Assessment1 crb006 n8018286

Year 4 AC: E Unit Overview n8018286 Page 1 of 44
English Unit Overview: Year 4 Historical
Narratives
CRB006 Primary English Curriculum Studies 2
Student Name: Caitlin Parks
Student Number: n8018286
Tutor Name: Kylie Bradfield
Word Count: 9492

Unit Overview: 2240
Lesson Sequence: 2100
Justification Essay: 1487
Table of Contents
Unit Overview............................................................................2
Unit Outline......................................................................... 3
Identify Curriculum..............................................................
Assessment.....................................................................10
Teaching & Learning .......................................................11
Use Feedback.................................................................19
Detailed Lesson Sequence.................................................20
Appendices...............................................................................
Appendix A: Annotated Bibliography...............................24
Appendix B:.....................................................................25
Appendix C:.....................................................................26
Appendix D: Unit Evaluation............................................27
Essay Justification..............................................................32
References............................................................................35
2 | Year 4 Unit OverviewAustralian Curriculum: English

Year 4 English Unit Overview- Australian Curriculum
School name Unit title Duration of unit
Sunny Field State School Through Someone Elses Eyes Historical Narrative 10 weeks (6hrs/week) 60hrs
Unit outline
Sunny Field State School is situated in the Southern suburbs of Brisbane. Class 5C consists of 25 students, 19 of which identify as
fluent speakers of Standard Australian English (SAE), while 6 of whom have English as an Additional Language or Dialect (EAL/D) and
identify as highly literate migrants from Samoa. These students with EAL/D are in the consolidating phase on the bandscale with
Polynesian as their native language.
All Students have previously been involved in an Incursion called The Colonial Show which has a focus on allowing students to
experience and have greater insight into Australias Colonisation and particular time period. Students will create an interactive museum
display where their final piece will be on display for the community to view and interact with. For the sake of demonstrating the teaching
of a specific genre type, the Informational Narrative genre will be the focus and summative task of this unit plan. Both formative and
summative assessment will establish the priorities of the Australian Curriculum: English (ACE) skills, processes and knowledge will be
explicitly and implicitly taught.
Students will explore a range of Narrative/ Informational text types through means of listening, viewing, reading, designing and creating
for specific purpose (to inform) and context (situation and audience). The purpose and effect of structure and language features in
narrative text types will be an explicit focus as students learn language, through language, in this content-focus study, addressing:
Understanding text structure, language features, multimodal elements, grammar, and vocabulary choices are used by authors to
convey information in specific contexts
Understanding the difference between language of opinion and fact
Understanding that text structure adds to cohesion and predictability for the reader

Identify curriculum
Content descriptions to be taught General capabilities and
cross-curriculum
Language Literature Literacy
priorities
Text structure and organisation Literacy
Personal responses to Texts in context
Students listen to, read,
the ideas, characters
Understand how texts vary in view, speak, write and
and viewpoints in Identify and explain language
complexity and technicality create oral, print, visual
texts features of texts from earlier times and
depending on the approach to the and digital texts to
topic, the purpose and the compare with the vocabulary,
inform in different
intended audience( ACELA1490) Discuss literary images, layout and content of
contexts and to varied
experiences with others, contemporary texts (ACELY1686)
audiences
sharing responses and
expressing a point of Numeracy
view (ACELT1603) Students purposefully
Understand how texts are made
cohesive through the use of linking employ mathematical
Interpreting, analysing, evaluating knowledge and skills to
devices including pronoun
reference and text connectives (ACEL interpret and respond
Creating literature Identify characteristic features used in to texts.
A1491)
imaginative, informative and
Create literary texts that persuasive texts to meet the purpose ICT capability
explore students own of the text (ACELY1690) Students develop
experiences and Information and
Recognise how quotation marks are
imagining (ACELT1607) Creating texts Communication
used in texts to signal dialogue, titles
Technology literacies
and quoted (direct)
Plan, draft and publish imaginative, as they interact with,
speech (ACELA1492)
informative and persuasive texts respond to and create
Create literary texts by containing key information and multi-modal texts.
developing storylines, supporting details for a widening range Critical and creative
characters and of audiences, demonstrating thinking
Expressing and developing ideas
settings (ACELT1794) increasing control over text structures
and language features(ACELY1694) Understand all texts are
Understand that the meaning of created by authors and
sentences can be enriched through portray a particular
Re-read and edit for meaning by
the use of noun groups/phrases

perspective, while
and verb groups/phrases and adding, deleting or moving words silencing others.
prepositional phrases (ACELA1493) or word groups to improve content and
structure (ACELY1695)
Aboriginal and Torres
Use a range of software including word
processing programs to construct, edit Strait Islander Histories
Investigate how quoted (direct) and
reported (indirect) speech work in and publish written text, and select, and Cultures
different types of text (ACELA1494) edit and place visual, print and audio Students will
elements (ACELY1697) understand that
Understand Identities and Cultures
how adverb groups/phrases and have been, and are, a
prepositional phrases work in source of strength and
different ways to provide resilience for Aboriginal
circumstantial details about an Peoples and Torres
activity (ACELA1495) Strait Islander Peoples
against the historic and
contemporary impacts
of colonisation.
Incorporate new vocabulary from a
range of sources into students own
texts including vocabulary
encountered in
research (ACELA1498)

Other Key Learning Areas
History

Knowledge and Understanding Questioning Researching
Stories of the First Fleet, including Pose questions to investigate people, Record, sort and represent data and the location
reasons for the journey, who travelled events, places and issues (ACHASSI052, of places and their characteristics in different
to Australia, and their experiences ACHASSI073) formats, including simple graphs, tables and
following arrival (ACHASSK085) maps, using discipline-appropriate conventions
(ACHASSI054, ACHASSI075)
The nature of contact between
Aboriginal and Torres Strait Islander Sequence information about peoples lives and
Peoples and others, for example, the events (ACHASSI055, ACHASSI076)
Macassans and the Europeans, and
the effects of these interactions on,
for example, people and
environments (ACHASSK086)
Achievement standards

Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and
context. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words.
They express preferences for particular types of texts, and respond to others viewpoints. They listen for and share key
points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an
opinion based on information in a text. They create texts that show understanding of how images and detail can be
used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute
actively to class and group discussions, varying language according to context. They demonstrate understanding of
grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and
editing their work to improve meaning.

Relevant prior curriculum Curriculum working towards
Year 3 Australian Curriculum AC: E Year 5 Australian Curriculum AC: E
Receptive modes (listening, reading and viewing)
In Years 5 and 6, students communicate with peers and teachers
By the end of Year 3, students understand how content can be from other classes and schools, community members, and
organised using different text structures depending on the purpose individuals and groups, in a range of face-to-face and
of the text. They understand how language features, images and online/virtual environments.
vocabulary choices are used for different effects.
Students engage with a variety of texts for enjoyment. They listen
to, read, view, interpret and evaluate spoken, written and
They read texts that contain varied sentence structures, a range of
multimodal texts in which the primary purpose is aesthetic, as well
punctuation conventions, and images that provide extra
as texts designed to inform and persuade. These include various
information. They use phonics and word knowledge to fluently read
types of media texts including newspapers, film and digital texts,
more complex words. They identify literal and implied meaning
junior and early adolescent novels, poetry, non-fiction and
connecting ideas in different parts of a text. They select
dramatic performances.
Information, ideas and events in texts that relate to their own lives
and to other texts. They listen to others views The range of literary texts for Foundation to Year 10 comprises
and respond appropriately using interaction skills. Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the
Productive modes (speaking, writing and creating) contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about
Students understand how language features are used to link Asia.
and sequence ideas. They understand how language can be used
to express feelings and opinions on topics. Their texts include Literary texts that support and extend students in Years 5 and 6
writing and images to express and develop, in some detail, as independent readers describe complex sequences, a range of
experiences, events, information, ideas and characters. non-stereotypical characters and elaborated events including
flashbacks and shifts in time. These texts explore themes of
Students create a range of texts for familiar and unfamiliar interpersonal relationships and ethical dilemmas within real-world
audiences. They contribute actively to class and group and fantasy settings. Informative texts supply technical and
discussions, asking questions, providing useful feedback and content information about a wide range of topics of interest as
making presentations. They demonstrate understanding of well as topics being studied in other areas of the curriculum. Text
grammar and choose vocabulary and punctuation appropriate to structures include chapters, headings and subheadings, tables of
the purpose and context of their writing. They use knowledge of contents, indexes and glossaries. Language features include
letter-sound relationships including consonant and vowel clusters complex sentences, unfamiliar technical vocabulary, figurative
and high-frequency words to spell words accurately. They re-read language, and information presented in various types of graphics.

Students create a range of imaginative, informative and
and edit their writing, checking their work for appropriate persuasive types of texts including narratives, procedures,
vocabulary, structure and meaning. They write using joined letters performances, reports, reviews, explanations and discussions.
that are accurately formed and consistent in size.
Links to other learning areas

This unit will fuse content from History (KLA), Mathematics (KLA) and Civics and Citizenship. As students participate in
ACE lessons, they will draw on and scaffold their developing content knowledge from these KLAs. Students will
incorporate prior and current knowledge, skills and processes developed in ACE throughout a range of KLAs and other
contexts.

Assessment Make judgments
Describe the assessment Assessment Receptive:
date
Students understand that texts have
Diagnostic Assessment / Anecdotal Check listing Week 1:
different text structures depending on
Diagnostic assessment of What do you think a Informational Diagnostic/
purpose and context.
Narrative text is? will inform teaching direction and lesson Anecdotal
sequencing. This writing sample will illustrate students prior Check listing They explain how language features,
knowledge of text type purpose, structure and related images and vocabulary are used to
language features. Students will be required to draw on their engage the interest of audiences.
own experiences and knowledge as well as previous text
organisation strategies, visual texts to aid in meaning-making They fluently read texts that include
and the writing process as they engage in prewriting, drafting varied sentence structures and
and revising stages unfamiliar vocabulary
Week 1 8:
Ongoing formative assessment will provide students with
Formative They express preferences for particular
opportunity to display their developing knowledge skills and
understanding through peer and self-evaluation, while also types of texts, and respond to others
viewpoints.
gaining feedback on their own learning.
Data will be collected and collated throughout the unit
through students text inquiry with Class Novel Nanberry, Week 6/7:
Productive:
teacher observations, individual Historical Narrative writing/ Summative&
drafting through anecdotal records, allowing the individual to Formative
Students use language features to
develop and teacher to adjust learning.
create coherence and add detail to
Informational Narrative Text: Written Narrative their texts.
Students are required research a chosen convict or native Week 9:
Australian as apart of History lessons and now they must use Summative They create texts that show
this information to construct a Narrative that will inform and understanding of how images and
entertain. detail can be used to extend key
Informational Narrative text: Multi Literacy Project ideas.
Students are required to create an interactive museum Students create structured texts
display where their final piece will be on display for the to explain ideas for different
community to view and interact with. Whilst creating this audiences.
project they must involve a range of different multi literacies
alongside their written piece. E.g. (Sound, images, artefacts,

video recordings, character diagram, etc.).
Contribute actively to class and
group discussions, varying language
according to context.
They demonstrate understanding of

grammar, select vocabulary from a
range of resources and use accurate
spelling and punctuation, re-reading
and editing their work to improve
meaning.
Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of Resources
learners
Week 1: What we know about Text Types/ Exploring the
differences between Narratives and Informative Texts. Anticipation guide Anticipation
Discuss the class project to create a museum display for to be completed by Guide
the local cultural centre. Express the need for EAL/D learners in Concept
entertainment but informative due to the topic being order to gauge and Map (Text
based on the First Fleet. As whole class brainstorm assess prior Types and
together the different text types and determine which background Genres)
would be best suited to the task. Prompting students knowledge.
to recall on their prior knowledge of text types (using
Text 1 and Text 2 as a concrete resource). Cover the Writing
texts Titles and ask students to guess what type of book book
Include meaningful and Word Wall
they think it is? Informative or Narrative? Skim through
familiar topics to
the books and show their features (Glossary, Index, Vocabulary
students, which allow
Illustrations etc.) and who they think the intended Booklet
them to connect to
audience may be? X Map
task.
After it has been determined that the genre best suited
Concrete Artefacts as Multi
to the task would be a Narrative explain to students that

they will be creating a Historical Narrative. well as images to allow Literacy
- Look at the structure of Narratives through Burger EAL/D learners to resources
Analogy (see Appendix 1/ Resource will be displayed develop a deeper (Appendix
in the classroom and referred to through the duration understanding/ not B)
of the Unit.) assuming their
Class Novel: Nanberry: Black Brother White - is introduced as knowledge.
the class novel and is read to students til up to Chapter 6 in
week 1. Whilst reading this book include discussions before
and after reading to explore the text structure, ask students to
make connections between images and text, discuss the Point Ask students to draw
of View that the text has been written in and how do we know what picture they
this? would use to
Construct a Word Wall/ Vocabulary Booklet that can be accompany the text.
used whilst writing Narrative. Students complete an X
Map related to the First Fleet and Landing in Australia in
two lessons using a rotational activity where students
will be exposed to multi literacies as seen in Appendix Allows EAL/D learners
B . Students will use an X- Map to add new words to their to use multiple senses
vocabulary booklet and wall. Students will have posed to create a vocabulary
questions in order to consolidate knowledge and list as well as allowing
understanding. them to see what there
peers are seeing
through discussion
Explore the types of words that are frequently seen in
narratives verbs, nouns, noun groups Refer to Text 1
as an example.
Explicit Teaching Begins:

Modelled: Teacher leads the discussion and encourages Text 1:Beth
students to deconstruct the similarities and differences the story of a
between a narrative and information report text (Text 1 and convict child.
Text 2). Represent comparison in a Venn diagram and discuss (page and
common the common features and explicitly show how the year)
two can be fused together to entertain and inform. Text 2: The

Shared: Mix and Match Burger analogy - Relate this to the Cabbage Patch
Venn Diagram completed and ask students to place in order to . Kid (page and
show the structure of a historical narrative. Include and refer year)
to previous student responses relating to the things we would Whiteboard
Analogy provides a
expect to see in a Report and a Narrative.
structured layout for Journal
Guided: During Reading groups ask students to make students to visually
connections to the task through identifying the Purpose and see and refer to
Audience of the text using the tools they learnt from grand during planning and
discussion. Add any new vocabulary to word wall/ vocabulary writing phases.
booklets that may be used when students create their own
Historical Narrative.
Independent: In Groups students work on adding vocabulary
to their booklets/word walls that will be used later on when
constructing their own Historical Narrative after the reading of
Text 1.
Week 2: What makes a Historical Narrative informative

yet entertaining?
Explore the types of words that are frequently seen in
narratives verbs, nouns and noun groups. Teacher led
Class Novel: Nanberry- Black Brother White discussion and
Continue Reading as a whole class and discussing new/ unfamiliar highlighting of text
vocabulary students can add to class word wall and also to models to all
Vocabulary Books. Whilst reading encourage students to make students how to
predictions about unfamiliar words and ask them to replace it with analyse and Exemplar Text
another that creates more sense for them as a reader. Explain to deconstruct to view 3 Beth Story

students that the Author has used Traditional Indigenous Australian noun groups. of a Child
Dialect through- use a dictionary to give meaning. Identify Noun Convict
Groups in Nanberry e.g. The harbour was emu-berry blue, the REFERENCE)
ripples playing with the sun- this will lead into the next activity . Story Map on
white board
Modelled: Show title of exemplar text (Tom Appleby Convict Individual
Encouraging EAL/D
Boy) and ask students to predict what they think this book Concept Map
students to make
may be about- skim through the book and show any pictures. in Journal
inferences and
Create a Story Map about what students think this book may drawing on prior Journals &
include. knowledge to Writing Books
Highlight noun groups and verbs used in text and extend on assess where they Noun Group
how it allows reader to create an image in their head. are through the (Mix and
Shared: Jointly read introductions to texts. In pairs students implementation of Match strips)
think of a suitable noun groups to replace those that were an Anticipation Noun,
seen in text. Eg. Have a Grand Conversation to justify their guide. Quantifier,
reasoning behind why they would change it. Create Noun etc.).
groups discuss how they are used to add meaning by the
Noun Group
author for the reader for them to better understand.
Sheet
Guided: Create Noun Groups with a range of different nouns
by using images and artefacts from the first fleet and Ask students to draw Class Novel-
colonisation that have been sourced in history lessons- model (Semantic Feature Nanberry
to students the first one/ ask students to do it alongside you/ Analysis) what picture
ask students to create one in pairs/ ask student to individually they would use to
create a noun group. accompany noun
groups heard in texts.
Individual: After Reading Class Novel Refer to Writing
Process Burger from previous week. Using notes on topic and
invite students to draft a planning sheet based on the
Exemplar Tom Appleby Convict Boy to assess individual
planning skills, invite students to revise with a peer afterwards
using a coloured pencil to track changes. During the planning
phase add noun groups into opening sentences for
paragraphs- explain why you think it should be changed. Class Novel-
Nanberry

Week 3: Creating Character Profiles and Settings - verb Writing books
groups, adverbials and simple present tense verbs Vocabulary
Class Novel: Nanberry- Black Brother White book
As a whole class create a Character Profile for Nanberry and Share Chair
later on students work in pairs to create a character profile for Character Profiling
two other characters in the book. IWB
provides student with Character
What language has been used to describe these characters- opportunity to
find examples in the text? Profiling sheet.
immerse themselves in
another time.
Modelled: Whole class - identify purpose of adverbs and
adverbials brainstorm a list build on previous knowledge and EAL/D students are
address misunderstandings. Revisit Genre chart add and engaged in a antonym
discuss the usage of present and past tense in Historical & synonym game with
Narratives. past and present tense
Shared: Develop a new vocabulary list of Past and Present words
Tense words that will assist all students when writing their own
Historical Narrative.
Guided: Teacher shows how to create a in depth character
profile and setting by using a familiar character to students
Snow White. EAL/D students are
-Draw the image, use colours, look at the traits this character brought into a group
has e.g. Softly Spoken, Gentle, Kind, etc.). and are given the
option of a few
Individual: Students are required to create a character profile
characters where they
based on their chosen person from History Lessons. They are
match adjectives to
asked to draw what they imagine the character to look like,
describe that
explain what traits their character has, and relate their
character. Developing
clothing to correct time period. Students will share this
a broader vocab.
Character Profile on Share Chair at the end of the lesson.
(IMAGE provides Class Novel:
Students should be developing a clear vision understand what
student with more Nanberry-
role their character will play throughout their narrative and
information). Black Brother
have an understanding of the tense they will use through the
text. White
Fair Dinkum

Week 4: Collecting and organising facts Using Histories-
Timelines from History Lessons to plan a Historical Grims, Crims
Narrative and Convicts.
Class Novel: Nanberry- Black Brother White History Books
Do you think that this text has been made to entertain or Sparks prior knowledge Writing Books
inform or both and why? Is there only one Point of View that and understanding Historical
the author has used or multiple? What Character do you like/ (students may refer to Narrative
not like and why? Genre Chart). Planning
Sheet- Burger
Modelled and Guided: Introduce class to Fair Dinkum analogy.
Histories- Grims, Crims and Convicts. Students observe as
teacher pulls out the important dates and informative Using the two different
information. Using two different coloured pens the text is put colours explicitly
on the Interactive white board. Teacher shows students how a demonstrates how the
timeline can be used to create entertaining yet informative narrative contains
text. historical facts.
Shared: When students are working on their planning sheet By swapping with
and feel like they no longer can add or improve it they are someone other than
asked to pair up with a peer that is someone other than their their elbow partner
elbow partner. Students conference with peers and encourage students are exposed
changes. to new ways of
Individual: Students should begin to construct their own thinking and thought
planning sheet whilst referring to their timeline created in the processes.
previous history lesson. Teacher Student Conferencing should Individual planning
take place in order to record progression on Anecdotal Record time allows the teacher
sheet. Once student has created an in depth planning sheet to scribe or ask
with clear links to historical dates they may start drafting. questions to provoke
thoughts for EAL/D
students.

X-map
Week 5: Organisation of paragraphs & sentence What is a
structure Narrative?
Class Novel: Nanberry- Black Brother White Analogy allows clear concept map
Discussion of Character development- How has the author sturtured layout for PEEL template
created the main character? What do you think the Character EAL/D student to adopt Text for
Looks like, sounds like, feels like and smells like? (Display on into their own writing Paragraph
X- Map). as sequencing of structure
Are you emotionally connected as an audience? Ask students events is important (Stewart, 2014)
to think about how they are going to ensure that their when creating a Writing Books
audience understands their character? narrative.
Nanberry: Black
EAL/D to create suitable
Brother White ( )
Modelling: Discuss purpose of Paragraphs in Narratives (e.g. events in order to create
to group related information about a particular event). Read paragraphs (identify the
chapter heading, predict the ideas we expect to read. Identify 5 Ws and H).
where main idea is located and how it is displayed. Ask Use sentence starters for
students to spark prior knowledge what they know about EAL/D and refer to History
Paragraphs and what features they have. Demonstrate the Notes.
PEEL (Point, Evidence, Explain & Link) paragraph structure.
Shared: As a Whole class deconstruct a paragraph from the Students share draft from
Class novel. Students identify PEEL structure and record on
share chair, teacher
PEEL template. Identify where the author has made usage of
scaffolds through dialogue
noun groups, tense and sentence types to engage the
and think-alouds to
audience and deliver a purpose.
celebrate achievements.
Guided: Guided writing - students begin prewriting stage
using notes, timeline and planning sheet from previous lesson
on their chosen convict. Students share their writing at the
end of the session on a Share Chair. Make explicit language
Independent: With students being in the drafting stage of used.
their writing they need to transform structured notes and Modify EAL/D activity to
dates into PEEL paragraphs. Conference for text structure, chose appropriate
organisation, sentence structure, spelling and vocabulary paragraph or sentence for

choice for audience and purpose. the introduction / use
visual design to generate
ideas before writing.
EAL/D students to identify
from a selection of
sentence strips, which
introduce a topic.
Week 6: Writing Historical Narrative and implementing
Language Features - noun groups, adjectives &
adjectival phrases
Finish reading Class Novel: Nanberry-Black Brother White EAL/D Guided reading
Did the author combine Historical concepts throughout the word identification
novel? Do you feel connected to the characters/ Why or Why strategies.
not? If you could change the ending of the story what would Students at various
you change it too? Students asked to create an alternative stages of writing process
ending to the story. share work from authors
chair to scaffold peers.
Modelled: What is an adjective? Assess all students prior

knowledge. Introduce student to text Hairy Scary Ordinary-
this text outlines the definition of an adjective and will allow All students benefit from
students to add words to their vocabulary list. the usage of a basic yet
Shared: Brainstorm list of Adjectives that could be used to essential text which
describe class novels main character Nanberry- how would outlines the importance of
you describe the main character? E.g. young, nave, curious. adjectives and how the
Guided: Students are split into their groups and work work alongside noun
together to create a list of adjectives that will be used groups to provide a
describe a character- this is done in a world caf style (quick reader with an image.
rotation on butchers paper) where students are given an
image and asked to describe. World Caf allows and
Individual: Students are asked to edit their draft and apply fosters collaboration of
new found knowledge of adjectives whilst referring to list they ideas among peers which
created and place into their paragraphs to add more meaning students can gain new

to the nouns throughout their narrative. Students are asked to knowledge.
use an orange pencil when conducting these adaptations in
order for teacher to see the progression and editing stage.
Week 7 & 8 Importance of Editing and Proofreading

(main focus on spelling, grammar/ Implementing
Changes & Publishing
Checklists provide
Modelled: Explicitly teach and highlight the difference and
students with tools to
importance of Editing and Proofreading, as they are two
become successful editors
essential skills when creating a narrative/ piece of writing.
and proofreaders.
Editing: Overall quality of writing improved, enhanced
language (noun groups, adverbs, adjectives etc.),
expression used is clearer, have you used correct tense Editing allows students to
throughout? Is it tone appropriate for intended audience, improve the quality of
Are you using too many words? their own spelling and
Proofreading: Spelling errors, grammatically correct, grammar ( if students
typing mistakes, punctuation errors, etc. struggle at this point
encourage them to adopt
Shared: Students construct as a whole class an Editing and
vocabulary that was
Proofreading Checklist that can be referred to when self and
gathered from previous
peer marking. Suggest to students that they use two different
lessons).
coloured pens/pencils when editing (red pencil) and
proofreading (blue pencil)- this will help students to separate
editing from proofreading.
Guided: As a whole class work together to Edit and Proofread
a foreign text type with errors in order to show how the
checklist must be used when looking at the Historical EAL/D students respond
Narratives. Teacher leads by editing in one lesson and proof to whole class scenarios

reading in the next using the Blue and Red Pencils. (Display on where they arent
IWB) and provide a paper/ digital copy for students to work required to work
with. Students help the teacher through the text type, and individually but they can
then are asked to complete the last few sentences on their bounce their ideas off
own. their peers.
Individual: Students are obligated to use the Editing and
Proofreading checklists (alongside the blue and red pencil
technique) to look at their own Historical Narrative Draft. If the Teacher/ Student
student feels as though they cannot improve or change Conferencing allows
anything more they are asked to swap and checklist with a EAL/D students to
peer whilst waiting to engage in a Teacher Student consolidate their learning
Conference. and clear up any
grammar, punctuation
and spelling areas that
may hinder cohesion
Week 9: Publishing Final Draft of Historical Narrative/ throughout text.
Exploring different ways Historical Narratives are
displayed
Modelled: Students are shown a video of Diorama making Teacher/ Student
which is a small-scale 3D model which is used to show the Conferencing allows
scene of where the story takes place. Providing the reader EAL/D students to
with more concrete and in- depth visualisation. consolidate their learning
Shared: Students create a list of ways that museums present and develop a creative
historical information. What will enhance their story? idea to present their
Students begin to start setting up their museum display and narrative.
work together to create an experience for other students and
the wider community. Students share their work on Share
Chair.
Individual: Students are placing the final touches on their
personal task and finish developing the way they wish to
present their narrative whether it be a digital version,
diorama, drawing or recorded performance of their task. This Checklists provide
will then be used as their summative assessment task along students with tools to

with Formative Assessment Tasks to give a final mark. become successful editors
and proofreaders.
Week 10: Finalising Publishing & Presenting Historical
Narrative Editing allows students to
Shared: Students begin to start setting up their museum improve the quality of
display and work together to create an experience for other their own spelling and
students and the wider community. Students share their work grammar (if students
on Share Chair. struggle at this point
Individual: Students are placing the final touches on their encourage them to adopt
personal task and finish developing the way they wish to vocabulary that was
present their narrative whether it be a digital version, gathered from previous
diorama, drawing or recorded performance of their task. This lessons).
will then be used as their summative assessment task along
with Formative Assessment Tasks to give a final mark.
Use feedback
Ways to monitor Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs
learning and of all learners. Formative Assessment through exit passes, share chairs and anecdotal
assessment recording is gathered throughout the unit to monitor students learning, which will help when
adapting future lessons and highlight who needs extra support or more consolidation of
information in certain areas.
Feedback to With gradual formative assessment taking place through out the unit, students will be provided
students with feedback on their own learning. This will be seen through writing samples, check listing
and also through Teacher and student conferencing, which will create opportunity for
individuals to goal set and receive constructive feedback. Peer conferencing will also allow

students to evaluate their own personal areas of strength as well as highlight areas that require
improvement, as they will work in a collaborative environment, which encourages providing
constructive feedback to improve their work.
Reflection on the This unit will be appraised in relation to The Australian Professional Standards for Teachers
unit plan (Australian Institute for Teaching and School Leadership [AITSL], 2014) integrating four
simultaneous factors, including:
Student engagement and learning opportunities.
Lesson and unit design and consequential effects on learning outcomes.
Student inclusion and support.
Assessment equity and alignment with teaching objectives.
See Appendix D for full unit evaluation.

Lesson Sequence: Narratives (lessons are not continuous)
Learning
Action Plan Assessment Resources
Outcome
Experiencing Lesson Title: What is the purpose of different text types?
Build on the prior Learning outcome: By the end of this activity students will be able to identify Genre Chart
knowledge that a range of different text types and become familiar with a new text type which
students have on Whiteboard
they will be creating which is an Information Narrative. Students will be able
text types and / Interactive
to clearly identify the purpose of Informational Narratives and feel
identify what the White
comfortable when describing the text type. Students should have a clear
purpose is of an Board
understanding that an Information Narrative is based on facts but the actions
Informational Word wall/
and dialogue is left up to the writers imagination.
Narrative. Personal
Vocabulary
Action Plan: Formative: Anecdotal check
(ACELA1490) Booklet
(ACELT1603) As whole class brainstorm together the different text types and listing to guide teacher Writing
(ACELY1690) determine which would be best suited to the task. Prompting students observations. book
to recall on their prior knowledge of text types. Ask students to think of Book:
what audience each text type has, what information do they tell?, do Formative: Observe for Nanberry
they entertain? Deconstruct parts of text that are Fact or Fiction in understanding of text types and Black
Nanberry: Black Brother White (class novel)? Ask students to write their purpose. Brother
what message/ information the Author Jackie French wanted her White
readers to know. Formative: Writing book
Deconstruct the similarities and differences between a narrative and provides portfolio evidence of
information narrative text. Represent comparison in a Venn diagram individual understanding and
and discuss common the common features and explicitly show how the development that provides
two can be fused together to entertain and inform. opportunity for feedback.
EAL/D students benefit from the visual cues shown in a Venn Diagram.
Ask students to write in their writing books two similarities and one
difference between a traditional narrative and information narrative to
gauge their understanding.
EAL/D students are provided with prompting sentence starters an are
given one example of a similarity.

Conceptualising Lesson Title: Planning a Information Narrative Formative:
phase Monitor student response for:
Learning Outcome: By the end of this lesson students should be able to Retained knowledge
Understanding and Opportunity to embellish
complete their own planning sheet and have a rough idea of what their story is Anecdotal
familiarising the
going to be about. Students will have a clear understanding of the success Different social/cultural Checklist
planning and
criteria for this task. perspectives on topic
structure of
Analyses and clearly IWB &
Information
Action Plan: understand the need for whiteboard
Narratives.
facts and imagination Prompt Chart
Students will work together as a class alongside the teacher to create a
throughout story.
(ACELT1794) success criterion before they begin drafting their work. History
(ACELY1694) EAL/D students are given task cards that meet the success criteria that they must Books/
(ACELA1490) fulfil by the end of each lesson in order for them to take a more gradual approach as Timelines
they may be unfamiliar with this text type. previously
Teacher will model/ demonstrate with class a how to create story map created.
Formative: observe individual
on a chosen person. Story Map
choices and understandings
EAL/D students are given the opportunity to draw on their story map planning sheet Burger
and explain to the teacher what they want their story to contain- teacher may scribe
for students. Planning
Formative: Individual planning Sheet
Students will use a prompt chart to guide their planning- Students have
and story maps show thought Writing
already been introduced to this chart in History lessons to collect
process and direction student is journal
research about their chosen person and events and placed on a timeline.
moving in. Allows the teacher Book-
At this stage of learning students will start to create/draw a story map
to provide student with Nanberry
that depict which significant events are going to be apart of their story.
constructive feedback. Black Brother
Students begin to merge facts and imaginative ideas together, as well as White
weaving facts into character and setting description on planning sheet,
which is known as Burger Planning Sheet (see Appendix C).
During the planning/ Drafting phase remind students to think about the
needs of the reader.
EAL/D students are closely monitored and teacher conferences with students
individually in order to gauge progression and understanding of blending fact and
fiction.

Analysing phase Lesson Title: How important is it to Edit and Proof read when writing? Formative: Check for
understanding of structure and
Students Lesson Outcome: By the end of the lesson students will have created two cohesive devices.
Interactive
internalise their checklists that will assist them whilst editing and proofreading peers and their
understanding of own work. Whiteboard
cohesion and Jumbled text
importance of Action Plan:
editing and As a whole class ask students to quickly write down what they think it Formative: Observe the Information
proofreading means to Edit and then ask them to write down what they think it generalised main idea is Narrative
before publishing means to proofread. This will outline who has a clear understanding identified. Drafts
final copy. and who needs more direction. Observe student participation. Class editing
Explicit model of editing and proofreading to take place through the and
(ACELY1695) Monitor and make anecdotal proofreading
un-jumbling of previously written paragraph Students are asked to try
(ACELT1603) comments of peers checklists
and read the paragraph that holds no meaning and makes no sense due
to errors. Students create a Editing Checklist and Proofreading with communication and critical
guidance / assistance by the teacher. evaluation of others work. Writing book
Students must work alongside the teacher collaboratively to fix the
text. Formative: Conference with
- To support EAL/D learners different checklists and colours will be students and set personal goals
used when Editing (red) and Proofreading (blue). This will help based of feedback.
them create the distinction between the two.
Students use these checklists and skills to begin editing their own Information
Narrative draft. After the student has Edited and Proof read their own work
they must put their name on the board and pair up with someone who as the
same point as them. Peer-to-peer construction of knowledge is facilitated
through discussion and check listing feedback sheets.

Applying Phase Lesson Title: Finalising Publishing & Presenting Historical Narrative
Lesson Outcome: Check for understanding of
Students creatively Action Plan: focused metalanguage that
supports text features/structure Writing Process
apply their View a video of creating dioramas and also My place to see the different ways
knowledge and Information Narratives may be displayed apart from a book. Encourage of report genre. Chart
understanding students to use technology such as BookCreator, PowerPoint or Videoing Peer-to-peer
about writing for themselves pretending to be in that time period (being the main character). Teacher conference with collaboration
purpose and individual students at all stages will change
audience, by using Shared: Revise and Discuss ways of adding meaning into our reports by of writing process to progress Student
appropriate text design features that are appropriate to our narratives that will help to engage to next phase. Checklist and feedback sheets
structures, and and inform readers/ audience that visit the Museum Display. anecdotal records of students Computers for
language features engagement with processes. publishing.
that are appropriate Guided. Students have created a checklist criteria of what makes a great Formative: check for Art materials
for genre. Narrative writing based on the progressively, co-constructed classroom Text understanding and use of for those
Type Chart. Students partner up and proof read one anothers writing from writing process. creating images
(ACELY1697) previous lesson against the criteria assessment and offer feedback to improve Summative Assessment: and dioramas
(ACELY1695) work. checklist evaluation of Writing book
(ACELT1603) applied knowledge and
Independent: skills appropriate to
Using knowledge, skills and process acquired throughout the unit, along with purpose and audience.
the content knowledge of plants that has been built across disciplines and Record and deliver
through vicarious experiences, students design their final multi modal piece feedback of students
that will be displayed at the Museum. individual learning
progress (reflect on goals
set in previous conference)

Appendix A: Annotated
Bibliography
Article: Australia in the 1788s Waruwi and Dan My Place

Student work with this article to gain more knowledge and understanding about the usage of perspectives this is done through analysing a Indigenous Australian Child
Waruwis story and then reading Dan a child convicts story. Whilst reading student are asked to develop connections and make inferences about the different lives that
these children tlead. E.g. Different backgrounds, experiences, ideas shape their point of views.
My Place Website,Waruwi and Dan. (2017). Abc.net.au. Retrieved 26 April 2017, from http://www.abc.net.au/abc3/myplace/
Artworks:
Both artworks were used in collaboration with an X- Chart to encourage students to think deeper and look beneath the surface. Using these as resources allowed EAL/D
students to see a concrete source that was from that time period. Images allow for personal interpretation and each person may have their own understanding based on
personal backgrounds and beliefs.
Artwork 1:
Garran, A. Australia: the first hundred years. Retrieved on 26th April 2017 from https://upload.wikimedia.org/wikipedia/commons/f/f5/Indig2.jpg
Artwork 2:
The founding of Australia' (State Library of Victoria, H8731, colour reproduction of painting in the Tate Gallery by Algernon Talmage. Retrieved 22 nd April 2017 from
http://www.artery.com.au/information/item/aboriginal-sydney-part-2
Book: Tom Appleby Convict Boy

This text has clearly displayed the Historical Narrative text structure. Incorporating entertainment and information into the text. This resource is used as an example for
students to see how their final product should be.
French, J. (2010). Tom Appleby, convict boy (1st ed.). Pymble, N.S.W.: HarperCollins.
Book: The Cabbage Patch Kid

This narrative text is used alongside a Historical Narrative text to show similarities and differences. Structure and features are the same but the historical element is not their.
Students work with this text as it is familiar to them and it will work to spark prior knowledge.

Jennings, P., & Smith, C. (1988). The Cabbage Patch Fib (1st ed.). Puffin.
Book: Nanberry - Black Brother White

This text was used throughout the unit to not online show the features of a narrative bt also to introduce students to new vocabulary, point of views, tools used by the author,
Character Profiling and also to show how a Historical Narrative can be used to inform but entertain.
French, J. (2013). Nanberry (1st ed.). [Sydney]: HarperCollins
Book: Beth - Story of a Child Convict

This text is used to clearly show the structure of Historical Narratives however they are presented in different formats and are focused on different content. Students work
together and independently along side these resources to identify the common features and conventions that are common to Historical Narratives.
Wilson, M. (2016). Beth - Story of a convict child (1st ed.). Victoria: Lothian/Hachette.
Book: Grims, Crims and Convicts

The content of this book has been researched in History lessons but students are analysing Jackie French (Author) how she has published this book as opposed to Nanberry-
Black Brother White and Tom Appleby Convict Boy. Students work together and independently along side these resources to identify the common features and conventions
that are common to Historical Narratives.
French, J., & Sheehan, P. (2009). Grim crims and convicts (1st ed.). Australia: Scholastic.
Video: The Encounter

This video of Waruwi was used in a multi-literacy lesson to encourage students to think, feel and view from someone elses point of view. The short video clip shows Waruwis
reaction to a foreign animal, which we know as a Cow. Students are required to think about how he felt and what vocabulary he used to describe his encounter?
My Place Website. (2011). Abc.net.au. Retrieved 26 April 2017, from http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1788/1/the_encounter.html?
tabRank=2&idSubtheme=

Video: How to make a Diorama
The video of how to create a diorama was used to show students how they may choose to present their information in a create way to enhance their writing through either an
illustration or miniature model.
How to Make a Diorama. (2010). YouTube. Retrieved 26 April 2017, from https://www.youtube.com/watch?v=_DJKyM3JIAI
Appendix B- Mutli-Literacy Resources

My Place Video:

Before viewing as k students what they think is going to happen in this video based on the title. Watch the video without sound and now ask what they
think it is going to be about after they hypothesise watch with sound on and eyes shut- ask them if they though the same as they did when they only saw
the title. As a whole class watch this video with audio and sound and pose questions throughout After watching the video ask students to think about the
power of words and the effect names have in influencing how we see people and objects. Ask students to list 10 naming words (nouns) used in the
episode and their meanings. Ask students to imagine they were Waruwi and meeting a cow for the first time- how would they feel? What do they see?
What do they smell? What do they hear? (Fill this information in on X-Map, which is later discussed in a Grand Conversation.)
Artwork 1: Students use X-map to

analyse the artwork. Look at the shading, Artwork 2: Students use X- Map to analyse
and stokes in the image? Who is in artwork. What do the colours show, Who is in
power? How do they think the Indigenous Power? How did the British Explorers feel at
Australians felt? this point? What do you think will happen next?
My Place Article: Waruwi and Dan Its about perspectives

Read about the different lives that they lead. E.g. Different backgrounds, experiences, ideas shape their point of views.

* References for all resources
Appendix can beAnalogy
C: Burger found in Annotated Bibliography.
Narrative Structure / PEEL Paragraph

Reference:
kiddslearningspace - Narrative. Kiddslearningspace.wikispaces.com. Retrieved 23 April 2017, from http://kiddslearningspace.wikispaces.com/Narrative

Reference:
Costello, C. (2010). PEEL Paragraph Writing. Virtual Library. Retrieved 24 April 2017, from http://www.virtuallibrary.info/peel-paragraph-writing.html
Appendix D: Checklists

Resource References
L, M. (2017). Narrative Writing Student Checklist. Twinkl. Retrieved 22 April 2017, from
http://www.twinkl.co.uk/resource/au-t2-e-271-narrative-writing-student-checklist
Marie, A. (2009). Beginning Editing. Teacher 2 Teacher Help. Retrieved 21 April 2017, from
http://www.teacher2teacherhelp.com/writing-strategies/beginning-editing/
My Editing Checklist. (2017). Pinterest. Retrieved 22 April 2017, from

https://au.pinterest.com/pin/74872412528461466/
SPaG - Writing Checklists. TES Resources. Retrieved 26 April 2017, from https://www.tes.com/teaching-
resource/spag-writing-checklists-6317165
Appendix E: Unit Evaluation/ Teacher

(AITSL, 2014)APST
Improve
Suitable
Context Criteria Comments

Amazing

Students were actively engaged
throughout duration of the unit.
Standard 1 How did
Students Students were appropriately challenged
Perform during each and every lesson.
Students displayed growth over duration of

unit.
Key concepts were supported
Sequencing supported student learning

and allowed students to consolidate their
knowledge and understanding through
Standard 3
Lesson
assessment tasks.
Structure
and Quality Accurate content was delivered at an
appropriate level (ACARA).
Appropriate scaffolding for the level of all

students.
All students received equitable learning

experiences and opportunities.
Standard 4
Inclusive Student choice was evident and valued

and through unit of learning and assessment
supportive tasks.
design
Independent and collaborative experiences
were available throughout the duration of
the unit.
Unit provided flexibility in success criteria

Assessment
accommodated individual learning needs
& Feedback
of all students.

Assessment was precise and articulated.
Students received constructive feedback

after formative and summative
assessment.
Extra What worked well in the unit?

Comments
What needs to be improved on?
How can I cater for my students better for them to reach optimal achievement levels?

JustificationEssay
This literacy unit focuses on the teaching of writing informational narrative texts. English and History curriculum have been fused together in
order to provide students with an enriching sequence of learning. This essay will provide an in-depth insight and justification into the design
elements, planning decisions as well as the adoption of pedagogical choices such as Gradual Release Model (Fisher & Frey, 2013), Four
Resource Model (Freebody& Luke, 2002) and Multi Literacies approach (Cope & Kalantzis, 2000). ) which was applied in order to achieve the
desired learning outcome. Alongside the pedagogical frameworks a range of differentiation techniques were used and will be highlighted in this

justification in order to display how the unit was designed in order to support the English as Additional Language/Dialect (EAL/D) students on
their journey of mastery of Standard Australian English (SAE).
Throughout the unit students were actively engaged in a learning environment with a primary focus around the First Fleet and First Contact in
Australia and how an informational narrative can be used in order to inform yet entertain. This unit will have a strong emphasis on point of
views and perspectives. A key perspective that will be deeply analysed by students is the Indigenous Perspective as it will support students
intercultural understanding and reflecting the importance of respecting and maintaining the knowledge of Australian Aboriginal and Torres Strait
Islander culture within our world (Reynolds, 2012). In agreement with Wing (2009) it is well established that literacy practices not only should
revolve around reading, writing and viewing but also the integration of critical inquiry, listening and speaking.
Tompkins, Campbell, & Green (2012), state that it is extremely important that effective teachers adopt the Gradual Release Model () into their
teaching repertoire and must teach, model, guide and nurture student learning through balancing explicit instructions with authentic application.
By implementing this model throughout the unit it will create an engaging and enriching environment in the classroom and students of all ability
levels will be catered for through the scaffolding of learning. Students will thrive when the learning environment is collaborative as all learners
support one another resulting in risk taking and an increased level of participation, (Emmitt, Zbaracki, Komesaroff & Pollock, 2010). This can
be seen through each lesson as there is a Modelled, shared, Guided and Independent stage catered too.
The Four Resource model is extremely important when designing English units as no matter what developmental stage students are at, all four
roles need to be taught explicitly, and crafted in lessons that convey the importance of these roles to the students,(Freebody& Luke,2002).
Throughout this unit learners have been subjected to the Four Resource Model as they have worked as code breakers by breaking down
unfamiliar words in texts. Meaning making was exercised through questioning and group discussions on choice of literate and inferential
meanings of the text Nanberry Black Brother White. Text user the focus of text-user practices in the use of reading texts in real-life reading

situations e.g. reading example texts and peer work. Text analyst role through Critical thinking, identifying bias and analytical think form the
basis of the text analyst role. They ask questions such as who wrote the text? Does it contain a biased point of view, etc, (How to used the Four
Resources Model for effective literacy instruction, 2015).
The multi literacies approach recognises that all students have funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) this means that all
learners are recognised as appreciated resources, that have something to bring to the table rather than being seen as irrelevant. EAL/D learners
can bring a valuable perspective and understanding to the task, explicit learning should take place in order to enhance their grasp of content-
through one on one, small group and reflection activities.
By applying the Multi- Literacies Pedagogy throughout the unit it has embedded a culture of flexibility, creativity, innovation and initiative at
which the conditions and learning support the growth of all students (The New London Group, 2000). Alongside the Four Resource model the
Multi Literacies Approach recognises that in accordance with Cope, & Kalantzis (2000) that Literacy, is not only about rules and their correct
application. It is about being faced with an unfamiliar kind of text and being able to search for clues about its meaning without immediately
feeling alienated and excluded from it. Students must have the skills to be able to read and write and to create their own text.
When designing the unit plan and learning sequence it was important to select the content by identifying the curriculum content descriptors- this
was done in order to see what students of this year level needed to achieve and understand by the end of that year. After the content descriptors
were chosen a series of learning experiences were created in order for students to develop specific skills and knowledge around the text type of
Information Narratives. After the text type was chosen it was essential that the structure and features of Information Narratives be taught
explicitly in order for students to grasp their assessment task. Scaffolding is led by formative assessment to inform decision making when
modifying plans for the class
The hypothetical migrant students from Samoa in this unit are identified as highly literate, EAL/D learners in the Consolidating phase in their
mastery of SAE (English as an Additional Language or Dialect Resource, 2017). With students being able to write independently at an age-

appropriate level at this phase they still may make cultural references when attempting tasks. Through out the unit students are encouraged to
edit and proof read their work and their peers this may increase and enhance the EAL/D skills and knowledge of vocabulary and grammar in the
English language. With in the unit students work alongside the teacher to understand the usage of noun groups and adjectives and how they can
create imagery within text for the reader. With these students being highly capable I found it to be essential to continue to refer to their first
language and previous learning experiences as they develop an understanding of differences in text types and linguistic features between first
language and English to construct texts. (English as an Additional Language or Dialect Resource, 2017). In agreeance with Emmitt, Zbaracki,
Komesaroff & Pollock, (2010) it has been recognised that EAL/D learners need further time when working with language features such as verbs,
adjectives and noun groups as viewed in the unit plan as they may face difficulty when referring to meta language. These students gain more
understanding of these concepts when viewing dramas and listening to story telling as it provides them with a concrete example. The usage of
Nanberry Black Brother White throughout this unit was to familiarize these learners with a concrete example of an Information Narrative: its
purpose to entertain and inform and how the author uses both fact and fiction to engage its viewers.
Overall this literacy unit was designed to provide all students with enriching experiences that allow for a socially and culturally familiar
meaning-making journey. Students will have a clear understanding of the connection between purpose, audience and context of a text and how
these factors influence design. This unit has been designed on the foundation is that literacy can be bought to fulfilment as students can make
distinct connections between their own life experiences and join that with knew found knowledge and understanding as they engage
intellectually to create with literacy assessment.

References
Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Carrington, S., & macarthur, J. (2013). Teaching in inclusive school communities (1st ed.). Milton, Qld.: John Wiley.
Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press.
Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2010). Language & Learning - An Introduction for Teaching (2nd ed.). South
Melbourne, VIC.: Oxford University Press.
English as an Additional Language or Dialect Teacher Resource. (2017). ACARA. Retrieved 19 April 2017, from
https://acaraweb.blob.core.windows.net/resources/EAL_D_Learning_Progression_Foundation_to_Year_10_09052014_file_2.pdf
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria:
ASCD.

Freebody, P., & Luke, A. (2002). Chapter 4: Literacy as engaging with new forms of life: The four roles model. In G. Bull & M. Anstey
(Eds.), The literacy lexicon (2nd ed.). (pp. 51-65). Frenchs Forest, NSW: Pearson Education.
How to use the Four Resources Model for effective literacy instruction. (2015). Edutopia. Retrieved 28 April 2017, from
https://www.edutopia.org/discussion/how-use-four-resources-model-effective-literacy-instruction
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and
classrooms. Theory into Practice, 31(2), 132-141.
Reynolds, R. (2012). Teaching history, geography & SOSE in the primary school (2nd ed.). South Melbourne, VIC: Oxford University Press.
The New London Group (2000). In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9-
37). South Yarra: Macmillan
Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st century (5th ed.). Frenchs Forest, NSW: Pearson.
Wing Jan, L. (2009). Write ways (3rd ed.). Victoria, Australia: Oxford University Press.


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Year 4 AC: E Unit Overview n8018286 Page 1 of 44

English Unit Overview: Year 4 Historical

Word Count: 9492

2 | Year 4 Unit OverviewAustralian Curriculum: English

3 | Year 4 Unit OverviewAustralian Curriculum: English

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7 | Year 4 Unit OverviewAustralian Curriculum: English

Productive modes (speaking, writing and creating)

8 | Year 4 Unit OverviewAustralian Curriculum: English

9 | Year 4 Unit OverviewAustralian Curriculum: English

Links to other learning areas

10 | Year 4 Unit OverviewAustralian Curriculum: English

11 | Year 4 Unit OverviewAustralian Curriculum: English

They demonstrate understanding of

Teaching and learning Supportive learning environment

12 | Year 4 Unit OverviewAustralian Curriculum: English

Explicit Teaching Begins:

13 | Year 4 Unit OverviewAustralian Curriculum: English

Week 2: What makes a Historical Narrative informative

14 | Year 4 Unit OverviewAustralian Curriculum: English

15 | Year 4 Unit OverviewAustralian Curriculum: English

16 | Year 4 Unit OverviewAustralian Curriculum: English

17 | Year 4 Unit OverviewAustralian Curriculum: English

18 | Year 4 Unit OverviewAustralian Curriculum: English

Modelled: What is an adjective? Assess all students prior

19 | Year 4 Unit OverviewAustralian Curriculum: English

Week 7 & 8 Importance of Editing and Proofreading

20 | Year 4 Unit OverviewAustralian Curriculum: English

21 | Year 4 Unit OverviewAustralian Curriculum: English

22 | Year 4 Unit OverviewAustralian Curriculum: English

23 | Year 4 Unit OverviewAustralian Curriculum: English

24 | Year 4 Unit OverviewAustralian Curriculum: English

25 | Year 4 Unit OverviewAustralian Curriculum: English

26 | Year 4 Unit OverviewAustralian Curriculum: English

27 | Year 4 Unit OverviewAustralian Curriculum: English

Article: Australia in the 1788s Waruwi and Dan My Place

Book: Tom Appleby Convict Boy

Book: The Cabbage Patch Kid

28 | Year 4 Unit OverviewAustralian Curriculum: English

Book: Nanberry - Black Brother White

French, J. (2013). Nanberry (1st ed.). [Sydney]: HarperCollins

Book: Beth - Story of a Child Convict

Book: Grims, Crims and Convicts

Video: The Encounter

29 | Year 4 Unit OverviewAustralian Curriculum: English

Appendix B- Mutli-Literacy Resources

30 | Year 4 Unit OverviewAustralian Curriculum: English

Artwork 1: Students use X-map to

My Place Article: Waruwi and Dan Its about perspectives

31 | Year 4 Unit OverviewAustralian Curriculum: English

32 | Year 4 Unit OverviewAustralian Curriculum: English

kiddslearningspace - Narrative. Kiddslearningspace.wikispaces.com. Retrieved 23 April 2017, from http://kiddslearningspace.wikispaces.com/Narrative

33 | Year 4 Unit OverviewAustralian Curriculum: English

34 | Year 4 Unit OverviewAustralian Curriculum: English

My Editing Checklist. (2017). Pinterest. Retrieved 22 April 2017, from

Appendix E: Unit Evaluation/ Teacher

Context Criteria Comments

35 | Year 4 Unit OverviewAustralian Curriculum: English

Students displayed growth over duration of

Key concepts were supported

Sequencing supported student learning