Sacred Heart College Yarrawonga

Victorian Curriculum Documentation

Unit Planner

Learning Area English

Year Level Year7
Topic Survival-WWI
Term / No. of weeks Term1-6weeks

Achievement Standard:

Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. (1)
They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. (3)
They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. (4)
Students understand how the selection of a variety of language can influence an audience. (5)
They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. (6)
They create texts showing how language features, text structures, and images from other texts can be combined for effect. (7)
They create structured and coherent texts for a range of purposes and audiences. (8)
When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation. (9)
General Capabilities:
Textstructureandorganisation
Expressinganddevelopingideas
Phonicsandwordknowledge
Creatingliterature
Creatingtexts
Languageforinteraction
Textstructureandorganisation
Expressinganddevelopingideas
Respondingtoliterature
Examiningliterature
Testsincontext
Interpreting,analysing,evaluating

Content Descriptors:
Investigatevocabularytypicalofextendedandmoreacademictextsandtheroleofabstractnouns,classification,descriptionandgeneralisationinbuilding
specialisedknowledgethroughlanguage(VCELA371)
Comparethewaysthatlanguageandimagesareusedtocreatecharacter,andtoinfluenceemotionsandopinionsindifferenttypesoftexts(VCELT372)
Usepriorknowledgeandtextprocessingstrategiestointerpretarangeoftypesoftexts(VCELY377)
Usecomprehensionstrategiestointerpret,analyseandsynthesiseideasandinformation,critiquingideasandissuesfromavarietyoftextualsources(VCELY378)
Understandthatthecoherenceofmorecomplextextsreliesondevicesthatsignaltextstructureandguidereaders,forexampleoverviews,initialandconcluding
paragraphsandtopicsentences,indexesorsitemapsorbreadcrumbtrailsforonlinetexts(VCELA380)
Understandtheuseofpunctuationtosupportmeaningincomplexsentenceswithprepositionalphrasesandembeddedclauses(VCELA381)
Recogniseandunderstandthatsubordinateclausesembeddedwithinnoungroups/phrasesareacommonfeatureofwrittensentencestructuresandincrease
thedensityofinformation(VCELA382)
Understandhowmodalityisachievedthroughdiscriminatingchoicesinmodalverbs,adverbs,adjectivesandnouns(VCELA383)
Understandhowtousespellingrulesandwordoriginstolearnnewwordsandhowtospellthem(VCELA384)
Experimentwithtextstructuresandlanguagefeaturesandtheireffectsincreatingliterarytexts(VCELT385)
Createliterarytextsthatadaptstylisticfeaturesencounteredinothertexts(VCELT386)
Plan,draftandpublishimaginative,informativeandpersuasivetexts,selectingaspectsofsubjectmatterandparticularlanguage,visual,andaudiofeaturesto
conveyinformationandideastoaspecificaudience(VCELY387)
Editformeaningbyremovingrepetition,refiningideas,reorderingsentencesandaddingorsubstitutingwordsforimpact(VCELY388)
Consolidateapersonalhandwritingstylethatislegible,fluentandautomaticandsupportswritingforextendedperiods(VCELY389)
Usearangeofsoftware,includingwordprocessingprograms,tocreate,editandpublishwrittenandmultimodaltexts(VCELY390)
My teaching:

I have recognised that there is no one-size fits all model for learning and that I need to
implement of range of strategies to attempt to keep my students engaged in my lessons. I
need to take into consideration the learning characteristics of my students. I plan my lessons
with short spans on certain tasks so that students arent sitting and listening for long periods
of time. I have realised that this is an inappropriate way to teach young students as they
have shorter attention spans. Through conversations with my mentor I have come to an
understanding that by allowing the students to have greater input into classroom discussion
it leads to higher student engagement. Through mentor conversations and also academic
research (see professional engagement for more details) I have learnt that the less engaged
and unproductive students perform to a lower standard than their peers. (Standard 1.1)

I have planned my lesson plans with thought of using a resources to attempt to cater for all
students learning types. Through discussions with my mentor and other teachers, I have
developed my knowledge and understanding of how different students learn, through
academic research, (see professional engagement for details). This unit of work has used a
tactile learning assessment task, where students could add to their Paper bag task images,
and objects that explain the history of their chosen veteran. We have also included an
assessment piece where students are required to express their thought, ideas and feelings
about WWI in a diary writing exercise. Lesson activities have also been planned to
incorporate auditory and visual learners, where students will listen to or watch the
presentation of new information before beginning their work.
(Standard 1.2)

Within my classroom I have students who have a diverse linguistic background and as such
are learning English as an additional language. I have differentiated the learning and the
environment to help engage this student in the work that they may have otherwise found too
difficult to achieve. Within an English class I will group students to work on different
activities, I will utilise a classroom aide to help me with this. Students who are learning
English as an additional language (EAL), or students who have learning disabilities will work
in smaller groups on differentiated work to help keep them engaged by providing challenging
yet not too difficult work in a smaller space so it is easier to seek help. (Standard 1.3,1.5,1.6)

It is extremely important for me to have knowledge and a great understanding of the content
that I believe the students require. I have had to do extra research and preparation work, for
example speaking with other English teachers and understanding the Victorian Curriculum
for Year 7 English, as I have never taught the English curriculum before. (Standard 2.1)

I have aimed to develop a unit with a teaching sequence that integrates the use of ICT and
literacy strategies with activities that I have carefully chosen that relate to the content of the
curriculum. The more relatable, relevant and appropriate students are going to be more
engaged in the learning. I have included literacy strategies such as diary writing and reading
of literature, I have incorporated the use of ICT with the research component of their end of
unit assessments and for classroom resources. (Standard 2.4 & 2.5)
In this particular classI have been aiming to implement a positive and inclusive atmosphere
within the classroom. I have attempted to do this by using specific strategies such as
introducing group work and classroom discussion allowing all students to have their
opinions, thoughts and ideas heard. It is the use of collaborative learning that allows all
students to feel included and valued. (Standard 4.1)

In my classroom I have attempted to have an organised and purposeful beginning and end
to a lesson. The first five minutes are used to introduce a new topic or to recap work that we
have completed in our previous class, I do this to keep the class structure the same and to
also help get the students engaged into the topic. The last 5 minutes of the class I do what
we learnt today this is where I will pick students at random and ask them to tell me one thing
that they have learnt in that class. It is in this time where I will encourage or thank the class if
we have had a positive lesson and they have achieved our learning goals. I see this as an
important point to give the students the positive encouragement if they have earnt it.
(Standard 4.2)

I have attempted to implement a positive behaviour incentive scheme into my classroom, I

believe this by making a conscious effort to point out the positive behaviour in the room and
encouraging positive relationships and conversations between the students when they are
doing collaborative work and having classroom discussion so that students feel safe to
voice their thoughts and ideas. With negative behaviour I feel it is important to address the
issue but to do this one on one with the student in question, quickly and quietly, to not draw
attention to the behaviour. I have a three strike policy in my classroom. First strike you will
be reminded that your behaviour is not accepted in this classroom, second strike you will be
moved from your seat to a pre-assigned desk and chair at the front of the classroom, third
strike you will be exited from the classroom to a buddy classroom. I thoroughly believe that
when students are more engaged in their work that there is less behavioural issues.
(Standard 4.3)

In this unit we are using summative feedback for our assessments, however the students
have the opportunity to hand in drafts and make edits to their assessment pieces before they
are submitted for summative assessment. This gives the students the chance to gain
formative feedback and make the required changes to their work to improve their final
submission At Sacred Heart we use SIMON to upload marks and comments on students
work, our marking and comments are consistent with our learning goals, SIMON has a PAM
(Parent Access Model) feature which allows parents to access the feedback immediately as
well. It is also important to give verbal feedback to the students in a classroom situation.
(Standard 5.2)
Week Session LearningActivities LearningResources

1. 1.Introductiontotopic-Survival PreTest-ANZACQuiz Year7EnglishWeeblypage

WhoaretheANZACs?
ANZACDiaryOnline-Diaryof
2.WhoaretheANZACsand ResearchingWhoweretheANZACs
EllisSilas-Diaryextract:May
whenwasthetermANZACborn? Watching-Gallipolilanding:Heroofthe
1915.ThelandingofGallipoli
Dardanelles1915film

3.WhatistheANZACSpirit?How Brainstormwhatstudentsknowofthe
SmartBoardandYouTubeclip
didtheANZACspiritcometobe? ANZACSpirit

2. 1.Whatwasthesignificanceof ResearchingwiththeclasstheGallipoli
ANZACsandGallipoli
Australiasinvolvementat campaign.

Gallipoli?
ClassroomDiscussion
2.FamousANZACVeterans MindMapfeelings/thoughts/worries/about
/Brainstorming(SeeBelow)
3.ReadingthediaryofANZACs War.WhatthedailylifewaslikeatWar.


Mindmapping(Seebelow)
Comparingourlivestothesoldiers.What

aresimilarities?Whatarethedifferences?
FemaleANZACVeteran

Biographies
3. 1.Whatisadiary?Whydid Readingoffamousdiaries.(AnneFrank)and
peoplewritediaries? discussion
ANZACVeteranslist(Discovering
2.Whatwasincludedinadiary? ReadingofANZACDiaries(EllisSilas). ANZACS)
WhodidtheANZACswriteto? Answeringcomprehensionquestionsabout
ReadingofANZACDiaries diaries.
ExamplesofpastPaperbag
3.BeganwritingtheirANZAC Practicewritingdiaryentriesoftheirown.
Tasks(Seebelow)
Diaryentry
4 1.ANZACPaperbagTask Introductiontotask. ANZACsatGallipoli
researchtask. Beginresearchonaveteran.
2.ANZACPaperbagTask Continueresearchandstartdesigning PrimarySourcesofimagery.
presentation.
 3.ANZACPaperbagTask
researchandcreation
5 1.WritingANZACVeteranletter.
2.ANZACVeteranletter.
3.ANZACVeteranletter.
6 1.ANZACPaperbagtask
2.ANZACVeteranletter
3.ANZACVeteranletter.
ANZACPost-test
SummativeAssessmentforUnit:
ANZACPaperbagtask.
ANZACDiaryofaveterantask.
Finishresearchandfinalisingpresentation
ofPaperbag ProfilesoflocalWarveterans.
Beginwritingtheirfirstdraftfortheirdiary
entry MarkingRubric(Attachedbelow)
Edit1stdraftandbegin2nddraft.
Finaliseeverythingforpaperbagtask. Assessmentsheet(Attached
Submitpaperbag below)
Finishdraftsandbeginwritingfinalcopyof
veteranletter.
Finaliseveteranlettertask.Submittaskfor
assessment.CompleteANZACPost-test.
 Veteran Task
You are required to present a paper bag report on a
Veteran that you have researched.

You must follow these steps to complete the task.

Step.1 On one side of the paper bag you must

include the
following:

Name and service details of

Veteran
Place and date of birth
Enlisting details if possible
Family background
Where they were first deployed to
Photo of the Veteran in uniform
Other interesting facts about your Veteran

Step.2 On the opposite side of the bag you are required to collect
images, photos, maps and words that relate to your Veteran and their
war service experience (minimum of 5 words or phrases and 5 images).

Step.3 You are also required to write a journal entry from the
perspective of your Veteran( 200-500 words). Your entry must be a a
letter home to a loved one or family member, discussing the
conditions, your experiences and express how your Veteran is feeling
while away at War.

Your journal entry must be planned:

1. Write down 10 words to describe them
2. Research the area and conflict they were involved in
3. Research daily life, especially food and living conditions
4. Read Love Letters from War on Weebly page
5. Write first draft.
6. Read through and make corrections and improvements
7. Final copy to be typed or hand written.

Your Paper Bag is due: Monday 13th March 2017

Your Journal Entry is due: Friday 17th March 2017
 Yr 7 English- Veteran Paper Bag Task
Teacher Practices / Modelling /
Foundational Developing Proficient Graphic Organisers
Skill Capable
Below standard) (at standard low) (above standard) What strategies and
(at standard high)
approaches will you use to
develop your students?
Plus Plus
Plus
TextStructure: My letter has followed the My letter has sequenced
My letter follows the correct
Students understand format and has paragraphs paragraphs to build tension
letter format paragraphs,
how text structures can that are logically sequenced and engage the target
greetings, address,
influence the complexity of and focussed on one idea. audience
a text and are dependent
on audience, purpose
and context. (1)

Plus Plus
Language features: Plus
My letter uses similes and My letter uses metaphors
Students understand My letter uses informal
how text structures can colloquial language and recounts conversations
language, imagery and
influence the complexity of using direct dialogue and
emotive words
a text and are dependent onomatopoeia
on audience, purpose
and context. (1)

Plus Plus
Plus
Language features:
My letter uses a variety of My letter has varied the
My letter uses clear and
They create texts sentence structure length and precision of my
accurate sentences to
structured and coherent (compound and complex) to sentence to enhance the
convey the reality of War
texts for a range purposes express my ideas. significance of the event.
and audiences. (14)

Plus Plus
Drafting: Plus
My letter has been planned, My letter has been planned,
When creating and editing My letter has been planned,
texts they demonstrate drafted and revised twice, drafted and revised a
drafted and revised once
understanding with clear evidence that my number of times with clear
before submitting for
of grammar, use a variety final copy has been evidence that my final copy
assessment.
of more specialised improved before submitting has been improved before
vocabulary, use accurate for assessment. submitting for assessment.
spelling and punctuation.
(9)

RubricGridTeacherVersio
 Gunfire Will I ever make it home?

Bullets I could get injured, sick or die?

Shrapnel Will my family all be alive when I get home?

Looking out for... Worries
Enemies I could get shot. Or my mates my get shot

Base C amp How long will it be until I see my family or friends?

Other ANZAC S Having not a lot of food

Finding safe spots to rest

Scared

Shooting Enemies
Nervous

Running up the hill/cliff

Excited

Getting shot at when trying to eat,

clean and rest. Daily Life Feelings Brave

Worried
Explosions
ANZAC
Friends being shot and wounded C ourageous

Mates dying Homesick

Beaches

C liffs

Rocks/Sand
Have fun

Mates
See the world

Boats Surroundings
Get paid

Tents
Make sure they come home
Hopes & Dreams
Dead bodies
Make new friends

Blood
Have new experiences

Destruction
Go to new and exciting places

Be a hero