Professional Documents
Culture Documents
Stage:2
Duration: 9 Weeks
Outcomes
English K-10
EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and
community contexts
EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on
increasingly challenging topics in different media and technologies
EN2-5A uses a range of strategies, including knowledge of lettersound correspondences and common letter patterns, to spell
familiar and some unfamiliar words
EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and
identifies organisational patterns and features
EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and
contexts
EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose,
audience and subject matter
EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to
the type of text when responding to and composing texts
EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing
texts
EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others learning
Unit overview
In this unit, students explore the tools and techniques skilled authors such as Roald
Dahl use to craft a piece of writing. Students will practice narrative elements such as
characterisation and setting along with literary devices including;, metaphor, simile,
personification and the role of show dont tell inferring techniques. The Super 6
reading strategies are explicitly taught throughout the Modelled reading sessions and
students are given opportunities to practice these skills in their guided reading groups.
Text Sets
1. Fantastic Mr Fox: The
representation of IMAGINATION &
CHARACTERISATION (good versus
evil).
1. The twits: Descriptive language
Assessment
Plotting students on the Literacy Continuum developing student comprehension and vocabulary
Work samples of descriptive writing
Students write a personal response comparing and contrasting the similarities and differences between the text and
the movie. Students communicate their initial visualisation of the three farmers with those portrayed in the film.
and communicating what they have learned through their study of each text.
Content
texts by combining
contextual, semantic,
grammatical and phonic
knowledge using text
processing strategies for
example monitoring
meaning, cross checking
and reviewing
(ACELY1679, ACELY1691)
use comprehension
personal perspective
influence responses to
texts
recognise cohesive links
FANTASTIC MR FOX
READING
Session 1
Chapter 1 & 2
G, P & V
Spelling Vocab: gallon opposite especially quivering thousands twitched
crouching direction poisonous
R&V1
Compound words: handsome moonlight
S & L 1/2 Predicting Visualising
Explicit Modelled Reading
Before: * List and pre-teach vocab. Discuss words from England eg gallon
and the Australian version. Define and group adjectives.
*Using the front cover, make predictions or retell if story known.
Discuss visualisation of a story and how the author uses words to create
images for reader.
During: Model visualisation using a think aloud after reading page one stop to share the images that you visualised of the valley and farms.
Students close eyes while you read the descriptions of the three farmers.
Think, pair, share their own visualisations.
Locate and discuss the adjectives in the text. Write adjectives on sticky
notes. Students draw own illustrations for the text descriptions.
After:* Discuss the students drawings. Do these drawings represent the
authors words?
Discuss how the use of adjectives enhances the text and contributes to its
meaning.
Guided Reading
Differentiate groups according to Literacy Continuum Clusters and choose
appropriate double pages to photocopy for reading:
GROUPS
Reading conference (see Monitoring sheet) with teacher
Vocabulary Cline Words for SAID e.g. mumble, whisper, speak, talk,
say, announce, yell, shout, scream, shriek
Visualising Gallery Images (see teaching comprehension strategies)
In small groups, students read a section of a factual text and create mental
images as they read. Students create and label images on paper to
represent the content. Share images with the class.
Oral Reading Partners - Students reread pages (monitoring) to
develop fluency then complete compound word sheet
Independent Reading
Develop text sets based on the key concept Students choose a text:
Evaluation
Resources
-Fantastic Mr
Fox PDF
Compound
word
worksheet
- Characterisatio
n sheet
Content
purpose of imaginative,
informative and
persuasive texts
(ACELY1678)
interpret how
imaginative, informative
and persuasive texts vary
in purpose, structure and
topic
identify characteristic
features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text (ACELY1690)
recognise the use of
figurative language in
Evaluation
Resources
thesaurus)
Read to partner
Session 2
Chapters 3,4 & 5
G, P & V
Spelling Vocab: Synonyms for big, small and mean
R&V
S & L 2 Sequencing, Summarising
Explicit Modelled Reading
Before: *Review characters, adjectives and storyline. Classify adjectives on
the sticky notes to each character eg enormously fat to Farmer Boggis.
*Using thinking partners, discuss: How are the main characters represented
in the text. How do the words and images support this?
During: * Model reading and stop regularly to discuss the adjectives used
and the images created by the author.
* Class is divided into four groups with each student given a different
character. Students complete characterisation sheet from freeology.com
After: * Discuss the authors representation of the three farmers compared
to Mr Fox. Why does the author use different types of characters?
Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
GROUP IDEAS
Reading conference (see Monitoring sheet)
Speech Marks Students use the text to create their own conversation
between two of the farmers. Focus on using speech marks in the correct
location.
Summarising Pass around retells (see comprehension strategies
worksheet)
Oral Reading Partners - Students reread pages (monitoring) to
develop fluency
Synonyms Blank out adjectives in the text and have students write a
new word to replace it. E.g. big large - gigantic
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Session 3
Chapters 6, 7, 8, 9
Monitoring
Sheet
Thick and
thin question
posters/card
s
Making
Predictions
graphic
organiser
Monitoring
Sheet
Content
texts, eg similes,
metaphors, idioms and
personification, and
discuss their effects
G, P & V
Spelling Vocab: contractions
R&V2
Literary text structure
Wh questions
Authors intent
W&R1
Planning
Before: :* Review vocab/ contractions
Discuss what the farmers did in previous chapters and why? Partner retell of
main ideas. Form an opinion about what motivates them to act that way.
What is the authors intent in depicting the farmers the way he does. (to
make us dislike them e.g. Hero vs villain)
During: * Model reading and stop regularly to ask THICK QUESTIONS (see
thick and thin questions posters and cards) and make connections
between the characters and their motives. eg why they are so desperate to
get Mr Fox. How did the author show the farmers perspective?
Thinking partners make predictions of what will happen to the fox family.
Complete Making Predictions Graphic Organiser.
Continue reading chapter 9
After: * Discuss the suspense the author has added by drawing out the
foxs plan. Discuss: Why do authors do this? To make you want to read
more. Students analyse and complete their prediction worksheet.
Guided Reading
Differentiate groups according to Literacy Continuum Clusters and choose
appropriate double pages to photocopy for reading:
GROUP IDEAS
Reading conference (see Monitoring sheet)
Highlight contractions and write their matching words e.g cant = can
not
Highlight unknown words when reading. Discuss as a group to find
meaning then use dictionary.
Students reread pages (monitoring) to develop fluency
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Writing tasks e.g. sequencing sentences, complete the sentence.
Session 4
Chapters 10 -12.
R&V2
Enjoyment
R&V1
Evaluation
Resources
Fantastic Mr
Fox movie
Character
traits list
Content
information in spoken
texts and listen for key
points in order to carry
out tasks and use
information to share and
extend ideas and
information (ACELY1687)
use information to
Opinions Students read a levelled text and write a short review of the
text. Giving 5
sentences on the text detailing their likes and dislikes and 1
recommendation to improve
the story.
Evaluation
Resources
Character
descriptions
organiser
Content
demonstrate enjoyment
and pleasure
Stage 2 - Speaking and
listening 2
discuss how writers and
composers of texts
engage the interest of the
reader or viewer
listen to and contribute to
conversations and
discussions to share
information and ideas
and negotiate in
collaborative situations
(ACELY1676)
Stage 2 - Writing and
representing 1
plan, compose and
based on characters,
settings and events from
students' own and other
cultures using visual
features, for example
perspective, distance and
angle (ACELT1601,
Count how many words are in the sentence now. Is it longer and more
interesting? Students visualise. Does it make a more vivid image?
Evaluation
Resources
Content
ACELT1794)
experiment with visual,
Guided Writing
Using their adjective list, students write their own descriptive paragraph
- Modelled writing is removed from view.
Students use a graphic organiser to structure their writing.
Student criteria
Complete 4 sentences
Include 1 compound sentence
Use of adjectives
Use of adverbs
Use of connectives & conjunctions
meaning, appropriate
structure, grammatical
choices and punctuation
(ACELY1683)
Stage 2 - Writing and
representing 2
identify and analyse the
imaginative, informative
and persuasive texts to
enhance meaning
Stage 2 - Spelling
Independent Writing
Students choose a text: Label a character from their text with adjectives.
(Extension use their adjectives to write a character description).
Session 3
W&R1
reread and edit
Reflecting on learning
Explicit Modelled Writing
Using the previous days modelled sentence/s:
add another descriptive sentence using pronouns (eg she, he) using
connectives
Guided Writing
READ & REVIEW
Students:
Evaluation
Resources
Content
organisation of ideas in
imaginative, informative
and persuasive texts
enhances meaning
understand that choice of
vocabulary impacts on
the effectiveness of texts
understand that
Reflecting on learning
Explicit Modelled Writing
Using the previous days modelled paragraph for students to edit.
Teacher lists students I wonders. eg Will Mr Twit shave his beard off?
What is the best way to maintain beards? I wonder what beards would feel
like? How would you care for a beard?
Character crystal ball - describe Mrs Twit.
Guided Reading
Evaluation
Resources
Content
(ACELA1479)
understand that the
meaning of sentences
can be enriched through
the use of noun
groups/phrases and verb
groups/phrases and
prepositional phrases
(ACELA1493)
identify and use
grammatical features, eg
pronouns, conjunctions
and connectives, to
accurately link ideas and
information
experiment with
punctuation to engage
the reader and achieve
purpose
identify a variety of
connectives in texts to
indicate time, to add
information and to clarify
understanding
use grammatical features
to create complex
sentences when
composing texts
Stage 2 - Thinking
imaginatively, creatively and
interpretively
share responses to a
10
Evaluation
Resources
Choose common sight words and decoding skills from the text or word
lists to treat
Review vocab and choose words that can be chunked for spelling eg
gentleman, horrid, morsel, tonic and other common words from the text.
View, skim and scan the characters Mr and Mrs Twit - brainstorm their
likes and differences between the two characters (making connections
from the text).
During: Reread pages describing Mr and Mrs Twit:
Compare The Twits to people you may know that are like them
(making connections text to world).
Making
connections
posters
Content
features in imaginative,
informative and
persuasive texts that
contribute to
engagement
identify and discuss how
vocabulary establishes
setting and atmosphere
justify interpretations of a
on a reader's or viewer's
experience and
knowledge to make
meaning and enhance
enjoyment
recognise how aspects of
personal perspective
influence responses to
texts
11
Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
Reading conference (see Monitoring sheet)
Review common sight words and decoding skills from the previous session
and new words from the text
Discuss the illustrations and how they add meaning to the text
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Session 3
Pages 9-22
G, P & V
Spelling & vocab
compound words similles and metaphors
R&V1
vocab syllables
R&V2
language features similes images
Explicit Modelled Reading
Before:
Evaluation
Resources
Content
make connections
successful completion of
tasks
discuss the roles and
responsibilities when
working as a member of a
group and understand the
benefits of working
collaboratively with peers
to achieve a goal
describe how some skills
Independent Reading
Students choose a text:
Read to self record reading
Read to partner
Writing tasks e.g. sequencing sentences, complete the sentence.
Session 4
S&L1
key points
summarising
R&V1
Main ideas
Explicit Modelled Reading
Summarising Key Word Strategy (see comprehension strategies)
Before: Teacher reads a page from a familiar text and models extracting
key words.
During:
Students identify the key words from each page to record as the text is read
by the teacher.
After:
in speaking, listening,
reading/viewing,
writing/representing help
the development of
language learners
Discuss the illustrations and how they add meaning to the text
Students reread pages (monitoring) to develop fluency
Guided Reading
Differentiate groups (as above choose a different double page or anther
text from the text set)
Reading conference (see Monitoring sheet)
Independently look for key words in their guided reading text.
Discuss the illustrations and how they add meaning to the text
Student reread pages (monitoring) to develop fluency
Independent Reading
12
Evaluation
Resources
Content
Review The Twits to use as a mentor text for writing. Teacher chooses a
passage exemplifying noun groups and prepositional phrases - students
highlight.
Count how many words are in the sentence now. Is it longer and more
interesting? Students visualise. Does it make a more vivid image? Compare
with the book.
13
Evaluation
Resources
Content
add another descriptive sentence using pronouns (eg she, he) using
connectives
Guided Writing
READ & REVIEW
Students:
14
Evaluation
Resources
Content
Evaluation
Resources
Sentences are read by a partner for editing and reflection using the
writing criteria.
READING: Using the above texts, adapt the above unit to cover the same literacy continuum markers and English
syllabus content descriptors
WRITING: Follow the above unit and create a setting and plot for a complete imaginative text incorporating students
descriptive paragraph written in this unit.
Unit evaluation
At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to
inform planning for subsequent learning experiences. Teachers could consider assessment records and results and
student feedback to help them ascertain the quality of teaching and learning experiences.
Questions to guide reflection
1.
To what level did students achieve the learning outcomes?
2.
How effective were the activities in helping students to understand key concepts and achieve the learning
outcomes?
3.
Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?
4. How could the unit be improved to enhance student engagement and learning?
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