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ENGLISH UNIT PLAN

Topic or Theme: Syllables

Relevant content descriptors that are intertwined into the unit: Phonics and word knowledge
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) are in spoken words (ACELA1439)
Understand how to identify letters and sounds including onset and rime (ACELA1438)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in
single syllable words(ACELA1819)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems (ACELT1579)

Literature or text type/s: The Wonky Donkey by Craig Smith, Oi Frog! By Kez Gray (picture books)

Year level: Foundation

Relevant Achievement Standard (receptive and/or productive modes):

Receptive modes (listening, reading and viewing)
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts
with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between
texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and (with) supportive images, drawing on their developing knowledge of concepts
of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know
and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-
consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and
sounds in words.
Productive modes (speaking, writing and creating)
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters
and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and
use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing
shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form
known upper- and lower-case letters.
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Learning intentions (What new knowledge or skills will students have as a result of engaging with this learning?
• Students will become familiar with syllables in both spoken and written words. They will be able to understand, identify and replicate
syllables.

WEEKLY TIMETABLE: Indicate teaching times for English activity i.e. talking, reading, drawing, spelling and writing For example, many
Junior Primary classes dedicate mornings to literacy activities, but Middle Primary (6/7s) integrate across other subject areas.

~ TIMETABLE JP Room 5 ~
Lesson Time Monday Tuesday Wednesday Thursday Friday

8.30-9.00
9.00-9.15 Sharing/ fitness Sharing/ fitness Sharing Sharing/ fitness Sharing/ fitness
9.15-10.05 Literacy Literacy Computer Jolly Phonics Literacy/ JP dance

10.05-10.55 PLINC Jolly Phonics Jolly Phonics Art Literacy

Recess 10.55-11.25
11.25-12.15 Jolly Phonics Music Literacy Literacy Maths

12.15-1.05 Maths Maths PE Maths French

Lunch 1.05-1.50
1.50-2.40 Library Inquiry Science Library BeeBots French

2.40-3.30 Computer Reading activity IPads BeeBots Reading/ Activities

3.30-3.50
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SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 1: What are syllables?
Building knowledge of the field: syllables Four resources: text decoder
(ACELA1439) (ACELA1438) (ACELT1579) YouTube video: General Capabilities
1 ▼ Receptive: Students listen for letter patterns and sounds in words. https://www.youtube.com/w - Literacy
T atch?v=9S7DY2lgJlU
E Learning intentions Cross-Curriculum Priorities
A -ICT
C
•Students will recognise syllables in spoken words (ACELA1439)
H
Familiar nursery rhymes:
-Baa, Baa Black Sheep Curriculum Integration
Teaching strategies
-Twinkle Twinkle Little Star -
↕ •For this introductory lesson, students will be given explicit instruction on what syllables -The Wheels On The Bus
E
are and how to recognise them. -Hickory-Dickory Dock
X
P •Syllables definition for foundation level: syllables are the parts that a word can be
L
O broken into.
R
E
•As a class, students will then practise breaking words into syllables by use a majority of
G different movements such as:
R
O clapping
U jumping
P
▼
clicking
I
N •Watch instructional YouTube video.
D
I
V •Teacher will start with simple words of items found in the classroom and breaking those
D
U words into syllables. Start with words with only two syllables such as: ta-ble, class-room,
A white-board, pen-cil.
L
Once students have mastered this task of separating words into two syllables, starting
including words with three or more. Such as: pen-cil case, white board mark-er, di-no-
saurs, school jump-er.

•One syllables have been mastered, get students to sit into a circle and go around the
class with the students saying their names in the correct syllable format whilst clapping.
Each student to first say their name (teacher correcting them if necessary) and the class
repeating. Example: Student: Hud-son, Class repeat: Hud-son.
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•After this activity has finished, finish the lesson by chanting familiar rhymes that all the
students will know such as Baa, Baa Black sheep and Twinkle Twinkle Little Star. These
rhymes will be chanted slowly, putting emphasis on the syllables in the spoken words.

Lesson 2: The Wonky Donkey

Modelling the genre Four resources: text participant
(ACELA1439) (ACELA1438) (ACELA1819) (ACELT1579) Book: General Capabilities
2 Productive: identify and use rhyme, and orally blend and segment sounds in The Wonky Donkey - Literacy
words. Cross-Curriculum Priorities
YouTube video: -ICT
Learning intentions https://www.youtube.com/w
•Students will identify syllables in spoken words and apply their knowledge to activities. atch?v=SDeQT9zCvi4 Curriculum Integration
•Students will listen out for the key language features: syllables that are found in rhyming -
words. Self-correcting cards

Teaching strategies
•To model the genre, students will be exposed to an example of a piece of literature (The
Wonky Donkey) which shows emphasised syllables through the use of rhyming words.

•Read The Wonky Donkey slowly, and give the students small pieces of the book to clap
out the syllables. The small parts the students can clap out can be the description of the
wonky donkey.
For example:
He was a wonky donkey.
He was a winky wonky donkey.
He was a honky-tonky winky wonky donkey.

The book slowly adds on to the previous page, so students can master one concept and
build their confidence and practice their syllable recognising as the book commences.

•After the book has been read, show students the YouTube music video of The Wonky
Donkey which is performed by the author, and practise clapping along to music to
practice beats and recognising the syllables. The video will need to be paused after each
‘donkey description’ to allow students to clap the syllables.

•The Wonky Donkey activity:

Practice blending sounds to create familiar self-correcting words that are found in the
text.
Split students into either small groups or pairs to practise putting together the self-
correcting words, and clapping the syllables out.
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Lesson 3: Syllable stamp

Building knowledge of the field Four resources: text decoder
(ACELA1439) (ACELA1438) Worksheet: General Capabilities
3 Receptive: Students listen for letter patterns and sounds in words. Syllable Stamp! - Literacy

Learning intentions Stationary: Cross-Curriculum Priorities

•Students will be supported in building their understandings of syllables and be exposed Assortment of stamps -ICT
to tricker and more sophisticated syllable patters and concepts. (stickers or bingo markers
will also work) Curriculum Integration
Teaching strategies -
•This lesson will consist of practising syllables, and incorporating more advanced and
trickier word segments.

•Teacher to go through some words with the class to practise and familiarise students
with clapping to syllable segments and listening for them.
Use familiar words such as: win-dow, mat, stick in-sect, ta-ble, desk, teach-er, com-put-
er, hol-i-days, re-cess, lunch, al-pha-bet.

•Activity: syllable stamp.

Students will each be given a worksheet and a stamp.
Next to each picture there is a space for students to stamp how many syllables the word
has. The words start of easy and progressively get harder with the amount of syllables
and ‘beats’ they have.

Go through words as a class, so that those who struggle at reading can listen for the
spoken syllables.
This will be able to identify if students are understanding the concept of syllables or not.

Lesson 4: Syllable sorting

Modelling the genre Four resources: text user
(ACELA1439) YouTube video: General Capabilities
4 Productive: Students will orally blend and segment sounds in words https://www.youtube.com/w - Literacy
atch?v=eMTd5PpjWFA
Learning intentions Cross-Curriculum Priorities
•Students will start to independently sound out words, work out the syllables and sort - ICT
them into a table accordingly.
Curriculum Integration
-
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Teaching strategies
•Start lesson off with YouTube video, this will reinforce the skill of listening for syllables. Worksheet:
The Video also goes through sounding out and blending sounds to create words. Syllable Sorting

•For this lesson students will be reminded of syllables and how to listen out for them, and
clap to the sound segments within a word. Class will collaboratively work through words
and determine how many syllables the words has, then they will place the word into a
table accordingly.

•Students will then complete this activity by themselves or in pairs.

Lesson 5: Oi Frog! And Syllable ladder competition

Independent use of the genre Four resources: text decoder
(ACELA1439) (ACELA1438) (ACELA1819) Book: Oi Frog! General Capabilities
5 Productive: Students will independently work out the segments (syllables) within words - Literacy
and quickly count out how many (syllables) there are in the chosen words
Learning intentions Masking tape: to mark out Cross-Curriculum Priorities
•Students will understand that rhyming words have syllables that are easy to listen for. a ladder - Health and PE
They will be read a story, practicing their skills of listening to rhymes and syllables. They OR
will also be given the opportunity to develop and create their own set of words with Chalk: to draw out ladder Curriculum Integration
syllables. -
*paper and pen/ whiteboard
and white board marker to
Teaching strategies record results
• Read the story: Oi Frog!
Ask students to pay close attention to listening to rhymes. Ask students to touch their
nose every time they hear a rhyme. Also chose some rhyming sentences out of the story
to repeat whilst clapping to the syllables.

Syllable ladder competition rules and instructions:

•For this lesson, students can be situated either inside or out of the classroom.
Students (with the assistance of the teacher) are to draw out a ladder with numbers in
the gaps.
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•Students will be spilt into 2 groups.

-1 group will be supervised by the teacher, the other group will be
supervised by the SSO or another adult available.

-Each child in a team has to think of words that have syllables, say
the word, and then ‘jump’ over the ladder with how many syllables
the word has. Whatever number the student lands on, is the score
they get. The teacher is to record all students points over the period
of 10 minutes.

Example: if the student says the word ‘table’= it has 2 syllables, and
therefore earns 2 points.

-Whatever team gets the most amount of points, ‘wins!’

-Hint: the longer the word, the more points the students will get.

Lesson 6: Assessing the syllables

Joint construction Four resources: text decoder
(ACELA1439) (ACELA1438) Worksheet: General Capabilities
6 Productive: Independently identify segments and syllables in sounds and (Summative assessment) - Literacy
‘Circle the syllables’
transfer knowledge to a summative assessment.
Cross-Curriculum Priorities
Learning intentions
-
Students will demonstrate their new found knowledge on syllables achieved throughout
the 6 week unit.
Curriculum Integration
-
Teaching strategies
•In this final lesson of syllables, students will be given a summative worksheet in order to
identify if they have learnt what syllables are or not, and are able to identify them. The
worksheet will consist of pictures with their corresponding labels, and students will be
asked to either colour or circle the syllables in the picture labels.

•After the summative assessment is done, students will participate in fun syllable
activities (they will be asked before the lesson what activities they enjoyed and would like
to do again)

Ideas:
clapping to familiar songs
rhyming book with corresponding self-correcting cards
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syllable stamp
syllable sorting
Oi Frog! And activities
syllable ladder competition
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Lesson Plan English lesson 1 (Building knowledge of the field: syllables)

Building knowledge of the field: syllables Four resources: text decoder
Lesson number Lesson 1 Year level F Time started 9am
Theme/s What are syllables?

Curriculum Content taken Phonics and word knowledge

from Australian Curriculum or
IB or other curricula
framework
Achievement Standard
(please highlight if in
‘receptive’ or ‘productive’
modes) or Performance
objective
Text types or genres to be
taught
Learner diversity in class e.g.
all girls, mixed year levels, students with
disabilities, E/ALD gifted, ATSI etc.
Adjustments used in response to
learner diversity
(Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
(ACELA1439) (ACELA1438) (ACELT1579)
As a result of engaging with this lesson, students are working towards the achievement standard/performance objective.
Receptive modes (listening, reading and viewing)
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from
texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify
connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of
print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and
know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-
vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter
patterns and sounds in words.
Productive modes (speaking, writing and creating)
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects,
characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify
and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas.
Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They
correctly form known upper- and lower-case letters.
Picture books (with nursery rhymes if necessary)
1. a few students who have backgrounds other than English
=clapping and sounding out syllables as a class to achieve overall understanding using basic and simple words with ongoing
repetition
2. a student who cannot write
=no writing required for this lesson

3. a student who has a undiagnosed speech impediment

= clapping and sounding out syllables as a class to achieve overall understanding using basic and simple words, using lots of
repetition

Stated learning Intentions or
outcomes for the lesson
Introduction
Time spent: 10 mins
Main
Time spent: 40 mins
10
As a result of engaging with this lesson students will...
Students will recognise syllables in spoken words (ACELA1439)
Content taught/structured Resources
For this introductory lesson, students will be given explicit instruction on what syllables YouTube video:
are and how to recognise them. https://www.youtube.com/watch?v=9S7DY2lgJlU
•Syllables definition for foundation level: syllables are the parts (‘chunks’) that a word can Syllable poster
be broken into. After discussing this, display syllable poster somewhere in the classroom
where it is visible for all students
•Watch instructional and introductory YouTube video.
Content and structure Familiar nursery rhymes:
-Baa, Baa Black Sheep
As a class, students will practise breaking words into syllables by use a majority of -Twinkle Twinkle Little Star
different movements such as: -The Wheels On The Bus
clapping -Hickory-Dickory Dock
jumping
clicking
Teacher will start with simple words of items found in the classroom and breaking those
words into syllables. Start with words with only one to two syllables such as:
desk, pen, clock, ta-ble, class-room, white-board, pen-cil.
Once students have mastered this task of separating words into two syllables, starting
including words with three or more. Such as: pen-cil case, white board mark-er, di-no-
saurs, school jump-er.
•Once syllables have been mastered, get students to sit into a circle and go around the
class with the students saying their names in the correct syllable format whilst clapping.
Each student to first say their name (teacher correcting them if necessary) and the class
repeating.
Example: Student: Hud-son, Class repeat: Hud-son.
Student: Seb-as-tian, class repeat: Seb-as-tian.
•After this activity has finished, finish the lesson by chanting familiar rhymes and or/
nursery rhymes that all the students will know such as Baa, Baa Black sheep and
Twinkle Twinkle Little Star. These rhymes will be chanted slowly, putting emphasis on
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the syllables in the spoken words. Using familiar nursey rhymes will allow the students to
apply new knowledge to something they already know, giving them the opportunity to
engage properly with learning about syllables.
Close Closing activity: Class discussion to recap the lessons objectives (recognising syllables in
Time spent: 10 mins spoken words). Ask questions such as: what are syllables? Are they easy to recognise?
Do all words have syllables? Are some trickier than others?
What ICT, capabilities and/or CCP will I use and how will this support or enhance learning? Complete as needed

Use of ICT:
YouTube video.
YouTube video will be used to create excitement and engagement through using technology.

Use of the Capabilities:

Literacy.

Cross curriculum priorities

N/A for this lesson.
Teaching strategies Introduction:
Explicit information and teaching.
Engaging YouTube video played on the interactive whiteboard.

Main:
Using movements whilst vocually learning syllables to create a deeper understanding and to develop skills and methods to work out
syllables in a word.
Using already familiar texts to direct emphasis and learning on new concepts being taught.

Close:
Class discussion.

Assessment and feedback Assessment for this lesson will be observational during the class activities (students being able to clap the syllables of their names)

Feedback: feedback will be given consistently through the duration of the lesson so that students will be aware if they are practicing the
concept affectively and correctly or not.
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Lesson Plan English lesson 2 (Modelling the genre)

Modelling the genre Four resources: text participant
Lesson number Lesson 2 Year level F Time started 9am
Theme/s Rhyming and syllables

Curriculum Content taken Phonics and word knowledge

from Australian Curriculum or (Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
IB or other curricula (ACELA1439) (ACELA1438) (ACELA1819) (ACELT1579)
framework
Achievement Standard As a result of engaging with this lesson, students are working towards the achievement standard/performance objective.
(please highlight if in Receptive modes (listening, reading and viewing)
‘receptive’ or ‘productive’ By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from
modes) or Performance texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify
objective connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of
print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and
know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-
consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns
and sounds in words.
Productive modes (speaking, writing and creating)
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects,
characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify
and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their
writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They
correctly form known upper- and lower-case letters.
Text types or genres to be Book: The Wonky Donkey
taught genre: children’s picture book, narrative, fiction.

Learner diversity in class e.g.
all girls, mixed year levels, students with
disabilities, E/ALD gifted, ATSI etc.
Adjustments used in response to
learner diversity
1. a few students who have backgrounds other than English
=a lot of repetition will be used throughout this lesson, all students will have the opportunity to participate equally as easy
rhyming words with simple and predictable syllable patterns will be utilised
2. a student who cannot write
=self-correcting words will be used with no writing required
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3. a student who has a undiagnosed speech impediment

=will be paired with someone of a higher ability for the pair/ small group activity, this will allow other students to help and work
collaboratively together

Stated learning Intentions or As a result of engaging with this lesson students will...
outcomes for the lesson •Students will identify syllables in spoken words and apply their knowledge to activities.
•Students will listen out for the key language features: syllables that are found in rhyming words.

Introduction Content taught/structured Resources:

•To model the genre, students will be exposed to an example of a piece of literature
Time spent: 15 mins
(The Wonky Donkey) which shows emphasised syllables through the use of rhyming Book:
words. The Wonky Donkey

•Read The Wonky Donkey slowly, and give the students small pieces of the book to
clap out the syllables. The small parts the students can clap out can be the description YouTube video:
of the wonky donkey. https://www.youtube.com/watch?v=SDeQT9zCvi4
For example:
He was a won-ky donk-ey. Self-correcting cards
He was a win-ky won-ky don-key.
He was a hon-ky-to-nky win-ky won-ky don-key. Exit Card

The book slowly adds on to the previous page, so students can master one concept of
identifying syllables and build their confidence and practice their syllable recognising as
the book commences.

Main Content and structure

•After the book has been read, show students the YouTube music video of The Wonky
Time spent: 30 mins Donkey which is performed by the author, and practise clapping along to music to
practice beats and recognising the syllables. The video will need to be paused after
each ‘donkey description’ to allow students to clap the syllables.

•The Wonky Donkey activity:

Practice blending sounds to create familiar self-correcting words that are found in the
text. Split students into either small groups or pairs to practise putting together the self-
correcting words, and clapping the syllables out.
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Close Closing activity: exit card.

Time spent: 10 mins At the end of this lesson, a quick exit card will be given to all children.
They are to write their name at the top of the card, and are to circle the syllables
within each word on the page. Go through this exit card with the class, so the students
can orally hear the syllables in the words that they are to circle.
What ICT, capabilities and/or CCP will I use and how will this support or enhance learning? Complete as needed
Use of ICT:
ICT: using a YouTube video to capture students interest.

Use of the Capabilities

-Literacy

Cross curriculum priorities

N/A for this lesson

Teaching strategies Introduction:

Use of a piece of literature (book: The Wonky Donkey)
Practicing clapping to identify syllables as a whole class- promoting engagement with all students.

Main:
Applying knowledge and linking literature to music video shown through technology, promoting engagement.

Close:
Use of an exit card to assess if they students are beginning to have a conceptual understanding on basic syalbles.
Assessment and feedback Formative: Exit card that will be prescribed at the end of the lesson.

Feedback: Feedback will be given to the students throughout the duation of the lesson, this is essential in order for the students to
continue learning the learning objective correctly. This will allow the teacher to keep all students on the right path to achieving the goals
of the unit. The remainder of the feedback for this lesson will be given at the beginning of the commencing lesson (lesson 3).
This feedback will be given based

References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014) Foundation to year 10 curriculum: English. Retrieved from:
https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?year=11574&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Criti
cal+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=A
sia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Oi Frog!: Gray, Kez. Oi Frog!. Hachette Children’s Group (2015). London, United Kingdom.
The Wonky Donkey: Smith, Craig. The Wonky Donkey. Scholastic. (2007). Auckland, New Zealand.
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YouTube video 1: Scratch Garden. (2017). Syllables! [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=9S7DY2lgJlU
YouTube video 2: Craigsmithkiwi. (2011). Wonky Donkey song unofficial music video [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=SDeQT9zCvi4
YouTube video 3: Cartoons for kids. (2017). Cartoons for Children 😃Two Syllable Words for Kids of First Grade. Reading and Writing Videos [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=eMTd5PpjWFA
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Worksheets that will be required

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Exit card
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Assessment