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72 views

Unit of Work

Uploaded by

api-267649642
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Monday

60 minutes
LESSON:
The teacher will read the picture storybook, Why I Love Australia to the class
twice.
The first time will be purely for student enjoyment so they can connect with the
story. The second time will focus on unpacking the language and illustrations
of the story as a class. Unpack Indigenous language and culture referred to in
the book e.g. boab trees. Discussion about Indigenous history/culture.
The lesson will have a THRASS spelling focus. Class will look at the ow
and ou graphemes found within words in the story.
As a class, students will create a T Chart on poster paper listing the words with
ow and ou in the story and then brainstorm some new words of their own.
The chart will be displayed around the classroom for students to use during
work time.
E.g. T Chart of sounds- pound, bountiful, mountains and town.
At the end of the lesson, explain to students the culminating text they will
eventually create and discuss the rubric as a class.

FOCUS:
Students should
begin to understand
extensive language
used in the story,
with the help of
THRASS and
extensive class
discussion.


AUSVELS:
(ACELA1525)
Language

(ACELA1526)
Spelling Activity


RESOURCES:
- Picture story
book
- Student
THRASS Chart
- Poster Paper to
record spelling
words.



ASSESSMENT:
Informal- Take note of
which students are
contributing to the
discussion and which
students seem unsure and
need further help.



Tuesday
60 minutes
Re- read the story as a class, paying particular attention to the illustrations and
how they can be used to decipher the meaning of the language.
Use Hovercam to project a page from the book onto the IWB. Make sure the
text isnt displayed. Use ActivInspire to brainstorm their ideas about the
landscape.
Students then work in pairs using visual literacy presented in the form of
indigenous illustrations to extend their understanding of the text.
In pairs they should use the provided comprehension questions to uncover their
interpretation of what the illustration is saying.
At the conclusion of the lesson each pair will share their ideas surrounding the
illustration with the class.
Students work in
pairs to interpret,
analyse and
evaluate the
illustrations in the
story and how they
influence the
reader.

(ACELY1801)
Visual Literacy
- Picture story
book
- Photocopies of
pages from the
book
- IWB for class
discussion
- Hovercam to
reflect book
onto IWB
-
Comprehension
questions
Formal- In pairs students to
share their interpretation and
knowledge of the illustration
to the class.
Teacher to record
progression of student
understanding.

Wednesday
90 minutes
Begin lesson with a class discussion of where students have been to in Australia
and what impression these places have left on the students. Students also can
focus on the landscape of their home or community area.
Create a mind map of all of the places that the class brainstormed on the IWB.
Students are then required to choose the most significant place to them in
Australia. The place should evoke emotions and feelings of connectedness
within the students.
Refer to book as a class and discuss the art techniques used for the illustrations.
Students should be
able to represent
their personal ideas
and feelings of a
place significant to
them through the
use of specific art
skills and
The Arts-
Creating and
making artwork.
- White blank
cardboard
- Paint
- Pencils
- Textas
Informal-
One-on-one conferencing
with students about their
artwork and the feelings it
evokes within them. Assess
artistic techniques being
used by students.

For example dot paintings, bright colours, shapes and abstract representation.
The students are then to produce their own piece of artwork that reflects a
similar style to that of the illustrations within the story.

techniques.

Thursday
90 minutes
The teacher models a piece of artwork they have created of their own
significant place in Australia. Teacher describes to the class their personal
feelings associated with this artwork. As a class the students brainstorm
appropriate language to describe the significant place and create a sentence
about it on the IWB.
It is then the students turn to write 3-4 sentences about their own individual
artwork. These sentences should reflect the emotions and personal connections
that the students have to their significant place.
Students will first complete a rough draft. They will then get peers to check
their work and make suggestions about how it can be improved. The teacher
will then check student work before they can move on to the publishing stage.
The final draft should be word-processed and attached to the back of their
artwork.
Students should be
able to describe
their own artwork
through the use of
rich and descriptive
language that
conveys the
emotions and
feelings associated
with their artwork.

(ACELT1800)

- Teachers
artwork
- Loose leaf
paper










Informal- Moving around
the classroom to check
student spelling and
grammar, sentence structure
and use of descriptive
words.
Peer Assessment- students to
check each others work.

Formal- At end of lesson
collect student work and
assess students use of
descriptive language to
convey their feelings about
their significant place.

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