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Year Level
Year 6
Duration of unit
6 weeks
Identify the enduring understanding from the target text which underpins this unit and leads to higher-order and critical thinking about or in Science (see General Capabilities/critical and creative thinking in the Australian Curriculum 2010 English. Texts OKeefe, Maureen. (2008). Go facts: Our future in space. Clayton, South Victoria: Blake Publishing. Pofahl, J. (2004). Space exploration. Moorabbin, Victoria: Hawker Brownlow Education.
Two target non-fiction texts have been chosen for this unit in order to provide students with access and understanding of a range of non-fiction texts, one being in the form of a book and the other specifically chosen short articles. These texts are based on the science content of space exploration and are designed to both engage and expand the students knowledge of space. Students are required to use critical and creative thinking as described within the General Capabilities in the Australian Curriculum (ACARA, 2012). The texts vary from being complex as to advance and extend students to being simple yet informative and provide access to all information needed within each article/heading in order to complete an effective summary.
Summarising a non-fiction text Year 6 Term 4 2012 Identify and cluster Australian Curriculum 2010 English content descriptions and general capabilities Language Reading Literature Literacy Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713).
General capabilities and cross-curriculum priorities Use a full range of sentence types, including complex sentences that elaborate or explain ideas. Understand and use expanded groups/phrases, using specific learning area vocabulary to create detailed and accurate descriptions. Editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience Apply strategies for reading and viewing learning area texts, including selecting, navigating, monitoring meaning, crosschecking and reviewing. Understand and use new vocabulary, including subject specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning.
Writing
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526).
Reread and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715).
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. (ACELY1709)
Describe the learning goal and success criteria for this unit of work Learning goal
We are learning to use an active comprehension strategy, summarising, to help us to understand the authors main idea and key points when we read a non-fiction text. We are learning to present this in a written form using our own words. Success criteria
When I write my summary I can: Read the text and identify and look up any unknown words Identify key words within the text Use my own words Use synonyms to replace key words within the text Omit unnecessary information Write details in a logical order Not include opinions Use transition words to combine ideas When writing my summary I can include: Include title and author State the main idea of the text Include important details that support the main idea (Who? What? When? Where? Why? And How?) Include key message or authors purpose (Inform, persuade, entertain)
Summarising a non-fiction text Year 6 Term 4 2012 Assessment Identify the relevant section of Curriculum achievement standard Receptive Modes (listening, reading/viewing) By the end of Year 6, students Understand how the use of text structures can achieve particular effects. Analyse information in different texts, explaining literal and implied meaning. Select and use evidence from a text to explain their response. They listen to discussions, clarifying content and challenging others ideas.
Productive Modes (speaking, writing and creating) Students understand how language features and language patterns can be used for emphasis. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. Demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity. Describe the final culminating assessment task Shared reading: teacher and students read a non-fiction text together. After the reading the teacher will ask students to reiterate what needs to be included when writing their summary. Students will be given a graphic organiser based on the GIST strategy looked at in class and some sheets of writing paper to complete their final copy of their summary. Students go back to their seats and independently work on writing their summary of the text. Date due Monday 12th November 2012
Describe the marking rubric which will be used to mark assessment tasks. This rubric will be linked to success criteria. List the criteria and descriptors of quality. Attached separately. (Please note that assessment for and as learning strategies will be listed in following section)
Resources Set non-fiction text: Mars this text is derived from the book Space Exploration
Whole class
Set non-fiction text Mars, this text is derived from the book space exploration.
Independent practice Small Group Learning focus Students individually identify key words obtained within the text. Apply: Students apply the knowledge that they have gained individually to the class, to improve class knowledge.
Whole class
Reflect/respond/closure
Whole class
Independent practice Learning focus Students use individual knowledge and own words to portray ideas for the chart.
Whole class
Reflect/respond/closure
Once the activity is complete, students re-read over the chart and gain a consensus on the finished product.
Independent practice Learning focus Students will be given a copy of the GYST worksheet, and at any stage they can fill it out using their own text. Optional selfevaluation of the student GYST worksheet
Whole class
Reflect/respond/closure
Guided Lesson Learning focus The lesson will be completed as a whole class. This allows students confidence to build for future tasks that they may have to approach and a small group or individual.
Small Group
Whole class
Reflect/respond/closure
As a class the students will reflect back on the anchor chart that was previously made to help them achieve an acceptable standard.
Reflect/respond/closure
Whole class
Independent practice Learning focus Debrief the information given. Students will be asked to stand and proceed back to their desks, from there they are to draw the information that they have summarised on to a piece of paper. This is away for students to physically portray the information that they have collected. Teachers can take collect the papers and evaluate students comprehension strategy of not only the text, but the summarised piece of information. Collectively all pieces of paper collected from the class should be able to retell the summarised information. Collection of visual art.
Whole class
Reflect/respond/closure
Whole class
Guided Lesson Small group Learning focus Students will be placed in small groups based on their literacy circle groups. Each group will be given a set of summarising strips to organise into their most logical form. Each group will be given a different non-fiction text to organise into its most logical form.
Independent Practice (Literary Group Based Work) Small Group Learning focus Students should be able to order the set nonfiction strips of information effectively. The purpose of this is to ensure students can order the information given in an effective manner. This will help students to understand how best to pass over information to others summarised. Information should be given in order, or in the sequence written within the text. This in to ensure information is summarised effectively. Students at the end of task can reflect on how they felt there group went, using accountable talk strategies.
Whole class
Reflect/respond/closure
Small group
Whole class
Small Group
The students will sit in there small groups and will be given a time limit to complete the task. Using the information provided by others, the students are then to summarise the text that they were given effectively using the GIST strategy and other strategies modelled in class.
Gathering the students written non-text and summarising statement can identify any problem areas that students may be having within those small ability based groups.
Whole class
Reflect/respond/closure
Resources Various texts provided in the classroom: Non-fiction texts Magazines Newspapers Articles Journals
Whole class
The students will sit individually and write a short non-fiction text, students will be given a time limit. The short texts written by students will then be collected, shuffled, and re-distributed to other students. Using the information provided by others, the students are then to summarise the text that they were given effectively using the GIST strategy and other strategies modelled in class.
Gathering the students written non-text and summarising statement can identify any problem areas that students may be having.
Reflect/respond/closure
Resources Written Assessment Practice test (class set). They are to summarise the set nonfiction text, Hubble Space Telescope derived from the text Space Explorers Pens Paper
Independent practice Learning focus Students at this stage will have full responsibility of summarising a text.
Reflect/respond/closure