Stage1 English Integrated Project Based Learning Unit

Stage:1
KLA(S): Reading/Writing/PDHPE/HSIE
Year: 1
Intellectual
Reading; Authors use a variety of literary
Quality;
techniques to create imagery for an
What are the
audience.
central ideas or
Writing; Writers capacity to orient, engage
concepts I want
and affect the reader, through the structure
the students to
of a text.
know?
Formal
Assessment
How will the
students
demonstrate their
deep knowledge?
Links to Stage 1
Statements.

Complete comprehension activities on

selected texts.
Plan and write;
Descriptions, Recounts and Information
Reports communicating their ideas.

Term 1

2015
Duration: Weeks 1 - 10

Significance;
Why does this
learning matter?

Reading; Students must to be able to

recognise literary techniques used by
authors, in order to gain deeper meaning
from the texts they are reading.
Writing; Students must be able to
identify and use the structure of a text in
order to engage an audience with their
writing.
Comprehension Tasks & Benchmarking
Formative marking of Students Writing
Books
Recount/Description/Information Report
Writing Rubrics.

Criteria for
marking
What criteria will
be used to assess
deep
understanding?
Students communicate with a wide range of audiences on familiar and introduced topics to achieve a variety
of purposes. Students will read and view imaginative, informative and persuasive texts using an increasing
variety of skills and strategies, including knowledge of text structure, context, grammar, punctuation, word
usage and phonics, to make connections between texts and their own experiences and information in texts.
Students create imaginative, informative and persuasive texts on familiar topics for known readers by
planning, proofreading and editing their own writing.
Outcomes
Content
Communication: EN1-1A communicates with a range of
Students will learn about;
people in informal and guided activities demonstrating
Different types of communication in a range of situations and
interaction skills and considers how own communication is
audiences.
adjusted in different situations.
Using graphic organisers to plan and compose a range of
EN1-2A plans, composes and reviews a small range of simple
simple texts.
texts for a variety of purposes on familiar topics for known
Implements a variety of reading skills and strategies to read
readers and viewers.
with fluency, expression and comprehension.
EN1-4A draws on an increasing range of skills and strategies
Grammatical features in the construction of simple and
to fluently read,
compound sentences.
view and comprehend a range of texts on less familiar topics
Identifying and using literary and visual techniques authors
in different media and technologies.
use to create imagery for an audience.
Language: EN1-9B uses basic grammatical features,
Elaborating about their own and others ideas.
punctuation conventions and vocabulary appropriate to the
Reflecting on their own and others learning and identifying
type of text when responding to and composing texts.

Stage1 English Integrated Project Based Learning Unit

Thinking: EN1-11D thinks imaginatively and creatively
about familiar topics, ideas and texts when responding to and
composing texts.
Expression: EN1-10C responds to and composes a range of
texts about familiar aspects of the worlds and their own
experiences.
Reflection: EN1-12E identifies and discusses aspects of
their own and others learning.

Wk
1/2

Term 1
2015
the next step.
Teachers will;
Plan and provide opportunities for a range of communication
situations.
Explicitly model and teach literal and inferential reading
strategies.
Explicitly model and teach the use of graphic organisers to
plan writing.
Explicitly model and teach sentence structure.
Explicitly model and teach construction of recount and
description.
Explicitly model and teach assessing own work against a
simple criteria.

KLAs and Learning Sequences

Writing
1. Class rules/expectations.
Students create an individual list of rules or expectations. Share with the class and choose the top 5.
Students are split into groups to create a freeze frame for each rule and have picture taken which is then
displayed on a class display.
Grammar
Grammar games to be incorporated during rotational literacy group activities.
Revision and introduction to the following content during all literacy tasks and literacy group activities including:
Sentences; Capital letters at the start, full stops at the end of a sentence
Clauses; Statements, Questions, Commands, Exclamations
Word Level; Nouns, Pronouns, Verbs
Adjectives: to describe ourselves
Word endings: s, ed, ing
HSIE & PDHPE
1. Step Ladder Activity - to assist establishing a fair classroom environment

Select a smaller student in the class and ask then to reach for an item that is out of their reach. The student may say they are unable to
as it is out of their reach. Class members may also say it is not possible. Problem-solve with the students how to resolve the issue guiding
them towards the safest option of using the school stepladder. Once the student has completed task discuss with the students the
analogy of how we all need a stepladder in our learning. Encourage students to share an example or share your own example. Emphasis
the fairness of everyone should be able to have help, (stepladder) to achieve in their learning. Discuss that this may mean more of the
teachers help and should the student be allowed more of that time? Create a class rule that reflects this such as Everyone who needs
help will get help

2. All about me

Resources

Reading
Eggs
Grammar
Activities
*If books
unavailabl
e search
youtube.

Knowing
me
knowing
you
booklets

Reg

Stage1 English Integrated Project Based Learning Unit

Term 1

2015

Students go around a circle filming their neighbour share the following:

Full name, Birthday and age, Family, Who I played with in Kindy, Favourite game, favourite thing about school
Watch this footage together and discuss the filming techniques by questioning:
What worked? What didnt work? eye contact, stable hands etc, confidence, voice, facial expression and body language then
role play correct techniques.

Evaluation
3/4

Writing
1. Self-Description
Read Oh The Places You Will Go Dr Suess
Students write a short description about themselves which may include the information shared in week 1 as well
as:
--What I look like
-what Im good at-What makes me different or similar to others
-what I like and dont like
2. Recount of a text
Using the story Wilfred Gordon Macdonald Partridge by Mem Fox as a starting point, read the book sounding out
and blending phonemes (modelled reading) as this is a concept I want children to think about when writing. (reread if necessary) discuss: Who were the main characters? What happened in the story? When did Miss Nancy
get her memory back? Why do you think Wilfred helped Miss Nancy get her memory back? How did Wilfred help
Miss Nancy get her memory back? These questions will allow children to get used to the format used in recounts
(who, what, when, where, why how).
Construct a whole class recount on the events of the text using the following checklist as a guide:
Who, What, Where, When
Firstly, Next, Then, After that, Finally
3. Recount of an experience
Use this sample as a guide as well as the checklist above to model writing a recount from a personal experience.
Students use their weekend as a stimulus for this recount. The following concepts will be taught to the children:
- When you are writing about something that has happened to you (recount), you use first person, therefore
you use words such as I or we.
- When writing a recount text you often mention time, i.e. yesterday, in the morning, after lunch.
- Re introduce and develop the concepts of who, what, when, where, why and how through the analysis of
the recount.
- MONDAY
Grammar
Grammar games to be incorporated during rotational literacy group activities.
Revision and introduction to the following content during all literacy tasks and literacy group activities including:
Sentences; Capital letters at the start, full stops at the end of a sentence

Oh The
Places You
Will Go Dr
Suess.
Wilfred
Gordon
Macdonald
Partridge
by Mem
Fox

Reading
Eggs
Grammar
Activities

Stage1 English Integrated Project Based Learning Unit

Term 1

Word endings: s, ed, ing

HSIE & PDHPE Be Safe
1. Beginning the project
Sorting children into pairs for the project (iPad partners). Using iPads Model the use of book maker using the
ipads. Ensure to save the item and model re-opening and editing. Students are given time to create a title page,
picture, voice over and text. Explicit re-visit to saving, opening and editing.
Explain to students the purpose of this unit to create a resource (interactive book) to help the
Kindergarten/Foundation students learn about the community on the K-1 side of CCPS.
2. Playground and school rules Be Safe
Refer back to Safe Living (week 1). Look at the school rules Be Fair, Be Safe, Be Kind. Take a walk around the
school and discuss the three rules and how they can be practised in the playground. Discuss WHY the children
must follow these rules. Roll play different situations whereby a students improve their play by referring to the
rules to help solve a problem (e.g. rough play or unkind words).
Students create step 2 of their project book. Titled Be Safe. The purpose of this aspect is to explain WHY we
have these school rules. HOW the children use them in the playground take pictures and write about it.
3. Friendship Cards Rachel Lynette, 2012
Developing friendship skills in order to interact harmoniously within the classroom, when working across the
grade and when on the playground.
Evaluation
5/6

2015

Clauses; Statements, Questions, Commands, Exclamations

Word Level; Nouns, Pronouns, Verbs
Tenses: Past/Present/Future

Writing
1. Recount from an experience Parachute
Lesson objectives: Students will use gross motor skills to toss a parachute up and down. Students are able to use
this experience as a stimulus for a recount.
We will go outside for 10 minutes and use the PE parachute to throw beanbags up and down in the air. Students
will par-take in various activities with the parachute. We will come back inside and students will sit near the
interactive whiteboard. On the whiteboard I will have jumbled sentences that recount the activity we did outside
and on the other side of the interactive whiteboard will be the words: who, what, when, where, why and how.
This morning/ before recess/ our class went outside. We all sat / around the parachute / ready for Miss Jones./
We used our arms and hands/ to move the parachute up and down / and the balls inside were flying everywhere.
Students will re arrange the words so the sentences make sense. Next, with my guidance, students will organise
the recount in the W.W.W.W.W.H format by dragging the sentences next to the correct heading. The activity can
be extended by adding to the recount if children have and more ideas. Once the sentences are put together we

iPads
Airplay
School
Grounds
(rain free
day)

Laminated
friendship
cards

The
Incredible
Book
Eating
Boy by
Oliver
Jeffers.

Stage1 English Integrated Project Based Learning Unit

Term 1

2015

will read the recount aloud as a class and add pictures.

- Ask different students to come up and point to the full stops.
- Why are the full stops there?
2. Description: read The Incredible Book Eating Boy by Oliver Jeffers.
Students create their own character called The Incredible Friend Eating Monster using brown paper bags and a
collection of mixed media and collage materials. Students then write a description of their monster. Teacher
models this process by creating a sample on the board and explains the importance of describing the monsters
physical attributes as well as their personality, likes and dislikes.
Extension: Use the characters to construct a short interactive narrative where the friend eating monsters learn
that it is best to Be Safe, Be Fair and Be Kind to their friends rather than eat them. (Whole class or small
group). http://www.schooltube.com/video/6b0d10ccdf834d418914/The%20Incredible%20Book%20Eating%20Boy
3. Information Report
Lesson objectives: Students will begin to work on gathering personal information for iPad recording. Students will
work on drafting and editing Information Report about the K-1 Community.
During the next two weeks we will begin to collate information about ourselves, our school, our favourite things
inside and outside the classroom, the K-1 playground, the kinds of games we play and the rules.
We will use the Information Report created as a script for recording and writing in Book Creator.
Grammar
Grammar games to be incorporated during rotational literacy group activities.
Revision and introduction to the following content during all literacy tasks and literacy group activities including:
Sentences; Capital letters at the start, full stops at the end of a sentence
Clauses; Statements, Questions, Commands, Exclamations
Word Level; Nouns, Pronouns, Verbs
Words within words
Word endings: s, ed, ing
HSIE & PDHPE Be fair
1. Friendship Cards Rachel Lynette, 2012. Continue with one each day when possible.
2. Be Safe - Refer back to the role playing and walk around the school and discuss Safety. Have student
provide examples of experiences where they have remembered the rule Be Safe. Students share
experiences whilst teacher creates a list of vocabulary for their next page. Students may like to take
photos of Safe play.
3. Be Kind - Refer back to the role playing and walk around the school and discuss Kindness. Have
student provide examples of experiences where they have remembered the rule Be Kind. Students share
experiences whilst teacher creates a list of vocabulary for their next page. Students may like to take photos of

Reading
Eggs
Grammar
Activities

iPads
Laminated
friendship
cards

Stage1 English Integrated Project Based Learning Unit

Term 1

2015

kind actions such as helping a friend.

4. How can I be a good group member
Have students consider and discuss handball/soccer/sandpit/climbing equipment/asphalt rules and the
consequences of not following them.
Ask What would happen if rule did not exist? Brainstorm consequences
Discuss why we need rules for the K-1 Community.
Evaluation

7/8

Writing
1. Recount
Read The Tin Forest by Helen Ward. Students will recount the story from The Tin Forest in the form of a news
report, which could be filmed using the iPads. They should include sentences detailing
who/what/when/where/why/how, and ensure events are in order. This allows students the opportunity to meet
Drama outcomes as well through their characterisation and acting.
2. Descriptive writing
Following on from The Tin Forest, engage in a Grab Bag activity: have students put hands into a bag or container
and feel/describe the materials inside. The bag should contain a mixture of natural and man-made things like
foil, metal, leaves, twigs, plastic, wire, grass etc. Show students an image of a real forest and brainstorm
adjectives, feelings and experiences associated with this image. Compare and contrast this to an image of a city,
and brainstorm adjectives, feelings and experiences associated with this image. Link this to the story and talk
about how the Tin Forest would look and feel, and what emotions might be stirred by being in the Tin Forest.
Students should imagine they are walking through the Tin Forest and write a description of how that would feel
(physically and emotionally).
3. Information Report
Lesson Objectives: Recording Information Reports using Book Creator. Students will also begin learning how to
construct an Information poster to be used in conjunction with Topic Talks.
Students will use the iPads to record previous Weeks information about being part of the K-1 Community in Book

iPads
The Tin
Forest by
Helen
Ward

Informati
on from
home
about
family
origins,
family
tree,
photos of
family.

Stage1 English Integrated Project Based Learning Unit

Term 1

2015

Creator.
Teacher will demonstrate how to layout an information poster. Include: Main heading, topic headings,
information placement, picture placement, how to draw a family tree etc.
Grammar
Grammar games to be incorporated during rotational literacy group activities.
Revision and introduction to the following content during all literacy tasks and literacy group activities including:
Sentences; Capital letters at the start, full stops at the end of a sentence
Clauses; Statements, Questions, Commands, Exclamations
Word Level; Nouns, Pronouns, Verbs
Words within words
Word endings: s, ed, ing
Explicit Grammar Lesson: Adjectives
Modelled:
What is an adjective: http://www.youtube.com/watch?v=yLPfamQnK7s
Write a basic boring sentence on the board e.g. The chef made a pizza
Ask students to use some of the words in the clip to make the sentence more interesting. Rewrite it to show
the difference e.g. The hairy chef made a giant smelly pizza
Guided and independent:
Put another basic boring sentence on the board e.g. The dog sang a song to the cat. Place a coloured
magnet in places where students may like to add interesting adjectives. Students rewrite the sentence with
their own adjectives to enhance the sentence. Students share their work using colour for the adjectives e.g.
The small dog sang a silly song to the fat orange cat
Use more sentences as an extension task.
Those who are ready may create their own sentence with speech marks.
Discuss how these adjectives can be used to enhance descriptions
HSIE & PDHPE - Why Fit In When You Can Stand Out Dr Suess Quote
1. Friendship Cards Rachel Lynette, 2012. Continue with one each day when possible.
2. Lucky Lotto
Place the names of all Students in a hat. Each day this week pull 5 names out until each name has been called.
Once the students name has been called the class share positive attributes about that child. Encourage the
students to share stories about the student too. Refer to the school rules as these discussions take place.
3. Reread Oh The Places You Will Go Dr Suess
Complete the page Hunt the Human from the Knowing me, knowing you booklet.
4. Read Whoever you are by Mem Fox
Discuss the similarities and differences mentioned in the text. Have students complete the next page in their

Reading
Eggs
Grammar
Activities

Laminate
d
friendshi
p cards
Oh The
Places
You Will
Go Dr
Suess

Stage1 English Integrated Project Based Learning Unit

Term 1

project book whereby they address some of these similarities and differences.
5. Does it matter?
Ask these questions and discuss: Does it matter that we are different? Why or why not? Can you learn from other
peoples differences? Students complete the last page of their project titled Why Fit In When You Can Stand
Out.

2015
Whoever
you are
by Mem
Fox

Evaluation

9/1
0

Writing
1. Information Report
Lesson Objectives: Completing Book Creator projects and presenting to class. Completing Information Posters
and presenting to class with Topic Talk.
Grammar
Grammar games to be incorporated during rotational literacy group activities.
Revision and introduction to the following content during all writing tasks and literacy group activities including:
Sentences; Capital letters at the start, full stops at the end of a sentence
Clauses; Statements, Questions, Commands, Exclamations
Word Level; Nouns, Pronouns, Verbs
Words within words
Word endings: s, ed, ing
Explicit Grammar Lesson: Using speech marks in a sentence.
Modelled:
Read : The Magic Porridge Pot Mike and Carl Gordon
After reading the text turn to page 15 and read the following thats too much, cried the boy. Stop, I tell
you!

iPads

The
Magic
Porridge
Pot Mike
and Carl
Gordon

Stage1 English Integrated Project Based Learning Unit

Term 1

2015

As a class, read the page using expression for the boys voice which is juxtaposed against the tone of the
narrators. Have students stand up and model this expression.
Guided and independent:
Students copy the sentence into their books as a guide.
Students then create a class sentence and highlighting the speech marks and copy it into their books
Those who are ready may create their own sentence with speech marks.
HSIE & PDHPE
1. Team Building Spinner
Editing and finishing project.
Evaluation

Laminate
d
friendshi
p cards

Stage1 English Integrated Project Based Learning Unit

Term 1

Year One Book List

Oh The Places You Will Go Dr Suess
Wilfred Gordon Macdonald Partridge by Mem Fox
The Incredible Book Eating Boy by Oliver Jeffers.
The Tin Forest by Helen Ward
Whoever you are by Mem Fox
The Magic Porridge Pot Mike and Carl Gordon
The Incredible Book Eating Boy by Oliver Jeffers.

2015