OneSchoolUnit Plan
Name: Unit 4 - English Year 3 (V8)Duration: 4 Weeks
Year Level: Year 3
Applicable LearningAreas/Subjects: English
Unit Plan
Examining stories from different perspectivesIn this unit students listen to, view, read and compare a range of stories, with a focus on different versions of the same story. They comprehend stories and create a spoken retelling of a story from a different perspective.
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 Page 1 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Comprehending traditional stories (Yr 03)Students read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.
Monitoring English Unscheduled
Retelling a narrative from a different perspective (Yr 03)Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.
Imaginative response - oral
English Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Stories of the First Australians Traditional stories around the
world Another perspective / A
rhyming text Spoken retelling
Resources Attachments Plan Resource Bank
Assessment Imaginative response - oral - Retelling
a narrative from a different perspective (Yr 03)
Monitoring - Comprehending traditional stories (Yr 03)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Australian Curriculum
English - Year 3Year 3 Achievement Standard
Receptive modes (listening, reading and viewing)By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.
Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.
Content Descriptions
Language Literacy Literature
Expressing and developing ideas
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
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)
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Interpreting, analysing, evaluating
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Creating literature
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
Responding to literature
Develop criteria for establishing personal preferences for literature (ACELT1598)
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Content Descriptions
Language Literacy Literature
Phonics and word knowledge
Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)
Recognise and know how to write most high frequency words including some homophones (ACELA1486)
Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)
Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)
Language for interaction
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Language variation and change
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
Text structure and organisation
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)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
Creating texts
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)
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Texts in context
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors' reasons (ACELT1594)
Examining literature
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with:
understanding that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives
understanding the use of vocabulary about familiar and new topics and experimenting with and beginning to make conscious choices of vocabulary to suit audience and purpose discussing the characters and settings of different texts and exploring how language is used to present these features in different ways discussing different texts on a similar topic, identifying similarities and differences between the texts using interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace
appropriately rehearsing and delivering short presentations on familiar and new topics.
Curriculum working towardsThe teaching and learning in this unit work towards the following:
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) Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers' interest by using various techniques, for example character development and plot
tension (ACELT1605) Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Use interaction skills such as acknowledging another's point of view and linking students' response to the topic, using familiar and new vocabulary and a range of vocal effects such as
tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
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
Information and communication technology (ICT) capability Communicating with 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
Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions
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 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.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.Assessing student learningAssessment name: Retelling a narrative from a different perspectiveAssessment description: Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.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 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others' views and respond appropriately using interaction skills.Productive modes (speaking, writing and creating)Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work. For example:
understanding how content can be organised using different text structures depending on the purpose of the text understanding how language features and vocabulary choices are used for different effects identifying literal and implied meaning connecting ideas in different parts of a text writing using joined letters that are accurately formed and consistent in size.
Monitoring taskMonitoring name: Comprehending traditional storiesMonitoring description: Students read a traditional story and use comprehension strategies to infer meaning and evaluate the narrative.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
FeedbackFeedback may relate to reading, writing and listening. In this unit this may include:
using comprehension strategies to answer questions when evaluating a narrative identifying language features such as verbs representing processes or tense in a traditional story explaining how specific language shapes settings, characters and events planning, drafting and presenting a narrative with structural stages retelling a story from a different perspective using appropriate language features when retelling a story.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
4 Lessons Stories of the First Australians Lesson 1: Introducing stories from Australia's First Peoples Lesson 2: Exploring language features Lesson 3: Comprehending an Aboriginal story of the Dreaming Lesson 4: Retelling a story from Australia's First Peoples
4 Lessons Traditional stories around the world Lesson 5: Comparing and contrasting stories Lesson 6: Evaluating texts Lesson 7: Evaluating settings, characters, events and mood Lesson 8: Comprehending traditional stories: Monitoring task
4 Lessons Another perspective / A rhyming text Lesson 9: Retelling from a different perspective: planning and drafting Lesson 10: Retelling from a different perspective: rehearsing and presenting Lesson 11: Reading an environmental picture book Lesson 12: Examining sentence structure
4 Lessons Spoken retelling Lesson 13: Planning assessment task Lesson 14: Drafting assessment task Lesson 15: Rehearsing assessment task Lesson 16: Presenting assessment task
16 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Stories of the First Australians Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students explore and examine Aboriginal stories of the Dreaming and Torres Strait Islander stories of Before Before Time.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Introducing stories from Australia's First Peoples
Lesson objectivesStudents will:
Understand how purpose and context influence language choices for characters, events and settings.
Understand there can be similarities and differences in the ways characters, events and settings are portrayed when different people tell stories.
Evidence of learningCan the student:
Identify and describe common language features in the orientation of stories that have similar cultural contexts and purposes?
Example learning sequence Read, view and/or listen to an example of a traditional story told by
Aboriginal peoples or Torres Strait Islander peoples Understand cultural context Discuss specific language Explore structural stages
Early literacy skillsSpellingRefer 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 a traditional story told by Aboriginal peoples or Torres Strait Islander peoples
Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Stories of the First Australians
Helpful information Website - Indigenous, The AIATSIS map of Aboriginal Australia (ABC)
http://www.abc.net.au/indigenous/map/ Video - The story of Biw told by Harriet Ober (State Library of Queensland)
http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw Supporting learning resource - Introduction to unit: Examining stories from different
perspectives https://learningplace.eq.edu.au/cx/resources/items/ce4fa064-0c51-49b9-ae6b-363b56489af8/0/Eng_Y03_U4_SLR_UnitIntro.docx
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
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 - Interactive holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/f9536911-6a2f-4698-8828-49093e570339/0/Eng_Y03_U5_SH_Interactive%20HolisticPlanningTeachingFramework.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
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Stories of the First Australians Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students explore and examine Aboriginal stories of the Dreaming and Torres Strait Islander stories of Before Before Time.
Lessons Teaching and Learning Sequence Resources
Lesson 2
Exploring language features
Lesson objectivesStudents will:
Understand how language choices can be used effectively in a narrative.
Evidence of learningCan the student:
Identify how language is used to describe settings and create mood?
Explain how action verbs are effective in narratives?Example learning sequence
Make connections between tense and cultural context Explore text structure Examine language features
Early literacy skillsSpellingRefer 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.
Video – ‘Mirram the kangaroo and Warreen the wombat ’ from Wiradjuri Stories from the Riverine (Dreamtime Stories): www.redpixels.com.au and www.youtube.com/watch?v=xDJrnldb08o Used with permission of Red Pixels Animation © Marambul Yuganha
Sheet - Mirram the kangaroo and Warreen the wombat Supporting learning resource - Teacher tips: Stories of the First Australians Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information Video - The story of Biw told by Harriet Ober (State Library of Queensland)
http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw 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 - Interactive holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/f9536911-6a2f-4698-8828-49093e570339/0/Eng_Y03_U5_SH_Interactive%20HolisticPlanningTeachingFramework.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
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 3
Comprehending
Lesson objectivesStudents will:
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Stories of the First Australians Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students explore and examine Aboriginal stories of the Dreaming and Torres Strait Islander stories of Before Before Time.
Lessons Teaching and Learning Sequence Resources
an Aboriginal story of the Dreaming
Understand how language features are used in a narrative. Understand how language features are used in the orientation of a
narrative. Understand how texts can be evaluated according to personal
criteria.Evidence of learningCan the student:
Locate the orientation and identify specific language features in a narrative?
Identify literal and inferred meaning in a narrative? Use personal criteria to form an evaluative response?
Example learning sequence Investigate an Aboriginal story of the Dreaming Read, view and/or listen to an Aboriginal story of the Dreaming Evaluate the story Reflect on responses
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
may contain images, voices and names of persons who may now be deceased. Video - Dreamtime Stories: Girawu the Goanna from Wiradjuri Stories from the
Riverine (Dreamtime Stories): www.redpixels.com.au and https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PLC8B74B35C3158B81&index=3 Used with permission of Red Pixels Animation © Marambul Yuganha
Sheet - Girawu the goanna Supporting learning resource - Teacher tips: Stories of the First Australians Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information Website - Indigenous, The AIATSIS map of Aboriginal Australia (ABC)
http://www.abc.net.au/indigenous/map/ Video - The story of Biw told by Harriet Ober (State Library of Queensland)
http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw 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 - Interactive holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/f9536911-6a2f-4698-8828-49093e570339/0/Eng_Y03_U5_SH_Interactive%20HolisticPlanningTeachingFramework.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
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 4
Retelling a story from
Lesson objectivesStudents will:
Understand how language choices influence a retelling of a story.
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.
Video - Dreamtime Stories: Girawu the Goanna from Wiradjuri Stories from the
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Stories of the First Australians Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students explore and examine Aboriginal stories of the Dreaming and Torres Strait Islander stories of Before Before Time.
Lessons Teaching and Learning Sequence Resources
Australia's First Peoples
Understand communication skills required to engage an audience.Evidence of learningCan the student:
Plan a retelling of a narrative, showing how purpose, cultural context and structural stages influence language choices and planning decisions?
Use appropriate pitch and a variety of everyday and learned vocabulary?
Example learning sequence Read, view and/or listen to Aboriginal stories of the Dreaming or
Torres Strait Islander stories of Before Before Time Discuss cultural context, text structure and language features Plan a retelling Retell a story Listen, reflect and give feedback
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Riverine (Dreamtime Stories): www.redpixels.com.au and https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PLC8B74B35C3158B81&index=3 Used with permission of Red Pixels Animation © Marambul Yuganha
Sheet - Girawu the goanna Sheet - Plan a narrative Supporting learning resource - Teacher tips: Stories of the First Australians Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information Website - Indigenous, The AIATSIS map of Aboriginal Australia (ABC)
http://www.abc.net.au/indigenous/map/ Video - The story of Biw told by Harriet Ober (State Library of Queensland)
http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw 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 - Interactive holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/f9536911-6a2f-4698-8828-49093e570339/0/Eng_Y03_U5_SH_Interactive%20HolisticPlanningTeachingFramework.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
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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Traditional stories around the world Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will comprehend and compare traditional stories from around the world.
Lessons Teaching and Learning Sequence Resources
Lesson 5
Comparing and contrasting stories
Lesson objectivesStudents will:
Understand that mood is established through settings, events and characters.
Understand that traditional stories may have similarities and differences shaped by the purpose of the text.
Evidence of learningCan the student:
Explain how language establishes mood through settings, events and characters?
Identify similarities and differences in traditional stories? Describe how context and purpose shape texts?
Example learning sequence Read a traditional story Identify language features Compare different versions of the story
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Learning object - How about BAT.com Sheet - The Great Battle Sheet - Why are bats nocturnal? Sheet - Features of traditional stories (narratives) Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Traditional stories from around the
worldHelpful information
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 6
Evaluating texts
Lesson objectivesStudents will:
Understand evaluative language and how authors use it to position readers.
Evidence of learningCan the student:
Identify and use evaluative words?
Resources Learning object - How about BAT.com Sheet - Why bats fly at night Sheet - The Great Battle Sheet - Why are bats nocturnal? Sheet - Features of traditional stories (narratives) Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Traditional stories from around the world
Helpful information
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Traditional stories around the world Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will comprehend and compare traditional stories from around the world.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Read different versions of the story Discuss language of evaluation Position the reader with evaluative language
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 7
Evaluating settings, characters, events and mood
Lesson objectivesStudents will:
Understand how language is used to give an opinion.Evidence of learningCan the student:
Use evaluative language in response to a text?Example learning sequence
Use evaluative language Evaluate settings Evaluate characterisation Evaluate events
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Learning object - How about BAT.com Sheet - Why bats fly at night Sheet - The Great Battle Sheet - Why are bats nocturnal? Sheet - Features of traditional stories (narratives) Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Traditional stories from around the
worldHelpful information
Supporting learning resource - English metalanguage: Years 3-6 https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 8
Comprehending traditional
Lesson objectivesStudents will:
Understand how to use comprehension strategies to infer meaning and evaluate a narrative.
Resources Monitoring task - Comprehending traditional stories Monitoring task - Comprehending traditional stories: Model response Monitoring task - Comprehending traditional stories: Bird, rat, bat or brat?
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Traditional stories around the world Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will comprehend and compare traditional stories from around the world.
Lessons Teaching and Learning Sequence Resources
stories: Monitoring task
Understand how specific language features shape settings, characters and events in a narrative.
Evidence of learningCan the student:
Use comprehension strategies to infer meaning and evaluate a narrative?
Identify specific language features, explaining how they shape settings, characters and events in a narrative?
Example learning sequence Explore the monitoring task Review the features of a traditional story Comprehend a traditional story
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Learning object - How about BAT.com Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information 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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Another perspective / A rhyming text Topic Duration 4 Lessons
Overview Throughout this lesson series, students will jointly plan, draft, rehearse and present a narrative told from a different perspective.Throughout this lesson series, students will explore and examine a rhyming picture book with an environmental focus.
Lessons Teaching and Learning Sequence Resources
Lesson 9
Retelling from a different perspective: planning and drafting
Lesson objectivesStudents will:
Understand how to plan and draft a narrative from an alternative point of view of a character.
Evidence of learningCan the student:
Plan and draft a narrative from an alternative perspective of a character, using text structure?
Example learning sequence Identify point of view Understand alternative perspectives Plan and draft a narrative from the perspective of a character in a
familiar textEarly literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Sheet - Retell a narrative from a different perspective: Group activity Supporting learning resource - Teacher tips: Another perspective Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 10
Retelling from a different perspective: rehearsing and presenting
Lesson objectivesStudents will:
Understand how to construct a narrative from the alternative point of view of a character.
Understand how to present a narrative orally to peers.
Evidence of learningCan the student:
Write a narrative with structural stages and language features told from an alternative perspective of a character?
Present a narrative orally?
Resources Sheet - Retell a narrative from a different perspective: Group activity Sheet - Peer review of spoken retelling of a narrative presentation Sheet - Annotation symbols Supporting learning resource - Teacher tips: Another perspective Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information 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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Another perspective / A rhyming text Topic Duration 4 Lessons
Overview Throughout this lesson series, students will jointly plan, draft, rehearse and present a narrative told from a different perspective.Throughout this lesson series, students will explore and examine a rhyming picture book with an environmental focus.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Review a draft narrative Rehearse a presentation Present the narrative
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Attachments Lesson plan
Lesson 11
Reading an environmental picture book
Lesson objectivesStudents will:
Understand how modal verbs express certainty when giving a personal opinion.
Evidence of learningCan the student:
Use modal verbs and evaluative language when expressing an opinion or point of view?
Example learning sequence Read an environmental picture book Review evaluative language Develop criteria for personal preference Express an opinion
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Find and prepare a picture book that conveys an environmental message e.g.
o Text - Seuss, Dr 1971, The Lorax, Random House, New York Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: A rhyming text
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 12 Lesson objectives Resources
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Another perspective / A rhyming text Topic Duration 4 Lessons
Overview Throughout this lesson series, students will jointly plan, draft, rehearse and present a narrative told from a different perspective.Throughout this lesson series, students will explore and examine a rhyming picture book with an environmental focus.
Lessons Teaching and Learning Sequence Resources
Examining sentence structure
Students will: Understand clauses in different types of sentences. Understand subject and verb agreement.
Evidence of learningCan the student:
Identify clauses in different types of sentences? Identify subjects and verbs in sentences?
Example learning sequence Review functions of sentences Analyse sentence types in text Analyse clause structure Experiment with sentence structure
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Find and prepare a picture book that conveys an environmental message, e.g.o Text - Seuss, Dr 1971, The Lorax, Random House, New York
Supporting learning resource - Teacher tips: A rhyming text Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview
Helpful information 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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Spoken retelling Topic Duration 4 Lessons
Overview Throughout this lesson series, students will individually construct and present a narrative told from a different perspective.
Lessons Teaching and Learning Sequence Resources
Lesson 13
Planning assessment task
Lesson objectivesStudents will:
Understand how to retell a narrative from the point of view of a different character in the text.
Evidence of learningCan the student:
Use narrative structure, appropriate vocabulary and language features to retell a story from an alternative point of view?
Example learning sequence Explore the assessment task Review features of a narrative retelling Plan a retelling of a familiar story, from the perspective of one of
the other charactersEarly literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Find and prepare a picture book that conveys an environmental message, e.g.
o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model
response Assessment task - Plan for task: Retelling a narrative from a different perspective Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Spoken retelling
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 14
Drafting assessment task
Lesson objectivesStudents will:
Understand how to retell a narrative from the point of view of an alternative character in the text.
Evidence of learningCan the student:
Use a narrative structure, appropriate vocabulary and language features to retell a story from an alternative point of view?
Example learning sequence Review the assessment task Review features of a narrative retelling Draft and edit a retelling
Resources Find and prepare a picture book that conveys an environmental message, e.g.
o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model response Assessment task - Plan for task: Retelling a narrative from a different perspective Sheet - Editing checklist: Write a retell Spelling - Year 3 Unit 5 Spelling overview Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Spoken retelling
Helpful information 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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Spoken retelling Topic Duration 4 Lessons
Overview Throughout this lesson series, students will individually construct and present a narrative told from a different perspective.
Lessons Teaching and Learning Sequence Resources
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Attachments Lesson plan
Lesson 15
Rehearsing assessment task
Lesson objectivesStudents will:
Understand how to retell a narrative from the point of view of an alternative character in the text.
Evidence of learningCan the student:
Use a narrative structure, appropriate vocabulary and language features to retell a story from an alternative point of view?
Example learning sequence Review the assessment task Review features of a spoken presentation Rehearse a spoken presentation
Early literacy skillsSpellingRefer to unit spelling overview for suggested focus area.HandwritingRefer to unit handwriting overview for suggested focus area.
Resources Find and prepare a picture book that conveys an environmental message, e.g.
o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model response Assessment task - Plan for task: Retelling a narrative from a different perspective Sheet - Annotation symbols Spelling - Year 3 Unit 5 Spelling overview Supporting learning resource - Teacher tips: Spoken retelling
Helpful information Supporting learning resource - English metalanguage: Years 3-6
https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx
Attachments Lesson plan
Lesson 16
Presenting assessment task
Assessment purposeTo prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E
Resources Find and prepare a picture book that conveys an environmental message, e.g.
o Text - Seuss, Dr 1971, The Lorax, Random House, New York Assessment task - Retelling a narrative from a different perspective Assessment task - Retelling a narrative from a different perspective: Model response Assessment task - Plan for task: Retelling a narrative from a different perspective Sheet - Peer review of spoken retelling of a narrative presentation Sheet - Annotation symbols
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Teaching Sequence
Topic Spoken retelling Topic Duration 4 Lessons
Overview Throughout this lesson series, students will individually construct and present a narrative told from a different perspective.
Lessons Teaching and Learning Sequence Resources Conduct the assessment
Early literacy skillsSpellingConduct a unit post-test.HandwritingRefer to unit handwriting overview for suggested focus area.
Spelling - Year 3 Unit 5 Unit post-test Handwriting - Year 3 Unit 5 Handwriting overview Supporting learning resource - Teacher tips: Spoken retelling
Helpful information 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
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
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 - Stories of the First Australians
Lesson plan - Eng_Y03_U4_LP01.docx
Lesson plan - Eng_Y03_U4_LP02.docx
Lesson plan - Eng_Y03_U4_LP03.docx
Lesson plan - Eng_Y03_U4_LP04.docx
Sequence - Traditional stories around the world
Lesson plan - Eng_Y03_U4_LP05.docx
Lesson plan - Eng_Y03_U4_LP06.docx
Lesson plan - Eng_Y03_U4_LP07.docx
Lesson plan - Eng_Y03_U4_LP08.docx
Sequence - Another perspective / A rhyming text
Lesson plan - Eng_Y03_U4_LP09.docx
Lesson plan - Eng_Y03_U4_LP10.docx
Lesson plan - Eng_Y03_U4_LP11.docx
Lesson plan - Eng_Y03_U4_LP12.docx
Sequence - Spoken retelling Lesson plan - Eng_Y03_U4_LP13.docx
Lesson plan - Eng_Y03_U4_LP14.docx
Lesson plan - Eng_Y03_U4_LP15.docx
Lesson plan - Eng_Y03_U4_LP16.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Unit Plan Section Resource Attachments*
Sequence Find and prepare a picture book that conveys an environmental message e.g.o Text - Seuss, Dr 1971, The Lorax, Random House, New York
Find and prepare a traditional story told by Aboriginal peoples or Torres Strait Islander peoples.
Handwriting - Year 3 Unit 5 Handwriting overview
Learning object - How about BAT.com
Monitoring task - Comprehending traditional stories
Monitoring task - Comprehending traditional stories: Bird, rat, bat or brat?
Monitoring task - Comprehending traditional stories: Model response
Sheet - Annotation symbols
Sheet - Editing checklist: Write a retell
Sheet - Features of traditional stories (narratives)
Sheet - Girawu the goanna
Sheet - Mirram the kangaroo and Warreen the wombat
Sheet - Peer review of spoken retelling of a narrative presentation
Sheet - Plan a narrative
Sheet - Retell a narrative from a different perspective: Group activity
Sheet - The Great Battle
Sheet - Why are bats nocturnal?
Sheet - Why bats fly at night Spelling - Year 3 Unit 5 Spelling overview
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Unit Plan Section Resource Attachments*
Spelling - Year 3 Unit 5 Unit post-test 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
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 - Interactive holistic planning and teaching framework https://learningplace.eq.edu.au/cx/resources/items/f9536911-6a2f-4698-8828-49093e570339/0/Eng_Y03_U5_SH_Interactive%20HolisticPlanningTeachingFramework.pdf
Supporting learning resource - Introduction to unit: Examining stories from different perspectives https://learningplace.eq.edu.au/cx/resources/items/ce4fa064-0c51-49b9-ae6b-363b56489af8/0/Eng_Y03_U4_SLR_UnitIntro.docx
Supporting learning resource - Teacher tips: A rhyming text
Supporting learning resource - Teacher tips: Another perspective
Supporting learning resource - Teacher tips: Spoken retelling
Supporting learning resource - Teacher tips: Stories of the First Australians
Supporting learning resource - Teacher tips: Traditional stories from around the world Supporting learning resource - Yarning circles https://learningplace.eq.edu.au/cx/resources/items/6af7563c-70cd-4f7f-32a1-ae6ec0aed6bc/0/C2C_EATSIPS_YarningCircles.pdf
Video - Dreamtime Stories: Girawu the Goanna from Wiradjuri Stories from the Riverine (Dreamtime Stories): www.redpixels.com.au and https://www.youtube.com/watch?v=tWvoTZxvEs8&list=PLC8B74B35C3158B81&index=3 Used with permission of Red Pixels Animation © Marambul Yuganha)
Video - Mirram the kangaroo and Warreen the wombat from Wiradjuri Stories from the Riverine (Dreamtime Stories): www.redpixels.com.au and www.youtube.com/watch?v=xDJrnldb08o Used with permission of Red Pixels Animation © Marambul Yuganha
Video - The story of Biw told by Harriet Ober (State Library of Queensland) http://www.slq.qld.gov.au/resources/atsi/contemporary-stories/retold/biw
Website - Contemporary practice resource: English https://learningplace.eq.edu.au/cx/resources/items/3cf69097-9ee7-076c-3460-9ca7190f1f5d/0/index.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Unit Plan Section Resource Attachments*
Website - Indigenous, The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/
Assessment Planner - Comprehending traditional stories
Assessment task - Eng_Y03_U4_MT_CompTradStories.docx
Assessment task - Eng_Y03_U4_MT_MR_CompTradStories.docx
Assessment task - Eng_Y03_U4_MT_BirdRatBatorBrat.docx
Assessment Planner - Retelling a narrative from a different perspective
Assessment task - Eng_Y03_U4_AT_MR_RetellNarrDiffPerspect.docx
Assessment task - Eng_Y03_U4_AT_PFT_RetellNarrDiffPerspect.docx
Assessment task - Eng_Y03_U4_AT_RetellNarrDiffPerspect.docx
Assessment Assessment task - Plan for task: Retelling a narrative from a different perspective
Assessment task - Retelling a narrative from a different perspective
Assessment task - Retelling a narrative from a different perspective: Model response
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
Duration: 4 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Retelling a narrative from a different perspective (Yr 03)Type Imaginative response - oral
Date
Description Students prepare and present a spoken retelling of a familiar narrative from the perspective of another character in the text.
Learning Area English
Knowledge and understanding Creating texts (Productive)
Understands how language features are used to link and sequence ideas.Understands how language can be used to express feelings and opinions on topics.
Contributes actively to discussions, providing useful feedback.Makes presentations.
A ◄ Makes deliberate language choices, including extended vocabulary, to describe a setting and influence the mood of a narrative. ◄ Selects vocal techniques, such as tone, pace, pitch and volume, to engage
the audience.
B ◄Selects doing, thinking, saying and relating verbs to develop characters.Uses evaluative language to express a character's point of view.
◄Presents retelling in a logical and coherent manner.Selects vocabulary to suit context and purpose of presentation.
C ◄Uses language features to link and sequence ideas.Uses language to express feelings and opinions on topics.
◄Contributes actively to discussions, providing useful feedback.Makes presentations.
D ◄Writes in first person.Uses tense to indicate time.
◄ Retells a story.
E ◄ Uses everyday language. ◄ Speaks to an audience.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 28
Unit Plan Plan Name: Unit 4 - English Year 3 (V8)
Year: 3Learning Areas/Subjects: English
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].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
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.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 28