integrated units of work web viewlesson 1. lesson 2. lesson 3. lesson 4. activities. introduce the...

MOSSGIEL PARK PRIMARY SCHOOL LIBRARY PROGRAMINFORMATION LITERACY AND RESEARCH UNIT:

BIOGRAPHY (INCLUDING INLAND EXPLORERS & ABORIGINES) (Odd years) – Years 5&6

IntroductionThis unit of work introduces Biography as a non-fiction genre, and includes research about Australia’s Inland Explorers and other historical figures.

Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6

Contents

Introduction........................................................................................................................................................................................................ 1

Lesson Plans........................................................................................................................................................................................................ 4

Lesson 1.................................................................................................................................................................................................... 4

Lesson 2.................................................................................................................................................................................................... 4

Lesson 3.................................................................................................................................................................................................... 4

Lesson 4.................................................................................................................................................................................................... 4

Lessons 5 - 7............................................................................................................................................................................................ 7

Lesson 8.................................................................................................................................................................................................... 7

Lesson 9.................................................................................................................................................................................................... 7

Lesson 10.................................................................................................................................................................................................. 7

Learning Focus.................................................................................................................................................................................................. 11

Learning Focus Inter-disciplinary Learning.........................................................................................................................................11

Learning Focus Physical, Personal and Social Learning..................................................................................................................11

SLAV Library focus................................................................................................................................................................................ 11

Australian Curriculum Priorities........................................................................................................................................................................ 12Aboriginal cultures and histories.................................................................................................................12Asia and Australia’s engagement with Asia.................................................................................................13POLT Focus........................................................................................................................................................................................................ 13

Digital Demons Unit: Identifying High Quality Sites.......................................................................................................................................... 13

Values Education.............................................................................................................................................................................................. 13

Assessment....................................................................................................................................................................................................... 13Key Understandings for Assessment............................................................................................................14Focus Questions...........................................................................................................................................14Australian Curriculum....................................................................................................................................................................................... 14Reading........................................................................................................................................................14


Writing.........................................................................................................................................................15Speaking and Listening................................................................................................................................16AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 5 & 6..............................................................17Historical Knowledge and Understanding....................................................................................................17Historical Skills.............................................................................................................................................18Achievement Standards.................................................................................................................................................................................... 19AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORY............................................19AusVELS PROGRESSION POINTS AND STANDARDS – ENGLISH Years 5 & 6..................................................20Victorian Essential Learning Standards (VELS).................................................................................................................................................. 23Inter-disciplinary Standards.........................................................................................................................23

Inter-disciplinary Standards Thinking Processes Level 4...........................................................................................................................23Physical, Personal and Social Learning Standards........................................................................................23

Physical, Personal and Social Learning Standards Personal Learning Level 4............................................................................................23

Physical, Personal and Social Learning Standards Interpersonal Development Level 4............................................................................23


Lesson Plans


Lesson 1 Lesson 2 Lesson 3 Lesson 4Ac

tiviti

esIntroduce the topic of Fame with Celebrity Quiz: students score points for naming 10 famous people in specified categories. Discuss why some people are famous and others are not.Listen to teacher read the picture book Meet Mary MacKillop, and discuss the qualities she needed to start her school/religious order.Browse through selected books using skimming and scanning techniques to survey readability, the contents, index and headings.Deep Thinking (Analysing): Who are our Australian heroes and why are they famous? What is the difference between a celebrity and a hero? How do these subjects reflect Australian values?Conduct Lucky Dip to assign pairs of students a person to research (with intervention for Integration students so that they choose something manageable).Brainstorm for research questions including the set questions.1

Make assessment requirements of the KWLH clear i.e. develop simple rubric on c/b, (and collate it later to use with project rubric).Discuss ways to achieve learning goals: Students in pairs develop a learning plan so that work is shared & completed on time.

Distribute project requirements, discuss & review questions for research from last lesson.Select a student to choose a biography for the teacher to read to the class. Model the use of a Sunshine Wheel to take notes, using Qs from a completed KWLH from last lesson. Read selections, modelling the use of Table of Contents, Index, headings and captions, noting answers to Qs. Discuss what values the subject exemplifies, with examples of behaviour from the text.Deep thinking: Evaluate graphic organisers as a note-taking tool: Contrast the sunshine wheel with the note-taking template usually used in the library program and review options for other graphic organisers listed on the project requirements.

In pairs, students read to research their chosen person, and take notes using a graphic organizer of their choice to answer their KWLH questions.Negotiate criteria for assessment of notes using graphic organisers. Record the criteria for the rubric and collate it later to use with project rubric).

Review progress so far, and introduce Digital Demons Identifying High-Quality Sites – Test before you Trust.Discuss websites students often use for research. What kind of person would write a biography of an explorer, an inventor etc.? Would a publisher publish something a student wrote in a book? Could they publish it on the web? Discuss publishing process & role of editors, authors on the web may not be experts.In pairs, students complete Test Before You Trust task, searching for one site about their research subject (NOT Wikipedia) and assessing it against the criteria on the Digital Demons worksheet.Share time (Deep Thinking, evaluating): which of the criteria are the most important? Which are quick and easy to assess?Students note or bookmark the URL of any useful sites for research on their topic.

Students continue research using print and online resources, recording answers to their Qs on their graphic organiser.

Review progress so far, and introduce the concept of the ‘unsung hero’. Discuss which groups of people tend to be left out of the historical record.Distribute selection of NF & fiction books about war: who’s NOT included? (Women, Aborigines and Asians). Discuss bias & prejudice as a possible reason for this. Read war service records of Aborigines in DVA Indigenous Service book p12-13 & discuss.Sketch role of Aborigines as guides in the exploration of Australia. Deep thinking: evaluating & making moral judgements. Ask: what would it say about this class if none of the finished projects were about women, Aborigines or Asians?*

Students continue research using print and online resources, recording answers to their Qs on their graphic organiser.

*Subjects chosen for students to research have been selected so that this does not happen.

1 Where & when he/she was born, Where he /she lived, Why he/she is famous, what did he/she do, Why we should admire him/her (or not), Anything interesting or unusual about him/her, Why you think people should know about him/her


Lesson 1 Lesson 2 Lesson 3 Lesson 4Re

sour

ces

Meet Mary MacKillop by Sally Murphy (920 MAC)

Teacher’s copy of Celebrity Quiz & scrap paper for students to use. Selected NF biographies.

Copy of Project Requirements for each student.

Selected NF biographies.

Graphic organiser templates: PMI, Sunshine wheels, Venn diagrams, concept maps, Inspiration software etc.

Digital Demons Commonsense Media unit: Identifying High Quality websites & student Test Before You Trust worksheet (one between two).

iPads and laptops.

LisaHillSchoolStuff links to safe search sites & wiki pages

iPads and laptops.


Selected NF & fiction books about war.

Class set of Indigenous Service (DVA Teachers’ Book) p12-13 (or online)

Spec

ial n

eeds

At risk / ESL: Pre-prepare wiki with simplified biographies (easy reading, reduced vocabulary load and less complex sentence structures)Sort selected books into tubs for table groups so that At-risk group has texts with easier readability and well-designed text features and Enrichment group (Griffiths) has more challenging texts.

At risk/ESL Provide assistance with reading the texts, using the Table of Contents and an Index.Enrichment: discuss values exemplified by chosen subject.

At risk/ESL: guide students through the worksheet criteria.

Enrichment: encourage students to add their observations to the ‘details’ to explain’ section.

At risk/ESL Provide assistance with reading the texts, using the Table of Contents and an Index. Enrichment and/or negotiating menus online, using text headings etc.

SLA

V L

ibra

ry S

kills

IL 4.1 Defining: select from within a given topic and narrow a topic given guidelines and assistance where needed

IL 4.2 Locating: identify and locate a range of resources in the school and the wider community by independently following a search plan

IL 4.3 Selecting: select and record information from a range of sources




IL 4.4 Processing and Organising: process information by synthesising and beginning to make generalisations


Lesson 1 Lesson 2 Lesson 3 Lesson 4V

ELS

Personal Learning: Students continue to develop and monitor their own learning goals. They learn to apply strategies for managing the completion of more than one task at a time, and they reflect on how effectively they were able to use these strategies.

Thinking Processes: Students increase their repertoire of thinking strategies for gathering and processing information. They begin to consider which strategies may be most appropriate for particular learning contexts.

Interpersonal Development: Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity.

Interpersonal Development: As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task. Through participation in a variety of group and whole-class activities, students continue to develop skills and strategies for learning effectively with, and from, their peers.

Aus

VE

LS E

nglis

h Y

5 Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

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

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

Aus

VE

LS E

nglis

h Y

6 Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches.Understand the uses of objective and subjective language and bias.

Aus

VE

LS H

isto

ry Y

5 Identify questions to inform an historical inquiry

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples.

Use historical terms and concepts

Identify and locate a range of relevant sources

Locate information related to inquiry questions in a range of sources





Lesson 1 Lesson 2 Lesson 3 Lesson 4A

usV

ELS

His

tory

Y6 Identify questions to inform an

historical inquiryThe contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.







Deep

Th

ink

ing Analysing Evaluating Evaluating evaluating & making moral

judgements

Lessons 5 - 7 Lesson 8 Lesson 9 Lesson 10

Activ

ities

Introduce rubric compiled from negotiated rubrics from previous lessons.

Students continue research using print and online resources, recording answers to their Qs on their graphic organiser. Support students to use rubric to improve work.

Deep Thinking (evaluating): Table talk: how does your subject measure up? Does he/she deserve fame?

Self-and peer editing of notes.

Support student self-assessment to gauge progress against learning goals. Provide feedback.

Begin making persuasive texts (A4 posters) promoting the person chosen for research used, including the answers to the inquiry

questions text features (borders, headings

etc) the name of the book, the author

and the library call number and/or name of the website, author & URL.

Deep Thinking (evaluating): Table talk: how do other students’ subjects measure up? Do they deserve fame?

Self-and peer editing of persuasive texts.

Support student self-assessment to gauge progress against learning goals. Provide feedback.

Students finish posters.

Review criteria from the negotiated rubric and set ground rules for self-and peer assessment.Students self-assess their talks and project posters using the project rubric and prepare for presentation.

Deep thinking: Evaluating & Analysis: Discuss the effectiveness of a Sunshine Wheel and other graphic organisers for taking notes and organising thinking.Self-evaluate the posters and personal learning skills using the project rubric.

Presentation of talks, question time, and peer assessment.

Self-assessment of talk component of rubric.

Teacher feedback.

Optional: selected students may record their talks for submission to the Student Editorial Team for publication

on the MPPS website.

Deep thinking: Evaluating & Analysis: Students complete LH component of

KWLH.


Lessons 5 - 7 Lesson 8 Lesson 9 Lesson 10Re

sour

ces

iPads and laptops.


Selected NF & fiction books about war.

Class set of Indigenous Service (DVA Teachers’ Book) p12-13 (or online)

Inspiration software (laptops)

A4 Cover paper

Textas, fine-liners, gel pens etc.

Project resource books.

Inspiration software (laptops)

A4 Cover paper

Peer assessment rubrics.Sp

ecia

l nee

ds

At risk/ESL Provide assistance with reading the texts, using the Table of Contents and an Index. Enrichment and/or negotiating menus online, using text headings etc.

At risk Provide resource books for scripts and headings for At-risk students having difficulty with presentation skills.

ESL:

Enrichment:

At risk/ESL: Coach

Enrichment: Early finishers may browse and read from other biographies.

At risk Counsel any students disappointed with their performance and discuss strategies for future learning.

ESL:

Enrichment:

SLAV

Lib

rary

Ski

lls




IL 4.5 Creating and Sharing: present logical responses to a search task



IL 4.6 Evaluation Strategies: review the appropriateness and acceptability of the presentation in relation to the original task




Lessons 5 - 7 Lesson 8 Lesson 9 Lesson 10VE

LSInterpersonal Development

Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

Personal Learning: Students continue to develop and monitor their own learning goals. They learn to apply strategies for managing the completion of more than one task at a time, and they reflect on how effectively they were able to use these strategies.

Interpersonal Development

Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

Interpersonal Development

Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

Aus

VE

LS E

nglis

h Y

5

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

Reread and edit student's own and others’ work using agreed criteria for text structures and language features

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

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

Aus

VE

LS E

nglis

h Y

6

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

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choicesInvestigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

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


Lessons 5 - 7 Lesson 8 Lesson 9 Lesson 10A

usV

ELS

H

isto

ry Y

5 Develop texts, particularly narratives and descriptions, which incorporate source materials

Develop texts, particularly narratives and descriptions, which incorporate source materials

Use a range of communication forms (oral, graphic, written) and digital technologies


Aus

VE

LS

H

isto

ry

Y6





Deep

Th

ink

ing Evaluating Evaluating Evaluating & Analysis Evaluating & Analysis


Learning FocusLearning Focus Inter-disciplinary Learning

L4 Thinking Processes

Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.

Learning Focus Physical, Personal and Social Learning

L4 Interpersonal Development

Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

L4 Personal learning:

They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task. Through participation in a variety of group and whole-class activities, students continue to develop skills and strategies for learning effectively with, and from, their peers. They begin to articulate the advantages of learning with peers, including giving and acting upon constructive feedback, and identify the values that underpin the creation of a classroom environment that will support the learning of all students.

Students continue to develop and monitor their own learning goals. They learn to apply strategies for managing the completion of more than one task at a time, and they reflect on how effectively they were able to use these strategies.

SLAV Library focus

IL 4.1 Defining: select from within a given topic and narrow a topic given guidelines and assistance where needed







Australian Curriculum Priorities


Aboriginal cultures and histories

The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. For Aboriginal and Torres Strait Islander students it provides an opportunity to see themselves within the curriculum in an education setting that respects and promotes their cultural

identities. Students are taught that Australian Aboriginal societies are the longest surviving societies in the world and that Aboriginal people and Torres Strait Islander people are two distinct groups. Students learn about Aboriginal and Torres Strait Islander occupation of the continent prior to

colonisation by the British, and the ensuing contact and conflict between these societies. Students develop an awareness of the resilience of


Aboriginal and Torres Strait Islander peoples and the ways in which their expertise and experiences in contemporary science, education, the arts, sport, tourism, inventions and knowledge of medicine have contributed to the development of a culturally diverse Australian society.

Asia and Australia’s engagement with Asia

In the Australian Curriculum: History. Students develop an understanding of the diversity of the peoples of Asia and their contributions to the region and the world, and an appreciation of the importance of the region for Australia and the world. Students understand the dynamic nature of socio-political relationships within the region over time, and the role that individuals, governments and other organisations play in shaping relationships between peoples and countries. Students develop an appreciation of the history of Australia-Asia engagement and how this influences contemporary Australian society and relationships with the countries of Asia. They understand the long history of migration to Australia by people from Asia and appreciate the contributions made over time by Asian Australians to the development of Australia’s culture and society. They also understand the ongoing role played by Australia and individual Australians in major events and developments in the Asia region.

POLT Focus

1.3 Teaching strategies promote students' self-confidence and willingness to take risks with their learningProviding appropriate support structures for open inquiry projects and investigationsEncouraging students to follow interesting and open lines of inquiryModelling acceptance and valuing of unusual ideasUsing explicit assessment criteria that encourage students to try out new ideas.Principle 3.2: The teacher uses a range of teaching strategies that support different ways of thinking and learningEnsuring each task has an open ended aspect that allows students to work at different levels and pacesArranging for time in each teaching session to give individual support to students in need of particular attention .

Digital Demons Unit: Identifying High Quality Sites

Overview: Students explore the idea that anyone can publish on the Web, so not all sites are equally trustworthy.They need to carefully evaluate the sites they use for research, and then decide which ones they can trust.

Students will:• Understand how the ease of publishing on the Web might affect how much they can trust the content of some sites• Learn criteria that will help them evaluate websites• Apply the criteria to a site to determine how trustworthy and useful it is

Values Education

Care and compassion Freedom Fair go Doing your best Respect. Honesty and trustworthiness

Integrity: thinking for yourself. Responsibility Understanding, tolerance, and inclusion


Assessment

Key Understandings for Assessment Focus Questions(The depth of understanding for these understandings varies according to the topic students choose for research, but all students take part in whole class focus activities)

Aboriginal and Asian Australians have contributed to Australian society in a variety of ways but this has not always been acknowledged.

European explorers navigated an unfamiliar landscape at risk of their own lives in search of wealth or fame.

Migrants to Australia have contributed to the development of medical and other advances that benefit our society.

Who are our Australian heroes and why are they famous?What is the difference between a celebrity and a hero?Why are inventors and researchers important to Australia?How do these heroes reflect Australian values and culture?Why do some people who’ve done worthwhile things not achieve fame?

Australian Curriculum

ReadingAustralian Curriculum Literature

Australian Curriculum Literature Year 5 Australian Curriculum Literature Year 6

Literature and Context - How texts reflect the context of culture and situation in which they are created

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Responding to Literature – Features of literary texts

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

Australian Curriculum Literacy Australian Curriculum Literacy Year 5 Australian Curriculum Literacy Year 6

Texts in context - Texts and the contexts in which they are used

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

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches


Australian Curriculum Literature

Australian Curriculum Literature Year 5 Australian Curriculum Literature Year 6

Interpreting, analysing, evaluating - Reading processes

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

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

Interpreting, analysing, evaluating – Comprehension strategies

Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

Creating texts - Creating texts

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

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

Creating texts - Editing Reread and edit student’s own and others’ work using agreed criteria for text structures and language features

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices

Writing

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

moving from general, ‘all-purpose’ words, for example ‘cut’ to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

Literacy Elaborations Literacy ElaborationsPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text

using research from print and digital resources to gather and organise information for writing

selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-

Compare texts including media texts that represent ideas and events in different ways, explaining the

identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers

using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples


http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELA1525


structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

sequenced paragraphs with a concluding statement

using vocabulary, including technical vocabulary, appropriate to the type of text and purpose. Using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverbials and noun groups for lengthier descriptions

using paragraphs to present and sequence a text

effects of the different approaches (ACELY1708)

from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)

editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact

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 (ACELY1714)

creating informative texts for two different audiences, such as a visiting academic and a Level 3 class, that explore an aspect of biodiversity

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities

Speaking and Listening

Year 5 Content Year 6 ContentLanguage Elaborations Language ElaborationsUnderstand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

recognising that a bare assertion (for example 'It's the best film this level') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this level'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this level.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this level.'); specifying the source of the opinion (for

Understand the uses of objective and subjective language and bias (ACELA1517)

understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)

differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial




http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1714




example 'David and Margaret both agree that it is the best film this level') and reflecting on the effect of these different choices

Literacy Elaborations Literacy ElaborationsClarify 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 (ACELY1699)

asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions

exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses

recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding

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 (ACELY1710)

using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 5 & 6

Historical Knowledge and UnderstandingYear 5 Content Year 6 ContentThe Australian Colonies

Elaborations Australia as a nation

Elaborations

The role that a investigating the contribution or significance of The contribution of examining population data that show the






significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

an individual or group to the shaping of a colony in the 1800s (for example groups such as explorers or pastoralists; or individuals such as Blaxland, Lawson and Wentworth, G.J.Macdonald, Elizabeth and John Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter Lalor, James Unaipon)

exploring the motivations and actions of an individual or group that shaped a colony

individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)

places of birth of Australia’s people at one or more points of time in the past and today, and using digital technologies to process and record this data

investigating the role of specific cultural groups in Australia’s economic and social development (for example the cattle industry, the Snowy Mountains Scheme, the pearling industry)

considering notable individuals in Australian public life across a range of fields (for example the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the Australian Living Treasures list or from the Australian Dictionary of Biography)

Historical SkillsYear 5 Skills Year 6 SkillsChronology, terms and concepts

Elaborations Chronology, terms and concepts

Elaborations

Use historical terms and concepts (ACHHS099)

using historical terms (such as the gold era, the Eureka Stockade, the Myall Creek Massacre, colony)

understanding the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban)

Use historical terms and concepts (ACHHS118)

using historical terms and concepts related to the content such as ‘democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘heritage’, ‘diversity’, ‘enfranchisement’, ‘suffrage’

Historical questions and research

Elaborations Historical questions and research

Elaborations

Identify questions to inform an historical inquiry (ACHHS100)

developing key questions about the local community or region (for example: ‘Why was the area settled?’ ‘What people came to live in the area?’ ‘How did they make their living?’ ‘How did men, women, and children live?’)

Identify questions to inform an historical inquiry (ACHHS119)

developing key questions about the birth of Australian democracy and the experiences of citizenship for women, migrants and Aboriginal and Torres Strait Islander people

developing key questions about immigration such as: ‘What were the main reasons people migrated to Australia?’ ‘Who migrated?’ ‘Where did they come from?’ ‘What impact have they had on the character of Australian society?’

Identify and locate a using internet search engines, museums, Identify and locate a using internet search engines, museums, library


http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHS119




http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHK116

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHK097

range of relevant sources (ACHHS101)

library catalogues and indexes to find material relevant to an inquiry (for example primary sources such as stories, songs, diaries, official documents, artworks)

understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of the provenance of a source

visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area

range of relevant sources (ACHHS120)

catalogues and indexes to find material relevant to an inquiry

identifying community or family members who migrated to Australia and conducting an interview to learn about their experiences; understanding that different questions elicit different kinds of answers (for example the difference between a closed and open question – ‘Did you like Australia when you first arrived?’ compared with ‘How did you feel about Australia when you first arrived?’)

retrieving census data to construct arguments for and against migration

Explanation and communication

Elaborations Explanation and communication

Elaborations

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

using sources to develop narratives (for example reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development)

using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story

creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

developing narratives based on information identified from a range of sources (using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story)

combining literary and informational language (for example ‘Standing on a cold windy pier in Kythera, Dimitri waved goodbye to his crying mother.’); evocative language and complex narrative structures and factual vocabulary and simple and compound sentence structures (for example ‘It was 1956 and Greece was recovering from a long civil war.’)

composing historical texts (for example information reports, expository texts, persuasive texts, recounts, biographies)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

using ICT to create presentations which are suitable for the target audience and include text, images and/or audiovisuals.

using communication technologies to exchange information and to foster a collaborative response (for example a wiki)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

developing charts, graphs, tables, digital presentations, written and oral presentations to explain the past using ICTs.

creating a digital story, using text, images and audio/visual material, to record migrant experiences








Achievement Standards

AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORYAt Progression Point 4.5 , a student progressing towards the standard at Level 5 may, for example:

At Progression Point 5.5 , a student progressing towards the standard at Level 6 may, for example:

identify the reasons for particular events, for example; the settlement of the Port Phillip district, Moreton Bay or Port Arthur and the effects on Aboriginal inhabitants

describe the daily lives of people of the past, for example; the housing, work, leisure, education of governors, convicts, free settlers, farmers or children

describe a significant event and the role of particular people, for example; the roles of John Batman and John Pascoe Fawkner in the settlement of Melbourne.

develop questions which might be asked about, for example; daily life on the goldfields and suggest types of sources which might be used to answer their questions.

record information from a range of sources, for example diaries and letters which provide views of settlers; paintings and drawings of the goldfields to describe daily life in a colony

describe change and continuity in relation to events, for example; how Australians were ruled from colonial government to federal government

compare experiences of people in the new nation, for example; the rights of Aboriginal people, women and workers at Federation and in the first decades of the twentieth century.

development of timelines which show for example; the events leading to federation of the Australian colonies.

develop inquiry questions about a particular event and its influence on migration to Australia in the 20th century, for example; World War II, the Vietnam War, the War in Sudan, military rule in Argentina, the Indonesian occupation of East Timor.

identify useful sources such as statistics, first person accounts, newspaper articles, photographs to answer questions about for example migration to Australia

describe points of view presented in sources for example; first-person accounts of reasons for migration.

Year 5 History achievement standardBy the end of Level 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

Year 6 History achievement standardBy the end of Level 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

AusVELS PROGRESSION POINTS AND STANDARDS – ENGLISH Years 5 & 6

Year 5 Reading and viewing Progression Point 4.5 Year 6 Reading and Viewing Progression Point 5.5


identify the typical structures and language features of a range of text types for example narrative, procedure, exposition, explanation, discussion and informative (ACELA1504 Purpose, audience and structures of different types of texts)

describe how aspects of literary texts can convey information about cultural elements, such as beliefs, traditions and customs (ACELT1608 How texts reflect the context of culture and situation in which they are created)

identify and explain characteristic text structures and language features used in a range of imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701 Purpose and audience)

analyse, for example by making connections between ideas and information in and across texts to clarify understanding, and synthesise ideas and information from print and digital sources (ACELY1703 Comprehension strategies)

identify and explain how language choices are used to influence personal responses to texts, for example modality can be used to opened up degrees of possibility through the use of a selection of modal verbs, adverbs, adjectives and nouns (ACELT1615 Expressing preferences and evaluating texts)

analyse the similarities or differences in literary texts on similar topics, themes or plots, for example, the use of a first-person or third-person narrator (ACELT1614 Personal responses to the ideas, characters and viewpoints in texts)

compare the structures and features of different texts with a similar purpose (ACELY1711 Purpose and audience)

use of a variety of comprehension strategies to interpret and analyse information and ideas; for example, reviewing, summarising, asking questions or predicting, (ACELY1713 Comprehension strategies)

identify and analyse strategies authors use language to influence the reader (ACELY1801 Analysing and evaluating texts)

Year 5 Reading and Viewing achievement standardBy the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them.

Year 6 Reading and Viewing achievement standardBy the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it.

Year 5 Writing Progression Point 4.5

use vocabulary to create precise meaning, and select words appropriate to the context (ACELA1512 Vocabulary)

form the possessive by adding just the apostrophe to regular plural nouns ending in ‘s’ (ACELA1506 Punctuation)

use noun groups to provide a fuller description of a person, place, thing or idea appropriate to the purpose and audience (ACELA1508 Word level grammar)

create literary text using settings or characters that draw on the worlds from texts students have experienced or read in class (ACELT1612 Creating literary texts)

plan, draft and publish a selection of imaginative, informative and persuasive print and multimodal texts, choosing texts structures and language features appropriate to purpose and audience (ACELY1704 Creating texts)

develop agreed criteria for text structure and language features to

Year 6 Writing Progression Point 5.5

use either omission or substitution to create cohesive links in texts (ACELA1520 Text cohesion)

use the subordinate clause in complex sentences to elaborate, extend or explain ideas (ACELA1522 Sentence and clause level grammar)

select vocabulary to express shades of meaning, feeling or opinion (ACELA1525 Vocabulary)

use of a selection of banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words (ACELA1526 Spelling)

plan, draft and publish a range of texts appropriate to purpose and audience, choosing and experimenting with text structures, language features, images or digital resources (ACELT1714 Creating texts)


edit own and others’ work (ACELY1705 Editing)

Year 5 Writing achievement standardStudents use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create a variety of sequenced texts for different purposes and audiences. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

Year 6 Writing achievement standardStudents understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices.

Year 5 Speaking and listening Progression Point 4.5

temper bare assertions by using, for example, distancing, recruiting anonymous support, indicating a general or specific source of opinion (ACELA1502 Evaluative language)

present a point of view about particular literary texts using metalanguage, for example simile, metaphor and personification (ACELT1609 Personal responses to the ideas, characters and viewpoints in texts)

sequence ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding (ACELY1700 Oral presentations)

ask relevant questions to clarify meaning of others’ presentations or contributions to discussions (ACELY1796 Listening and speaking interactions)

experiment with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding (ACELY1796)

Year 6 Speaking and listening Progression Point 5.5

use strategies and skills for interaction to match increasing formality (ACELA1516 Language for social interaction, ACELY1816 Listening and speaking interactions)

plan, rehearse and deliver of presentations for defined audiences and purposes, with attention to making choices for modality and emphasis (ACELY1710 Oral presentations)

use of open or closed questions in discussions depending on the purpose (ACELY1709 Listening and speaking interactions)

experiment with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement (ACELY1816 Listening and speaking interactions)

Year 5 Speaking and listening achievement standardStudents listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives.

Year 6 Writing achievement standardStudents listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts, elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.


Victorian Essential Learning Standards (VELS)

Inter-disciplinary Standards

Inter-disciplinary Standards Thinking Processes Level 4

Reason Processing & EnquiryAt Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence.

CreativityAt Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.

Reflection, evaluation and metacognitionAt Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time.

Physical, Personal and Social Learning Standards

Physical, Personal and Social Learning Standards Personal Learning Level 4

The individual learnerAt Level 4 students identify their preferred learning styles and describe factors which promote learning. They demonstrate the ability to learn independently and with peers, and respond positively to, and act upon, constructive feedback. They persist when experiencing difficulty with learning tasks. They actively contribute to the creation of a positive learning environment in the classroom.

Managing personal learningAt Level 4 students monitor and describe progress in their learning. They negotiate learning improvement goals and justify the choices they make about their own learning. Students develop and implement plans to complete tasks within externally imposed time frames.

Physical, Personal and Social Learning Standards Interpersonal Development Level 4

Building social relationshipsAt Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict.

Working in teams


At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance.

Reproducing the F–10 Curriculum (but not the AusVELS logo or VELS logo), is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia (CC BY NC SA) licence. http://creativecommons.org/licenses/by-nc-sa/3.0/au/“


http://creativecommons.org/licenses/by-nc-sa/3.0/au/

integrated units of work web viewlesson 1. lesson 2. lesson 3. lesson 4. activities. introduce the...

Documents