Hitlers Daughter Integrated Unit S4

Hitlers daughter by Jackie French
The moral dilemma STAGE 4 ENGLISH UNIT

Chris Fraser Literacy Numeracy Leader WSR
2013
Chris Fraser Literacy Numeracy Leader WSR 2013
RESOURCES and UNIT EXTENSION SUGGESTIONS
KEY CONCEPT ENGLISH

Exploring ethical and social dilemmas in texts
http://www.jackiefrench.com/hitlersd.html (Questions answered by the author) http://ethemes.missouri.edu/themes/1425 (Book talks & student blog book review on Hitlers daughter) http://www.skwirk.com.au/p-u_s-55_u-269 (Summary and student quiz) http://www.jackiefrench.com/hitler.html http://www.curriculumpress.edu.au/main/goproduct/12102 (Lets read history with Jackie French teaching suggestions and activities) http://www.scholastic.com/teachers/book/hitlers-daughter (Teacher questioning suggestions)
HISTORY Student research: World War 2

http://www.thenile.com.au/books/Ric hard-Panchyk/World-War-II-for-KidsA-History-with-21Activities/9781556524554/
(World War ll for Kids: A History with 21 Activities by Richard Panchyk)
ICT
http://www.bbc.co.uk/schools/primaryhistory/world _war2/ http://www.bbc.co.uk/schools/primaryhistory/world _war2/the_war_effort/ http://www.bbc.co.uk/schools/primaryhistory/world _war2/growing_up_in_wartime/ http://www.primaryhomeworkhelp.co.uk/war/ http://www.primaryresources.co.uk/history/history1 .htm
PERSONAL DEVELOPMENT
Relationships Moral dilemmas
Explore the theme of the novel in more detail during PDHPE.
ENGLISH UNIT OF WORK
Stage : 3 Key Concept: Texts:
Term:
Weeks:
Exploring ethical and social dilemmas in texts - story telling through texts Justifying opinions and evaluating ideas with evidence from the text: Justice FOCUS TEXT: Hitlers daughter by Jackie French
SUPPORTING TEXTS: Nelson Mandela: Long walk to freedom by Chris Van Wyk My brother, Martin by Christine King Farris Through my eyes by Ruby Bridges Once by Morris Gleitzman Then by Morris Gleitzman
Focus:
Integrating English Stage 4 content descriptors:
S & L - Speaking & Listening R & V - Reading & Viewing R & C - Responding and Composing W & R - Writing & Representing Spelling G, P & V - Grammar, Punctuation and Vocabulary T I & C -Thinking Imaginatively and Creatively E T - Expressing Themselves R on L - Reflecting on Learning
Acceptable Evidence: Critical aspects: Learning across the curriculum: Appendix
Plotting students on the Literacy Continuum To develop students comprehension and vocabulary. Comprehension, Vocabulary, Reading texts, Writing Literacy, creative and critical thinking, difference and diversity Further information in the appendix is indicated by
*
ITERACY CONTINUUM for Modelled Reading (Stage appropriate)
Session
Modes/Skills
Explicit Modelled Reading
Comprehension C13 1. Applies comprehension strategies and skills including predicting, visualising, summarising, monitoring, questioning and making connections to make meaning in subject contexts. 2. Explores, analyses and responds to ideas in imaginative, informative and persuasive texts. 3. Judges the value or effectiveness of texts according to their purpose and subject matter. 4. Interprets and responds to point of view in texts with an awareness of underlying social, cultural and/or historical values. 5. Identifies different interpretations of and perspectives in texts. 6. Analyses and evaluates how texts are shaped by purpose, audience and context. 7. Identifies an author's point of view with textual evidence. 8. Draws on knowledge of familiar types of text relevant to subjects to facilitate understanding of new texts. 9. Identifies and infers the meaning of imagery and symbolism in spoken, written, visual and multimodal texts. 10. Analyses and evaluates the impact of visual images on the meaning of texts. 11. Locates and synthesises information to draw conclusions from a variety of sources. Vocab C13 1. Applies knowledge of root words and word origins to understand the meaning of new subject specific words. 2. Uses technical vocabulary to explain a complex concept or phenomenon. 3. Selects appropriate vocabulary in response to context, purpose and audience. 4. Uses a combination of effective strategies to work out the meaning of unknown words.
Independent tasks
Chapters 1,2
Spelling
Vocab
huddled trundled plunked enquiringly gurgled tortured concentration camps irritated terraces scrambled lurched
Vocabulary - DFK * Before: Discuss students knowledge of WW2. Discuss the structure of a chapter book. Complete the DFK chart to pre-teach extracted vocab. Dont know Familiar Know During: Students visualise the setting - describe the area where the children live. Discuss Dont know words in context as they arise. After: Students find synonyms for vocab. Play Teach this: Synonyms Class game With thinking partners, students brainstorm their oral story and take notes or record (to be completed during the unit). Predicting - PREDICTING BINGO Before: Review vocab for chapters 1 & 2 Thinking partners summarise the previous chapters. Students play predicting BINGO: Teacher models process for whole class. Students draw a noughts & crosses grid. Students predict words for the chapter based on what they already know. These content words need to be written onto the grid (cannot include words such as it, the, on etc) 2 -3 minutes to record. During: Students colour their predicted words when they are read. Students also note unfamiliar words on sticky notes to discuss after reading. After: Discuss students unfamiliar words. Add new vocab to the DFK chart. Teacher rereads phrases containing new vocab (words in context). Create synonyms & discuss word origins. Replay Teach this synonym game Students continue with their oral stories.
Guided reading (Where to next?) Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading: Reading conference (see Monitoring sheet*) Treat common sight words and decoding skills from the text or review vocab (word origins) Students reread pages (monitoring) to develop fluency Reciprocal teaching: Predictor,
Questioner, Monitoring, Summariser
Spoken text Images

Chapters 3,4
Spelling
Vocab
as above EVALUATION NOTES
After reading
rumbled depressing squelched satisfaction conquered reluctantly uneasily limply absorbed occupying indulgently weaklings Spoken text
Develop text sets based on the key concept: Students choose a text and find difficult words to list and find meanings (use dictionary and thesaurus) Teach this Word alternatives game. Students continue with their oral stories.
LITERACY CONTINUUM
Session
Modes/Skills
Explicit Modelled Reading Predicting - I WONDER Before: Review previous vocab & discuss new vocab, word origins, prefixes for opposites (disagreed) & synonyms. Thinking partners predict Marks I wonders. Teacher lists I
Guided reading Differentiate groups (as above choose a different double page or anther text from the text set) Reading conference (see Monitoring sheet) Review common sight words and decoding skills from the previous session and new words from the text Discuss the illustrations and how they add meaning to the text Student reread pages (Monitoring sheet) to develop fluency Reciprocal teaching:
Independent reading
Chapters 5,6
Vocab
Spelling
puzzled brewed whirlpool disagreed trickled sprawling pleaded outskirts grippe Text structure Point of view Authors intent
wonders
Discuss the difference between FACT & FICTION. Use a True/False chart for the story so far:
Hitlers daughter
True
False
During: Add information to the true/false chart. After: Discuss: Literary texts can also be informative texts. Differentiating between fact and fiction, Authors intent - to use facts to engage the reader & develop knowledge as well as enjoyment. Using prior knowledge and research to clarify factual information. Students continue with their oral stories. Predicting - PREDICTION TREE * Before: Review previous vocab & discuss new vocab, word origins & synonyms. Students predict possible or probable outcomes with their thinking partners. They support their predictions with
Predictor, Questioner, Monitoring, Summariser

as above
Chapters 7,8
Vocab
Spelling
EVALUATION NOTES
pounded welded
trustworthy
clues/proof. Predictions are written on the prediction tree. During: Teacher pauses regularly to ask students about their predictions and fill in their prediction tree. After: Thinking partners share their predictions and evidence. Was your prediction correct? Why wasnt your prediction included in this text? etc Discuss the authors message racism and its repercussions etc. Develop text sets based on the key concept: Students choose a text and find sections to label with sticky notes that are either FACT or FICTION. Students continue with their oral stories.
dialect provisions hurriedly scythes whetted forge delicately vehemence subsided boasted
LITERACY CONTINUUM for Modelled Reading (Stage appropriate)
Session Modes/Skills
Chapters 9,10
Explicit Modelled Reading Questioning GENERATING QUESTIONS Before: Review previous vocab & discuss new vocab, word origins (suffixes helplessly) & synonyms. Thinking partners discuss concerns Mark may have about the relationship between Hitler and his daughter (the moral dilemma).* Teacher lists. Students create questions (concerns) they would like to have answered (making connections to text). During: Teacher lists Marks concerns as they arise. After:
Independent tasks
Spelling
Vocab
relieved inherit temperament sharply genocide helplessly gazed ambush nudge
Spoken text Message/intent Point of view
* List and compare Marks concerns with those listed
before reading. Do they match our predictions? With thinking partners: Discuss the differences in Mark and Bonzos thinking and attitudes to war and discontent. What do you think is the authors point of view? Visualising - VISUAL WHEEL Before: Review previous vocab & discuss new vocab, word origins & synonyms. Review the text with a short oral summary and explain that students will be visualising during reading and sketching the main ideas in the next two chapters. During: Teacher pauses regularly during chapter 11 for students to sketch the main ideas in the visual wheel and add key words. Repeat for chapter 12.
Guided reading (Where to next?) Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading: Reading conference (see Monitoring sheet) Treat common sight words and decoding skills from the text or review vocab (word origins) Students reread pages (monitoring) to develop fluency Reciprocal teaching:
Predictor, Questioner, Monitoring, Summariser
Chapters 11,12
Spelling
Vocab
Resignedly exterminated savagely gloomily wading vanished lingered totalitarian demonstrations petitions draper evident Images Summarising
After: Thinking partners retell each chapter in sequence using their sketches and key words. (The visual wheel can be used to write a short summary of the chapter.)
Develop text sets based on the key concept: Partners take turns to one student reads while their partner sketches the main ideas in sequence.
Students continue with their oral stories and create illustrations in sequence for their ideas to date.
Chapters 13,14
Explicit Modelled Reading Visualising - VISUAL VOCAB GLOSSARY Before: Place vocab/meaning in the table- monitoring eg:
Vocab muck engrossed drizzled ploughing ushered Meaning sludge absorbed trickled digging guided in text shovelled out the muck engrossed in the story drizzled from the bus shelter ploughing over at the farm ushered Heidi through the door
Independent tasks
Spelling
Vocab
muck engrossed drizzled ushered Spoken text Images Language features Structure
During: Place phrase/clause/sentence in the table. After: Discuss the difference between phrases, clauses and simple sentences. Discuss how phrases and clauses add meaning to the sentence. Create a chart of examples from the text (an anchor chart). Questioning and Visualising Before:
Guided reading (Where to next?) Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to Picture & label photocopy for reading: Reading conference (see Monitoring sheet) Treat common sight words and decoding skills from the text or review vocab (word origins) Students reread pages (monitoring) to develop fluency Reciprocal teaching: Predictor,
Chapters 15,16
Language features
Phrases:
with his sleeve

down the twisting stairs
in the moonlight Images: Verbs Adjectives Adverbs
Review previous chapter using * MAGIC JIGSAW questioning strategy to recap on information of the previous chapter. With thinking partners, students formulate questions for peers to answer. Visualising - Preview phrases: Thinking partners put phrases into oral sentences. During: Students list key descriptive words. After: Students discuss their chosen descriptive words with their thinking partners. Teacher list words as Verbs, Adjectives or
Adverbs.
Teacher changes phrases to change the meaning of the sentences: eg with a tissue, down the steep
stairs, in the daylight
Develop text sets based on the key concept: Students choose phrases, clauses and sentences to place into a table. Teach this tasks eg Sentence types matching game simple, compound, complex sentences.
Students continue with their oral stories and review their stories Are the chapters in sequence? Is there an introduction, orientation, complication and resolution.
Independent tasks
Session Modes/Skills Chapters 17,18 Spelling
Explicit Modelled Reading Monitoring DE BONO Before: Extract descriptive sentences from the text. Read these sentences. Students discuss the senses and emotions that the text elicits: eg the
Vocab
congealed Spoken text Images Language features Structure Point of view
bunker seemed damp, hear the explosions, had to empty chamber pots, food was scarce, fat congealed on top, strange yelling, along a tunnel, dust thickening the air, the tank squealed by.
During: Students list the senses and feelings that they experience during the reading. After: de Bonos RED HAT Students describe the emotions revealed in the text with their thinking partners. How would I feel? How might others feel?
Guided reading (Where to next?) Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading: Reading conference (see Monitoring sheet) Treat common sight words and decoding skills from the text or review vocab (word origins) Students reread pages (monitoring) to develop fluency Reciprocal teaching: Predictor,
WRAP UP Summarising Point of view Reflecting on learning
Summarising Review previous chapters - summarising strategy PASS AROUND RETELLS: Students sit in group of 3 or 4 and one starts an oral retell from the beginning, which is continued by the next group member and so on. Students summarise their response to the book by using MEMORABLE MOMENTS teaching idea and complete the sentence 'As I finished the chapter, I realised the most memorable moment was... ' and 'Another moment that was worthy of attention was ... ' Students discuss the end of the story with their thinking partners: Was Heidis story fact or fiction? Why? Would you have changed the ending? How?
Bookmark technique:
The part I found most interesting was... What I found confusing was... The task that helped me understand was... I learnt that...
STUDENT EVALUATION
EVALUATION NOTES
Develop text sets based on the key concept: Students choose a text and list descriptive words and phrases (words can be listed as adjectives or adverbs).
Students continue with their oral stories and review their stories Are the chapters in sequence? Is there an introduction, orientation, complication and resolution.
LITERACY CONTINUUM
Explicit Modelled Writing
Guided Writing
Writing Cluster 13
Creates well-structured and sequenced texts for imaginative, informative and persuasive purposes.
1.
Chooses aspects and combinations of texts to suit particular purposes and audiences.
2.
1 Creating images Sentence structure Language features Vocab choices Adjectives
Creates and develops ideas to explore a concept or theme.

3. 4.
2 Creating images Sentence structure Language features Phrases Sentence types 3 Creating images Sentence structure Language features Quotation marks Clines
Uses paragraphing to structure information and partition events and ideas. Intentionally constructs a variety of sentence types including complex sentences for effect.
5.
Students collaborate to create oral sentences relating to Hitlers daughter for the teacher to scribe. Teacher increases the complexity of the sentences: adding adjectives to the nouns or adverbs to verbs in the sentence, using commas for lists of adjectives and adding connectives. Students visualise. Does it make a more vivid image? Students collaborate to create oral sentences relating to Hitlers daughter for the teacher to scribe. Prepositional phrases are added to the sentences. Compare simple, compound and complex sentences and the authors choice when creating a story.
Scribing oral stories with teacher
assistance. Students scribe their oral stories using their recordings and illustrations - adding descriptive words to improve sentences, combining sentences.
Creates texts with appropriate design, layout and graphics.

6.
Self-regulates spelling and applies spelling knowledge and strategies to spell complex and subject specific vocabulary.
7.
Uses correct and appropriate punctuation to support meaning.

8. 9.
Uses a range of editing strategies to improve clarity and consistency of style. Uses a legible, fluent handwriting style.
10.
4 Creating images Text structure Sentence structure Language features Vocab choices
Teacher scribes text using quotation marks from Hitlers daughter Discuss the appropriate use of punctuation. Develop clines for chosen vocab eg said whimpered, whispered, exclaimed, yelled, etc. Students collaborate to create oral sentences with direct speech relating to Hitlers daughter for the teacher to scribe. Discuss the appropriate use of punctuation. Teacher outlines the structure of a literary text: Orientation: answering Who What Where When using compound and complex sentences Complication: including simple sentences (and exclamation marks) for effect. What happened? What happened next? What was the problem? Resolution How will the story end? What emotions will be elicited?
assistance. Students continue to scribe their oral stories, using their recordings and illustrations - adding prepositional phrases to improve sentences, choosing the correct sentence type depending on the intended effect. Scribing oral stories with teacher assistance. Students continue to scribe their oral stories using their recordings and illustrations, reviewing direct speech punctuation and substituting words using clines.
assistance. Students continue to scribe their oral stories using their recordings and illustrations, reviewing their story structure and sentence types.
LITERACY CONTINUUM
Writing Cluster 13
Creates well-structured and sequenced texts for imaginative, informative and persuasive purposes.
1.
Session Modes/Skills 5
Explicit Modelled Writing
Guided Writing
Reread and edit Reflecting on learning
Chooses aspects and combinations of texts to suit particular purposes and audiences.
2.
Creates and develops ideas to explore a concept or theme.

3. 4.
Teacher develops a Student Criteria for Writing list and models its use with a piece of students writing: eg At least 5 paragraphs Accurate spelling of common words Descriptive language (including phrases) Well sequenced follows literary text structure Accurate punctuation for direct speech Students read their stories to the class and receive constructive feedback. eg I like the way you...
READ & REVIEW Students: review and refine their stories according to the writing criteria. The student criteria vary depending on student plotting on the writing aspect of the literacy continuum.
Uses paragraphing to structure information and partition events and ideas. Intentionally constructs a variety of sentence types including complex sentences for effect.
5.
Reread and edit Reflecting on learning
Id like to know what happens in the next chapter. You described and it made me feel
7
PARTNER EDITING: Stories are read by a partner for editing and reflection using the writing criteria. Author revises writing accordingly to partners suggestions. Students publish work to share.
Creates texts with appropriate design, layout and graphics.

6.
Oral stories
Teacher models various publishing techniques, eg
blogging, recording as an oral story.
Self-regulates spelling and applies spelling knowledge and strategies to spell complex and subject specific vocabulary.
7.
Students choose a technique for publishing.
Continuing the unit:

Other texts:
Uses correct and appropriate punctuation to support meaning.

8. 9.
Uses a range of editing strategies to improve clarity and consistency of style. Uses a legible, fluent handwriting style.
10.
Nelson Mandela: Long walk to freedom by Chris Van Wyk My brother, Martin by Christine King Farris Through my eyes by Ruby Bridges (informative text) Once Morris Gleitzman or Then by Morris Gleitzman
READING: Using the above texts, cover the same literacy continuum markers and English syllabus content descriptors as listed in this unit. WRITING: Follow this unit outline and further develop the writing completed in this unit or create another oral story for writing.
VOCAB/GRAMMAR FOR TEXT SET:
Nelson Mandela
My brother, Martin
Through my eyes
Once or Then
Key ideas
Vocab & Spelling
Grammar & Punctuation
WRAP UP (R & V, S & L) : Compare and contrast texts Evaluate and personally respond to texts
Justify favourite text
APPENDIX
o Monitoring (The CAFE Book:
Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser)
o Dont know, Familiar, Know (Vocabulary development) o Prediction Tree: Chapters 7 & 8 o The moral dilemma : Chapters 9 & 10 (Thinking partners discuss concerns Mark may have about the relationship between Hitler and his daughter) o Magic Jigsaw: Chapters 15 & 16 (Revisit, Reflect, Retell by Linda Hoyt) o Checklist rubric for the NSW English Syllabus
MONITORING From Assessment to Conferring: Sample Needs and Strategies

What We Are Seeing
Reading too quickly Leaving off ends of words Little expression, lacks prosody, and omits punctuation Can t remember what was read
Potential Goals
Fluency Accuracy Fluency Comprehension
Possible Strategy
Adjust and apply different reading rates to match text Cross checking Phrasing, using punctuation Check for understanding
Alternative Strategy
Phrasing, use punctuation Chunk letters together Voracious reading Retell or summarize Make a picture or mental image Determine importance using theme, main ideas, & supporting details Blend sounds; stretch and reread Ask questions while reading Make connections to text Recognize literary elements Voracious reading Ask, Does this make sense?
Stalls on words Student jumps right into reading story, then lacks understanding Doesnt remember details but understands the main idea Doesnt stick with a book Chooses books that are too hard
Accuracy Comprehension Comprehension Reading Behaviors Book Selection Reading Behaviors Fluency Expand Vocabulary Comprehension Accuracy Comprehension
Skip the word, then come back Use prior knowledge to connect with text Retell the story Read appropriate-level text Choose good-fit books Read appropriate-level text
Can comprehend literally but cant read between the lines
Infer and support with evidence
Ask questions while reading Predict what will happen; use text to confirm Cross checking Blend sounds Blend sounds; stretch and reread
Reads words with correct letters but wrong sounds Sounds out each individual letter Beginning reader, knows few words but most letter sounds
Accuracy Accuracy Fluency Accuracy Comprehension Expand Vocabulary
Flip the sound Chunk letters together Practice common sight words and high-frequency words Use text features (titles, headings, captions, graphic features) Tune in to interesting words
Doesnt remember details from nonfiction Doesnt understand the text because does not understand key word in selection
Determine and analyze authors purpose and support with text Reread to clarify the meaning of a word Ask someone to define the word for you
The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, The Sisters. Copyright 2009. Stenhouse Publishers.
VOCABULARY DFK
Dont know
Familiar
Know
THE MORAL DILEMMA: CHAPTERS 9 & 10 SESSION
BEFORE READING Possible discussion Issues

(eg: In regard to the discussion issues listed, how may Heidi feel about Hitler as a father/ his attitudes etc? How may Hitler feel about Heidi?)
DURING READING
(teacher lists)
AFTER READING
(teacher lists)
What may be Marks concerns? Love
What are our concerns/questions?
What were Marks concerns?
Compare our predictions/concerns with Marks concerns.
Loyalty Obligation
Racism
Disability
STAGE 4 OBJECTIVE A
Communicates through speaking, listening, reading, writing, viewing & representing
OUTCOME 1 responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Engage personally with texts T1
recognise, reflect on, interpret and explain the connections between their own experiences and the world in texts consider and analyse the ways their own experience affects their responses to texts explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate information, ideas, f eelings and viewpoints experiment with language forms and features to compose texts for pleasure and enjoyment Develop and apply contextual knowledge interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) Understand and apply knowledge of language forms and features apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543) understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) use increasingly sophisticated verbal, aural, visual and/or written techniques, eg imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure recognise when information is presented objectively and subjectively by examining the language of opinion, including modality, bias, personal pronouns and other semantic cues identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) Respond to and compose texts
respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for understanding, interpretation, critical analysis, imaginative expression and pleasure explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735) identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719) compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
EN4-1A
T2
T3
T4
STAGE 4 OBJECTIVE A
Communicates through speaking, listening, reading, writing, viewing & representing
OUTCOME 2 effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media
and technologies EN4-2A Engage personally with texts discuss and explain the processes of responding and composing, identifying the personal satisfaction and difficulties experienced
recognise the different processes required for responding and composing in a range of forms and media reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620) Develop and apply contextual knowledge analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELA1528, ACELY1729) recognise and practise responsible and ethical digital communication Understand and apply knowledge of language forms and features consider and apply a range of strategies to improve their texts, including editing by rereading and peer editing, checking accuracy of paragraphing, grammar, spelling and punctuation, and considering relevance for purpose, audience and context edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) use processes of representation, including the creative use of symbols, images, icons, clichs, stereotypes, connotations and particular aural, visual and/or digital techniques *understand and use bibliographies, citations (including web citations) to acknowledge sources and avoid plagiarism understand and use the terminology associated with responding to and composing digital texts use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1728, ACELY1738) Respond to and compose texts use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author's point of view (ACELY1723, ACELY1734) analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765) use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) use a widening range of processes of composing and publishing sustained texts, including planning, drafting, rehearsing and editing use a range of effective strategies for organising information, ideas and arguments, eg clustering, listing, compare and contrast, semantic chains, graphic and diagram outlines, and mind maps use collaborative processes, eg playbuilding, performances and digital compositions to construct texts consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
T1
T2
T3
T4
STAGE 4 OBJECTIVE B
Use language to shape and make meaning according to purpose, audience and context
OUTCOME 3 uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN4-3B Engage personally with texts T1 T2 T3
engage with the language and structures of texts in meaningful, contextualised and authentic ways identify, discuss and reflect on the ideas and information in a range of texts develop a sense of personal style and taste in composition and response
T4
Develop and apply contextual knowledge

describe and analyse the purpose, audience and context of text use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1804, ACELY1808) explore texts that include both Standard Australian English and elements of other languages, including Aboriginal English recognise and use appropriate metalanguage in discussing a range of language forms, features and structures
analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1534, ACELA1545)
understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546) understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549) identify Standard Australian English, its variations and different levels of usage across a range of different types of texts to enhance own writing understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
Understand and apply knowledge of language forms and features

understand the ways etymology can clarify choice of vocabulary interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537 understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536) understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809) understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766) understand the use of punctuation conventions, including colons, semicolons, dashes and brackets in formal and informal texts (ACELA1532, ACELA1544) understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)
Respond to and compose texts

analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1721, ACELY1732)
STAGE 4 OBJECTIVE B
Use language to shape and make meaning according to purpose, audience and context
OUTCOME 4 makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
Engage personally with texts recognise and appreciate the ways a wide range of texts communicate by using effective language choices Develop and apply contextual knowledge explore and analyse the ways purpose, audience and context affect a composer's choices of content, language forms and features and structures of texts to creatively shape meaning understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540) Understand and apply knowledge of language forms and features combine visual and digital elements to create layers of meaning for serious, playful and humorous purposes experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768, ACELT1805) experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students' own texts
(ACELY1810)
EN4-4B
T1
T2
T3
T4
analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance
(ACELA1764)
Respond to and compose texts create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736) plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1720, ACELY1731) create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) creatively adapt and transform their own or familiar texts into different forms, structures, modes and media for a range of different purposes and audiences respond to and compose new print and multimodal texts, experimenting with appropriations and intertextuality
STAGE 4 OBJECTIVE C
Think in ways that are imaginative, creative, interpretive and critical
OUTCOME 5 thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4-5C Engage personally with texts T1 T2 T3 T4 describe and explain qualities of language in their own and others' texts that contribute to the enjoyment that can be experienced in responding to and composing texts engage in wide reading of self-selected texts for enjoyment and share responses individually, in pairs and/or in small groups in a variety of relevant contexts, including digital and face-to-face contexts share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627) Develop and apply contextual knowledge explore the ways individual interpretations of texts are influenced by students' own knowledge, values and cultural assumptions critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective Understand and apply knowledge of language forms and features investigate and understand the ways web and digital technologies influence language use and shape meaning understand and use conventions of storytelling in a range of modes and media, eg digital storytelling use imaginative texts as models to replicate or subvert textual conventions to create new texts Respond to and compose texts compose texts using alternative, creative and imaginative ways of expressing ideas, recognising, valuing and celebrating originality and inventiveness express considered points of view and arguments on areas such as sustainability and the environment accurately and coherently in speech or writing with confidence and fluency compose a range of visual and multimodal texts using a variety of visual conventions, including composition, vectors, framing and reading pathway critically analyse the ways experience, knowledge, values and perspectives can be represented through characters, situations and concerns in texts and how these affect responses to texts discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
STAGE 4 OBJECTIVE C
Think in ways that are imaginative, creative, interpretive and critical
OUTCOME 6 identifies and explains connections between and among texts EN4-6C
Engage personally with texts recognise, explain and analyse the ways literary texts draw on readers' knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629) Develop and apply contextual knowledge explain the similarities and differences in meaning and language between texts created for different purposes or audiences * investigate and explain appropriations into English from a range of other cultures and times Understand and apply knowledge of language forms and features compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences
(ACELY1724)
T1
T2
T3
T4
categorise texts by content, composer and genre considering language forms, features and structures of texts understand and explain the ways in which use of detail, perspective and choice of vocabulary connect texts investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548) Respond to and compose texts create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) identify and explain the links between the ideas, information, perspectives and points of view presented in a range of different texts identify, compare and describe the connection between texts with similar subject matter, such as a book and its film adaptation compose texts that make creative connections with, adapt or transform other texts, such as the preparation of promotional material for a film or book or a narration for a documentary use an increasingly wide range of strategies to present information, opinions and perspectives across a range of different types of texts
STAGE 4 OBJECTIVE D
Express themselves and their relationships with others and their world
OUTCOME 7 demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it EN4-7D Engage personally with texts T1 T2 T3 explore and analyse the ways in which personal experiences and perspectives shape their responses to texts draw on experience to consider the ways the 'real world' is represented in the imaginary worlds of texts, including imaginative literature, film, media and multimedia texts Develop and apply contextual knowledge compare and contrast texts that present alternative views of their own world * explain and justify personal empathy, sympathy and antipathy towards characters, situations and concerns depicted in texts T4
Understand and apply knowledge of language forms and features analyse the ways that language features such as modality are used to represent individual, shared or disparate views of the world analyse how combinations of words, sound and images can create particular perspectives of the same event or issue such as environmental sustainability analyse and understand the ways techniques of representation in multimodal texts are used to present alternative views of the world, people, places and events Respond to and compose texts respond to and compose sustained texts in an increasingly wide range of forms that reflect their broadening world and their relationships within it explore the ways 'story' shapes their experience of and responses to a range of texts, including film and multimedia
STAGE 4 OBJECTIVE D
Express themselves and their relationships with others and their world
OUTCOME 8 identifies, considers and appreciates cultural expression in texts
Engage personally with texts consider the ways culture and personal experience position readers and viewers and influence responses to and composition of texts explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or
EN4-8D
T1
T2
T3
T4
challenge the values of individuals and groups (ACELT1619, ACELT1626)

Develop and apply contextual knowledge identify and explain cultural expressions in texts, including those about gender, ethnicity, religion, youth, age, sexuality, disability and
social class investigate texts about cultural experiences from different sources, eg texts from Asia and texts by Asian Australians, and explore different viewpoints
explore the ways recurring stories, eg legends and fairy stories, have been written and rewritten for different contexts and media Understand and apply knowledge of language forms and features understand how conventions of speech adopted by communities influence the identities of people in those communities
(ACELA1529, ACELA1541)
understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts
position readers in relation to those groups (ACELT1628)

Respond to and compose texts respond to and compose texts in a range of different modes and media, recognising and appreciating cultural factors, including
cultural background and perspectives recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres
Strait Islander authors (ACELT1806)

explore and appreciate the ways different cultural stories, icons, Aboriginal images and significant Australians are depicted in texts
STAGE 4 OBJECTIVE E
Learn and reflect on their learning through their study of English
OUTCOME 9 uses, reflects on and assesses their individual and collaborative skills for learning
EN4-9E
Engage personally with texts articulate and reflect on the pleasure and difficulties, successes and challenges experienced in their individual and collaborative learning Understand and apply contextual knowledge understand and value the differences between their own and others' ways of learning in English understand the demands of a task and the outcomes and criteria for planned assessment Understand and apply knowledge of language forms and features develop and use vocabulary for describing, analysing and reflecting on their learning experiences Respond to and compose texts discuss and explain the processes of responding and composing, identifying the personal pleasures and difficulties experienced use and reflect on metacognitive processes used for planning, including brainstorming, mind mapping, storyboarding, role-play and improvisation identify, plan and prioritise stages of tasks, making use of organisational strategies, eg drawing up a schedule, monitoring progress and meeting deadlines reflect on and assess their own and others' learning against specific criteria, using reflection strategies, eg learning logs, blogs and discussions with teachers and peers understand the roles and responsibilities of individuals in groups, performing an allocated role responsibly in a group and assessing the success of individual and collaborative processes
T1
T2
T3
T4

Hitlers Daughter Integrated Unit S4

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Hitlers daughter by Jackie French

The moral dilemma STAGE 4 ENGLISH UNIT

Chris Fraser Literacy Numeracy Leader WSR 2013

RESOURCES and UNIT EXTENSION SUGGESTIONS

KEY CONCEPT ENGLISH

HISTORY Student research: World War 2

Chris Fraser Literacy Numeracy Leader WSR 2013

ENGLISH UNIT OF WORK

Stage : 3 Key Concept: Texts:

Integrating English Stage 4 content descriptors:

Acceptable Evidence: Critical aspects: Learning across the curriculum: Appendix

Chris Fraser Literacy Numeracy Leader WSR 2013

ITERACY CONTINUUM for Modelled Reading (Stage appropriate)

Explicit Modelled Reading

Spoken text Images

as above EVALUATION NOTES

Chris Fraser Literacy Numeracy Leader WSR 2013

Predictor, Questioner, Monitoring, Summariser

Chris Fraser Literacy Numeracy Leader WSR 2013

LITERACY CONTINUUM for Modelled Reading (Stage appropriate)

Spoken text Message/intent Point of view

* List and compare Marks concerns with those listed

as above EVALUATION NOTES

Chris Fraser Literacy Numeracy Leader WSR 2013

LITERACY CONTINUUM for Modelled Reading (Stage appropriate)

as above EVALUATION NOTES

with his sleeve

in the moonlight Images: Verbs Adjectives Adverbs

stairs, in the daylight

Chris Fraser Literacy Numeracy Leader WSR 2013

LITERACY CONTINUUM for Modelled Reading (Stage appropriate)

Session Modes/Skills Chapters 17,18 Spelling

congealed Spoken text Images Language features Structure Point of view

WRAP UP Summarising Point of view Reflecting on learning

Chris Fraser Literacy Numeracy Leader WSR 2013

Explicit Modelled Writing

1 Creating images Sentence structure Language features Vocab choices Adjectives

Creates and develops ideas to explore a concept or theme.

Scribing oral stories with teacher

Scribing oral stories with teacher

Creates texts with appropriate design, layout and graphics.

Uses correct and appropriate punctuation to support meaning.

Scribing oral stories with teacher

Chris Fraser Literacy Numeracy Leader WSR 2013

Explicit Modelled Writing

Reread and edit Reflecting on learning

Creates and develops ideas to explore a concept or theme.

Reread and edit Reflecting on learning

Creates texts with appropriate design, layout and graphics.

Teacher models various publishing techniques, eg

blogging, recording as an oral story.

Students choose a technique for publishing.

Continuing the unit:

Uses correct and appropriate punctuation to support meaning.

Chris Fraser Literacy Numeracy Leader WSR 2013

VOCAB/GRAMMAR FOR TEXT SET:

Vocab & Spelling

Grammar & Punctuation

Justify favourite text

Chris Fraser Literacy Numeracy Leader WSR 2013

MONITORING From Assessment to Conferring: Sample Needs and Strategies

Can comprehend literally but cant read between the lines

Infer and support with evidence