Board of Studies NSW Program Builder Pb.Bos.Nsw.Edu.Au
Summary / Duration
Cecilia says merry-go-rounds are for little kids, but Jo feels there′s something mysterious and not at all childish about the carousel that has appeared overnight in Marley Street. There′s something odd about the beckoning music something strange about the gleaming horses. And why are certain people able to gain entrance to the carousel while others - try as they will - have to give up and turn away? Jo feels she must try to get in. Eleven-year-old Jo takes a magical carousel ride seven years into the future, where she and her fellow travelers face a decision involving a possible change in the nature of reality.
This unit will involve the students
•Interpreting and discussing relationships between characters.
•Identifying simple symbolic meanings and stereotypes in texts.
•Recognizing the link between text type and purpose.
•Responding to key features of illustrations.
•Making predictions about plot development and characters.
•Identifying settings.
•Talking and writing informally about personal reading. / Term 3
10 weeks
Unit overview / Enter your own title
Outcomes / Assessment overview
English K-10
› EN22A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
› EN23A uses effective handwriting and publishes texts using digital technologies
› EN24A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
› EN25A uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
› EN26B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN29B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
› EN210C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts / Blooms taxonomy worksheet.
Content / Teaching, learning and assessment / Resources / Adjustments & extensions /
Stage 2 - Writing and representing 1
Students:
Develop and apply contextual knowledge
§ identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range ofpurposes andaudiences
§ experiment and share aspects of composing that enhance learning and enjoyment
Understand and apply knowledge of language forms and features
§ plan, draft and publish imaginative,informative andpersuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control overtext structures and language features (ACELY1682, ACELY1694)
Respondto and composetexts
§ discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language features
§ identify elements of their writing that need improvement and review using feedback from teacher and peers / · Orientation to the text. Predict what the story might be about through the title, looking at the cover, blurb and using quotes from the text.
· Discuss is the girl enjoying the ride?
· Discuss prior knowledge about merry –go –rounds. Get children to share memories.
· Discuss in what ways the girl’s horse was unlike those on other carousels.
· Discuss Fantasy.
· “And suddenly she felt an icy shiver of fear”. Write your own predictions of what might happen during the ride.
· Think about something that you have kept a secret. Write a short report about it and share it with your group.
· Write the book words from the box to match meanings. Use this chart to help you as you read the book.
· Write these sets of words from the book in dictionary order.
· Questions on Chapters 1 and 2.
· Get the children to describe Mr Bean.
· Students to read the descriptions on pages 2 and 6. Complete an illustrated report on a building.
· Writing techniques: using foreshadowing. Talk about déjà vu and get the students to write about what else in Chapter 2 suggests something unusual might happen. / · Students will answer critical thinking questions.
· Speech on the future.
· Students to create a story map.
· Research inventions.
· Write a report about a recent invention.
· Write an account of how it was created and what it was meant to do.
· Draw and describe a fantastic invention of your own.
· Create an illustrated set of instructions for a yo – yo trick.
Stage 2 - Reading and viewing 1
Students:
Develop and apply contextual knowledge
§ draw on experiences, knowledge of the topic orcontext to work out the meaning of unknown words
Understand and apply knowledge of language forms and features
usemetalanguage to describe the effects of ideas,text structures andlanguage features of literary texts (ACELT1604)
Develop and apply graphological, phonological,syntactic and semantic knowledge
§ use graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes
Respondto, read and viewtexts
· usecomprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
· summarise a paragraph and indicate the main idea, key points or keyarguments in imaginative, informative and persuasive texts / · Questions on Chapters 3 – 6.
· Is Cecilia a perfect friend for Jo? State your reasons.
· Read descriptions of carousel pages 19 & 20. Create your own detailed picture of one.
· List the clues given in Chapter 4 to suggest there is something extraordinary about the carousel?
· Use the word groups to complete the descriptions.
· Read the description of what Jo saw during the carnival ride page 38. Use a storyboard to draw a scene from an important event. Record on video.
· Predicting – what do you think will happen when the carousel stops?
· Read the Notice to Intending Riders of the carousel page 31. Discuss your favourite ride at theme parks and write your own notice.
Stage 2 - Spelling
Students:
Develop and apply contextual knowledge
§ understand how accurate spelling supports the reader to read fluently and interpret written text
Understand and apply knowledge of language forms and features
§ understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779)
Respondto andcompose texts
§ use a variety of spelling strategies to spell high-frequency words correctly when composing imaginative and other texts
discuss and use strategies for spelling difficult words / · Questions on Chapters 7 to 9.
· Correct or add to your prediction about the carousel stopping.
· In groups compile a list of questions to be answered by a teenager who was your age seven years ago.
· Discuss how much things have changed in seven years.
· Brainstorm ideas for a skit where one child is invisible. Rehearse and present to the class.
· Write about what you would do if you had an hour to spend visiting your city seven years into the future.
· Use the verbs to complete the description.
· Questions on Chapters 10 to 13.
· Adults always stuck together – bad and good alike – page 66. Discuss this statement and get the students to write their opinion.
· Why does Alfred walk off and abandon them?
· Will the man in the brown trouser suit make a fortune from his plan? Why or why not?
Stage 2 - Reading and viewing 2
Students:
Develop and apply contextual knowledge
§ interpret how imaginative, informative and persuasive texts vary in purpose, structure and topic
Understand and apply knowledge of language forms and features
§ identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
§ discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence themood of the narrative (ACELT1599)
Respondto, read andview texts
§ identify and interpret the different forms of visual information, including maps, tables, charts, diagrams,animations and images / · Circle the words that describe those who didn’t want to save Davy.
· Role play this activity.
· Speech marks help show Oscar’s strong feelings in this passage. Rewrite the examples correctly.
· Find the meanings of the words and write them in a sentence.
· Discuss anticlimax and get the students to write some examples.
· Use the picture clue to discuss what is happening why Jo is doing this and then write what happened next.
· Questions on Chapters 14 to 17.
· Why did Jo have to take Davy home?
· “Jo had wanted to learn to play the piano and heard herself playing” page 93. Talk about skills you’d like to develop or things you would like to achieve in the next seven years.
Stage 2 - Grammar, punctuation and vocabulary
Students:
Develop and apply contextual knowledge
§ understand that effective organisation of ideas in imaginative, informative and persuasivetexts enhances meaning
§ understand that choice of vocabulary impacts on the effectiveness of texts
Understand and apply knowledge of language forms and features
§ understand that paragraphs are a key organisational feature of written texts (ACELA1479)
§ identify and use grammatical features, eg pronouns,conjunctions andconnectives, to accurately link ideas and information
Understand and apply knowledge of vocabulary
§ experiment with vocabulary choices to engage the listener or reader
Respondto and compose texts
§ use grammatical features to create complex sentences when composing texts / · Had Jo’s mother also visited the future? Give reasons for your answer.
· Create a newspaper or magazine advertisement.
· List the ways in which the carousel ride changed Jo’s life.
· Colour the simple and the strong book sentences that describe the same feelings.
· Ask members of your family what they think was the most amazing invention of the past seven years. Share what you have learnt.
· Cloze passage activities.
· Who am I? Match up the characters with the clues.
· Describe the main characters from the story.
· Complete a book report.
· Design a new cover for the book.
Stage 2 - Thinking imaginatively, creatively and interpretively
Students:
Engage personally with texts
§ share responses to a range of texts and identify features which increase reader enjoyment
§ respond to texts by identifying and discussing aspects of texts that relate to their own experience
Develop and apply contextual knowledge
§ 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 and apply knowledge of language forms and features
§ identify and discuss how vocabulary establishes setting and atmosphere
Respondto and composetexts
§ createliterary texts that explore students' own experiences and imagining (ACELT1607)
§ justify interpretations of a text, including responses to characters, information and ideas, eg 'The main character is selfish because …'
Enter your own title / Evaluation
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3