Curriculum Areas: English Unit: A New years Reunion We want students to (outcomes):

Stage/ Year: 1 Unit duration: 8 weeks approx. 24 30 lessons What do we want our students to learn? (Deep knowledge element) Through the completion of the unit the students will develop an understanding and appreciation of the Asian culture. They will research various Asian countries. The books covered in detail are: A New Years Reunion (Yu Li-Qiong Zhe and ChengLiang), Long Longs New year (Catherine Gower, He Zhihong), The China Book (Li-Yu Lai Hung) and YouTu e !"i#s as "isted$ The themes other than English raised throughout include the difficulties faced b !hinese facing familial separation owing to working conditions" the !hinese celebrations of New Year" religious beliefs of the !hinese

EN1-1A o!!uni a"es wi"h a range o# people in in#or!al an$ gui$e$ a "i%i"ies $e!ons"ra"ing in"era "ion skills an$ onsi$ers how

own o!!uni a"ion is a$&us"e$ in $i##eren" si"ua"ions

EN1-8' re ognises "ha" "here are $i##eren" kin$s o# "ex"s when rea$ing an$ %iewing an$ shows an awareness o# purpose( au$ien e

an$ su)&e " !a""er

EN1-10* "hinks i!agina"i%ely an$ rea"i%ely a)ou" #a!iliar "opi s( i$eas an$ "ex"s when respon$ing "o an$ o!posing "ex"s EN1-2A plans( o!poses an$ re%iews a s!all range o# si!ple "ex"s #or a %arie"y o# purposes on #a!iliar "opi s #or known rea$ers an$

%iewers
EN1-3A o!poses "ex"s using le""ers o# onsis"en" si+e an$ slope an$ uses $igi"al "e hnologies EN1-,A uses a %arie"y o# s"ra"egies( in lu$ing knowle$ge o# sigh" wor$s an$ le""er-soun$ orrespon$en es( "o spell #a!iliar wor$s EN1-11- respon$s "o an$ o!poses a range o# "ex"s a)ou" #a!iliar aspe "s o# "he worl$ an$ "heir own experien es EN1-.' uses )asi gra!!a"i al #ea"ures( pun "ua"ion on%en"ions an$ %o a)ulary appropria"e "o "he "ype o# "ex" when respon$ "o an$ o!posing "ex"s

inks to Stage Statements #tudents communicate with a wide range of audiences on familiar and introduced topics to achieve a variet of purposes. #tudents read and view imaginative" informative and persuasive te$ts #tudents create imaginative" informative and persuasive te$ts on familiar topics for known readers b planning" proofreading and editing their own writing.

!his learning matters "ecause: /"u$en"s %alue an$ appre ia"e "he power o# language "o explore an$ express %iews o# "he!sel%es as well as "he so ial( ul"ural( e"hi al( !oral( spiri"ual an$ aes"he"i $i!ensions o# hu!an experien es.

Wh# does this learning matter? (Signi$icance dimension)

0he role o# language in $e%eloping posi"i%e in"era "ion an$ oopera"ion wi"h o"hers 0he $i%ersi"y an$ aes"he"i s o# language "hrough li"erary an$ o"her "ex"s

/"u$en"s !ay ha%e )a kgroun$ knowle$ge o# *hinese us"o!s "hrough "he pro!o"ion o# *hinese new year "hrough !e$ia or #a!ily experien es. 0he s"u$en"s ha%e oppor"uni"ies "o exa!ine an$ "hink ri"i ally a)ou" any "ex"( !e$ia i"e! e" presen"e$ "o "he!. 0hey will )e gi%en oppor"uni"ies "o explore how so!e"i!es "hese are use$ in a !anipula"i%e !anner "o persua$e "he!. 0ow will students demonstrate their deep understanding? #tudents will demonstrate their deep understating through a variet of different assessment tasks which will be graded against marking criteria that allows for the scope of an A%E outcome and are open%ended in the sense that the allow for deep knowledge to be translated

Assessment task outline 1EE2 03REE: 4)&e "i%e * Assess!en" 5 rea"i%e wri"ing 6narra"i%e7: %&'()A 8u" 9ao!ao in"o "he pla e o# one o# "he hara "ers #ro! a #airy "ale "o rea"e a #ra "ure$ #airy "ale. :o us on orien"a"ion( hara "er $e%elop!en"( li!ax( resolu"ion %&'(*A: e$i" your pie e o# "ex" "o re ognise !os" !isspel" wor$s in your wri"ing 1EE2 :4;R 4)&e "i%e * assess!en" 5 6in#or!a"i%e wri"ing7: %&'()A *ons"ru " an in#or!a"i%e "ex" a)ou" *hinese New <ear 1EE2 :=>E 4)&e "i%e A assess!en" 5 in#or!a"i%e "ex" %&'('A 1ri"e a .0 se on$ spee h re oun"ing a spe ial ele)ra"ion or e%en" you ha%e en&oye$ wi"h your #a!ily or #rien$s +",ecti-e C %&' . '/C /"u$en"s rea"e a rea$ers "hea"re an$ per#or! i". +",ecti-e D %&' . ''D Express a personal opinion on ea h "ex" 1e# outcomes $or assessment Assessment criteria (3ndicators/ Content Descriptors)

0ow well do we e2pect students to do it?

#ee relevant lessons mentioned above

#tudents will be graded against marking rubrics and the information will be formall disseminated through semester reports and interviews

esson Se4uence
1e ek 1 4u" o! es 2. 8lo" pro#ile @esson 1

*on"en"? @earning Experien e 1. *on$u " a li"erary in"er%iew 6/peaking an$ @is"ening7

Resour es

Assess!en"

A New yearAs Reunion %how !o&er o' ook - dis!uss what !an e seen( #redi!t what the story )ight e a out( te"" students the tit"e and ask where )ight this ook e set* Ta"k a out an author and introdu!eYu Li-Qiong Zhe and Cheng-Liang (i""ustrator)$ +ead the tit"e ,-#"ain to students that this story is set in China and we wi"" e "ooking at China this ter), !o)#aring "i'e in China to "i'e in .ustra"ia$ %how students wor"d )a#$ /oint out the "o!ation o' China 'ro) the )a#$ %how students 'o""owing )a# indi!ating Chinas wherea outs0 (see a"so note ook 'i"e) Look at 2 dis!uss the #i!tures in the ook %tudents res#ond to the story, re'"e!ting on their ear"ier #redi!tions

A New yearAs Reunion (Yu LiQiong Zhe and ChengLiang)

htt#011www$)a#so'wor"d$!o)1!hina1!hina-"o!ation-)a#$ht)"

Lesson 3 /"ot #ro'i"e$

4ntrodu!e y using %"ide 5 o' Note ook gra))ar 'i"e Note ook 'i"e on ty#es o' &er s 'ro) Note ook gra))ar 'i"e$ +e'er to a!tion &er s, 'ee"ing &er s as a##ro#riate 'or "esson on #"ot #ro'i"e Lesson 60 7ee"ings$ 8is!uss !hi"ds 'ee"ings, re'erring to Note ook gra))ar 'i"e$ Choose the )ost a##ro#riate &er s to des!ri e the !hi"ds 'ee"ings$ 9arious #i!tures o' !hi"d on worksheet with 'ee"ing &er s$ Choose &er s to des!ri e how :ao)ao 'ee"s on the 'o""owing #ages ; < &er 'or ea!h #age0 =8addy is !o)ing ho)e>, =4 wat!h hi) 'ro) a distan!e>$ 2 1ri"ing: 8ro e$ure @esson 1: Re#er "o No"e)ook #ile 5 a "ion %er)s( /li$e D 0alk a)ou" "he "ypes o# a "ion wor$s use$ in a pro e$ure. 1ha" is a pro e$ureE -is uss when we use pro e$ures an$ how o#"en ;se B3ow "o !ake a %ege!i"e san$wi hC as an exa!ple. @esson 2: 3ow "o !ake /"i ky ri e )alls. *olle " ingre$ien"s "o !ake a re ipe #ro! "he "ex" 5 s"i ky ri e )alls. 0oge"her !ake "he s"i ky ri e )alls. @esson 3: 1ri"e a pro e$ure #or how "o !ake s"i ky ri e )alls. Re#er "o No"e)ook #ile 5 a "ion %er)s. 3 Rea$ing an$ >iewing. 1ri"ing 8ro e$ure *rea"i%e 1ri"ing 5 #ra "ure$ #airy "ale @esson 1: 8ro e$ure: 3ow "o !ake a re$ *hinese lan"ern: h""p:??www.sFui$oo. o!?*hinese-New-<ear--=<-@an"ern /ee pos"er rea"e$ )y user @esson 2: 1ri"e pro e$ure #or !aking "he *hinese lan"ern. /ee pos"er <ou0u)e lips 1EE2 03REE: 4)&e "i%e * Assess!en " 5 rea"i%e wri"ing 6narra"i%e7: %&'()A 8u" 9ao!ao in"o "he pla e o# No"e)ook #ile: B/"age 1 gra!!arC

@esson 3: *rea"i%e 1ri"ing: / a##ol$ #or hara "er $e%elop!en": pu" "he girl narra"or 69ao!ao7 in"o a #airy "ale su h as &aomao and the Three 'ittle (igs" &aomao and the )ig )ad *olf -is uss hara "erisa"ion

one o# "he hara "ers #ro! a #airy "ale "o rea"e a #ra "ure$ #airy "ale. :o us on orien"a"ion( hara "er $e%elop!e n"( li!ax( resolu"ion %&'(*A: e$i" your pie e o# "ex" "o re ognise !os" !isspel" wor$s in your wri"ing <ou0u)e lips 1EE2 :4;R 4)&e "i%e * assess!en" 5 6in#or!a"i%e wri"ing7: %&'()A *ons"ru " an in#or!a"i%e "ex" a)ou" *hinese New <ear

Rea$ing an$ >iewing >isual @i"era y. /"ories a)ou" *hinese New <ear an$ i"s i!por"an e "o "he *hinese. @esson 1: /ele " #ro! "he #ollowing *hinese New year A$ #or hari"y #or orphans 62 !ins7 6in *hinese wi"h su)"i"les7 h""p:??www.you"u)e. o!?wa" hE%Gp8H,.-l"#2w =n#or!a"ion a)ou" *hinese new year 63 !ins7 h""p:??www.you"u)e. o!?wa" hE%G<pI"RJIJ>Hw /ee 8ower8oin" B*hinese new yearC 'rains"or! a lis" o# #a "s we know a)ou" *hinese New <ear "hrough %iewing "hese lips.

@esson 2: /ee )ook: BThe !hina )ook+ 6@ai 3ung7. 8age D( K( *hinese new year. Rea$ "ex" as appropria"e #or "his le%el. -is uss "ra$i"ions( Nian 6!an-ea"ing !ons"er7( #oo$ an$ signi#i an e o# $u!plings 0he his"ory o# *hinese new year( ani!a"ion 6in *hinese wi"h su)"i"les7 6, !ins7 h""p:??www.you"u)e. o!?wa" hE%G0uH)p8$I$. *lass )rains"or! a lis" o# #a "s we know a)ou" *hinese new year "hrough %iewing one or !ore o# "hese lips. @esson 3: ;sing lis" o# #a "s #ro! pre%ious lesson( olla"e i$eas an$ ons"ru " "he )o$y o# an in#or!a"i%e pie e o# wri"ing a)ou" *hinese New <ear Rea$ing an$ >iewing /peaking an$ @is"ening *o!posing /"u$ies o# rela"e$ "ex"s: @esson 1. ,ang ,angs !hinese New Year @ook a" "he glossary o# "his )ook. -is uss purpose o# a glossary. -is uss "he "i!e o# *hinese New year 621?1 5 1.?27 an$ why i" o urs "hen. @ook a" "his on a alen$ar an$ $is uss when New <ear o urs in Aus"ralia an$ why. 'rains"or! how Aus"ralians ele)ra"e new year. 3a%e s"u$en"s ele)ra"e$ New yearAs E%e wi"h "heir #a!ily or #rien$sE 1a" h seg!en"s o# #ollowing lip: h""p:??www.you"u)e. o!?wa" hE %G">H/iJup rgMlis"G0@aLR#4x0=*k;/,a8#0o>!Fg2:@4oaIk= "o o)ser%e #ireworks in /y$ney. /"u$en"s "o wri"e a)ou" an i!por"an" e%en"? ele)ra"ion "hey ha%e en&oye$ wi"h a #a!ily !e!)er or #rien$s su h as New <earAs E%e. @esson 2: 'ong 'ongs new ear -is uss wha" Lran$pa was selling. 3ow $o "he illus"ra"ions enhan e "his "ex"E 'rains"or! "he !os" i!por"an" s enes #ro! "his )ook on paper "o keep @esson 3: Re%ise wha" "he s"u$en"s )rains"or!e$ in pre%ious lesson o# "he !os" i!por"an" ele!en"s in "he )ook 'ong 'ongs new ear /"u$en"s "o $raw a ar"oon s"rip o# "he !os" i!por"an" s enes. 9ore apa)le s"u$en"s an a$$ spee h )u))les 1ri"ing an$ Represen"ing

,ang ,angs !hinese New Year -#all Rippin.

'ong 'ongs new ear 6*. Lower7

1EE2 :=>E 4)&e "i%e A assess!en" 5 in#or!a"i%e "ex" %&'('A 1ri"e a .0 se on$ spee h re oun"ing a spe ial ele)ra"ion or e%en" you ha%e en&oye$ wi"h your #a!ily or #rien$s

@esson 1: Re%isi" "he "ex" A new yearAs Reunion. Hoin"ly ons"ru " a $iary re oun" o# one $ay $epi "e$ in "his )ook @esson 2: /"u$en"s "o ons"ru " "heir own $iary re oun" o# a $ay in "he li#e o# 9ao!ao @esson 3: /"u$en"s "o e$i" "heir work an$ illus"ra"e one s ene #ro! "heir re oun" an$ a$$ spee h !arks Rea$erAs 0hea"re @esson 1: *rea"e a rea$ers "hea"re #ro! "he )ook where s"u$en"s "ake se "ions #ro! $i##eren" par"s o# "he )ook where "hey wri"e a s rip" "ha" in lu$es $ialogue #ro! "he e%en"s 6$ialogue an )e a$$e$ )y "he s"u$en"s7. @esson 2: /"u$en"s a " ou" "heir s rip"s in a $ra!a"i per#or!an e. @esson 3: *lass par"i ipa"es in a &oin" oral rea$ing o# "ex". ;se o!prehension s"ra"egies "o rea"e a "i!eline o# e%en"s in a seFuen"ial or$er. 8 Respon$ing "o "ex"s @esson 1: Re%iew ea h o# "he "ex"s. *rea"e a har" !aking o!parison )e"ween "he way ea h o# "he "ex"s ele)ra"es *hinese New <ear 1hi h s"ory $o you pre#er an$ whyE @esson 2: s"u$en"s wri"e a )ook re%iew re o!!en$ing why so!eone shoul$ rea$ "heir pre#erre$ )ook @esson 3: /"u$en"s e$i" "heir work an$ illus"ra"e +",ecti-e D %&' . ''D Express a personal opinion on ea h "ex".

+",ecti-e C %&' . '/C /"u$en"s rea"e a rea$ers "hea"re an$ per#or! i".

5A613&7 7U3D% 3&%S 4u" o!e 8 *ri"eria ; %&)(9A: =$en"i#y an$ explain language #ea"ures o# "ex"s #ro! earlier "i!es an$ o!pare wi"h "he %o a)ulary( i!ages( layou" an$ on"en" o# on"e!porary "ex"s. %&)(9A: ;se graphologi al( phonologi al( syn"a "i an$ se!an"i s"ra"egies "o respon$ "o "ex"s( e.g. knowle$ge o# ho!ophones( on"ra "ions( sylla)les( wor$ #a!ilies an$ o!!on pre#ixes. %&)()A: *rea"e "ex"s "ha" a$ap" language #ea"ures an$ pa""erns en oun"ere$ in li"erary "ex"s #or exa!ple hara "erisa"ion( rhy!e( rhy"h!( !oo$( !usi ( soun$ e##e "s an$ $ialogue. %&)(')%: -e%elop ri"eria #or es"a)lishing personal pre#eren es #or li"era"ure. %&)(9A: %&)()A: %&)(')% 5arking guidelines *ri"iFues "he e##e "i%eness o# "he si!ilari"ies?$i##eren es in a hie%ing "ex" purpose Explains "he au"hor in"en" )ehin$ why si!ilari"ies an$ $i##eren es appear in "he "ex" Hus"i#ies why *ir les o# roun$ is si!ilar?$i##eren" "o on"e!porary "ex" =$en"i#y so!e $i##eren es an$ si!ilari"ies )e"ween N*ir les o# Roun$A an$ on"e!porary "ex" =$en"i#ies "ex" #ea"ures an$ learly analyses "heir purpose in "he on"ex" o# "he *ir les o# roun$ =$en"i#ies !os" "ex" #ea"ures an$ learly ar"i ula"es s"ra"egies use$ "o i$en"i#y "he! =$en"i#ies !os" "ex" #ea"ures =$en"i#ies so!e "ex" #ea"ures @i"erary "ex" rea"e$ "ha" )uil$s upon "he sele "e$ "ex" an$ su ess#ully applies #ea"ures o# sele "e$ "ex" "o a hie%e "heir own purpose an$ enhan e "he purpose o# "he gi%en "ex" @i"erary "ex" rea"e$ "ha" su ess#ully applies #ea"ures o# sele "e$ "ex" "o a hie%e "heir own purpose @i"erary "ex" rea"e$ "ha" experi!en"s wi"h "he appli a"ion o# #ea"ures o# a sele "e$ "ex" "o a hie%e "heir own purpose @i"erary "ex" rea"e$ "ha" !i!i s "he #ea"ures o# "he sele "e$ "ex" E##e "i%ely $e%elops ri"eria "ha" will assis" "he! #in$ li"era"ure "ha" will !ee" a purpose -e%elops ri"eria "ha" e##e "i%ely assis"s "he! analyse li"era"ure an$ !ake in#or!e$ hoi es a)ou" wha" "hey will pre#er -e%elops a ri"eria #or sele "ing li"era"ure "hey pre#er !eacher<s additional e-el comments 4u"s"an$ing 3igh /oun$ 'asi 4u"s"an$ing 3igh /oun$ 'asi 4u"s"an$ing 3igh /oun$ 'asi 4u"s"an$ing 3igh /oun$

=$en"i#ies li"era"ure "hey pre#er

'asi

=6+76A5 = A& Summar# o$ core components &ap the core knowledge and skills we need to teach the students in order for them to successfull engage in the planned assessment. /n doing so" have we identified the s llabus content -N0T /N1/!AT0R#. we will be teaching in order to meet the assessment outcomes2 Component ' 3ntroduce "ook %sta"lish preconceptions o$ the "ook >ocus on predicition o$ themes: $eatures: words and content Component 9 3denti$# Comple2it# What was comple2 a"out the te2t? 0ow was the comple2it# intended to make the te2t more en,o#a"le? Did it work? Component C %-aluates achie-ement o$ learning goals Component ) Comparati-e iterature 3denti$# similarities: di$$erences when compared to contemporar# te2t? Component * Appl#ing Comple2it#: structures A >eatures %2periment with the application o$ comple2it#: a"straction and language $eatures to create te2t? Component D De-eloping Criteria $or personal pre$erence Component @ Structures A >eatures What was the te2t purpose and what was used to achie-e it? Component B %-aluating Comple2it#: structures A >eatures %-aluate the e$$ecti-eness o$ sel$(created te2t when compared with contemporar# te2t and $ocus te2t? (see component )) Component E Applies learning to the introduction o$ new "ook