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OneSchoolUnit Plan

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

Year Level: Year 2

Applicable LearningAreas/Subjects: English

Unit Plan

Stories of families and friendsIn this unit, students explore texts to analyse how stories convey a message about issues that relate to families and friends. Students will write an imaginative new narrative about family relationships and/or friendships for a familiar animal character.

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 30

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

Year: 2Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment Task Summary Type Learning Areas Status Date

Imaginative narrative (Yr 02)Students create a new narrative about family relationships and/or friendships for a familiar animal character.

Imaginative response - written

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Response to literature Exploration of characters'

relationships and motivations Development of an

understanding of language and literature

Creation of an imaginative narrative

Resources Attachments Plan Resource Bank

Assessment Imaginative response - written -

Imaginative narrative (Yr 02)




Duration: 4 Weeks

Australian Curriculum

English - Year 2

Year 2 Achievement StandardReceptive modes (listening, reading and viewing)By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.




Duration: 4 Weeks

Content Descriptions

Language Literacy Literature

Language variation and change

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)

Text structure and organisation

Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Expressing and developing ideas

Identify visual representations of characacters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words(ACELA1469)Understand that nouns represent people, places, concrete objects and abstract concepts; that there and three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)

Interacting with others

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)

Creating texts

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)

Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)

Interpreting, analysing, evaluating

Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

Literature and context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

Responding to literature

Compare opinions about characters, events and settings in and between texts (ACELT1589)

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)

Examining literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)

Creating literature

Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)




Duration: 4 Weeks

Content Descriptions

Language Literacy Literature Understand the use of vocabulary about familiar

and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

Language for interaction

Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Phonics and word knowledge

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)

Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471)

Understand that a sound can be represented by various letter combinations (ACELA1825)

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)

Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824)




Duration: 4 Weeks

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

exploring different ways of expressing emotions, including verbal, visual, body language and facial expressions understanding that the purposes texts serve shape their structure in predictable ways identifying the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances exploring differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when,

where and how (adverbs) understanding the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in

different contexts recreating texts imaginatively using drawing, writing, performance and digital forms of communication creating short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate

multimodal elements, for example illustrations and diagrams re-reading student’s own texts and discuss possible changes to improve meaning, spelling and punctuation writing using unjoined lower case and upper case letters

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

Examine how evaluative language can be varied to be more or less forceful (ACELA1477) Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle

(ACELT1601) Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal

elements appropriate to the audience and purpose (ACELY1682) Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) Write using joined letters that are clearly formed and consistent in size (ACELY1684).




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-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

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

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples’ and Torres Strait Islander peoples’ history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples’ and Torres Strait Islander peoples’ histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Imaginative narrativeAssessment description: Students create a new narrative about family relationships and/or friendships for a familiar animal character.




Duration: 4 Weeks

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 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.Productive modes (speaking, writing and creating)When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.Monitoring student learningSpecific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

using text-processing strategies reading with fluency and phrasing using comprehension strategies creating short imaginative retells using a variety of simple and compound sentences employing vocabulary, including nouns and noun groups, and evaluative language to suit audience and purpose participating in class discussions interacting with peers attending to others' talk listening for instructions listening for specific information.

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

using reading comprehension strategies to build literal and inferred meaning from stories using listening comprehension strategies to build literal and inferred meaning from stories understanding the way words and images combine to communicate character and setting understanding the text structures and language features of short retells responding to the emotions, motivations and qualities of characters in stories.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Response to literature Lesson 1: Responding to a story Lesson 2: Exploring narrative structure Lesson 3: Connecting to emotions in stories Lesson 4: Introducing an imaginative narrative

3 Lessons Exploration of characters' relationships and motivations Lesson 5: Exploring complex stories Lesson 6: Inferring characters' relationships and motivations Lesson 7: Examining the relationship between words and images in stories

5 Lessons Development of an understanding of language and literature Lesson 8: Constructing sentences for an imaginative narrative Lesson 9: Constructing an imaginative narrative Lesson 10: Examining language variation in texts according to culture Lesson 11: Examining the representation of characters in cultural texts Lesson 12: Listening comprehension

4 Lessons Creation of an imaginative narrative Lesson 13: Introducing and planning the assessment task Lesson 14: Drafting an imaginative narrative Lesson 15-16: Creating an imaginative narrative

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Response to literature Topic Duration 4 Lessons

Overview Throughout this lesson series, students will explore character emotions, feelings and identify narrative text structure.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Responding to a story

Lesson objectivesStudents will:

Understand how characters and settings are represented in stories through words and images.

Understand how to identify the typical stages of a narrative.

Evidence of learningCan the student:

Use words and images to make meaning about characters' feelings and motivations?

Identify the stages of a simple narrative?Example learning sequence

Understand the unit Listen and respond to a story that explores

emotions Discuss the narrative structure and language

features in a text Review learning

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Find and prepare an anthropomorphic picture book that explores emotions, e.g.o Text - Wild, M and Brooks, R 1995, Old Pig, Allen & Unwin, St Leonards, NSW

Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

f41d-9983-90b6dfb51b73/0/index.html Reading - Reading groups overview Year 2 Unit 2

https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html Handwriting - Handwriting overview Year 2 Unit 2

https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Helpful information Supporting learning resource - Introduction to the unit: Stories of families and friends

https://learningplace.eq.edu.au/cx/resources/items/c0121958-dbc4-4e73-a612-41fe440ce0cd/0/Eng_Y02_U2_SLR_UnitIntro.docx

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/42951db3-fd82-41b4-957a-91ae88c40b2f/0/Eng_Y02_U2_SLR_SuggAltSources.docx

Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - English metalanguage: Years P-2 https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx

Attachments Lesson plan

Lesson 2

Exploring narrative


Understand how language choices present characters and settings at the orientation stage in

Resources Find and prepare an anthropomorphic picture book that explores emotions, e.g.

o Text - Wild, M & Brooks, R 1995, Old Pig, Allen & Unwin, St Leonards, NSW Sheet - Text structure of a narrative




Duration: 4 Weeks

Teaching Sequence




structurea picture book.


Record information about characters and settings at the orientation stage in a picture book?

Example learning sequence Listen to the reading of a picture book Identify the structure of an orientation in a picture

book Explore the language used to present characters

and settings in a picture bookEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.





Helpful information Supporting learning resource - English metalanguage: Years P-2

https://learningplace.eq.edu.au/cx/resources/items/332aaccf-9152-1256-2b9f-3f456bd29f88/0/Eng_SLR_YP-Y02_Metalanguage.docx


Lesson 3

Connecting to emotions in stories


Understand that the feelings and behaviours of animals in anthropomorphic stories reflect human emotions and relationships.

Understand how authors use language to build empathy for characters.


Identify the language choices that represent characters in picture books?


o Text - Wild, M & Brooks, R 1995, Old Pig, Allen & Unwin, St Leonards, NSW Sheet - Text structure of a narrative Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-







Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Use comprehension strategies to interpret

characters' feelings and motivations?Example learning sequence

Identify human experiences and emotions in a picture book

Review narrative structure Explore a complication experienced by a story

character Create a character profile


Helpful information Supporting learning resource - Emotive words https://learningplace.eq.edu.au/cx/resources/items/085ebf08-

424a-4ce0-ad83-867cdbe197ca/0/Eng_Y02_U2_SLR_EmotiveWords.docx Supporting learning resource - English metalanguage: Years P-2



Lesson 4

Introducing an imaginative narrative


Understand that different text types have identifiable text structures and language features.

Understand the way language is used to describe the feelings and qualities of a character in an imaginative narrative.


Identify the text structure and the language features of an imaginative narrative?

Identify language that describes a character's feelings and qualities?


o Text - Wild, M and Brooks, R 1995, Old Pig, Allen & Unwin, St Leonards, NSW Sheet - Text structure of a narrative Sheet - Character profile Supporting learning resource - Teacher tips: Stories of families and friends Supporting learning resource - Imaginative narrative about a familiar character Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-




Helpful information




Duration: 4 Weeks

Teaching Sequence




Example learning sequence Explore the resolution to a story from a character's

point of view Review the narrative structure and character

profile information View an imaginative narrative about a familiar

animal character Analyse an imaginative narrative about a familiar

animal characterEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.






Duration: 4 Weeks

Teaching Sequence

Topic Exploration of characters' relationships and motivations

Topic Duration 3 Lessons

Overview Throughout this lesson series, students will explore character emotions, qualities, relationships and motivations in words and images.


Lesson 5

Exploring complex stories


Understand how stories represent characters' relationships, feelings and motivations.

Understand how text structures and language features help the text serve its purpose.


Create a character profile that explains characters'

relationships, feelings and motivations? Identify how the stages of a narrative and

language features help the text serve its purpose?

Example learning sequence Listen and respond to a story that explores

characters' relationships and motivations Identify the stages of a narrative Review learning



o Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSW Sheet - Text structure of a narrative Sheet - Character profile Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-







Lesson 6 Lesson objectivesStudents will:





Duration: 4 Weeks

Teaching Sequence





Inferring characters' relationships and motivations

Understand how to connect the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships.

Understand how to use language to build empathy for characters.


Identify the language choices that represent animal

characters in picture books? Use comprehension strategies to interpret

characters' feelings and motivations and to build empathy for the characters?

Example learning sequence Review a picture book Identify human relationships and characters'

motivations in a picture book Identify evaluative language in a narrative


o Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSW Sheet - Character profile Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-




Helpful information Supporting learning resource - Emotive words https://learningplace.eq.edu.au/cx/resources/items/085ebf08-

424a-4ce0-ad83-867cdbe197ca/0/Eng_Y02_U2_SLR_EmotiveWords.docx Supporting learning resource - English metalanguage: Years P-2



Lesson 7

Examining the relationship


Develop an understanding of how images add to, contradict or multiply the meaning of


o Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSW Supporting learning resource - Teacher tips: Stories of families and friends




Duration: 4 Weeks

Teaching Sequence





between words and images in stories

accompanying words. Understand how language features and images

in texts are used to construct characters and settings in narratives and create meaning for the reader.


Explain how images develop characters and settings?

Identify language features and images that affect meaning?

Example learning sequence Review a picture book Identify images and language features that

represent characters Identify images and language features that

represent settings Explore nouns and noun groups


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

Reading - Reading groups overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

Handwriting - Handwriting overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html







Duration: 4 Weeks

Teaching Sequence

Topic Development of an understanding of language and literature


Overview Throughout this lesson series, students will jointly construct sentences and new narratives for familiar characters. They will explore characters and settings in cultural texts.


Lesson 8

Constructing sentences for an imaginative narrative


Understand how to compose sentences to include literal and inferential information about a familiar character.


Write sentences that include literal and inferential information about a familiar character?

Example learning sequence Review the narrative structure of a familiar

story Connect ideas using compound sentences Write sentences about a character Consolidate learning



o Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSW Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-



https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html Sheet - Character profile




Lesson 9

Constructing an imaginative narrative


Understand how to write a new narrative for a familiar animal character using appropriate


o Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSW Sheet - Text structure of a narrative




Duration: 4 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcestext structure and language features.

Understand how to use evaluative language to engage the audience.


Make choices about text structure and language features to jointly create a new narrative for a familiar character?

Use evaluative language to suit audience and purpose?

Example learning sequence Review the profile for a character in a story Jointly create an imaginative narrative about a

characterEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.








Lesson 10

Examining language variation in texts according to culture


Understand how language varies according to audience, purpose, context and cultural background.

Understand how to listen for specific language that describes characters' emotions and


Text - Dodd-Farrawell, K & Russell, J 2004, Our Rooster, Jack, Indij Readers, Rockdale, NSW Sheet - Language and culture in texts Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-




Duration: 4 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcesfeelings in stories.


Identify variations of language in a cultural text?

Listen for specific language that describes characters'

emotions and feelings in stories?Example learning sequence

Listen and respond to a story Examine how language and text features of

stories reflect context and cultural background Examine language that conveys emotions





Helpful information Supporting learning resource - Holistic planning and teaching framework for Our Rooster, Jack

https://learningplace.eq.edu.au/cx/resources/items/1a27f996-ab63-4985-a0c2-25b9ecafccf6/0/Eng_Y02_U2_SLR_HolisticFrameRooster.docx

Text - Allen, J, Lane, J & Kombumerri Aboriginal Corporation for Culture 2001, The language of the Wangerriburra and neighbouring groups in the Yugambeh region, Kombumerri Aboriginal Corporation for Culture, Beenleigh, Qld

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf

Supporting learning resource - Holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/696ffcd4-6100-19f3-b658-8fcf28215815/0/C2C_HolisticPlanningTeachingFramework.pdf

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx



Lesson 11

Examining the representation of characters in cultural texts


Understand how images add to, contradict or multiply the meaning of accompanying words.


Explain how images develop characters and


Text - Dodd-Farrawell, K & Russell, J 2004, Our Rooster, Jack, Indij Readers, Rockdale, NSW Supporting learning resource - Teacher tips: Stories of families and friends Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-


https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html




Duration: 4 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcessetting?

Compare how language features and images affect meaning?

Example learning sequence Review a story Explore how images represent qualities of

people and place Compare how images represent characters

and settings with the accompanying wordsEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


Helpful information Supporting learning resource - Holistic planning and teaching framework for Our Rooster, Jack

https://learningplace.eq.edu.au/cx/resources/items/1a27f996-ab63-4985-a0c2-25b9ecafccf6/0/Eng_Y02_U2_SLR_HolisticFrameRooster.docx


Video - Uncle Ernie's framework http://mediasite.eq.edu.au/mediasite/Play/c0f1f6fb-b305-4c1f-a541-06d0d8706d25 (Queensland government, Department of Education, Training and the Arts)

DVD - Indigenous Schooling Support Unit (Producer) 2007, Holistic planning and teaching framework, Cairns, Qld, Department of Education, Training and the Arts

Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf


Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx



Lesson 12

Listening comprehension


Understand that spoken, visual and written forms of language vary according to the audience, purpose, context and cultural background.

Understand how to identify language used for appreciating the qualities of people and things.


Text - Dodd-Farrawell, K & Russell, J 2004, Our rooster, Jack, Indij Readers, Rockdale, NSW Sheet - Listening comprehension Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-






Duration: 4 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Understand how to listen for specific purposes

and information.Evidence of learningCan the student:

Identify variations of language in a cultural text?

Identify language used to describe characters in a story?

Listen for specific information in oral stories?Example learning sequence

Review a familiar story Listen and respond to parts of a familiar story Share and reflect on responses to a familiar

storyEarly literacy skillsReadingRefer to unit reading groups overview for suggested focus area.SpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.


Helpful information Supporting learning resource - Listening comprehension - Answers

https://learningplace.eq.edu.au/cx/resources/items/9759ac20-2f00-432f-b13f-9d436152b866/0/Eng_Y02_U2_SH_ListenComp_Ans.docx






Duration: 4 Weeks

Teaching Sequence

Topic Creation of an imaginative narrative Topic Duration 4 Lessons

Overview Throughout this lesson series, students will plan, draft and edit an imaginative narrative about a character from a familiar picture book.


Lesson 13

Introducing and planning the assessment task


Understand text structure and language features of narratives.

Understand how to identify language that can be used for appreciating the qualities of people and things.

Understand how to create new events to develop a familiar character.


Identify the text structure and language features of a simple narrative in a model response?

Identify evaluative language used to develop characters and events in a model response?

Apply understanding of text structure and language features to plan an imaginative narrative?

Example learning sequence Review the assessment task View the assessment model response Plan to write an imaginative narrative


Resources Find and prepare a selection of picture books that explore characters’ emotions, relationships and

motivations for students to select a character from for the assessment task. Find and prepare a picture book that could be used for the imaginative narrative model response, e.g.

o Text - Wild, M 2007, Lucy Goosey, Little Hare Books, Surry Hills, NSW Assessment task - Imaginative narrative Assessment task - Imaginative narrative: Model response Assessment task - Plan for task: Imaginative narrative Assessment task - Plan for task: Imaginative narrative - Sample response Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-










Duration: 4 Weeks

Teaching Sequence




Lesson 14

Drafting an imaginative narrative

Assessment purposeTo create a new narrative about family relationships and/or friendships for a familiar animal character.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A - E Conduct the assessment



motivations for students to select a character from, for the assessment task. Assessment task - Imaginative narrative Assessment task - Imaginative narrative: Model response Assessment task - Plan for task: Imaginative narrative Assessment task - Plan for task: Imaginative narrative - Sample response Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-







Lesson 15-16

Creating an Imaginative narrative

Assessment purposeTo create a new narrative about family relationships and/or friendships for a familiar animal character.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Early literacy skillsReadingRefer to unit reading groups overview for suggested focus area.


motivations for students to select a character from, for the assessment task Assessment task - Imaginative narrative Assessment task - Imaginative narrative: Model response Assessment task - Plan for task: Imaginative narrative Assessment task - Plan for task: Imaginative narrative - Sample response Sheet - Reflection sheet Spelling - Spelling overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/64032b89-6bac-

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

6bac-f41d-9983-90b6dfb51b73/0/index.html Reading - Reading groups overview Year 2 Unit 2





Duration: 4 Weeks

Teaching Sequence




SpellingRefer to unit spelling overview for suggested focus area (Lesson 15).Conduct a unit post-test (Lesson 16).HandwritingRefer to unit handwriting overview for suggested focus area.








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 - Response to literature Lesson plan - Eng_Y02_U2_LP01.docx

Lesson plan - Eng_Y02_U2_LP02.docx



Sequence - Exploration of characters' relationships and motivations




Sequence - Development of an understanding of language and literature






Sequence - Creation of an imaginative narrative



Lesson plan - Eng_Y02_U2_LP15-16.docx

Sequence DVD - Indigenous Schooling Support Unit (Producer) 2007, Holistic planning and teaching framework, Cairns, Qld, Department of Education, Training and the Arts




Duration: 4 Weeks


Find and prepare a picture book that could be used for the imaginative narrative model response, e.g. Text - Wild, M 2007, Lucy Goosey, Little Hare Books, Surry Hills, NSW

Find and prepare a selection of picture books that explore characters’ emotions, relationships and motivations for students to select a character from for the assessment task.Find and prepare an anthropomorphic picture book that explores emotions, e.g.

Text - Wild, M & Brooks, R 2000, Fox, Allen & Unwin, St Leonards, NSWFind and prepare an anthropomorphic picture book that explores emotions, e.g.

Text - Wild, M & Brooks, R 2000, Old Pig, Allen & Unwin, St Leonards, NSWHandwriting - Handwriting overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/95b7aee8-25b5-8bcb-4760-fafdb6e84e0f/0/index.html

Reading - Reading groups overview Year 2 Unit 2 https://learningplace.eq.edu.au/cx/resources/items/6b90614a-e4db-41cb-a6e8-a86dacfdff18/0/Reading.html

Sheet - Character profile

Sheet - Language and culture in texts

Sheet - Listening comprehension

Sheet - Reflection sheet

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

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

Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/42951db3-fd82-41b4-957a-91ae88c40b2f/0/Eng_Y02_U2_SLR_SuggAltSources.docx

Supporting learning resource - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Supporting learning resource - Emotive words https://learningplace.eq.edu.au/cx/resources/items/085ebf08-424a-4ce0-ad83-867cdbe197ca/0/Eng_Y02_U2_SLR_EmotiveWords.docx





Duration: 4 Weeks


Supporting learning resource - Holistic planning and teaching framework for Our Rooster, Jack https://learningplace.eq.edu.au/cx/resources/items/1a27f996-ab63-4985-a0c2-25b9ecafccf6/0/Eng_Y02_U2_SLR_HolisticFrameRooster.docx


Supporting learning resource - Imaginative narrative about a familiar character Supporting learning resource - Introduction to the unit: Stories of families and friends https://learningplace.eq.edu.au/cx/resources/items/c0121958-dbc4-4e73-a612-41fe440ce0cd/0/Eng_Y02_U2_SLR_UnitIntro.docx

Supporting learning resource - Listening comprehension - Answers https://learningplace.eq.edu.au/cx/resources/items/9759ac20-2f00-432f-b13f-9d436152b866/0/Eng_Y02_U2_SH_ListenComp_Ans.docx

Supporting learning resource - Teacher tips: Stories of families and friends Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf


Text - Dodd-Farrawell, K & Russell, J 2004, Our Rooster, Jack, Indij Readers, Rockdale, NSW

Video - Uncle Ernie's framework http://mediasite.eq.edu.au/mediasite/Play/c0f1f6fb-b305-4c1f-a541-06d0d8706d25 (Queensland government, Department of Education, Training and the Arts)Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Assessment planner - Imaginative narrative

Assessment task - Eng_Y02_U2_AT_ImaginativeNarratives.docx

Assessment task - Eng_Y02_U2_AT_MR_ImaginativeNarrative.docx

Assessment task - Eng_Y02_U2_AT_PlanForTask.docx

Assessment task - Eng_Y02_U2_AT_PlanForTask_Sample.docx

Assessment Assessment task - Imaginative narrative

Assessment task - Imaginative narrative: Model response

Assessment task - Plan for task: Imaginative narrative




Duration: 4 Weeks


Assessment task - Plan for task: Imaginative narrative - Sample response




Duration: 4 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Imaginative narrative (Yr 02)Type Imaginative response - written

Date

Description Students create a new narrative about family relationships and/or friendships for a familiar animal character.

Learning Area English

Knowledge and understanding Creating texts (Productive)

Uses everyday language features and topic-specific vocabulary. Creates a text drawing on imagination and information learned.Accurately spells words with regular spelling patterns and spells words with less common long vowel patterns.Uses punctuation accurately and writes words and sentences legibly using unjoined upper- and lower-case letters.

A ◄ Uses evaluative language to develop character qualities and behaviours. ◄ Uses simple and compound sentences to express and combine ideas to create a new narrative.

B ◄ Uses expanded noun groups to provide detailed descriptions of the character, settings and events. ◄ Sequences events according to narrative structure.

C ◄ Uses everyday language features and topic-specific vocabulary. ◄

Creates a text drawing on imagination and information learned.Accurately spells words with regular spelling patterns and spells words with less common long vowel patterns. Uses punctuation accurately and writes words and sentences legibly using unjoined upper- and lower-case letters.

D ◄ Uses words from a familiar text. ◄ Writes sentences about a familiar animal story.

E ◄ Uses sight words. ◄ Describes a familiar animal character.




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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