Year 5 unit overview Australian Curriculum: English and History

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/!"#$.
School name Unit title Duration of unit: ! hours
%he Australian &old Rush
Unit outline
%his unit pro'ides a study o( colonial Australia in the ")##s, in particular the decade o( the Australian &old Rush. Students loo* at the (ounding o( +ritish colonies
and the de'elopment o( a colony. %hey learn a,out what li(e was li*e (or di((erent groups o( people during this period. %hey e-amine signi(icant e'ents and people,
political and economic de'elopments, social structures, and settlement patterns.
Students in'estigate the Australian &old Rush and its economic, social and political impact on the colony. Students also identi(y the di((erent moti'es and the
e-perience o( indi'iduals during the &old Rush.
%his unit contri,utes to children achie'ing in English in grade (i'e, in a num,er o( ways:
Students are gi'en opportunities to engage with a 'ariety o( te-ts. %hey listen, read, 'iew, interpret and e'aluate spo*en, written and multimodal te-ts in
which the primary purpose is aesthetic, as well as te-ts designed to in(orm and persuade. %hese include 'arious types o( media te-ts including
newspapers, (ilm and digital te-ts.
Students are gi'en opportunities to present their *nowledge o( how to compose a research report and a persuasi'e te-t. %hrough this, they understand the
structure o( each te-t type, as well the language aspects o( the di((erent te-t types.
.ey /n0uiry 1uestions
2hat do we *now a,out the li'es o( people in the &old Rush
2hat were the opposing 'iew points ,etween the go'ernment and the diggers3
4ow were there issues resol'ed3
2hat were the signi(icant e'ents and who were the signi(icant people that shaped this time period3
"ueensland Studies Authority 5anuary 6#"6 7

#dentify curriculum
Content descri$tions to %e taught
&eneral ca$a%ilities and
cross'curriculum $riorities
(anguage (iterature (iteracy
.
H#S)*+Y , Historical -nowledge and
Clari(y understanding o( content as it un(olds in (ormal and
in(ormal situations, connecting ideas to students8 own
e-periences and present and 9usti(y a point o( 'iew (ACE:;"<==)
/denti(y and e-plain characteristic te-t structures and language
(eatures used in imaginati'e, in(ormati'e and persuasi'e te-ts to
meet the purpose o( the te-t (ACE:;">#")
?se comprehension strategies to analyse in(ormation, integrating
and lin*ing ideas (rom a 'ariety o( print and digital sources
(ACE:;">#@)
Alan, dra(t and pu,lish imaginati'e, in(ormati'e and persuasi'e
print and multimodal te-ts, choosing te-t structures, language
(eatures, images and sound appropriate to purpose and audience
(ACE:;">#B)
Reread and edit studentCs own and others8 wor* using agreed
criteria (or te-t structures and language (eatures (ACE:;">#D)
?se a range o( so(tware including word processing programs with
(luency to construct, edit and pu,lish written te-t, and select, edit
and place 'isual, print and audio elements (ACE:;">#>)
Historical S.ills
(iteracy

#C) ca$a%ility

Critical and creative thin.ing

Ethical %ehaviour

/ersonal and social ca$a%ility

#ntercultural understanding
0 7 Year 1 unit overview Australian Curriculum: English
#dentify curriculum
YEA+ 5 Understanding
%he impact o( a signi(icant
de'elopment or e'ent on a colonyE
(or e-ample, (rontier con(lict, the
gold rushes, the Eure*a Stoc*ade,
internal e-ploration, the ad'ent o(
rail, the e-pansion o( (arming,
drought. (AC44.#=D)
?se historical terms and concepts (AC44S#==)
/denti(y and locate a range o( rele'ant sources (AC44S"#")
/denti(y points o( 'iew in the past and present (AC44S"#B)
Fe'elop te-ts, particularly narrati'es and descriptions, which
incorporate source materials (AC44S"#D)
?se a range o( communication (orms (oral, graphic, written) and
digital technologies (AC44S"#<)
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Assessment
Descri%e the assessment Assessment date
Assessment )as.
%he Australian &old Rush G Appendi- B.
o ormat: /n(ormation Report
o :ength: @## 2ords
o Scope: Alan, dra(t and pu,lish imaginati'e, in(ormati'e and persuasi'e print and multimodal te-ts, choosing te-t
structures, language (eatures, images and sound appropriate to purpose and audience (ACE:;">#B)
o Resources: Hicroso(t 2ord. Appendi-es " G B.
E'idence o( :earning:
o Students are re0uired to (irstly plan and dra(t the re0uired in(ormation in order to complete this assessment. %his
part o( the assessment is summati'e
o %he (ormati'e assessment is handing in o( their (inal report.
:earner Ieeds:
o Students with learner needs are constantly guided through the planning and dra(ting phase.
o Furing the planning stages, students wor* in pairs in order to complete this tas* more e((iciently.
eed,ac* Strategies:
o Students are e-pected to complete a (irst dra(t which is (irst sel( edited.
o %he second dra(t is teacher edited
Aurpose:
o %he purpose o( this assignment is to allow the students to gather enough in(ormation a,out the Australian &old
Rush. %hey are to understand what it was, when it was and how it occurred.
o %his will then help the students with their (inal assessment piece.
Assessment )as. 0
Assessment tas* " will
occur hal(way through
the ?nit.
Assessment tas* 6 will
occur at the end o( the
unit.
3 7 Year 1 unit overview Australian Curriculum: English
Assessment
Aeter :alor 's. Commissioner ReedG Appendi- B.
o ormat: Aersuasi'e %e-t
o :ength: @## 2ords
o Scope: Alan, dra(t and pu,lish imaginati'e, in(ormati'e and persuasi'e print and multimodal te-ts, choosing te-t
structures, language (eatures, images and sound appropriate to purpose and audience (ACE:;">#B)
o Resources: Hicroso(t 2ord. Appendi-es D ! "".
E'idence o( :earning:
o Students are re0uired to (irstly plan and dra(t the re0uired in(ormation in order to complete this assessment. %his
part o( the assessment is summati'e
o %he (ormati'e assessment is handing in o( their (inal persuasi'e te-t.
:earner Ieeds:
o Students with learner needs are constantly guided through the planning and dra(ting phase.
o Furing the planning stages, students wor* in pairs in order to complete this tas* more e((iciently.
eed,ac* Strategies:
o Students are e-pected to complete a (irst dra(t, which is (irst sel( edited.
o %he second dra(t is teacher edited
Aurpose:
o %he purpose o( this assignment is (or the students to pic* a point o( 'iew, and then construct a persuasi'e
argument with regards to this point o( 'iew.
o Frawing on their *nowledge o( what happened to the people in the &old Rush, they are to comprise a list o( main
arguments in order to persuade the opposite party.
o Also, students are to show that they understand the language speci(ications and structure o( writing a persuasi'e
te-t.
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:esson ": Comprehension and Responding to :iterature
Estimated %iming: B# minutes
J,9ecti'e/s:
Students are to comprehend the te-t and connect with the te-t. %hey are
encouraged to 'oice their opinions and engage with the story.
%he lesson also introduces the students to the unit plan topic K%he Australian &old
RushL
Classroom Jrganisation: 4a'e students on the carpet so they can all see the pro9ector
with the (ocus pages on it.
:earning E-periences:
As a class re!read the (ocus pages o( My Place (or this term unit. ")D) G +en9amin
ran*ilin. 4a'e these (ocus pages on the pro9ector so e'eryone can see clearly.
A(ter (irst paragraph as* who *nows where +en is (rom. 2here is San rancisco.
?sing &oogle Haps, show students the tra'eling +en and his (amily would ha'e
done. San rancisco, Cali(ornia to +athurst.
As*, in ")D), how would they ha'e tra'elled3 Alanes were not in'ented. /t would
ta*e at least a couple o( months to tra'el ,y ,oat.
Return to second paragraph o( ,oo*. As* why +en laughed at ,y the other *ids3
2hy do you thin* he had a di((erent accent3 Fo we encourage that ,eha'iour in
our society today3 +en8s dad said Mone day e'eryone in the world will ,e (ree and
e0ual li*e ,rothers and sisters3 2hat do you thin* he meant ,y this3 Fo you thin*
our society is li*e the dad8s prediction today3
%hird paragraph. As* who is %ripod3 2hat nationality is :ec*ie3 2hy did +en and
:ec*ie stic* together3 E-plain how people all o'er the world had come to Australia
9ust to (ind gold.
2as the (ather8s 'enture (or gold success(ul3 E-plain how e'en though people
tra'elled (rom (ar and wide, not all o( them (ound their (ortune in gold. %hose
un(ortunate ones had to either return home or adapt and li'e in Australia.
Fiscuss with students why people ,uy a lottery tic*et. &oing (or gold was a lotto.
2rite on ,oard K2ho wants to ,e a Hillionare3L 4a'e a class discussion on why
people would want to ,e rich. :in* it ,ac* to the gold rush.
As lesson is 'ery open ended
and discussion orientated, there
is no real need (or any
di((erentiation o( learning.
All students are encourages to
o((er their opinion, as there is
mostly no real right or wrong
answer.
%eacher is to simply ensure all
students are (ully engaged with
the lesson, and not o(( topic.
?se o( a pro9ector.
Jn the pro9ector will ha'e the
(ocus pages (rom My Place. %his
will ensure all students can easily
see the pages, compared to using
9ust the ,oo*.
&oogle Haps to show the
distance co'ered +en and his
(amily.
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:esson 6: Iame o( :esson: Aoint o( Niew and Re(lection
Estimated %iming: B# minutes
J,9ecti'e/s:
Students are to connect themsel'es to the te-t and point themsel'es into the
'iewpoint o( +en and his (amily.
%his will gi'e the students an insight into what it was li*e (or (amilies coming to
Australia in search (or gold.
Classroom Jrganisation: Students wor*ing ,y themsel'es.
:earning E-periences:
+rie( recap o( pre'ious lesson on +en8s story.
Read the KHeet +enL section http://www.a,c.net.au/a,c@/myplace/
ollowing the resource, students are to ta*e the point o( 'iew o( +en and write
down and draw the emotions +en.
%he @ scenes are
". +en8s (ather coming home and telling them they are mo'ing to Australia to
chase &old
6. +en and his (amily on the ,oat a(ter " month.
@. +en and his (amily ha'e now li'ed in Australia (or one wee*.
Students are not e-pected to
right in (ull sentences.
Students can right on dot point
(orm, as long as all three scenes
are answered, and students are
a,le to loo* at the point o( 'iew
o( +en9amin.
Appendi- "
http://www.a,c.net.au/a,c@/mypla
ce/
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:esson @: Iame o( :esson: 2hat was the &old Rush
Estimated %iming: B# minutes
J,9ecti'e/s:
Students gain an understanding and ,uild *nowledge o( what the &old Rush was.
%his will allow the students a (irm ,ase o( *nowledge in order to help with (uture
assessment a,out the topic.
%his wor*sheet will later ,e used as their note ta*ing, when preparing their report.
Classroom Jrganisation: 2hole class discussion. Ho'ing to pair wor*.
:earning E-periences:
As a class, go through the we,site http://www.*idcy,er.com.au/topics/gold.htm.
Fiscuss
Students ha'e ,een placed in
pairs in order to assist with
di((erentiation o( learning, as
well as a time consuming matter.
+y wor*ing in pairs, the tas*
should ,e (inished in a more
e((icient time than in indi'idual
wor*.
Appendi- 6
http://www.*idcy,er.com.au/topi
cs/gold.htm.
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o 2hat the gold rush was
o 4ow it started
o 2here people came (rom
o 2here the main gold(ields were
o 4ow the Chinese were treated
o :i(e on the gold (ields
o 2hy did the diggers ha'e to pay (ees.
A(ter class discussion, students are to wor* in pairs to complete a wor*sheet
(appendi- 6).
Students are to answer the 0uestions using the pro'ided we,site, as well as any
other online resources.
Students are to ma*e there own 2ord document to answer the 0uestions.
Students are not permitted to copy and paste, rather all answers ha'e to ,e
paraphrased into dot point (orm. %his is to practice the students note ta*ing s*ills.
:esson B: Iame o( :esson: /nteracti'e &ame
Estimated %iming: B# min
J,9ecti'e/s:
%he game o((ers a uni0ue e-perience to the students. Allowing the students a
di((erent conte-t to learn a,out the gold rush
Again ,uilding a good ,ase o( *nowledge a,out the gold rush (or (uture
assessment
Students ha'e ,een placed in
pairs in order to assist with
di((erentiation o( learning, as
well as a time consuming matter.
+y wor*ing in pairs, the tas*
should ,e (inished in a more
e((icient time than in indi'idual
wor*.
%he game allows the students to
/nteracti'e &ame
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Classroom Jrganisation: Aair wor*
:earning E-periences:
/ntroduce the game on pro9ector.
E-plain how you are pretending to ,e an immigrant wanting to wor* on the gold
(ields
E-plain (eatures in which ha'e ,een pre'iously discussed (/e, paying o( a license
etc)
Students are to wor* together to complete the game.
%hroughout the game students gain an insight into li(e on the gold (ields.
wor* at there own pace.
:esson D: Iame o( :esson: /nteracti'e &ame
Estimated %iming: @# min
J,9ecti'e/s:
%he game o((ers a uni0ue e-perience to the students. Allowing the students a
di((erent conte-t to learn a,out the gold rush
Again ,uilding a good ,ase o( *nowledge a,out the gold rush (or (uture
assessment.
Classroom Jrganisation: Aair wor*
:earning E-periences:
Students are to complete the game started in the pre'ious lesson
Students ha'e ,een placed in
pairs in order to assist with
di((erentiation o( learning, as
well as a time consuming matter.
+y wor*ing in pairs, the tas*
should ,e (inished in a more
e((icient time than in indi'idual
wor*.
%he game allows the students to
wor* at there own pace.
/nteracti'e &ame
:esson <: Iame o( :esson: Report Alanning G irst assessment
Estimated %iming: B# min
J,9ecti'e/s:
Students learn a,out the structure o( a report.
%his will help towards constructing their own report
%he lesson is simply outlines the
standards o( an in(ormation
report.
Ad9ustments (or learners with
needs would ,e to allow these
students to complete topic
Appendi- @
Appendi- B
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Allows students to see the ,ene(it o( planning out their wor*.
Classroom Jrganisation: /ndi'idual wor*.
:earning E-periences:
&oing through the structure o( an in(ormation report (appendi- @)
Fiscuss each part o( the report (ollowing wor*sheet (appendi- @).
&i'e e-amples (or each part o( the report using a well *nown topic.
o %itle: Australia
o /ntroduction
o Su, 4eading ": :ocation
o Su, 4eading 6: :and(orms
o Su, 4eading @: Climate
o Conclusion
Fiscuss procedure o( creating an in(ormation report.
o Students ha'e already completed the collection o( data phase (appendi-
6)
Students are then to complete the wor*sheet (appendi- @) with regards to the
in(ormation they ha'e already completed
%hey are to separate their in(ormation into @ main su, headings.
Students ha'e to also write a topic sentence (or the introduction and each o( the
,ody paragraphs.
sentences (or the introduction
and one ,ody paragraph.
:esson >: Iame o( :esson: Construction o( Report
Estimated %iming: B# minutes
Fo to all students already
completing the note ta*ing part
as a pairE there is not a lot o(
Appendi- @
Appendi- B
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J,9ecti'e/s:
Allows students to wor* on report and to as* any 0uestions with regards to their
progress.
Also allows the teacher to ma*e o,ser'ations on students wor*
Classroom Jrganisation: /ndi'idual wor*
:earning E-periences:
Students are allowed time to wor* on their indi'idual reports
need (or learner di((erentiation.
Students are to simply con'ert
the notes into proper sentences.
:esson ): Iame o( :esson: Construction o( Report
Estimated %iming: B# minutes
J,9ecti'e/s:
Allows students to wor* on report and to as* any 0uestions with regards to their
progress.
Also allows the teacher to ma*e o,ser'ations on students wor*
Classroom Jrganisation: /ndi'idual wor*
:earning E-periences: Students are allowed time to wor* on their indi'idual reports
Fo to all students already
completing the note ta*ing part
as a pairE there is not a lot o(
need (or learner di((erentiation.
Students are to simply con'ert
the notes into proper sentences.
Appendi- @
Appendi- B
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:esson =: Iame o( :esson: Classroom Fe,ate
Estimated time: B# minutes
J,9ecti'e/s:
/ntroduction lesson to persuasi'e te-t.
/ntroduces the students to the type o( language used and the structure o(
persuasi'e te-ts
Classroom Jrganisation: Students wor* in groups o( D or less
:earning E-periences:
Students are (ormed into < teams.
%eams are gi'en their topics (appendi- D).
Each team is gi'en "# minutes to prepare their arguments.
Each argument is to ha'e @ main arguments.
Each person is e-pected to tal* during their argument
6 opposing teams argue whilst other team are the audience.
Arguments ha'e to go (or @ minutes minimum.
Fue to students wor*ing in
groups together, there is no real
need (or di((erentiation o(
learning. %he students are
simply to e-press their own
opinion a,out the topic. %here is
no real right or wrong answer.
All students are gi'en the
opportunity to e-press their
ideas, and gi'en a chance to
spea*.
Appendi- D
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:esson "#: Iame o( :esson: Structure o( Aersuasi'e %e-t
Estimated %iming: B# minutes
J,9ecti'e/s:
Students learn the structure o( a persuasi'e te-t.
Classroom Jrganisation: /ndi'idual 2or* and class discussion
:earning E-periences:
As a class, go through appendi- D, where students learn the structure o( a
persuasi'e te-t
Aro'ide e-ample, arguing students should ha'e homewor*
o /ntroduction %opic Sentence/s: %eacher8s and school8s in today8s society
are e-pected to do so much, it simply can not ,e (it into the normal
schooling hours.
o %hesis: 4omewor* is a 'ital part to a student8s education.
o Argument ": 4elps to rein(orce what is taught within the classroom
o Argument 6: Iot enough hours in school day
o Argument @: Creates independence
As a class ,rainstorm ideas (or why people would write a persuasi'e te-t.
rom this list written on ,oard, students are to choose one and write an
introduction topic sentence, a thesis statement and @ main points or argument.
2ith the ma9ority o( the wor* as
class discussion, it is important
to ensure all students are
allowed to 'oice there opinion.
Again there are no right or
wrong answers.
Appendi- <
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:esson "": Iame o( :esson: :anguage o( Aersuasi'e %e-t
Estimate time: B# minutes
J,9ecti'e/s:
Students learn the type o( language used when writing persuasi'e te-ts
Classroom Jrganisation:
:earning E-periences:
As a class go through appendi- > !Aersuasi'e 2riting: Signal 2ords (appendi-
>).
Students are allowed to use this list o( words to help with their writing o( a
persuasi'e te-t
:oo*ing at the words o( phrase, as* (or opinions to how each o( these e-amples
can ,e used with a persuasi'e te-t.
o or e-ample: /n my opinion students need less homewor*
o /t seems to me that this is the o,'ious choice
o Etc.
Fiscuss the modality o( the words
Reading the gi'en e-amples, students are to then pro'ide their own sentence in
the same (ormat, on the lines pro'ided.
Students with di((erentiated
learning will wor* together in a
small group with a teacher aide.
%his will help sca((old these
students learning and will
ensure students do not (all
,ehind.
Appendi- >
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:esson "6: Iame o( :esson: Analysing Aersuasi'e %e-ts
Estimated time: B# minutes
J,9ecti'e/s:
Students analyse 'arious persuasi'e te-ts and try to identi(y speci(ic persuasi'e
techni0ues used.
Classroom Jrganisation: Students are wor*ing indi'idually, ,ut within groups.
:earning E-periences:
2ithin their groups students are gi'en newspaper articles.
As a class read an article (rom the paper and (ill out the related wor*sheet
(Appendi- ))
Students are to identi(y the:
o Article %itle
o 2riter8s Jpinion towards the topic
o %he writers audience they are trying to con'ince
o And the purpose (or writing the article
o inally, students are as*ed to gi'e their own opinion
Re(erring ,ac* to appendi- >, students will ,e as*ed what language help to de(ine
the authors8 opinion.
:oo*ing through appendi- >, students are to highlight the words they (ound within
the articles they read.
Students are to do this (or as many articles as they can within the time (rame.
Students with di((erentiated
learning will wor* together in a
small group with a teacher aide.
%his will help sca((old these
students learning and will
ensure students do not (all
,ehind.
Appendi- )
Appendi- >
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:esson "@: Iame o( :esson: Eure*a Stoc*ade
Estimated %iming: B# minutes
J,9ecti'e/s:
Classroom Jrganisation:
Students gain a (irm ,ase o( *nowledge a,out what the Eure*a Stoc*ade was
a,out.
Students gain an understanding o( the di((erent 'iewpoints o( the people during
the Stoc*ade.
%his is 'ital, as students (inal assessment piece is ,ased on this episode in time.
:earning E-periences:
As a class read the KEure*a Stoc*adeL section o(
http://www.*idcy,er.com.au/topics/goldeure*a.htm
Fiscuss the main points as a class.
2atch the ;ou%u,e clip K"=B= Ho'ie. Eure*a Stoc*ade ?prising on the +allarat
&old(ieldsL. Students to (ill out wor*sheet as they watch the mo'ie.
At the end o( the clip show the second ;outu,e Clip KEure*a Stoc*ade: R/J% JR
RENJ:?%/JI ! opening se0uenceL
Jn the white,oard, draw two ta,les. Jne side will ,e Aeter :alor, the other
Commisioner Reed.
As a class, discuss the reasons to their point o( 'iew with regards to the current
situation.
or e-ample:
Commisioner Reed
o is (ollowing orders.
o %he go'ernment is ,ecoming ,an*rupt.
2ith the ma9ority o( the wor* as
class discussion, it is important
to ensure all students are
allowed to 'oice there opinion.
Again there are no right or
wrong answers.
Appendi- =
http://www.youtu,e.com/watch3
'O@ut9@Ia9%1
http://www.youtu,e.com/watch3
'O*ry!-iN;H5c
http://www.*idcy,er.com.au/topics
/goldeure*a.htm
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7
)eaching and learning Su$$ortive learning environment
)eaching strategies and learning e4$eriences Ad5ustments for needs of
learners
+esources
o Hore and more immigrants are coming, putting (urther strains on
resources.
o Etc.
Aeter :alor
o Figgers ,eing mistreated.
o eel they should not ha'e to pay.
o %hey wanted citiPenship.
o
:esson "B: Iame o( :esson: Alanning o( Assessment %as* 6
Estimated %iming: B# minutes
J,9ecti'e/s:
Jutlining and discussion o( second assessment
Students plan their arguments.
Classroom Jrganisation:
:earning E-periences:
or their second assessment students are to ta*e the side o( either Aeter :alor
and the diggers or Commissioner Reed and the &o'ernment.
%hey are to right a letter to the opposing side with regards to the Eure*a Stoc*ade
Students who chose :alor, are to write a persuasi'e letter to Commissioner Reed
arguing the main points as to why the diggers should not ha'e to pay (or licenses.
Students who chose Reed, are to write a persuasi'e letter to :alor arguing why
the diggers ha'e to pay (or licenses.
2ithin the letter, students are to draw on the in(ormation they gathered a,out the
opposing sides, and ma*e these there main points o( arguments and e-amples o(
e'idence
%hey are to thin* a,out the reasons why each side did what they did. or
e-ample,
o %he go'ernment was ,an*rupt, thus needed to charge ta-es
o :alor and the diggers (elt they had a write to dig (or (ree.
%hose students who re0uire
di((erentiated learning will ,e
more thoroughly guided through
planning.
Appendi- "#
8 7 Year 1 unit overview Australian Curriculum: English
)eaching and learning Su$$ortive learning environment
)eaching strategies and learning e4$eriences Ad5ustments for needs of
learners
+esources
:esson "D: Iame o( :esson: Alanning and Construction o( Assessment %as*
Estimate %iming: B# minutes
J,9ecti'e/s:
Allows students to wor* on assessment and to as* any 0uestions with regards to
their progress.
Also allows the teacher to ma*e o,ser'ations on students wor*
Classroom Jrganisation:
:earning E-periences:
Students wor* on their (inal assessment piece
%hose students who re0uire
di((erentiated learning will ,e
more thoroughly guided through
planning and construction o(
assessment.
All resources collected regarding
constructing and persuasi'e te-t
and in(ormation gathered a,out
the Eure*a Stoc*ade.
:esson "<: Iame o( :esson: Construction o( Assessment %as*
Estimated %iming: @# minutes
J,9ecti'e/s:
Allows students to wor* on assessment and to as* any 0uestions with regards to
their progress.
Also allows the teacher to ma*e o,ser'ations on students wor*
Classroom Jrganisation:
:earning E-periences:
Students wor* on their (inal assessment piece
%hose students who re0uire
di((erentiated learning will ,e
more thoroughly guided through
planning and construction o(
assessment
All resources collected regarding
constructing and persuasi'e te-t
and in(ormation gathered a,out
the Eure*a Stoc*ade.
:esson ">: Iame o( :esson: Construction o( Assessment %as*
Estimated %iming: @# minutes
J,9ecti'e/s:
Allows students to wor* on assessment and to as* any 0uestions with regards to
their progress.
Also allows the teacher to ma*e o,ser'ations on students wor*
Classroom Jrganisation:
%hose students who re0uire
di((erentiated learning will ,e
more thoroughly guided through
planning and construction o(
assessment
All resources collected regarding
constructing and persuasi'e te-t
and in(ormation gathered a,out
the Eure*a Stoc*ade.
"ueensland Studies Authority 5anuary 6#"6 7
9
)eaching and learning Su$$ortive learning environment
)eaching strategies and learning e4$eriences Ad5ustments for needs of
learners
+esources
:earning E-periences:
Students wor* on their (inal assessment piece.
0! 7 Year 1 unit overview Australian Curriculum: English
APPENDIX
7
APPENDIX 1 Q-cursive font
Comprehension and Connection to Text.
You are to put yourself into the shoes of Benjain !ran"lin# $hin"
a%out the hopes& fears an' (orries he ay %e e)periencin* 'urin*
each of the scenes %elo(#
You are to 'ra( a picture of each of the scenes& an' (rite 'o(n
inner-'ialo*ue Ben (oul' %e thin"in* at the tie#
+cene 1
Ben,s father arrives hoe after another unsuccessful 'ay at the
-alifornian .ol' /ines# 0e e)plains to Ben an' his other that he
hear' stories of people %ecoin* e)treely (ealthy *ol' inin* in
Australia#
$he faily is sche'ule' to a%oar' a ship& (hich (ill ta"e the to
Australia& leavin* the follo(in* (ee"#








+cene 1
Ben has %een on the ship for 1 (hole onth# 0e is tol' it (ill still
ta"e another 1-1 onths to reach Australia& 'epen'in* on the sea#








+cene 2
Ben an' his faily have %een livin* in Bathurst for one
(ee"# $he father has not ha' uch success& an' their
livin* con'itions are only just a'e3uate#

00 7 Year 1 unit overview Australian Curriculum: English



7
APPENDIX 1 Q-cursive font
Collection of Data
4or"in* in pairs& ans(er each of these 3uestions
(ithin your o(n 4or' 'ocuent#
Each ans(er is to %e 'one in 'ot point for# No
copyin* an' pastin* is allo(e'#
1# 0o( 'i' the *ol' rush %e*in5
1# 4hat (as the tie perio' of the *ol' rush5
2# 4here (ere the ain *ol'6el's5
7# 4here 'i' people coe fro5
8# 0o( (here the -hinese people treate'5
9# 4hy (ere they treate' li"e this5
:# 4ere there any other racial 'iscriinations5
;# 4hy 'i' the 'i**ers have to pay a fee5
<# 4hat (ere the livin* con'itions li"e5
03 7 Year 1 unit overview Australian Curriculum: English
APPENDIX 2 A'apte' fro s"(ir" =1>12?# @etireve' fro
httpABB(((#s"(ir"#coBp-cCs-9Cu-117Ct-22<Cc-11:1Bns(Ben*lishBte)t-
typesBfactual-te)t-typesBinforation-reports
4hat is an inforation report5
An inforation report is a factual te)t& (hich eans it provi'es
inforation a%out soethin*# An inforation report is use' as a (ay
to *ain a %etter un'erstan'in* a%out a livin* or non-livin* su%ject#
An inforation reportA
uses facts to e)plain soethin*
*ives 'etails a%out a topic
'oes not contain personal vie(s
is usually (ritten& %ut can also %e presente' orally =spo"en?
+tructure
!oral (ritten inforation reports usually follo( a very speci6c
structure# $
1# $itle& or hea'in*& $his (ill tell the rea'er (hat topic is covere'
in the report#
1# Intro'uction# E)plains the aspects of the topic that (ill %e
covere' in the report#
2# Bo'y para*raphs# Dften %ro"en up %y su%-hea'in*s& to help
or*aniEe the inforation# $his is (here the topic of the report
is covere' in ore 'etail# $hese para*raphs use factual
inforation to *ive the rea'er a %etter un'erstan'in* of the
topic#
7# -onclusion# @evie( (hat the report (as a%out& No ne(
inforation is *iven#
Each para*raph is to start (ith a topic sentence# $his lets the rea'er
"no( (hat the correspon'in* para*raph is *oin* to %e a%out
-reatin* an inforation report
1# -hoose the topic an' research
1# Dr*anise inforation into strucute
2# 4rite a 6rst 'raft
7# E'it the 6rst 'raft
8# -oplete 6nal copy
9# E'it 6nal copy
7
APPENDIX 2
Structure of Report
$itleA
Intro'uction
$opic +entence



#
Bo'y Para*raph 1
+u%-0ea'in*
$opic +entence



Bo'y Para*raph 1
+u%-0ea'in*
$opic +entence



Bo'y Para*raph 2
+u%-0ea'in*
$opic +entence



-onclusion
$opic +entence



06 7 Year 1 unit overview Australian Curriculum: English
APPENDIX 7 - @u%istar
Assessent $as" 1 @u%ric
@esearch @eport A $he Australian .ol' @ush
7
APPENDIX 8 Q-cursive
-lassroo De%ate
Each tea is to i'entify 2 ain ar*uents for their topic#
Each person in tea has to spea"#
Depen'in* on nu%er of people in *roup& speech coul' %e
'ivi'e' as
+pea"er 1 Intro'uction
+pea"er 1 Ar*uent 1
+pea"er 2 Ar*uent 1
+pea"er 7 Ar*uent 2
+pea"er 8 -onclusion
Each speech is to *o for a iniu of 2 inutes
Debate
0oe(or" vs# No hoe(or"
Debate !
+chool unifor vs# no school unifor
Debate "
Anials "ept in a Eoo are cruelty vs# Anials "ept in a Eoo
is o"#
08 7 Year 1 unit overview Australian Curriculum: English
APPENDIX 9 A'apte' fro e@ea'in*(or"sheets =1>11?# @etrieve' fro
httpABB(((#erea'in*(or"sheets#coB(ritin*B(ritin*-persuasive-
essaysBFthesis
Exposition Persuasive Text
Exposition texts are written for the purpose of presenting a point
of view in favour or against a specific topic. The ultimate aim is
to try to convince the reader to agree with your opinion, or take
a certain course of action, by giving reasons and examples to
support your ideas.
Structure
Introduction
Topic Sentence a statement to give the authors opinions and engage the
readers attention.
Thesis sentences - A thesis is a clearly worded statement telling readers
exactly what the writer intends to do in the essay.
review of arguments ! Sentence or sentences outlines the " key arguments of
the text. These are to be written in the order they appear in the text and are in order
starting from most important to least important.
Body
Topic Sentence ! #learly states the purpose of the argument.
Supporting $etail % Arguments, examples, or descriptions that
&ustify, explain, and develop main points.
'inking sentences ! (aking the connection is when the last
sentence in a body paragraph connects the support back to the main point.
Conclusion
)estatement oints % *riefly review of the main points of the
argument.
The #linching Statement % 'ast idea in the persuasive essay.
7

2! 7 Year 1 unit overview Australian Curriculum: English

INTRODUCTORY
PHRASES
In my opinion
I believe
It is my belief that
There is no doubt that
From my point of view
It seems to me that
I question whether
I (dis) agree with
I maintain that
CONCLUDING
PHRASES
For the reasons above
As you can see
As I have noted
In other words
On the whole
In short
To be sure
Without a doubt
Obviously
Unquestionably
In brief
Undoubtedly
In any case
Summarizing
In any event
SUPPORTING
OPINIONS
First
Furthermore
Second In addition
Third Also
Finally Last
Equally important
In the frst place
Likewise
Besides
Further
Next Again
Moreover
Similarly
INTRODUCING
DETAILS
For example
In fact
For instance
As evidence
In support of this
CAUSE AND EFFECT
Since
Because of
Due to
For this reason
Therefore
Ifthen
Caused by
This results in
Consequently
Accordingly
As a result of
Leads to
In efect
Brought about
Made possible
As might be expected
Give rise to
Was responsible for
COMPARE AND
CONTRAST
Similarly
Compared to
In like manner
On the other hand
Although
Even though
Likewise
In the same way
Contrasting
On the contrary
As opposed to
Rather than
Nevertheless
As well as
Have in common
All are
The same as
Conversely
Whether of not
In spite of
COUNTERING
I realize you
I understand you
Even though you
Although you
Believe
Feel
Maintain
Want
But
Yet
However
I doubt
7
Some people
It may be that you
Your idea to ____
Favour
Support
Argue
I question
Let me explain
On the other hand

Persuasive Writing: Signal Words
TRANSITIONAL PHRASES
TRANSITIONS
When you want to contrast one thing with another:
Mary is one of my best friends. However, she sometimes makes
me angry by being late.
Jack is a good swimmer. Even so, he has never won a trophy,


When you want to add another idea:
Tom is crazy about his motorcycle. Furthermore, he does all the
maintenance on it himself.
Mr. Johnston is an excellent teacher. Moreover, he is very
popular with his students.
Everybody likes Lou. In addition, he seems to like everyone he
meets.


When you want to show that one thing causes another:
Sam isn't very organized. Consequently, he sometimes doesn't
seem to know what he is doing.
One time he forgot his wife's birthday. As a result, she was very
angry.
Al jogs three miles a day. Therefore, he is in good shape.


20 7 Year 1 unit overview Australian Curriculum: English
AAAEIF/Q > G Adapted (rom Spring(ield Au,lic Schools (6#"@).
AAAEIF/Q > G Adapted (rom Spring(ield Au,lic Schools (6#"@).
When you want to summarize or generalize:
That really bothered me. But on the whole, he is a pretty good
guy.
He is sensitive, warm, and considerate. In short, I love him.


7
APPENDIX ; A'apte' fro PP+ =1>11?# @etrieve' fro
httpABB(((#pps#"11#or#usB6lesBcurriculuB.7CPersuasiveCGetter#p'f
23 7 Year 1 unit overview Australian Curriculum: English
+,-, (ovie. Eureka Stockade .prising on the *allarat /oldfields
4ho 'iscovere' *ol' 6rst5

4hat year (as it 'iscovere'5

!ill in the issin* (or's#
4e are hea'in* for @ee'# $here,s not a shepher'& nor
a (or"an left at his # An' every of
eans a further strain on our resources# As so it has %een
'eci'e' @ee'& to institute a on the
*ol'6el's %y license# It (ill %e your responsi%ility to see these
ta)es #
4hat people (ere left to (or" for the coissioner5

4hat 'i' Bentley *et oH on5

0o( 'i' the 'i**ers feel a%out this ju'*ent5

4hat 'i' they 'o after they hear' of the ju'*ent5

4hat (ere the sol'iers %rou*ht in for5

4hat 'i' the 'i**ers %urn sittin* aroun' the 6re5

4hy 'i' they 'o this5


4hy 'i' they (ant a ne( Ia* to stan' un'er5


4hat 'i' the ne( Ia* loo" li"e5
7
AAAEIF/Q = G 1!Cursi'e
4ho supporte' the police5

4hat is artial la(5


4hy (ere the people arreste'5


4hat (as the 8>>-poun' re(ar' for5



4hat (as the ne(spaper hea'in*5

26 7 Year 1 unit overview Australian Curriculum: English
Structure of a Persuasi#e Text
$itleA
Intro'uction
$opic +entence


$hesis +tateent


Previe( of Ar*uents



Ar*uent Dne
$opic +entence


+upportin* Evi'ence



Ar*uent $(o
$opic +entence


+upportin* Evi'ence



Ar*uent $hree
$opic +entence


+upportin* Evi'ence
7
AAAEIF/Q "# G 1!Cursi'e



-onclusion
$opic +entence

@estateent of /ain Points



-linchin* +entence



28 7 Year 1 unit overview Australian Curriculum: English