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    Edla - Comprehension Unit

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    api-452856462
    This literacy unit contains 5 lessons for year 5 students focused on the book "The Jungle Book". In the lessons, students will actively engage with the text through class discussions, visualizing story elements, and creating their own character to add to the story. Each lesson supports diverse learners and caters to different abilities and needs. The lessons incorporate both receptive modes like listening and reading, as well as productive modes like writing and creating. The goal is for students to gain experience analyzing texts, describing characters, and crafting their own short stories.

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    © All Rights Reserved
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    Edla - Comprehension Unit

    Uploaded by

    api-452856462
    60 views6 pages
    This literacy unit contains 5 lessons for year 5 students focused on the book "The Jungle Book". In the lessons, students will actively engage with the text through class discussions, visualizing story elements, and creating their own character to add to the story. Each lesson supports diverse learners and caters to different abilities and needs. The lessons incorporate both receptive modes like listening and reading, as well as productive modes like writing and creating. The goal is for students to gain experience analyzing texts, describing characters, and crafting their own short stories.

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    edla - comprehension unit

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    This literacy unit contains 5 lessons for year 5 students focused on the book "The Jungle Book". In the lessons, students will actively engage with the text through class discussions, visualizing story elements, and creating their own character to add to the story. Each lesson supports diverse learners and caters to different abilities and needs. The lessons incorporate both receptive modes like listening and reading, as well as productive modes like writing and creating. The goal is for students to gain experience analyzing texts, describing characters, and crafting their own short stories.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    60 views6 pages

    Edla - Comprehension Unit

    Uploaded by

    api-452856462
    This literacy unit contains 5 lessons for year 5 students focused on the book "The Jungle Book". In the lessons, students will actively engage with the text through class discussions, visualizing story elements, and creating their own character to add to the story. Each lesson supports diverse learners and caters to different abilities and needs. The lessons incorporate both receptive modes like listening and reading, as well as productive modes like writing and creating. The goal is for students to gain experience analyzing texts, describing characters, and crafting their own short stories.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Literacy Unit

    Upper Primary – Year 5

    Emily Hird, Katrina Wark [Course title]


    Purpose of this unit
    This unit contains 5 literacy lesson that can be utilised in a year 5 classroom. It is aligned with the
    Australian Curriculum and engages students in a range of hands on and interactive ways. The unit will
    engage students in a range of texts. It will have a strong focus on emphasizing receptive and productive
    modes to prepare students for a focus to develop Fractured Story.
    Each lesson caters for diverse learners. It supports EAL/D students, Indigenous students and High
    performing students. It also caters for those with challenging behaviours. This unit also makes reference
    to both receptive and productive modes of literacy.

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

    Literacy - Creating Texts - 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 - Scootle )

    Lesson 5 - Re-read and edit student’s own and others’ work using agreed criteria for text structures and
    language features (ACELY1705 - Scootle )

    Learning Intention:
    In this unit students will study the book “The Jungle Book”. They will actively participate in class
    discussions, visualise images and storylines throughout the book, create a new character and implement
    that character into the story. They will be using descriptive words to describe their character and setting.
    Success Criteria:
    Students will be able to create their own character, implementing the character into a story, using
    descriptive words to describe the character.
    Year 5 Level Description
    The English curriculum is built around the three interrelated strands of language, literature and literacy.
    Teaching and learning programs should balance and integrate all three strands. Together, the strands focus
    on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing
    and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and
    teachers will revisit and strengthen these as needed.

    In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community
    members, and individuals and groups, in a range of face-to-face and online/virtual environments.
    Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate
    spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to
    inform and persuade. These include various types of media texts including newspapers, film and digital
    texts, junior and early adolescent novels, poetry, non-fiction and dramatic performances.
    The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral
    narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of
    these two cultural groups, and classic and contemporary world literature, including texts from and about
    Asia.
    Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex
    sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in
    time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and
    fantasy settings. Informative texts supply technical and content information about a wide range of topics of
    interest as well as topics being studied in other areas of the curriculum. Text structures include chapters,
    headings and subheadings, tables of contents, indexes and glossaries. Language features include complex
    sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types
    of graphics.
    Students create a range of imaginative, informative and persuasive types of texts including narratives,
    procedures, performances, reports, reviews, explanations and discussions.

    Achievement Standard
    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.
    When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and
    contextual knowledge. 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 imaginative, informative and persuasive texts for different purposes and audiences. They
    make presentations which include multimodal elements for defined purposes. They contribute actively to
    class and group discussions, taking into account other perspectives. When writing, they demonstrate
    understanding of grammar using a variety of sentence types. They select specific vocabulary and use
    accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
    Lesson 1 - 45-60 mins
    This lesson will engage students in the learning

    Read a story: Possum Magic


    Read through the story without showing the students the pictures within the book - they have to
    visualise the story in their mind.
    Ask inquiry questions:
    - Who were the main characters of the story
    - Where was the story situated? (Location/setting)
    - What was the plot of the story?

    Read the story The Jungle Book without showing the students the pictures within the book - they have
    to visualise the story in their mind.

    Students recreate what they visualised - can be in response of a:


    - Drawing with small annotations
    - Dot points
    - Small sentences
    Provide students with a template - 3 boxes: Character, Setting, Plot
    Discuss with students
    - What is the setting
    - What is the character
    - What is the plot
    This will assist them in filling out the table.

    Behaviour Management:
    Ensure that all students are catered for in this lesson.
    Watch for noise levels whilst working,
    No calling out when participating in class discussions.

    Character Plot Setting


    Lesson 2 30 mins
    Read the book “Home” by Jeannie Baker.
    Have a discussion as a class:
    - Why/how do pictures help us gain an understanding of text?
    - Can we create a story without pictures?
    - What do you think the book is about?

    Re-read The Jungle Book for students to visualise the story again (Scaffold their learning ;). Allow
    students to see the pictures from the book. Reflect on their drawing from lesson 1, was their
    drawing/visualisation of the book similar or different to the pictures within the book.- Think, Pair, Share
    with the student next to them - share their drawings/what they visualised from the story. Have a small
    discussion (in pairs) about their drawings.

    Have a class discussion surrounding characters and the role they play within stories.
    - Why do we need characters?
    - What is the importance of characters?
    - Why do we have different characters?
    - How can a character change the story line?
    - What would happen if we created a new character within a current story?

    Create a word wall of describing words for/of characters (words will be used later in students own
    stories)
    - What sort of descriptive words
    might you use to describe your
    character?
    - Why do we use descriptive
    words?
    Words can be used form this Character
    Traits List.
    Lesson 3 - 45 mins
    Students individually create a new character that will be added into the book.
    - Name, age, what they look like, how do they dress, where they live….

    Activity: Build a character profile


    1. Do one as a class - build a character who will be placed within the book (The Jungle book) using
    words from the word wall to describe the character
    2. Students are allocated pairs - collectively collaborate and create their own character - create
    one character profile (between the pair) detailing relevant and detailed information about
    their character
    - create a situational context (without writing a story)
    - Build a setting - location
    - Characteristics of the character; age, gender, appearance
    Students draw a visual representation of their character.
    Formative assessment: Seeing students understanding of the elements required to create characters
    within stories.

    Lesson 4
    Students individually write their own short story using their character they have created from lesson 3 -
    placing the character into a section of The Jungle Book - students rewrite the ending of the story.
    Provide examples for sections within the book where students can place their character or students
    can select their own section within the book.

    Teacher can interact with students as they work, providing assistance where required.
    For EAL/D students, the teacher can scribe for the student as they verbally respond and describe their
    character, and their “new” story. The teacher can also provide picture cards for students(....)

    Lesson 5
    Students peer edit each others work, provide feedback to one another on changes etc.
    Teacher can conference with students one on one to gain insight into their understanding of the plot,
    character creation, etc.

    https://www.imdb.com/title/tt0061852/plotsummary - The Jungle Book

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