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INTEGRATED UNIT PLANNER

TITLE: Boy Overboard LEARNING AREA: English YEAR LEVEL: 5

LEARNING INTENTION:

This unit aims to explore the book Boy Overboard, focussing on students understanding and
interpretation of the text, working on their reading comprehension e.g. inferencing and predicting, and
exploring descriptive writing.

LEARNING OBJECTIVES:
Students will be able to:
 Consider how the view point of a text influences interpretations and engagement
 Use language features such as simile, metaphors and personification and demonstrate how they
influence interpretation
 Create texts that use appropriate structure and language features, and draw on ideas from other
texts
 Assess and edit their own work to determine what they need to improve on
 Create inferences based on information they draw from the text and prior knowledge
 Summarise information to make connections to prior knowledge and predictions

CONTENT DESCRIPTORS:
Language:
 Understand how texts vary in purpose, structure and topic as well as the degree of
formality (ACELA1504)
Literacy:
 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)
 Re-read and edit student’s own and others’ work using agreed criteria for text structures
and language features (ACELY1705)
 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
 Navigate and read texts for specific purposes applying appropriate text processing strategies, for
example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702
Literature:
 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to
different kinds of interpretations and responses (ACELT1610)
 Create literary texts using realistic and fantasy settings and characters that draw on the worlds
represented in texts students have experienced (ACELT1612)
 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor
and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

ACHIEVEMENT STANDARD:
Receptive modes (listening, reading and viewing)
By the end of Year 5, students understand how language features influence interpretations of characters,
settings and events. They analyse literal and implied information from a variety of texts.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. Students create imaginative texts
for different purposes and audiences. They select specific vocabulary. They edit their work for cohesive
structure and meaning.
CROSS-CURRICULUM GENERAL CAPABILITIES: Critical and creative thinking
PRIORITIES: Literacy  Reflecting on thinking and
Asia & Australia’s engagement  Comprehending texts processes
with Asia  Compose texts  Generating ideas,
 Possible links to exploring  Grammar knowledge possibilities and actions
Afghanistan and refugees  Text knowledge  Analysing, synthesising and
from Asia evaluating reasoning and
Numeracy procedures
 Information & Communication
Technology Capability Personal and social capability
 Critical & Creative Thinking  Social awareness
LEARNING EXPERIENCES:

Week 1:
Book study & reading comprehension
Pre learning
Exploring words that will be used in the book (appendix 1)
- Students try to match the picture with the word
- Use dictionary or encyclopaedia to find information on words they don’t know the meaning of
- Students can work together – will go through as a class when everyone is finished

Predicting and inferencing


Introduce predicting and inferencing – watch video
- Look at book and read blurb – students use appendix 2. to organise ideas
- What does this tell us about the book
- How do we know – what clues does it provide?

Read pages 1-33 (chapters 1-6)


(appendix 3)
Fill out summary to summarise and synthesise and think critically about the text
- Chapters 1-3
Fill out summary to summarise and synthesise and think critically about the text
- Chapter 4-6

Drawing a picture of one of the characters


- Include words around the outside that describe that character
- Choose a friend and create a list of words that you would use to describe them

Predicting and inferencing


KWL Chart
- Students explore things that they have found out from the text, eg schools are not allowed
- Students then developed questions about what they would like to find out eg when were schools
outlawed, why?
- Students will then read information about Afghanistan (appendix 4)
- Students will then fill in any information that they have found out.

Considering what information we now know and what we think might happen next
- Students have chapter summaries to help them remember key ideas
- Students use appendix 2 and compare to ideas first recorded from reading the blurb

Genre – descriptions
The class will begin by student writing a paragraph about an experience they have had
- Trying to make it as descriptive as possible
- Students will not be provided with any requirements that they need to include.

Class discussion
- How were you able to visualise what that character might look like?
- Provide specific examples
- What type of language was the author using?
Use of figurative language
- Watch video about similes, metaphors and personification
- Think, pair, share and decide on a definition as a class for each
- Explore specific examples from the text (appendix 5)
- Decoding similes, metaphors and personification from the text – what the author is intending to mean

Use of descriptive writing


- Watch video about descriptive writing
- Identify way to use descriptive text (5 senses)
- Students will have an extract from the text and identify all the times that the author has used
descriptive language

Students will complete a self- review of their own paragraph that they wrote at the beginning of the
lesson (appendix 6)
- Identifying if they used descriptive language, similes, personification and metaphors

Week 2:
Book study & reading comprehension
Review predictions and inferences from last lesson
- What are the main inferences, and how do we know?
- What do we predict to happen?

Read pages 34-70 (chapters 7-13)


(appendix 3)
Fill out summary to summarise and synthesise and think critically about the text
- Chapters 7-10
Fill out summary to summarise and synthesise and think critically about the text
- Chapter 11-13

Symbolic elements
- Candlestick or soccer ball
- What does it tell us about their culture beliefs and traditions
- Choose an item that is important to you that you would take with you if you were in Jamal’s situation.
Consider its value and meaning, what it represents

Predicting and inferencing


Considering what information we now know and what we think might happen next
- Students have chapter summaries to help them remember key ideas
- Students use appendix 2 and compare ideas from week one to now

Genre – descriptions
Picture description
- Students are provided with a picture and need to use their knowledge about figurative and descriptive
language from previous lesson to write a description of the picture
- Students will then swap with each other and try to draw the picture based on the description provided
- They will then compare the picture drawn from the description to the original and provide feedback to
each other about their descriptions
- From the feedback provided students will then write a second description.

Students will complete a self- review of their description of the picture (appendix 6)
- Identifying if they used descriptive language, similes, personification and metaphors

Week 3:
Book study & reading comprehension
Read pages 71-114 (chapters 14-22)
(appendix 3)
Fill out summary to summarise and synthesise and think critically about the text
- Chapters 14-19
Fill out summary to summarise and synthesise and think critically about the text
- Chapter 20-22

First person narration


- Exploring how it affects how the audience feels
- Exploring how it conveys emotions
- Students match a moment from the book when one of the characters where feeling the following
emotions: excitement, embarrassment, anger, determination helplessness, scared
- How the author described the situation to so you were able to understand what emotions they were
feeling

Predicting and inferencing


Considering what information we now know and what we think might happen next
- Students have chapter summaries to help them remember key ideas
- Students use appendix 2 and compare to ideas from week two to now

Genre – descriptions
Emotions
- Students will explore how the use of figurative and descriptive (5 senses) language helps you to
understand the emotions that the character is feeling
- Students will be provided with paragraphs of text from the book and need to identify what
emotion/feeling the author is intending and how they are achieving that – identifying specific words
and phrases.
- Students will then be given a specific emotion and will need to compose a paragraph about a
character that they makeup or themselves in a situation where they feel that emotion
- Students will read their paragraphs to the class for them to guess which emotion they are trying to
portray.
- Student will receive feedback about their paragraph and will write a second paragraph incorporating
the feedback.

Students will complete a self- review of their description of the emotion paragraph (appendix 6)
- Identifying if they used descriptive language, similes, personification and metaphors

Week 4:
Book study & reading comprehension
Read pages 115-155 (chapters 23-34)
(appendix 3)
Fill out summary to summarise and synthesise and think critically about the text
- Chapters 23-27
Fill out summary to summarise and synthesise and think critically about the text
- Chapter 28-34

Foreign country
- Jamal asks Andrew lots of questions about Australia
- If you were coming to Australia for the first time, what would you want to know?
- Role play with a friend asking them your questions as Jamal and them answering as Andrew.

Predicting and inferencing


Considering what information we now know and what we think might happen next
- Students have chapter summaries to help them remember key ideas
- Students use appendix 2 and compare to ideas from week three to now

Genre – descriptions
Visualising
- Students will be read a specific scene from the book -
- They will visualise it and then need to draw what they imagined it to look like
- Students will compare the images they drew and discuss: if they are the same or different? why/why
not?
- Students will discuss specific examples that allowed them to visualise what was happening. What
language was being used?

Your own experience


- Students will review their paragraph that they wrote in the first week
- They will use their knowledge to rewrite that paragraph to now include figurative and descriptive
language that allows you to visualise the scene and understand the emotion of the character.

Students will complete a self- review of their re-written description of their own experience (appendix 6)
- Identifying if they used descriptive language, similes, personification and metaphors

Week 5:
Book study & reading comprehension
Read pages 156-181 (chapters 35-42)
(appendix 3)
Fill out summary to summarise and synthesise and think critically about the text
- Chapters 35-38

Fill out summary to summarise and synthesise and think critically about the text
- Chapter 39-42

Writing to a refugee
- Read appendix 7 context about refugees in Australia
- If you were to write a letter to a refugee what would you say?
- What should you let them know?
- What could you include in your letter?
- Consider how the person reading your letter may feel

Predicting and inferencing


Considering what information we now know and what we think might happen next
- Students have chapter summaries to help them remember key ideas
- Students use appendix 2 and compare to ideas from week four

Genre – descriptions
Different points of view
- How scenarios could be seen from different characters perspectives
- People interpret things in different ways
- Students will write a journal entry as if they were one of the other characters in the book (Andrew,
Mum or Dad, Bibi, Rashida, Omar)

WHAT WILL YOU ASSESS? HOW/WHEN WILL YOU HOW WILL YOU WHAT FORMS
(LEARNING OBJECTIVES) ASSESS? RECORD YOUR OF
ASSESSMENTS? FEEDBACK?
 Consider how the view point Diagnostic: Observations of Oral feedback
of a text influences Students initial descriptive students who require through class
interpretations and paragraphs more support (not discussion
engagement achieving their
 Use language features such goals)
as simile, metaphors and Oral feedback
personification and Formative: Ongoing self- Appendix 6 will be on-on-one with
demonstrate how they assessment– self review used to record students
influence interpretation of students own students self-
 Create texts that use descriptive writing assessment
appropriate structure and
Summative: Rubric (appendix 8)
language features, and draw Writing from another Students will
on ideas from other texts characters perspective receive a
 Students assess and edit their summary
own work to determine what comment back
they need to improve on in relation to the
rubric
 Consider how the view point Formative: Appendix 2 will be Oral feedback
of a text influences Ongoing - predicting and used to record through class
interpretations and inferencing students discussions and
engagement – will be reviewed as a development partner share
 Make inferences based on class a the end of each
information they draw from lesson
the text and prior knowledge
 Summarise information to Formative: Appendix 3 will be Oral feedback
make connections to prior Chapter summaries used to record through class
knowledge and predictions - Go through them as a students discussions and
class after each lesson development partner share

 Consider how the view point Summative: Rubric (appendix 9) Students will
of a text influences Writing a letter to a receive a
interpretations and refugee summary
engagement comment back
 Create texts that use in relation to the
appropriate structure and rubric
language features, and draw
on ideas from other texts

RESOURCES:
 Descriptive writing (5 senses) video
https://www.youtube.com/watch?v=eCOq73ee5LI
 figurative language video
https://www.youtube.com/watch?v=S_5L96d2abY
 figurative language posters (appendix 10)
 predicting and inferencing PowerPoint
 predicting and inferencing posters (appendix 11)
Appendix 1

WORD PICTURE
Buzzard

Camouflage

Missile

Wreckage

Refugee

Ancestor

Debris

Rocket crater

Frantic

Taliban

Tackle

Landmines

Persecute

Dribbling

Afghanistan

Survivor
Appendix 2

READING BETWEEN THE LINES – Inferencing


Blurb
What I know from the text What I know from my brain

My inference

Chapters 1-6
What I know from the text What I know from my brain

My inference

Chapter 7-13
What I know from the text What I know from my brain

My inference
Chapter 14-22
What I know from the text What I know from my brain

My inference

Chapter 23-34
What I know from the text What I know from my brain

My inference

Chapters 35-42
What I know from the text What I know from my brain

My inference
READING BETWEEN THE LINES – predicting

Sentence Starters
 I predict that..  I bet the character will..
 I think.. will happen because..  I wonder if.. will happen
next
 When I read about.. it makes me think..

WHAT I PREDICT WILL CLUES THAT I USED TO WHAT REALLY


HAPPEN NEXT PREDICT HAPPENED
In: Chapters 1-6 From: Blurb In: Chapters 1-6

In: Chapters 7-13 From: Chapters 1-6 In: Chapters 7-13


In: Chapters 14-22 From: Chapters 7-12 In: Chapters 14-22

In: Chapters 23-34 From: Chapters 14-22 In: Chapters 23-34

In: Chapters 35-42 From: Chapters 23-34 In: Chapters 35-42


Appendix 3
Appendix 4
Appendix 5
Appendix 6
Self-review

Descriptions used None Limited Progressing Accomplished


1-2 examples 2-3 examples 3-4 examples
What can you see

What can you smell

What can you hear

What can you feel

Metaphors

Personification

Similes
My Learning Goals

1. I want to work on my….

2. I want to improve my ability to…

3. I am going to…

4. To improve my… I will…

5. I will continue to work on my… to improve…


Appendix 7
Appendix 10
Appendix 11