpreting literary textsFeedback may relate to reading and writing. In this unit this may include:

using comprehension strategies to interpret and analysing information and ideas understanding appropriate use of objective or subjective language expanding ideas through the careful choice of verbs, elaborated tenses and a range of adverb groups/phrases using evaluative language to express shades of meaning, feeling and opinion.

Feedback

Unit 5 - Exploring literary texts by the same authorFeedback may relate to reading, writing and speaking. In this unit this may include:

comprehending meanings in a novel identifying use of literary devices and author strategies to influence the reader identifying similarities and differences in texts written by the same author identifying elements of a particular author's style selecting and sequencing appropriate content using effective interaction skills clarifying and challenging own and others' opinions.


Feedback

Unit 6 - Comparing textsFeedback may relate to reading, writing and creating. In this unit this may include:

comprehending meanings in literary and informative texts, including digital texts analysing features of literary and informative texts navigating and analysing informative websites comparing features of informative and literary texts identifying features of persuasive texts planning, drafting and publishing informative and persuasive texts identifying and comparing the text structures and language features of informative and narrative texts identifying strategies authors use to influence the audience experimenting with text structures and language features and their effects for a particular purpose and audience selecting images to support the message of a narrative.


Year 6 Semester 2 English Report Card Comment Bank

Assessment Task 1: Unit 4 — Interpreting literary texts: A letter to the future

A B C D E2E6A1 2E6B1 2E6C1 2E6D1 2E6E1A letter to the future

{Name} used objective language to describe people and places within the letter. {She,He} choose evaluative and subjective language to convey opinion about contemporary times for effect. {Name} conveyed a strong sense of time and place appropriate to purpose and audience through carefully selected language features and text structures. {She,He} used appropriate formality to establish social distance with unknown audience. {Name} used evaluative language to express shades of meaning, feeling and opinion

A letter to the future

{Name} expanded and sharpened ideas through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases. {She,He} used a range of sentence structures and makes specific word choices to engage the reader. {Name} used commas to separate clauses.


{Name} selected language features and language patterns for emphasis. {She,He} selected specific details to support a point of view. {Name} created a detailed text elaborating on key ideas for purpose and audience. {She,He} understood grammar and made considered vocabulary choices to enhance cohesion and structure in writing. {Name} used accurate spelling and punctuation for clarity.


{Name} used description to convey context and point of view. {She,He} created a text that contains ideas and expresses feelings and opinions.


{Name} made statements about people and places. {She,He} used vocabulary and writes a text.


Assessment Task 2: Unit 5 — Exploring literary texts by the same author: Panel discussion

A B C D E2E6A2 2E6B2 2E6C2 2E6D2 2E6E2Panel discussion

{Name} explained how the author innovates on text structures and plays with language features to achieve humorous effects and to influence readers. {She,He} used evaluative language to express feeling and opinion about the author’s style. {Name} questioned others’ ideas, opinions and how choices in language influence personal responses to texts. {She,He} used effective strategies for discussion including speaking clearly, coherently and at appropriate length.

Panel discussion

{Name} evaluated characteristics that define an author’s style. {She,He} explained relationships between words, imagery and language patterns in a novel. {Name} expanded ideas through the careful choice of verbs and a range of adverb groups/phrases. {She,He} used modality to convey point of view. {Name} evaluated information, such as the similarities and differences in texts, and opinions. {She,He} used voice volume, tone, pitch and pace according to group size.

Panel discussion

{Name} understood how the use of text structures can achieve particular effects. {She,He} analysed and explained how language features, images and vocabulary are used by authors to represent ideas, characters and events. {Name} used language features and language patterns for emphasis. {She,He} selected and used evidence from a text to explain response to it. {Name} made presentations and contributes actively to group discussions, using a variety of strategies for effect.

Panel discussion

{Name} identified the tone of the text. {She,He} used language features and vocabulary. {Name} asked questions. {She,He} made a presentation.

Panel discussion

{Name} identified characters and events in the text. {She,He} used description. {Name} stated an opinion. {She,He} provided information about the text and/or author.


Assessment Task 3: Unit 6 — Comparing texts: Arguing a point of view

A B C D E2E6A3 2E6B3 2E6C3 2E6D3 2E6E3Arguing a point of view

{Name} explained how effectively modality or emphasis is used to influence reader response regarding a text’s ability to communicate a message about a topic of importance. {She,He} made discerning choices in use of subjective and evaluative language to express opinion and convey a point of view appropriate for purpose and audience.

Arguing a point of view

{Name} explained key similarities and differences between different texts’ uses of text structures, language and visual features on similar topics and themes. {She,He} wrote a coherent and well-structured formal text that argues a point of view within and across paragraphs. {Name} included relevant information at the starting points of sentences to emphasise key points and ideas and influence the reader.


{Name} identified how the use of text structures can achieve particular effects. {She,He} analysed and explained how language features, images and vocabulary are used by different authors to represent ideas. {Name} showed how specific details can be used to support a point of view. {She,He} created detailed texts elaborating on key ideas for a purpose and audience.


{Name} identified the main ideas in the texts. Identifies language features. {She,He} described the main ideas in the texts.


{Name} identified a literary text and an informative text. {She,He} wrote a response.


English Pre-ModerationYear 6 : Unit 4, 5 & 6 Semester 2 Title:

Curriculum Intent for the Unit (see unit /task description) In this unit students will learn and apply English knowledge and skills and creating texts through Receptive and Productive modes.

Learning opportunities support students. Read through and discuss each of the prior knowledge and where to in each of the here units of work. Unpack the curriculum intent and revise before each unit.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Unit 4 - Interpreting literary textsA letter to the future

Knowledge and Understanding Selects language features and language patterns for emphasis. Selects specific details to support a point of view.

Creating Texts (Productive) Creates a detailed text elaborating on key ideas for purpose and audience. Understands grammar and makes considered vocabulary choices to enhance cohesion and

structure in writing. Uses accurate spelling and punctuation for clarity.

Unit 5 - Exploring literary texts by the same authorPanel discussion

Knowledge and Understanding Explains how the use of text structures can achieve particular effects. Analyses and explains how language features, images and vocabulary are used by authors to

represent ideas, characters and events. Uses language features and language patterns for emphasis. Shows how specific details can be used to support a point of view...

Comprehending Texts (Receptive) Selects and uses evidence from a text to explain response to it. Listens to discussions, clarifying content and challenging others' ideas.

Creating Texts (Productive) Makes presentations and contributes actively to group discussions, using a variety of

strategies for effect.

62 of 69Eng_Y01_U3_AT_PoemRecitation

Scan and Assess

Prioritise

Develop and Plan

Unit 6 - Comparing textsArguing a point of view

Knowledge and Understanding

Identifies how the use of text structures can achieve particular effects. Analyses and explains how language features, images and vocabulary are used by different

authors to represent ideas. Compares and analyses information in different and complex texts. Selects and uses evidence from a text to explain response to it.

Creating Texts (Productive) Shows how specific details can be used to support a point of view. Creates detailed texts elaborating on key ideas for a purpose and audience. Demonstrates an understanding of grammar, and makes considered vocabulary choices to enhance

cohesion and structure in writing. Uses accurate spelling and punctuation for clarity and makes editorial choices based on criteria.

Additional Targeted Teaching Priorities

* Identified from Early Start Data from End of Prep Data. What were the literacy identified areas?

* Identified from previous assessment & post moderation of Semester 1 English Unit 1 or 2. Were there any identified areas?


Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level “Working With” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Unit 4 - Interpreting literary textsA letter to the futureKnowledge and Understanding Selects language features and language patterns for emphasis. Selects specific details to support a point of view.

Creating Texts (Productive) Creates a detailed text elaborating on key ideas for purpose and audience. Understands grammar and makes considered vocabulary choices to enhance cohesion and structure in writing. Uses accurate spelling and punctuation for clarity.


Knowledge and Understanding Explains how the use of text structures can achieve particular effects. Analyses and explains how language features, images and vocabulary are used by authors to represent ideas,

characters and events. Uses language features and language patterns for emphasis. Shows how specific details can be used to support a point of view...

Comprehending Texts (Receptive) Selects and uses evidence from a text to explain response to it. Listens to discussions, clarifying content and challenging others' ideas.

Creating Texts (Productive) Makes presentations and contributes actively to group discussions, using a variety of strategies for effect.


Knowledge and Understanding

Identifies how the use of text structures can achieve particular effects. Analyses and explains how language features, images and vocabulary are used by different authors to represent ideas. Compares and analyses information in different and complex texts. Selects and uses evidence from a text to explain response to it.

Creating Texts (Productive) Shows how specific details can be used to support a point of view. Creates detailed texts elaborating on key ideas for a purpose and audience. Demonstrates an understanding of grammar, and makes considered vocabulary choices to enhance cohesion and structure in


writing. Uses accurate spelling and punctuation for clarity and makes editorial choices based on criteria.

‘B’ Year Level “Making Connections” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Unit 4 - Interpreting literary textsA letter to the futureKnowledge and Understanding Expands and sharpens ideas through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases.

Creating Texts (Productive) Uses a range of sentence structures and makes specific word choices to engage the reader. Uses commas to separate clauses.


Knowledge and Understanding Evaluates characteristics that define an author's style. Explains relationship between words, imagery and language patterns in a text. Expands ideas through the careful choice of verbs and a range of adverb groups/phrases. Uses modality to convey point of view.

Comprehending Texts (Receptive) Evaluates information, such as the similarities and differences in texts, and opinions. Acknowledges and extends the contributions of others, asking pertinent questions and answering others' questions.

Creating Texts (Productive) Uses interaction skills such as voice volume, tone, pitch and pace according to group size, formality of the interaction

and needs and expertise of the audience.


Knowledge and Understanding Explains key similarities and differences between different texts' uses of text structures, language and visual features

on similar topics and themes.

Creating Texts (Productive) Writes a coherent and well-structured formal text that argues a point of view within and across paragraphs. Includes relevant information at the starting points of sentences to emphasise key points and ideas and influence the

reader.


‘A’ Year Level “Applying” Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Unit 4 - Interpreting literary textsA letter to the futureKnowledge and Understanding Uses objective language to describe people and places within the letter. Chooses evaluative and subjective language to convey opinion about contemporary times for effect.

Creating Texts (Productive) Conveys a strong sense of time and place appropriate to purpose and audience through carefully selected language

features and text structures. Uses appropriate formality to establish social distance with unknown audience. Uses evaluative language to express shades of meaning, feeling and opinion.


Knowledge and Understanding Explains how the author innovates on text structures and plays with language features to achieve humorous effects and to

influence readers. Uses evaluative language to express feeling and opinion about the author's style.

Comprehending Texts (Receptive) Questions others' ideas, opinions and how choices in language influence personal responses to texts.

Creating Texts (Productive) Uses effective strategies for discussion including speaking clearly, coherently and at appropriate length. Uses strategies such as pausing, rephrasing and repeating.


Knowledge and Understanding Explains how effectively modality or emphasis is used to influence reader response regarding a text's ability to

communicate a message about a topic of importance.

Creating Texts (Productive) Makes discerning choices in use of subjective and evaluative language to express opinion and convey a point of view

appropriate for purpose and audience. Combines a range of complex sentences, with subordinating conjunctions and commas to separate clauses, to create variety and

effect.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’


Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?


Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed English Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next English unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

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