Curriculum Areas: English Unit: Asian Folk Tales We want students to (outcomes): EN2-1A EN2-2A EN2- A EN2-!

" EN2-#" EN2-1A EN2-$A !A"E#$ %&85 A"E#$ %&'() EN2-1%C EN2-1A EN2-11&

Stage/ Year: Stage 2 year 3 and 4 Unit duration: 8 weeks 3 x 45 minute lessons W'at do we want our students to learn( (&ee) *nowledge element) Through the completion of the unit the students will develop an understanding and appreciation of the Asian culture. They will research various Asian countries. The books covered in detail are: The tale of the Mandarin Ducks Katherine aterson! "awshou #escues the $un %hun&%han 'eh and Allan "aillie The themes other than (nglish raised throughout include $hintoism! greed versus kindness! beauty versus ugliness and freedom versus captivity.

+in*s to Stage Statements $tudents will understand the way in which spoken language differs from written language $tudents interpret ideas and information in spoken te)ts and listen for key points in order to carry out tasks $tudents will understand that successful cooperation with others depends on shared use of social conventions ie taking turns $tudents will independently read! view and respond to familiar and challenging te)ts and *ustify interpretations of ideas $tudents will integrate a range of skills and strategies efficiently when reading! interpreting! analysing and evaluating te)ts and visual images $tudents will identify literal information in te)ts and make inferences! integrating and linking ideas and asking +uestions to clarify understandings $tudents will recognise the representation of characters! settings and events in imaginative te)ts and start to evaluate point of view $tudents will e)plain some ways in which authors and illustrators engage the interests of audiences and achieve a range of purposes

$tudents will e)plore the structural and grammatical features and purposes for a range of written! visual and multi modal te)ts

,'is learning matters -ecause: The students will de*elo+ a sense o, -ultures other than their own They will understand that the narrator.s -hoi-e o, language is used deli/erately to -on*ey meaning The students will learn that human nature is a shared -ommon /ond throughout the world

W'. does t'is learning matter( (Signi/icance dimension) The students will think critically about the te)ts and develop a deep understanding about our nearest neighbours in Asia. 4ow will students demonstrate t'eir dee) understanding( The students will demonstrate their deep understanding through a variety of assessment tasks.

Assessment tas* outline Wee* 1-+ESS0N $ 0-1ecti2e A EN2-1A Assessment Find out in,ormation a/out 0a+an and gi*e a short % minute s+ee-h Wee* 2-+ESS0N 2 0-1ecti2e A EN2-2A Assessment "hoose a -hara-ter and write a des-ri+tion EN2- A Edit you +ie-e o, text to re-ognise miss+elt words in your writing Wee* $-+ESS0N $ 0-1ecti2e " EN2-!" "om+lete a written task that in-ludes language ,orms with a s+e-i,i- ,o-us on ad1e-ti*es Wee* 3-+ESS0N $ 0-1ecti2e " EN2-#" 2rite a +assage ,rom the du-k.s +ers+e-ti*e Wee* -+ESS0N $ 0-1ecti2e A EN2-1A 3ral +resentation on resear-h ,indings

Wee* 5-+ESS0N $ 0-1ecti2e A EN2-$A !A"E#$ %&85 A"E#$ %&'() 4ses a word +ro-essing so,tware to +rodu-e a +u/lished text Wee* !- +ESS0N 1 and 2 0-1ecti2e C EN2-1%C EN2-1A Students -reate a readers theatre and +er,orm it Wee* 6-+ESS0N 2 0-1ecti2e EN2-11& Ex+ress a +ersonal o+inion on ea-h text 7e. outcomes /or assessment Assessment criteria (9ndicators/ Content &escri)tors) See rele*ant lessons mentioned a/o*e 4ow well do we e8)ect students to do it( $tudents will be graded against marking rubics and the information will be used in their $emester reports.

+esson Se:uence

2eek 3ut-omes % 0-1ecti2e A EN2-1A

"ontent5 #earning Ex+erien-e Stage 27 3/1e-ti*e A 6eading and 8iewing % 4nderstand and a++ly knowledge o, language ,orms and ,eatures Skim a text ,or o*erall message and s-an ,or +arti-ular in,ormation eg headings and key words 4se metalanguage to des-ri/e the e,,e-ts o, ideas 9 text stru-tures and language ,eatures o, literary texts !A"E#T%&:4) Stage273/1e-ti*e ; 6eading and 8iewing 4nderstand and a++ly knowledge o, language ,orms and ,eatures dis-uss how language is used to des-ri/e settings Stage 273/1e-ti*e " Thinking <maginati*ely9 "reati*ely and <nter+reti*ely Engage +ersonally with texts res+ond to texts /y identi,ying and dis-ussing as+e-ts o, texts that relate to their own ex+erien-e 2here is Asia7 #o-ate Asia on world ma+= Students ,rom other -ultures talk a/out their ,amily9 ,ood and -ustoms Em+hasis on 0a+an and "hina #ESS3@ % % #ook at world ma+ and ,ind Asia and 0a+an where the story takes +la-e and what hemis+here is it situated in= "om+are Asian -ountries +o+ulations and siAe to Australia #ESS3@ 2 2 6ead The Tale o, the >andarin ?u-ks /y Batherine Caterson 2hat tells you that the story takes +la-e in 0a+an= Ex+lain that this is a ,olktale7-an student.s think o, similar tales with a moral in our -ulture= Eg 4gly ?u-kling #ESS3@ 3 3 8isualising: 8isual litera-y7dis-uss what the illustrations -on*ey to reader #ook at mood9 -olour9 -ontrast9 light and dark ?is-uss -lothes and s-enery !/am/oo9 +a+er lanterns9 hair styles)

6esour-es

Assessment

;ook 7 The tale o, the >andarin ?u-ks !see note/ook ,ile 7 )

+ESS0N $ 0-1ecti2e A EN2-1A Assessment Find out in,ormation a/out 0a+an and gi*e a short % minute s+ee-h

0-1ecti2e A EN2-2A EN2- A

!See @ote/ook ,ile) "hara-terisation #ESS3@ % % "hildren dis-uss their o+inion a/out -hara-ters in the /ook ?o +eo+le still ha*e these -hara-teristi-s today= Talk a/out traits o, greed9 -aring9 sel,lessness #ist words that des-ri/e traits #ESS3@ 2 2 Talk a/out -hara-ters Ex+laining their names and roles #ook at the @ote/ook ,ile and -hildren make a list o, ad1e-ti*es that des-ri/e the -hara-ters then -hoose one -hara-ter and write a des-ri+tion #ESS3@ 3 3 8iew $outu/e o, di,,erent Folktale7looking at -hara-ters ?is-ussing similarities and di,,eren-es

2orld ma+ +ESS0N 2 0-1ecti2e A EN2-2A Assessment "hoose a -hara-ter and write a des-ri+tion EN2- A Edit you +ie-e o, text to re-ognise miss+elt words in your writing

$outu/e 8ideo Dow the tiger got his stri+es !see at www newsylla/i wee/ly -om C2: sylla/us)

0-1ecti2e " EN2-!" 3

Dierar-hy o, Feudal 0a+an #ESS3@ % % 6ead a/out stru-ture o, no/ility and +easants !0a+anese so-iety was di*ided into two -lasses in ,eudal 0a+an9 The @o/ility and the +easants The @o/ility making u+ roughly %2E o, the +o+ulation and the +easants making u+ the rest) Tea-her gi*es a /rie, des-ri+tion o, Shintoism !The /elie, /eing that e*erything natural has a s+irit in it that -ould hel+ +eo+le Flike the du-ksG) #ESS3@ 2 2 2hat -lues ,rom the /ook tell you a/out -hara-ters and their +osition in so-iety= #ook at the two di,,erent houses 7 the #ord.s house and the +easant.s house 4se ad1e-ti*es to des-ri/e ea-h house #ESS3@ 3 3 Think a/out a time in your li,e when greed or kindness ruled your de-ision7making Dow did it ,eel to /e greedy= To /e kind= "om+lete a -lass dis-ussion /e,ore -om+leting an indi*idual written task

<n,ormation handout !as a handout or *iew o, +ro1e-tion or smart/oard) !note/ook) +ESS0N $ 0-1ecti2e " EN2-!" "om+lete a written task that in-ludes language ,orms with a s+e-i,i,o-us on

ad1e-ti*es 4 0-1ecti2e " EN2-#" 2ildli,e #ESS3@ % % "lass dis-ussion on how animals -an enhan-e our li*es ?es-ri/e du-ks Students -om+lete a -omi- in +airs that shows a story o, how an animal has enhan-ed their li*es !wildli,e or +et) The -omishould /e made u+ o, at least ' +anels with a written -om+onent in ea-h #ESS3@ 2 % 3n Cage ( o, the /ook dis-uss with the students the author.s deli/erate -hoi-e o, words and how these /uild a ,uller des-ri+tion Students re7write the +assage in their own words with a ,o-us on des-ri+ti*e language #ESS3@ 3 2 "om+are and -ontrast di,,eren-es /etween the drake.s li,e in the wild and in -a+ti*ity 2rite a +assage using e,,e-ti*e and a--urate senten-e stru-ture9 grammati-al ,eatures and +un-tuation -on*entions ,rom the +ers+e-ti*e o, the ?rake /oth in the wild and in -a+ti*ity This +assage should ,o-us on how the du-k is ,eeling and how he is -o+ing with the -hanges <ntrodu-e ;awshou 6es-ues the Sun /y "hun7"han7$eh and Allan ;aille "hinese Folktale shows loyalty9 determination and +erse*eran-e #ESS3@ % % <ntrodu-e the /ook H;awshou 6es-ues the Sun /y "hun7"han $eh and Allan ;aillie The /ook is a ,olktale set in "hina Da*e students *iew the +ages without reading the text Students +redi-t the story in-luding what e*ents are ha++ening and where it is set !,o-us on en*ironments /uilt and natural9 -lothing and +eo+le) 6ead the text and -om+are the students +redi-tions to the a-tual story #ESS3@ 2 2 6esear-h what +eo+le thought a/out the Sun in an-ient times ex+loring -ommon ex+erien-es and ideas as well as re-ognising

See note/ook ,ile +ESS0N $ 0-1ecti2e " EN2-#" 2rite a +assage ,rom the du-k.s +ers+e-ti*e

See note/ook ,ile

0-1ecti2e A EN2-1A

;ook: ;awshou 6es-ues +ESS0N $ the Sun /y "hun7"han7$eh 0-1ecti2e A and Allan ;aille EN2-1A 3ral +resentation See note /ook ,ile on resear-h ,indings

di,,eren-es ,rom a range o, -ultures !Asian9 A/original ?reamtime and others) Students -om+lete resear-h on the internet using sear-h engine so,tware su-h as Ioogle or $ahoo on two stories in*ol*ing the sun Take notes ,or an oral +resentation #ESS3@ 3 3 Cresent ,indings to -lass7oral +resentation will in-lude resear-h on two stories in*ol*ing the sun Task to /e -om+leted in +airs & 0-1ecti2e A EN2-$A ?es-ri+ti*e #anguage #ESS3@ % % Show students a +assage ,rom +age 4 o, the /ook Find the meta+hor and simile and /rainstorm some other meta+hors and similes 3n +age %% ,ind ad1e-ti*es and re+la-e with own -hoi-e o, ad1e-ti*e #ESS3@ 2 2 Show students +assage ,rom +age %& Da*e the students ,ind the *er/s and make a list o, ad*er/s that -om+liment them #ESS3@ 3 3 "hoose ,a*ourite +art o, text and re tell in their own words as a written task Em+hasis on grammati-al -on*entions 4se word +ro-essing so,tware to -onstru-t9 edit and +u/lish written text 6es+onse to Text #ESS3@ % and 2 % "reate a readers theatre ,rom the /ook where students take se-tions ,rom di,,erent +arts o, the /ook where they write a s-ri+t that in-ludes dialogue ,rom the e*ents !dialogue doesn.t need to /e in the /ook and -an /e added /y the students) 2 Students a-t out their s-ri+ts in a dramati- +er,orman-e #ESS3@ 3 3 "lass +arti-i+ates in a 1oint oral reading o, text 4se -om+rehension strategies to -reate a timeline o, e*ents in a seJuential order

8iew A/original story on wee/ly

See note/ook ,ile

See note/ook ,ile

+ESS0N $ 0-1ecti2e A EN2-$A !A"E#$ %&85 A"E#$ %&'() 4ses a word +ro-essing so,tware to +rodu-e a +u/lished text

0-1ecti2e C EN2-1%C EN2-1A

+ESS0N 1 and 2 0-1ecti2e C EN2-1%C EN2-1A Students -reate a readers theatre and +er,orm it

0-1ecti2e EN2-11&

Students write own ,olktale using two texts as a guide #ESS3@ % % 2hat is a moral= ?is-uss morals in /oth texts ie good *ersus e*il9 rewards o, kindness and +erse*eran-e 6esear-h some ,amous stories5,a/les eg The lion and the >ouse9 Tortoise and the Dare ?is-uss why the morals are im+ortant to them #ESS3@ 2 2 6e-a+ /oth stories orally 2hi-h story do you +re,er and why= Answer Juestions su-h asM whi-h was more +ower,ul= 2hi-h did you relate to more= 2hi-h -hara-ter did you like5dislike and why= #ESS3@ 3 3 Students write own ,olktale demonstrating a -ommand o, language -on*entions !"a+italisation9 +un-tuation and s+elling) Folktale will also dis+lay a moral

8iew KThe lion and the mouseL on wee/ly

+ESS0N 2 0-1ecti2e EN2-11& Ex+ress a +ersonal o+inion on ea-h text

;A<79N= =U9&E+9NES 3ut-ome > "riteria @ EN2-3A: identi,y and ex+lain language ,eatures o, texts ,rom earlier times and -om+are with the *o-a/ulary9 images9 layout and -ontent o, -ontem+orary texts EN2-3A: 4se gra+hologi-al9 +honologi-al9 synta-ti- and semanti- strategies to res+ond to texts9 e g knowledge o, homo+hones9 -ontra-tions9 sylla/les9 word ,amilies and -ommon +re,ixes EN2-2A: "reate texts that ada+t language ,eatures and +atterns en-ountered in literary texts ,or exam+le -hara-terisation9 rhyme9 rhythm9 mood9 musi-9 sound e,,e-ts and dialogue EN2-12E: ?e*elo+ -riteria ,or esta/lishing +ersonal +re,eren-es ,or literature EN2-3A? EN2-2A? EN2-12E ;ar*ing guidelines "ritiJues the e,,e-ti*eness o, the similarities5di,,eren-es in a-hie*ing text +ur+ose Ex+lains the author intent /ehind why similaraties and di,,eren-es a++ear in the text 0usti,ies why "ir-les o, round is similar5di,,erent to -ontem+orary text <denti,y some di,,eren-es and similarities /etween H"ir-les o, 6ound. and -ontem+orary text <denti,ies text ,eatures and -learly analyses their +ur+ose in the -ontext o, the "ir-les o, round <denti,ies most text ,eatures and -learly arti-ulates strategies used to identi,y them <denti,ies most text ,eatures <denti,ies some text ,eatures #iterary text -reated that /uilds u+on the sele-ted text and su--ess,ully a++lies ,eatures o, sele-ted text to a-hie*e their own +ur+ose and enhan-e the +ur+ose o, the gi*en text #iterary text -reated that su--ess,ully a++lies ,eatures o, sele-ted text to a-hie*e their own +ur+ose #iterary text -reated that ex+eriments with the a++li-ation o, ,eatures o, a sele-ted text to a-hie*e their own +ur+ose #iterary text -reated that mimi-s the ,eatures o, the sele-ted text E,,e-ti*ely de*elo+s -riteria that will assist them ,ind literature that will meet a +ur+ose ?e*elo+s -riteria that e,,e-ti*ely assists them analyse literature and make in,ormed -hoi-es a/out what they will +re,er ?e*elo+s a -riteria ,or sele-ting literature they +re,er ,eac'erAs additional +e2el comments 3utstanding Digh Sound ;asi3utstanding Digh Sound ;asi3utstanding Digh Sound ;asi3utstanding Digh Sound

<denti,ies literature they +re,er

;asi-

B<0=<A; B+AN Summar. o/ core com)onents Map the core knowledge and skills we need to teach the students in order for them to successfully engage in the planned assessment. ,n doing so! have we identified the syllabus content -./T ,.D,%AT/#$0 we will be teaching in order to meet the assessment outcomes1 Com)onent 1 9ntroduce -oo* Esta-lis' )reconce)tions o/ t'e -oo* Cocus on )redicition o/ t'emes? /eatures? words and content Com)onent 3 9denti/. Com)le8it. W'at was com)le8 a-out t'e te8t( 4ow was t'e com)le8it. intended to ma*e t'e te8t more en1o.a-le( &id it wor*( Com)onent ! E2aluates ac'ie2ement o/ learning goals Com)onent 2 Com)arati2e +iterature 9denti/. similarities? di//erences w'en com)ared to contem)orar. te8tD Com)onent A))l.ing Com)le8it.? structures E Ceatures E8)eriment wit' t'e a))lication o/ com)le8it.? a-straction and language /eatures to create te8tD Com)onent 6 &e2elo)ing Criteria /or )ersonal )re/erence Com)onent $ Structures E Ceatures W'at was t'e te8t )ur)ose and w'at was used to ac'ie2e it( Com)onent 5 E2aluating Com)le8it.? structures E Ceatures E2aluate t'e e//ecti2eness o/ sel/-created te8t w'en com)ared wit' contem)orar. te8t and /ocus te8tD (see com)onent 2) Com)onent # A))lies learning to t'e introduction o/ new -oo*