Final Unit Plan

Queensland Studies Authority January 2012 | 1
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/F-10>.
School name Unit title Duration of unit
The Happy Smart School
Australian Colonies: English and History
10 hours/ 2 weeks

Unit outline
Focus and Context for Learning:
This unit is important as it links essential English curriculum outcomes with historical inquiry.

At the end of the unit, students will create a literary text and a cartoon using realistic settings and characters from the Australian colonial time. They
will draw upon fiction elements in a range of modal texts they have experienced, in order to experiment with new creative ways of communicating
ideas, experiences and stories. Learning activities will be focussed around preparing students with the relevant knowledge to successfully acquire
information from and analyse texts, understand the grammatical category of direct speech, gather and interpret data, use strategies for organising and
categorising information and ask inquiry questions to clarify and extend meaning.

Students will be investigating the reasons for the establishment of one or more British colonies and gain perspective on the nature of convict or
colonial presence and the role they played in shaping the colony and driving change (including the Aboriginal Peoples and Torres Strait Islander
Peoples). They will draw comparisons between their lives and the daily life of inhabitants in the 1800s and students will gain essential historical
skills including the analysis of sources, perspectives and interpretations.

English Content
Narrative features (characters, setting, plot)
Narrative point of view
Devices figurative language
Quotation marks & direct speech
History Content
British Colonies
Convicts in the 1800s
Comparisons between daily life in the 1800s and our lives

2 | Year X unit overview Australian Curriculum: English
Unit outline

Historical Inquiry Questions we will be investigating in the Unit:
1. What do we know about the lives of people in Australias colonial past and how do we know?
2. How did an Australian colony develop over time and why?
3. What were the significant events and who were the significant people that shaped Australian colonies?

Identify curriculum
Content descriptions to be taught
General capabilities and
cross-curriculum priorities
Language Literature Literacy
Language for interaction
1. Understand how to move
beyond making bare
assertions and take account
of differing perspectives and
points of view (ACELA1502)
Text structure and organisation
1. Understand how texts vary in
purpose, structure and topic
as well as the degree of
formality (ACELA1504)
Expressing and developing ideas
1. 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
2. Understand the use of
vocabulary to express greater
precision of meaning, and
know that words can have
different meanings in different
contexts (ACELA1512)

Literature and context
1. Identify aspects of literary
texts that convey details or
information about particular
social, cultural and historical
contexts (ACELT1608)
Examining literature
1. Understand, interpret and
experiment with sound
devices and imagery,
including simile, metaphor
and personification, in
narratives, shape poetry,
songs, anthems and
odes (ACELT1611)
Creating literature
1. Create literary texts using
realistic and fantasy settings
and characters that draw on
the worlds represented in
texts students have
experienced(ACELT1612)

Texts in context
1. Show how ideas and points
of view in texts are conveyed
through the use of vocabulary,
including idiomatic
expressions, objective and
subjective language, and that
these can change according
to context (ACELY1698)
Interacting with others
1. Clarify understanding of
content as it unfolds in formal
and informal situations,
connecting ideas to students
own experiences and present
and justify a point of
view (ACELY1699)
Interpreting, analysing, evaluating
1. Navigate and read texts for
specific purposes applying
appropriate text processing
strategies, for example
predicting and confirming,
monitoring meaning,
skimming
and scanning (ACELY1702)
2. Use comprehension
strategies to analyse
information, integrating and
linking ideas from a variety of
print and digital
sources (ACELY1703)
Literacy

Numeracy

ICT capability

Aboriginal and Torres Strait
Islander histories and cultures

Identify curriculum

Creating texts
1. Plan, draft and publish
imaginative, informative and
persuasive print and
multimodal texts,
choosing text
structures, language features,
images and sound
appropriate to purpose
and audience (ACELY1704)
2. Reread and edit student's
own and others work using
agreed criteria
for text structures
and language
features (ACELY1705)
3. Use a range of software
including word processing
programs with fluency to
construct, edit and publish
written text, and select, edit
and place visual, print and
audio elements (ACELY1707)
HISTORY YEAR 5 Historical Knowledge and
Understanding
The Australian Colonies
1. The nature of convict or
colonial presence, including
the factors that influenced
patterns of development,
aspects of the daily life of the
inhabitants (including
Aboriginal Peoples and Torres
Strait Islander Peoples) and
how the environment
Historical Skills

Historical questions and research
1. Identify questions to inform
an historical
inquiry (ACHHS100)
Analysis and use of sources
1. Locate information related to
inquiry questions in a range of
sources (ACHHS102)
Perspectives and interpretations
1. Identify points of view in the

Identify curriculum
changed. (ACHHK094)
2. The role that a significant
individual or group played in
shaping a colony; for
example, explorers, farmers,
entrepreneurs, artists, writers,
humanitarians, religious and
political leaders, and
Aboriginal and/or Torres Strait
Islander
peoples. (ACHHK097)

past and
present (ACHHS104)
Explanation and communication
1. Develop texts, particularly
narratives and descriptions,
which incorporate source
materials (ACHHS105)

Achievement standard Year 5

ENGLISH
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and
vocabulary influence interpretations of characters, settings and events.
They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are
depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information,
ideas and images from a range of resources.
Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group
discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use
accurate spelling and punctuation, editing their work to provide structure and meaning.

HISTORY
By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the
Identify curriculum
same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.

Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame
an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify
points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

Relevant prior curriculum Curriculum working towards
Australian Curriculum English by the End of Year 4:
Understand that texts have different text structures depending on purpose
and audience (narratives and informational texts).

Explain how language features, images and vocabulary are used to
engage the interest of audiences.

Express preferences for particular texts, and respond to others
viewpoints.
Create texts that show understanding of how images and detail can be
used to extend key ideas.

Create structured texts Narratives and informational texts

Select vocabulary from a range of resources and use accurate spelling and
Punctuation, edit their work to improve meaning.

Australian Curriculum History by the End of Year 4:

Explain how and why life changed in the past
Australian Curriculum English by the End of Year 5:

Explain how text structures assist in understanding the text.

Understand how language features, images and vocabulary influence
interpretations of characters, settings and events.

Describe how events, characters and settings in texts are depicted
and explain their own responses to them.

Students use language features to show how ideas can be extended.
They develop and explain a point of view about a text, selecting
information, ideas and images from a range of resources.

Students create a variety of texts for different purposes and audiences.

When writing, they demonstrate understanding of
grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.

Australian Curriculum History by the End of Year 5:
Identify the causes and effects of change on particular communities
Describe the experiences of an individual or group over time.
Recognise the significance of events in bringing about change.
Pose a range of questions about the past and identify sources (written,
physical, visual, oral) and locate information to answer these questions.

Recognise different points of view

Develop and present texts, including narratives, using historical terms.

They describe the different experiences of people in the past.
Describe the significance of people and events in bringing about change.
When researching, students develop questions to frame an historical
inquiry. They identify a range of sources and locate and record
information related to this inquiry.
Examine sources to identify points of view.

Develop, organise and present their texts, particularly narratives and
descriptions, using historical terms and concepts.

Bridging content
The Australian Curriculum Year 4 focuses heavily on the first fleet and the transportation of convicts to Australia. Students need to bridge this
knowledge to their year 5 learning experiences related to these concepts.

Links to other learning areas
ICT Students will use ICT in this unit to interpret and create digital texts, when they are publishing their Narratives. They develop their capability
in ICT including word processing, navigating and following research trails and selecting and evaluating information found online.

History The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret
sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.

Mathematics - Students are required to recognise and understand the role of mathematics in the world and have the dispositions and capacities to
use mathematical knowledge and skills purposefully. Students will be asked to interpret the data of a class poll.


Assessment Make judgments
Describe the assessment Assessment date

Scope for the Cartoon Assessment:
History: The nature of convict or
colonial presence and aspects of
the daily life of the inhabitants
(ACHHK094)
History: Identify and locate a
range of relevant
Students will be given opportunities to demonstrate their learning over a
range of assessments, both Formative and Summative. Assessment is
gathered in student portfolios to demonstrate continuum of learning and
relevant feedback will be provided as the students progress through their
portfolios.
Assessment is flexible, allowing children enough time to complete their work
in a timely manner and present it to the best of their abilities.
The teaching and learning activities throughout the unit are designed to help
students reach success when they approach the assessment.

Formative Assessment:
Status of the Class Chart (Appendix 1) This will help the teacher to
monitor the progress of students work and provide the necessary scaffolding
to the students who require assistance.
Informal procedures such as observations and conferences to monitor student
progress.
Peer and teacher feedback.

Summative Assessment:
Make a Cartoon Strip:
Format: After students have completed their Quotation mark lesson and their
Research Lesson, they will be creating their own cartoons from the
information we have already discussed about the 1800s. Students are to use
the research they find about life in the 1800s to create a cartoon strip with 4
boxes. Students can use this cartoon as later inspiration for their Narrative
text.

Formative Assessment
will be completed
throughout the Unit,
using informal
observation procedures/
feedback procedures.

Making a cartoon will be
done after the students
have completed the
Quotation mark lesson &
the Research lesson. It
will be done before the
Assessment tools: Summative Mark students 1800s cartoons on the
Rubric (Appendix 4 1800s Cartoon Rubric). Formative:
Students will share their cartoons with the class and get some peer feedback
about their cartoons.
Length: 1 Lesson
Resources Required:
Laptops (if making cartoon electronically)
A4 blank paper for each student
Coloured pencils
Felt tips
Ruler

Write a Narrative Text:
Format: From a Convicts point of view, students create a Narrative (a
regular story or a folklore story) about the living and working situation in the
colonies in the 1800s. They should be able to correctly use the writing
process, the features of a narrative, figurative language, descriptive
vocabulary and direct speech in their narratives.
Assessment tools: Summative: Students narratives will be marked on a
rubric (Appendix 2: Rubric for Narrative text). Formative: Monitor the class
progress in their writing with the Status of the Class chart (Appendix 1:
Status of the Class Chart). Provide relevant feedback for the students during
the construction phase of their writing and when they have finished.
Length: 2 - 3 lessons to complete the entire writing process.
Resources Required:
Rubric (Appendix 2: Narrative Rubric)
Narrative Assessment, as
students may want to
draw inspiration.

Writing a Narrative will
be completed after the
students have completed
all the lessons in the
Unit.
sources (ACHHS101)
English: Create imaginative
multimodal texts, choosing text
structures, language features,
images and sound appropriate to
purpose
and audience (ACELY1704)

Scope for the Narrative Assessment:
English: Create literary texts
using settings and characters that
draw on the worlds represented
in texts students have
experienced (ACELT1612)
English: Create literary texts that
experiment with structures, ideas
and stylistic features of selected
authors (ACELT1798)
History: Develop texts,
particularly narratives and
descriptions, which incorporate
source materials (ACHHS105)
Status of the Class chart (Appendix 1: Status of the Class)
Computers final drafts
A4 lined paper
Features of a narrative poster
Writing process poster
Texts Informational and Narrative (My Place & We are Australian
Books)

Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of
learners
Resources
Teacher Modelling Think aloud
It is important that students have the opportunity to work with one
another in whole-class, small-group, partner and individual activities
(Tompkins, Campbell & Green, 2012).
Explain the specific considerations
that will be given to support
individual learning and
assessment.
Explain adjustments that will be
made to the learning experiences
to cater for the varied needs,
abilities, interests and experiences
of students.
List the key people, resources and
relationships needed to ensure the
successful delivery of all key
learning experiences and
assessment.
Identify risk assessment strategies.
Lesson 1: Reading Strategies
Estimated Timing: 40 minutes
Objective: When reading a Narrative it is important that students understand
the roles of the reader, in order to understand the Authors intent. We will focus
on the code-breaker, text participant, text user and text-analyst role in this
lesson. This will help students in their construction of their Narrative text at the
end of the unit.
Classroom Organisation: Teacher modelling Think aloud.
Learning Experiences:
Read the 1808 two-page spread to the students, modelling how expert
readers read
Explain the four different reader and writer roles we need to adopt.
Write the roles and their explanations on the board (Appendix 5).
Do a think aloud-during the reading. Demonstrate strategic reading and
ask questions aloud to show the operations of the four reader roles.
What does ticket-of-leave man mean? Why are there dashes between
the words? (Code Breaker)
Looking at the pictures We can see people in colonial dress, chickens,
a map of the place, fences and a wheel barrow. From my prior-
Teacher Aid Time to support
the groups.
Teacher Scaffolding.
Resources:
Book: My Place by Nadia
Wheattley
Coloured paper
Reader Roles poster (Appendix
5)

learners
Resources
knowledge this setting looks like a farm in the 1800s (text-participant)
What is the purpose of this text? Why would it be useful? (text-user
role)
What is the author trying to tell us? (text-analyst)
In small groups, ask students to read the two-page spread for 1798 in
My Place by Nadia Wheatley.
Get students, in their groups, to develop and write their own questions
about the text using the different reader roles (at least 5) on coloured
paper. Students need to keep the questions for the next lesson.

Lesson 2: Using the Different Reader/Writer Roles
Objective: Students will talk about and write down individual answers to the
questions they developed with their groups, further enhancing their knowledge
of the text, comprehension skills and how to be an effective reader/writer.
Classroom Organisation: Students are sitting at their desks in groups of six.
Use the jigsaw method to allow students to answer a variety of questions about
the text created by their peers.
Give each student a copy of the 1798 two-page spread in the book My
Place by Nadia Wheatley.
Ask students to get out their reader role questions from the previous
lesson. In their groups they need to answer the questions they developed
about the text and write their answers individually in their books.
When they have answered their own set of questions, pass the questions
onto the next group in a clockwise direction, so they can answer the sets
Students will be grouped in
mixed ability groups, therefore
there should be some peer
support
Teacher scaffolding during the
activity will also help.
Encourage students to allow
every person in their group to
participate.
Resources:
Book: My Place by Nadia
Wheatley
Reader role questions from
previous lesson
Reader role poster (Appendix 5)

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of questions.
At the end of the lesson, students should have answered 6 sets of
questions about the text, with the help of their peers.

Lesson 3: Mini-Lesson 1: Developing Content-Area Vocabulary to support
Narrative texts
Estimated Timing: 30minutes
Objective/s: Establish understandings about the key vocabulary students need
to use to support their narratives.
Learning experiences:
Write key vocabulary words on cards and place them in a pocket chart
at the front of the room. Read out each word one at a time.
Each student gets a table to rate their knowledge of the words between
I know this word well, Ive heard of it and I dont know this word
(Appendix 6: Word Table)
*These charts will be collected for Formative Assessment of childrens
understandings.
Students are given 10 of the vocabulary words written on cards and 10
cards with the definitions of each word.
Perform a word sort with the cards in groups of 5 (Appendix 7: Word
Sort)
Once students have matched the definitions in their groups, have a
whole group discussion about what the students found.
Ask students to pick two of the words and create a word map (Appendix
8: Word map)
Students add the words to the Colonial display wall.
Explain the context of each
word to student who struggle.
This will help give them a
better understand.

Supply easier words, so
struggling students can also use
the words in their Narrative.

Allow fast finishers to make the
different words with clay, write
them in rainbow letters, or look
up similar words.
Resources:
Pocket Chart
Word Table (Appendix 6)
Word Sort Cards (Appendix 7)
Word Map (Appendix 8)

learners
Resources
Adapted from: Tomkins, Campbell & Green (2012, p.267).
Lesson 4: Introduction to the features of Narrative Texts
Objective: Students will explore story elements (plot, characters, setting, point
of view and theme) from the 1798 spread in the book My Place by Nadia
Wheatley.
Classroom Organisation: Students are sitting at their desks in groups of six.
Give each group a copy of the 1798 two-page spread in the book My
Place by Nadia Wheatley and informational paragraphs the convicts
and convict gangs from We are Australian by Wendy Graham.
Read the narrative text My Place (1798 page).
Read excerpts from the informational text: The Convicts (Appendix
10) and Convict Gangs (Appendix 11).
Ask students to identify the text types for both texts and justify their
answers with their prior knowledge about narratives and informational
texts.
Draw a comparison table on the board - Informational vs. Narrative
texts (Appendix 9: T- Chart). Identify narrative features.
In 5 groups: Students are given an A3 piece of coloured card each with
a different narrative feature: Setting, plot, characters, theme & structure.
Read the Narrative, in the groups. Each student has a turn to read a
sentence.
Brainstorm the definition of the narrative feature and some examples of
the feature from the text.
Ask each group to choose a speaker, to stick their card on the board and
As students are working in
groups they will be provided
with peer scaffolding.

Fast finishers may explore the
My Place website or watch an
episode from the television
series.
- Laptops
- My Place DVD
Resources:
Narrative text: My Place by
Nadia Wheatley.
Informational text:
We are Australian by Wendy
Graham
T-Chart (Appendix 9)
5 x Coloured paper with a
narrative feature on each page.
Blue Tac
learners
Resources
explain their narrative feature to the class and what aspects in the text
they identified. For example: If the group got Characters, they would
identify the characters in the short narrative.

Lesson 5: What would you take with you?
Estimated Timings: 40 minutes
Objective: Activate prior knowledge about convicts and draw comparisons
between the students lives and the daily life of inhabitants in the 1800s.
Students start to justify the reasons behind their decisions with their peers.
Classroom Organisation: Students at desks. Students are to work together in
pairs with 1 iPad per pair.
Explain the learning goal for the lesson: We are going to be comparing
our lives to the lives of the Convicts in the 1800s.
Ask students to log onto the web address:
http://poll.pollcode.com/532567.
This will bring up a poll with the question, Imagine you are sailing to
New South Wales in 1788. What would you take with you? There are 9
choices to choose from.
Students are to:
Think-pair-share with their partner for 5 minutes.
Justify the reason for their choice to their partner.
Collaborate on a decision.
Vote on the poll as a pair
Look at the graph after the poll has been tallied on the Smartboard. Ask
Think-pair-share scaffolding

Resources:
- 12 x iPads (each pair)
- Smartboard
- Online Poll:
http://poll.pollcode.com/532567.
- Display Wall & Pins
- Magazines
- Each student needs:
Scissors, Glue and coloured
pencils, sheet of A3 paper

learners
Resources
students to interpret the data on the graph.
What item has the most/least votes?
Why do you think it has the most/least?
What are some of items that we think would be essential for survival, in
colonial New South Wales? Write them on the board.
What situations do you think we might not be prepared for? E.g. Floods
Discuss the students observations and thoughts about the poll.
Read the paragraph Life of a Free Settler (Appendix 12) in the book
We are Australian by Wendy Graham. Students need to keep this text
in mind doing the activity.
Request that students have glue, scissors, and some magazines at their
desks.
Give each student a piece of A3 paper.
Ask students to imagine they are travelling from England to Sydney
Cove on a ship in 1788. Their whole family is travelling together and
they only have one small suitcase. The students need to:
Select, cut out and paste items, on the A3 paper, from the magazines
that they would take to New South Wales and write down why they
have chosen each item, keeping in mind the hardships colonialists faced
coming to Australia.
Remember: Students can only use items that would have been available
in 1788.

Ask a few students who would like to share their work to present it to the class.
Get students to pin the items to the colonial display wall.

learners
Resources
Lesson 6: Mini-Lesson 2: Further Developing Content-Area Vocabulary
to support Narrative texts
Objective/s: Establish understandings about the key vocabulary students need
to use to support their narratives, use the vocabulary to structure sentences.
Learning experiences:
Write 10 more key vocabulary words on cards and place them in a
pocket chart at the front of the room. Read out each word one at a time.
Discuss the definitions of the words with the whole class.
Ask students to re-visit their previous vocabulary tables (Appendix
6:Word table). In a different colour, tick their understanding of the
words, now that we have progressed through the unit.
*Collect the tables to keep as formative assessment.
Request that students use the old and new vocabulary words to quick-
write 5 sentences using the vocabulary.
Teacher Aid time

Key vocabulary cards
Previous Word table (Appendix
6)
Coloured pencils
English Books
Lesson 7: Figures of Speech and Sound Devices
Objective/s: In this lesson students will learn how to understand figurative
language sound devices and imagery, including simile, metaphor and
personification in narratives.
Classroom Organisation: Whole class discussion and group work.
Do a KWL chart on the board about students understanding of
figurative language.
Explain figurative language to the students with the PowerPoint
As students are working in their
groups, sit with struggling
students and explain the text in
detail

Figurative language powerpoint
Whiteboard
Smartboard
Poem for each child (Appendix
14)
learners
Resources
(Appendix 13: Figurative Language PowerPoint)
Play students interactive Skwirk video further explaining similies and
metaphors.
http://www.skwirk.com.au/includes/mediawindow.asp?media_id=13181
Play frogger similies activity on the interactive whiteboard with the
students. Ask different students to come up and answer if the sentence
displayed is a similie or not. Allow peer scaffolding.
http://www.skwirk.com.au/includes/mediawindow.asp?media_id=13181
In groups, ask students to identify five examples figurative language in
the colonial poem (Appendix 14: Wild Colonial Boy). Write them on an
A4 sheet of paper. Display them on the colonial display wall.
Revisit the KWL chart to establish what we now know about figurative
language and what we still need to improve on.

Lesson 8: Further exploration of Narratives - introduction to Folklore
Objective/s: Students will explore and start to gauge an understanding of the
features folklore narratives. The content of the stories adds to all students
knowledge of Australian culture and colonial history.
Classroom Organisation: Whole class reading and discussion.
Discuss how folklore is a type of narrative.
Discuss features of folklore tales Passed down from generations
orally, short stories, designed to teach a moral, myths to explain natural
phenomena, journey from home to perform a task or confront and
enemy. Australian folklore can be Indigenous or non-indigenous, based

Folklore YouTube Video
Rainbow Serpent
Smartboard
learners
Resources
on peoples knowledge about Australia.
Play a folklore text to the class (Appendix 14 Indigenous Rainbow
Serpent). http://www.youtube.com/watch?v=pCuuRRrfOXo
Ask students to identify features of folklore in the video. Write students
contributions on the board in a concept map
After discussing the features of folklore we identified in the video, each
student will be allowed to watch the video again and video for figures of
speech including metaphors, similes and personification.
Call the class together to discuss the figures of speech they have
identified and what the figurative language is implying.
Allow children to create their own figures of speech.
Lesson 9: Quotation marks
Objective/s: To help students to improve their narrative writing, we will be
exploring texts to identify and understand the use of quotation marks. We will
then experiment with the use of quotation marks by making our own colonial
cartoons and converting the speech bubbles to direct speech.
Classroom Organisation: Whole class discussion and individual activity for
the students.
Share learning goal with the class, Revise the correct use of Quotation
Marks in direct speech.
Gauge the students understanding of the topic by creating a concept
map on the white board.
Model converting a Comic strip (Appendix 3: Colonial comic strip) into
direct speech with student input.
Scaffold the individual activity for
learners who struggle.

Colonial comic (Appendix 3)
Quotation mark rules (Appendix
15)
White board

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Revise the Quotation mark rules with the students (Appendix 15:
Quotation marks rules).
Ask students to create their own comic strips using the convict comic
templates (Appendix 3: Convict comic template) and then convert their
comic into direct speech.
Pin up the comics on the colonial display wall.

Lesson 10: Research Lesson to create a Cartoon Strip about the 1800s
Objective/s: Students will identify questions to inform an historical inquiry and
use a variety of websites to identify and locate a range of relevant sources to
inspire their comic strip.
Classroom Organisation: Students will be working in pairs on the
Laptops/iPads.
Advise students that we are going to be doing a research lesson to help
them to create a Cartoon strips about life in the 1800s from a Colonists
or a Convicts point of view.
Advise students they need to be looking for sources to help them create
the cartoon.
Divide students into Pairs
Give students the URLs to a variety of educational websites about the
Colonists and the Convicts.
Ask students to write down 5 or more interesting facts they found about
the Colonists and the Convicts and life in the 1800s and where they
found the information.
Pair a high ability ICT student
with a low ability ICT student,
so they can help one another on
the computers.
Resources:
Computers/iPads
My Place Website

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Keep the information for the Cartoon assessment.

Lesson 11: Describing Places, Settings and characters
Objective/s: Students will identify the role that a significant individual, group
and place played in shaping a colony; for example, Mr Owens Farm. They will
describe the setting and the purpose for the setting, which will give students
essential skills to write their narrative.
Classroom Organisation:
Students will re-read the 1798 two-page spread about Sams place.
Ask Inquiry questions:
What was the purpose of the place?
What features were prevalent to the place?
What was Sams role at his place?
Who was Mr Owen what was his role at the place?
Who else lived in this place?
How would you describe Sams place? And what role would it play in
the shaping of the colonies?
What are some descriptive words (adjectives/adverbs/prepositional
phrases) we could use to describe Sam and the farm? Ask students to
choose an adjective, use a thesaurus and identify three more words that
mean the same.
Write the new words on cards and add them to the Colonial display
Teacher aid time
My Place by Nadia Wheatley
Thesauruses
Cards
learners
Resources
wall.

Ask students to write a description of Sams place and Sam using
figurative language and descriptive vocabulary.

Lesson 12: Practising writing a short Narrative as a class
Estimated Timing: 40 Minutes
Objective/s: Teacher will jointly with the students, model the construction of a
Narrative with the whole class. Students will draw on their knowledge about
narratives in order to jointly construct the text from a visual stimulus.
Classroom Organisation: Visual stimulus, to prompt thinking about the
narrative. Teacher guided, with student input. All students seated on the mat.
Watch the short Episode about Sam 1798 My Place Series, Season 2.
Get children to identify the Narrative features in the short episode.
Write them on a concept map on the board.
Explain that we will be constructing a Colonial themed Narrative as a
class. Give an explanation of the steps we need to follow in the writing
process write on board.
Show students the rubric I will be using to mark their independent
Narratives. We will keep it in mind during the construction of the text.
Ask students to give me some ideas about the characters, setting, plot
and the point of view we want to use for our Narrative. Write down
several of the students ideas so there is a variety of choices.
Refine the ideas as a class. Choose what we will be using for the
Introduction, the middle (or climax) and the ending of the story.
Teacher scaffolding
Teacher aid time
My Place DVD
Butcher paper
learners
Resources
Refer back to the Colonial display wall for vocabulary choices and
inspiration.
Model writing the Narrative for the students on butcher paper. Allow
students to input sentence suggestions and encourage the use of
descriptive and figurative language. Make some errors in the
construction, as we will be editing the text, as a class in the next lesson.
Conference with the students and tick off the steps in the writing
process that we achieved in the lesson (Prewriting, Drafting and
Revising). Compare the class narrative to the rubric.

Lesson 13: Editing and Proofreading
Estimated Timing: 40 Minutes
Classroom Organisation: Students will gather on the mat. Guided editing and
proof reading.
Bring out the Narrative that we constructed together as a class and the
big magnifying glass.
Explain that we will using the big magnifying glass to help us edit and
proofread the text to complete the steps in the writing process.
Explain how to edit: Re-read to improve structure, sentence patterns and
vocabulary
Explain how to proofread: Identify correct spelling, check boundary
markers, punctuation and grammar errors (Tompkins, Campbell &
Green, 2012).
Ask students to come up and guide them as they edit/proofread the
work. Allow them to use the magnifying glass to identify any errors
Teacher aid time (20 minutes) Class constructed narrative
Big magnifying class
learners
Resources
when we are proofreading.
Read the text back chorally as a class.
Re-write the final copy of the text on coloured card and display it on the
colonial wall.

Use feedback
Ways to monitor learning
and assessment
Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each
unit.
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or
cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at
school or cluster level to reach consensus and consistency.
Feedback to students
Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and
encouragement to children/students on their strengths and areas for improvement.
Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to
improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for children to experience, practise and improve.
Reflection on the unit plan
Were my expectations for the lesson achievable?
Was I asking appropriate questions?
Was my pace easy to follow?
Did I model the concept clearly before allowing the students to try?
Were my visual aids effective?
Were the children engaged in their task?
Did the peer scaffolding benefit the children?
Were the children successfully able to do the activities?
Did I have all the materials I needed?
Was the early finisher task engaging and fun?
What was the noise level in the classroom?
Did the students finish their work in a timely manner?
What was the students feedback on the lesson?
Did we achieve our learning goal?

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Queensland Studies Authority January 2012 | 1

Year 5 Unit Overview Australian Curriculum: English and History

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