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OneSchoolUnit Plan

Name: Unit 2 - English Year 4 (V8)Duration: 4 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: English

Unit Plan

Examining humour in poetryIn this unit students will read and listen to a range of humorous poems by different authors. They will identify structural features and poetic language devices in humorous poetry. They will use this knowledge to innovate on poems and evaluate the poems by expressing a personal viewpoint using evidence from the poem.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview Supporting learning resource - Assessment alignment planner

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 24

Unit Plan Plan Name: Unit 2 - English Year 4 (V8)

Year: 4Learning Areas/Subjects: English

Duration:4 Weeks

Assessment Task Summary Type Learning Areas Status Date

Interpret and evaluate a humorous poem: Reading comprehension (Yr 04)Students interpret and evaluate a humorous poem for its characteristic features.

Exam/Test English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Characteristic structures and features of poems

Word play in humorous poems Poetry structures More poetry structures/Reading

comprehension

Resources Attachments Plan Resource Bank

Assessment Exam/Test - Interpret and evaluate a

humorous poem: Reading comprehension (Yr 04)




Duration:4 Weeks

Australian Curriculum

English - Year 4

Year 4 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts

They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.

Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.




Duration:4 Weeks

Content Descriptions

Language Literature Literacy

Text structure and organisation

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Phonics and word knowledge

Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

Responding to literature

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

Examining literature

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

Creating literature

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Interacting with others

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Interpreting, analysing, evaluating

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Creating texts

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)




Duration:4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding how different types of texts vary in use of language choices, depending on their purpose and context (e.g. tense and types of sentences) drawing connections between personal experiences and the worlds of texts, and sharing responses with others developing criteria for establishing personal preferences for literature discussing the nature and effects of some language devices used to enhance meaning and shaping the reader’s reaction, including rhythm and onomatopoeia in poetry and prose identifying the audience and purpose of imaginative, informative and persuasive texts using comprehension strategies to build literal and inferred meaning and beginning to evaluate texts by drawing on a growing knowledge of context, text structures and language

features.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) 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) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

(ACELT1611) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)




Duration:4 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social awareness Social management

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Assessing student learningAssessment name: Interpret and evaluate a humorous poem: Reading comprehensionAssessment description: Students Students interpret and evaluate a humorous poem for its characteristic features.In this unit, assessment of student learning aligns to the following components of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts.They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.Productive modes (speaking, writing and creating)Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.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.




Duration:4 Weeks

Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example: identify and evaluate structural features and language devices used in a poem and ability to complete learning logs about poems innovate on poems using similar structure and language devices used in original poem evaluate poems using correct metalanguage to explain how effective structural features and poetic language devices are in creating a humorous poem.

FeedbackFeedback may relate to reading, writing and speaking throughout the unit. In this unit this may include:

identifying and evaluating structural features and language devices used in a poem and completing learning logs about poems innovating on poems using similar structure and language devices used in original poems evaluating poems by expressing viewpoint using correct metalanguage to explain how effective structural features and poetic language devices are in creating a humorous poem interpreting and evaluating a humorous poem.




Duration:4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Characteristic structures and features of poems Lesson 1-2: Reviewing poetry Lesson 3: Analysing a nonsense poem Lesson 4: Innovating on a poem

3 Lessons Word play in humorous poems Lesson 5: Examining a nonsense poem Lesson 6: Identifying puns and neologism in poems Lesson 7: Innovating on poems with spoonerisms

6 Lessons Poetry structures/More poetry structures Lesson 8: Examining common rhymes Lesson 9: Innovating on a rhyme Lesson 10: Examining rhymes Lesson 11: Examining limericks Lesson 12: Innovating on a limerick Lesson 13: Evaluating poetic devices

3 Lessons Reading comprehension Lesson 14: Sharing evaluation of a humorous poem Lesson 15-16: Completing assessment task

16 Lessons Total Unit




Duration:4 Weeks

Teaching Sequence

Topic Characteristic structures and features of poems Topic Duration 4 Lessons

Overview Throughout this lesson series, students will review, identify and innovate on structural features and poetic language devices used in poems.

Lessons Teaching and Learning Sequence Resources

Lessons 1-2

Reviewing poetry

Lesson objectivesStudents will:

Understand how the structures of poems vary depending on the topic, purpose and audience.

Understand how language devices are used to create humour.

Evidence of learningCan the student:

Identify structural features in a poem? Identify language devices used to create humour

in a poem?Example learning sequence

Share prior knowledge of poetry Examine a poem Evaluate a poem

SpellingRefer to unit spelling overview for suggested focus area.

Resources Supporting learning resource - Teacher tips: Examining humour in poetry eBook - Poetry collection Sheet - Nonsense poem 1: The Quangle Wangle’s hat Sheet - Learning log: Poetry analysis Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

f41d-9983-90b6dfb51b73/0/index.html

Helpful information Supporting learning resource - Introduction to the unit: Examining humour in poetry

https://learningplace.eq.edu.au/cx/resources/items/586e513e-35a4-4cb3-b68e-e515ced0e980/0/Eng_Y04_U2_SLR_UnitIntro.docx

Supporting learning resource - Learning log: Poetry analysis (Answers) https://learningplace.eq.edu.au/cx/resources/items/7bb35c2b-e0ab-4d41-afb5-29fb4f523610/0/Eng_Y04_U2_SLR_LearnLogPoetAnalys_Ans.docx

Sheet - Poetic language devices https://learningplace.eq.edu.au/cx/resources/items/ba6986f3-83bf-4aef-8ef0-899b8e7e3fb2/0/Eng_Y04_U2_SH_PoetLangDevices.docx

Sheet - Structural features of poetry https://learningplace.eq.edu.au/cx/resources/items/8a8d3d6b-e9b8-428d-bc57-2999e03fbd6f/0/Eng_Y04_U2_SH_StructFeatPoetry.docx

Slideshow - Introduction to: Examining humour in poetry https://learningplace.eq.edu.au/cx/resources/items/c767d23d-2004-4994-90ee-ee53139cd8e1/0/Eng_Y04_U2_SS_ExamHumourPoetry.pptx

Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx

Attachments Lesson plan

Lesson 3

Analysing a nonsense poem


Understand how to identify poetic text structures and word play in a poem.

Understand how to analyse a poem.Evidence of learningCan the student:

Resources Supporting learning resource - Teacher tips: Examining humour in poetry Sheet - Nonsense poem 2: Wacky word play Sheet - Learning log: Poetry analysis eBook - Poetry collection Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-





Duration:4 Weeks

Teaching Sequence

Topic Characteristic structures and features of poems Topic Duration 4 Lessons

Overview Throughout this lesson series, students will review, identify and innovate on structural features and poetic language devices used in poems.

Lessons Teaching and Learning Sequence Resources Identify poetic text structures and wordplay in a

poem? Analyse a poem?

Example learning sequence Examine a poem Evaluate a poem


Helpful information Slideshow - Nonsense words, onomatopoeia and alliteration

https://learningplace.eq.edu.au/cx/resources/items/222d7ccf-c46a-a839-2afc-cb477b36d30a/0/Eng_Y04_U2_SS_NonsWordsOnomAllit.pptx



Lesson 4

Innovating on a poem


Understand how to use similar structural and language features to make an innovation of a poem.

Understand how to evaluate the effectiveness of an innovation on a poem.


Use similar structural and language features to make an innovation of a poem?

Evaluate the effectiveness of an innovation on a poem?

Example learning sequence Examine a section of the poem Innovate on the poem using similar language

features Reflect on innovated lines in a poem


Resources Supporting learning resource - Teacher tips: Examining humour in poetry Sheet - Nonsense poem 2: Wacky word play Sheet - Learning log: Poetry analysis eBook - Poetry collection Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-


Helpful information Slideshow - Nonsense words, onomatopoeia and alliteration

https://learningplace.eq.edu.au/cx/resources/items/222d7ccf-c46a-a839-2afc-cb477b36d30a/0/Eng_Y04_U2_SS_NonsWordsOnomAllit.pptx






Duration:4 Weeks

Teaching Sequence

Topic Word play in humorous poems Topic Duration 3 Lessons

Overview Throughout this lesson series, students will identify deliberate word play in poems and evaluate the effect.


Lesson 5

Examining a nonsense poem


Understand how to identify structural features and poetic devices used in a poem.

Understand how to evaluate and express a personal viewpoint about a poem.


Identify structural features and poetic devices in a poem?

Explain a personal viewpoint about a poem by referencing the structural features and poetic devices used to create humour?

Example learning sequence Examine a poem Evaluate a poem


Resources Supporting learning resource - Teacher tips: Examining humour in poetry Find and prepare a humorous nonsense poem, e.g.

o Text - ‘The common cormorant’ by Christopher Isherwood Sheet - Learning log: Poetry analysis Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-


Helpful information Sheet - Structural features of poetry https://learningplace.eq.edu.au/cx/resources/items/8a8d3d6b-e9b8-428d-

bc57-2999e03fbd6f/0/Eng_Y04_U2_SH_StructFeatPoetry.docx Sheet - Poetic language devices https://learningplace.eq.edu.au/cx/resources/items/ba6986f3-83bf-4aef-8ef0-

899b8e7e3fb2/0/Eng_Y04_U2_SH_PoetLangDevices.docx Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 6

Identifying puns and neologisms in poems


Understand how to identify puns and neologism in a poem.

Understand how to evaluate the poem's effectiveness in creating humour through puns and neologism.


Identify puns and neologism in a poem? Evaluate the effectiveness of creating humour in

a poem by the use of puns and neologism?Example learning sequence

Resources Supporting learning resource - Teacher tips: Examining humour in poetry eBook - Poetry collection Sheet - Puns in poems 1 Sheet - Puns in poems 2 Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-


Helpful information Supporting learning resource - English metalanguage: Years 3-6


Attachments




Duration:4 Weeks

Teaching Sequence

Topic Word play in humorous poems Topic Duration 3 Lessons

Overview Throughout this lesson series, students will identify deliberate word play in poems and evaluate the effect.

Lessons Teaching and Learning Sequence Resources Examine a short poem containing puns Interpret and evaluate another poem Write a paragraph Share point of view


Lesson plan

Lesson 7

Innovating on poems with spoonerisms


Understand how to identify spoonerisms within a poem.

Understand how to innovate on a poem to include spoonerisms.


Identify spoonerisms in a poem? Innovate on a poem by including spoonerisms?

Example learning sequence Examine a poem containing spoonerisms Examine another poem containing spoonerisms Innovate on a poem to include spoonerisms Share innovated poem


Resources Supporting learning resource - Teacher tips: Examining humour in poetry Sheet - Spoonerisms in poems 1 eBook - Poetry collection Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-








Duration:4 Weeks

Teaching Sequence

Topic Poetry structures/More poetry structures Topic Duration 6 Lessons

Overview Throughout this lesson series, students will examine, innovate on and evaluate poems with varied structures.


Lesson 8

Examining common rhymes


Understand how to identify structural features and poetic devices used in rhymes.

Understand how to evaluate a poem using metalanguage to describe the effects of ideas, text structures and language features.


Identify structural features and poetic devices in rhymes?

Explain their personal viewpoint of a poem using metalanguage and supporting evidence from the poem?

Example learning sequence Share prior knowledge of rhymes Examine rhythm of rhymes Evaluate rhymes


Resources Sheet - Playground rhymes 1 Sheet - Spoonerisms in poems 2 eBook - Poetry collection Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-







Lesson 9

Innovating on a rhyme


Understand how to innovate on a poem while maintaining its structure.

Understand how to explain the effects of an innovation in regards to humour.


Innovate on a poem while maintaining its structure?

Explain the effects of an innovation in regards to humour?

Resources Sheet - Playground rhymes 2 eBook - Poetry collection Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-




Attachments




Duration:4 Weeks

Teaching Sequence


Overview Throughout this lesson series, students will examine, innovate on and evaluate poems with varied structures.


Example learning sequence Examine a rhyme Innovate on a rhyme Reflect on innovated rhyme


Lesson plan

Lesson 10

Examining rhymes


Understand how to evaluate the structural features and poetic devices used in a rhyme.

Understand how to create questions based on the structural features and poetic devices of a rhyme.


Identify the effectiveness of the structural features and poetic devices in a rhyme?

Create comprehension questions based on the structural features and poetic devices found in a rhyme?

Example learning sequence Examine a rhyme Evaluate a rhyme Create comprehension questions


Resources Sheet - Playground rhymes 1 Sheet - Playground rhymes 2 eBook - Poetry collection Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-








Duration:4 Weeks

Teaching Sequence


Overview Throughout this lesson series, students will examine, innovate on and evaluate more poems with varied structures.


Lesson 11

Examining limericks


Understand how to identify structural features and poetic devices used in limericks.

Understand how to evaluate the effectiveness of the structural features and poetic devices in limericks.


Identify structural features and poetic devices in limericks?

Evaluate the effectiveness of the structural features and poetic devices in limericks?

Example learning sequence Share prior knowledge of limericks Examine limericks Evaluate limericks


Resources Sheet - Limericks eBook - Poetry collection Slideshow - Limericks: What is a limerick? Sheet - Learning log: Poetry analysis Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-







Lesson 12

Innovating on a limerick


Understand how to maintain structure and language features to innovate on a limerick.

Understand how to reflect on the structural features and poetic devices to express a viewpoint about an innovation on a limerick.


Create an innovation on a limerick using similar structure and poetic devices?

Express a viewpoint about the effects structural features and poetic devices have in the

Resources Sheet - Limericks Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-








Duration:4 Weeks

Teaching Sequence


Overview Throughout this lesson series, students will examine, innovate on and evaluate more poems with varied structures.

Lessons Teaching and Learning Sequence Resourcesinnovation of a limerick?

Example learning sequence Examine a limerick Innovate on a limerick Share and evaluate innovated limericks


Lesson 13

Evaluating poetic devices


Understand how the structures of poems vary depending on the topic, purpose and audience.

Understand how language devices are used to create humour.


Evaluate the effectiveness of the structural features and language devices used to create humour in a poem?

Example learning sequence Review features of humorous poetry Evaluate poetic devices Share evaluations Prepare a humorous poem


Resources eBook - Poetry collection Sheet - Nonsense poem 1: The Quangle Wangle’s hat Sheet - Nonsense poem 2: Wacky word play Find and prepare a humorous nonsense poem, e.g.

o Text - ‘The common cormorant’ by Christopher Isherwood Sheet - Puns in poems 1 Sheet - Puns in poems 2 Sheet - Spoonerisms in poems 1 Sheet - Spoonerisms in poems 2 Sheet - Playground rhymes 1 Sheet - Playground rhymes 2 Sheet - Limericks Sheet - Learning log: Poetry analysis Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-


Helpful information Supporting learning resource - Learning log: Poetry analysis (Answers)

https://learningplace.eq.edu.au/cx/resources/items/7bb35c2b-e0ab-4d41-afb5-29fb4f523610/0/Eng_Y04_U2_SLR_LearnLogPoetAnalys_Ans.docx






Duration:4 Weeks




Duration:4 Weeks

Teaching Sequence

Topic Reading comprehension Topic Duration 3 Lessons

Overview Throughout this lesson series, students will share an evaluation of a humorous poem. Students will also complete the assessment task.


Lesson 14

Sharing evaluation of a humorous poem


Understand how to identify structural features and language devices used in a humorous poem.

Understand how to evaluate a humorous poem using metalanguage to express a point of view.


Identify structural features and language devices in a humorous poem and present these to peers?

Explain a personal viewpoint of a humorous poem to peers using metalanguage and supporting evidence from the poem?

Example learning sequence Evaluate a humorous poem Share ideas and viewpoints


Resources eBook - Poetry collection Sheet - Learning log: Poetry analysis Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-




899b8e7e3fb2/0/Eng_Y04_U2_SH_PoetLangDevices.docx Supporting learning resource - Learning log: Poetry analysis (Answers)

https://learningplace.eq.edu.au/cx/resources/items/7bb35c2b-e0ab-4d41-afb5-29fb4f523610/0/Eng_Y04_U2_SLR_LearnLogPoetAnalys_Ans.docx



Lessons 15-16

Completing assessment task

Assessment purposeTo interpret and evaluate a humorous poem for its characteristic features.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

SpellingRefer to unit spelling overview for suggested focus area (Lesson 15).

Resources Assessment task - Interpret and evaluate a humorous poem: Reading comprehension Assessment task - Interpret and evaluate a humorous poem: Reading comprehension - Model

response Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

f41d-9983-90b6dfb51b73/0/index.html Spelling - Spelling unit post-test Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-

6bac-f41d-9983-90b6dfb51b73/0/index.html






Duration:4 Weeks

Teaching Sequence

Topic Reading comprehension Topic Duration 3 Lessons

Overview Throughout this lesson series, students will share an evaluation of a humorous poem. Students will also complete the assessment task.


Conduct a unit post-test (Lesson 16).Attachments

Lesson plan




Duration:4 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Characteristic structures and features of poems

Lesson plan - Eng_Y04_U2_LP01_02.docx

Lesson plan - Eng_Y04_U2_LP03.docx


Sequence - Word play in humorous poems




Sequence - Poetry structures/More poetry structures







Sequence - Reading comprehension Lesson plan - Eng_Y04_U2_LP14.docx

Lesson plan - Eng_Y04_U2_LP15_16.docx

Sequence eBook - Poetry collection Find and prepare a humorous nonsense poem, e.g.

Text - ‘The common cormorant’ by Christopher Isherwood




Duration:4 Weeks


Sheet - Learning log: Poetry analysis

Sheet - Limericks

Sheet - Nonsense poem 1: The Quangle Wangle’s hat

Sheet - Nonsense poem 2: Wacky word play

Sheet - Playground rhymes 1

Sheet - Playground rhymes 2 Sheet - Poetic language devices https://learningplace.eq.edu.au/cx/resources/items/ba6986f3-83bf-4aef-8ef0-899b8e7e3fb2/0/Eng_Y04_U2_SH_PoetLangDevices.docx

Sheet - Puns in poems 1

Sheet - Puns in poems 2

Sheet - Spoonerisms in poems 1

Sheet - Spoonerisms in poems 2 Sheet - Structural features of poetry https://learningplace.eq.edu.au/cx/resources/items/8a8d3d6b-e9b8-428d-bc57-2999e03fbd6f/0/Eng_Y04_U2_SH_StructFeatPoetry.docx

Slideshow - Introduction to: Examining humour in poetry https://learningplace.eq.edu.au/cx/resources/items/c767d23d-2004-4994-90ee-ee53139cd8e1/0/Eng_Y04_U2_SS_ExamHumourPoetry.pptx

Slideshow - Limericks: What is a limerick? Slideshow - Nonsense words, onomatopoeia and alliteration https://learningplace.eq.edu.au/cx/resources/items/222d7ccf-c46a-a839-2afc-cb477b36d30a/0/Eng_Y04_U2_SS_NonsWordsOnomAllit.pptx

Spelling - Spelling overview Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html

Spelling - Spelling unit post-test Year 4 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-f41d-9983-90b6dfb51b73/0/index.html





Duration:4 Weeks


Supporting learning resource - Introduction to the unit: Examining humour in poetry https://learningplace.eq.edu.au/cx/resources/items/586e513e-35a4-4cb3-b68e-e515ced0e980/0/Eng_Y04_U2_SLR_UnitIntro.docx

Supporting learning resource - Learning log: Poetry analysis (Answers) https://learningplace.eq.edu.au/cx/resources/items/7bb35c2b-e0ab-4d41-afb5-29fb4f523610/0/Eng_Y04_U2_SLR_LearnLogPoetAnalys_Ans.docx

Supporting learning resource - Teacher tips: E xamining humour in poetry

Assessment planner - Interpret and evaluate a humorous poem: Reading comprehension

Assessment task - Eng_Y04_U2_AT_InterpEvalHumorPoem.docx

Assessment task - Eng_Y04_U2_AT_MR_InterpEvalHumorPoem.docx

Assessment Assessment task - Interpret and evaluate a humorous poem: Reading comprehension

Assessment task - Interpret and evaluate a humorous poem: Reading comprehension - Model response




Duration:4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Interpret and evaluate a humorous poem: Reading comprehension (Yr 04)Type Exam/Test

Date

Description Students interpret and evaluate a humorous poem for its characteristic features.

Learning Area English

Knowledge and understanding Comprehending texts (Receptive)

Explains that texts have different text structures depending on purpose and context.Explains how language features, images and vocabulary are used to engage the interest of audiences.

Describes literal and implied meanings.Expresses preferences for particular types of texts.

A ◄Uses metalanguage to effectively explain how the language features including nonsense words, spoonerisms, neologisms and puns suit a poem’s purpose and audience.

◄ Evaluates how the poet’s choice of language adds to the subtle meaning of the poem.

B ◄Uses knowledge of particular word play to maintain the intent of a poetic verse.Explains how text structure is used to achieve the purpose of poem.

◄Explains literal and inferred ideas in the poem using appropriate evidence from the text.Justifies preference examples from texts.

C ◄

Explains how texts have different text structures depending on purpose and context.Explains how language features, images and vocabulary are used to engage the interest of audiences.

◄Describes literal and implied meanings.Expresses preference for a particular type of text.

D ◄ Identifies text structure. ◄Recognises nonsense words in the poem.States an opinion about a text.

E ◄ Identifies audience for the poem. ◄ Reads the poem and restates information.




Duration:4 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

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