Integrated Unit English& HSIE Stage Three Term 1 2 3 4

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EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing
texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
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CUS3.3 describes different cultural influences and their contribution to Australian identities.
CUS3.4 examines howcultures changethrough interactionswith other culturesand the environment.
LearningAcross
TheCurriculum
Cross-curriculum
priorities
Aboriginal &Torres
Strait Islander
histories&cultures
Asia &Australias
engagement with
Asia
Sustainability
General capabilities
Critical &creative
thinking
Ethical
understanding

Information&communicati
on technology capability
Intercultural
understanding
Literacy
Numeracy
Personal &social
capability
Otherlearningacross the
curriculum areas
Civics &citizenship
Difference&diversity
Work&enterprise
Content Text Teaching & Learning Activities Reg
o plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal
elements for defined audiences and purposes, making
appropriate choices for modality and emphasis
participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting
arguments, sharing and evaluating information,
experiences and opinions
identify and explore underlying themes and central
storylines in imaginative texts
explore and analyse the effectiveness of informative and
persuasive devices in texts
plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text
structures, language features, images and digital
resources appropriate to purpose and audience
compose texts that include sustained and effective use of
persuasive devices, eg texts dealing with environmental
issues
present a point of view about particular literary texts
using appropriate metalanguage, and reflecting on the
viewpoints of others
experiment with text structures and language features
and their effects in creating literary texts, for example,
using imagery, sentence variation, metaphor and word
choice
compose increasingly complex print, visual, multimodal
and digital texts, experimenting with language, design,
layout and graphics
reread and edit students' own and others' work using
agreed criteria and explaining editing choices
understand how texts vary in purpose, structure and
topic as well as the degree of formality
appreciate how demanding texts, eg extended novels
and informative texts, contain increasing levels of
complexity and abstraction to enhance enjoyment
compare texts including media texts that represent
Lesson 1: The Barrumbi Kids

Learning Intention
We Are Learning To understand how third person narrative is used to create
effect.(EN3-5B)

1. Students view The Barrumbi Kids book cover. Predict what the book
will be about.
2. Students view Barrumbi Kids Intro powerpoint (R2L background
information).
3. Discuss events in the book up to Chapter 7 (using teacher notes)
4. http://www.scholastic.com.au/schools/education/teacherresources/ass
ets/pdfs/barrumbi_kids.pdf
5. Read Chapter 7 Two Bodies in a Circle.
6. Discuss narrative technique:

Here, the third-person narrator uses a hawks point of view to describe the burning scene
below. This is a clever narrative device, as it allows the reader to see the whole scene, from
what is happening to small creatures, Tomias and Dale, to the reactions of the women and
children. Today we often describe this as a helicopter view. It also gives the reader some
insight into the way a hawk might think when presented with an opportunity to gather food.
This chapter also presents a chance to introduce or reinforce the concept of
anthropomorphism, where animals are accorded human characteristics. The
anthropomorphism here echoes that in previous chapters and highlights the close relationship
between animals and humans in the community, and the respect accorded to animals by
those who hunt them.
The impact of the fire on the whole community is also shown: Mrs Wilson has her fire hose
out and Mr Armstrong has the fire truck out, though, as we find out later, there was no need

ideas and events in different ways, explaining the
effects of the different approaches
analyse how text structures and language features
work together to meet the purpose of a text
use comprehension strategies to interpret and analyse
information and ideas, comparing content from a
variety of textual sources including media and digital
texts
recognise how aspects of personal perspective
influence responses to text
summarise a text and evaluate the intended message
or theme
identify and explain characteristic text structures
and language features used in imaginative, informative
and persuasive texts to meet the purpose of the text

analyse strategies authors use to influence readers
understand that language is structured to create
meaning according to audience, purpose and context
understand that choices in grammar, punctuation and
vocabulary contribute to the effectiveness of texts
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
interpret events, situations and characters in texts
explain own preferences for a particular interpretation
of a text, referring to text details and own knowledge
and experience
recognise that ideas in literary texts can be conveyed
from different viewpoints, which can lead to different
kinds of interpretations and responses
identify aspects of literary texts that convey details or
information about particular social, cultural and
historical contexts
identify and describe the representation of people,
places and events in film and the media
discuss and explore moral, ethical and social dilemmas
encountered in texts
critically reflect on the effectiveness of their own and
others' writing, seeking and responding to feedback

for it. It is clearly seen that the community is a whole organism, rather than just a disparate
collection of people.

7. Group Task: In groups of no more than four, imagine you are a bird.In
the third person narrative, describe what might be happening in school.
You may choose to identify different roles for each member of the
group: one could concentrate on smells, another on sights, sounds,
feelings and tastes, another on what is actually taking place and so on.

Plenary
8.
Lesson 2: Description

Learning Intention
We Are Learning To write imaginative and creative descriptions in response
to visual texts. (EN3-7C)

9. Students share their responses from the group task from previous
lesson.
10. Students look at images of different views that could be from an
animals perspective. As a class brainstorm ideas about one of the
images remembering to focus on all of the senses.
11. Students write a descriptive text as an animal in a location of their own
choice.

Plenary



Lesson 3: Brolga Song (Dust Echoes)

Learning Intention
We Are Learning To identify how aspects of culture are represented in texts
(EN3-8D)

12. Share the synopsis of the story prior to watching the video clip.
13. A boy is alone, without his father or grandfather to teach him his proper
place in life. He searches for the spirit of his fathers, and finally finds
them in the brolgas.
14. The major theme of the story is the importance of culture, and of

knowing ones place in Aboriginal society.
15. Watch the video clip
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
16. Use the links to explore the story in more detail: What this story
means, Original story, Where this story comes from.

Plenary
17. Individually, students complete multiple choice quiz (comprehension
activity).

Lesson 4: Aesops Fables The Hare and the Tortoise

Learning Intention
We Are Learning To think interpretively and critically about ideas and make
connections between texts. (EN3-7C)

18. On Smartboard, show students a picture of a hare and a picture of a
tortoise and ask them if they know of a story with these two animals as
characters? Discuss.
19. Read The Hare and the Tortoise. Discuss the moral of the story and
provide an explanation of a fable.
A short story, typically with animals as characters, conveying a moral.

Why do you think the hare was showingthe other animals how fast it
could run?
Why didnt most of the animals want torace the hare?
How do you think the tortoise felt whenthe hare laughed at him?
How do you think the hare felt when thetortoise suggested that he was
scared ofbeing beaten?
What makes it possible for the tortoise towin the race, despite being very
slow?
Why does the hare stop for a rest in themiddle of the race?
What makes the hare wake up?
Why wont the animals listen to the complaintsof the hare at the end of
the race?

Share another example such as The Boy Who Cried Wolf.
(There are lots of examples in the Aesops Fables documents saved in

shared folder).
http://downloads.bbc.co.uk/schoolradio/pdfs/aesop/aesops_fables_online.
pdf

Plenary
20. Using a three-circled Venn Diagram, students will begin the compare
The Brolga Song and The Hare and the Tortoise. Students could
determine similarities and differences with the events, characters,
themes, values etc.
21. Homework task: Ask students to find another fable to bring back to
class and share.

Lesson 5: TingaTinga Tales (African tales)

Learning Intention
We Are Learning To think interpretively and critically about ideas and make
connections between texts. (EN3-7C)

22. Revision: What is a fable? What were the two stories about? Share any
fables brought in by students.
23. Watch Why Hare Hops (11:43mins) on YouTube.
http://www.youtube.com/watch?v=7VDO9F1nVO8
24. Students write a brief summary about Why Hare Hops.

Plenary
25. Discuss similarities and differences and add this information to the
three-circled Venn Diagram.


Lesson 6: Drama

Learning Intention
We Are Learning To consider how different viewpoints of our world are
represented in texts. (EN3-8D)

26. Brainstorm possible morals (lots of examples on Aesops fables
document).
27. In pairs (or three) students create a play of a fable from a selection of
moral values. Examples below.

Dont try to pretend to be something youare not.
You can achieve more by working togetherthan by fighting.
Be prepared.
You cant please all of the people all of thetime stick to what you
think is right.
You may look the part, but if you cant dothe job properly you will be
found out.
28. Possible planning options include: Story boards, brainstorms, scripts,
drawings

Plenary:
Quick fire round. What is the moral chosen by each group? Summary of story.

Lesson 7: Drama

Learning Intention
We Are Learning To communicate effectively for audience and purpose.(EN3-
1A)

29. Students quickly prepare for performances.
30. Thought tapping:When the freeze-frame has been created,
theteacher moves quietly and slowly betweenthe characters in the
scene. At the teachersgiven signal to an individual child, that child in
character voices their thoughts aloudin a few words. This allows all
the children to hear what some or all of the characters arethinking at
that very moment. It gives cluesabout the role each child has chosen
and canraise issues about different viewpoints. Italso deepens
childrens engagement with thelearning context being established.

Plenary:
31.Discuss any issues raised in the performances including morals
presented and depth of character.


Lesson 8: Narrative planning

Learning Intention
We Are Learning To compose, edit and present a well-structured, entertaining
and coherent fable.(EN3-2A)


32. What must a fable include?
33. Discuss the format of a fable (Pages 3-4 Aesops fables document)
34. Using the Aboriginal Killing Boomerang students plan their own fable.
The suggested approach to this is to use post-it notes so that the
students can freely manipulate their story.

Plenary
35. Students share ideas.

Lesson 9: Narrative writing

Learning Intention
We Are Learning Tocompose,edit and present a well-structured, entertaining
and coherent fable. (EN3-2A)

36. Students are given 5 minutes to review their plan and to make any
changes.
37. Students write their fable.

38. Plenary:
Mrs. Potters Questions A.f.L (EN3-9E)
What were you expected to do?
In this assignment, what did you do well?
If you had to do this task over, what would you do differently?
What help do you need from me?


Extension tasks:

39. Students improve and publish their fable to be added to a class
anthology. These need to be decorated using inspiration from the
TingaTinga Tales.
40. Rewrite a fable using different types ofanimals.
41. Produce animated fables using simple stop-frame animation software
or iPads.



Assessment: Student activities should provide an indication of how well students grasp
Assessment for Learning Assessment as Learning Assessment of Learning
Narrative text - Fable