3.2 English Unit Plan

1
ENGLISH LITERATURE UNIT: Examining and creating Literature

Topic or Theme: Explore the impact of human factors on the environment
Literature or text type/s:
One Small Island by Alison Lester and Coral Tulloch
Cat on the Island by Gillian Warden and Gary Crew
Tanglewood by Vivienne Goodman and Margaret Wild
Year level: 5
The Literature Strand of the AC: English: involvesunderstanding, appreciating, responding to, analysing and creatingliterature.
Relevant Achievement standard: (highlight most relevant parts)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms,
neologisms and puns (ACELT1606)
Create literary texts that explore students own experiences and imagining (ACELT1607)
Create literary texts by developing storylines, characters and settings (ACELT1794)
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of
the text (ACELY1701)
Learning intentions:
By analyzing both informational and literary excerpts throughout the book, One Small Island by Alison Lester and Coral Tulloch, students will get
the chance to craft texts which address differing social purposes for writing using persuasive writing techniques. By engaging with texts Cat on
the Island (Gillian Warden and Gary Crew) and Tanglewood (Vivienne Goodman and Margaret Wild), students will understand and identify
different language features and organizational frameworks suitable to persuasive writing and recognize when to best use literary devices for
effect. The students will demonstrate their skills in persuasive writing by identifying a part of our environment which has experienced negative
change, and presenting a written piece to help protect and save it.
WEEKLY TIMETABLE: Indicate teaching times for English activity i.e. talking, reading, drawing, spelling and writing
Time
10am
Monday
Guided
reading/writing
groups
Tuesday
Guided
reading/writing
groups
Wednesday
Thursday
Guided reading/writing
groups
groups
Recess Time
11.30
English (My unit)
Lunch Time
Friday
groups
SEQUENCING lessons
Unit
Week Flow
AC: English LINKS:
Lesson Focus and Activity
Resources to be used
General Capabilities
Cross-curriculum Priorities
Curriculum Integration
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Lesson 1: Introduction
Activity 1 - Making observations and predictions Show students front and back
covers of the book. Read the blurb and ask questions to the class.
Activity 2 Create an image to respond to text and answer guiding questions.
Activity 3 Thinking about how the book may be read.
Lesson 2:
Identify language features and structure of a written journal.
Activity 1 Group Work, analysing language features and structure of written
journals.
Lesson 3:
Student introduced to the book Tanglewood by Vivienne Goodman and
Margaret Wild.
Activity 1 Identifying similar themes& consider literary devices.
Introduce Assessment Task 1 Writing a historical account
Lesson 4:
Students will be given this lesson to continue writing their historical account, which
will be due at the beginning of the next English Lesson.
Interactive White Board
Understand, interpret and experiment with sound

devices and imagery, including simile, metaphor
and personification, in narratives, shape poetry,
songs, anthems and odes (ACELT1611)
Lesson 5:
Activity 1 Features of a persuasive text.
Activity 2 Persuasive texts in more detail.
Activity 3 Use of modality in persuasive texts
Interactive White board.

Australian feral cats text.
low-medium-high modality
sentences.
Identify and explain characteristic text structures

and language features used in imaginative,
informative and persuasive texts to meet the
purpose of the text (ACELY1701)
Lesson 6: Concluding Activities

Activity 1 - Crafting a persuasive piece of writing
Introduce Assessment task 2 Creating a persuasive text
Interactive White board

Human Impacts in Antarctica
page
Assignment 2 worksheet
Identify and explain how choices in language, for

example modality, emphasis, repetition and
metaphor, influence personal response to
different texts (ACELT1615)
One Small Island Allison

Lester and Coral Tulloch
Map of Macquarie Island
Sentence cards cut out
Identify aspects of literary texts that convey

details or information about particular social,
cultural and historical contexts (ACELT1608)
Interactive whiteboard.
Copy of the passage from
One Small Island (page 8).
Copies of the questions the
students will need to answer
in table groups.
Identify aspects of literary texts that convey

details or information about particular social,
cultural and historical contexts (ACELT1608)
White board
Understand, interpret and experiment with sound

devices and imagery, including simile, metaphor
and personification, in narratives, shape poetry,
songs, anthems and odes (ACELT1611)
Tanglewood by Vivienne
Goodman and Margaret Wild
5
LITERATURE and/or TEXTS: (Detailed lists required, TITLE and AUTHOR)
SCHOOL/CLASS LIBRARY FOR STUDENTS

One Small Island by Alison Lester
Cat on the Island by Gillian Warden and Gary Crew
ABC News online: Rabbit Hunters Head to Macquarie Island (audio and text)
Help save Macquarie Island! By Humane Society Australia - http://www.hsi.org.au/go/to/430/action-alert-macquarie-island.html#.Vwxk5U1f270
Human Impacts in Antarctica Australian Government - http://www.antarctica.gov.au/environment/human-impacts-in-antarctica
Lesson Number 1
LESSON PLAN
Literature or text type: One Small Island by Alison Year Level:4/5
Lester
AC: English Standard:

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
Lesson Outcome/intentions:
Introduce the students to the book One Small Island and get them thinking about what it might be about.
Think about how different texts types throughout the book compliment and work with each other.
Students will recognise the features, conventions and patterns of this text type Break the code of texts (Luke & Freebody, 1999).
How will I do this?
Lesson Outline:
Introduction:
Introduce the students to the book One Small Island by Alisson Lester and Coral Tulloch
Activity 1
Show the students a map of Macquarie Island (see appendices) and tell them the cards they are going to receive (see appendices) are
about the Island and is the final sentence in the book One Small Island.
See if the students can put the sentence together correctly.
Ask the students the following questions:

o What do you think this book will be about? How come?
o How do you think the illustrations and text will be organised throughout the book? Why?
o What can we tell about the illustrator and author by looking at the front and back of the book?
o By reading the blurb and the sentence which you have constructed, can you tell what this book may be about?
Students will discuss these questions using the think-pair-share approach.
Building the field:

Activity 2 Create an image to respond to text and answer guiding questions.
Read the historical accounts section to the students, do not show them the pages.
Ask students to fold an A4 blank paper in half, on one side get them to respond to the questions (below) and on the other half get them to
draw an image to portray how they feel about the text.
o What is the feeling/tone of the text?
o What kind of illustrations are you expecting in the book?
o What are your feelings about Macquarie Island?
o Do you feel the authors voice is negative, positive or indifferent?
Activity 3 Thinking about how the book may be read.
Re-Read the historical account section, showing the students the pages this time.
Read the additional information text which are on the pages and discuss how they would go about reading the book (for example, the
information text first and then the historical account, or the other way around).
Ask the students to think about and discuss how the historical account (narrative) and the information texts complement each other using
the think-pair-share method.
Resources:
One Small Island Allison Lester and Coral Tulloch
Map of Macquarie Island
Sentence cards cut out
Think-Pair-Share will be the approach used for the discussions which are required throughout this lesson. There will be no particular grouping,
students will just be asked to talk to the person and groups next to them.
Pre or post assessment strategies:
(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points?)
Exit cards at the end of the lesson
Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
Whilst students are participating in the think-pair-share activity, the teacher will be closely monitoring conversations ensuring all students
are on the right track. Through the conversations the teacher will be able to gauge which students are having difficulty or are not on the
right track.
Visual cues will be used for the student with hearing impairment. We will ensure the smart board and white board will have relevant
information of the task on it at all times.
Lesson Number 2
LESSON PLAN
Literature or text type
Year Level: 5
AC: English Standard:(highlight relevant)

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
This sequence deconstructs what a journal is and the language and organisational features generally found in historical accounts such as
journals.
Participate in the meanings of text
Understanding and composing meaningful written, visual and spoken texts(Luke & Freebody, 1999).
How will I do this?

Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)
Discuss with the class the nature of diary or journal writing.

Ask students if any of them keep a journal or diary themselves. Students may also suggest other journals or diaries they have read or
know of.
Display one of the journal entries for One Small Island (e.g. 1816 page 8) on the interactive whiteboard.
Give the students time to read the text on the interactive whiteboard, before reading out yourself to the class.
Building the field:

Students will then be asked to analyse the text by identifying its language features and organisational framework in table groups.
Students to be given sticky notes to write down the ideas their group come up with.
The will place their views on the language features on the right side of the enlarged text and the organisational framework on the left side.
Targeted questioning will be used to address the different capability levels within the class.
Through this approach we allow an anchor chart to be constructed, this can be used as a scaffold for future tasks and gives the students
an idea about what is needed in writing a good journal or diary entry.
Questions the students will be asked to discuss in groups include;
o Who is the audience?
o Whats the purpose?
o What text form is used?
o Is this an example of direct or indirect recounting?
o Is this a secondary or primary source of information?
o What role do the illustrations have within the text?
o What words are used to show sequence and time?
o What tense is used within the text?
o What purpose does the orientation serve?
o What do you notice about pronouns and nouns?
o Which views are being represented in the text?
Record the responses of the students under the following headings: Grammatical features, Text purpose and Literary resources. This list
can be used to assist the students in scaffolding their writing later in the unit.
Resources: (List what you will need to have on hand for your lessons and organisational matters)
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Interactive whiteboard.
Copy of the passage from One Small Island (page 8).
Copies of the questions the students will need to answer in table groups.
Exit cards (see appendices)
Visual cues will be used for the student with visual impairment. We will ensure the smart board and white board will have relevant
As we now have an idea about which students are struggling with the concepts being taught through the exit cards, the teacher will be able to
work closely with those students who were struggling. Facilitating a group conversation with yourself and those students whilst the rest of the
class are working in table groups will allow for improvement to be made by the students. This will be done by identifying exactly what each
student is not able to grasp and talking through it with them individually. These students will be monitored throughout the next few lessons to
check their progress.
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Lesson Number 3
LESSON PLAN
Year Level: 5

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape
poetry, songs, anthems and odes (ACELT1611)
Lesson Outcome/intentions: (What do I want the students to be able to do, know or think at the end of these lessons? Use 4 resources to think
about this)
Students will use texts functionally - Knowing that these functions shapes the ways texts are constructed, their tone, their degree of formality
and their sequence of components. Using texts for purpose (Luke & Freebody, 1999).
How will I do this?
Lesson Outline:
Read Tanglewood in a modelled reading session to the class.
Start a class discussion identifying the themes which are present in both One Small Island and Tanglewood.
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Get the students to create a Venn Diagram which display the themes which are present in One small Island and Tanglewood.
Building the field:

Explain that within both texts the author has chosen to use the literary devices of metaphor and personification to express their ideas
clearly.
Give the students the definition of personification on the whiteboard.
Ask students identify where personification is present in the following sentence from Tanglewood: a seagull fell into the heart of
Tanglewood (page 10).
Next, model a sentence which uses the structure of what, when, where and includes a metaphor and personification related to Macquarie
Island. On the cold, lonely, brutal shore, as the sun set, its hide a blackened shroud, lay the seal its blackened shoud is an example of
a metaphor and lonely, brutal shore an example of personification.
Ask the students to pick an animal or object that could be found on Macquarie Island. Tell them to create a sentence which uses when,
what, where and includes personification and metaphors.
Students who want to can read their sentence to the class.
Start a group discussion with the class around literary devices that they have used in their sentences and discuss whether they have been
successful at creating images and clearly expressing ideas. Encourage the students to find examples throughout the books they are reading
separate to this lesson and share these with the class as they come across them.
Introduce the students to their first assessment task of the unit. Explain to them that they will be asked to create a historical account for
somebody who was present on Macquarie Island up until 1938. Students can choose from:
Sealer
Shipmate
Surgeon
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Captain
Or anybody else of their choice
Resources:
White board
Exit cards
Summative assessment 1 rubric
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Lesson Number 4
LESSON PLAN
Year Level: 5
AC: English Standard:

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape
poetry, songs, anthems and odes (ACELT1611)
The students will be given time to work on their first assessment piece for the unit.
How will I do this?
Lesson Outline:
Introduction:
Students will be asked to continue with their first assessment piece. It will be due at the start of the next lesson so they still have this
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lesson and a week of homework time to complete the work.

Examples of rich, quality sentences to be put on the smart board for assistance throughout the lesson.
Building the field:

Students will be encouraged to approach the teacher throughout this lesson to assist them with things they may be struggling with in
regards to the first assignment.
Smart Board
Exit Cards
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Lesson Number 5
LESSON PLAN
Literature or text type: What is impact of feral
cats in Australia & One Small Island
Year Level: 5

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the
purpose of the text (ACELY1701)
Lesson Outcome/intentions: (What do I want the students to be able to do, know or think at the end of these lessons? Use 4 resources to think
about this)
Critically analyze and transform texts
Understanding and acting on the knowledge that texts are not neutral. Texts represent particular views, silence others, influence peoples ideas. Text designs
& discourses can be critiqued and redesigned in novel and hybrid ways (Luke & Freebody, 1999).
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How will I do this?

Lesson Outline:
Ask the students to tell you what they thought the authors and illustrators of One Small Island intentions were when writing the book.
Make sure that they establish that the author and illustrator are trying to persuade. Ask the student the following questions:
o Has your response to the book changed throughout this unit?
o What do the illustrator and author want you to feel?
o Are they trying to persuade you a particular way?
Building the field:
Introduce the students to the PEEL approach. Tell them that PEEL stands for P: Point, E: Evidence, E: Elaboration, L: Link to the main
argument. Using the paragraph below, get the students to identify the four elements within the text.
What is the impact of feral cats in Australia?
Explain that:
o Point: Nobody is certain on how many feral cats live in Australia and this is due to the area being to vast for a head count.
o Evidence: It is estimated that there are between 4 and 6.6 million feral cats located in Australia that are disturbing our exosystems
and are predators of native animals.
o Elaboration: These cats are not native to Australia and can devastate environments which are fragile and animal populations
across the country. This damage can be irreplaceable.
o Link: Without adequate control, the environment will continue to suffer and with feral animal eradications slowing down the damage
will continue to be done.
Leave this example on the interactive white board so the students understand what is expected in their next task.
Organise the students into groups of 3 or 4. Print out copies of Help Save Macquarie Island (see appendices) and cut them up into
paragraphs to hand out to each group.
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Students will work as a team to determine the role of the sentences in the paragraph using the PEEL approach.
Different coloured highlighters will be used to distinguish the different functions.
Explain that some paragraphs may have an extra E for more of an elaboration.
Students will then be asked to focus on modal auxiliary verbs may and must, too see how an area of meaning is related to probability,
possibility, permission or obligation. They will be looking at the sentences below.
Ask the students to rank the sentences above from low modality to high modality.
Explain that they can be low, medium or high and that these have an impact on the message the writer is trying to portray.
Give students a chance to make their own sentences which use low, medium and high modality and get them to compare and see the
difference.
Resources:
Interactive White board.
Australian feral cats text.
low-medium-high modality sentences.
Exit cards
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For students who need assistance, they will again be working with the teacher again closely to help identify modal and auxiliary verbs and the
PEEL approach. Exit cards from the previous lesson will be an indicator to which students are required to work with the teacher.
Lesson Number 6
LESSON PLAN
Literature or text type: Human Impacts in
Antarctica
Year Level: 5

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different
texts (ACELT1615)
Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence.
20
Participate in the meanings of text
Understanding and composing meaningful written, visual and spoken text (Luke & Freebody, 1999).
How will I do this?

Lesson Outline:
Introduce the Human impacts in Antarctica page (see appendices).
Draw attention to the dot points which are in the main text that provide details about the impacts humans have on the environment.
Write this information on the interactive white board and show the students how a statement which is factual can be made emotive and
persuasive by using particular language choices.
E.g.
Make a point that using too much high modality or emotive language can lessen the effect of their texts.
After seeing the example the students return to the text and choose a section which they would like to work with.
They will then work individually to try and re shape the sentences to make them emotive and persuasive from factual.
Students can then swap their work and give each other descriptive feedback based on the effectiveness of their vocabulary choices and
their clarity of expression.
Building the field:

Once the students have given the above an attempt they will then be introduced to assessment 2.
In assessment 2, the students will be asked to choose a local environment of their choice and to research that area to find the information
needed to write a text which is persuasive. They will need to attempt to convince readers to save this environment.
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Human Impacts in Antarctica page
Assignment 2 worksheet
Exit cards
Summative assessment 2 Rubric (see appendices)
Students who the teacher feels are not at the same level and may struggle with assessment 2, will be given a modified version of the
assessment. They will only require writing a persuasive piece which is half as long as the other students within the class. This will allow them to
worry less about the amount of content, however ensuring the structure and right type of words are used throughout the piece.
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ASSESSMENT of Unit
Formative Assessment: (20% Participation and Contribution in class discussions)
The teacher will keep a running list to ensure that students are coping and understanding the work that is expected of them. The teacher will mark with a tick, whether or not
they thought the student met the standards on the table below. They will determine this through class and individual discussions, the students draft work, questioning, exit
cards and general observation of the class throughout the English Unit. 20% of the final grade will be taken from whether or not the students participation and contribution in
class discussion. The other headings within this rubric will be used to help the teacher identify which students need extra assistance with their work.
Student Names:
Understanding of how
historical accounts
(narrative) and the
information texts in the
book complement each
other
Understands what a
journal is and the
language and
organisational features
generally found in
historical accounts such
as journals.
Able to identify
language features and
organisational
framework of texts.
Understanding of modal
auxiliary verbs and their
uses.
Participation and
Contribution in class
discussions.
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Tom
Teddy
Timmy
Needs assistance
Needs assistance
Summative Assessment:
Summative assessment task 1 Rubric: (40%)
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Summative assessment task 2 Rubric: (40%)
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ASSESSMENT of the UNIT:

Participation and contribution in class discussions: 20%
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Summative Assessment 1: 40%
Summative Assessment 2: 40%
Total = 100%
Appendices:
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Exit Cards:
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References
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Help save Macquarie Island! By Humane Society Australia - http://www.hsi.org.au/go/to/430/action-alert-macquarie-island.html#.Vwxk5U1f270

Human Impacts in Antarctica Australian Government - http://www.antarctica.gov.au/environment/human-impacts-in-antarctica
Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically primary, 4(2), 5-8.

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What is the purpose of the unit?

What is the purpose of the unit?

What are some of the learning intentions outlined in the unit?

What are some of the learning intentions outlined in the unit?

1

ENGLISH LITERATURE UNIT: Examining and creating Literature

Relevant Achievement standard: (highlight most relevant parts)

the text (ACELY1701)

English (My unit)

AC: English LINKS:

Lesson Focus and Activity

Interactive White Board

Understand, interpret and experiment with sound

Interactive White board.

Identify and explain characteristic text structures

Lesson 6: Concluding Activities

Interactive White board

Identify and explain how choices in language, for

One Small Island Allison

Identify aspects of literary texts that convey

Identify aspects of literary texts that convey

Understand, interpret and experiment with sound

SCHOOL/CLASS LIBRARY FOR STUDENTS

Tanglewood by Vivienne Goodman and Margaret Wild

AC: English Standard:

Ask the students the following questions:

Students will discuss these questions using the think-pair-share approach.

Building the field:

AC: English Standard:(highlight relevant)

Participate in the meanings of text

How will I do this?

Discuss with the class the nature of diary or journal writing.

Building the field:

Pre or post assessment strategies:

Exit cards (see appendices)

AC: English Standard:(highlight relevant)

Building the field:

Or anybody else of their choice

AC: English Standard:

lesson and a week of homework time to complete the work.

Building the field:

AC: English Standard:(highlight relevant)

Critically analyze and transform texts

How will I do this?

AC: English Standard:(highlight relevant)

Participate in the meanings of text

How will I do this?

Building the field:

Summative assessment task 2 Rubric: (40%)

ASSESSMENT of the UNIT:

Help save Macquarie Island! By Humane Society Australia - http://www.hsi.org.au/go/to/430/action-alert-macquarie-island.html#.Vwxk5U1f270

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