FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 YEAR LEVEL: 5 LEARNING AREA/TOPIC: English

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Assuming 1:1 iPad access.

WEE West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
K/ = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES
LESS other
ON LINKS (Introduction, Body and Conclusion)

Understand, Explain why 1. Diagnostic Introduction Blueback by

2 interpret and authors use Assessment –
experiment with similes and Highlighting in Google
sound devices and figurative Docs and subsequent
imagery, including language in their discussion to
simile, metaphor and works. determine if students
personification, in can identify figurative Body
narratives, shape Explain what a language and similes in
poetry, songs, simile is. a passage.
anthems and odes 2. Formative
(ACELT1611) Create a Assessment – Answer
description of a Garden and work
setting using at samples to check if
least two similes. students could create
and use similes in a
description.
3. Summative
Conclusion
Assessment –Exit
Ticket (pause, pose,
bounce have students
provide a reason why
authors use figurative
language and similes.
 Student close their eyes and listen to two passages. Tim Winton
 Discuss their reactions to the passages.
Passages in
 Have students highlight words or phrases in GoogleDocs which create the image.
appendix.
 Recap descriptive language from previous lessons.
 Highlight the 2 examples of similes in the passage. Class Google
Docs
 Simile – One thing is compared with another thing of a different kind. For emphasis
and impact in descriptions. iPads (one
each)
 Discuss what it is and break down the construction in the GoogleDocs. Give examples,
students to add their own. Book
 Class split in two with each half having different scenes. Creator
 In Book Creator students will record a verbal description of what they see using at
Picture of
least two similes.
campfire in
 Students swap their descriptions with a pair who then has do draw the scene in book
bush and
creator without seeing the scene first.
coral and
 Students use Answer Garden to display similes encountered.
fish from
Flickr – see
 Discuss some of the examples that were used in the Answer Garden as a class. Was an
appendix
image or feeling created?
 Students to showcase work - Discuss were these the same description? Ask students
Answer
why there were differences/similarities (start priming POV).
Garden
 Pause, pose, bounce as the exit ticket out the door. Students explains what a simile is
and why it is used.
WEE West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
K/ other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LESS
ON LINKS (Introduction, Body and Conclusion)

Understand, 1. Students to construct Formative Assessment – Introduction Blueback by Tim Winton

4 interpret and a physical and character Student will complete a  Examine the pictures and descriptions the students created in
experiment with description of a Kahoot to check lesson 2 – Discuss why they were different elicit different iPads
sound devices and character from Blueback understanding of point of points of view.
imagery, including using imagery. view and imagery.  Can see or experience the same things but different people Book Creator creations
simile, metaphor and see things differently. from earlier lessons.
personification, in 2. Students to identify Formative Assessment –  Kahoot review on POV and imagery
narratives, shape that different characters Chatterpix character’s Chatterpix
poetry, songs, respond to the same reactions to the same event Body
anthems and odes stimulus differently to check ways students are  Hand out character pictures – have a whole class brainstorm Image of city from
(ACELT1611) depending on their point constructing points of view. about words or phrases that could be used to describe the https://pixabay.com/en/
of view. characters (both physically and their characters) city-street-traffic-urban-
Recognise that ideas Summative Assessment –  Students to create a description of one of the characters city-1246870/
in literary texts can Chatterpix. Using similes from Blueback using Chatterpix and the character art work
be conveyed from and descriptive language to they created in the previous art lesson. iMovie
different viewpoints, describe the character.  Bring class together and ask if their characters would view
which can lead to and respond to the same scene.
different kinds of  Put up image of city up
interpretations and  Whole class brainstorm about possible character reactions.
responses  Students to have 5-10min minutes to plan response
(ACELT1610)
 Students to use Chatterpix to have their characters respond
to the city scene.

Conclusion
 Watch some of the Chatterpix
 Students will discussion if their thoughts/feelings towards the
character changed once they were exposed to the character’s
POV
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Plan, draft and 1. Students reinterpret a scene Summative Introduction Blueback by Tim Winton
7 publish from Blueback from another Assessment –  Students to be the groups they have been workshopping
imaginative, character’s point of view 2 Rubric for the the scene. Image of Bondi Beach
informative and different types of imagery devices. movie. Students to  Display image on the screen and in the groups have each from
persuasive print use a range of https://pixabay.com/en/
group provide one sentence to describe what they see –
and multimodal 2. Students to reflect on how they imagery devices for bondi-beach-sydney-
texts, choosing altered the point of view and what emphasis. keep going around the groups till they run out of steam. australia-beach-587813/
text structures, they wanted the audience’s  Check with students they are finished drafting, know
language reaction to be. Summative what is expected of them and know what tools they can iPads
features, images Assessment – use – have they used marking rubric.
and sound Rubric for director’s iMovie
appropriate to cut students to Body
purpose and reflect on how they  Students to film the scene they have drafted from Green Screen w green
audience established POV Blueback from the point of view of another character (not material from the screen
(ACELY1704) and how this
Able) using iMovie and Green Screen
impacted audience Word Cloud
Recognise that sympathies.  Students to create a director’s cut of their scene where
ideas in literary they reflect on why they chose that character and how Google Survey
texts can be they changed the POV and something they learnt during
conveyed from the process.
different
viewpoints, which Conclusion
can lead to  Movie screening of the reimagined scenes.
different kinds of  Round robin word cloud – students to complete two,
interpretations
word clouds one on imagery and the other on POV
and responses
(ACELT1610)  Students to complete Google survey on the unit of work
 Appendix -Lesson Two
Background
Students will have already explored some literary devices like descriptive language in the first lesson of this sequence.

Resources
Passage One - “Able loved being underwater. He could not remember a time when he could not dive. His mother said he was always a diver. He liked to watch his mother in her wetsuit
swim.

Able followed his mother down as she had found what they were looking for. Abalone.“ Adapted from Blueback page 6-7 by Tim Winton (1997)

Passage Two - “Able loved being underwater. He was ten years old and could never remember a time when he could not dive. His mother said he was a diver before he was born; he floated
and swam in the warm ocean inside her for nine months, so maybe it came naturally. He liked to watch his mother cruise down to the deep in her patchy wetsuit. She looked like a scarred
old seal in that thing.

With a quick breath he followed her down. He clutched his bag and screwdriver and felt the pressure prick his ears. On the bottom his mother had found what they came for. Abalone. In a
seam along the smooth granite rock, the shellfish grew round and silver like shiny hubcaps.” Blueback pages 6-7 by Tim Winton (1997)

Pictures
Picture of campfire in bush from https://www.flickr.com/photos/mountainash/6867342568/
Picture of fish and coral from https://www.flickr.com/photos/37467370@N08/16344263969/

Appendix -Lesson Three

Background
In a previous art class the students have created pictures of various characters from the book.

In the previous English lesson students have identified the narrative voice in Blueback and discussed the impact of this narration on empathy and engagement. Students have also started
examining and comparing the different points first, second and third point of view and how it alters the text.

Where to next
The pictures of the students created would be displayed next to a QR code which links to this Chatterpix creation.

Appendix -Lesson Seven

Background
Students will have been planning, editing and work shopping their scenes in the previous lessons. This filming lesson would probably occur over two lessons

Where to next
Some of the movie scenes will be used in the Year 5 assembly. All of the movies will be available for parents to watch at the open day.