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OneSchoolUnit Plan

Name: Unit 5 - English Year 5 (V8)Duration: 4 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: English

Unit Plan

Responding to poetryIn this unit students listen to, read and view a range of poetry, including narrative poems, to create a transformation of narrative poem to a digital multimodal narrative

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

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

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

Unit Plan Plan Name: Unit 5 - English Year 5 (V8)

Year: 5Learning Areas/Subjects: English

Duration: 4 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Digital multimodal narrative (Yr 05)Students create a digital multimodal transformation of a narrative poem.

Poster/multi-modal presentation

English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Narrative poems / Narratives Narrative poem transformations Written narrative

transformations Digital multimodal narratives

Resources Attachments Plan Resource Bank

Assessment Poster/multi-modal presentation -

Digital multimodal narrative (Yr 05)




Duration: 4 Weeks

Australian Curriculum

English - Year 5

Year 5 Achievement Standard

Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Content Descriptions

Language Literacy Literature

Expressing and developing ideas

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 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)

Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

Interacting with others

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Creating texts

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Creating literature

Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)




Duration: 4 Weeks

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Language variation and change

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

Phonics and word knowledge

Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829)

Text structure and organisation

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

audience (ACELY1704) Re-read and edit student's own and others'

work using agreed criteria for text structures and language features (ACELY1705)

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Interpreting, analysing, evaluating

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)

Texts in context

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)

Responding to literature

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)

Examining literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)




Duration: 4 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498) Create literary texts that explore students' own experiences and imagining (ACELT1607) Create literary texts by developing storylines, characters and settings (ACELT1794) 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) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing

control over text structures and language features (ACELY1694) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

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

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) 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) Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) 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 (ACELY1717)




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

Numeracy Recognising and using patterns and relationships

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Managing and operating ICT

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

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/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: Digital multimodal narrative




Duration: 4 Weeks

Assessment description: Students create a digital multimodal transformation of a narrative poem.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.Receptive modes (listening, reading and viewing)By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.Productive modes (speaking, writing and creating)Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and 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.Specific monitoring opportunities in this unit may include observation, consultations and samples of student work. For example:

varying sentences to create effect using metalanguage to describe the effects of text structure, language features, visual features and multimodal features on an audience using expanded noun groups/phrases to provide a fuller description creating and transforming literary texts using accurate spelling and punctuation

FeedbackFeedback may relate to reading and writing. In this unit this may include:

using reading strategies to understand, interpret and analyse poems understanding and reflecting on the social, cultural and historical contexts in poems using metalanguage to explain the effect of the text structures and language features of poems using metalanguage to explain the effect of the text structures, language features, visual features and multimodal features of digital multimodal narrative texts using experimentation and imagination to transform a narrative poem into a narrative using a range of software to create a digital multimodal narrative text.




Duration: 4 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

6 Lessons Narrative poems / Narratives Lesson 1: Comparing a narrative poem and narrative texts Lesson 2: Examining vocabulary and characters in a narrative poem Lesson 3: Analysing sentence structure in narratives Lesson 4: Creating an orientation and complication in a narrative Lesson 5: Creating a climax and resolution in a narrative Lesson 6: Preparing a multimodal narrative

4 Lessons Narrative poem transformations Lessons 7-8: Interpreting a narrative poem Lesson 9: Developing effective characters Lesson 10: Planning a narrative

3 Lessons Written narrative transformations Lessons 11-12: Writing a draft narrative Lesson 13: Editing a narrative

3 Lessons Digital multimodal narratives Lessons 14-15: Publishing a digital multimodal narrative Lesson 16: Sharing digital multimodal narratives

16 Lessons Total Unit




Duration: 4 Weeks

Teaching Sequence

Topic Narrative poems / Narratives Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore text structures and language features of narrative texts. Students will explore how to transform a narrative poem into a digital multimodal narrative.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Comparing a narrative poem and narrative texts

Lesson objectivesStudents will:

Understand different purposes and forms of poetry, including narrative poems.

Understand and develop knowledge of the text structures and language features of a narrative and a narrative poem.

Evidence of learningCan the student:

Identify and compare features of a narrative poem and a narrative?

Example learning sequence Understand prior knowledge of poetry Review prior knowledge of a narrative Review the text structure and language features of a narrative

poem Review the text structure and language features of a transformed

narrative Compare the features of a narrative poem and a narrative

SpellingRefer to unit spelling overview for suggested focus area.

Resources Supporting learning resource - Introduction to the unit: Responding to poetry Sheet - Waltzing Matilda Sheet - Comparing narrative poems and narratives Sheet - A jolly swagman no more? Supporting learning resource - Teacher tips: Narrative poems Spelling - Year 5 Unit 6 Spelling overview

Helpful information Website - Queensland Curriculum & Assessment Authority (QCAA)

https://www.qcaa.qld.edu.au/ (Search > Better writing: Orientation - narrative poster) Website - Queensland Curriculum & Assessment Authority (QCAA)

https://www.qcaa.qld.edu.au/ (Search > Better writing: Complication - narrative poster) Website - Queensland Curriculum & Assessment Authority (QCAA)

https://www.qcaa.qld.edu.au/ (Search > Better writing: Resolution - narrative poster) Website - Contemporary practice resource: English

https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

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 - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/8d01526b-4aad-4df7-909d-bfed62933f98/0/Eng_Y05_U6_SLR_SuggAltResources.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 - 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




Duration: 4 Weeks

Teaching Sequence




Lesson 2

Examining vocabulary and characters in a narrative poem


Understand idioms from a narrative poem written in an earlier era. Understand how characters' traits are conveyed through language

choices.Evidence of learningCan the student:

Provide meanings for unusual words and idioms in the poem? Justify their observations about characters' traits using evidence

from the poem?Example learning sequence

Read a multimodal narrative poem Define terms related to the multimodal narrative poem Explore characters in the narrative poem


Resources Slideshow - The man from Ironbark Sheet - Language in 'The man from Ironbark' Sheet - Character traits in 'The man from Ironbark Sheet - The man from Ironbark Supporting learning resource - Teacher tips: Narrative poems Spelling - Year 5 Unit 6 Spelling overview

Helpful information Website - Glossary of slang and peculiar terms in use in the A.I.F. (Australian

National University) http://andc.anu.edu.au/australian-words/aif-slang/annotated-glossary 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 3

Analysing sentence structure in narratives


Understand how to identify different sentence types. Understand how to develop and expand ideas by varying the

placement of clauses within sentences. Understand the effect of varying sentence structures in a narrative

text.Evidence of learningCan the student:

Identify simple and complex sentences within a narrative? Explain the effect of simple and complex sentence structures in a

narrative text?Example learning sequenceReview understanding of simple and complex sentences

Analyse sentence types in a narrative text Understand the effect of varying sentence structures in a narrative

Resources Sheet - A jolly swagman no more? Sheet - Waltzing Matilda Supporting learning resource - Simple sentences in 'A jolly swagman no more? Supporting learning resource - Complex sentences in 'A jolly swagman no more? Supporting learning resource - Teacher tips: Narrative poems Spelling - Year 5 Unit 6 Spelling overview

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






Duration: 4 Weeks

Teaching Sequence





Lesson 4

Creating an orientation and complication in a narrative


Understand the purpose of an orientation and a complication in a narrative text.

Understand how to transform the orientation and complication of a narrative poem.


Write the orientation for a narrative text that transforms the orientation of a narrative poem?

Write a complication for a narrative text that transforms the complication of a narrative poem?

Example learning sequence Identify the plot elements of a multimodal narrative poem Describe the setting and main characters of the narrative poem Review the use of punctuation in a narrative Transform the orientation of the narrative poem Transform the complication of the narrative poem


Resources Slideshow - The man from Ironbark Sheet - Plot elements in 'The man from Ironbark' Sheet - Orientation in 'The man from Ironbark' Sheet - Complication in 'The man from Ironbark' Sheet - The man from Ironbark Supporting learning resource - Teacher tips: Narratives Spelling - Year 5 Unit 6 Spelling overview



https://www.qcaa.qld.edu.au/ (Search > Better writing: Complication - narrative poster) Website - Australia in the 1890s (Australian Children's Television Foundation and

Education Services Australia) http://www.myplace.edu.au/decades_timeline/1890/decade_landing_11.html?tabRank=2

Website - George Bell (Powerhouse Museum) https://collection.maas.museum/search?q=george%20bell

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 5

Creating a climax and resolution in a narrative


Understand that the climax is the highest point of tension in a narrative.

Understand that the resolution resolves the complication in a narrative.

Understand how to experiment with text structure and language

Resources Slideshow - The man from Ironbark Sheet - Climax and resolution in 'The man from Ironbark' Sheet - Editing checklist Supporting learning resource - Teacher tips: Narratives Spelling - Year 5 Unit 6 Spelling overview




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesfeatures when editing a narrative.


Write a climax and resolution for a narrative text through transforming the ending of a narrative poem?

Edit a draft narrative transformation?Example learning sequence

Review understanding of climax and resolution in a narrative text Transform the climax and resolution in a narrative poem Edit narrative transformation





https://www.qcaa.qld.edu.au/ (Search > Better writing: Resolution - narrative poster) Supporting learning resource - English metalanguage: Years 3-6



Lesson 6

Preparing a multimodal narrative


Understand the print and multimodal elements of a digital multimodal narrative.


Identify and create elements of a digital multimodal narrative that can be used to predict content and assist navigation?

Example learning sequence Review the features of a digital multimodal text Prepare the final draft of a multimodal narrative transformation Publish a multimodal narrative transformation


Resources Sheet - Man from Ironbark: Image 1 Sheet - Man from Ironbark: Image 2 Sheet - Man from Ironbark: Image 3 Sheet - Man from Ironbark: Image 4 Sheet - How to plan a hyperlinked document Supporting learning resource - Teacher tips: Narratives Spelling - Year 5 Unit 6 Spelling overview






Attachments




Duration: 4 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Lesson plan




Duration: 4 Weeks

Teaching Sequence

Topic Narrative poem transformations Topic Duration 4 Lessons

Overview Throughout this lesson series, students will plan to interpret and transform a narrative poem.


Lessons 7-8

Interpreting a narrative poem

Assessment purposeTo create a digital multimodal transformation of a narrative poem.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment


Resources Assessment task - Digital multimodal narrative Assessment task - Digital multimodal narrative: Model response Assessment task - Digital multimodal narrative: Model response - Fur and feathers

(slideshow) Sheet - Fur and feathers Spelling - Year 5 Unit 6 Spelling overview




Lesson 9

Developing effective characters


Understand how authors construct characters and convey their traits.

Understand how to use expanded noun groups/phrases to develop characters.


Identify the ways the characters are conveyed in the poem? Use expanded noun groups/phrases to develop character traits?

Example learning sequence Review the meaning of a narrative poem of an earlier era Retell the narrative poem Explore the characters in a narrative poem Write expanded noun groups about the characters in a narrative

poemSpellingRefer to unit spelling overview for suggested focus area.

Resources Sheet - Fur and feathers Assessment task - Digital multimodal narrative Assessment task - Digital multimodal narrative: Model response Assessment task - Digital multimodal narrative: Model response - Fur and feathers

(slideshow) Assessment task - Plan for task: Digital multimodal narrative Assessment task - Plan for task: Digital multimodal narrative - Sample response Supporting learning resource - Teacher tips: Narrative poem transformations Spelling - Year 5 Unit 6 Spelling overview







Duration: 4 Weeks

Teaching Sequence

Topic Narrative poem transformations Topic Duration 4 Lessons

Overview Throughout this lesson series, students will plan to interpret and transform a narrative poem.


Lesson 10

Planning a narrative


Understand and identify the narrative structure of the poem. Understand and plan the plot elements of a narrative

transformation.Evidence of learningCan the student:

Experiment with ideas, text structures and stylistic features to plan a narrative transformation?

Example learning sequence Explore plot elements in a narrative poem Describe the setting of the narrative poem Plan the plot elements of a narrative transformation


Resources Sheet - Fur and feathers Assessment task - Digital multimodal narrative Assessment task - Digital multimodal narrative: Model response Assessment task - Digital multimodal narrative: Model response - Fur and feathers

(slideshow) Assessment task - Plan for task: Digital multimodal narrative Assessment task - Plan for task: Digital multimodal narrative - Sample response Supporting learning resource - Teacher tips: Narrative poem transformations Spelling - Year 5 Unit 6 Spelling overview










Duration: 4 Weeks

Teaching Sequence

Topic Written narrative transformations Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will plan, draft and edit a narrative transformation of a narrative poem.


Lessons 11-12

Writing a draft narrative






(slideshow) Assessment task - Plan for task: Digital multimodal narrative Assessment task - Plan for task: Digital multimodal narrative - Sample response Spelling - Year 5 Unit 6 Spelling overview




Lesson 13

Editing a narrative






(slideshow) Sheet - Editing checklist Spelling - Year 5 Unit 6 Spelling overview







Duration: 4 Weeks

Teaching Sequence

Topic Digital multimodal narratives Topic Duration 3 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will publish and share a digital multimodal narrative.


Lessons 14-15

Publishing a digital multimodal narrative






(slideshow) Assessment task - Plan for task: Digital multimodal narrative Assessment task - Plan for task: Digital multimodal narrative - Sample response Sheet - How to plan a hyperlinked document Spelling - Year 5 Unit 6 Spelling overview




Lesson 16

Sharing digital multimodal narratives


Understand that a narrative transformation can be conveyed from different viewpoints, which can lead to different kinds of interpretations of characters.


Objectively evaluate others' work using metalanguage to present viewpoints?

Example learning sequence Review a peer's digital multimodal narrative Share viewpoints about the digital multimodal narratives

SpellingConduct a unit post-test.

Resources Sheet - Reviewing a digital multimodal narrative Supporting learning resource - Teacher tips: Digital multimodal narratives Spelling - Year 5 Unit 6 Unit post-test







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 - Narrative poems / Narratives

Lesson plan - Eng_Y05_U5_LP01.docx






Sequence - Narrative poem transformations

Lesson plan - Eng_Y05_U5_LP07-08.docx



Sequence - Written narrative transformations



Sequence - Digital multimodal narratives



Sequence Sheet - A jolly swagman no more?

Sheet - Character traits in 'The man from Ironbark Sheet - Climax and resolution in 'The man from Ironbark




Duration: 4 Weeks


Sheet - Comparing narrative poems and narratives

Sheet - Complication in 'The man from Ironbark

Sheet - Editing checklist

Sheet - Fur and feathers

Sheet - How to plan a hyperlinked document

Sheet - Language in 'The man from Ironbark

Sheet - Man from Ironbark: Image 1




Sheet - Orientation in 'The man from Ironbark

Sheet - Plot elements in 'The man from Ironbark

Sheet - Reviewing a digital multimodal narrative

Sheet - The man from Ironbark

Sheet - Waltzing Matilda

Slideshow - The man from Ironbark

Spelling - Year 5 Unit 6 Spelling overview Spelling - Year 5 Unit 6 Unit post-test




Duration: 4 Weeks


Supporting learning resource - Aboriginal and Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/8d01526b-4aad-4df7-909d-bfed62933f98/0/Eng_Y05_U6_SLR_SuggAltResources.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 - Complex sentences in 'A jolly swagman no more? 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

Supporting learning resource - Introduction to the unit: Responding to poetry

Supporting learning resource - Simple sentences in 'A jolly swagman no more?

Supporting learning resource - Teacher tips: Digital multimodal narratives

Supporting learning resource - Teacher tips: Narrative poem transformations

Supporting learning resource - Teacher tips: Narrative poems

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

Website - Australia in the 1890s (Australian Children's Television Foundation and Education Services Australia) http://www.myplace.edu.au/decades_timeline/1890/decade_landing_11.html?tabRank=2

Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html

Website - George Bell (Powerhouse Museum) https://collection.maas.museum/search?q=george%20bell

Website - Glossary of slang and peculiar terms in use in the A.I.F. (Australian National University) http://andc.anu.edu.au/australian-words/aif-slang/annotated-glossary

Website - Queensland Curriculum & Assessment Authority (QCAA) https://www.qcaa.qld.edu.au/ (Search > Better writing: Complication - narrative poster)Website - Queensland Curriculum & Assessment Authority (QCAA) https://www.qcaa.qld.edu.au/ (Search > Better writing: Orientation - narrative poster)




Duration: 4 Weeks


Website - Queensland Curriculum & Assessment Authority (QCAA) https://www.qcaa.qld.edu.au/ (Search > Better writing: Resolution - narrative poster)

Assessment Planner - Digital multimodal narrative

Assessment task - Eng_Y05_U5_AT_DigitalMultimodalNarr.docx

Assessment task - Eng_Y05_U5_AT_MR_DigitalMultimodalNarr.docx

Assessment task - Eng_Y05_U5_AT_PFT_DigitalMultimodalNarr.docx

Assessment task - Eng_Y05_U5_AT_PFT_SR_DigitalMultimodalNarr.docx

Assessment Assessment task - Digital multimodal narrative

Assessment task - Digital multimodal narrative: Model response

Assessment task - Digital multimodal narrative: Model response - Fur and feathers (slideshow)

Assessment task - Plan for task: Digital multimodal narrative

Assessment task - Plan for task: Digital multimodal narrative - Sample response




Duration: 4 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Digital multimodal narrative (Yr 05)Type Poster/multi-modal presentation

Date

Description Students create a digital multimodal transformation of a narrative poem.

Learning Area English

Comprehending texts (Receptive) Knowledge and understanding Creating texts (Productive)

Explains how the text structures assist in understanding the text.Understands how language features and vocabulary influence interpretations of characters, settings and events.

Uses language features to show how ideas can be extended.

Creates an imaginative text for a purpose and audience.Makes presentations including multimodal elements for defined purposes.Understands grammar and uses a variety of sentence types.Selects specific vocabulary and uses accurate spelling and punctuation. Edits work for cohesive structure and meaning.

A ◄ Explains the use of vocabulary to express greater precision of meaning in the poem. ◄

Experiments with structures, ideas and stylistic features of an author. Uses precise adjectives, verbs and adverbs to provide detail. Uses expanded noun groups/phrases to provide fuller descriptions of characters and settings. Includes figurative devices to create particular effects.

◄Selects, edits and arranges visual, print and audio to construct and publish a fluent multimodal text.Incorporates a range of digital software.

B ◄

Explains how characteristic text structures and language features, such as narrative structure and poetic devices used in a narrative poem, can each be used to entertain.

◄Creates a literary text using realistic or fantasy settings and characters that draw on the worlds represented in texts experienced.

◄Experiments with the organisation of texts into home pages and sub-pages for online texts, and according to chronology in order to predict content and assist navigation.

C ◄

Explains how the text structures assist in understanding the text.Identifies how language features and vocabulary influence interpretations of characters, settings and events.

◄ Uses language features to show how ideas can be extended. ◄

Creates an imaginative text for a purpose and audience.Makes presentations that include multimodal elements for defined purposes.Demonstrates understanding of grammar using a variety of sentence types.Selects specific vocabulary and uses accurate spelling and punctuation.Edits work for cohesive structure and meaning.

D ◄ Describes language features of the poem. ◄ Uses the events and characters in the poem to transform the text into a narrative. ◄ Makes a digital narrative.




Duration: 4 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Digital multimodal narrative (Yr 05)Type Poster/multi-modal presentation

Date

Description Students create a digital multimodal transformation of a narrative poem.

Learning Area English

Comprehending texts (Receptive) Knowledge and understanding Creating texts (Productive)

E ◄ Identifies literal meaning in the poem. ◄ Identifies the events in the poem. ◄ Retells a narrative poem.




Duration: 4 Weeks

Acknowledgement, Disclaimer and Copyright

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

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The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

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