Stage1 English Integrated Project Based Learning Unit

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

Term 1
Significance; Why does this learning matter?

2014
Duration: Weeks 1 - 10 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.

Formal Assessment How will the students demonstrate their deep knowledge? Links to Stage 1 Statements.

Criteria for marking Comprehension Tasks & Benchmarking What criteria will be Formative marking of Students Writing Books used to assess deep Recount/Description Writing Rubrics. 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 people in informal Students will learn about; and guided activities demonstrating interaction skills and considers how own Different types of communication in a range of situations and audiences. communication is adjusted in different situations. Using graphic organisers to plan and compose a range of simple texts. EN1-2A plans, composes and reviews a small range of simple texts for a Implements a variety of reading skills and strategies to read with fluency, variety of purposes on familiar topics for known readers and viewers. expression and comprehension. EN1-4A draws on an increasing range of skills and strategies to fluently read, Grammatical features in the construction of simple and compound sentences. view and comprehend a range of texts on less familiar topics in different Identifying and using literary and visual techniques authors use to create media and technologies. imagery for an audience. Language: EN1-9B uses basic grammatical features, punctuation conventions Elaborating about their own and others ideas. and vocabulary appropriate to the type of text when responding to and Reflecting on their own and others learning and identifying the next step. composing texts. Teachers will; Thinking: EN1-11D thinks imaginatively and creatively about familiar topics, Plan and provide opportunities for a range of communication situations. ideas and texts when responding to and composing texts. Explicitly model and teach literal and inferential reading strategies. Expression: EN1-10C responds to and composes a range of texts about Explicitly model and teach the use of graphic organisers to plan writing. familiar aspects of the worlds and their own experiences. Explicitly model and teach sentence structure. Reflection: EN1-12E identifies and discusses aspects of their own and others Explicitly model and teach construction of recount and description. learning. Explicitly model and teach assessing own work against a simple criteria.

Complete comprehension activities on selected texts. Plan and write a Narrative

Stage1 English Integrated Project Based Learning Unit

Wk 1&2 KLAs and Learning Sequences

Term 1
Resources

2014
Reg/Evalu ation

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 picture which is then displayed on a class poster. 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 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

Knowing me knowing you booklets

2. All about me
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 rol e play correct techniques.

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:

Oh The Places You Will Go Dr Suess.

Stage1 English Integrated Project Based Learning Unit

Term 1

2014

--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. (re-read 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. Text Book

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 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.

iPads Airplay

Stage1 English Integrated Project Based Learning Unit

Term 1

2014
School Grounds (rain free day) Laminated friendship cards

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. 5&6 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 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

Stage1 English Integrated Project Based Learning Unit

Fair and Be Kind to their friends rather than eat them. (Whole class or small group). 3. Information Report

Term 1

2014

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 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.

iPads Laminated friendship cards

Stage1 English Integrated Project Based Learning Unit

7&8

Term 1
iPads

2014

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.

Informatio n from home about family origins, 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 family tree, photos of materials inside. The bag should contain a mixture of natural and man-made things like foil, metal, leaves, twigs, plastic, wire, grass etc. family. 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 Week 5&6 information about being part of the K-1 Community in Book 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

Stage1 English Integrated Project Based Learning Unit

Term 1

2014

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 sand 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 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 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. 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

Laminated friendship cards Oh The Places You Will Go Dr Suess

iPads

Stage1 English Integrated Project Based Learning Unit

Term 1

2014

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! 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.

Laminated friendship cards

11

Consolidation and presentation of the projects.