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Relevant content descriptors that are intertwined into the unit: Phonics and word knowledge
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) are in spoken words (ACELA1439)
Understand how to identify letters and sounds including onset and rime (ACELA1438)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in
single syllable words(ACELA1819)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems (ACELT1579)
Literature or text type/s: The Wonky Donkey by Craig Smith, Oi Frog! By Kez Gray (picture books)
Learning intentions (What new knowledge or skills will students have as a result of engaging with this learning?
• Students will become familiar with syllables in both spoken and written words. They will be able to understand, identify and replicate
syllables.
WEEKLY TIMETABLE: Indicate teaching times for English activity i.e. talking, reading, drawing, spelling and writing For example, many
Junior Primary classes dedicate mornings to literacy activities, but Middle Primary (6/7s) integrate across other subject areas.
~ TIMETABLE JP Room 5 ~
Lesson Time Monday Tuesday Wednesday Thursday Friday
8.30-9.00
9.00-9.15 Sharing/ fitness Sharing/ fitness Sharing Sharing/ fitness Sharing/ fitness
9.15-10.05 Literacy Literacy Computer Jolly Phonics Literacy/ JP dance
Recess 10.55-11.25
11.25-12.15 Jolly Phonics Music Literacy Literacy Maths
Lunch 1.05-1.50
1.50-2.40 Library Inquiry Science Library BeeBots French
3.30-3.50
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SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 1: What are syllables?
Building knowledge of the field: syllables Four resources: text decoder
(ACELA1439) (ACELA1438) (ACELT1579) YouTube video: General Capabilities
1 ▼ Receptive: Students listen for letter patterns and sounds in words. https://www.youtube.com/w - Literacy
T atch?v=9S7DY2lgJlU
E Learning intentions Cross-Curriculum Priorities
A -ICT
C
•Students will recognise syllables in spoken words (ACELA1439)
H
Familiar nursery rhymes:
-Baa, Baa Black Sheep Curriculum Integration
Teaching strategies
-Twinkle Twinkle Little Star -
↕ •For this introductory lesson, students will be given explicit instruction on what syllables -The Wheels On The Bus
E
are and how to recognise them. -Hickory-Dickory Dock
X
P •Syllables definition for foundation level: syllables are the parts that a word can be
L
O broken into.
R
E
•As a class, students will then practise breaking words into syllables by use a majority of
G different movements such as:
R
O clapping
U jumping
P
▼
clicking
I
N •Watch instructional YouTube video.
D
I
V •Teacher will start with simple words of items found in the classroom and breaking those
D
U words into syllables. Start with words with only two syllables such as: ta-ble, class-room,
A white-board, pen-cil.
L
Once students have mastered this task of separating words into two syllables, starting
including words with three or more. Such as: pen-cil case, white board mark-er, di-no-
saurs, school jump-er.
•One syllables have been mastered, get students to sit into a circle and go around the
class with the students saying their names in the correct syllable format whilst clapping.
Each student to first say their name (teacher correcting them if necessary) and the class
repeating. Example: Student: Hud-son, Class repeat: Hud-son.
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•After this activity has finished, finish the lesson by chanting familiar rhymes that all the
students will know such as Baa, Baa Black sheep and Twinkle Twinkle Little Star. These
rhymes will be chanted slowly, putting emphasis on the syllables in the spoken words.
Teaching strategies
•To model the genre, students will be exposed to an example of a piece of literature (The
Wonky Donkey) which shows emphasised syllables through the use of rhyming words.
•Read The Wonky Donkey slowly, and give the students small pieces of the book to clap
out the syllables. The small parts the students can clap out can be the description of the
wonky donkey.
For example:
He was a wonky donkey.
He was a winky wonky donkey.
He was a honky-tonky winky wonky donkey.
The book slowly adds on to the previous page, so students can master one concept and
build their confidence and practice their syllable recognising as the book commences.
•After the book has been read, show students the YouTube music video of The Wonky
Donkey which is performed by the author, and practise clapping along to music to
practice beats and recognising the syllables. The video will need to be paused after each
‘donkey description’ to allow students to clap the syllables.
•Teacher to go through some words with the class to practise and familiarise students
with clapping to syllable segments and listening for them.
Use familiar words such as: win-dow, mat, stick in-sect, ta-ble, desk, teach-er, com-put-
er, hol-i-days, re-cess, lunch, al-pha-bet.
Go through words as a class, so that those who struggle at reading can listen for the
spoken syllables.
This will be able to identify if students are understanding the concept of syllables or not.
Teaching strategies
•Start lesson off with YouTube video, this will reinforce the skill of listening for syllables. Worksheet:
The Video also goes through sounding out and blending sounds to create words. Syllable Sorting
•For this lesson students will be reminded of syllables and how to listen out for them, and
clap to the sound segments within a word. Class will collaboratively work through words
and determine how many syllables the words has, then they will place the word into a
table accordingly.
•For this lesson, students can be situated either inside or out of the classroom.
Students (with the assistance of the teacher) are to draw out a ladder with numbers in
the gaps.
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-Each child in a team has to think of words that have syllables, say
the word, and then ‘jump’ over the ladder with how many syllables
the word has. Whatever number the student lands on, is the score
they get. The teacher is to record all students points over the period
of 10 minutes.
Example: if the student says the word ‘table’= it has 2 syllables, and
therefore earns 2 points.
-Hint: the longer the word, the more points the students will get.
•After the summative assessment is done, students will participate in fun syllable
activities (they will be asked before the lesson what activities they enjoyed and would like
to do again)
Ideas:
clapping to familiar songs
rhyming book with corresponding self-correcting cards
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syllable stamp
syllable sorting
Oi Frog! And activities
syllable ladder competition
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Stated learning Intentions or As a result of engaging with this lesson students will...
outcomes for the lesson Students will recognise syllables in spoken words (ACELA1439)
Time spent: 10 mins For this introductory lesson, students will be given explicit instruction on what syllables YouTube video:
are and how to recognise them. https://www.youtube.com/watch?v=9S7DY2lgJlU
•Syllables definition for foundation level: syllables are the parts (‘chunks’) that a word can Syllable poster
be broken into. After discussing this, display syllable poster somewhere in the classroom
where it is visible for all students
Teacher will start with simple words of items found in the classroom and breaking those
words into syllables. Start with words with only one to two syllables such as:
desk, pen, clock, ta-ble, class-room, white-board, pen-cil.
Once students have mastered this task of separating words into two syllables, starting
including words with three or more. Such as: pen-cil case, white board mark-er, di-no-
saurs, school jump-er.
•Once syllables have been mastered, get students to sit into a circle and go around the
class with the students saying their names in the correct syllable format whilst clapping.
Each student to first say their name (teacher correcting them if necessary) and the class
repeating.
Example: Student: Hud-son, Class repeat: Hud-son.
Student: Seb-as-tian, class repeat: Seb-as-tian.
•After this activity has finished, finish the lesson by chanting familiar rhymes and or/
nursery rhymes that all the students will know such as Baa, Baa Black sheep and
Twinkle Twinkle Little Star. These rhymes will be chanted slowly, putting emphasis on
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the syllables in the spoken words. Using familiar nursey rhymes will allow the students to
apply new knowledge to something they already know, giving them the opportunity to
engage properly with learning about syllables.
Close Closing activity: Class discussion to recap the lessons objectives (recognising syllables in
Time spent: 10 mins spoken words). Ask questions such as: what are syllables? Are they easy to recognise?
Do all words have syllables? Are some trickier than others?
What ICT, capabilities and/or CCP will I use and how will this support or enhance learning? Complete as needed
Use of ICT:
YouTube video.
YouTube video will be used to create excitement and engagement through using technology.
Main:
Using movements whilst vocually learning syllables to create a deeper understanding and to develop skills and methods to work out
syllables in a word.
Using already familiar texts to direct emphasis and learning on new concepts being taught.
Close:
Class discussion.
Assessment and feedback Assessment for this lesson will be observational during the class activities (students being able to clap the syllables of their names)
Feedback: feedback will be given consistently through the duration of the lesson so that students will be aware if they are practicing the
concept affectively and correctly or not.
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Learner diversity in class e.g. 1. a few students who have backgrounds other than English
all girls, mixed year levels, students with =a lot of repetition will be used throughout this lesson, all students will have the opportunity to participate equally as easy
disabilities, E/ALD gifted, ATSI etc.
rhyming words with simple and predictable syllable patterns will be utilised
Adjustments used in response to
learner diversity 2. a student who cannot write
=self-correcting words will be used with no writing required
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Stated learning Intentions or As a result of engaging with this lesson students will...
outcomes for the lesson •Students will identify syllables in spoken words and apply their knowledge to activities.
•Students will listen out for the key language features: syllables that are found in rhyming words.
•Read The Wonky Donkey slowly, and give the students small pieces of the book to
clap out the syllables. The small parts the students can clap out can be the description YouTube video:
of the wonky donkey. https://www.youtube.com/watch?v=SDeQT9zCvi4
For example:
He was a won-ky donk-ey. Self-correcting cards
He was a win-ky won-ky don-key.
He was a hon-ky-to-nky win-ky won-ky don-key. Exit Card
The book slowly adds on to the previous page, so students can master one concept of
identifying syllables and build their confidence and practice their syllable recognising as
the book commences.
•After the book has been read, show students the YouTube music video of The Wonky
Time spent: 30 mins Donkey which is performed by the author, and practise clapping along to music to
practice beats and recognising the syllables. The video will need to be paused after
each ‘donkey description’ to allow students to clap the syllables.
Main:
Applying knowledge and linking literature to music video shown through technology, promoting engagement.
Close:
Use of an exit card to assess if they students are beginning to have a conceptual understanding on basic syalbles.
Assessment and feedback Formative: Exit card that will be prescribed at the end of the lesson.
Feedback: Feedback will be given to the students throughout the duation of the lesson, this is essential in order for the students to
continue learning the learning objective correctly. This will allow the teacher to keep all students on the right path to achieving the goals
of the unit. The remainder of the feedback for this lesson will be given at the beginning of the commencing lesson (lesson 3).
This feedback will be given based
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014) Foundation to year 10 curriculum: English. Retrieved from:
https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?year=11574&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Criti
cal+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=A
sia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Oi Frog!: Gray, Kez. Oi Frog!. Hachette Children’s Group (2015). London, United Kingdom.
The Wonky Donkey: Smith, Craig. The Wonky Donkey. Scholastic. (2007). Auckland, New Zealand.
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YouTube video 1: Scratch Garden. (2017). Syllables! [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=9S7DY2lgJlU
YouTube video 2: Craigsmithkiwi. (2011). Wonky Donkey song unofficial music video [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=SDeQT9zCvi4
YouTube video 3: Cartoons for kids. (2017). Cartoons for Children 😃Two Syllable Words for Kids of First Grade. Reading and Writing Videos [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=eMTd5PpjWFA
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Exit card
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Assessment