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English Unit Plan
English Unit Plan
ACHIEVEMENT STANDARD:
By the end of Year 6, students show how specific details can be used to support a point of view. Students
create detailed texts elaborating on key ideas for a range of purposes and audiences. They make
presentations and contribute actively to class and group discussions, using a variety of strategies for effect.
ACARA LINKS:
English:
Strand – Literacy
Sub-strand – Interacting with others
Content Descriptor:
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 - Scootle)
English:
Strand – Literacy
Sub-strand – Interacting with others
Content Descriptor:
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 - Scootle)
English:
Strand – Literacy
Sub-strand – Creating texts
Content Descriptor:
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
(ACELY1715 - Scootle)
SEQUENCE OF LEARNING:
Week Day Activity Resources Time
Week 6 Monday Introduction to Oral Presentations: Interactive 10
o Main idea and purpose whiteboard/ Minutes
o Tone PowerPoint
o Pace Presentation
o Volume
o Gesturing
o Eye Contact
o Visual aid
o Cue cards
5 Minutes
*Brain break*
ASSESSMENT:
o Formative assessment:
- Check point – students need to present their topic to me to determine that is refined and doable.
- Draft – students receive feedback on their work
- Peer feedback – practising in front of a partner to receive feedback
o Summative assessment:
- Final oral presentation (rubric to mark)
Date: __________________________ Week: _____________
Name: ______________________________________________
Oral Presentation
Category 4 – Excellent 3 - Good 2 - Satisfactory 1 – Needs Improvement
Delivery Holds attention of entire audience with use of Consistent use of direct eye contact with Displays minimal eye contact with Holds no eye contact with audience, as
direct eye contact, seldom looking at notes. audience, but still returns to notes. audience, while reading mostly from the entire report is read from notes.
Speaks with fluctuation in volume and inflection Speak with good variation of volume and notes. Speaks in low volume and/ or monotonous
too maintain audience interest and emphasise inflection. Speaks in uneven volume with little or no tone, which cause audience to disengage.
key points. inflection.
Content/Organisation Demonstrates full knowledge by answering all Is at ease with expected answers to all Is uncomfortable with information and is Does not have a grasp of information and
class questions with explanations and questions, without elaborations. able to answer only basic questions. cannot answer questions about subject.
elaboration. Has somewhat clear purpose and Attempts to define purpose and subject; Does not clearly define subject and
Provides clear purpose and subject: pertinent subject; includes some data and evidence provides weak examples, facts and/or purpose; provides weak or no support of
examples, facts and/or statistics; supports that supports conclusions. statistics, which do not adequately support subject; gives insufficient support for ideas
conclusions/ideas with evidence. the subject; includes very think data or or conclusions.
evidence.
Enthusiasm/Audience Demonstrates strong enthusiasm about topic Shows some enthusiastic feelings about Shows little or mixed feelings about the Shows no interest in the topic presented
during entire presentation. topic topic presented. Fails to increase audience understanding
awareness Significantly increases audience understanding Raises audiences understanding and Raises audiences understanding and of knowledge of topic.
and knowledge of the topic; convinces the awareness of most points. knowledge of some points.
audience to recognise the validity and
importance of the subject.
Inclusion of Uses appropriate and very relevant images, Uses appropriate and relevant images, Uses some appropriate and relevant Uses few or no appropriate and relevant
songs and/or other multimedia components to songs and/or other multimedia images, songs and/or other multimedia images, songs and/or other multimedia
multimedia (images, enhance presentation. components to enhance presentation. components to enhance presentation. components to enhance presentation.
music, videos)
Preparedness Was clearly and sufficiently prepared with Was sufficiently prepared with Was mostly prepared with presentation Di not sufficiently prepare for the
presentation materials. presentation materials. materials. presentation.
Length Spoke longer than was required yet did not Spoke slightly longer than required. Spoke the required time. Spoke less than the required time.
drag presentation out.
Comments:
Grade: /24