MOSSGIEL PARK PRIMARY SCHOOL Celebrations around the World Even Years – Year 3&4 This unit combines compatible content and skills from the AusVELS History Curriculum and the three Priorities with relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, and Thinking Processes. Some aspects of AusVELS English curriculum are also included. . This unit was developed by Deb Walters, Adam Myors, Louise Rezel, Sally Prior and Lisa Hill.
Y4 Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Use comprehension strategies to literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts Use interaction skills such as acknowledging another’s of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts Deep Thinking Analysing: Using DATT tools: CAF to identify factors to consider when planning a project NA Evaluate: DATT tools: PMI to evaluate information researched about the topic Analysing: Using DATT tools: CAF to identify factors to consider when preparing for a celebration or commemoration. Lesson 5 Lesson 6 Lesson 7 Lesson 8
Resources Tubs of books, laptops, simplified texts etc. Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. Internet videos Sticky or equivalent, cover paper cut into the required lengths to publish the timelines. Tubs of books, laptops, simplified texts etc. Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. Internet videos Venn diagram templates Tubs of books, laptops, simplified texts etc. Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. NA Special needs At-risk: limit the number of events leading to the development of the celebration or commemoration to 2-3. ESL: provide models and word banks using impersonal text forms to make the timeline. Enrichment: encourage writing complex cause-and-effect sentences about each event. At risk/ ESL: Wiki pages (emailed to Lisa) answering the project questions about Asian celebrations and commemorations for at-risk students. Choose a celebration or commemoration being researched by an at-risk/ESL student to model. Enrichment: encourage identifying multiple commonalities for the Venn diagrams At risk/ESL: modify the project requirements to reduce the vocabulary load, include images towards the finished mobile. Enrichment: offer an optional alternative creative task from the task cards in Celebrations (Upper Primary) by Sue Harvey. NA Thinking Processes: With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge. Interpersonal relationships: In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate. Personal Learning: With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes. Interpersonal relationships: Students to be aware that different points of view may be valid.
Y3 Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume Understand how different of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences Identify the features of online texts that enhance navigation Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences Identify the features of online texts that enhance navigation Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose Plan and deliver short presentations, providing some key details in logical sequence
Y4 Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Understand how vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences Deep Thinking Pohl’s Thinker’s Key: What if … one of the events in history hadn’t happened? (individual, oral) Analysing using a Venn diagram to compare and contrast. NA NA Key Understandings for Assessment Focus Questions Celebrations and commemorations take place around the world. Celebrations and commemorations derive from historical, religious, national and community events. Celebrations and commemorations can have many things in common e.g. feasting, dressing up, community festivities, religious ceremonies. Celebrations and commemorations which are celebrated by community groups in Australia include e.g. Greek Independence Day; Diwali, Kawanzaa Day; Festival of the Lights, Remembrance Day, Buddha’s Birthday. What celebrations and commemorations are celebrated around the How do these celebrations and commemorations compare around the world? How did these celebrations and commemorations develop? What do these celebrations and commemorations have in common? ones are significant to community groups in Australia?
AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4 READING AND VIEWING Year 3 Content Year 4 Content Language Elaborations Language Elaborations Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports Identify the features of online that enhance navigation becoming familiar with the typical features of online for example navigation bars and buttons, hyperlinks and sitemaps Identify features of online texts that enhance readability including text, navigation, links, graphics and layout participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information Literacy Elaborations Literacy Elaborations Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features making connections between the text and students own experience and other texts making connections between the information in print and images making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic using text features and search tools to locate information in written and digital texts efficiently determining important events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification making considered inferences taking into account topic knowledge or a character’s likely actions and feelings Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts making connections between the text and students’ own experience and other texts making connections between information in print and images building and using prior knowledge and vocabulary finding specific literal information asking and answering questions creating mental images finding the main idea of a text inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information
select and sequence key and information in short presentations (ACELY1677 Oral presentations) communicate in a clear, coherent manner in informal and classroom situations (ACELY1792 Listening and speaking interactions) contribution of relevant ideas to discussions and asking of questions to clarify meaning (ACELY1676 Listening and speaking interactions) listen actively and take turns in small or large-group contexts (ACELY1792 Listening and speaking interactions) communicate relevant information and responses to questions when speaking to others in a range of familiar contexts (ACELY1688 Listening and speaking interactions) use of an increasing range of vocal effects, for example tone, pace, pitch and volume, to speak clearly and coherently (ACELY1688 Listening and speaking interactions) listen attentively to spoken texts, for key points in order to interpret and share ideas and information, and carry out tasks (ACELY1687 Listening and speaking interactions) Year 3 Speaking and listening achievement standard Students listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. Year 4 Speaking and Listening achievement standard Students listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. PoLT (Principles of Learning and Teaching) PoLT focus to be embedded in this unit. Students are challenged and supported to develop deep levels of thinking and application. In learning environments that reflect this principle the teacher: 4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity. CHECKLIST FOR PLANNING A UNIT OF WORK e5 Engage Questions Component covered in the unit How do we stimulate interest and curiosity in the topic?