AUSTRALIAN CURRICULUM UNIT PLAN

Subject: English
Year Level: One Teacher: Alannah Heyman, Cass Kotsoglous, Abhaya Racic and Sharnae Robins
Topic: Duration: 9 Weeks

PART 1: PURPOSE

☒ Literacy ☐ Numeracy ☐ ICT ☒ Critical and Creative

General Thinking
Capabilities
☐ Ethical Understanding ☒ Personal and social ☐ Intercultural
capability Understanding
Cross-curriculum ☐ Aboriginal and TSI ☐ Asia and Australia’s ☐ Sustainability
Priorities
Histories and Culture Engagement with Asia

Strands, Sub strands, Content Descriptors and Elaborations:

AC9E1LA01
understand how language, facial
Language 10 expressions and gestures are used to
interact with others when asking for
and providing information, making
Language for offers, exclaiming, requesting and
Interacting with giving commands
Others AC9E1LA02
explore language to provide reasons
for likes, dislikes and preferences
AC9E1LA03
explore how texts are organised
according to their purpose, such as
to recount, narrate, express opinion,
inform, report and explain
Text Structure and AC9E1LA04
Organisation explore how repetition, rhyme and
rhythm create cohesion in simple
poems, chants and songs
AC9E1LA05
 Recognising the effects of words, signing, gestures and body language on the way communications are received by
others
 understanding that symbols, gestures and body language are key components of communication in First Nations
Australian communities
 viewing short films and discussing how characters use words and body language to convey emotions
 learning the difference between closed questions; for example, “Are you ready?”, and open questions; for example,
“What made this text so exciting?”
 using words including “because” to introduce reasons for likes, dislikes and preferences
 exploring comparative words (adjectives) to express the degree of preference; for example, “better”, “faster”
 discussing and comparing the purposes and organisation of familiar texts
 becoming familiar with the typical stages of types of texts; for example, recount and procedure
 recognising that the structure of a text may include words and pictures; for example, an informative text may include
words, illustrations and diagrams
 identifying patterns of repetition in texts; for example, repetition of sentence patterns such as “Have you seen …”
 discussing different poems and identifying rhyme; for example, end of line rhyme
 comparing the layout of print and digital texts; for example, the layout of print and images in an information book
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 understand how print and screen
texts are organised using features
such as page numbers, tables of
and the layout of information in an online text
content, headings and titles,
navigation buttons, swipe screens,
verbal commands, links and images
 knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or
AC9E1LA06
what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase); for example,
understand that a simple sentence
“Teddy (the participant: who or what is involved) read (a process, a happening or a state) the book (surrounding
consists of a single independent
circumstances).”
clause representing a single event
 understanding that simple sentences answer questions such as, “what is happening?” and “who or what is involved?”
or idea
along with details such as “where?”, “when?”, “how?”
AC9E1LA07
understand that words can represent
 understanding that words or groups of words can represent the participants (nouns; for example, people, places,
people, places and things (nouns,
things) that are involved in various activities or processes (verbs of doing, saying, thinking, being) and the details or
including pronouns), happenings
circumstances surrounding the activity (adjectives and adverbs that answer “when?”, “where?”, “how?”)
and states (verbs), qualities
 recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs
(adjectives) and details such as
when, where and how (adverbs)
 comparing images from texts where images of the same subject are represented differently; for example, a cartoon
Language for image of an animal, a photograph of an animal and a digital image of an animal in an advertisement
expressing and
AC9E1LA08  understanding how authors and illustrators build up meaning across a sequence of images
developing ideas
compare how images in different  understanding that some images convey meaning that is not included in the accompanying written text; for example,
types of texts contribute to meaning a diagram shows information about how parts of a plant are connected, which is not explained in the print text
 exploring images in stories and cultural accounts by First Nations Australian authors and discussing the impact this
may have
 using appropriate topic-specific vocabulary when discussing a learning area topic
AC9E1LA09
 using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using
recognise the vocabulary of
protocols to recognise the Traditional Owners of Country or Place
learning area topics
 identifying words for topics studied at school; for example, vocabulary used for weather and seasons
AC9E1LA10
understand that written language  using intonation and pauses in response to punctuation, when reading
uses punctuation such as full stops,  identifying different sentence boundary punctuation, when reading
question marks and exclamation  writing different types of sentences; for example, statements and questions, and discussing appropriate punctuation
marks, and uses capital letters for  identifying and using capital letters to name places and holidays
familiar proper nouns
AC9E1LE01
 discussing how animal characters reflect human characteristics; for example, the creation of animal characters and
Literature 5 discuss how language and images
their human qualities in fables by wide-ranging world authors
are used to create characters,
 discussing how characters, settings and events are described or depicted in literature by First Nations Australian
settings and events in literature by
Literature and authors and illustrators
First Nations Australian, and wide-
context ranging Australian and world  discussing the events associated with Australian animal characters and what is learnt about their characters in picture
authors and illustrators books from wide-ranging Australian authors

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 AC9E1LE02  generating questions about characters, settings and events from books and sharing responses
Engaging and
discuss literary texts and share  discussing different texts and offering opinions about how they reflect their own experiences
responding to
responses by making connections  expressing responses to characters and events in stories using drawing and role-play
literature
with students’ own experiences  identifying who is telling the story in different texts
 recognising similar characters and settings in different types of literary texts; for example, traditional tales, narrative
poems and fables
AC9E1LE03
 discussing whether features of settings including time (year, season) and place (country or city) are realistic or
discuss plot, character and setting,
imagined
which are features of stories
 discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and
Examining literature solved (resolution)
AC9E1LE04
listen to and discuss poems, chants,  listening to performance poetry, chants or songs from First Nations Australians
rhymes and songs, and imitate and  exploring poetry, chants and songs from Asian cultures
invent sound patterns including  listening to haiku poems about familiar topics such as nature and the seasons
alliteration and rhyme
AC9E1LE05
orally retell or adapt a familiar story
using plot and characters, language  writing character descriptions
Creating literature features including vocabulary, and  imitating a characteristic piece of speech or dialogue, or the attitudes or expressions of favourite characters in texts
structure of a familiar text, through  retelling key events in stories using oral language, visual arts, digital tools or performance
role-play, writing, drawing or
digital tools
Literacy 15 AC9E1LY01
discuss different texts and identify  discussing a range of texts encountered in school and in the community, and identifying their purpose
some features that indicate their  recognising that types of texts with similar purposes usually have predictable structures
Texts in context purposes
 using turn-taking in group and pair work
AC9E1LY02
 building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and
use interaction skills including turn-
attentively, asking relevant questions, providing useful feedback and prompting
taking, speaking clearly, using
Interacting with  participating in informal and structured class, group and pair discussions about content area topics, ideas and
active listening behaviours and
others information
responding to the contributions of
others, and contributing ideas and  interacting appropriately with peers, teachers and visitors
questions  formulating different types of questions to ask a speaker, such as open and closed questions and “when”, “why” and
“how” questions
AC9E1LY03  comparing and discussing texts, identifying some features that distinguish those that “tell stories” from those that
describe some similarities and “give opinions”
differences between imaginative,  selecting texts for a particular purpose or task; for example, a website that will give information about a learning area
Analysing,
informative and persuasive texts topic, a book that will tell a story about an animal
interpreting and
evaluating AC9E1LY04
read decodable and authentic texts  recognising most high-frequency words when reading a text
using developing phonic  self-correcting or asking for assistance when meaning breaks down
knowledge, phrasing and fluency,
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 and monitoring meaning using
context and grammatical
knowledge
AC9E1LY05
use comprehension strategies such  identifying information and details from spoken informative texts
as visualising, predicting,
 building topic knowledge and learning new vocabulary before and during reading
connecting, summarising and
 making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and
questioning when listening, viewing
adjusting understanding after reading
and reading to build literal and
inferred meaning by drawing on  drawing inferences and explaining inferences using clues from the text
vocabulary and growing knowledge  making connections with existing knowledge and personal experiences
of context and text structures
AC9E1LY06
create and re-read to edit short
written and/or multimodal texts to  applying emerging knowledge of text structure and grammar when creating text
report on a topic, express an  using learning area vocabulary when creating text
opinion or recount a real or  creating digital images and composing a story or information sequence on screen using images and captions
imagined event, using  adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning
grammatically correct simple to a noun
sentences, some topic-specific  beginning to use dictionaries and resources to check and correct spelling
vocabulary, sentence boundary  identifying words that might not be spelt correctly
punctuation and correct spelling of
some one- and two-syllable words
Creating texts AC9E1LY07  reporting the results of group activities
create and deliver short oral and/or
 explaining how to do or make something
multimodal presentations on
 giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate
personal and learnt topics, which
volume, and using content-specific vocabulary
include an opening, middle and
concluding statement; some topic-  experimenting with volume and pace for particular purposes; for example, presenting information, retelling stories,
specific vocabulary and appropriate and reciting rhymes and poems
gesture, volume and pace  giving reasons why the class should learn a particular game
AC9E1LY08
write words using unjoined lower-  continuing to develop a functional pencil grip/grasp
case and upper-case letters
AC9E1LY09
segment words into separate
phonemes (sounds) including
 saying sounds in order for a given spoken word; for example, “s-p-oo-n” and “f-i-s-t”
consonant blends or clusters at the
Phonics and word beginnings and ends of words
knowledge (phonological awareness)
AC9E1LY10  adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes
orally manipulate phonemes in  substituting medial sounds in spoken words to make new words; for example, “pin”, “pen”, “pan”
spoken words by addition, deletion  substituting final sounds in spoken words; for example, substitute the “t” in “pet” with “g” to form a new word “peg”
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and substitution of initial, medial
and final phonemes to generate new
words (phonological awareness)
AC9E1LY11
use short vowels, common long  using knowledge of letters and sounds to write words with short vowels; for example, “man”, and common long
vowels, consonant blends and vowel sounds; for example, “time”
digraphs to write words, and blend  using knowledge of letter sounds to write single-syllable words with consonant digraphs and consonant blends; for
these to read one- and two-syllable example, “wish” and “rest”
words
AC9E1LY12
understand that a letter can  recognising that letters can have more than one sound; for example, the letter “u” in “cut”, “put”, “use” and the letter
represent more than one sound and “a” in “cat”, “father”, “any”
that a syllable must contain a vowel  recognising sounds that can be produced by different letters; for example, the “s” sound in “sat” and “cent”
sound
AC9E1LY13
spell one- and two-syllable words  writing one- and two-syllable words containing known blends; for example, “bl” and “st”
with common letter patterns
AC9E1LY14
 learning an increasing number of high-frequency words and reading them independently; for example, “one”, “have”
read and write an increasing
and “pretty”
number of high frequency words
AC9E1LY15
recognise and know how to use  building word families from common morphemes; for example, “play”, “plays”, “playing”, “played”, “playground”
grammatical morphemes to create  using morphemes to read words; for example, by recognising the base word in words such as “walk-ed”
word families

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UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS KNOWLEDGE AND SKILLS
TRANSFER GOAL: Knowledge and Understanding:
Students will be able to independently......

Persuasive Writing

DEEP UNDERSTANDINGS:
Students will understand that:
Different texts types are used for different purposes.

ESSENTIAL QUESTIONS:

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

YEAR LEVEL ACHIEVEMENT STANDARD

By the end of Year 1, students interact with others, and listen to and create short spoken texts including recounts of stories. They share ideas and retell or adapt familiar
stories, recount or report on events or experiences, and express opinions using a small number of details from learnt topics, topics of interest or texts. They sequence ideas
and use language features including topic-specific vocabulary and features of voice.

They read, view and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences.
They identify the text structures of familiar narrative and informative texts, and their language features and visual features. They blend short vowels, common long vowels,
consonants and digraphs to read one-syllable words. They read one- and two-syllable words with common letter patterns, and an increasing number of high-frequency
words. They use sentence boundary punctuation to read with developing phrasing and fluency.

They create short written and/or multimodal texts including recounts of stories with events and characters. They report information and experiences, and express opinions.
Ideas in their texts may be informative or imaginative and include a small number of details from learnt topics, topics of interest or texts. They write simple sentences with
sentence boundary punctuation and capital letters for proper nouns. They use topic-specific vocabulary. They write words using unjoined upper-case and lower-case letters.
They spell most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words.
Performance Task(s):

Assessment task:

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Other Evidence of Learning:

Feedback:

Self-assessment:

UNDERSTANDING BY DESIGN STAGE 3: LEARNING AND TEACHING PLAN

Differentiation: Adjustments for Needs of

Teaching and Learning Sequence Thinking Models
Learners
The teaching and learning sequence below incorporates the Learning Dispositions
following: Collaborative
Courageous
 Fortnightly Big Write topics. Creative
 Alternate fortnight Spelling and Tricky Word Curious
Assessments Reflective
 Tricky Word and Spelling worksheets or activities Resilient
 Jolly Grammar worksheet or activities Self-regulated
 Reading Comprehension sheet based on Author Study
book Interdisciplinary Connections
 Incorporating aspects of VCOP (Vinny Vocabulary,
Connie Connectives, Ollie Openers and Penny
Punctuation)
 Reading Box Cards
 Heggarty Phonemic Awareness Programme
 Wushka
 Weekly Sharing topic

We Phonics Author Study Writing Handwriting

ek and
Gramma
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 r
Access students’ prior knowledge about storytelling.
As a class, reflect on what students know about oral
storytelling and picture books. Guide the discussion with
questions, such as: • Do they know someone who’s a good
storyteller? How does that storyteller use words to create a
picture in their mind?
• Have they sat and listened to someone older than them
(e.g. grandparents) telling a story from when they were
young?
• What are some ways stories are shared (oral storytelling,
written in books, songs, dance, digital formats, music)?
• Why do people write down stories (suggested responses
P: Vowels might include preserving family stories, to keep traditions
1 alive, to teach a lesson)?
G:
• What are some stories with a lesson that they are familiar
Alphabeti
Test cal Order with? What are the features of morals/fables/creation
narratives?
Explain that storytelling and yarning are used by the First
Nations Peoples to pass down knowledge to future
generations and are important ways of learning from the
collective group, showing respect to the storytellers, and
preserving and passing on cultural knowledge.
Ask if students think they know any stories from First
Nations Peoples.
Explain that some of the stories we read this term are
Dreaming Stories while others are narratives.
Persuasive Text introduction – Point of View
Read the narrative text, The Three Little Pigs (in Literacy
Resources) to the class. After reading, ask the students:
- What is this story about?
- Who are the 'good guys' in this story? How do you
know?
- Who is the 'bad guy' in this story? How do you
know?
Using the Teach Starter PowerPoint go through slides 1-
7. (Y-Chart POV in Literacy Resources)
- Discuss how everyone has different opinions and
points of view.
- How different words can be used to Cc
persuade/convince people in our writing “I
Number 2
believe” “are the best” etc.
correct
formation
The day the crayons quit is another POV story where the
crayons list reasons as the why they have quit
https://www.youtube.com/watch?v=gPkrhIEoOJg
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 For or Against
Watch the YouTube clip about why dogs are the best pets
(up to 2:40). https://www.youtube.com/watch?
Tiddalick: The Frog Who Caused a Flood. v=snTxlSDNMSQ

Explain that this a Dreaming Story that has been retold by Go through For and Against reasons as to why dogs are
2 Robert Roennfelt. the best. Oo
P: a_e Number 3
Big Dreaming Stories have been passed down through Go through slides 8-10 of the PowerPoint and if time correct
Wri G: Verbs generations of First Nations Peoples. complete the sorting activity. formation
te
YouTube linK: https://www.youtube.com/watch? Sorting Activity:
v=CAUNMOClMRE - Together go through each statement for the topic
‘Fish are the best pets’. Have students sort these
into For and Against.

Persuasive Text Structure

Ask students to think of a time they may need to try to
persuade someone e.g.
- persuading a friend to play a certain game,
persuading a parent to cook a particular meal,
P: i_e persuading a teacher to do a special activity. Aa
Number 4
3 Watch YouTube video – What is a persuasive text?
G: Coming Home to Country correct
Test https://www.youtube.com/watch?
Conjugati formation
ng Verbs v=hD9arWXIddM&list=PLTCzXKdxBpDD2Pap27TZU
udIHGE5rgwSi
· What is persuasive writing?
· Why do people write persuasive texts?
· What different types of persuasive texts are there?

Look at PowerPoint slides 11-12 and discuss any other

Page 9 of 13
 types of persuasive texts children may know before
looking at the structure of a persuasive text.

Looking at slides 15-17 complete as a class breaking

down the different elements of a persuasive text.

Complete Persuasive Text Unit 2 sheet displaying the

picture of the invite on the board (in Literacy Resources).

Persuasive Language Features

OREO (Opinion, Reason, Example, Opinion)
https://www.youtube.com/watch?v=_AG6js-KheQ

As a class create your own OREO paragraph about ‘Why

we should have a crunchy snack break’.

From the PowerPoint slide 24, get students to draw a

Awesome Emu picture of one of the 3 topics. Around the outside of the
4 P: o_e Dd
picture students can write sentences to explain their
Big opinions e.g. Superheros are brave because they fight the Number 5
G: Past
Writ villains. This can be done independently or in small correct
Tense You could also watch this short video about the Emu in the
e groups. formation
Sky https://www.youtube.com/watch?v=LzFYFutiwoA

Strong Words
Read through slide 25-26 about using strong words.
· Do you think the girl sounds very persuasive?
Why or why not?
· Do you think the boy will be convinced not to
litter in the playground? Why or why not?
· What might help the girl to persuade the boy to
agree with her point of view?
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 Look at slide 27, compare the building of a piece of text
to the building of a house. Explain that, to build a strong
house, you need to use strong materials. The same
principle applies when writing a persuasive text: to build
a strong opinion, you need to use strong words.

P: u_e
Qq
5 G: Assessment Number 6
Ernie Dances to the Didgeridoo
Test Doubling Cold Write topic – The best pet correct
Rule formation

6 P: wh Ss
Dreaming Story: How the Birds got their colours?
Big Number 7
Refer to Cold Write teaching points for students
Writ G: Future correct
Tense https://www.youtube.com/watch?v=pu-HG9yuU4Q
e formation
7
Tes
t Ee
and Refer to Cold Write teaching points for students Number 8
Assessme Assessment
Col correct
nt
d formation
Writ
e
8 P: ay The Heartbeat of the Land Creating a persuasive text Ff
Big - Students will be able to create their own Number 9
Writ G: persuasive text individually or in pairs using the correct
Alphabeti topic ‘What is your favourite animal?’
e formation
cal Order
We are looking for:
- Their opinion
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 - persuasive language
- 2 supporting reasons
- Engaging poster/video/writing
9 P: ea
Continue creating a persuasive text
No Review
G: Nouns
test

UNDERSTANDING AND DESIGN STAGE 4: LEARNING SUPPORT

ASSESSMENT ADJUSTMENTS
CLASSROOM ADJUSTMENTS
CURRICULUM ADJUSTMENTS Example: Presentation of work,
STUDENT Example: Quality differentiated
Example: Curriculum standard student working on method of presentation (scaffolding),
teaching, seating
extra-time, rest breaks

TEACHER REFLECTION ON THE UNIT PLAN

Identify what worked well during and at the end of the unit, including:
 learning tasks that worked well and why

 learning tasks that could be improved and how

Page 12 of 13
  assessment that worked well and why

 assessment that could be improved and how

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