English Unit Summary

ENGLISH UNIT SUMMARY

Title What’s the Problem? Year Level(s) Support Unit – Stage 3

Information

* Create a missing persons poster for one of the children who went missing the story (Chapter 2) * Blog entries – use of imaginative text and descriptive text, uses correct sentence structure and basic Assessment sentences punctuation appropriately. (For Learning, As

Learning, Of Learning - Assessment – Students are required to write a solution to how the characters in the story defeated p.124 English Syllabus) the witches and transformed back in to humans.

In this unit students will complete a book study on Roald Dahl’s ‘The Witches’. Students will explore the language forms and features used by the author to create an imaginative text. Context Summary Students will be given the opportunity to work in cooperative groups and use a blog to discuss their ideas.

Links to other Numeracy and ICT Key Learning Areas

Summary of links to the English K-6 Syllabus

Critical and Personal ICT Ethical Intercultural General capabilities Literacy Numeracy creative and social capability behaviour understanding thinking capability

Cross-curriculum Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability priorities Islander histories and cultures with Asia

ESL Scales and Steps

Oral 1 2 3 4 5 6 7 8

Reading/ B1 B2 B3 1 2 3 4 5 6 7 Writing

PLAN Clusters

Texts

Writing

Phonics

Reading Reading

Speaking

Concepts Concepts

Phonemic Phonemic

Aspects of of Aspects of Aspects

Awareness

Knowledge

Vocabulary Vocabulary

About Print About

Comprehensi

C1 C1 C1 C1 C1 C1 C1 C1 C2 C2 C2 C2 C2 C2 C2 C2 C3 C3 C3 C3 C3 C3 C3 C3 C4 C4 C4 C4 C4 C4 C4 C4 C5 C5 C5 C5 C5 C5 C5 C5 C6 C6 C6 C6 C6 C6 C6 C7 C7 C7 C7 C7 C7 C8 C8 C8 C8 C8 C8 C9 C9 C9 C9 C9

C10 C10 C10 C10 C10

C11 C11 C11 C11 C11 C12 C12 C12 C12 C12

Stage 3 – Imaginative Text - The Witches

Lesson Learning Experiences Resources Register and Evaluation 1 Before Reading Wordle or Tag cloud app  Before introducing ‘The Witches’ ask students what they know about witches. Ask students to make a list of adjectives they would use to describe a witch. Students to create a word collage on Wordle using the list of adjectives.  Draw a picture of a witch and label using adjectives.  Students to research witches from different cultures (Salem Aboriginal Dreamtime stories which includes witches, witches in the Aboriginal Culture). Students to identify witches/witch doctors. how the witches from different cultures have been portrayed. Dust Echoes – The Curse, Spear Discuss differences/similarities. http://www.abc.net.au/dustechoes/default.htm  Introduce Roald Dahl’s ‘The Witches’ – complete an orientation to Stories about witches. the book. Students to write 3 predictions. Are the witches good or bad? How do they know?

 Read the first chapter ‘A Note About Witches’ The Witches – Roald Dahl

After Reading  Students to Think-Pair-Share their thought on what they think the Blog story is about. Blog entry. 2 Before Reading  Create an entry in their blog about their grandmother. Students Blog are required to describe their grandmother, where they live, Questions about grandmother hobbies, what they like to do with their grandmother, etc. (Do in ICT lesson)

 Read chapter 2 and 3 The Witches – Roald Dahl

After Reading 3

 Chapter 2 – Discuss how each student disappeared. Create a missing persons poster on one child.  Chapter 3 - Students to draw what a witch looks like as described Witch drawings in ‘How to Recognise a Witch’ chapter. Compare these drawings to initial drawings, discuss.  Discuss how the witches in the story disguise themselves. What jobs could they have? Students to select a known adult and add a blog entry about who they think is a witch. Why do they think that? Students are required to comment on a classmate’s blog to gather more information. 3 Before Reading  Explain that the following chapter is about the Grand High Witch. Through Think-Pair-Share students to discuss who they think the Grand High Witch is and her role.

 Read Chapter 4 ‘The Grand High Witch’ and Chapter 5. The Witches – Roald Dahl

After Reading  In pairs, students to role play an interview with the Grand High Video camera Witch (one student the interviewer, the other the Witch). Brainstorm some questions you could ask the Grand High Witch. Practice and film. View all interviews for students to peer assess. * Option: Hot Seat - The teacher role plays as the Grand High Witch and participates in a press conference.  Students to blog about a summer holiday they remember. Where Blog did they go, what did they do, etc. 4 Before Reading  Introduce similes to students – explain that Roald Dahl uses a lot of similes in his stories as a describing tool. Give some examples of similes. Study Ladder Similes (Teach This Worksheet) 4

 Go through Similes activity on Study Ladder. Complete Similes worksheets. Provide students with some time to create their own similes. The Witches –Roald Dahl

 Read Chapters 6 & 7 Character Profile Proforma After Reading  In groups - Create a character profile on the Grand High Witch, include who she is, what she looks like, how she behaves and what her goals and plans are. Draw a picture of the Grand High Witch – in disguise and not in disguise. 5 Before Reading  Explain the names of the next 2 chapters. Students to create a Blog blog entry on what they think ‘Formula 86 Delayed Action Mouse- Maker’ is and what it will be used for. They are also to predict what ingredients were used to make the formula.

 Read Chapters 8 & 9 The Witches – Roald Dahl

After Reading  In groups, practice reading the Grand High Witch’s song (p. 79). Audioboo Students record themselves reading/singing the song on Audioboo. They are required to read/sing the song using expression, clear voice, and varied tone. (NB. The song does not need to be recited in the Witch’s accent)  Write a procedure for ‘Formula 86 Delayed Action Mouse-Maker’. Follow lesson on  In groups or independently - Create an antidote potion (numeracy http://www.australiancurriculumlessons.com.au/2013/ link). Students are required to create an antidote for ‘Formula 86 08/18/magic-potions-measuring-volume-and-capacity- Delayed Action Mouse-Maker’. lesson-234/ 6 Before Reading

 Read Chapters 10 & 11

After Reading  Discuss the character of Bruno Jenkins. 7 Before Reading  Define ‘metamorphosis’. Brainstorm insects that go through metamorphosis.

 Read Chapters 12 & 13

After Reading

8 Before Reading  Students write a blog entry about how they think grandmother Blog and Bruno’s parents would react when they find out they have been turned in to mice. If they turned in to a mouse how would their parents react? Why?

 Read Chapters 14, 15 & 16

After Reading  Confirm predictions about grandmother and parent reactions.  Discuss why they took a bottle of the formula.

9 ASSESSMENT  Explain to students the title of the next chapter (‘The Plan’).  Explain the assessment task. Assessment Task