ENGLISH UNIT PLAN
BOOK TITLE AUTHOR ILLUSTRATOR THEME/GENRE YEAR LEVEL
Banjo Paterson Collected Banjo Paterson N/A Author Study 6 (compiled by Clement Semmler) Verse CROSS CURICULA KLA Meet Banjo Paterson Kristin Weidenbach James Gulliver Hancock Waltzing Matilda The Arts – Media Art Banjo Paterson Freya Blackwood History
EXPLANATION AND VALIDATION OF THE TOPIC
A.B. (Banjo) Paterson is a well-known Australian author and his ballads and poems contain Australian colloquialisms, Australian Standard English and slang. Paterson used words and imagery effectively to help the reader to visualise the Australian bush and lifestyle in the late 1800s to early 1900s. Students will have the opportunity to engage with the literature through activities that will promote the recognition of rhythm, rhyme, onomatopoeia, similes, metaphors and narratives in the ballads. The study will also provide them with the opportunity to enjoy the experience of reading and performing poetry. The ballads and poems demonstrate to students a different way of life and expose them to characters to use as a scaffold into their own compositions of narratives and poetry. During this unit the students will develop their analytical and research skills. They will analyse the language, literary techniques and meaning of Paterson’s work. Furthermore, they will research the era that Paterson lived to create a narrative based in this time. During the unit students will have the opportunity to develop their writing process including self-checks, proof reading, receiving and giving peer feedback and recrafting their work. Students will be able to use technology to research, create and post their work on a class blog for sharing with the wider community. Students will be provided the opportunity to develop their oral language skills through the reading of selected literature. Different opportunities for reading include the teacher reading to students, audio readings, reading with students and reading by students to promote fluency and expression. Additionally, oral language skills will be promoted through facilitated class discussion and by students participating in group discussions. The unit will link to a Media Arts Learning Area where students will create their own media artwork. This will demonstrate their understanding and comprehension of the text as they plan, sequence and represent with images a chosen ballad of Paterson’s. The unit links with a separate planned unit for History which will be on Australia’s Federation to assist students to develop their understanding of nationalism and the Australian identity during this period of time. The culminating activity allows students to choose what they would like to share and perform based on their confidence, readiness and interest.
Teresa Swensen pg. 1
ACARA CURRICULUM LINKS (DESIRED AIMS AND OUTCOMES): ENGLISH/MEDIA ARTS/HISTORY
English
LANGUAGE
Language variation and Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian change English (ACELA1515) Text structure and Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, organisation humorous and persuasive purposes and effects (ACELA1518) Expressing and developing Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of ideas adverb groups/phrases (ACELA1523)
LITERATURE
Literature and context Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Examining Literature Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) Creating Literature Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
LITERACY
Interacting with others Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Interpreting, analysing and Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual evaluating sources including media and digital texts (ACELY1713) Analyse strategies authors use to influence readers (ACELY1801) Teresa Swensen pg. 2
Creating Texts Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
The Arts
MEDIA ART
Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
History
HISTORICAL SKILLS
Historical questions and Identify and locate a range of relevant sources (ACHHS120) research Explanation and Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) Communication
Teresa Swensen pg. 3
GENERAL CAPABILITIES
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAPABILITY Typically by the end of year 6 students: Apply personal security protocols identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Collaborate, share and exchange select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others
CRITICAL AND CREATIVE THINKING Organise and process information analyse, condense and combine relevant information from multiple sources Imagine possibilities and connect ideas combine ideas in a variety of ways and from a range of sources to create new possibilities
PERSONAL AND SOCIAL CAPABILITY Work independently and show initiative assess the value of working independently, and taking initiative to do so where appropriate
INTERCULTURAL UNDERSTANDING Investigate culture and cultural identity identify and describe the roles that culture and language play in shaping group and national identities Empathise with others imagine and describe the situations of others in local, national and global contexts
Teresa Swensen pg. 4
LEARNING EXPERIENCES: ENGLISH/OTHER KLA THE LITERATURE STRAND OF ACARA: INVOLVES TEACHING THE UNDERSTANDING, APPRECIATING, RESPONDING TO, ANALYSING AND CREATING OF LITERATURE. ACTIVITIES INCLUDE READING PROSE, READING POETRY AND CREATIVE WRITING
ENGLISH
Week 1 Meet Banjo Paterson o Read and discuss o Students look up a Banjo Paterson poem, read, and offer an oral response in small groups Mulga Bill’s Bicycle – analyse o Glossary o What is a simile, metaphor, alliteration, onomatopoeia? Find examples. o Alliteration Activity Mulga Bill’s Bicycle o What is a ballad? o Rewrite the ballad using relevant narrative hamburger template based on ability- revision on how to draft and use template Mulga Bill’s Bicycle o Writing task – make a connection Poetry Lesson o Poetry through lies (Metaphors/Similes)
Week 2 Introduce Swagman o Provide images – Oral language lesson . Pose questions for discussion – critical thinking – explore character - feelings . Role Play – Student as swagman – provide props Q & A Waltzing Matilda o Play YouTube clip o Groupwork – determine what is happening in the poem o Define unfamiliar words – provide Aussie slang glossary o Writing task – using Standard Australian English (no slang) – retell the story Waltzing Matilda by Banjo Paterson o Provide background information to shearers strike o Read Waltzing Matilda picture book o Discuss story in illustrations o Draft a plan of a possible story of the swagman leading up to camping – hamburger template Teresa Swensen pg. 5
Waltzing Matilda by Banjo Paterson o Writing task – explain writing process - share and refine plan and write story o Share story – reading aloud with partner Poetry Lesson o A Dog’s Mistake by Banjo Paterson o Rhyme activity
Week 3
Clancy of the Overflow o Rhythm, rhyme, pattern o Glossary o Reading aloud o Analyse – focus lifestyle choice bush vs city Clancy of the Overflow o Writing task – plan narrative using Clancy of Overflow as a springboard Clancy of the Overflow o Imagery -Adjectives – interesting words o Adjectives activity Clancy of the Overflow o Proofread, edit, recraft and rewrite narrative Poetry Lesson o Group work – write different styles of poems – publish to blog
Week 4 The Man from Snowy River (2 lessons) o Identify as ballad, Rhythm and Rhyme, literary techniques o Group work – 1 stanza each to decipher o Decipher story & share o Glossary – “Australian” words o Locate Snowy Mountains The Man from Snowy River o Character analysis o Written task – diary entry of The Man from Snowy River The Man from Snowy River o Imagary analysis o Create class picture quilt – students to focus on a scene that makes an impression on them Poetry o Poetry writing – interactive to individual
Teresa Swensen pg. 6
Week 5 Research task o Research topic of interest from Banjo era – take notes eg research . Swagman . Drovers . Banjo Paterson . Shearers . Women . Brumbies . Houses . Work . Travel o Present findings Plan Narrative o choose character from Paterson era and tell his story o Use hamburger planning template o Start first draft Review Australian Words, descriptive words o Include Australian similes/metaphors o Activity o Aboriginal language words used in English Draft narrative Poetry o Poetry writing – proof, recraft and do final copy of poem
Week 6 Proof read, edit, share, recraft first draft Final copy of narrative – publish to class blog with illustration Students read and respond to narratives posted to class blog Prepare and practice for culmination activity Culmination activity
*Additional Activity if time permits – watch the movie The Man From Snowy River and compare film to original ballad.
Teresa Swensen pg. 7
MEDIA ARTS
Choose to recreate the poem – student choice - moviemaker or comic life Create storyboard Draw, locate or photograph required images – use a range – review Create media art, share with a partner – 2 stars and a wish Edit final copy and publish on class blog
HISTORY
Research and explore o Nationalism o What it means to be Australian o Federation o Links to a separate planned unit
Teresa Swensen pg. 8
ASSESSMENT TECHNIQUES/EVIDENCE
DIAGNOSTIC
English
Guided Reading – check for fluency, decoding, understanding of text Quiz/discussions – Pre-assessment to check students understanding of similes, metaphors, alliteration, rhyme, narrative Check for students self-correction (editing) abilities Check for students’ knowledge/skills in the writing process Check for students’ ability to use technology, and post on class blog
Media Art
Check that students’ know how to create a storyboard (sequencing/planning), and required software and digital technology to create artwork
History
Check that students understand what is an acceptable source document for research and for note taking skills
FORMATIVE
Strategic Questioning Ask questions to promote higher order thinking and discussion Place students into small groups to allow all students an opportunity to contribute to discussion and express ideas – check for student contribution to discussions Ask open questions to promote discussion and determine comprehension and interpretation of texts Teacher Feedback Provide both written and verbal feedback when required eg during the writing process, during reading Ongoing checks of understandings of texts, the writing process, poetry techniques, understanding of new vocabulary words and understandings, Checking that students are providing an agreed and acceptable format when offering peer feedback
Teresa Swensen pg. 9
Peer Feedback Students will receive peer feedback during the writing process and receive opportunities to practice their oral reading for culmination day with a friend for feedback Self-Assessment Students will have the opportunity to reflect back over their work to check that it contains the expected elements
SUMMATIVE
English
Students demonstrate that They understand the writing process – including offering peer feedback and accepting feedback to improve their written work They understand that the author uses language in a way to promote imagery, emotion, and a sense of what is uniquely Australian Oral presentations and discussion are clear, sequenced, offer thought and demonstrate higher order thinking They can reflect on their own experiences to help draw meaning from the text Create and write texts/poetry using techniques promoted through lessons. Eg similies, metaphors, adjectives, rhyme, rhythm, narrative form, description Narrative is reflective of the time and era based on research and contains all elements that make up a Narrative They can use new vocabulary words in their writing and presentations when relevant They participate in discussion and activities
Media Art
Students demonstrate that They can use the software Accurately source images and reference where relevant Images captured are relevant, focussed and demonstrate an understanding of angle (or rule of thirds) for interesting photographs Final product is sequenced, and reflects the chosen poetry Text used on the product is able to be read, taking into consideration font and colour used compared on background.
History
Students will demonstrate Their ability to locate and use relevant sources of information Their note taking ability to transfer knowledge gained from source material to their own words
Teresa Swensen pg. 10
EVIDENCE
Final narrative and poem Observation and anecdotal notes during guided reading, oral presentations/discussions MovieMaker clip or ComicLife strip Completed Peer feedback sheets Notes taken from research
Teresa Swensen pg. 11
CULMINATING ACTIVITY
Poetry Reading and Sharing of Student work Invitation to parents/carers or buddy to join the class for a poetry reading with an Australian theme with damper and billy tea served. Students choose a total of 3 activities from the below board. One activity from each row.
Group - Perform a poem written by Banjo Paterson, Individual - Recite/read a Individual - Recite or read a or one written by a group favourite poem written by poem that you have member. Must include a Banjo Paterson. created yourself. narrator to read/recite the poem.
Share the template that Share a narrative that you Share your written narrative you have used during the have created with your of Clancy of the Overflow writing process with your guest with your guest guest.
Share your moviemaking Share your comic strip that Share the storyboard that clip that you have created you have created with your you have created during with your guest guest the media arts project.
Teresa Swensen pg. 12
RESOURCES
Student laptops Access to the Internet Images of Swagmen A collection of reference books from the library relating to the era around Federation and any books about or written by Banjo Paterson IWB and teacher computer access to the internet Hamburger Writing templates, peer feedback sheets and self-check sheets. (from The Writing Book: A Practical Guide for Teachers by Sheena Cameron and Louise Dempsey Comic Life and MovieMaker software loaded to laptops Class blog set up on Edublogs Photocopies of a selection of Banjo Paterson poems and poetry links on class blog for reference Poster outlining the writing process Story board templates The Poetry Toolkit PDF from The Poetry Trust UNIT EVALUATION SELF-EVALUATION
Were the learning experiences relevant to develop students’ ability to Did I enjoy the unit and was my own knowledge sufficient to facilitate plan and write narratives and poetry? learning in this topic? Were the students engages with the topic? What teaching strategies were most successful? What activities engaged the students? Was the feedback I gave sufficient for students to develop further? Was the unit pitched at the right level for understanding and ability? Was I enthusiastic throughout the unit delivery? Did the unit meet the desired outcomes and achievement Was I prepared for each lesson and prepared to meet varying standards? student needs? Were the links the KLAs relevant and successful? How could I include CCPs if I repeated the unit? What other General Capabilities could be addressed?
Teresa Swensen pg. 13