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Name: Unit 6 - English Year 5 (V8)Duration: 8 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: English

Unit Plan

Exploring narrative through novels and filmIn this unit students listen to, read and view films and novels with a range of characters and involving flashbacks or shifts in time. They demonstrate understanding of the depiction of characters, setting and events in a chosen film. They create a written comparison of a novel and the film adaptation.

Students listen to and view narrative films and spoken, written and digital film reviews, to create a written film review of a chosen film. Students express and justify opinions about aspects of the novels and films during group discussions.

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

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

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

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

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 30

Unit Plan Plan Name: Unit 6 - English Year 5 (V8)

Year: 5Learning Areas/Subjects: English

Duration: 8 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Group discussions (Yr 05)Students participate in group discussions about novels and films.

Monitoring English Unscheduled

Written comparison (Yr 05)Students write a comparison of a novel and its film adaptation and state a preference.

Written English Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Analysis of a written comparison

Exploration of a novel Exploration of a film Written comparison Analysis of narrative film

reviews Written film reviews

Resources Attachments Plan Resource Bank

Assessment Monitoring - Group discussions (Yr 05) Written - Written comparison (Yr 05)




Duration: 8 Weeks

Australian Curriculum

English - Year 5

Year 5 Achievement StandardReceptive 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 the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

Language for interaction

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Interacting with others

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view (ACELY1699)

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

Literature and context

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

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)




Duration: 8 Weeks

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Phonics and word knowledge

Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514)

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

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

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)

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)

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 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)

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

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)

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)




Duration: 8 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

understanding differences between the language of opinion and feeling and the language of factual reporting or recording understanding how texts vary in complexity and technicality, depending on the approach to the topic, the purpose and the intended audience understanding how texts are made cohesive through the use of linking devices including pronoun reference and text connectives recognising how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech discussing literary experiences with others, sharing responses and expressing a point of view using metalanguage to describe the effects of ideas, text structures and language features of literary texts discussing how authors and illustrators make stories exciting, moving and absorbing, and hold readers' interest by using various techniques, e.g. character development and plot

tension planning, drafting and publishing 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.Curriculum working towardsThe teaching and learning in this unit work towards the following:

Understand the uses of objective and subjective language and bias (ACELA1517) Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

(ACELA1518) Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) Understand the uses of commas to separate clauses (ACELA1521) Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's

individual style (ACELT1616) 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)




Duration: 8 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 Applying social and ethical protocols and practices when using 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

Ethical understanding Understanding ethical concepts and issues

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

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

Assessing student learning




Duration: 8 Weeks

Assessment name: Written comparisonAssessment description: Students write a comparison of a novel and its film adaptation and state a preference.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:

using objective language using metalanguage to describe the effects of text structure, language features, visual features and multimodal features on an audience using accurate spelling and punctuation including apostrophes of possession creating written comparisons recording information about different films including: text structure, language features, visual features, purpose and audience evaluating different films using metalanguage and justified points of view creating short written responses using metalanguage to describe opinions of the films and effects of the films on an audience participating in informal group discussions comprehending social, cultural and historical contexts in narratives recording information about plot elements in narrative texts planning and publishing a film review.

Monitoring taskMonitoring name: Group discussionsMonitoring description: Students participate in group discussions about novels and films.




Duration: 8 Weeks

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

using reading strategies to understand, interpret and analyse narratives using reading strategies to understand, interpret and analyse written comparisons understanding and reflecting the social, cultural and historical contexts in narratives using metalanguage to explain the effect of the text structures, language features, visual features and multimodal features of narratives using metalanguage to explain the effect of the text structures and language features of written comparisons presenting a point of view about a novel and its film adaptation using text structures and language features to create a written comparison using viewing strategies to interpret and evaluate films understanding the text structure, language features, visual features, purpose and audience of a film understanding the text structure, language features, purpose and audience of a film review understanding the structure and purpose a of a group discussion using appropriate interaction skills required for group discussions




Duration: 8 Weeks

Teaching Sequence

Curriculum Plan TopicsDuration Topic8 Lessons Analysis of a written comparison

Lessons 1-2: Exploring a narrative text Lessons 3-4: Exploring narrative in a film adaptation Lesson 5: Exploring issues in narratives Lesson 6: Making comparisons Lessons 7-8: Writing comparisons

4 Lessons Exploration of a novel Lessons 9-10: Examining setting and characters Lessons 11-12: Examining plot elements and issues in a narrative

4 Lessons Exploration of a film Lessons 13-14: Responding to a film adaptation Lessons 15-16: Exploring characters and issues in a film adaptation

4 Lessons Written comparison Lessons 17-18: Drafting a written comparison Lesson 19: Editing and publishing a written comparison Lesson 20: Sharing a written comparison

8 Lessons Analysis of narrative film reviews Lesson 21: Examining features of a film review Lesson 22: Examining positive and negative film reviews Lessons 23-24: Responding to a narrative film 1 Lessons 25-26: Responding to a narrative film 2 Lessons 27-28: Sharing opinions about a narrative film

4 Lessons Written film reviews Lessons 29-30: Drafting a film review Lesson 31: Editing and publishing a film review Lesson 32: Sharing film reviews

32 Lessons Total Unit




Duration: 8 Weeks

Teaching Sequence

Topic Analysis of a written comparison Topic Duration 8 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 the text structure, language features, visual features, multimodal features, purpose and audience of a narrative text and its film adaptation.

Lessons Teaching and Learning Sequence Resources

Lessons 1-2

Exploring a narrative text

Lesson objectivesStudents will:

Understand the effect of text structures and language features of a narrative on an audience.

Understand how to summarise the main events of a narrative.Evidence of learningCan the student:

Use appropriate metalanguage about text structures and language features when offering reasons for their opinions about a text?

Summarise the main events in a narrative text?Example learning sequence

Understand prior knowledge of a narrative Examine text structure and language features of a narrative Identify a major issue in the narrative Respond to a narrative

SpellingRefer to unit spelling overview for suggested focus area.

Resources Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New

York Sheet - Text structure and language features in The Lorax Supporting learning resource - Teacher tips: Analysis of a written comparison Spelling - Year 5 Unit 7 Spelling overview

Helpful information Supporting learning resource - Introduction to the unit: Exploring narrative through

novels and film https://learningplace.eq.edu.au/cx/resources/items/932e1bf3-3a15-4626-8ba8-1174722e3bb5/0/Eng_Y05_U6_SLR_UnitIntro.docx

Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au (Home > Search > Better writing: Orientation - Narrative posters set 2 of 4)

Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing: Complication - Narrative posters set 3 of 4)

Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing: Resolution - Narrative posters set 4 of 4)

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

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

Supporting learning resource - Aboriginal & Torres Strait Islander histories and




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcescultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/82fed102-e94d-4a78-98b1-1634f150b3b6/0/Eng_Y05_U7_SLR_SuggestedAlternativeResources.docx

Attachments Lesson plan

Lessons 3-4

Exploring narrative in a film adaptation


Understand the effect of text structures, language features, visual features and multimodal features of an adaptation on an audience.

Understand how characters are developed in the adaptation.Evidence of learningCan the student:

Use appropriate metalanguage to discuss the features of an adaptation?

Discuss how characters are developed in the adaptation?Example learning sequence

Review features of an animated film Review features of a transformation or adaptation Examine features of an adaptation of a narrative text Examine characters' behaviour in an adaptation of a narrative text Respond to an adaptation of a narrative text



York Find and prepare video clips of The Lorax from 1972 (animated musical television

special; DePatie-Freleng Enterprises, Los Angeles) Sheet - Features of an adaptation of The Lorax Sheet - Characters in The Lorax Supporting learning resource - Teacher tips: Analysis of a written comparison Spelling - Year 5 Unit 7 Spelling overview

Helpful information Website - Film in the classroom: Terminology (Film Education)

http://www.filmeducation.org/resources/primary/teaching_with_film/film_in_the_clas sroom/terminology/



Lesson 5

Exploring issues in narratives


Understand how to write a short response about how an author conveys an issue in a narrative.

Evidence of learningCan the student:

Present an opinion about the author's effectiveness in conveying



special; DePatie-Freleng Enterprises, Los Angeles) Sheet - Issues in The Lorax Supporting learning resource - Teacher tips: Analysis of a written comparison




Duration: 8 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesan issue in a narrative?

Example learning sequence Review understanding of issues in a narrative Relate issues in a narrative to real-life examples Read and analyse a short written response Respond to an issue in a narrative


Spelling - Year 5 Unit 7 Spelling overviewHelpful information



Lesson 6

Making comparisons


Understand how to make comparisons between a narrative and an adaptation.

Understand how to explain a preference for a particular text.Evidence of learningCan the student:

Identify similarities and differences between a narrative and its adaptation?

Use metalanguage to explain their preference for a particular text?Example learning sequence

Review understanding of making comparisons Compare a narrative and its adaptation Share and explain a preference for a text




special; DePatie-Freleng Enterprises, Los Angeles) Sheet - Comparing versions of The Lorax Sheet - Compare and contrast words Supporting learning resource - Teacher tips: Analysis of a written comparison Spelling - Year 5 Unit 7 Spelling 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


Lessons 7-8

Writing comparisons


Understand the purpose and structure of a written comparison.Evidence of learningCan the student:

Construct a written comparison from notes?



special; DePatie-Freleng Enterprises, Los Angeles) Sheet - Comparing versions of The Lorax Sheet - Planning template for written comparison




Duration: 8 Weeks

Teaching Sequence




Example learning sequence Review the use of possessive apostrophes Discuss purpose and audience of a written comparison Identify features in a written comparison Create a written comparison


Sheet - Exemplar of written comparison Sheet - Compare and contrast words Supporting learning resource - Teacher tips: Analysis of a written comparison Spelling - Year 5 Unit 7 Spelling overview







Duration: 8 Weeks

Teaching Sequence

Topic Exploration of a novel 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 explore the text structure, language features, visual features, purpose and audience of a narrative text. They will participate in group discussions to share opinions on the issues raised in the text.


Lessons 9-10

Examining setting and characters


Understand how a setting and characters are depicted in a narrative.

Understand how to present an opinion about a narrative.Evidence of learningCan the student:

Identify language features which are used to depict characters and setting in a narrative?

Explain a personal response to a narrative using metalanguage?Example learning sequence

Read a narrative text Examine the setting in a narrative Examine the characters in a narrative Understand the monitoring task Respond to a narrative


Resources Monitoring task - Group discussions Text - Thiele, C 1963, Storm Boy, Weldon, Sydney (Note: Aboriginal peoples and

Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.)

Sheet - Setting and characters in Storm Boy Supporting learning resource - Teacher tips: Exploration of a novel Spelling - Year 5 Unit 7 Spelling overview




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


Lessons 11-12

Examining plot elements and issues in a narrative


Understand and develop knowledge of the plot elements in a narrative.

Understand how to make a personal response to an issue in the narrative.


Identify the plot elements in a narrative text? Justify a personal response to an issue in the narrative?

Resources Text - Thiele, C 1963, Storm Boy, Weldon, Sydney Sheet - Plot elements in Storm Boy Supporting learning resource - Teacher tips: Exploration of a novel Spelling - Year 5 Unit 7 Spelling overview






Duration: 8 Weeks

Teaching Sequence




Example learning sequence Examine plot elements in a narrative Examine issues in a narrative Respond to an issue in a narrative



Lessons 13-14

Responding to a film adaptation


Understand and develop knowledge of visual and multimodal features of an adaptation.

Understand how to present a point of view about a narrative text.Evidence of learningCan the student:

Identify film techniques that transform a narrative? Explain their preference for a particular text?

Example learning sequence Review features of a transformation or adaptation Discuss features of films Examine features of an adaptation of a narrative Examine and compare setting in an adaptation Respond to an adaptation of a narrative text


Resources Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,

Adelaide Text - Thiele, C 1963, Storm Boy, Weldon, Sydney Sheet - Plot elements in the adaptation of Storm Boy Sheet - Setting and characters in Storm Boy Supporting learning resource - Teacher tips: Exploration of a film Spelling - Year 5 Unit 7 Spelling overview

Helpful information Text - Hoogstad, V & Simons, J 1987, Storm Boy: The making of a film, Macmillan

Company of Australia, South Melbourne Website - Film in the classroom: Terminology (Film Education)




Lessons 15-16

Exploring characters and issues in a film


Understand and evaluate the representation of characters, setting, events and issues in an adaptation.

Evidence of learning

Resources Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,

Adelaide Text - Thiele, C 1963, Storm Boy, Weldon, Sydney Sheet - Storm Boy viewing comprehension Sheet - Setting and characters in Storm Boy




Duration: 8 Weeks

Teaching Sequence




adaptation Can the student: Respond to the representation of characters and issues in the film

adaptation?Example learning sequence

Monitor meaning constructed in a film adaptation Examine and compare characters in an adaptation Examine and compare issues in an adaptation Respond to the representation of characters and issues in an

adaptationSpellingRefer to unit spelling overview for suggested focus area.

Sheet - Graphic organiser of an issue in Storm Boy Supporting learning resource - Teacher tips: Exploration of a film Spelling - Year 5 Unit 7 Spelling overview Spelling - Year 5 Unit 7 Unit post-test


Company of Australia, South Melbourne Website - Film in the classroom: Terminology (Film Education)







Duration: 8 Weeks

Teaching Sequence

Topic Written comparison Topic Duration 4 Lessons

Overview Students will create a written comparison of a narrative text and its film adaptation.


Lessons 17-18

Drafting a written comparison

Assessment purpose:To write a comparison of a novel and its film adaptation and state a preference.Example assessment sequence

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

standards A-E Conduct the assessment task

SpellingDiagnostic assessment (Lesson 17)Refer to unit spelling overview for suggested focus area. (Lesson 18)

Resources Assessment task - Written comparison Assessment task - Written comparison - Model response Assessment task - Plan for task: Written comparison Assessment task - Plan for task: Written comparison - Sample response Sheet - Compare and contrast words Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,

Adelaide Text - Thiele, C 1963, Storm Boy, Weldon, Sydney Spelling - Year 5 Unit 8 Spelling overview


Company of Australia, South Melbourne Supporting learning resource - English metalanguage: Years 3-6



Lesson 19

Editing and publishing a written comparison

Assessment purpose:To write a comparison of a novel and its film adaptation and state a preference.Example assessment sequence

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

standards A-E Conduct the assessment task


Resources Assessment task - Written comparison Assessment task - Written comparison - Model response Assessment task - Plan for task: Written comparison Assessment task - Plan for task: Written comparison - Sample response Sheet - Compare and contrast words Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,

Adelaide Text - Thiele, C 1963, Storm Boy, Weldon, Sydney

Helpful information Text - Hoogstad, V and Simons, J 1987, Storm Boy: The making of a film, Macmillan

Company of Australia, South Melbourne Supporting learning resource - English metalanguage: Years 3-6

https://learningplace.eq.edu.au/cx/resources/items/5e7a48a5-9839-4be3-b181-




Duration: 8 Weeks

Teaching Sequence

Topic Written comparison Topic Duration 4 Lessons

Overview Students will create a written comparison of a narrative text and its film adaptation.

Lessons Teaching and Learning Sequence Resources6351cb543e80/0/Eng_SLR_Y03-Y06_Metalanguage.docx


Lesson 20

Sharing a written comparison


Understand that a written comparison can be conveyed from different viewpoints, which can lead to different kinds of interpretations.


Objectively evaluate their own and others' work, using metalanguage to present viewpoints?

Example learning sequence Share written comparisons Discuss viewpoints about written comparisons


Resources Assessment task - Written comparison - Model response Assessment task - Plan for task: Written comparison - Sample response Spelling - Year 5 Unit 8 Spelling overview







Duration: 8 Weeks

Teaching Sequence

Topic Analysis of narrative film reviews Topic Duration 8 Lessons

Overview Throughout this lesson series, students will evaluate narrative films and explore film reviews and participate in informal group discussions.


Lesson 21

Examining features of a film review


Understand how to use metalanguage to explain how opinions are presented in a film review.


Identify evaluative language in a film review?Example learning sequence

Review features of a narrative film Discuss features of film reviews Respond to a film review


Resources Sheet - Exemplar film review Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Teacher tips: Analysis of narrative film reviews





Lesson 22

Examining positive and negative film reviews


Understand how language can be positive or negative to present a point of view and to position an audience.


Identify positive and negative language used in a film review? Consider other viewpoints about a narrative film?

Example learning sequence Discuss how language can be used to express an opinion Select evaluative language to compose a film review Respond to positive and negative film reviews


Resources Sheet - Positive and negative language Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Teacher tips: Analysis of narrative film reviews




Lessons 23-24

Responding to


Understand how to identify plot elements, character development

Resources Text - Stanton, A (Director) 2003, Finding Nemo, Walt Disney Pictures and Pixar

Animation Studios




Duration: 8 Weeks

Teaching Sequence




a narrative film 1

and issues in a narrative film. Understand how to explain a personal response to a narrative film.


Identify plot elements, character development and issues in a narrative film?

Share a considered point of view about a narrative film?Example learning sequence

Construct a plot profile of a narrative film Examine the development of characters in a narrative film Respond to the representation of an issue in a narrative film Respond to a narrative film


Sheet - Plot elements, characterisation and evaluation Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Teacher tips: Analysis of narrative film reviews




Lessons 25-26

Responding to a narrative film 2


Understand how to identify plot elements, character development and issues in a narrative film.

Understand how to explain a personal response to a narrative film.Evidence of learningCan the student:

Identify plot elements, character development and issues in a narrative film?

Share a considered point of view about a narrative film?Example learning sequence

Construct a plot profile of a narrative film Examine the development of characters in a narrative film Respond to the representation of an issue in a narrative film Respond to a narrative film


Resources Text - Zemeckis, R (Director) 2004, The Polar Express, Castle Rock Entertainment,

USA Sheet - Plot elements, characterisation and evaluation Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Teacher tips: Analysis of narrative film reviews







Duration: 8 Weeks

Teaching Sequence




Lessons 27-28

Sharing opinions about a narrative film


Understand how to participate in an informal discussion to share opinions about a narrative film.


Demonstrate active listening behaviours towards a peer's review of a narrative film?

Clearly express opinions of a narrative film?Example learning sequence

Review understanding of the conventions of an informal discussion

Share responses to a narrative film Discuss responses to a narrative film Compose a group response to a narrative film


Resources Sheet - Informal discussion notes about a film Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Teacher tips: Analysis of narrative film reviews







Duration: 8 Weeks

Teaching Sequence

Topic Written film reviews 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 write a film review.


Lessons 29-30

Drafting a film review


Understand how to record and organise information about a narrative film.

Understand how to draft a review of a narrative film from notes.Evidence of learningCan the student:

Record notes about a narrative film? Construct paragraphs of a written film review from notes?

Example learning sequence Review the features of a written film review Evaluate a film Draft a film review


Resources Supporting learning resource - Teacher tips: Written film reviews Sheet - Film review notes Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation,

Adelaide Spelling - Year 5 Unit 8 Spelling overview



Supporting learning resource - Film review notes (Answers) https://learningplace.eq.edu.au/cx/resources/items/8f581b6e-1496-42b1-804c-90f50b96f124/0/Eng_Y05_U6_SLR_FilmReviewNotes_Ans.docx


Lesson 31

Editing and publishing a film review


Understand how to edit a film review.Evidence of learningCan the student:

Edit own film review using an editing checklist?Example learning sequence

Complete film reviewSpellingRefer to unit spelling overview for suggested focus area.

Resources Supporting learning resource - Teacher tips: Written film reviews Sheet - Film review notes Sheet - Editing checklist: Film review Spelling - Year 5 Unit 8 Spelling overview




Sheet - Film review: Storm Boy https://learningplace.eq.edu.au/cx/resources/items/23fd8075-261c-4b1f-a5b4-1e569288739c/0/Eng_Y05_U6_SH_FilmReview_StormBoy.docx





Duration: 8 Weeks

Teaching Sequence

Topic Written film reviews 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 write a film review.


Lesson 32

Sharing film reviews


Understand how to respond to others' viewpoints of film reviews.Evidence of learningCan the student:

Constructively give feedback about a peer's film review?Example learning sequence

Share viewpoints about written film reviews Discuss viewpoints about written film reviews


Resources Sheet - Sharing a film review Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Teacher tips: Written film reviews







Duration: 8 Weeks

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

Unit Plan Section Resource Attachments*

Sequence – Analysis of a written comparison

Lesson plan – Eng_Y05_U6_LP01_02.docx

Lesson plan – Eng_Y05_U6_LP03_04

Lesson plan – Eng_Y05_U6_LP05



Sequence - Exploration of a novel Lesson plan – Eng_Y05_U6_LP09_10


Sequence - Exploration of a film Lesson plan – Eng_Y05_U6_LP13_14


Sequence - Written comparison Lesson plan – Eng_Y05_U6_LP17_18



Sequence - Analysis of narrative film reviews



Lesson plan – Eng_Y05_U6_LP23_24 Lesson plan – Eng_Y05_U6_LP25_26




Duration: 8 Weeks



Sequence - Written film reviews Lesson plan – Eng_Y05_U6_LP29_30



Sequence Find and prepare video clips of The Lorax from 1972 (animated musical television special; DePatie-Freleng Enterprises, Los Angeles)

Monitoring task - Group discussions

Sheet - Characters in The Lorax

Sheet - Compare and contrast words

Sheet - Comparing versions of The Lorax

Sheet - Editing checklist: Film review

Sheet - Exemplar film review

Sheet - Exemplar of written comparison

Sheet - Features of an adaptation of The Lorax

Sheet - Film review notes Sheet - Film review: Storm Boy https://learningplace.eq.edu.au/cx/resources/items/23fd8075-261c-4b1f-a5b4-1e569288739c/0/Eng_Y05_U6_SH_FilmReview_StormBoy.docx

Sheet - Graphic organiser of an issue in Storm Boy

Sheet - Holistic planning and teaching framework Sheet - Informal discussion notes about a film




Duration: 8 Weeks


Sheet - Issues in The Lorax

Sheet - Planning template for written comparison

Sheet - Plot elements in Storm Boy

Sheet - Plot elements in the adaptation of Storm Boy

Sheet - Plot elements, characterisation and evaluation

Sheet - Positive and negative language

Sheet - Setting and characters in Storm Boy

Sheet - Sharing a film review

Sheet - Storm Boy viewing comprehension

Sheet - Text structure and language features in The Lorax

Spelling - Year 5 Unit 7 Spelling overview

Spelling - Year 5 Unit 7 Unit post-test

Spelling - Year 5 Unit 8 Spelling overview Supporting learning resource - Aboriginal & Torres Strait Islander histories and cultures suggested alternative resources https://learningplace.eq.edu.au/cx/resources/items/82fed102-e94d-4a78-98b1-1634f150b3b6/0/Eng_Y05_U7_SLR_SuggestedAlternativeResources.docx


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




Duration: 8 Weeks



Supporting learning resource - Introduction to the unit: Exploring narrative through novels and film

Supporting learning resource - Teacher tips: Analysis of a written comparison

Supporting learning resource - Teacher tips: Analysis of narrative film reviews

Supporting learning resource - Teacher tips: Exploration of a film

Supporting learning resource - Teacher tips: Exploration of a novel

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

Text - Dr. Seuss (Theodor Seuss Geisel) 1971, The Lorax, Random House, New York

Text - Hoogstad, V & Simons, J 1987, Storm Boy: The making of a film, Macmillan Company of Australia, South Melbourne

Text - Safran, H (Director) 1976, Storm Boy, South Australian Film Corporation, Adelaide

Text - Stanton, A (Director) 2003, Finding Nemo, Walt Disney Pictures and Pixar Animation Studios

Text - Thiele, C 1963, Storm Boy, Weldon, Sydney

Text - Zemeckis, R (Director) 2004, The Polar Express, Castle Rock Entertainment, USA


Website - Film in the classroom: Terminology (Film Education) http://www.filmeducation.org/resources/primary/teaching_with_film/film_in_the_classroom/termino logy/

Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing: Orientation - Narrative posters set 2 of 4)Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing: Complication - Narrative posters set 3 of 4)




Duration: 8 Weeks


Website - Queensland Curriculum & Assessment Authority (Queensland Government) https://www.qcaa.qld.edu.au/ (Home > Search > Better writing: Resolution - Narrative posters set 4 of 4)

Assessment Planner – Group discussions Monitoring task - Eng_Y05_U6_MT_GroupDiscussion.docx

Assessment Planner – Written comparison

Assessment task - Eng_Y05_U6_AT_MR_WrittenComparison

Assessment task - Eng_Y05_U6_AT_PFT

Assessment task - Eng_Y05_U6_AT_PlanForTask_Sample

Assessment task - Eng_Y05_U6_AT_WrittenComparison

Assessment Assessment task - Plan for task: Written comparison

Assessment task - Plan for task: Written comparison - Sample response

Assessment task - Written comparison

Assessment task - Written comparison: Model response




Duration: 8 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Written comparison (Yr 05)Type Written

Date

Description Students write a comparison of a novel and its film adaptation and state a preference.

Learning Area English

Comprehending texts (Receptive) Creating texts (Productive)

Analyses and explains literal and implied information from a variety of texts. Describes how events, characters and settings in texts are depicted and explains own responses to them.

Develops and explains a point of view about a text, selecting information, ideas and images from a range of resources.Creates an informative text for a purpose and audience.Demonstrates understanding of grammar using a variety of sentence types. Selects specific vocabulary and uses accurate spe

A ◄ Explains, using metalanguage, the effect of the ideas, text structures and language features of the novel and film on audiences. ◄

Selects text structures and language features, including complex sentences, to compare and contrast depiction of issues, characters and events in the texts.Manipulates the starting point of sentences to create variety in sentence structureand to foreground important information to develop the topic.

B ◄Compares the similarities and differences in the features of the novel and film.Describes the different viewpoints conveyed in the novel and film and how these influence audience interpretations and responses.

◄Uses possessive apostrophes accurately.Writes with a degree of formality, using metalanguage to present a point of view.

C ◄Analyses and explains literal and implied information from a variety of texts.Describes how events, characters and settings in texts are depicted and explains own responses to them.

◄

Develops and explains a point of view about a text, selecting information, ideas and images from a range of resources.Creates an informative text for a purpose and audience.Demonstrates understanding of grammar using a variety of sentence types.Selects specific vocabulary and uses accurate spelling and punctuation.

D ◄ Understands the similarities and differences between the novel and the film. ◄ Creates a written comparison.

E ◄ Identifies literal information in the texts. ◄ Writes about the novel and the film.




Duration: 8 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:

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