AL-N00RI MUSLIM PRIMARY SCHOOL
KLA English/H.S.I.E integrated program
UNIT OF WORK INDIA
STRANDS Talking & Listening, Writing, Reading
Social Systems, Environment, Culture
DURATION Ten Weeks
TEACHERS’ NAMES Omsia ElMecery and Fatima Krayem
CLASS Year Three (3E and 3F)
STAGE Stage Two
OUTCOMES AND INDICATORS: ENGLISH
TS2.1 Communicates in formal and informal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
ü Listens to descriptions of unfamiliar places, people and things
ü Describes people, places and things in detail
ü Listens to sustained information reports on familiar and researched topics
ü Offers opinions about films or stories read aloud
ü Seeks an explanation or more information from the speaker on their topic
ü Elaborates on others’ suggestions
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
ü Acts as reporter for groups, summarising the main points of a discussion
ü Plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented
ü Makes a ‘poster presentation’ or slide show using a prepared poster to guide talk
TS2.3 identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English.
ü Identifies the characteristic of an oral procedure, eg goal, materials, steps, use of detail, clear sequencing
ü Understands the difference between formal and informal language
TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken text.
ü Talks about expressive features related to spoken language such as gesture, facial expression as well as voice quality, tone, volume and clarity
RS2.5 Reads independently a wide range of text on increasingly challenging, topics and justifies own interpretation of ideas, information and events.
ü Contributes to class summary after reading or viewing
ü Makes some inferences about ideas implicit in a text
ü Shows empathy with characters in literary texts
ü Interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics
ü Engages with children’s TV documentaries
ü Obtains information from selected Internet/computer sites and texts.
ü Identifies elements such as main characters, setting and event
ü Follows written procedures
ü Interprets and follows short printed instructions or directions such as those in recipes, board games
ü Finds information for specific purposes in factual texts
ü Understands simple sequencial explanations
ü Retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in factual texts
ü Selects print and nonprint materials on an increasing range of topics from school and community libraries, the Internet
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
ü Uses a range of automatic monitoring and self-correcting methods when reading, eg. Re-reading, reading on, pausing, subvocalising.
ü Draw on experience or knowledge of the topic or context to work out the meaning of unknown words
ü Skims a text for overall message using headings, subheading, layout and graphics
ü Relates information in text to the accompanying graphics
ü Uses strategies to confirm predictions and to locate information (eg. Keywords, headings and subheadings)
ü Reads text aloud, using appropriate stress, pause and intonation
ü Identifies words that indicate possibility, probability
ü Reads two- and three- syllable words and contractions
ü Makes substitutions or omissions that maintain meaning when reading
ü Reads aloud using appropriate pitch, pause, emphasis and intonation
ü Uses the table of contents, menu, index, meny7u, p[age numbers , headings, captions and keywords to find information
ü Makes brief note of information relevant to the topic, recording resources used
ü Locates and sorts information on a topic from a variety of sources
ü Locates information from sources such as books, pictures and media text
ü Makes judgements about the appropriateness of information
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
ü Recognises and describes the purpose of a narrative, recount, procedure, information report
ü Recognises how different literary text are organised according to their purpose
ü Identifies in stories main elements of structure such as orientation, complication and resolution
ü Recognises how different factual texts are organised according to their purpose.
ü Discusses the ways different groups of people are represented in texts
ü Identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning
ü Offers an opinion about a story or aspect of it
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text type.
ü Identifies quoted and reported speech in literary texts and discusses the different the different effects of their use
ü Identifies types of visual information, eg map, chart, table, animation
ü Uses appropriate terminology to discuss computer texts
RS2.9 Drafts, revises, proofreads and publishes well-structured text that are \more demanding in terms of topics, audience and written language features
ü Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings
ü Identifies key words and phrases
ü Uses some effective planning strategies
ü Demonstrates self-editing skills
ü Understands and creates notes relevant writing purposes proofreading in final draft
ü Uses computers to draft and edit writing
ü Contributes to joint text-construction activities
ü Writes a wider range of text types
ü Structures text types in appropriate stages
ü Writes more extended descriptions of each feature in an information report
ü Selects relevant information to use in own writing
ü Writes letters to family and friend
RS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text types.
ü Identifies nouns, verbs, adjectives, adverbs in own writing and how these add to the meaning of the text
ü Uses present tense in factual texts such as information reports and procedures
ü Uses past tense and tine connectives in recounts and narratives
ü Uses correct punctuation in published version of own writing eg, capital letters, full stops, question marks and commas
RS2.12 Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer
ü Locates and uses spell check
ü Changes appearance of text according to the purpose
ü Saves texts at regular intervals.
RS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes
ü Understands purpose and stages of the organisation of text
WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.
ü Recognises different types of adverbial phrases and discusses how they give additional information
ü Identifies nouns, verbs, adjectives and adverbs in own writing and talks about their function in making meaning
ü Identifies action verbs and talks about how they are used in narrative and recount to develop a story
ü Reviews own writing for use of noun groups in building information, eg in an information report
ü Talks about the need to use quotation marks with quoted speech
ü Recognises and corrects the spelling of common words
OUTCOMES AND INDICATORS: Human Society and its Environment
CCS2.3 Explains how shared customs, practices symbols languages and traditions in communities contribute to Australian and community identities.
ü Identifies some of the community groups that people can belong to
ü Identifies diverse customs, practices and symbols of communities within Australia
ü Gathers information about the roles, symbols and practices of some community groups
ü Listen to and retells traditional, religious and ethical stories that relate to the local community
ü Describes some similarities and differences between communities in Australia, Asia and other places in the world
ü Identifies major community religions and places of religious significance in their community, eg temple, church, synagogue, mosque
CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ü Describes the cultural, linguistic and religious diversity of communities in Australia
ü Gathers information and explains the various lifestyles and experiences
ü Identifies major world religions eg Buddhism, Hinduism, Islam
ü Examines religious groups
ENS2.5 Describes places in the local area and other parts of Australia and explains their significance
ü Names and locates natural, built and heritage features around India
ü Describes how people can construct and modify environments in a manner that reflects religion and culture
ü Locates and maps cities, rivers and mountains in India and uses locational terminology such as north, south, east, west
ü Identifies the location of Australia and India in relation to the Equator
ü Demonstrates an aesthetic awareness of environments, both built and natural
ü Identifies how some aspects of religious and other belief systems can affect the way in which groups interact with the environment, eg the spiritual significance of the Ganges River in India
ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environment
ü Identifies issues about the care of places in community or places of importance to them
ü Gives reasons why a specified feature, place or site should be cared for
SSS2.7 Describes how and why people and technologies interact to meet needs and explains the effect of these interactions on people and the environment.
ü Identifies some ways that religious and/or belief systems operate to satisfy needs
ASSESSMENT
Assessment is the process of collecting analysing and recording information about students’ progress towards achievement of syllabus outcomes. Hence ongoing assessment will occur throughout the duration of the unit. Assessment of student’s knowledge and understanding, skills, values and attitudes are denoted with *. The following table examines the different area of assessment in and some examples and strategies that will be implemented.
AREA OF ASSESSMENT / EXAMPLES OF ASSESSMENT TASKS AND STRATEGIESKnowledge and Understanding / quizzes; multiple choice or true/false tests; cloze passages; matching questions with answers; labelling a diagram or model; written and spoken texts, exam in term four
SKILLS:
Acquiring information
Using an inquiry process
Social and civic participation / Data collection, graphing, developing concept maps; interpreting various text types; assignments
Research projects; problem solving
Debating; creating posters; performance; letter writing
Values and Attitudes / Actions; written, spoken and visual texts
ENGLISH:
Talking and Listening
Reading
Writing / Participation in discussion; oral presentations; debates: anecdotal records; observation; contribution to joint construction activities;
Running record, reading logs; comprehension questions; writing samples
EVALUATION
1. How successful was this unit of work, especially when integrating?
2. Were all students’ needs catered for?
3. Were students provided with opportunities to achieve the outcomes?
4. Was adequate time allocated for the program?
5. How did students respond to the resources selected?
6. Which activities generated the most language/language viewing and reading?
7. Which teaching strategies best supported students’ language learning?
RESOURCES
Board of Studies 1998 English K-6 Syllabus
Board of Studies 1998 H.S.I.E K-6 Syllabus
All other resources mentioned in learning experiences
English/H.S.I.E Integrated Program
Year Three, Term Three, 2003
Tuning in & Preparing To Find Out:Ø Students are given a small card on which they write their names and one or two sentences about what they think they already know about India. These sentences are transcribed onto the board and the cards filed away until the end of the unit (will be placed in portfolio). Teacher writes the following suggested or other headings from the class members on the board; famous people, location, climate, landscape, building, history, religion, art, work, family life etc. In small groups, students are assisted to categorise the sentences on the board under these headings. Students summarise in their own words what it is about India that their class thinks they have most knowledge of and what do they know very little or nothing about. Teacher explains that during the course of the study on India, through reading, research and class discussion, they will be assisted to test the accuracy of their statements and deepen their knowledge.
LEARNING CENTRE
Ø Encourage students to bring in things from home associated with India such as, packages, clothes, books, drawings, food, jewellery etc. This learning centre will be displayed in the classroom and throughout the term students will add to the existing collection.Ø Ask students to list a series of questions about India that they are curious about, which then they will answer throughout the term. Once completed the class will compile a published book ‘Facts about India’. This will be word processed during the weekly visits to the computer lab.
Ø As a class jointly construct a letter to the Indian Embassy, students are encouraged to ask for relevant information that will assist their accumulating knowledge about India. Once completed teachers of both classes will mail the letters to the Indian Embassy in Canberra.
Students will be reminded of the following text organisation:
Orientation – who, when, where, how, what.
Series of Events/Personal Comments
Re-orientation
Language features:Nouns/Pronouns, Action verbs, Connecting Words, Conjunctions and Adjectives
Ø Students will be encouraged to borrow books from their local library about India. In pairs, the students need to prepare an oral presentation about an interesting chapter/facts to present to the class. Students will be encouraged to make eye contact, use high pitched voice and improve their posture. *
Ø Introduce the book ‘Travelling Solo to India’ written and illustrated by Bettina Guthridge. Discuss the title and illustrations on the front cover, specifically identify the clothing worn by the lady and all other icons. Look at the first page of the book and discuss where India is on the globe. Then use a real globe and explain that the globe is a representation of the Earth. Indicate land, water, north and south poles. Find countries that the students know, come from or have been to on holidays. Locate India and Australia on the globe. Display the world map, relating the globe as a three-dimensional view of the map. Locate India on the world map comparing its location on the globe. Refer to its position in relation to Australia (north). Discuss why Australia will be called ‘the land down under’.