Professional Documents
Culture Documents
Stage 2 | English
Summary
Cecilia says merry-go-rounds are for little kids, but Jo feels there s something mysterious and not at all childish about the carousel that has appeared overnight in Marley Street. heres something odd about the beckoning music something strange about the gleaming horses. !nd "hy are certain people able to gain entrance to the carousel "hile others - try as they "ill have to give up and turn a"ay# Jo feels she must try to get in. $leven-year-old Jo takes a magical carousel ride seven years into the future, "here she and her fello" travelers face a decision involving a possible change in the nature of reality. his unit "ill involve the students %&nterpreting and discussing relationships bet"een characters. %&dentifying simple symbolic meanings and stereotypes in te'ts. %(ecogni)ing the link bet"een te't type and purpose. %(esponding to key features of illustrations. %Making predictions about plot development and characters. %&dentifying settings. % alking and "riting informally about personal reading.
Duration
erm * +, "eeks
Unit overview
&utcomes
English K(%)
'ssessment overview
3looms ta'onomy "orksheet.
digital technologies
$-.-/! uses an increasing range of skills, strategies and
kno"ledge to fluently read, vie" and comprehend a range of te'ts on increasingly challenging topics in different media and technologies
letter1sound correspondences and common letter patterns, to spell familiar and some unfamiliar "ords
$-.-23 identifies the effect of purpose and audience on spoken
te'ts, distinguishes bet"een different forms of $nglish and identifies organisational patterns and features
$-.-43 uses effective and accurate sentence structure,
grammatical features, punctuation conventions and vocabulary relevant to the type of te't "hen responding to and composing te'ts
about information, ideas and te'ts "hen responding to and composing te'ts
*ontent
Stage 2 ( !riting and representing %
Students5 6evelop and apply conte'tual kno"ledge
identify key elements of planning,
composing, revie"ing and publishing in order to meet the demands of composing te'ts on a particular topic for a range of purposes and audiences composing that enhance learning and en7oyment
imaginative, informative and persuasive te'ts containing key information and supporting details for a "idening range of audiences, demonstrating increasing control over te't structures and language features (ACELY1682, ACELY1694) (espond to and compose te'ts
discuss aspects of planning prior to
need improvement and revie" using feedback from teacher and peers
Ariting techni;ues5 using foreshado"ing. Board of Studies S! " #rogram Builder " pb$bos$nsw$edu$au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
*ontent
Stage 2 ( Reading and viewing %
Students5 6evelop and apply conte'tual kno"ledge
dra" on e'periences, kno"ledge of
8nderstand and apply kno"ledge of language forms and features use metalanguage to describe the effects of ideas, te't structures and language features of literary te'ts (ACELT1604) 6evelop and apply graphological, phonological, syntactic and semantic kno"ledge
use graphological, phonological,
syntactic and semantic strategies to respond to te'ts, eg kno"ledge of homophones, contractions, syllables, "ord families and common prefi'es use comprehension strategies to build literal and inferred meaning to e'pand content kno"ledge, integrating and linking ideas and analysing and evaluating te'ts
(ACELY1680, ACELY1692)
*ontent
Stage 2 ( Spelling
Students5 6evelop and apply conte'tual kno"ledge
understand ho" accurate spelling
spelling "ords, including spelling rules, kno"ledge of morphemic "ord families, spelling generalisations, and letter combinations including double letters (ACELA1485, ACELA1779) (espond to and compose te'ts
use a variety of spelling strategies to
spell high-fre;uency "ords correctly "hen composing imaginative and other te'ts discuss and use strategies for spelling difficult "ords
Buestions on Chapters +, to +*. !dults al"ays stuck together 1 bad and good alike 1 page 22. 6iscuss this statement and get the students to "rite their opinion. Ahy does !lfred "alk off and abandon them# Aill the man in the bro"n trouser suit make a fortune from his plan# Ahy or "hy not#
*ontent
Stage 2 ( Reading and viewing 2
Students5 6evelop and apply conte'tual kno"ledge
interpret ho" imaginative,
in imaginative, informative and persuasive te'ts to meet the purpose of the te't (ACELY1690)
discuss ho" language is used to
8se the picture clue to discuss "hat is happening "hy Jo is doing this and then "rite "hat happened ne't. Buestions on Chapters +/ to +F. Ahy did Jo have to take 6avy home# ?Jo had "anted to learn to play the piano and heard herself playing@ page 4*. alk about skills you=d like to develop or things you "ould like to achieve in the ne't seven years.
describe the settings in te'ts, and e'plore ho" the settings shape the events and influence the mood of the narrative (ACELT1599) (espond to, read and vie" te'ts
identify and interpret the different
forms of visual information, including maps, tables, charts, diagrams, animations and images
*ontent
Stage 2 ( 4rammar+ punctuation and vocabulary
Students5 6evelop and apply conte'tual kno"ledge
understand that effective
organisation of ideas in imaginative, informative and persuasive te'ts enhances meaning impacts on the effectiveness of te'ts
features, eg pronouns, con7unctions and connectives, to accurately link ideas and information
*ontent
Stage 2 ( Thin6ing imaginatively+ creatively and interpretively
Students5 $ngage personally "ith te'ts
share responses to a range of te'ts
and identify features "hich increase reader en7oyment discussing aspects of te'ts that relate to their o"n e'perience
make stories e'citing, moving and absorbing and hold readersH interest by using various techni;ues, for e'ample character development and plot tension (ACELT1605)
Evaluation