INTEGRATED PLANNING

ENGLISH

Forward Planning Document

ECE and PRIMARY
ENGLISH 4 PART A

Unit Title Student Number

Date of Submission Student Name

 INTEGRATED PLANNING OVERVIEW
Year Level 4/5 Unit Title A Journey Around Australia
KEY
UNDERSTANDINGS
Overview explanation of the content of the unit and how it links to the inquiry process
CONTENT DESCRIPTIONS
LITERACY
YEAR FOUR
TEXTS IN CONTEXT
Identify and explain language features of texts from earlier times and
compare with the vocabulary, images, layout and content of
contemporary texts (ACELY1686)
INTERACTING WITH OTHERS
Interpret ideas and information in spoken texts and listen for key
points in order to carry out tasks and use information to share and
extend ideas and information (ACELY1687)
Use interaction skills such as acknowledging anothers point of view
and linking students response to the topic, using familiar and new
vocabulary and a range of vocal effects such as tone, pace, pitch and
volume to speak clearly and coherently (ACELY1688)
Plan, rehearse and deliver presentations incorporating learned content
and taking into account the particular purposes and audiences
(ACELY1689)
INTERPRETING, ANALYSING, EVALUATING
Identify characteristic features used in imaginative, informative and
persuasive texts to meet the purpose of the text (ACELY1690)
Read different types of texts by combining contextual , semantic,
grammatical and phonic knowledge using text processing strategies
for example monitoring meaning, cross checking and reviewing
(ACELY1691)
Use comprehension strategies to build literal and inferred meaning to
expand content knowledge, integrating and linking ideas and
analysing and evaluating texts (ACELY1692)
CREATING TEXTS
Plan, draft and publish imaginative, informative and persuasive texts
containing key information and supporting details for a widening
range of audiences, demonstrating increasing control over text
structures and language features (ACELY1694)
Re-read and edit for meaning by adding, deleting or moving words or
word groups to improve content and structure (ACELY1695)
Write using clearly-formed joined letters, and develop increased
fluency and automaticity (ACELY1696)
Use a range of software including word processing programs to
construct, edit and publish written text, and select, edit and place
visual, print and audio elements (ACELY1697)
YEAR FIVE
TEXTS IN CONTEXT
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
(ACELY1698)
INTERACTING WITH OTHERS
TERM ______WEEKS ____
Literature text/s Are We There Yet? By Alison Lester
LITERATURE
YEAR FOUR
LITERATURE AND CONTEXT
Make connections between the ways different authors may represent
similar storylines, ideas and relationships (ACELT1602)
RESPONDING TO LITERATURE
Discuss literary experiences with others, sharing responses and
expressing a point of view (ACELT1603)
Use metalanguage to describe the effects of ideas, text structures and
language features of literary texts (ACELT1604)
EXAMINING LITERATURE
Discuss how authors and illustrators make stories exciting, moving
and absorbing and hold readers interest by using various techniques,
for example character development and plot tension (ACELT1605)
Understand, interpret and experiment with a range of devices and
deliberate word play in poetry and other literary texts, for example
nonsense words, spoonerisms, neologisms and puns (ACELT1606)
CREATING LITERATURE
Create literary texts that explore students own experiences and
imagining (ACELT1607)
Create literary texts by developing storylines, characters and settings
(ACELT1794)
YEAR FIVE
LITERATURE AND CONTEXT
Identify aspects of literary texts that convey details or information
about particular social, cultural and historical contexts (ACELT1608)
RESPONDING TO LITERATURE
Present a point of view about particular literary texts using
appropriate metalanguage, and reflecting on the viewpoints of others
(ACELT1609)
Use metalanguage to describe the effects of ideas, text structures and
language features on particular audiences (ACELT1795)
EXAMINING LITERATURE
Recognise that ideas in literary texts can be conveyed from different
viewpoints, which can lead to different kinds of interpretations and
responses (ACELT1610)
Understand, interpret and experiment with sound devices and
imagery, including simile, metaphor and personification, in narratives,
shape poetry, songs, anthems and odes (ACELT1611)
CREATING LITERATURE
Create literary texts using realistic and fantasy settings and characters
that draw on the worlds represented in texts students have
experienced (ACELT1612)
Create literary texts that experiment with structures, ideas and stylistic
features of selected authors (ACELT1798)
LANGUAGE
YEAR FOUR
LANGUAGE VARIATION AND CHANGE
Understand that Standard Australian English is one of many social
dialects used in Australia, and that while it originated in England it
has been influenced by many other languages (ACELA1487)
LANGUAGE FOR INTERACTION
Understand that social interactions influence the way people engage
with ideas and respond to others for example when exploring and
clarifying the ideas of others, summarising their own views and
reporting them to a larger group (ACELA1488)
Understand differences between the language of opinion and feeling
and the language of factual reporting or recording (ACELA1489)
TEXT STRUCTURE AND ORGANISATION
Understand how texts vary in complexity and technicality depending
on the approach to the topic, the purpose and the intended audience
(ACELA1490)
Understand how texts are made cohesive through the use of linking
devices including pronoun reference and text connectives
(ACELA1491)
Recognise how quotation marks are used in texts to signal dialogue,
titles and quoted (direct) speech (ACELA1492)
Identify features of online texts that enhance readability including
text, navigation, links, graphics and layout (ACELA1793)
EXPRESSING AND DEVELOPING IDEAS
Understand that the meaning of sentences can be enriched through the
use of noun groups/phrases and verb groups/phrases and prepositional
phrases (ACELA1493)
Investigate how quoted (direct) and reported (indirect) speech work in
different types of text (ACELA1494)
Critical and creative thinking
Understand how adverb groups/phrases and prepositional phrases
work in different ways to provide circumstantial details about an
activity (ACELA1495)
Explore the effect of choices when framing an image, placement of
elements in the image, and salience on composition of still and
moving images in a range of types of texts (ACELA1496)
Critical and creative thinking
Incorporate new vocabulary from a range of sources into students
own texts including vocabulary encountered in research
(ACELA1498)
PHONICS AND WORD KNOWLEDGE
Understand how to use knowledge of letter patterns including double
letters, spelling generalisations, morphemic word families, common
prefixes and suffixes and word origins to spell more complex words
(ACELA1779)
 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 (ACELY1699)
Use interaction skills, for example paraphrasing, questioning and
interpreting non-verbal cues and choose vocabulary and vocal effects
appropriate for different audiences and purposes (ACELY1796)
Plan, rehearse and deliver presentations for defined audiences and
purposes incorporating accurate and sequenced content and
multimodal elements (ACELY1700)
INTERPRETING, ANALYSING, EVALUATING
Identify and explain characteristic text structures and language
features used in imaginative, informative and persuasive texts to meet
the purpose of the text (ACELY1701)
Navigate and read texts for specific purposes applying appropriate
text processing strategies, for example predicting and confirming,
monitoring meaning, skimming and scanning (ACELY1702)
Use comprehension strategies to analyse information, integrating and
linking ideas from a variety of print and digital sources
(ACELY1703)
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 (ACELY1704)
Information and Communication Technology (ICT) capability
Critical and creative thinking
Re-read and edit students own and others work using agreed criteria
for text structures and language features (ACELY1705)
Develop a handwriting style that is becoming legible, fluent and
automatic (ACELY1706)
Use a range of software including word processing programs with
fluency to construct, edit and publish written text, and select, edit and
place visual, print and audio elements (ACELY1707)
Read and write a large core of high frequency words including
homophones and know how to use context to identify correct spelling
(ACELA1780)
Understand how to use phonic knowledge to read and write
multisyllabic words with more complex letter combinations, including
a variety of vowel sounds and known prefixes and suffixes
(ACELA1828)
YEAR FIVE
LANGUAGE VARIATION AND CHANGE
Understand that the pronunciation, spelling and meanings of words
have histories and change over time (ACELA1500)
LANGUAGE FOR INTERACTION
Understand that patterns of language interaction vary across social
contexts and types of texts and that they help to signal social roles and
relationships (ACELA1501)
Understand how to move beyond making bare assertions and take
account of differing perspectives and points of view (ACELA1502)
TEXT STRUCTURE AND ORGANISATION
Understand how texts vary in purpose, structure and topic as well as
the degree of formality (ACELA1504)
Understand that the starting point of a sentence gives prominence to
the message in the text and allows for prediction of how the text will
unfold (ACELA1505)
Understand how the grammatical category of possessives is signalled
through apostrophes and how to use apostrophes with common and
proper nouns (ACELA1506)
Investigate how the organisation of texts into chapters, headings,
subheadings, home pages and sub pages for online texts and
according to chronology or topic can be used to predict content and
assist navigation (ACELA1797)
EXPRESSING AND DEVELOPING IDEAS
Understand the difference between main and subordinate clauses and
that a complex sentence involves at least one subordinate clause
(ACELA1507)
Understand how noun groups/phrases and adjective groups/phrases
can be expanded in a variety of ways to provide a fuller description of
the person, place, thing or idea (ACELA1508)
Explain sequences of images in print texts and compare these to the
ways hyperlinked digital texts are organised, explaining their effect
on viewers interpretations (ACELA1511)
Understand the use of vocabulary to express greater precision of
meaning, and know that words can have different meanings in
different contexts (ACELA1512)
PHONICS AND WORD KNOWLEDGE
Understand how to use knowledge of known words, base words,
prefixes and suffixes, word origins, letter patterns and spelling
generalisations to spell new words (ACELA1513)
Explore less common plurals, and understand how a suffix changes
the meaning or grammatical form of a word (ACELA1514)
Understand how to use phonic knowledge to read and write less
familiar words that share common letter patterns but have different
pronunciations (ACELA1829)
 INTEGRATED LEARNING AND TEACHING SEQUENCE
Weeks
Day 1
Tuning In: TTYPA
1 discussion about journeys
people in the class have
made use google earth to
Starting map journeys
their English/Reading: Are we
journey there yet? By Alison Lester
English/ICT: Introduction
to E-resource (ACELT1612)
English/Writing: Where
would I visit in the book
and why?
Art: Create a cover for
your own journey book
including your family
members (ACAVAM115)
Maths: Survey the class
on places they have been
to using various data
collection methods
(ACMSP095)
Finding out: Allocating
2 places from the text to
research and how to best
present that research
English/Reading: Re-read
On the Are we there yet? By study; comparing different
road Alison Lester. Set
challenge of creating a
class book (ACELT1612)
HASS: Class vote on the
destinations from the
book to visit
(ACHASSK116)
Maths: Create a graph to
represent the destination
votes (ACMSP096)
English: Class brainstorm
on where to gather
information about the
different destinations
Day 2
Tuning In: Class brainstorm
on what information you
would need to gather before
going on a road trip around
Australia
English/Reading: Re-read
Are we there yet? and
create a list of words for a
class word wall (ACELA1487)
English/Writing: Favourite
place Ive visited with my
family and why (ACELT1612)
Maths: Map a 2D camper
design that will suit you and
your family if you were to
take the same trip
(ACMMG111)
Science: Animals unique to
Australia and describe and
list adaptations (ACSSU043)
Sorting out: Compare
different types of
information reports and the
presentation of information
English: Information report
styles of information reports
(ACELT1612)
Maths: Use the scale on a
road map to calculate the
distance travelled
(ACMMG090)
Science: Look at the
different animals in the
book and their adaptations
to warmer climates
(ACSSU043)
Day 3
Tuning In: Research
components from our
brainstorm starting with
the appropriate vehicle
and the weather
Technology: Research
vehicles suitable for their
family to make the
journey (ACTDEK019)
English: Justify your
vehicle choice and using brainstorm and narrow the
the features and benefits
HASS: Consider the
weather based on the
geographical location of
Australia (ACHASSK111)
Maths: Create a graph to
represent the weather
data (ACMSP096)
Sorting out: Analysing
the elements of an
information report
English: Break the
information report into
steps (ACELT1612) Maths: Calculate the cost
English: Create a class
poster on the elements
of an information report
(ACELY1701)
Health: Create a set of
stretches to do in the car
(ACPMP061; ACPMP065)
Maths: Map out the
journey around Australia
and calculate the driving
distance between
destinations
(ACMNA082)
Day 4
Tuning In: Research
components from our
brainstorm with what to
pack and how to give
directions from a map
English/Writing: Create a
list of 30 items to take on
our journey
HASS: Create a list of
essential items in a
journey through the
list down to 30 items using
a voting system
(ACHASSK119)
Maths: Use directional
language to explain
landmarks on a map using
a barrier game
(ACMMG113)
Sorting out: Analysing the
elements of an information
report
English: Information report
jigsaw puzzle (ACELT1612)
English: In groups
of petrol needed to drive
between capital cities
(ACMNA080)
Art: Create a series of
pictures to show the
changing landscape of the
different regions in the
book (ACAVAM112)
Evaluation and
Day 5
Assessment
Tuning In: Research -Marked work
components from our samples
brainstorm with what to - Observation grid
pack and how to give - Class participation
directions from a map - Questioning
English/Writing: A
description of a picture
from the book
(ACELA1496)
Maths: Map out a
school grounds in pairs
follow each others map
(ACMMG090)
Health: Emergency
people and procedures
when on the road in
Australia (ACPPS035)
Art: Create a guide to
display the emergency
procedures for the car
(ACAVAM112)
Sorting Out: Teacher to -Marked work
model the construction samples
of an information report - Observation grid
with the students - Class participation
research - Questioning
research information on
Perth and present to the
teacher to write an
information report
(ACELT1612/ACELY1703)
Maths: Calculate the
cost for the activities the
family par-takes in in the
book (ACMNA106)
Technology: Use online
research skills to
investigate websites to
use to gather
information
(ACTDIP016)
 Going Further: Small group
3 work developing an
information report
English/Reading: Re-read
Arrived at Are we there yet? By
the Alison Lester.
destination English: In groups research
an Australian capital city
and construct an
information report
(ACELT1612/ACELY1703)
Maths: Calculate the
number of nights they will
need to stay at each camp
site (ACMNA106)
HASS: Use a democratic
class voting system to
allocate each student a
different place to research
for the class book from
Are we there yet?
(ACHASSK116)
Going Further: Constructing
an information report
English: Write an
information report on
specific place in the book
(ACELT1612; ACELY1704)
Maths: Use Camps 9 book
(Campsite) to calculate total
cost of accommodation for
the journey (ACMNA106)
Technology: Use online
booking engine to research
costs of different campsites
across Australia
(ACTDIP016)
Science: Look at the
different animals in the
book and their adaptations
to the cooler climates
(ACSSU043)
Going Further: Drawing conclusions and Drawing conclusions and -Marked work
Constructing an Reflecting and Acting: Reflecting and Acting: samples
information report Present to class with Present to class with - Observation grid
English: Complete self/peer assessments self/peer assessments - Class participation
information report English: Present your English: Present your - Questioning
(ACELT1612; ACELY1704) report to the class in a 2 report to the class in a 2 - Teacher conference
Art: Illustrate the class minute presentation minute presentation along the writing
visiting the sights you (ACELT1612; ACELY1694) (ACELT1612; process
have researched Maths: Calculate the ACELY1694) -Rubric
English: Annotate the average meal cost per day English: Construct a -Self-assessment
illustrations using the for the journey class book using the - Peer assessment
style in the book as (ACMNA106) information reports
inspiration Health: Self-meditation (ACELT1612;
Maths: Calculate the techniques that can be ACELY1704)
number of meals applied to deal with stress Maths: Use the
required based on the or frustration helpful for information gathered to
number of people in long road trips (ACPPS038) create a simple financial
your family (ACMNA106) plan/budget for the trip
include money for
contingencies and
essentials (ACMNA106)
Technology: Use excel to
present the budget
information
(ACTDIK008)