English t2 2014

English Unit of Work (4 weeks) Stage 1 / Year 1 Term 2, 2014
Unit Overview
Key Concepts:

Comparing different texts on the same topic. Cross-Curriculum
Priorities:

Cross-curriculum
priorities

Aboriginal and Torres
Strait Islander
histories and cultures

Asia and Australia's
engagement with Asia

Sustainability
General capabilities

Critical and creative
thinking

Ethical understanding

Information and
communication
technology capability

Intercultural
understanding

Literacy*

Numeracy

Personal and social
capability
Other learning across the
curriculum areas

Civics and citizenship

Difference and
diversity

Work and enterprise
Focus/Summary:

Students will explore how texts on the same topic can differ according to purpose and audience.
Students will read and respond to a variety of imaginative and informative texts on frogs and spiders
and compose and create a variety of texts, including multimodal texts, with the purpose of informing
their audience.

English Syllabus
Objectives:

A: Communicate through speaking, listening, reading, writing, viewing and representing.
B: Use language to shape and make meaning according to purpose, audience and context.
C: Think in ways that are imaginative, creative, interpretive and critical.
D: Express themselves and their relationships with others and their world.
E: Learn and reflect on their learning through their study of English.

Literacy Continuum
Critical Aspects:
Reading Texts
Aspects of Writing

Comprehension
Aspects of Speaking
Vocabulary Knowledge

Assessment/Evidence:

Plotting students on the Literacy Continuum
Assessment for Learning / Assessment as Learning / Assessment of Learning
Student Self-Assessment / Teacher Feedback
Focus Texts:

Written
Tadpole Diary by David Drew
Life Cycle of a Frog by Angela
Royston
The Frog Who Would be King
by Kate Walker
Lester and Clyde
An Introduction to Australian
Spiders by Esther Cullen
Lifecycle of Australian Animals
Redback Spider by Greg Pyers

Visual
Variety of warning and danger
signs.
Life cycle diagrams
Spider labelled diagrams
Multimodal
All About Frogs for Kids website
San Diego Zoo Kids Frogs video
Tadpoles Promise video
SpidersWorld website
Spiders website by Kidzone
Miss Spiders Sunny Patch
Friends Ep 13 YouTube
Anansi and The Turtle oral
retelling
National Geographic Mag -
Spiders

Other Resources:
Spinning a Web by Lisa
Trumbauer

Aaaargh, Spider by Lydia Monks

Anansi and the Turtle
animated retelling.
Miss Spider website
At The Pond

Content Overview
Speaking & Listening
EN1-1A Communicates with a range of people in informal and guided activities demonstrating
interaction skills and considers how own communication is adjusted in different situations
Develop and apply contextual knowledge
understand that language is used in combination with other means of communication,
for example facial expressions and gestures to interact with others
Understand and apply knowledge of language forms and features
explore different ways of expressing emotions, including verbal, visual, body
language and facial expressions
Respond to and compose texts
engage in conversations and discussions, using active listening behaviours, showing
interest, and contributing ideas, information and questions
EN1-6B Recognises a range of purposes and audiences for spoken language and recognises
organisational patterns and features of predictable spoken texts.
understand that people use different systems of communication to cater to different
needs and purposes and that many people may use sign systems to communicate with
others
retell familiar stories and events in logical sequence, including in home language
explain personal opinions orally using supporting reasons, simple inferences and
reasonable prediction

Writing & Representing
EN1-2A Plans, composes and reviews a small range of simple texts for a variety of purposes on
familiar topics for known readers and viewers
experiment in all aspects of composing to enhance learning and enjoyment
create short imaginative, informative and persuasive texts using growing knowledge
of text structures and language features for familiar and some less familiar audiences,
selecting print and multimodal elements appropriate to the audience and purpose
plan, compose and review simple imaginative, informative and persuasive texts on
familiar topics
compose texts supported by visual information (eg diagrams and maps)
use effective strategies to plan ideas for writing, eg making notes, drawing, using
diagrams,
compose a range of written forms of communication, including emails, greeting cards
EN1-7B Identifies how language use in their own writing differs according to their purpose,
audience and subject matter
identify the audience of imaginative, informative and persuasive texts
discuss some of the different purposes for written and visual texts
describe some differences between imaginative and informative texts.
compare different kinds of images in narrative and informative texts
Reading & Viewing 1
EN1-4A Draws on an increasing range of skills and strategies to fluently read, view and
comprehend a range of texts on less familiar topics in different media and technologies
discuss different texts on a similar topic, identifying similarities and differences between
the texts

Respond to, read and view texts
compare opinions about characters, events and settings in and between texts
use comprehension strategies to build literal and inferred meaning and begin to
analyse texts by drawing on growing knowledge of context, language and visual
features and print and multimodal text structures
predict author intent, series of events and possible endings in imaginative and
informative texts.
use background knowledge of a topic to make inferences about the ideas in a text.

Reading & Viewing 2
EN1-8B Recognises that there are different kinds of texts when reading and viewing and shows an
awareness of purpose, audience and subject matter
recognise a range of purposes and audiences for imaginative, informative and
persuasive print and visual texts
discuss possible author intent and intended audience of a range of texts
identify how imaginative, informative and persuasive texts can vary in purpose, structure
and topic
understand concepts about print and screen, including how different types of texts are
organised using page numbering, tables of content, headings and titles, navigation
buttons, bars and links
understand how text structure contributes to the meaning of texts
know some features of text organisation including page and screen layouts,
alphabetical order, and different types of diagrams, for example timelines
understand simple explanations in diagrammatic form, including flowcharts, hierarchies,
life cycles
Respond to, read and view texts
respond to a range of literature and discuss purpose and audience

Content Overview
Handwriting and Digital technologies
EN1-3A Composes texts using letters of consistent size and slope and uses digital technologies
understand that handwriting and presentation of work needs to reflect audience
and purpose in order to communicate effectively
write legibly and with growing fluency using unjoined upper case and lower case letters
use appropriate strategies when writing, eg maintaining correct body position,
holding/using writing tools or using assistive digital technologies
construct texts featuring print, visual and audio elements using software, including word
processing programs

Grammar, Punctuation & Vocabulary
EN1-9B Uses basic grammatical features, punctuation conventions and vocabulary
appropriate to the type of text when responding to and composing texts
understand that ideas in texts can be organised to enhance meaning using sentences
and paragraphs
understand that paragraphs are used to organise ideas
begin to organise ideas into paragraphs when composing texts
compose sentences effectively using basic grammatical features and punctuation
conventions

Thinking Imaginatively, Creatively, Interpretively & Critically
EN1-10C Thinks imaginatively and creatively about familiar topics, ideas and texts
when responding to and composing texts
Engage personally with texts
engage in wide reading of self-selected and teacher-selected texts, including digital
texts, for enjoyment, and share responses
recognise the way that different texts create different personal responses
respond to a wide range of texts through discussing, writing and representing
recognise and begin to understand how composers use creative features to engage
their audience
identify that different texts have different organisational patterns and features for a
variety of audiences
recreate texts imaginatively using drawing, writing, performance and digital forms of
communication
express a range of feelings in response to a text

Expressing Themselves
EN1-11D Responds to and composes a range of texts about familiar aspects of the
world and their own experiences
Engage personally with texts
identify aspects of different types of literary texts that entertain, and give reasons for
personal preferences
discuss how depictions of characters in print, sound and images reflect the contexts in
which they were created
compose simple print, visual and digital texts that depict aspects of their own
experience
discuss characters and events in a range of literary texts and share personal responses
to these texts, making connections with students' own experiences

Reflecting on Learning
EN1-12E Identifies and discusses aspects of their own and others learning
develop an awareness of criteria for the successful completion of tasks
discuss some of the ways that story can be reflected in a variety of media, eg film, music
and dance
jointly develop criteria for assessing their own and others' presentations or compositions
with teacher guidance

Les
son
Learning
Intention
Modelled Teaching Guided / Independent Learning
Assessment /
Continuum Aspects

1
WALT: I can
make links
between this
text and other
texts on the
same topic.

EN1-11D
Display front cover of The Frog Who
Would Be King big book.
Discuss whether it is a true or made up
story. What words do we use for these
texts?
Have students heard any of the stories
about frogs and princesses? What usually
happens?
Read the story The Frog Who Would Be
King discussing some of the excellent
verbs and adjectives used.

Core Task:
Brainstorm other fictional frog characters the students
know.
Discuss their personal responses to each of the texts.
Create a display to add to throughout the unit.
WILF: Can students
identify other stories
where there is a fictional
frog character?

Comprehension FoR
Making Connections

Support

Extension
Students write a book
review of a story about a
frog they have read and
enjoyed.

2
WALT: I can
predict if a
book is fictional
or non-fiction
based on the
cover.

EN1-4A
EN1-7B
Select either Tadpole Diary or
Lifecycle of a Frog big book. Display
front cover.
Discuss with students how this is similar
and how it is different to the previous
lessons book.
Record similarities and differences in a
Venn diagram.
Read the big book highlighting the
features of the non-fiction text e.g.
contents, glossary, diagrams,
photographs.
Core Task
Sort images of book covers into fiction and non-fiction
categories.
Students select one title from each category and
justify their choice orally to the class.
WILF: Can students make
predictions about
whether a book is
fictional or non-fiction
based on the cover?

Comprehension FoR
Predicting

Support
Work in a small guided
group to categorise book
covers.
Extension
Design a front cover for a
fictional book that involves
a frog character.

3
WALT: I can
find and
record facts
from a website.

EN12A
EN1-8B
Explore the website All About Frogs for
Kids
Discuss the layout of a website and how
it is navigated through hyperlinks, arrows,
menus. Compare to the information text
from the previous lesson. How are they
similar and how are they different?
Discuss how information is grouped
under headings and images are labelled
Sort a selection of sentences and
labelled diagrams under the
appropriate heading (Smart Notebook).
Ask students to validate their decisions to
put them under the selected heading.
Core Task:
Watch the video San Diego Zoo Kids Frogs at the
bottom of the website.
Have students write a sentence in each of the
categories after listening to and watching the video.
(Where do frogs live? What do frogs look like? How do
frogs move? What do frogs eat?) Appendix 1
WILF: Can students
record facts in sentence
form, from a multimedia
presentation?

Reading
Aspects of Writing

Support
Have sentences for students
to cut and paste into the
correct category or
sentence starters.
Extension
Students record a number
of sentences for each of
the categories.
Les
son
Learning
Intention
Assessment /
Cluster markers

4
WALT: I can
communicate
information in
the form of a
sign.

EN1-6B

Display front cover of Lester and
Clyde
Discuss whether the book is fiction or
non-fiction. Have students justify their
answer.
Read the story together.
Discuss what the purpose of the author
was. Were there facts included in this
fictional story? What were they?
Core Task:
Examine various signs involving pollution. What do
they mean? How do they deliver information?
What are the key features of signs?
Create a sign to erect at Lester and Clydes pond.
WILF: Can students
communicate a
message as a simple
sign?

Reading
Aspects of Writing
Support
Use the warning sign
generator website to create
a sign.

Extension
Use the Image Chef app
to post your sign to the
general public eg on a
bus, roadside sign etc.

5
WALT: I can
show
information
using pictures
and text in a
diagram.

EN1-2A
Select the book not read last week -
Tadpole Diary or Lifecycle of a Frog
Discuss whether it is fiction or non-
fiction.
Compare the features of the text to the
non-fiction text read last week.
Discuss how the contents and index
can help us locate information without
having to read from beginning to end.
Closely examine the life cycle. What
features are used to show the order?

Core Task:
Reconstruct the life cycle of a frog as a diagram.
Add information about each of the stages.

WILF: Can students use
pictures and text to
create a life cycle
diagram?

Aspects of Writing

Support
Cut and paste the life cycle
in the correct order.
Extension
Present the life cycle using
either the Thinglink, Haiku
Deck, PixnTell or Explain
Everything apps.

6
WALT: I can use
animation
techniques to
tell a story.

EN1-10C
EN1-3A
View the front cover of the story
Tadpoles Promise. Discuss the
intended purpose of the book
entertain or inform? Whats the
evidence?
Students predict what the promise might
be that tadpole makes.
View the video reading of Tadpoles
Promise Pause and make predictions
throughout the story. Discuss the
connections students can make that
help them understand what is
happening in the book.
Discuss the animation techniques used
to engage the audience e.g zooming.
Core Task:
Explain that students are going to tell part of the story
using a technique called stop motion animation.
Students draw the characters of the tadpole and
caterpillar and cut them out. Students also draw a
background scene.
Create an animation using iMotion HD by moving the
tadpole character each frame to the surface of the
pond where it finally meets the caterpillar.
WILF: Can students
recreate a scene from
the story using animation
techniques?

Reading
Aspects of Writing

Support
Work in a small guided
group with the teacher.
Extension
Import the animation into
iMovie and add narration
to the scene.
Les
son
Learning
Intention
Assessment /
Cluster markers

7
WALT: I can
design a
cartoon
insect/spider
appropriate for
a childrens
book.

EN1-11D
Play the introduction to Miss Spiders
Sunny Patch Friends Ep 13 and pause
on the title.
Brainstorm while humans tend to be
afraid of spiders, what do you think
spiders might be afraid of?
Watch the episode, pausing regularly
to make predictions about what might
happen next.
Core Learning:
Discuss how the illustrator of the Miss Spider books has
made the character of a spider less scary use of
bright colours, oversized features like eyes.
Design your own insect creature using the Animal
Builder app.
Write a short narrative with your creation as your main
character.
design features to create
a fictional bug character
that would appeal to
young children?

Aspects of Writing

Support
Provide student with
sentence starters.

Extension
Retell your story in a 30
second blurb. Have your
main character present
the blurb using Chatterpix
app.

8
WALT: I can
create a
labelled
diagram using
technical
words.

EN1-2A

Display the big book An Introduction
to Australian Spiders. What type of text
do you think it is? What will you find in
the book if youre correct?
Explore the contents and index and
discuss the type of information you
expect to read about.
Read the book, focusing on the
diagrams and drawings. How are the
different to the spiders in the Miss
Spider books?
Core Learning:
Revisit the parts of a spider diagram on page 5. What
is the purpose of a diagram? What type of words do
we find on diagrams?
Brainstorm some other technical words on the topic of
spiders.
Label a drawing of a spider using the correct
technical words.

appropriate technical
words to label a diagram
of a spider?

Vocabulary Knowledge
Support
Have a diagram with word
box so labels can simply be
filled in.

Extension
Create an annotated
diagram of a spider.

9
WALT: I can
publish facts in
a creative
way.
EN1- 10C
Compare two different websites about
spiders SpidersWorld and Spiders by
Kidzone.
Do the websites have the same
purpose? Do the websites have the
same audience? How do the websites
cater for different audiences?
Core Learning:
Recall and write some facts about webs from the
Kidzone website.
In pairs check spelling and punctuation.
Publish your facts using the Patext app. Make your
words follow the path of a spider web. Appendix 2

typography techniques
to create a visually
appealing text.

Reading
Aspects of Writing

Support
Have images of webs
already saved in the photo
roll.

Extension
Create multiple images
that the text flows across.
Les
son
Learning
Intention
Assessment /
Cluster markers

10
WALT: I can
present
information
using some
facial
expressions,
body gestures
and change of
pace or
volume.

EN1-1A
Introduce the West African folktale
character Anansi using some of the
information from the Myths and
Legends website.
Watch the oral retelling of Anansi and
The Turtle
Discuss the techniques used by the
storyteller to engage the audience
body language, facial expressions,
pausing for effect, pace and volume
changes.

Core Learning:
Have students think about their favourite book, movie,
event or TV episode.
Jointly create a few criteria for a successful oral
retelling.
Students prepare a very brief oral retelling of the
story/event focussing on including some of the
techniques discussed e.g. body language, facial
expression, pace and volume.
Students assess their own retelling using criteria.
WILF: Can students use a
combination of facial
expressions, body
gesture and pace and
volume to engage an
audience?

Aspects of Speaking

11
WALT: I can
write and
organise
information
into
categories.

EN1-9B
EN1-2A

Display the cover of Lifecycles of
Australian Animals Redback Spider
How does the image on the front cover
compare to previous images of spiders
in the books and multimedia viewed so
far? What does this tell us about the
text? Is it fiction or non-fiction?
Explain that students are going to
create a report of Redback spiders.
Have students suggest headings they
might group their information under?
List these on the board.
Core Learning:
Using the contents page identify the sections the class
will need to read in order to complete their report.
Read the chosen sections. After each section students
write some information in the appropriate
category.(Appendix 6)

WILF: Can students
organise information into
appropriate categories?

Reading
Aspects of Writing

Support
Students are supplied with
a series of facts which they
cut and paste into the
correct category.
Extension
Students conduct further
research to add to their
information or create an
interesting facts file.

12
WALT: I can
create a
multimodal
information
report.

EN1-9B
EN1-3A
View the National Geographic
interactive magazine issue on Spiders.
Explore the features of the online
reader e.g options, contents, zoom,
search bar, instructions.
As you read the article discuss the text
features: headings, photographs,
captions, diagrams, table, wordwise
(glossary).
What is the purpose of each of these
features? Would the audience be as
engaged with text only?
Core Learning:
Explain that students will now create their own non-
fiction book on spiders. Jointly construct a set of
criteria for the students to refer to as they create their
book.
In pairs, students publish a non-fiction book on spiders
using the Book Creator app. Students will use the
information from their report from the previous lesson.
They may also use photographs as well as audio and
their own drawings and diagrams to enhance their
ebook presentation.
WILF: Can students
present an information
report using a variety of
text, images, diagrams,
audio and video?

Aspects of Writing

Appendix 1: Frog info sheet

Appendix 2: Path On and Patext work samples.

Appendix 3 Spider annotated diagram example

Appendix 4 Spider cycle

Appendix 5 Labelling (Support activity)

Appendix 6: Spider info report

English t2 2014

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English Unit of Work (4 weeks) Stage 1 / Year 1 Term 2, 2014

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