Unit Title: Flying Foxes, Friend or Foe?

Year Level: 5

Focus Inquiry:

The following lesson sequence is designed for year 5 students. It is designed to aid students
towards completing a final summative assessment task of a persuasive analytical essay about
Flying Foxes in Central Queensland. Students will explore the focus question: ‘how can we
use persuasive writing techniques and sentence structures to write a persuasive analytical
essay?’ The Year 5 class will examine the 2 types of clauses, sentence types and noun groups,
with a link to subjective and objective language. Students will explore these aspects of
English through a range of learning techniques, including reading, watching and hands on,
creative learning. They will construct their own sentences and paragraphs using persuasive
writing techniques, to demonstrate their knowledge and understanding of dependent and
independent classes, noun groups and subjective and objective language.

Rationale:

This lesson sequence aims to enhance students’ knowledge and understanding of English
language: expressing and developing ideas. This learning sequence builds on ‘concepts, skills
and processes developed in earlier years’ (ACARA, 2021). The specific Australian
Curriculum links to this learning sequence are; ‘understand the difference between main and
subordinate clauses and that a complex sentence involves at least one subordinate clause
(ACELA1507)- knowing that a complex sentence typically consists of a main clause and a
subordinate clause’ (ACARA, 2021), and ‘understand how noun groups/phrases and adjective
groups/phrases can be expanded in a variety of ways to provide a fuller description of the person,
place, thing, or idea (ACELA1508)’ (ACARA, 2021). The learning sequence focuses on the idea of
expressing and developing ideas through English language where students are able to engage with and
create a persuasive type text.
 Lesson sequence overview

No. Title Key literacy Activity Resources/s Assessment

understandings
1. Identifying - Types of clauses: 1. Highlighting and YouTube video: -completion and checking
independent independent and identification activity https://www.youtube.com/watch? of the worksheet resource
and dependent where students need to v=hNT1D0JoFk8 to check for student
dependent - ‘understand the identify as either Worksheet- Dependent or Independent? List of understanding
clauses difference between dependent or independent clauses for students to identify. -completion of an exit slip
main and subordinate and highlight accordingly where students need to
clauses’ (ACARA, 2. Clause creation activity- give an example of each
2021)
and interactive activity clause, to check for student
where students create understanding on the topic.
clauses on the IWB using
the following starters
-The child…
-On the way…
-Far and wide…
-Along the way…
-Many people…
-The flowers…
2. Understandin - ‘Understand.... that a 1. Identifying types of List of subordinate conjunctions given to each -Completion and checking
g subordinate complex sentence subordinating student for their English book- to refer to when of worksheet to check for
conjunctions involves at least one conjunctions needed student understanding
and their role subordinate clause’ Figure 1 Retrieved from: -completion of a
https://7esl.com/subordinating
with clauses (ACARA, 2021) -conjunctions/ ‘checkpoint’ activity
where students need to
independently demonstrate
their ability to write a
sentence using a
subordinate conjunction,
and dependent and
Worksheet- using
independent clauses.
subordinate
conjunctions

Figure 2Retreived from:

https://www.tutoringhour.com/worksheets/language-
arts/conjunctions/subordinating-conjunctions/
3. Joining ‘Language features Cut and paste activity- Worksheet- cut and Completion and checking
dependent include complex matching dependent and paste worksheet with of the worksheet to see
and sentences, unfamiliar independent clauses together dependent and students understanding of
independent technical vocabulary, using commas and independent clauses the concept.
clauses using figurative language, and FANBOYS to make separated, where - Exit ticket where
FANBOYS information presented compound sentences students need to students need to
and in various types of identify the clauses and demonstrate their
punctuation graphics. match them together. ability to use
FANBOYS correctly
Students create a range to form complex
of imaginative, sentences
informative and
persuasive types of
texts including
narratives, procedures,
performances, reports,
reviews, explanations
and discussions.’
(ACARA, 2021)
4 Up-leveling Language: Expressing Completing a worksheet Creating focused sentences worksheets
and developing ideas
sentences focused on creating simple, (differentiated included) Completion and marking
 Understand the
using noun compound and complex of the worksheet to display
difference
groups and between main and sentences, and up-levelling students’ knowledge and
subordinate
subjective them by adding descriptive understanding of the topic
clauses and that a
and objective complex sentence noun groups
language involves at least
one subordinate
(Focus clause
lesson) (ACELA1507)

 Understand how
noun
groups/phrases
and adjective
groups/phrases
can be expanded
in a variety of
ways to provide a
fuller description
of the person,
place, thing, or
idea
(ACELA1508)