Memorial Program

Memorial
by Shaun Tan
Stage 3
Glenn Ellis
Principal Colo Heights P.S
Chris Fraser
Literacy Numeracy Leader
Western Sydney 2013
Chris Fraser Literacy Numeracy Leader WSR
2013
Science
HSIE
The evolution of the Australian home -
Diversity, identity and Australian

culture
http://splash.abc.net.au/media//m/116755/diversity-identity-andaustralian-culture?source=search
History
Use google images to access more illustrations
representing the history of Australia
Research a specific event in the history of Australiahttp://splash.abc.net.au/search?keyword=australian
history
Across KLAs: RESOURCES &

UNIT EXTENSION SUGGESTIONS
http://splash.abc.net.au/media//m/35884/the-evolution-of-theAustralian-family-home?source=search
ENGLISH UNIT OF WORK
Stage : 3
Term:
Key Concept:
Text set:
Focus:
Weeks:
Representation of Australians (a changing society)
Memorial by Gary Crew and Shaun Tan
My Place Nadia Wheatley

Window Jeannie Baker
Lone Pine Margaret Warner
Sir Edward Weary Dunlop Aussie Heroes Hazel Edwards
Integrating English Stage 3 content descriptors:
S & L - Speaking & Listening

R & V Reading & Viewing R & C - Reading & Composing 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:
Plotting students on the Literacy Continuum to develop student comprehension

and vocabulary.
Critical aspects:
Comprehension, Vocabulary, Reading texts, Writing
Learning across the curriculum:
Literacy, creative and critical thinking, diversity, cultural identity
History, Science, HSIE
LITERACY CONTINUUM
for Modelled Reading (Stage appropriate)
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.
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.
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
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.
Independent tasks
Session
Modes/Skills
1
G, P & V
Spelling accuracy
Vocab:
memorial
ceremony
ypres
remembrance
shrine
shrapnel
biffing
hessian
reveille
trestle
obscure
bitumen
crossroads
R & V
predicting
S & L
predicting
visualising
questioning
clarification
rephrasing
G, P & V
Spelling meanings
Vocab:
remembrance
ceremony memorial
crossroads bitumen
ypres
shrine
shrapnel
biffing
hessian
reveille
trestle
obscure
R & V
sequences images
language features
S & L
social context
class participation &
contributions
Explicit Modelled Reading

Before: Pre-teach vocab.
Elicit students prior knowledge of WW1 &
memorials.
Discuss the structure of a picture book
Analyse the cover, how does it relate to the

term Memorial What is a memorial?
During: teacher reading first half of book
Discuss dont know words as they arise
students given post-it notes to scribe unknown
words during first reading. Scribe into charts
including both teacher words and student
generated words.
Discuss the modality of using phrases such as
chopped to bits
After:
Discuss the unknown vocab meanings and list
synonyms (make a chart).
Thinking partners discuss: Possible or

probable outcomes. Teacher gives clues or
proofs. (Predicting)
What do we know about the topic from the
clues attained in class discussion?
Before: Review Vocab (charts)

Return to discussion in regards to WW1 and
the concept of returned soldiers. Point of View
expressed by students
During teacher reading second half of book:
Students visualise the setting of the book,
regarding their own areas. Using their own
experiences of memorials in differing parts of
their travels.
After:
Mapping of places of war (Ypres) link to Europe
and areas pertaining to WW1. (HSIE)
Guided reading
(Where to next?)
Differentiate groups according to
Literacy Continuum Clusters and
choose appropriate double pages
to photocopy for reading:
Reading conference (see

Monitoring sheet)
Choose common sight words

and decoding skills from the
text or word lists to treat
Discuss the illustrations and

how they add meaning to the
text
Students reread pages

(monitoring) to develop
fluency
Reciprocal teaching:
Predictor, Questioner,
Monitoring, Summariser
Differentiate groups (as above

choose a different double page)

Monitoring sheet)
Review common sight words

previous session and new
words from the text

text
Student reread pages

fluency
Develop text sets based on the key concept: Students choose a text and find difficult words to list and find meanings (use dictionary and thesaurus)
LITERACY CONTINUUM
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.
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.
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
.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.
Independent tasks
Session
Modes/Skills
3
G, P & V
Spelling
Vocab: Memorial
(as for sessions

1 & 2)
R & V
enjoyment
simile, metaphor
interpreting picture
books
intended message
literary text
structure
W & R
planning
language forms and
featured
4
G, P & V
subjective language
vocabulary choices
descriptive, persuasive,
emotive language
Spelling
Vocab: (as for
sessions 1 & 2)
R & V
authors intent
enjoyment
purpose and structure
R & C
point of view
opinions
descriptive language
authors strategies
adjectives: (images)
adverbs: (images)
S & L
point of view
language forms and
features
Explicit Modelled Reading

Before:
Review the structures of a text: orientation,
complication and resolution. (Model with a
simple, familiar text).
During: Teacher reads whole text
Students to identify and record the three
components from the text (Memorial).
Teacher pauses regularly, for students (in
small groups), note in point form.
After:
Student groups report to the class their
notes regarding the three components.
Discuss similarities and differences and any
changes they can make.
Before:
With thinking partners, students generate
questions they would ask the author eg For
what purpose did he write this text? Why did
he choose to write it as a picture book? etc
During: Teacher skims and scans text
Thinking partners formulate more questions
to ask the author during skimming and
scanning of the text.
After:
Students role play the author and interviewer
using answers to the questions swap
questions with different thinking partners.
Explore Shaun Tan texts and how he presents
meaning through illustrations. Look at texts
such as Red Tree, Arrival and the Lost
Thing.
Guided reading
choose a different double page or
anther text from the text set)

Monitoring sheet)

words from the text

text

(Monitoring sheet) to develop
fluency

choose a different double page or
anther text from the text set)

Monitoring sheet)

words from the text

text

fluency
Develop text sets based on the key concept: Students choose a text and find difficult words to list and find meanings (use dictionary and thesaurus)
LITERACY CONTINUUM
Session
Modes/Skills
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
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.
Vocab C11 (continued)
Explicit Modelled Writing
G, P & V
punctuation
sentence
structure
complex
sentences
vocab choices
W & R
language
forms
planning
composing
developed
ideas
word choices
R & C
language
conventions
point of view
responses to
text
W & R
reviewing
editing
publishing
complex
sentences
word
processing
R & C
re-read edit
reflecting on
learning
Thematic Web
Utilising the students charts from
the reading sessions, whole class
brainstorms with a thematic web
that highlights the key ideas and
vocabulary from the main idea to
connected ideas.
Guided Writing
Students choose one

connected idea from the
thematic web to write a
paragraph that reflects
the authors intent.
From the thematic web teacher

writes a paragraph that summarises
one connected idea of the text that
demonstrates the authors intent.
Main idea
Connected
idea
Connected
idea
Connected
idea
Students collaborate to create a

paragraph for the teacher to
scribe.
With student assistance, teacher
increases the complexity of the
paragraph, creating compound and
complex sentences.
Count how many words are in the
paragraph now. Is it longer and
more interesting? Students
visualise. Does it make a more vivid
image?
Students review the

paragraph that they wrote
in the last session
Students add to their
paragraph and increase its
complexity.
LITERACY CONTINUUM
Session
Modes/Skills
Explicit Modelled Writing
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
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.
3 & 4
Using the previous days

modelled paragraph:
extract words for
teaching various
spelling strategies.
change the structure
(position of
phrases/clauses) of the
sentences. Does it still
make sense?
add another descriptive
sentence using pronouns
(eg she, he) and
connectives.
W & R
R & C
reread and
edit
Reflecting on
learning
Guided Writing
READ & REVIEW Students:

review and refine their paragraph
add to their previous paragraph
PUBLISH Students use a word processor to
publish the paragraph.
Continuing the unit:

Other texts (text set):
My Place
Window
Lone Pine
Sir Edward Weary Dunlop
The Red Tree
The Arrival
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 elaborate on the writing for this text to create a
complete informative text on The representation of Australians from an historical
perspective.
VOCAB/GRAMMAR FOR TEXT SET:

My Place
Window
Lone Pine
Sir Edward Weary Dunlop
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
Potential Goals
Reading too quickly
Fluency
Leaving off ends of words
Possible Strategy
Alternative Strategy
Phrasing, use punctuation
Accuracy
Adjust and apply different reading rates to

match text
Cross checking
Little expression, lacks prosody, and omits punctuation
Fluency
Phrasing, using punctuation
Voracious reading
Can t remember what was read
Comprehension
Check for understanding
Stalls on words
Accuracy
Skip the word, then come back
Retell or summarize
Make a picture or mental image
Determine importance using theme, main ideas, & supporting details
Blend sounds; stretch and reread
Student jumps right into reading story, then lacks understanding
Comprehension
Use prior knowledge to connect with text
Ask questions while reading

Make connections to text
Doesnt remember details but understands the main idea
Comprehension
Retell the story
Recognize literary elements
Doesnt stick with a book
Reading Behaviors
Book Selection
Read appropriate-level text

Choose good-fit books
Voracious reading
Chooses books that are too hard
Read appropriate-level text
Ask, Does this make sense?
Can comprehend literally but cant read between the lines
Reading Behaviors
Fluency
Expand Vocabulary
Comprehension
Accuracy
Comprehension
Infer and support with evidence
Ask questions while reading

Predict what will happen; use text to confirm
Reads words with correct letters but wrong sounds
Accuracy
Flip the sound
Cross checking
Sounds out each individual letter
Accuracy
Chunk letters together
Blend sounds
Beginning reader, knows few words but most letter sounds
Fluency
Accuracy
Practice common sight words and high-frequency

words
Blend sounds; stretch and reread
Doesnt remember details from nonfiction
Comprehension
Use text features (titles, headings, captions,

graphic features)
Determine and analyze authors purpose and support with text
Expand Vocabulary
Tune in to interesting words
Reread to clarify the meaning of a word

Ask someone to define the word for you
Doesnt understand the text because does not understand key word
in selection
The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, The Sisters. Copyright 2009. Stenhouse Publishers.
Chunk letters together
READING & VIEWING
Stage Three EN3-3A
Objective A Communicate through speaking, listening, reading, writing, viewing and representing
Outcome:
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and
technologies
Key Concept
Representation of Australians
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
Stage Three EN3-1A
Outcome: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics,
ideas, issues and language forms and features
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)
* 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
Stage Three EN3-2A
Outcome: Composes, edits and presents well-structured and coherent texts
Key Concept
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

*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)

*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
Stage Three EN3-5B
Objective B Use language to shape and make meaning according to purpose, audience and context
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
Stage Three EN3-6B
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
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
Stage Three EN3-4A
Outcome: Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing
texts
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
Stage Three EN3-7C
Objective C Think in ways that are imaginative, creative, interpretive and critical
Outcome: Thinks imaginatively, creatively, interpretively and critically about information and ideas
and identifies connections between texts when responding to and composing texts
Key Concept
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
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, humorous and persuasive purposes and effects (ACELA
1518)
identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT 1617)
create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT 1612, ACELT 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
Stage Three EN3-8D
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
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
*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
Stage Three EN3-9E
Objective E Learn and reflect on their learning through their study of English
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

Memorial Program

Uploaded by

Copyright:

Available Formats

Memorial Program

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Memorial Program

Uploaded by

Copyright:

Available Formats

Memorial

The evolution of the Australian home -

Diversity, identity and Australian

Chris Fraser Literacy Numeracy Leader WSR

Across KLAs: RESOURCES &

ENGLISH UNIT OF WORK

Representation of Australians (a changing society)

Memorial by Gary Crew and Shaun Tan

My Place Nadia Wheatley

Integrating English Stage 3 content descriptors:

S & L - Speaking & Listening

Plotting students on the Literacy Continuum to develop student comprehension

Comprehension, Vocabulary, Reading texts, Writing

Learning across the curriculum:

Literacy, creative and critical thinking, diversity, cultural identity

Chris Fraser Literacy Numeracy Leader WSR

History, Science, HSIE

1. Interprets and critically analyses texts by responding to inferred meaning within a

Explicit Modelled Reading

Analyse the cover, how does it relate to the

Thinking partners discuss: Possible or

Before: Review Vocab (charts)

Reading conference (see

Choose common sight words

Discuss the illustrations and

Students reread pages

Differentiate groups (as above

Reading conference (see

Review common sight words

Discuss the illustrations and

Student reread pages

Chris Fraser Literacy Numeracy Leader WSR

1. Interprets and critically analyses texts by responding to inferred meaning within a

(as for sessions

Vocab: (as for

Explicit Modelled Reading

Reading conference (see

Review common sight words

Discuss the illustrations and

Student reread pages

Differentiate groups (as above

Reading conference (see

Review common sight words

Discuss the illustrations and

Student reread pages

Chris Fraser Literacy Numeracy Leader WSR

Chris Fraser Literacy Numeracy Leader WSR

Explicit Modelled Writing

Students choose one

From the thematic web teacher

Students collaborate to create a

Students review the

Explicit Modelled Writing

Using the previous days

Chris Fraser Literacy Numeracy Leader WSR

READ & REVIEW Students:

Continuing the unit:

VOCAB/GRAMMAR FOR TEXT SET:

Sir Edward Weary Dunlop