ENGLISH

Forward Planning Document

template
and
Example of unit of work teaching a
specific text form.
 NOTE: Select the appropriate year level curriculum content

ENGLISH – Scope and sequence P–6

Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

LANGUAGE
Language variation and change
Language variation and Understand that English is Understand that people Understand that spoken, Understand that Understand that Understand that the Understand that
change one of many languages use different systems of visual and written forms languages have different Standard Australian pronunciation, spelling different social and
How English varies spoken in Australia and communication to cater of language are different written and visual English is one of many and meanings of words geographical dialects or
according to context and that different languages to different needs and modes of communication systems, social dialects used in have histories and accents are used in
purpose, including may be spoken by family, purposes and that many communication with different oral traditions Australia, and that while change over time Australia in addition to
cultural and historical classmates and people may use sign different features and and different ways of it originated in England it Standard Australian
context community systems to communicate their use varies constructing meaning has been influenced by English
with others according to the many other languages
audience, purpose,
context and cultural
background

Language for interaction

Language for Explore how language is Understand that Understand that Understand that Understand that social Understand that patterns Understand that
interaction used differently at home language is used in language varies when successful cooperation interactions influence of language interaction strategies for interaction
How language used for and school depending on combination with other people take on different with others depends on the way people engage vary across social become more complex
different formal and the relationships between means of roles in social and shared use of social with ideas and respond contexts and types of and demanding as levels
informal social people communication, for classroom interactions conventions, including to others for example texts and that they help of formality and social
interactions is example facial and how the use of key turn-taking patterns, and when exploring and to signal social roles and distance increase
influenced by the expressions and gestures interpersonal language forms of address that clarifying the ideas of relationships
purpose and audience to interact with others resources varies vary according to the others, summarising
depending on context degree of formality in their own views and
Understand that there social situations reporting them to a
are different ways of larger group
asking for information,
making offers and giving
commands
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Evaluative language Understand that language Explore different ways of Identify language that Examine how evaluative Understand differences Understand how to Understand the uses of
How language is used to can be used to explore expressing emotions, can be used for language can be varied between the language of move beyond making objective and
express opinions and ways of expressing needs, including verbal, visual, appreciating texts and to be more or less opinion and feeling and bare assertions and subjective language
make evaluative likes and dislikes body language and facial the qualities of people forceful the language of factual take account of and bias
judgments about expressions and things reporting or recording differing perspectives
people, places, things and points of view
and texts

Text structure and organisation

Purpose audience and Understand that texts can Understand that the Understand that Understand how Understand how texts Understand how texts Understand how authors
structures of different take many forms, can be purposes texts serve different types of texts different types of texts vary in complexity and vary in purpose, often innovate on text
types of texts very short (for example shape their structure in have identifiable text vary in use of language technicality depending structure and topic as structures and play with
How texts serve an exit sign) or quite long predictable ways structures and language choices, depending on on the approach to the well as the degree of language features to
different purposes and (for example an features that help the their purpose and topic, the purpose and formality achieve particular
how the structures of information book or a text serve its purpose context (for example, the intended audience aesthetic, humorous and
types of texts vary film) and that stories and tense and types of persuasive purposes and
according to the text informative texts have sentences) effects
purpose different purposes

Text cohesion Understand that some Understand patterns of Understand how texts Understand that Understand how texts Understand that the Understand that
How texts work as language in written texts repetition and contrast are made cohesive paragraphs are a key are made cohesive starting point of a cohesive links can be
cohesive wholes is unlike everyday spoken in simple texts through language organisational feature of through the use of sentence gives made in texts by omitting
through language language features, including word written texts linking devices including prominence to the or replacing words
features that link parts associations, synonyms, pronoun reference and message in the text and
of the text together, and antonyms text connectives allows for prediction of
such as paragraphs, how the text will unfold
connectives, nouns and
associated pronouns

Punctuation Understand that Recognise that different Recognise that capital Know that word Recognise how quotation Understand how the Understand the use of
How punctuation works punctuation is a feature types of punctuation, letters signal proper contractions are a marks are used in texts grammatical category of commas to separate
to perform different of written text different including full stops, nouns and commas are feature of informal to signal dialogue, titles possessives is signalled clauses
functions in a text. from letters; recognise question marks and used to separate items in language and that and quoted (direct) through apostrophes and
how capital letters are exclamation marks, lists apostrophes of speech how to use apostrophes
used for names, and that signal sentences that contraction are used to with common and
capital letters and full make statements, ask signal missing letters proper nouns
stops signal the beginning questions, express
and end of sentences emotion or give
commands
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Concepts of print and Understand concepts Understand concepts Know some features of Identify the features of Identify features of Investigate how the This sequence ends at
screen about print and screen, about print and screen, text organisation online texts that online texts that organisation of texts into Year 5
Different conventions including how books, film including how different including page and enhance navigation enhance readability chapters, headings,
that apply to how text is and simple digital texts types of texts are screen layouts, including text, subheadings, home
presented on a page or work, and know some organised using page alphabetical order, and navigation, links, pages and sub pages for
screen features of print, for numbering, tables of different types of graphics and layout online texts and
example directionality content, headings and diagrams, for example according to chronology
titles, navigation buttons, timelines or topic can be used to
bars and links predict content and
assist navigation

Expressing and developing ideas

Sentences and Recognise that sentences Identify the parts of a Understand that simple Understand that a clause Understand that the Understand the Investigate how complex
clause-level grammar are key units for simple sentence that connections can be is a unit of grammar meaning of sentences difference between main sentences can be used in
What a clause is and expressing ideas represent ‘What is made between ideas by usually containing a can be enriched through and subordinate clauses a variety of ways to
how simple, compound happening?’, ‘What state using a compound subject and a verb and the use of noun groups/ and that a complex elaborate, extend and
and complex sentences is being described?’, sentence with two or that these need to be in phrases and verb sentence involves at explain ideas
are constructed through ‘Who or what is more clauses usually agreement groups/phrases and least one subordinate
one clause (simple) or involved?’ and the linked by a coordinating prepositional phrases clause
by combining clauses surrounding conjunction
using different types of circumstances Investigate how quoted
conjunctions (direct) and reported
(compound and (indirect) speech work in
complex) different types of text

Word-level grammar Recognise that texts are Explore differences in Understand that nouns Understand that verbs Understand how adverb Understand how noun Understand how ideas
Different classes of made up of words and words that represent represent people, places, represent different groups/ phrases and groups/phrases and can be expanded and
words used in English groups of words that people, places and things concrete objects and processes, for example; prepositional phrases adjective groups/ sharpened through
(nouns, verbs, etc), the make meaning (nouns, including abstract concepts; that doing, thinking, saying, work in different ways to phrases can be expanded careful choice of verbs,
functions they perform pronouns), happenings there are three types of and relating and that provide circumstantial in a variety of ways to elaborated tenses and a
in sentences and when and states (verbs), nouns: common, proper these processes are details about an activity provide a fuller range of adverb
they are combined in qualities (adjectives) and and pronouns; and that anchored in time description of the groups/phrases
particular recognisable details such as when, noun groups/ phrases through tense person, place, thing or
groups such as phrases where and how can be expanded using idea
and noun groups (adverbs) articles and adjectives
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Visual language Explore the different Compare different kinds Identify visual Identify the effect on Explore the effect of Explain sequences of Identify and explain how
How images work in contribution of words and of images in narrative representations of audiences of techniques, choices when framing an images in print texts and analytical images like figures,
texts to images to meaning in and informative texts characters’ actions, for example shot size, image, placement of compare these to the tables, diagrams, maps and
communicate stories and informative and discuss how they reactions, speech and vertical camera angle elements in the image, ways hyperlinked digital graphs contribute to our
meanings, especially texts contribute to meaning thought processes in and layout in picture and salience on texts are organised, understanding of verbal
in conjunction with narratives, and consider books, advertisements composition of still and explaining their effect on information in factual and
other elements such how these images add to and film segments moving images in a viewers’ interpretations persuasive texts
as print and sound or contradict or multiply range of types of texts
the meaning of
accompanying words

Vocabulary Understand the use of Understand the use of Understand the use of Learn extended and Incorporate new Understand the use of Investigate how vocabulary
Meanings of words, vocabulary in familiar vocabulary in everyday vocabulary about technical vocabulary and vocabulary from a range vocabulary to express choices, including evaluative
including every day contexts related to contexts as well as a familiar and new topics ways of expressing of sources into students’ greater precision of language can express shades
and specialist everyday experiences, growing number of and experiment with and opinion including modal own texts including meaning, and know that of meaning, feeling and
meanings, and how personal interests and school contexts, begin to make conscious verbs and adverbs vocabulary encountered words can have different opinion
words take their topics taught at school including appropriate choices of vocabulary to in research meanings in different
meanings from the use of formal and suit audience and contexts
context of the text informal terms of purpose
address in different
contexts

Phonics and word knowledge

Phonological and Recognise and generate Segment consonant Orally manipulate more
phonemic rhyming words, blends or clusters into complex sounds in
awareness alliteration patterns, separate phonemes at spoken words through
of the ability to syllables and sounds the beginnings and ends knowledge of blending
identify the discrete (phonemes) in spoken of one syllable words and segmenting sounds,
sounds in speech words phoneme deletion and
(phonemes), and to Manipulate phonemes in substitution in From Year 3 onwards, knowledge about phonological and phonemic awareness continues to be
reproduce and Segment sentences into spoken words by combination with use of applied when making connections between the sounds (phonemes) in spoken words and the letters
manipulate them individual words and addition, deletion and letters in reading and (graphemes) in written words
orally orally blend and segment substitution of initial, writing
onset and rime in single medial and final
syllable spoken words, phonemes to generate
and isolate, blend and new words
manipulate phonemes in
single syllable words
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Alphabet and phonic Recognise and name all Use short vowels, Use most letter-sound Understand how to apply Understand how to use Understand how to use Understand how to use phonic
knowledge upper and lower case common long vowels, matches including vowel knowledge of letter- phonic knowledge to phonic knowledge to knowledge and accumulated
The relationship letters (graphemes) and consonant blends when digraphs, less common sound relationships, read and write read and write less understandings about
between sounds and know the most common writing, and blend these long vowel patterns, syllables, and blending multisyllabic words with familiar words that share blending, letter- sound
letters (graphemes) sound that each letter to read one-syllable letter clusters and silent and segmenting to more complex letter common letter patterns relationships, common and
and how these are represents words letters when reading and fluently read and write combinations, including but have different uncommon letter patterns and
combined when writing words of one or multisyllabic words with a variety of vowel sounds pronunciations phonic generalisations to read
reading and writing Write consonant- vowel- Understand that a letter more syllable more complex letter and known prefixes and and write increasingly complex
consonant (CVC) words by can represent more than patterns suffixes words
representing some one sound and that a Understand that a sound
sounds with the syllable must contain a can be represented by
appropriate letters, and vowel sound various letter
blend sounds associated combinations
with letters when reading
CVC words

Spelling Understand how to use Understand how to spell Understand how to use Understand how to use Understand how to use Understand how to use Understand how to use
Knowledge about how knowledge of letters and one and two syllable knowledge of digraphs, letter-sound knowledge of letter knowledge of known knowledge of known words,
sounds (phonemes) of sounds including onset words with common long vowels, blends and relationships and less patterns including words, base words, word origins including some
words are represented and rime to spell words letter patterns silent letters to spell one common letter patterns double letters, spelling prefixes and suffixes, Latin and Greek roots, base
by letters or letter and two syllable words to spell words generalisations, word origins, letter words, prefixes, suffixes, letter
patterns, knowledge of Know how to read and Use visual memory to including some morphemic word patterns and spelling patterns and spelling
meaning units within write some read and write compound words Recognise and know how families, common generalisations to spell generalisations to spell new
words (morphemes) high-frequency words and high-frequency words to write most high prefixes and suffixes and new words words including technical
and word origins other familiar words Use knowledge of letter frequency words word origins to spell words
Recognise and know how patterns and morphemes Explore less common
including some more complex words
Understand that words to use simple to read and write plurals, and understand
homophones
are units of meaning and grammatical morphemes high- frequency words Read and write a large how a suffix changes the
can be made of more to create word families and words whose Know how to use core of high frequency meaning or grammatical
than one meaningful part spelling is not common prefixes and words including form of a word
predictable from their suffixes, and homophones and know
sounds generalisations for how to use context to
adding a suffix to a base identify correct spelling
Build morphemic word word
families using knowledge
of prefixes and suffixes
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
LITERATURE
Literature and context
How texts reflect Recognise that texts are Discuss how authors Discuss how depictions Discuss texts in which Make connections Identify aspects of Make connections
the context of created by authors who create characters using of characters in print, characters, events and between the ways literary texts that convey between students’ own
culture and tell stories and share language and images sound and images reflect settings are portrayed in different authors may details or information experiences and those of
situation in which experiences that may the contexts in which different ways, and represent similar about particular social, characters and events
they are created be similar or different they were created speculate on the storylines, ideas and cultural and historical represented in texts
to students’ own authors’ reasons relationships contexts drawn from different
experiences historical, social and
cultural contexts

Responding to literature
Personal Respond to texts, Discuss characters and Compare opinions about Draw connections Discuss literary Present a point of view Analyse and evaluate
responses to the identifying favourite events in a range of characters, events and between personal experiences with others, about particular literary similarities and
ideas, characters stories, authors and literary texts and share settings in and between experiences and the sharing responses and texts using appropriate differences in texts on
and viewpoints in illustrators personal responses to texts worlds of texts, and expressing a point of metalanguage, and similar topics, themes or
texts these texts, making share responses with view reflecting on the plots
An individual connections with others viewpoints of others
response to the students’ own
ideas, characters experiences
and viewpoints in
literary texts,
including relating
texts to their own
experiences

Expressing Share feelings and Express preferences for Identify aspects of Develop criteria for Use metalanguage to Use metalanguage to Identify and explain how
preferences and thoughts about the specific texts and different types of literary establishing personal describe the effects of describe the effects of choices in language, for
evaluating texts events and characters authors and listen to the texts that entertain, and preferences for literature ideas, text structures and ideas, text structures and example modality,
Expressing in texts opinions of others give reasons for personal language features of language features on emphasis, repetition and
personal preferences literary texts particular audiences metaphor, influence
preference for personal response to
different texts and different texts
types of texts, and
identifying the
features of texts
that influence
personal
preference
ENGLISH – Scope and sequence P–6
Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Examining literature
Features of Identify some features of Discuss features of plot, Discuss the characters Discuss how language is Discuss how authors and Recognise that ideas in Identify, describe, and
literary texts texts including events and character and setting in and settings of different used to describe the illustrators make stories literary texts can be discuss similarities and
The key features characters and retell different types of texts and explore how settings in texts, and exciting, moving and conveyed from different differences between
of literary texts events from a text literature and explore language is used to explore how the settings absorbing and hold viewpoints, which can texts, including those by
and how they some features of present these features in shape the events and readers’ interest by using lead to different kinds of the same author or
work to Recognise some different characters in different different ways influence the mood of various techniques, for interpretations and illustrator, and evaluate
construct a types of literary texts and texts the narrative example character responses characteristics that
literary work, identify some development and plot define an author’s
such as plot, characteristic features of tension individual style
setting, literary texts, for example
characterisation, beginnings and endings of
mood and theme traditional texts and
rhyme in poetry

Language Replicate the rhythms Listen to, recite and Identify, reproduce and Discuss the nature and Understand, interpret Understand, interpret Identify the relationship
devices in and sound patterns in perform poems, chants, experiment with effects of some language and experiment with a and experiment with between words, sounds,
literary texts, stories, rhymes, songs rhymes and songs, rhythmic, sound and devices used to enhance range of devices and sound devices and imagery and language
including and poems from a range imitating and inventing word patterns in poems, meaning and shape the deliberate word play in imagery, including simile, patterns in narratives
figurative of cultures sound patterns including chants, rhymes and reader’s reaction, poetry and other literary metaphor and and poetry such as
language alliteration and rhyme songs including rhythm and texts, for example personification, in ballads, limericks and
Language onomatopoeia in poetry nonsense words, narratives, shape poetry, free verse
devices that and prose spoonerisms, neologisms songs, anthems and odes
authors use and and puns
how these
creative
meanings and
effects in literary
texts, especially
devices in poetry

Creating literature
Creating literary Retell familiar literary Recreate texts Create events and Create imaginative texts Create literary texts that Create literary texts Create literary texts that
texts texts through imaginatively using characters using based on characters, explore students’ own using realistic and adapt or combine
Creating their performance, use drawing, writing, different media that settings and events from experiences and fantasy settings and aspects of texts students
own literary of illustrations and performance and digital develop key events and students’ own and other imagining characters that draw on have experienced in
texts based on images forms of communication characters from literary cultures using visual the worlds represented innovative ways
ideas, features texts features, for example in texts students have
and structures of perspective, distance experienced
 texts and angle
experienced

ENGLISH – Scope and sequence P–6

Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Experimentation and Innovate on familiar texts Innovate on familiar Innovate on familiar Create texts that adapt Create literary texts by Create literary texts that Experiment with text
adaptation through play texts by using similar texts by experimenting language features and developing storylines, experiment with structures and language
Creating a variety of characters, repetitive with character, setting or patterns encountered in characters and settings structures, ideas and features and their effects
texts, including patterns or vocabulary plot literary texts, for stylistic features of in creating literary texts,
multimodal texts, example selected authors for example, using
adapting ideas and characterisation, rhyme, imagery, sentence
devices from literary rhythm, mood, music, variation, metaphor and
texts sound effects and word choice
dialogue
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ENGLISH
WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ WA CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO LINKS OBJECTIVE (what & how) EXPERIENCES
N Lang Literacy
Literature
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: YEAR LEVEL: 6 LEARNING AREA/TOPIC: ENGLISH Poetry
WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ Western Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS
Lang Literacy
Literature
Lesson 1: Literacy/interpreting, Students explore a Strategic whole Familiarising Using the overhead
Familiarising analysing, evaluating variety of poetry; class or Introduction – Students listen and observe a variety of projector, display this
(WRB. P 30) (ACELY1711) and discuss based individual poetry via YouTube; (including not limited to free link
Literacy/ Interacting on their own questioning. verse, ballads, limericks) (https://www.poemhunt
with others Lesson Body
Building awareness feelings and er.com/poems/#content)
(ACELY1709) - Students will answer questions as the teacher
of  the relationship  opinions. In pairs
(ACELY1816) reads through – Focus Questions (FQ) “Did
between words,  Literature/Examining -students will Allow students a
sounds, imagery  discuss they notice any patterns?’ “How did the poetry choice. (recommended:
literature make them feel?” “topic?” “any similarities or
and language  (ACELT 1617) understanding. Top 500 list)
differences?”
patterns in poetry  Literature/Creating
Closure
and calling upon  literature
- In pairs student explore poetry – (Students will
prior knowledge. (ACELT1800)
be given a selection). Students will discuss
“what is poetry”.
Students will begin Students’ revisit
Analysing (1)
to recognise and our question “what “The Pig” By Roald Dahl
Introduction
These links to SCRA categorise poems is poetry” and add
Lesson 2: Teacher reads aloud “The Pig” By Roald Dahl (sonnet)–
will follow throughout response to wall
Analysing based on chart.
“What could you visualise” “what pattern can you
this unit of work. notice?” 2 – Diamantes
(WRB. p. 32) similarities and
(breaking text differences Lesson Body 2- Limerick
Teacher will
Students will engage in reading different poems; students
into key parts: analyse student’s
will categorize poems according to any similarities and
discovering the work describing
differences; topic and language pattern. (Poem include the
framework) the different
forms we’ll be focusing on throughout the unit). Students
 poems described in play “Poetry pass” – write one sentence describing wat they
their one sentence thought the poem was about; select favourite poem out of 3
during “poetry and pass to classmate.
pass”
Closure:
Students discuss with a partner their favourite poems –
discussing “what was the poem was about?”
“how the poem made me feel?” – Students put their
poem and their explanation in their poetry portfolio.
Students will begin Teacher will Analysing (2)
“Do not stand at my grave
to recognise and analyse student’s and weep” by Elizabeth
Introduction Frye
Lesson 3: categorise poems work describing Teacher reads aloud “Do not stand at my grave and weep”
Analysing based on the different by Elizabeth Frye “What was this poem about?” “What
(breaking text similarities and poems described in language feature can you identify?” 2- Free verse
into key parts: differences their one sentence
Lesson Body 2- Haiku
during “poetry
discovering the pass”
Students will engage in reading different poems;
framework) students will categorize poems according to any similarities
and differences; topic and language pattern. (Poem include
the forms we’ll be focusing on throughout the unit). Students
play “Poetry pass” – write one sentence describing wat they
thought the poem was about; select favourite poem out of 3
and pass to classmate.
Closure
Students discuss with a partner their favourite poems –
discussing “what was the poem was about?”
“how the poem made me feel?” – Students put their
poem and their explanation in their poetry portfolio.
Students will Students will
identify and Modelling Link to
use a self-check
understand Haiku Introduction https://www.poemhunte
rubric to analyse
Lesson 4 forms and identify Teacher will model and teach Haiku – Reads r.com/poems/haiku/page
their Haiku.
Modelling it elements aloud “Dawn Patrol” (Haiku) - Poem by Scarborough -1/464556/#content
Teacher,
(WRB. p 35) Gypsy. (Pre-select 4-5 Haiku
anecdotal notes
think aloud Lesson Body poems)
on students'
demonstrations grasp of the Teacher will explore, explain and model the
haiku structure; Specific teaching points – consists of Whiteboard
concepts.
3 lines; each line has a specific number of syllables.
Closure
Students reflect on the poems and identify the
poetic form/structure. They will write their own
haiku on a subject of their choice
 Students will Students will Free verse poems:
identify and use a self- check Modelling - “Fog” by Carl
understand Free rubric to analyze Introduction Sangburg
verse vs Rhyme their I AM Teacher will explain, model and show different - “This is just to
poems and identify poem. examples of rhyming and free verse poems. say” by William
Lesson 5 similarities and Carlos Williams
Modelling differences They will work Lesson Body - “A Sphinx” by
(WRB. p 36) in pairs for peer Students will be given copies of the poems in Carl Sandburg
think aloud review. print and they will listen to some of them on Rhyming poems
demonstrations Youtube. Students with read and listen to rhymed vs - “The road not
Teacher will free form poetry. They will compare the two. taken” By
make notations Students will use “I am” poem template to write their Robert Frost
as to the entirety own free form poem. Teachers will have students - “Alone” by
of student’s free write a rhyming poem using their senses as a topic Maya Angelou
verse and Closure - “A World is
rhyming poem Students share with the class some of their poems; Dead” by Emily
create poems are put into their poetry folders Dickison.

(A list of rhyming words will be provided to groups

of students who require more guided instructions)

Students will Teacher will

identify and evaluate using Diamantes -
poetry evaluation
understand the rubric.
https://www.youtube.co
Lesson 6 s Diamante poetic Guided writing (with modelling) m/watch?
structure; Assess as teacher Introduction v=QWCLnVaL-cg
Guiding
Students will create works with students Introduce Diamantes through a YouTube video-
(WRB. p 36) in different stations
a diamante form Teacher will model using different examples;
based on
poem engagement and
Lesson Body
(scaffold
response to Students will work in four different stations
support in small
assigned stations (1) Teacher directed (2) Word Play station (3) Writing
groups-
stations (4) Challenge Station – and create their
building on Students given own Diamante Poems
behaviours rubric in the form of a
taught during checklist that they Closure
will us to check off as
modelled and a self -assessment Teacher provides explicit instruction and
shared writing) feedback to individual students at w.stations

Students will Teacher will Limericks – by Edward

identify and evaluate using a Guided writing (with modelling) Lear
understand the Poetry Introduction https://www.youtube.co
poetic form of Evaluation Introduce Limericks through a YouTube video- m/watch?
Lesson 7 Limericks; Rubric. Teacher will model using different examples; v=oF7JoW23l4s
Guiding Lesson Body
(WRB. p 36) Students will create Assess as teacher Students will be briefly introduced to Edward Lear Limerick Factory
their own limerick works with (who has written a lot of limericks – and add them to https://www.learner.org/
students in
poems their poetry portfolios) – Students will participate in teacherslab/math/patter
different stations
choral reading of limericks. Students will work in ns/limerick/limerick_act
based on
engagement and groups to write their own limerick poems working txt.html
response to through stations (1) Teacher directed (2) Word Play
assigned stations station (3) Writing stations (4) Challenge Station –
Students may use “limerick factory” to create
limericks.
Closure
Students will share their poems with the class,
Students will Evaluation feedback is encouraged
identify, Rubric.
understand and Applying ( Independent writing)/ Teacher ‘’Win
Lesson 8 analyse Assessment at Modelling
Applying different forms stations based on Introduction:
engagement and
(WRB. p 37) of poetry. Teacher will model editing skills - Students will
response to
(students apply Students will continue reading and writing poetry using the forms
station
previous write and they have learned in the past few days.
learning in an publish Self-reflection Lesson Body
independent different forms rubric Students engage themselves in independent writing,
writing task) of poetry peer and buddy editing and self-reflection to ensure
“My Poetry that their poetry portfolio will be complete by the end
Collection’ of the unit- teacher continues to read poetry and
requirements for continue to assist in their writing. Students work in
to ensure poetry stations and assist one another in writing their poems,
portfolio is getting ready for publishing.
complete Closure Peace".
Evaluation Rubric.
Class discussion about their independent progress SCAM
 Students will Assessment at
identify, stations based on Applying ( Independent writing)
engagement and
Lesson 9 understand and response to station
Introduction-
Applying analyse Students will continue reading and writing poetry using
different forms Self-reflection the forms they have learned in the past few days
of poetry. rubric Lesson Body
Students will Students engage themselves in independent writing,
“My Poetry peer and buddy editing and self-reflection to ensure
write and Collection’
publish requirements for to
that their poetry portfolio will be complete by the end
different forms ensure poetry of the unit- teacher continues to read poetry and
of poetry portfolio is continue to assist in their writing. Students work in
complete stations and assist one another in writing their poems,
getting ready for publishing.
Closure
Class discussion about progress to date.
Assessment of
Students will students overall
Introduction
Lesson 10 s o Edit their participation
writing throughout the
Students are able to work independently to
Applying publish the completed their poems. Teacher
o Give verbal unit that focuses
feedback to on the reading, will create a class poetry book using iBook
peers on the writing and Lesson Body
completed knowledge of Teacher ad students will review the unit. The
writing language will engage in a discussion about “What is
conventions as poetry?” “How do you write poetry” “what
well as overall are some of the language conventions poets
Students will presentation.
o Publish their utilize to convey the intention”
writing using Closure
Students will
an appropriate Students/Teacher will host a poetry book
reflect on the unit
ICT tool by answering
premier for family and friends of the students.
o Complete a questions: Students will present their poetry by reading
How do I feel as a aloud, visual presentation, gallery walk,
reflection on
Poet? choral reading and poetry book display
the writing
completed. What was hard?
Which poem was
my favourite?
Which the
favourite part of
one of my poems?
What did I learn?
DIFFERENTIATION STATIONS

Throughout this unit, students will work in different stations, individually, with a buddy or with a group as follows:

Teacher Directed Station: In this station teacher works with students and guide them in reading and writing poetry. Students will use graphic organizers and
write down their ideas for their pre-writing process. They will be provided with guided instruction according to assignment/task/lesson for the day.

Word Play Station: In this station students work with laminated word sheets and words as well as poetry form template forms that will assist them in
following poetic form formulas while creating their poetry.

Reading Station: In this station students will read and analyse poetry based on their preference and choice. They will work together and write down quotes
and questions they may have about certain poems. They will use a reading log with instructions on providing the poem title, author, poetic form, a description
of the poem and whether they liked the poem or not.

Writing Station: In this station students will use graphic organizers where they will write down ideas and thoughts as they plan and pre-write different poems
using specific poetic forms. Students will create and write different Poetic Forms for publishing.

Challenge Station: Students in the challenge station will use different graphic organizers and strategies to braining storm, read and write poetry. Students will
choose their own topics for their poems. They use poems they have read as resources and conduct their own research. They will work together to edit and
revise their poems with one another, draft and publish their poems.