CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

STEP 1: UNIT DETAILS

Unit Title and Description

Year Level

Strand

Whose perspective is it anyway?

Looking at perspective in

imaginative texts then writing an

Year 3

imaginary text from an objects

perspective.

Semester and Term

Reading and Viewing

Writing
Speaking and Listening

o
o
o

Duration

Term 1

Term 2

5 weeks

Term 3

Teaching Team

Brendon Peisley; Annabel Reid;

Lindsay Ralph

Term 4

STEP 2: DESIRED RESULTS

Achievement Standards

What is/are the desired outcome/s for students by the end of the unit?

Level 3 Achievement Standard

Reading and viewing

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are
used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning
connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.
Writing

Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are clearly
formed and consistent in size.
Speaking and listening

Students listen to others views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on
topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

STEP 3: AUSTRALIAN CURRICULUM CONTENT DESCRIPTORS AND ASSESSMENT EVIDENCE

Australian Curriculum Content Descriptors

What are the Australian Curriculum Content Descriptors to be covered?

Summative Assessment Evidence

Summative Assessment Tools

What will be used to assess student

How and what will be used to

progress and achievement?

judge the collected evidence?

Formative:

1.

Students complete the

Level 3 Reading and Viewing Content Descriptors

Whose View? worksheet

Language

viewing the model text

while listening, reading and

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and
types of sentences) (ACELA1478)
Literature

2.

Students complete a

Perspective Definition
worksheet

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the

Formative:

1.

Teacher judgement

2.

Students discuss and

compare their perspective
definition in groups

3.

Cut and paste students Exit

Slip responses onto a class
handout, distribute to your

narrative (ACELT1599)

class the next day to recap

Discuss the nature and effects of some language devices used to enhance meaning and shape the readers reaction, including rhythm and

Ask students to discuss their

onomatopoeia in poetry and prose (ACELT1600)

the previous days lesson.

findings in groups.

Literacy

posed:

a) Are there comments that

Identify the point of view in a text and suggest alternative points of view(ACELY1675)

you agree with or disagree

with?

Page 1 of 9

The

following questions could be

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

b) Did someone write
something that surprises
you, or is there something
you hadnt thought of?
Summative:

Level 3 Writing Content Descriptors

Language

Students plan, write, edit

Summative:

(http://www.readwritethink.or

objects perspective using

ay%20Rubric.pdf)

imaginative story from an

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored
in time through tense (ACELA1482)

Perspective Writing Rubric

and publish their own

g/files/resources/printouts/Ess

first person titled A day in

the life of a____.

Literature

Create imaginative texts based on characters, settings and events from students own and other cultures using visual features, for example
perspective, distance and angle(ACELT1601)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood,
music, sound effects and dialogue (ACELT1791)
Literacy

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and features and
selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and
audio elements (ACELY1685)
Level 3 Speaking and Listening Content Descriptors

Summative

Literature

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors reasons (ACELT1594)

perspective stories orally in

front of class mates in
groups

Literacy

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Page 2 of 9

Students present their

Summative

Speaking conventions
observation checklist

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

STEP 4: AUSTRALIAN CURRICULUM GENERAL CAPABILITIES AND CROSS-CURRICULUM PRIORITIES
What General Capabilities and/or Cross Curriculum Priorities will be covered by the unit?

Cross-Curriculum Priorities
Aboriginal and

Learning about:

with Asia

Futures

World Views

Systems

engagement

Asia-Australia

peoples of Asia

Achievements and

Learning about:
Asia and its diversity

experiences

intercultural

responsibility

Reflecting on

Sustainability

Engagement

People

others

and responsibilities

Learning about:

Australias

Culture

Asia and

Torres Strait

Country/Place

Interacting and

Cultures

empathising with

by:

Recognising culture

by:

and developing respect

Histories and

Exploring values, rights

Islander

Demonstrating

actions

Understanding

Demonstrating

decision making and

Understanding

Reasoning in personal

Intercultural

concepts and issues

Ethical

Understanding ethical

awareness

Social

management

Social

management

information

and evaluating

Analysing, synthesising

actions and processes

Reflecting on thinking,

Self-

Self-awareness

actions

Demonstrating:

possibilities and

Demonstrating by:

and ideas

Capability

Generating ideas,

Thinking

exploring and

Communicate

Personal and Social

Inquiring, identifying,

Create

Investigate

Measurement

information

Statistical

Spatial

reasoning

rates

Whole

Fractions, decimals,

Visual level

ICT

Using ICT to:

relationships

Text level

Patterns and

Sentence level

numbers

Word level

composing at a:

Numeracy

Working with:

percentages, ratios and

Comprehending and

Critical and Creative

organising information

Literacy

contributions of the

General Capabilities

STEP 5: TEACHING AND LEARNING LESSON SEQUENCE

Session

Time

(mins)

Learning Intention

Success Criteria

What is the learning goal for the

What will pupils need to show to

lesson?

demonstrate competency?

We are learning to:

Identify whose perspective

a story is being told from

By the end of this lesson you will

be able to:
1.

Learning Activities and Resources

What activities, resources and organisation will be used?

1.

Gather students together and read Dear Mrs. La Rue (or watch it
at

Identify and compare

a.

the book Dear Mrs Larue.

2.

3.

is

b.

Define and explain what

Introduce

you

ever

wondered

what

basic

plot

and

students

ask

pets

c.

to

pay

Whole class

instruction

observation and
judgement of

Discussion in

compared to the

table groups

learning

practise

student progress

and pairs

intention and
success criteria

Middle of Story: Discuss the authors use of black/white

Perspective
Definition

book

out

loud

(http://www.scholastic.com/teachers/lesson-

plan/collateral_resources/pdf/d/dear_repro1.pdf).
3.

Send

students

back

to

their

seats

and

pass

out

Perspective

Definition and Examples printout. Introduce this task to students

by explaining that Dear Mrs. La Rue dealt with looking at life from
the perspective of a dog. Similarly, the two pictures on the page
show how perspective can impact someones beliefs. Tell students to
use Dear Mrs. La Rue and the two pictures on the printout to write
their own definition of perspective. Emphasize that this is just
practice- it is okay if they are not fully correct!
4.

After students have studied the example and created their own
definitions, give them one minute to share their definitions with
two classmates.

5.

worksheet

Have students complete the Whose View? worksheet while you read
the

Once students have each shared their definitions, hold a brief

class discussion to agree upon the definition. Students will write
Page 3 of 9

Students

complete a

End of Story: What did you notice about Mrs. La Rues

happen?

2.

Teacher

Independent

opinions during the story compared to Ikes? Why did this

technique in Dear Mrs

monitor pupils progress?

think

pages compared to coloured pages. What do each represent?

Mark Teague used this

45-60

Have

his owners.

juxtapose means and how

organised?

attention to Ikes interpretation of story events compared to

examples what perspective

different perspectives

Introduction:
about?

Define and explain with

Larue to demonstrate

Assessment

What will be used to

https://youtu.be/kaBvntxITSo) using the following ideas and

questions as guidelines:

characters perspectives in

Organisation

How will pupils be

Students

complete an Exit
Slip at the end
of some lessons
to track their

understanding
and progress

(http://www.readw

ritethink.org/files/
resources/printout
s/Exit%20Slips.pd
f)

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

that definition on their printouts, and the teacher will write the
definition on the board. (Possible definition: a persons opinions or
feelings based on how he/she views a situation)
6.

Now that a definition has been agreed upon, challenge students to

brainstorm three examples of instances in which people might hold
different perspectives. Give them two minutes to do this, then have
them share their examples.

7.

Play the video clip of Mr Teague, the author of the book explaining
how he put the book together (https://youtu.be/P3eBhwv-XxQ)

8.

End this session by passing out an exit slip of your choice from
the Exit Slips printout. Students fill out exit slips and turn in
before leaving. Read these before the next session to gain insight
into students understanding of lesson.

9.

Cut and paste students Exit Slip responses onto a handout before
the next lesson for students to view.

We are learning to:

Identify whose perspective

a story is being told from

By the end of this lesson you will

be able to:

Write from a different

objects perspective

students to review their responses in groups.

Match cards that have

questions could be posed:

a) Are there comments that you agree with or disagree with?

from the same perspective

something you hadnt thought of?

Explain what language

student. Explain to students that there are two types of cards:

observation and

activity in

student progress

Writing in pairs

learning

Learning

judgement of

groups of four

Teacher

compared to the
intention and
success criteria

Student

One has a picture and a question, and one has a phrase.

partnerships

between first, second and

matches, and students who receive a phrase must find the

paragraphs from

third person when reading

picture/question that matches. Give students a few minutes to

the perspective of

Work with a partner to

students to buddy up with their partners. Once they have found

Explain the difference

Students who receive a picture/question must find the phrase that

written

circulate around the room and find their matches. Instruct

write a paragraph from the

their partners, move around the room with their partners to find

perspective of a sharpener

a pencil

sharpener

Students

showing its feelings and

the other set of partners that have the same picture. Once all

four students have found each other, they should sit down and

complete an Exit

opinions about being in a

read each others cards.

of some lessons

discussion in which students explain how their groups pictures,

understanding

definition of perspective agreed upon in the previous lesson. (Ex:

(http://www.readw

a persons opinions or feelings based on how he/she views a

ritethink.org/files/

Explain and model the different author perspectives of first,

s/Exit%20Slips.pd

class

45-60

Now that students are seated in groups of four, hold a brief

questions, and phrases show different perspectives. Refer to the

situation)

second and third person.

Ask students to return to their seats. Explain to students that

they will now be working with a partner to create a short oneparagraph story that shows the perspective of the classrooms
pencil sharpener.

Place students into pre-determined pairs and ask students to

Pass out or display Perspective Group Practice Writing Prompt.

move to sit with partners.

Read the prompt with students and re-emphasise class

expectations (work quietly with partner, write one paragraph only,

show clearly the pencil sharpeners feelings and opinions about

being a class sharpener, work efficiently).

Allow students 15 minutes to craft their written paragraph. While

students work, circulate between groups and offer support,

suggestions, and compliments.
Page 4 of 9

instruction

shared

and writing

Review the idea of perspective with students by mixing up

Whole class

the Perspective Match-Up Cards and handing one to each

whose perspective was being

b) Did someone write something that surprises you, or is there

clues led you to know

The following

pictures and or questions

with phrases that are all

Distribute to your class the previous lessons exit slips. Ask

Slip at the end

to track their
and progress

resources/printout
f)

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

Let three student groups volunteer to share their writing. After

each student reads, allow the class to make positive comments.

Teacher gives positive reinforcement and makes suggestions when
possible.

Explain to students that in the next lesson they will choose an

inanimate object to write A Day in the Life of a ________ story

from the objects perspective.
We are learning to:

Identify whose perspective

a story is being told from

By the end of this lesson you will

be able to:

Understand the difference

between first and third

between first, second and

third person in writing

Explain the difference

person in writing

Plan for writing using a

1.
2.
3.

Plan for writing using a

Begin this session by displaying inanimate objects that students

use regularly: shoe, chair, pencil, water bottle, phone, notebook

Whole class

student progress

Shared writing

items at least once a day. Have students sit back down.

Individual

judgement of

practise

compared to the

a ________: a story from the objects perspective. Discuss how the

flow-chart graphic organiser

learning

objects displayed are used every day and thus can become excellent

graphic organiser

intention and

main characters in a story. Explain that students will pick one of

success criteria

the objects displayed to use as character in story. If students have

4.

completed

the idea.

Perspective Story

Display/project

the

Perspective

Story

Model

and

read

aloud

as

Pre-Writing plan

students follow along. Identify grammar features e.g. first person,

(http://www.readw

Discuss with the class how this story depicts the laptops daily life

resources/lesson-

strengths of the story. Make a list of these strengths on the board

e.pdf)

6.

ritethink.org/files/

with its owner. Ask students to raise their hands to share the
(i.e.

45-60

Students

alternative object theyd like to use, they must have teacher approve

adjectives, adverbs, prepositions etc.

5.

Teacher
observation and

Ask students to stand up if they use at least two of the displayed

Introduce task to students: They will write A Day in the Life of

instruction

interesting

vocabulary,

chronological

order,

docs/30917PreWrit

specific

descriptions), along with suggestions for improvement.

Explain to students that they will begin their prewriting for their
own stories at the end of class, but first they will create a practice
pre-writing with the entire class. Pass out Perspective Story Pre-

Writing printout to each student. Review this printout with students

7.

and emphasise expectations.

Using

the

Perspective

Story

Pre-Writing

Model

as

teacher

guideline, use Shared Writing to work with the students to complete

a practice version of the Perspective Story Pre-Writing. Do this by

agreeing on a class topic such as A Day in the Life of a Mailbox.

Complete the process with students by allowing them to share ideas

and by providing feedback and structure that will help students

identify proper pre-writing procedures.
8.

Give students the rest of the session to complete their personal pre-

9.

Either collect prewriting organisers or instruct students to store them

writing. Circulate as students work to provide support.

securely.
We are learning to:

Use a rubric to assess

writing

By the end of this lesson you will

be able to:

Explain what a rubric is

and how you can use it to
assess writing

45-60

1.

2.

grading the stories.

practice with the Perspective Writing Rubric, which will be used for
Pass out Perspective Writing Rubric to each student. Read and

3.

observation and

practise

student progress

Individual

judgement of

compared to the
learning

4.

intention and

Display Perspective Story Model from session three and explain to

the rubric.

Using student participation and teacher guidance, assess the model

story in each rubric category. Students who disagree on a grade
should come to a shared decision.
Page 5 of 9

Teacher

instruction

this will be used to assess their stories.

students that they will work as a class to assess this story using

Whole class

discuss with students. Emphasize expectations and reiterate that

Use a rubric to assess and

grade our shared writing

Explain expectations to students: students will receive, read, and

success criteria

Students

complete an Exit
Slip at the end
of some lessons
to track their

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

5.
6.

Explain to students that they should staple this rubric to the bottom

understanding

of their stories when handing stories in to teacher.

and progress

Either collect rubrics or instruct students to keep them for the next

(http://www.readw

session.

ritethink.org/files/
resources/printout
s/Exit%20Slips.pd
f)

We are learning to:

Write imaginary texts from

different objects

By the end of this lesson you will

be able to:

perspectives

Write a rough draft of your

perspective story using our

Write a draft

pre-writing and writing

rubric as a guide

45-60

1.

2.
3.

Explain expectations to students: they will use Perspective Story

their rough drafts.

Pre-Writing and Perspective Writing Rubric guidelines to create

Whole class

instruction

Keep the Perspective Story Model displayed for students as they

observation and

Individual

judgement of

practise

student progress

write

compared to the

work quietly, circulate through the classroom and provide support

intention and

Provide students with paper or computers for writing. As students

learning

to each student.
4.

Teacher

success criteria

When the working period is over, collect rough drafts/rubrics or

instruct students to keep them securely. Explain to students that

tomorrow they will edit and revise their work with a partner.

We are learning to:

Edit and revise draft

writing

By the end of this lesson you will

1.

Pass out Editing and Revising Checklist to each student.

be able to:

2.

Read this checklist with students and review each expectation.

Use an editing and revising

checklist to edit your own
and others work

3.

45-60
4.

Explain that students will work in previously assigned pairs to

peer-edit using the Editing and Revising Checklist.

Give students the rest of the period to work with their partners

Whole class

Teacher

instruction

observation and

others work in

student progress

Editing of each

judgement of

pairs

compared to the

using whisper-voices. As students work quietly, circulate through

learning

the classroom and provide support to each student.

intention and

When the working period is over, collect rough drafts/rubrics or

success criteria

instruct students to keep them securely. Explain to students that

tomorrow that will begin writing/typing their final copies.
We are learning to:

Publish our writing using a

word processor

By the end of this lesson you will

be able to:

Use Microsoft Word to type

your writing and publish it

1.

If students are typing final copies, provide students with

computers and provide any necessary computer instructions before

Independent

practise

observation and

students begin working.

judgement of

paper if needed and provide any desired instructions for final

compared to the

3.

As students work quietly, circulate through the classroom and

intention and

4.

Explain to students that for homework they must bring in their

2.

If students are handwriting final copy, provide students with

student progress

copy format.
7

45-60

Teacher

learning

provide support to each student.

success criteria

chosen object for tomorrows presentations (ie: if a student used a

shoe as his object, that student must bring that type of shoe to
display when presenting). Students who may have difficulties

bringing in the necessary object should work with the teacher to

find a solution (the teacher or another student could provide the
needed object).
We are learning to:

Make small presentations

in front of class mates

By the end of this lesson you will

be able to:

Present your perspective

1.

Split the class into four groups of 4-8 students.

2.

Explain expectations to students: They will be orally presenting

their stories in their groups, using the objects they brought from

story to your classmates

home as their props. Each group will need to keep a list of the

using objects as props

45-60

story titles on a piece of paper, along with a brief summary of

Clearly speak in front of

your peers remembering to
vary your volume and
pitch.

each story.
3.

Students spend the rest of the period meeting with their groups,
listening to each others stories, responding constructively, and
recording titles and summaries.

Page 6 of 9

Individual

presentation in
front of groups

of 4-8 students

Teacher

observation and
judgement of

student progress
compared to the
learning

intention and

success criteria
using a

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

4.

presentation

At the end of class, students hand in stories to be assessed. The

checklist

teacher can post these stories on a bulletin board with the title
A Day in the Life of...

Students

published
perspective stories

We are learning to:

Write imaginary texts from

different objects
perspectives

Plan for writing using a

graphic organiser

Write a draft

Edit and revise draft

By the end of this lesson you will

Extension:

be able to:

Students read a traditional fairy tales told from the perspective of a

Write a traditional fairy

tale from the perspective of
a different character than
the original

9+

Independent

practise

judgement of

student progress

a fairy tale from the perspective of another character in the story. For

compared to the

example, the story of Hansel and Gretel could be written from the

learning

intention and

from the perspective of one of the dwarves.

success criteria

(This could also be done as a demand writing assessment task where

Publish draft writing

Teacher
observation and

different character. They then follow the same writing process to re-write

perspective of the witch, or the Story of Snow White could be written

writing

Students written
fairy tale

students are given 1 hour to write)

45+

Students

complete an Exit
Slip at the end
of some lessons
to track their

understanding
and progress

(http://www.readw
ritethink.org/files/
resources/printout
s/Exit%20Slips.pd
f)

STEP 6: TEACHING NOTES

For example: Are there any words that need to be defined for a shared meaning?

Are there any teaching procedures that need to be explained?

Word/Concept

point of view

Definition

Example Text

The narrators position in relation to the story being

told.

This story is told from a child's point of view.

Page 7 of 9

Image

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

perspective

A particular attitude towards or way of regarding

something; a point of view.

James disagreed with his sister Hollies perspective

that cats are better than dogs.

In the book Letters to Mrs Larue from Obedience

juxtapose

To place close together, side by side for comparison.

School by Mark Teague, the images are juxtaposed,

showing a comparison between Ikes perspective and
the reality.

The person telling the story is someone or something

that is a character in the story. The narrator refers

first person point of view

second person point of view

to themselves using the pronouns: I, me, we, my,

I walked home from school today with my friends.

We stopped and bought an ice-cream from my
uncles shop. I had vanilla flavour. Its my

us etc.

favourite.

You wake up feeling really terrific. Then you hop

The narrator telling the story directly addresses the

out of bed excited to start the new day. You know

audience/reader using the pronouns, you or your.

that today is the day that your big surprise will

Page 8 of 9

come.

CCGS ENGLISH UNIT PLANNER: Whose perspective is it anyway?

Told from the point of view of someone who isnt in

third person limited point of view

the story The narrator is limited to one character.

Tim was mad at Shay. He blamed her. Shay just

They can only tell the thoughts and feeling of that

left without saying anything. She left a note and

one character using proper nouns and pronouns like,

then left him.

he, she and they.

third person omniscient point of view

The narrator is all knowing. The narrator tells the

Tim was mad at Shay. He blamed her. Shay knew

thoughts and feeling of more than one character.

Tim would be mad, but she wanted to live her life.

Omni = All and Scient = Knowing

She didnt feel any remorse for leaving early.

Page 9 of 9