Dragon Hunter S3

Dragon Hunter
by Nazam Anhar
Stage 3
Roz Gouldthorp Glossodia PS & Chris Fraser Literacy Numeracy Leader Western Sydney 2013
Roz Gouldthorp Glossodia PS & Chris Fraser Literacy Numeracy Leader WSR
2013
ENGLISH UNIT OF WORK
Stage : 3 Key Concept: Text set:
Term:
Weeks:
Personal development/insights developed through texts: family, isolation, racism, loss
FOCUS TEXT: The Dragon Hunter by Nazam Anhar

Samsara dog Helen Manos & Julie Vivas Woolvs in the sitee Margaret Wild The rainbow bear Michael Morpurgo The three questions Leo Tolstoy Zero To Hero Rob Childs
Focus:
Integrating English Stage 3 content descriptors:
S & L - Speaking & Listening R & V - Reading & Viewing W & R - Writing & Representing Spelling G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking imaginatively and creatively E T - Expressing themselves R on L - Reflecting on Learning
Acceptable Evidence: Critical aspects: Learning across the curriculum:
Plotting students on the Literacy Continuum to develop student comprehension and vocabulary. Comprehension, Vocabulary, Reading texts, Writing Literacy, creative and critical thinking, difference and diversity
LITERACY CONTINUUM for Modelled Reading - Stage appropriate (highlight cluster markers treated in the unit)
Comprehension C11
1. Analyses and evaluates the ways that inference is used in a text to build understanding. 2. Re-examines sections of texts for evidence to support interpretations and opinions. 3. Evaluates a personal interpretation of a text by critically re-examining evidence within the text. 4. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. 5. Analyses texts to explain and compare how audience, purpose and context influence texts. 6. Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented. 7. Analyses and responds to language and grammatical techniques used to influence an audience. 8. Analyses and compares how information and ideas are presented in a range of texts on the one topic.
Session
Modes/Skills
Explicit Modelled Reading
Vocab
1 Chapter 1 (or part thereof) G, P & V
INTRODUCTION TO BOOK
Comprehension C12
1. Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence. 2. Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations. 3. Critically analyses a wide range of imaginative, informative and persuasive texts in different forms to compare how ideas are presented. 4. Explains how texts can be interpreted from a variety of perspectives by discussing the ways that different views and values are presented. 5. Interprets texts by identifying and discussing multiple purposes within the same text. 6. Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an understanding of the topic. 7. Analyses texts to compare how language structures and features are used to position readers and viewers. 8. Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic.
vultures stragglers dark instinct glided, raiders, peaks, fretfully, anxious, tawneycoloured, polished copper, shameful, outcasts, 2 Chapter 2 (or part thereof) G, P & V domed, pale, frosty, snaking, webbed, grasping, horrible, flying, gleaming, terrifying, blazing, fierce, vast, dazzling R & V evaluative language, grammar features
Before: monitoring and visualising *Discuss students knowledge of dragons . *Discuss title and blurb. *Complete the DFK chart to pre-teach extracted vocab. Dont know Familiar Know
Guided reading (Where to next?) Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading: Readers Response (see bookmark in appendix): Students choose 3 -5 questions to answer in relation to the chapter. Students to share some of their responses.
During: MENACE FROM THE SKY * Draw map from the front of the book and words from book as the teacher reads. *Students visualise the setting - describe the area where Baran and his family live. *Discuss Dont know words in context as they arise. After: Students write a V.I.P. for the chapter. Extension: enlarge map of Shenzing to discuss.
DOUBLE-ENRTY JOURNAL WRITING (D.E.J.W.)

Before: monitoring *Pre-teach vocab (adjectives) & rules that apply when adding a suffix. Put in alphabetical order. *Hand out 5 post-it notes to each student for use during reading - Explain that this is a process for understanding the text. *Demonstrate example of D.E.J.W.
Vocab
Vocab C11
1. Makes effective word choices in response to purpose and audience when creating texts. 2. Demonstrates understanding of new words for new concepts. 3. Applies knowledge of prefixes and suffixes to understand the meanings of new words and to create new words. 4. Refines vocabulary choice in response to purpose and audience when editing and reviewing own and peers writing
During: NIGHT OF TERROR *Students record on sticky notes when they find a word, phrase or interesting point (note-taking) that they think they could respond do. Remind the students to record the page number. *Teacher demonstrates using Think alouds. After: *Turn to shoulder buddy and share at least 3 examples of note-taking. Students explain to their buddy why they found the word or phrase important or interesting.
Differentiate groups Students complete D.E.J.W table in their novel study books with teacher assistance. Number of entries vary according to student cluster markers. Students share their D.E.J.W. with their shoulder-buddy Students collaborate in small groups to create a combined chart to present to the class (A3). D.E.J.W chart:
In the text it says My connection
Vocab C12
1. Uses new words for known concepts, e.g. blissful for happy. 2. Increasingly uses appropriate content vocabulary when creating spoken and written texts about specific topics. 3. Accurately uses the vocabulary associated with digital technology and electronic texts. 4. Draws on knowledge of word origins to work out meaning of new words.
LITERACY CONTINUUM (highlight cluster markers treated in the unit)

Comprehension C11
1. Analyses and evaluates the ways that inference is used in a text to build understanding. 2. Re-examines sections of texts for evidence to support interpretations and opinions. 3. Evaluates a personal interpretation of a text by critically re-examining evidence within the text. 4. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. 5. Analyses texts to explain and compare how audience, purpose and context influence texts. 6. Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented. 7. Analyses and responds to language and grammatical techniques used to influence an audience. 8. Analyses and compares how information and ideas are presented in a range of texts on the one topic.
Modes/Skills
Session
Explicit Modelled Reading Before: monitoring *Pre-teach and review vocab (interesting words) look for synonyms. *Discuss the structure of a chapter book. (each chapter builds on the previous chapter thus need to review previous chapters). *Create VIP chart for the text so far. During: A Call for Help; The Warrior of Manas *Add to Plus, Minus & Interesting (P.M.I) chart as a whole class activity. Plus Minus Interesting
Guided reading Differentiate groups: Students complete their own PMI charts in their books. Share with their group and collaborate on the best of the groups PMIs. Share the groups PMI with the class.
3 Chapter 3 (or part thereof) G, P & V scorched, wailing, terrible, stout, bony, cruel, pyre, foreboding, calm, mission R & V summarise inference
Vocab
Comprehension C12
1. Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence. 2. Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations. 3. Critically analyses a wide range of imaginative, informative and persuasive texts in different forms to compare how ideas are presented. 4. Explains how texts can be interpreted from a variety of perspectives by discussing the ways that different views and values are presented. 5. Interprets texts by identifying and discussing multiple purposes within the same text. 6. Interprets and analyses several different texts on one topic to present a summary of information and ideas that show an understanding of the topic. 7. Analyses texts to compare how language structures and features are used to position readers and viewers. 8. Analyses and evaluates how written information and visual images shape meaning by comparing texts on the same topic.
After: *Share with group and choose one to share with the class. Before: summarising and visualising *Add VIPs for the previous chapter onto an anchor chart. *Pre-teach vocab (adverbs); discuss role of adverbs and a simple rule that helps to identify them. *Discuss the concept of Sketch to Stretch (visualising). Give a brief outline of the chapter and demonstrate how an illustration can assist your understanding. During: Battle with the Dragons *Students sketch V.I.Ps as part of tracking the story-line into their workbooks. After: *Nominated student to share selected Sketch to Stretch (Revisit, Reflect Retell Linda Hoyt p. 148) with class. Differentiate groups Students share and explain their drawings to their buddy. Students share and explain their drawings with their group. Groups select one of the students writing to share with the class.
4 Chapter 4 (or part thereof) G. P & V impatiently, wildly, instantly, steadily, fiercely, high, feverishly, quickly, low, piteously, furiously, squarely, neatly, rapidly
Vocab C11
Vocab
1. Makes effective word choices in response to purpose and audience when creating texts. 2. Demonstrates understanding of new words for new concepts. 3. Applies knowledge of prefixes and suffixes to understand the meanings of new words and to create new words. 4. Refines vocabulary choice in response to purpose and audience when editing and reviewing own and peers writing
Vocab C12
1. Uses new words for known concepts, e.g. blissful for happy. 2. Increasingly uses appropriate content vocabulary when creating spoken and written texts about specific topics. 3. Accurately uses the vocabulary associated with digital technology and electronic texts. 4. Draws on knowledge of word origins to work out meaning of new words.
LITERACY CONTINUUM Writing 11

1. Writes coherent, structured texts for a range of purposes and contexts. 2. Deliberately structures language in a way that creates more cohesive, imaginative, informative and persuasive texts. 3. Shows awareness of accurately acknowledging sources in relevant texts. 4. Refines writing in response to feedback. 5. Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial. 6. Uses topic sentences and appropriately organises main and subordinate ideas. 7. Experiments with using complex punctuation to engage the reader and achieve purpose. 8. Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. 9. Writes fluently with appropriate size, slope and spacing. 10. Uses word processing programs confidently and accurately, integrating various functions. 11. Plans and designs more complex multi modal texts
Session
Modes/Skills
Explicit Modelled Writing
Guided Writing
Teacher demonstrates Writing Organiser and collaboratively works through Choose a Complication to model a strategy for determining conflicts. Collaboratively work with students to complete the organiser. Organiser
Orientation
Where Who What When
Students write the plan into their workbooks and complete at least the first one (complication). Students brainstorm and list ideas for the complication. Complication
Topic sentence Problem details Feelings
Independent Writing Writing tasks: Choose one idea and develop organiser- signal, complication and feelings.
Complication
Topic sentence Problem details Feelings
Writing 12
1. Writes sustained texts for a wide range of purposes. 2. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. 3. Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation. 4. Critically reflects on effectiveness of own/others writing and seeks and responds to feedback from others. 5. Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience. 6. Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses. 7. Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses. 8. Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. 9. Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.
Resolution 2
Teacher demonstrates Writing Organiser and collaboratively works through
Orientation.
Brainstorm with the class where the complication takes place (setting). Make a list. Select one setting and brainstorm with the students who the character will be in their story. Make a list of possible characters. Select a name for main character and record on the plan. Choose what the character wanted to do, achieve or experience.
Using their graphic organisers, students to develop their own orientations based on modelled writing. Orientation
Where Who What When
Students develop first draft of orientation.
Vocab C11 (continued) Vocab C12 (continued)
LITERACY CONTINUUM Writing 11

1. Writes coherent, structured texts for a range of purposes and contexts. 2. Deliberately structures language in a way that creates more cohesive, imaginative, informative and persuasive texts. 3. Shows awareness of accurately acknowledging sources in relevant texts. 4. Refines writing in response to feedback. 5. Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquial. 6. Uses topic sentences and appropriately organises main and subordinate ideas. 7. Experiments with using complex punctuation to engage the reader and achieve purpose. 8. Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words. 9. Writes fluently with appropriate size, slope and spacing. 10. Uses word processing programs confidently and accurately, integrating various functions. 11. Plans and designs more complex multi modal texts
Session
Modes/Skills
Explicit Modelled Writing
Guided Writing
Independent Writing
W & R 1 reread and edit Reflecting on learning
Teacher demonstrates Writing Organiser and collaboratively works through Resolution to complete the organiser.
Improving the paragraphs:

Using the previous modelled paragraphs: extract words for teaching various spelling strategies. change the structure (position of phrases) of the sentences. Does it still make sense? add more descriptive sentence using pronouns (eg she, he) and connectives.
READ & REVIEW Students: review and refine their paragraphs. add to their previous paragraphs.
Students choose a text: Create a list of adjectives (including words with prefixes and suffixes).
Writing 12
1. Writes sustained texts for a wide range of purposes. 2. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. 3. Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation. 4. Critically reflects on effectiveness of own/others writing and seeks and responds to feedback from others. 5. Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience. 6. Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses. 7. Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses. 8. Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. 9. Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.
W & R 1 reread and edit Reflecting on learning
Editing the paragraphs:

Use the completed organiser, teacher models editing skills: add and insert errors to the sentences. students make corrections.
PARTNER EDITING: paragraphs are read by a partner for editing and reflection using the writing criteria. paragraphs are revised.
Students choose a text: Find and list various connectives TEACHER EDITING Conferencing during independent tasks
Continuing the unit:

Other texts (text set):
Zero To Hero The three questions The rainbow bear Samsara dog Woolvs in the sitee
Vocab C11 (continued) Vocab C12 (continued)
READING: Using the above texts, cover the same literacy continuum markers and English syllabus content descriptors as listed in this unit. WRITING: Follow this unit outline and create a character, setting and/or plot to create a complete imaginative text incorporating students descriptive paragraph in this unit.
VOCAB/GRAMMAR FOR TEXT SET:
Zero To Hero
The rainbow bear
The three questions
Woolvs in the sitee
Vocab & Spelling
Grammar & Punctuation
WRAP UP (R & V, S & L) : Compare and contrast texts Evaluate and personally respond to texts
Justify favourite text
MONITORING From Assessment to Conferring: Sample Needs and Strategies
What We Are Seeing

Reading too quickly Leaving off ends of words Little expression, lacks prosody, and omits punctuation Can t remember what was read
Potential Goals
Fluency Accuracy Fluency Comprehension
Possible Strategy
Adjust and apply different reading rates to match text Cross checking Phrasing, using punctuation Check for understanding
Alternative Strategy
Phrasing, use punctuation Chunk letters together Voracious reading Retell or summarize Make a picture or mental image Determine importance using theme, main ideas, & supporting details Blend sounds; stretch and reread Ask questions while reading Make connections to text Recognize literary elements Voracious reading
Stalls on words Student jumps right into reading story, then lacks understanding Doesnt remember details but understands the main idea Doesnt stick with a book
Accuracy Comprehension Comprehension Reading Behaviours Book Selection Reading Behaviours Fluency Expand Vocabulary Comprehension Accuracy Comprehension
Skip the word, then come back Use prior knowledge to connect with text Retell the story Read appropriate-level text Choose good-fit books Read appropriate-level text
Chooses books that are too hard
Ask, Does this make sense?
Can comprehend literally but cant read between the lines
Infer and support with evidence
Ask questions while reading Predict what will happen; use text to confirm Cross checking Blend sounds Blend sounds; stretch and reread
Reads words with correct letters but wrong sounds Sounds out each individual letter Beginning reader, knows few words but most letter sounds
Accuracy Accuracy Fluency Accuracy Comprehension Expand Vocabulary
Flip the sound Chunk letters together Practice common sight words and high-frequency words Use text features (titles, headings, captions, graphic features) Tune in to interesting words
Doesnt remember details from nonfiction Doesnt understand the text because does not understand key word in selection
Determine and analyze authors purpose and support with text Reread to clarify the meaning of a word Ask someone to define the word for you
The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, The Sisters. Copyright 2009. Stenhouse Publishers.
APPENDIX
*Jointly construct criteria for writing -for mandatory requirements in this unit, colour blue
Student Criteria for Writing Date Creates texts about familiar and researched topics, eg: timeline, weblog entry. Locates resources and accesses information when planning. Uses morphemic, visual, phonic knowledge and knowledge of prefixes and suffixes to spell and edit words Rereads and revises text to check and improve meaning, deleting unnecessary information or adding new information. Creates meaningful sentences using a variety of sentence beginnings, including adverbial and adjectival clauses to create complex sentences. Uses sentence and simple punctuation correctly. Uses grammatical features such as pronouns, conjunctions and connectives to accurately link ideas and information. Shows awareness of the need to justify opinions with supporting evidence. Cluster 10
Student Criteria for Writing
Cluster 11
Date

Writes coherent, structured texts for a range of purposes and contexts. Deliberately structures language in a way that creates more cohesive imaginative, informative and persuasive texts. Shows awareness of accurately acknowledging sources in relevant texts. Refines writing in response to feedback. Selects appropriate language for purpose, e.g. descriptive Uses topic sentences & organises main & subordinate ideas. Experiments with using complex punctuation to engage the reader & achieve purpose Applies knowledge of generalisations, meanings of base words and word parts (prefixes and suffixes) to spell new words Writes fluently with appropriate size, slope and spacing. Uses word processing programs confidently and accurately, integrating various functions. Plans and designs more complex multi modal texts.

Date
1. Writes sustained texts for a wide range of purposes.
Cluster 12

2. Makes choices about the type and form of texts, including combinations of forms and types, to suit purpose and audience. 3. Creates well planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation. 4. Critically reflects on effectiveness of own/others writing and seeks and responds to feedback from others. 5. Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience. 6. Makes sentence level choices (e.g. short sentences to build tension; complex sentences to add detail) using a variety of sentence beginnings and dependent clauses. 7. Uses a range of punctuation to enhance meaning and clarity, including the use of brackets to enclose additional information, quotation marks and commas to indicate clauses. 8. Integrates a range of spelling strategies and conventions to accurately spell most words, including words of many syllables. 9. Uses visuals to extend or clarify meaning, selects from a range of media and experiments creatively with the production of multimodal texts for audience impact.

Date
1. Creates well-structured and sequenced texts for imaginative, informative and persuasive purposes.
Cluster 13
2. Chooses aspects and combinations of texts to suit particular purposes and audiences. 3. Creates and develops ideas to explore a concept or theme.
4. Uses paragraphing to structure information and partition events and ideas. 5. Intentionally constructs a variety of sentence types including complex sentences for effect. 6. Creates texts with appropriate design, layout and graphics.
7. Self-regulates spelling and applies spelling knowledge and strategies to spell complex and subject specific vocabulary. 8. Uses correct and appropriate punctuation to support meaning.
9. Uses a range of editing strategies to improve clarity and consistency of style. 10. Uses a legible, fluent handwriting style.
READING & VIEWING

Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Outcome:
technologies Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and
Stage Three EN3-3A

Key Concept
Personal development
Develop and apply contextual knowledge *understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) *appreciate how demanding texts, eg extended novels and informative texts, contain increasing levels of complexity and abstraction to enhance enjoyment *explain and justify the responsible use of digital technologies Understand and apply knowledge of language forms and features *compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) *analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) *recognise and compare how composers use a range of language features, including connectives, topic sentences and active and passive voice, to achieve their purposes *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) *identify the impact of first-person and third-person narration on the reader/viewer *recognise how grammatical features help to build meaning in texts, including reference links and adverbial and adjectival phrases *recognise evaluative language, including emotive language and modality *understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) *recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups *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) Respond to, read and view texts *select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) *navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) *interpret picture books, comic strips and sequences of digital images which do not contain written text *use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713) *recognise how aspects of personal perspective influence responses to text *summarise a text and evaluate the intended message or theme *analyse and evaluate the way that inference is used in a text to build understanding in imaginative, informative and persuasive texts *discuss aspects of literature that influence personal choice in reading
SPEAKING AND LISTENING

Outcome: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics,
ideas, issues and language forms and features Develop and apply contextual knowledge
Stage Three EN3-1A

Key Concept
* compare and justify the ways in which spoken language differs from written language according to purpose, audience and context * understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA 1501) * understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA 1516) * understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA 1515)
Understand and apply knowledge of language forms and features
* use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts * use appropriate metalanguage to identify and describe relationships between and among texts * develop criteria to evaluate the effectiveness of spoken texts * use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT 1795)
Respond to and compose texts * plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices
for modality and emphasis (ACELY 1700, ACELY 1710) * use interaction skills eg paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY 1796) * use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY 1816) * participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY 1709) * identify and summarise key ideas and information from guest speakers eg note-taking or using digital technologies * discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience
WRITING AND REPRESENTING

Outcome: Composes, edits and presents well-structured and coherent texts
Engage personally with texts
*understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas *experiment and use aspects of composing that enhance learning and enjoyment *recognise and discuss issues related to the responsible use of digital communication
Stage Three EN3-2A
Key Concept
Develop and apply contextual knowledge

*identify and explore underlying themes and central storylines in imaginative texts *explore and analyse the effectiveness of informative and persuasive devices in texts *understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language

*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 (ACELY1704, ACELY1714) *understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration *understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520) *investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
Respond to and compose texts

*compose imaginative and informative texts that show evidence of developed ideas *compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues *present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) *create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) *experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) *compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics *use increasingly complex research data from print and digital sources to compose short and sustained texts *assess the reliability of resources, including digital resources, when researching topics *reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715) *develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1706, ACELY1716) *use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707, ACELY1717)
RESPONDING AND COMPOSING

Objective B Use language to shape and make meaning according to purpose, audience and context
Stage Three EN3-5B
Outcome: Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
contexts
Key Concept
* identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers and viewers understanding of texts * discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
* identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purposes of the text (ACELY 1701) * identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer * investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA 1797) * analyse strategies authors use to influence readers (ACELY 1801) * understand the use of objective and subjective language and bias (ACELA 1517) * discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout conventions in print and digital texts
* compose more complex texts using a variety of forms appropriate to purpose and audience * recognise the techniques used by writers to position a reader and influence their point of view * identify and use a variety of strategies to present information and opinions across a range of texts * consider and develop sustained arguments and discussions supported by evidence
GRAMMAR, PUNCTUATION AND VOCAB

Objective B Use language to shape and make meaning according to purpose, audience and context
Outcome: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
cohesive texts in different media and technologies
Stage Three EN3-6B
Key Concept

*understand that language is structured to create meaning according to audience, purpose and context *understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

*identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615) *understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) *experiment using a range of language features, eg connectives, topic sentences, active and passive voice and nominalisation *understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) *understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) *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) *identify a variety of connectives in texts to indicate time, add information, clarify understanding, show cause and effect and indicate condition/concession *use complex punctuation to engage the reader and achieve purpose *understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) *understand the uses of commas to separate clauses (ACELA1521)
Understand and apply knowledge of vocabulary

*understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) *investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

*select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience *experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail *use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts *select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts *use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts
SPELLING
Outcome: Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing
texts
Stage Three EN3-4A
Key Concept
* understand how accurate spelling supports the reader to read fluently and interpret written text with clarity
* understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1513, ACELA1514, ACELA1526) *understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
* recognise most misspelt words in their own writing and use a variety of resources for correction * integrate a range of spelling strategies and conventions to accurately spell most words, including words of many syllables, when composing imaginative and other texts * use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing texts * demonstrate an awareness of the limitations of spell check features in digital communication
THINKING CREATIVELY AND IMAGINATIVELY

Objective C Think in ways that are imaginative, creative, interpretive and critical
Outcome: Thinks imaginatively, creatively, interpretively and critically about information and ideas
Stage Three EN3-7C
Key Concept
and identifies connections between texts when responding to and composing texts
recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning interpret events, situations and characters in texts explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience think critically about aspects of texts such as ideas and events think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text
Develop and apply contextual knowledge identify, describe and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an authors
individual style (ACELT 1616) compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest explore and discuss simple appropriation of texts
understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, h umorous and persuasive purposes and effects (ACELA 1518) identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, li mericks and free verse (ACELT 1617)
create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT 1612, ACEL T 1618) adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT 1614) experiment with others' imaginative texts by changing aspects such as time, place, characters, rhythm, mood, sound effects and dialogue interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts
EXPRESSING THEMSELVES
Objective D Express themselves and their relationships with others and their world
Outcome: Identifies and considers how different viewpoints of their world, including aspects of culture, are
represented in texts
Stage Three EN3-8D

Key Concept
*recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) *consider how texts about local events and issues in the media are presented to engage the reader or viewer
*make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) *understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502) *identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
* recognise how the use of language and visual features can depict cultural assumptions in texts *identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes and recitations Respond to and compose texts *identify and describe the representation of people, places and events in film and the media *explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life *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 (ACELY 1699)
*discuss and explore moral, ethical and social dilemmas encountered in texts *respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world *compose a variety of texts, eg poetry, that reflect their understanding of the world around them *discuss aspects of literature from a range of cultures to explore common experiences and ideas as well as recognising difference
REFLECTING ON LEARNING
Objective E Learn and reflect on their learning through their study of English
Stage Three EN3-9E
Key Concept
Outcome: Recognises, reflects on and assesses their strength as a learner

*begin to understand the difference between their way of learning and the way others learn * reflect on own learning achievements against specific criteria
*recognise that there is a language for discussing learning experiences * discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts
* develop criteria for assessing their own and others presentations * critically reflect on the effectiveness of their own and others writing, seeking and responding to feedback * identify selections of own writing that they believe reflect their growth and competence as writers * formulate questions for specific purposes, eg to clarify and reflect * discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal * describe how skills in speaking, listening, reading/viewing and writing/representing contribute to language development

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Dragon Hunter

ENGLISH UNIT OF WORK

Stage : 3 Key Concept: Text set:

Personal development/insights developed through texts: family, isolation, racism, loss

FOCUS TEXT: The Dragon Hunter by Nazam Anhar

Integrating English Stage 3 content descriptors:

Acceptable Evidence: Critical aspects: Learning across the curriculum:

Explicit Modelled Reading

1 Chapter 1 (or part thereof) G, P & V

DOUBLE-ENRTY JOURNAL WRITING (D.E.J.W.)

LITERACY CONTINUUM (highlight cluster markers treated in the unit)

LITERACY CONTINUUM Writing 11

Explicit Modelled Writing

Teacher demonstrates Writing Organiser and collaboratively works through

Students develop first draft of orientation.

Vocab C11 (continued) Vocab C12 (continued)

LITERACY CONTINUUM Writing 11

Explicit Modelled Writing

W & R 1 reread and edit Reflecting on learning

Improving the paragraphs:

W & R 1 reread and edit Reflecting on learning

Editing the paragraphs:

Continuing the unit:

Vocab C11 (continued) Vocab C12 (continued)

VOCAB/GRAMMAR FOR TEXT SET:

The rainbow bear

The three questions

Woolvs in the sitee

Vocab & Spelling

Grammar & Punctuation

Justify favourite text

MONITORING From Assessment to Conferring: Sample Needs and Strategies

What We Are Seeing

Chooses books that are too hard

Ask, Does this make sense?

Can comprehend literally but cant read between the lines

Infer and support with evidence

Accuracy Accuracy Fluency Accuracy Comprehension Expand Vocabulary

Student Criteria for Writing

Student Criteria for Writing

Student Criteria for Writing

READING & VIEWING

Stage Three EN3-3A

SPEAKING AND LISTENING

Stage Three EN3-1A

WRITING AND REPRESENTING

Stage Three EN3-2A

Develop and apply contextual knowledge

Understand and apply knowledge of language forms and features

Respond to and compose texts

RESPONDING AND COMPOSING

Stage Three EN3-5B

Develop and apply contextual knowledge

GRAMMAR, PUNCTUATION AND VOCAB

Stage Three EN3-6B

Develop and apply contextual knowledge

Understand and apply knowledge of language forms and features

Understand and apply knowledge of vocabulary

Respond to and compose texts

Stage Three EN3-4A