Theme MagicKey Concept Visual Literacy

Focus for this unit - learning intentionTo create visually literate individuals through development of their ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than, words.

Stage Early Stage 1

Time Frame 4-5 weeks

Objective ACommunicate through

speaking, listening, reading, writing, viewing and

representing.

Objective B Use language to shape and make meaning according to

purpose, audience and context.

Objective C Think in ways that are imaginative, creative,

interpretive and critical.

Objective D Express themselves and their relationships with others and

their world.

Objective E Learn and reflect on their

learning through their study of English.

Speaking and Listening 1ENe-1A com m un i cat es w ith peer s an d know n adu l t s in i nforma l an d gu i de d ac t i v i t i es de m ons t r a t i ng emerg i n g sk ills of g r ou p i n t e r ac t i on. Develop & apply contextual

knowledge Understand & apply knowledge of

language forms and features Respond to & compose texts

Writing & Representing 1ENe-2 A com p ose s s i mp le text s t o conve y a n i de a o r message Develop & apply contextual

knowledge Understand & apply contextual

knowledge Respond to & compose textsH’writing & Digital Technologies

ENe-3 A pr oduces mos t l owe r cas e an d uppe r case l etter s an d use s d i g i t a l techno l og i e s to construc t t exts Develop & apply contextual

knowledge Understand and apply knowledge of

language forms and features Respond to & compose texts

Reading & Viewing1ENe-4A de m ons t r a t e s deve l op i n g sk ills an d strateg i e s t o read , v i e w an d com p rehend sho rt, p r ed i c t ab l e text s o n fam ili a r top i c s in d i ffe re n t med ia an d te c hn o l og i es Develop & apply contextual knowledge Understand & apply knowledge of

language forms and features Develop and apply phonemic knowledge Develop and apply graphological,

phonological syntactic and symantic knowledge

SpellingENe-5A de m ons t r a t e s deve l op i n g sk ills in us i n g l etters , s i mp le so un d b l end s an d som e s i gh t wo r d s t o represen t k n o w n word s whe n spe lli ng Develop & apply contextual

knowledge Understand & apply contextual

knowledge Respond to & compose texts

Speaking and Listening 2ENe-6B recogn i se s th a t ther e ar e d i ffe re n t k i nd s o f spo ken text s w i t h s p e c i f i c l anguag e feature s an d show s an emerg i ng awarenes s of som e p u r p o ses f o r spoken language . Develop & apply contextual

knowledge Understand & apply knowledge of

language forms and features Respond to & compose text

Writing & Representing 2ENe-7B recogn i se s som e d iff e r en t pu r pos e s f o r wr i t i n g & tha t ow n te x ts d iff e r in va ri ous way s. Develop & apply contextual

knowledge Understand & apply knowledge of

language forms and features Respond to & compose texts

Reading & Viewing 2ENe-8B de m ons t r a t e s emerg i n g sk ills an d know l edg e of text s t o rea d an d v i ew , an d sh o w s de v e l op i ng awareness ofSubject matter pu r pose , aud i enc e an d sub j ect Develop & apply contextual

knowledge Understand & apply contextual

knowledge of language forms and features

Respond to, read & view texts

Grammar, Punctuation & VocabENe-9B de m ons t r a t e s deve l op i n g sk ills an d know l edg e in g r amma r, punc t ua ti o n and vocabu l a ry when respond i n g t o an d compos i n g texts . Develop & apply contextual

knowledge Understand & apply knowledge of

language forms and features Respond to & compose texts Understanding & apply knowledge of

vocabulary

Thinking Imaginatively & CreativelyENe-10 C t h i nks i mag i nat i ve ly an d creat i ve ly ab out f am ili a r t op i c s , s i mp le i dea s an d th e bas ic feature s o f t ex ts when respond i n g t o an d compos i n g t ext s. Engage personally with texts Develop and apply contextual

knowledge Understand and apply knowledge of

language forms and features Respond to and compose texts

Expressing ThemselvesENe-11D respond s t o an d compose s s i mp le text s a b o u t f am ili a r aspec ts o f th e wor ld an d the ir o w n exper i ences. Engage personally with texts Develop and apply contextual

knowledge Understand and apply knowledge of

language forms and features Respond to and compose texts

Reflecting on LearningENe-12E de m ons t r a t e s awarenes s o f how t o ref l ec t o n aspect s o f the ir ow n an d o t he r s ’ l earn i n g. Develop and apply contextual

knowledge Understand and apply knowledge

of language forms and features Respond to and compose texts

KEY:Content covered in this unit

Speaking and listening 1Respond to and compose text

Listen to and respond orally to texts and to the

Speaking and Listening 2Develop and apply contextual knowledge

Explore how language is used differently at home

Content using Quality Text

Speaking and listening 1Respond to and compose text

Listen to and respond orally to texts and to the

Speaking and Listening 2Develop and apply contextual knowledge

Explore how language is used differently at home

Thinking imaginatively and creativelyEngage personally with text

Share picture books and digital stories for enjoyment and pleasure

Respond to and compose texts Communicate the purpose of drawing and other

visual media

Expressing themselves Engage personally with text

Share responses to aspects of texts that relate to their own life

Respond to and compose texts Begin to recognise points of view in texts

Use visual, multimodal and digital processes to represent simple aspects of home and community life.

Respond to literature and a variety of other texts from a range of storytellers and cultures, using picture books and online sources

Reflecting on learning

Engage personally with text Share picture books and digital stories for

enjoyment and pleasure

Understand and apply knowledge and language forms and features

Develop an appreciation for books poetry and song, and the importance of narrative

Respond to and compose texts Communicate the purposed of drawing and other

visual media

Content using Quality Text

Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

After viewing “Me and my Cat” (and other multi modal texts about cats) ask students to turn to a partner and tell about their pets identifying the activities that their pet engages in that are similar to those of the cat in the story (Comprehension assessment: Super 6 – Making connections – observation and anecdotal records)

Students then draw a picture about their pet and talk about it with their partner.

Me and My Cat by Satoshi Kitamura (Story Line Online)

Objective B Use language to shape and make meaning according to purpose, audience and context.

Compare factual texts and images to the characters in the story. What makes this story an imaginative text – Eg can a person really change into a cat?

Discuss how the concept of magic is conveyed through the telling of this story Eg changes in picture, use of different voices, music when the “spell” is cast.

Discuss adverbial phrases that are present in the story eg “Last night…”; children think pair share a personal story using the same adverbial phrase. After whole class modelling, students apply knowledge of adverbial phrases to their weekly recount writing. (Writing Assessment: Writing pro forma with appropriate clusters stated, Student/ teacher conferencing)

Me and My Cat by Satoshi Kitamura (Story Line Online)

Objective C Think in ways that are imaginative, creative, interpretive and critical.

Students could also take turns to act out the experiences of the boy in the story eg cleaning themselves, scratching, eating

Investigate the illustrations and determine the feelings of the characters (boy, cat, mum, witch) .

In small groups create tableaux for specific parts of the story to share with the class. Photograph, sequence and write jointly constructed texts to match the photos on the IWB

Cameras, iPads to photograph tableaux

IWB (Notebook file)

Objective D Express themselves and their relationships with others and their world.

Share personal photographs, video and pictures of their own pets as a Speaking and Listening activity (Speaking and listening Assessment : observation checklist)

Photographs of student’s pets

Objective E Learn and reflect on their learning through their study of English.

View a variety of digital media depicting cats with human-like qualities, interacting with their environment for pleasure and enjoyment

Reflect on the focus story and express opinions about what they liked/disliked about the story

IWB and a variety of visual media (YouTube etc.

Speaking and listening 1

Understand and apply knowledge of language forms and features

Communicate appropriately and effectively within the calss room using agreed conventions eg staying on topic

Writing and representing 1Respond to and compose text

Identify and use words around the classroom and in books during writing

Reading and Viewing 1Develop and apply contextual knowledge

Identify some familiar symbols in content, eg logos, icons, labels

Speaking and Listening 2Develop and apply contextual knowledge

Recognise different methods of communication, eg Standard Australian English, signs, symbols, variation in font and text placement

Writing and representing 2Develop and apply contextual knowledge

Discuss the different purposes of drawing and writing in simple texts

Respond to and compose texts Compose texts using drawing and other visual

media to create meaningReading and viewing 2Understand and apply knowledge of language forms and features.

Recognise that words and pictures have meaning and that words can be read aloud

Grammar, Punctuation and VocabularyDevelop and apply contextual knowledge

Begin to understand that grammar and vocabulary are needed to achieve the purpose of the text

Thinking imaginatively and creatively

Understand and apply knowledge of language forms and features

Discuss creative language features in imaginative texts that can enhance enjoyment eg illustrations, repetition

Respond to and compose texts Share feeling and thoughts about the events and

characters in texts

Expressing themselves

Engage personally with text Engage with a variety of simple texts and begin to

understand that readers draw own their own knowledge to make meaning and enhance enjoyment

Respond to and compose texts Respond to literature and a variety of other texts

from a range of storytellers and cultures, using picture books and online sources

Read and discuss stories that reflect students’ social and cultural groups

Reflecting on learning

Understand and apply knowledge and language forms and features

Develop an appreciation for books poetry and song, and the importance of narrative

Respond to and compose texts Discuss like and dislikes after reading texts

Content using Quality Text

Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Song/singing – Kangaroo Skippy Roo (Super 6 – Making connections) as well as following Skippy Roo directions (Links to Mathematics ES1 outcomes)

The teacher will lead the students in a discussion in relation to the main characters of ‘The Magic Hat’. The teacher will introduce the concept of rhyming words to the students. The teacher will pick a main character in the book such as the wizard and try to identify rhyming words with this character. CVC activity i.e. Wizard and lizard. Hat and mat. This could lead to a lesson on word families such as replacing the first letter with another. i.e. Hat, bat, mat, sat etc. (Phonics Assessment: tracking check list)

As a class add words to the class magic word bank. Discuss words that students may not understand or have trouble reading and introduce flash cards.

“The Magic Hat” by Mem Fox

Objective B Use language to shape and make meaning according to purpose, audience and context.

Highlight how the text is written in swirls/sloping to represent movement of the hat. Compare pictures of animated animals in the story to real life pictures of animals e.g. do

bears really wear hats and scarves? Highlight the large, bold font in the word STOP. Discuss why the word is large/bold and why it

is written in red? Why has the author used this literary device? Students need to give a statement about the book ‘The Magic Hat’. For example ‘I think this

book was interesting.’ It would benefit students by delivering the statement verbally before writing it down. Students will pose a question to a peer in regards to the book. i.e. ‘What did you think of the book?’

Images of Kangaroos, bears, baboons, giraffes, toads etc. from factual texts

Objective C Think in ways that are imaginative, creative, interpretive and critical.

Discuss the repetition in the story e.g. magic hat, magic hat Role play characters from the story e.g. wizard, animals Look at the facial expressions of people in the story. Discuss how they are feeling – what are

their emotions? How can we tell how someone is feeling? Display a variety of emotions on the IWB. Have child act out these emotions.

Variety of facial expressions on IWB, from magazines etc.

Objective D Express themselves and their relationships with others and their world.

The teacher will lead a discussion with the students about magical moments. What makes a magical moment etc? Students will be asked to think pair and share a magical moment in their lives (Super 6 – Making connections). An example of this could be a birthday party, Christmas day, being visited by the tooth fairy. After the students have verbally discussed their magical moments, they will be asked to come up with a magical word bank on the IWB. This will aid students write about the magical day in their lives. Students will then be asked to volunteer to read their magical moment allowed to the class. Depending on the stage of development your class has achieved, they may begin to publish their work using Microsoft word on the computer. (Writing Assessment (Recount): track on Continuum)

Read the Aboriginal Story ‘Dunbi the Owl’. Compare and contrast the Kangaroo in both stories.

A variety of media relating to magic e.g. magic tricks etc.

“Dunbi the Owl” by Daisy Utemorrah

Objective E Learn and reflect on their learning through their study of English.

After reading The Magic Hat and Dunbi the Owl, discuss how Indigenous people told stories through pictures. This is a great starting point for beginning writers who experiment with drawing to convey messages/stories.

Have a discussion with students about the similarities they found between the different texts studied in this unit. Write these ideas down on a white board. Ask students if they found any differences between the different texts explored throughout this unit.

Children learn a selection of magic based poems

“Dunbi the Owl” by Daisy Utemorrah

A selection of Magic based poetry

Speaking and listening 1

Understand and apply knowledge of language forms and features

Replicate the rhythms and patterns in stories, rhymes and poems from a range of cultures

Respond to and compose text Listen to and respond orally to texts and to the

communication of others in informal and structured classroom settings

Writing and representing 1Understand and apply knowledge of language forms and features

Recognise basic book conventions

Reading and Viewing 1Develop and apply phonemic knowledge

Recognise rhymes, syllables and phonemes in spoken words

Speaking and Listening 2

Understand and apply knowledge of language forms and features

Understand the uses of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

Writing and representing 2Develop and apply contextual knowledge

Discuss the different purposes of drawing and writing in simple texts

Understand and apply knowledge of language forms and features

Identify some differences between imaginative and informative texts

Reading and viewing 2Respond to, read and view texts

Explore sequencing of a story, focusing on the beginning, middle and end

Grammar, Punctuation and VocabularyUnderstand and apply knowledge of vocabulary

Begin to build personal vocabulary

Thinking imaginatively and creatively

Engage personally with text Share picture books and digital stories for

enjoyment and pleasure

Understand and apply knowledge of language forms and features

Discuss creative language features in imaginative texts that cab enhance enjoyment, eg illustrations, repetition, rhyme, alliteration

Respond to and compose texts Share feelings and thoughts about events and

characters in texts

Expressing themselves

Develop and apply contextual knowledge Recognise that texts are created by authors who

tell stories and share experience that may be similar or different to students’ own experiences

Respond to and compose texts Compare and connect own experiences to those

depicted in stories

Respond to literature and a variety of other texts from a range of storytellers and cultures, using picture books and online sources

Reflecting on learning

Understand and apply knowledge and language forms and features

Develop an appreciation for books, poetry and song, and the importance of narrative

Respond to and compose texts Discuss likes and dislikes after reading texts

Content using Quality Text

Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

After reading “Possum Magic” recognise rhymes that appear in the storytelling, listing other words that also rhyme

Discuss and model basic book conventions, eg how to hold book, turn pages, and concepts of print eg, where to start reading, return sweep

Identify elements of the story told by the pictures rather than the words, eg Hush’s invisibility, magic

“Possum Magic” by Mem Fox/Julie Vivas

Objective B Use language to shape and make meaning according to purpose, audience and context.

Compare factual texts and images to the characters in the story. What makes this story an imaginative text – Eg can possums really be invisible?

Investigate digital images of possums Identify alliteration in the story. Children create a picture of themselves

with a variety of media, or a computer program such as TuxPaint. They then use alliteration to describe themselves, eg Happy Harry, Excited Ella

Digital images of possums

Paint Crayons Paper Pencils Brushes Tux paint software

Objective C Think in ways that are imaginative, creative, interpretive and critical.

Discuss how the concept of magic is conveyed through the illustrations in this story, eg representing Hush in outline when invisible

Design and make a cover for the book, depicting the main characters and the magical elements of the text (Open ended Assessment of Writing, Reading, concepts of print – links to G&T K-2 project)

Paint Crayons Paper Pencils Brushes Tux paint software

Objective D Express themselves and their relationships with others and their world.

After listening to a reading of “Possum Magic” students identify elements of the story that are relevant to their own experiences, eg food they have tasted, places they have visited.

Children share these experiences in pairs, small group and as a class (Link to graphs in Maths)

Depending upon health and safety issues relevant to the class, has the children taste a variety of the foods mentioned in the story , eg lamingtons, pavlova, Minties

Create a graph of favourite foods

“Possum Magic” by Mem Fox/Julie Vivas

Lamingtons, Minities, pavlovas

Paper, drawing equipment

Objective E Learn and reflect on their learning through their study of English.

Explore a collection of other books by the same author/illustrator Reflect on favourite books by the same author/illustrator, voting on them by attaching their names on post-it notes to the cover of favourite books

“Possum Magic” by Mem Fox/Julie Vivas

Other Mem Fox texts such as “Where is the Green sheep”, “Koala Lou”

Post-it notes

Assessment / Collecting EvidenceObservation Objective C – Writing and reading

Objective A - Comprehension assessment (Super 6 – Making connections)Objective D - Speaking and listening Assessment

Anecdotal Records Objective A - Comprehension assessment ( Super 6 – Making connections)Checklist / Matrix Objective A - Phonics Assessment: tracking check list

Rubric (CTJ)Self-Assessment Objective C - Open ended Assessment of Writing, Reading, concepts of print (links to G&T K-2 project)

Peer Assessment Objective C - Open ended Assessment of Writing, Reading, concepts of print (links to G&T K-2 project

Student Teacher Conference Objective B Writing Assessment (Recount)

JournalsAssessment task Objective B Writing Assessment (Recount): Writing pro forma with appropriate clusters stated

Objective D - Writing Assessment (Recount): Writing pro forma with appropriate clusters statedPossible Links to Other KLAs

Mathematics

Graphing

History

Australian culture and icons

Science & Technology