year 6 english term 3

Rebecca Smith, Emmaus College, 2007

Year 6 English / LiteracyTerm 3, 2007.

Writing Genre Focus: Narrative –lyric and poetic – bush poetry Reading Focus: Inferencing – decoding and comprehension, interpreting figurative language.Spelling Focus: Leveled spelling words – word families and context words. Word wall – common errors.Grammar/ Punctuation Focus: Adjectives and adverbs. (evaluative verbs) , direct speech punctuation, commas and apostrophes.

Outcomes: Level 3

Level 3 Speaking and Listening“When speaking and listening Students…”

Reading and Viewing“When reading and viewing Students…”

Writing and Shaping“When writing and shaping Students…”

Cultural Strand

Making meaning in contexts

Operational Strand

Using language systems

Critical Strand

Evaluating and reconstructing meanings in texts

Cu 3.13.1.1 Make choices of subject matter depending on audience, purpose and the medium.3.1.5 Make connections from directly stated information to identify the main ideas of texts

Op 3.13.1.1 Use logical sequence when organizing ideas.3.1.5 Speak audibly and with clarity by using projection, articulation, and appropriate volume. 3.1.7 Identify and draw inferences from words that express opinions.3.1.8 Identify how projection, articulation, appropriate volume, movement and gestures contribute to meaning.

Cr 3.13.1.1 Use aspects of subject matter and resources to construct positive or negative representations of people, places, events and things to achieve their purposes.3.1.2 Identify aspects of subject matter and resources others use to construct people, places, events and things positively or negatively and suggest reasons for these representations.

Cu 3.23.2.3 Make some inferences about characters from directly stated descriptions and actions.3.2.4 Identify aspects of the text that indicate the author considered the interests of the audience.

Op 3.23.2.2 Draw on some sentence and clause patterns associated with particular text types to make meaning.3.2.3 Locating supporting details in extended clauses and circumstances.3.2.6 Draw on and make strategic use of semantic, syntactic and graphophonic cues to decode and interpret words.

Cr 3.23.2.2 Identify how attributes, processes and visual resources have been used to construct positive or negative representations of people, places, events and things.

Cu 3.33.3.3 Research familiar and unfamiliar ideas and information to develop a topic or argument that uses some elaborated ideas with supporting details.3.3.4 Develop simple plots, character descriptions and settings.

Op 3.33.3.2 Develop descriptions of characters to support the plot.3.3.6 Use sound, visual and meaning patterns and knowledge of word functions to spell unfamiliar words.3.3.7 Use commas and apostrophes.

Cr 3.33.3.1 Choose aspects of subject matter and particular attributes, processes and visual resources to construct positive or negative representations of people, places, events and things.


Level 4

Level 4 Speaking and Listening“When speaking and listening Students…”

Reading and Viewing“When reading and viewing Students…”

Writing and Shaping“When writing and shaping Students…”

Cultural Strand

Making meaning in contexts

Operational Strand

Using language systems

Critical Strand

Evaluating and reconstructing meanings in texts

Cu 4.14.1.2 Choose subject matter and medium that takes account of whether listeners are known or unknown.4.1.3 Develop a main idea or point of view providing some supporting details and evidence to explore ideas and issues. 4.1.7 Identify meanings not directly stated

Op 4.14.1.1 Develop cohesive texts by using generic structure, complex clausing and associated patterns of textual resources including subject-verb agreement.4.1.3 Use pace, volume, pronunciation, movement, gesture and facial expression to convey meaning.4.1.5 Interpret figurative language and modal and evaluative words. 4.1.6 Interpret how pace, volume, pronunciation, movement, gesture and facial expression enhance the meaning of the text.

Cr 4.14.1.2 Appeal to certain groups by selecting particular subject matter and related resources, including participants, processes, gestures and voice.4.1.3 Identify how characteristics of audiences have influenced the selection of subject matter and related resources, including participants, processes, gestures and voice, used to construct representations.

Cu 4.24.2.2 Infer meanings that are not directly stated from familiar and some unfamiliar subject matter. 4.2.3 Identify how construction of characters contributes to plot development in narratives.4.2.5 Identify likely audience of texts.

Op 4.24.2.1 Draw on generic structures, paragraphs, and patterns of sentences and clauses to make meaning.4.2.2 Interpret simple figurative language that develops imagery.4.2.3 Interpret descriptions, dialogue and resources that contribute to plot development.4.2.6 Use semantic, syntactic, and graphophonic cues and knowledge of some word origins to interpret texts.

Cr 4.2 4.2.2 Identify how certain textual resources have been used to represent people, place, events and things in ways that appeal to different groups.

Cu 4.34.3.2 Organise subject matter that develops a topic, supports a point of view or offers an explanation.4.3.3devlop characterization that is relevant to the storyline using descriptions, actions and dialogue.

Op 4.34.3.2 Use evaluative verbs and attributes and simple figurative language when developing plot, and characterization and description.4.3.5Use sound, visual, and meaning patterns and knowledge of word function to spell multi-syllabic words with regular patterns.4.3.6indicate direct speech with punctuation.

Cr 4.34.3.1 Choose aspects of subject matter, attributes, processes, and visual resources to construct representations of (events and things) in ways that appeal to certain groups.


Year 6 English - Term 3

Throughout English this term students have been investigating narratives (story telling) in the form of lyrics and poetry. Within this genre we have focused on developing the children’s ability to infer and to use punctuation, figures of speech and descriptive words to tell stories and comprehend stories that are told through song and poetry.

Speaking and Listening Task: Poetry recital

Select a poem that tells a story about a prominent figure in Australia’s history. Memorize the poem and prepare a presentation using props, costumes, and where appropriate actions and character voices to create an interesting and effective retelling of your poem. Think about how you might be able to engage your audience.

Outcomes:Level 3 Level 4

Cu 3.13.1.1 Make choices of subject matter depending on audience, purpose and the medium.

Cu 4.14.1.2 Choose subject matter and medium that takes account of whether listeners are known or unknown.

Students select an appropriate poem to recite for both peers and parents. Students select an appropriate poem to recite for their peers and parents and include a brief introduction identifying why they chose their poem.

Op 3.13.1.5 Speak audibly and with clarity by using projection, articulation, and appropriate volume. 3.1.8 Identify how projection, articulation, appropriate volume, movement and gestures contribute to meaning.

Op 4.14.1.3 Use pace, volume, pronunciation, movement, gesture and facial expression to convey meaning.4.1.5 Interpret figurative language and modal and evaluative words. 4.1.6 Interpret how pace, volume, pronunciation, movement, gesture and facial expression enhance the meaning of the text.

Cr 3.13.1.1 Use aspects of subject matter and resources to construct positive or negative representations of people, places, events and things to achieve their purposes.3.1.2 Identify aspects of subject matter and resources others use to construct people, places, events and things positively or negatively and suggest reasons for these representations.

Cr 4.14.1.2 Appeal to certain groups by selecting particular subject matter and related resources, including participants, processes, gestures and voice.4.1.3 Identify how characteristics of audiences have influenced the selection of subject matter and related resources, including participants, processes, gestures and voice, used to construct representations.

Students present their poem in a manner that allows the audience to hear the poem and understand the content of the poem. Students identify in self-reflection what they did well and could have done better to improve the way in which they communicated the story in their poem.

Students convey the characters and story within the poem through careful use of voice, gesture and pause. Students show that they understand the language in the poem through appropriate gestures and facial expressions. Students identify the strengths and weaknesses of their own performance as a self assessment and reflection and explain how this would have effected the audience perception of the recital




Reading and Viewing Task: A) Character profile from selected lyric or poetic narrative to be negotiated with teacher.B) Character profile from video documentary.

Level 3 Level 4




Writing and Shaping Task: Poem written about a prominent Australian character.

Level 3 Level 4



In spelling this term students are working on leveled words according to their understanding of word families and knowledge of word functions.

Reading and Writing Task: Spelling Development.

Level 3 Level 4


Literacy Block - Week: _____ONE____

Context WordsSpelling List

Reading Writing

1. Australia

2. Queensland

3. identity

4. community

5. continent

6. explore

7. discover

8. states

9. history

10. aboriginal

11. bush

12. settlement

Activity 1: Model reading ‘Clancy of the Overflow’, followed by a discussion on what type of Australian characters are described in the poem.Add descriptive words to the word walls under headings: Aussie characters, Aussie settings, Aussie slang and figures of speech.

Activity 1: Students read through Clancy of the overflow in small groups and create a Venn Diagram of life in an office and life as a drover. Students illustrate one of the lifestyles in their literacy books.

Activity 2: Model reading of ‘Clancy of the Overflow’, with children reciting with articulation line by line. (begin memorizing as a class poem). Class discussion of punctuation and paragraph patterns in ‘Clancy of the Overflow’.

Activity 2: Teacher models rhyming couplets on the board and then separates students into pairs taking turns with one person writing a sentence and the other person adding a rhyming sentence to go with it.

Activity 3: Continued class reading of Clancy.

Shared creation of character profiles from ‘Clancy of the Overflow’. Read some rhyming nonsense poems to the class and break students into groups to read through one of the nonsense poems and prepare to share with the class.

Activity 3: Model a nonsense poem that uses rhyming couplets to tell a short story – teach children the AABB rhyming pattern and the ABAB rhyming pattern.

Students move into same pairs as yesterday and compose a nonsense poem using one of the rhyming patterns.

Activity 4: Continued class reading of Clancy.Class discussion on who ‘Clancy of the Overflow’ may have been written for. Who might like this poem?Students continue to prepare and then present nonsense poems.

Activity 4: Children continue o compose nonsense poem and then prepare to present to the class. Quick finishers can attempt to memorise the poem.

GrammarPunctuation

Adjectives: What is an adjective? (Adjectives add colour and interest to our language. Their purpose is to describe nouns and pro-nouns. When used correctly they add meaning to our sentences.)Adjectives resource page 1.Students create an adjective word snake in their books.


Literacy Block – Week: _____TWO___


Reading Writing

1. convicts

2. famous

3. fighter

4. hiding

5. history

6. horses

7. jail

8. leader

9. morning

10. offered

11. stock

12. drover

Activity 1After reading through Clancy of the Overlow, Recite with children line for line.Break down the sentences and discuss any words/phrases the children don’t understand.Brainstorm describing words for wall chart.

Activity 1 Rainbow write LSCWC spelling words and write out 3 definitionsContinued writing of nonsense poems, teacher models and then students attempt..

Activity 2Read with class two poems – The porter and The Sailor by C.J.Dennis.Recite Clancy of the overflow.

Activity 2LSCWC spelling words and write out 3 definitionsContinued writing of nonsense poems, teacher models and then students attempt.Sharing time with class.Adjective grammar sheet 1

Activity 3Recite Clancy of the overflow.Read The Teams by Henry Lawson and highlight adjectives. Add adjectives to list and group discussion on the meanings within each stanza.

Activity 3Bubble write LSCWC spelling words and write out 3 definitionsBrainstorm adjectives and write adjective list in bookAdjective grammar sheet 3&4

Activity 4Recite Clancy..Read The Teams by Henry Lawson – circle and identify rhyming patterns,

Activity 4LSCWC spelling words and write out 3 definitions

GrammarPunctuation

Focus on applying adjectives – show children images or give a subject and students can brainstorm as many describing words as possible – then write an acrostic poem connected with that particular item / image. Complete each day. Students should have completed 4 by the end of the week


Literacy Block – Week: _____THREE___


Reading Writing

1. poetry

2. stanza

3. legend

4. verse

5. alcohol

6. excess

7. standard

8. dusty

9. patterns

10. repeat

11. growing

12. biography

Activity 1Recite Clancy of the overflow.Key into Inference – level 1 – s1Limericks – Did the ch find the limericks funny? What patterns are in the poem? Limericks are often about a person from a strange place. Can you think of an unusual Aust. Town to write about?

Activity 1Biography of famous Australian.Modeled biography on John Flynn – whole class Handwriting: curved entries/exits and diagonal joinsLimericks – There once was a ________ from______. (aabba)

Activity 2Recite Clancy of the overflow.Key into Inference – level 1 – s2Limericks – Use percussion instruments to tap out the rhythm stressing LAST syllable of each line with beats falling on the 2nd, 5th and 8th syllable in each line.

Activity 2Biography of famous Australian.Modeled biography on John Flynn – whole class Handwriting: curved entries/exits and diagonal joinsLimericks – recite limericks in class.

Activity 3Recite Clancy of the overflow.Key into Inference – level 1 – s3Limericks – look at alliteration, use of repetition and direct speech.

Activity 3Children begin writing a limerick about their famous Australian to recite for an adult audience.Handwriting: horizontal joins.

Activity 4Recite Clancy of the overflow.Key into Inference – level 1 – s4Students select a poem to prepare to recite as an assessment task – a poem about an Aussie character of some kind, preferably with direct speech.

Activity 4Children continue writing a limerick about their famous Australian to recite for an adult audience.

GrammarPunctuation

Adjectives – Types of adjectives – Descriptive, Numerical, of quantity, distinguishing and demonstrative. - definitions – brainstorm words and consolidating task from resource sheets.


-Literacy Block – Week: _____FOUR____


Reading Writing

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Activity 1Recite Clancy of the overflow. – (begin separating into groups)Key into Inference – level 1 – s5Poetry- The Sea – metaphors – what are they- (the sea is a dog) do the children know any others?

Activity 1Children editing poems and typing good copies. Handwriting – tail letters and drop-ons.Poetry -Complete metaphor chart with meanings.

Activity 2Recite Clancy of the overflow.Key into Inference – level 1 – p1The Sea – Read through with children and allocate parts.

Activity 2Model writing a metaphorical poem comparing a natural phenomenon such as a volcano with an animal – maybe a lion etc. Handwriting – joining letters of spelling words. Chn finish editing and publishing poems – those finished will move onto metaphor poems.

Activity 3Recite Clancy of the overflow.Key into Inference – level 1 – p2The Sea – practice for performance. In pairs children practice reciting their own poems

Activity 3Handwriting – joining letters of spelling words. Chn finish editing and publishing poems – those finished will move onto metaphor poems.

Activity 4Recite Clancy of the overflow.Key into Inference – level 1 – p3The Sea practice – read as a class ‘The Wandering Moon’ by James Reeves.

Activity 4Handwriting – cvc practice. Chn finish editing and publishing poems – those finished will move onto metaphor poems.

GrammarPunctuation

Adjectives – Types of adjectives – Interrogative, distributive, comparison of and positive degree - definitions – brainstorm words and consolidating task from resource sheets..


Literacy Block – Week: _____FIVE____


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Literacy Block Timetable


Learning Area Learning Task Time Allocated

Spelling: LSCWC leveled spelling words then test with spelling buddies. Whole class recital of context spelling words.

5 minutes

5 minutes

Grammar: Daily lesson on selected concept 10 minutesHandwriting: Practice book 10 minutesReading: Modeled reading

Reading activitySharing time

15 minutes20 minutes10 minutes.

Writing: Modeled writing Writing activity Sharing time

15 minutes20 minutes10 minutes.

Total literacy block 120 minutes

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year 6 english term 3

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