Unit Plan Template

Unit Title: C2C Unit 5- Exploring literary texts by the same author
Curriculum focus: English Year level: 6
Australian Curriculum Descriptors:
Year 6 Achievement Standard
Receptive modes (listening, reading, and viewing)
By the end of Year 6, students understand how the use of text structures can achieve effects. They analyse and explain how language features, images and
vocabulary are used by different authors to represent ideas, characters, and events.
Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to
explain their response to it. They listen to discussions, clarifying content and challenging others' ideas.
Productive modes (speaking, writing, and creating)
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view.
They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group
discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar and make considered vocabulary choices to enhance cohesion
and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Content Descriptions
Language Literacy Literature
Expressing and developing ideas Interacting with others Responding to literature
 Investigate how vocabulary choices, including  Participate in and contribute to discussions, clarifying and  Analyse and evaluate
evaluative language can express shades of meaning, interrogating ideas, developing, and supporting arguments, similarities and differences in
feeling and opinion (ACELA1525) sharing, and evaluating information, experiences, and opinions texts on similar topics,
 Understand how ideas can be expanded and (ACELY1709) themes, or plots
sharpened through careful choice of verbs,  Plan, rehearse and deliver presentations, selecting and sequencing (ACELT1614)
 elaborated tenses and a range of adverb appropriate content and multimodal elements for defined  Identify and explain how
groups/phrases (ACELA1523) audiences and purposes, making appropriate choices for modality choices in language, for
and emphasis (ACELY1710) example modality, emphasis,
Text structure and organisation
 Use interaction skills, varying conventions of spoken interactions repetition, and metaphor,
 Understand how authors often innovate on text such as voice volume, tone, pitch, and pace, according to group influence personal response
structures and play with language features to size, formality of interaction and needs and expertise of the to different texts
achieve aesthetic, humorous and persuasive audience (ACELY1816) (ACELT1615)
purposes, and effects (ACELA1518)
Creating texts Examining literature
 Understand that cohesive links can be made in texts
by omitting or replacing words (ACELA1520)  Develop a handwriting style that is legible, fluent, and automatic  Identify the relationship
and varies according to audience and purpose (ACELY1716) between words, sounds,
Language for interaction imagery and language
Interpreting, analysing, evaluating patterns in narratives and
 Understand the uses of objective and subjective
language and bias (ACELA1517)  Analyse how text structures and language features work together poetry such as ballads,
to meet the purpose of a text (ACELY1711) limericks, and free verse
Phonics and word knowledge (ACELT1617)
 Analyse strategies authors use to influence readers (ACELY1801)
 Understand how to use knowledge of known  Identify, describe, and discuss
words, word origins including some Latin and  Select, navigate, and read texts for a range of purposes, applying
similarities and differences
Greek roots, base words, prefixes, suffixes, letter appropriate text processing strategies and interpreting structural
between texts, including
patterns and spelling generalisations to spell new features, for example table of contents, glossary, chapters,
those by the same author or
words including technical words (ACELA1526) headings, and subheadings (ACELY1712)
illustrator, and evaluate
 Understand how to use phonic knowledge and  Use comprehension strategies to interpret and analyse information characteristics that define an
accumulated understandings about blending, and ideas, comparing content from a variety of textual sources author's individual style
letter- sound relationships, common and including media and digital texts (ACELY1713) (ACELT1616)
uncommon letter patterns and phonic
generalisations to read and write increasingly
complex words (ACELA1830)
General Capabilities this unit includes:
This unit provides opportunities for students to engage in the following general capabilities.
Literacy
 Comprehending texts through listening, reading, and viewing
  Composing texts through speaking, writing, and creating
 Text knowledge
 Grammar knowledge
 Word knowledge
 Visual knowledge
Critical and creative thinking
 Inquiring - identifying, exploring, and organising information and ideas
 Generating ideas, possibilities, and actions
 Reflecting on thinking and processes
 Analysing, synthesising, and evaluating reasoning and procedures
Personal and social capability
 Self-awareness
 Self-management
 Social management
Unit Objectives (knowledge and skills to be learnt):
The learners will know: The learners will be able to:
 what author strategies, literary devices, and language devices are  listen to and read novels by the same author
 why authors use language features, author strategies, and literary when  to identify language choices and author strategies used to influence the reader.
writing  compare two novels by the same author to identify aspects of author style
 the ‘narrative point of view’ of the 2 texts being studied  prepare a response analysing author style in the novel
 participate in a panel discussion
Summative Assessment task:
Assessment name: Panel discussion
Assessment description: Students participate in a panel discussion to analyse and evaluate the style of an individual author.
In this unit, assessment of student learning aligns to the following aspects of the achievement standard.
Receptive modes (listening, reading, and viewing)
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and
vocabulary are used by different authors to represent ideas, characters, and events. Students compare and analyse information in different and complex texts,
explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and
challenging others' ideas.
Productive modes (speaking, writing, and creating)
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view.
They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and
audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an
understanding of grammar and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation
for clarity and make and explain editorial choices based on criteria.
Unit focus questions:
 What components and features of a text help the readers to determine an author’s style?
 How can we be receptive learners by asking and answering questions pertaining to others' ideas, opinions and how choices in language influence personal
responses to texts?
 Are students able to decode features of a text appropriately?
1. Introductory Lesson: Comprehending a literary text
WALT:
 Understand and develop knowledge of text-processing strategies.
 Understand literal and inferential meanings in texts.
WILF: Can you…
Navigate titles, headings, contents pages and visual features of novels
Apply comprehension strategies to analyse information and ideas
Lesson Summary:
1. Explain purpose of unit to students:
 To explore two literary texts by the same author and analyse aspects of an author’s style
 to examine how characters are developed in literary texts
 to identify literary devices and author strategies in texts
 to analyse similarities and differences between the two texts
Lesson  to participate in group and class discussions, offering and responding to opinions about the texts and the author’s style.
sequence 2. Explain the marking criteria and GTMJ to students- exposing them to the expectations of the unit
(Provide a 3. Engage students in discussions surrounding books and authors
4. Introduce the two focus texts and author- have students heard of them before? Are they excited?
brief 5. Create a Venn- diagram which compares the two texts before reading- front covers, organisation etc.
summary 6. Begin reading the first novel- identify initial features (text structure, visual features, author strategies etc)
of the 7. Conclude lesson with some reflection questions on what the students have noticed about the text and author so far.
focus of 8. Add necessary information to learning wall
each
lesson) 2. Lesson: Analysing author’s style
WALT:
 Understand and develop knowledge of how narrative voice contributes to author style.
 Understand and develop skills in participating in, and contributing to, discussions.
WILF:
 Use metalanguage to identify aspects of author style
 Use effective interaction skills when discussing author style
Lesson Summary:
1. Explore the features that reveal an author’s style- text structure, visual features, vocabulary, narrative point of view, dialogue etc. find examples
from the text as a whole class
2. Discuss some focus question with the class about the choices the author makes
3. Introduce and ‘discuss point of view’ with the class. Talk about perspective (1st, 2nd, 3rd person) and language here
4. Read an extract form novel, identify narrative point of view, dialogue used (evidence of POV), breaking the 3rd wall
5. Reflection questions- narrative point of view, illustrations etc.
6. Model an analytical response to the text (identifying a text feature, following the correct structure.
7. Students to then write an analytical response to a text feature independently
8. Add necessary information to learning wall
3. Lesson: Examining language features
WALT:
 Understand how evaluative language in the novel evokes responses in the reader.
Lesson
 Understand and develop knowledge of how interaction skills can engage an audience.
sequence
WILF: CAN YOU…
(Provide a
 Identify evaluative language that conveys feelings and opinions in the novel?
brief
summary  Use effective interaction skills to communicate your opinions and point of view to an audience?
of the Lesson Summary:
focus of 1. Identifying language features in the text (using an extract from novel- whole class) x 6
2. Focus questions (verbal)- how does the use of language features in this text make the text more interesting? Give examples- this is preparing
each for the ‘speech’ element of their assessment task.
lesson) 3. Model a response using analytical structure identifying a language feature,
4. Students then write their own analytical response
5. Share responses with the class

4. Exploring literary devices

WALT
 Understand how literary devices can create meaning and engage the reader.
 Understand how to clarify our own, and others’ ideas
WILF: CAN YOU...
 Explain how literary devices create meaning and effect in a text? 
 Make considered and thoughtful contributions in discussions and accept feedback?
Lesson Summary:
1. Review authors style- narrative POV, dialogue, characterisation etc.
2. Introduce and discuss literary devices- figurative language, foreshadowing etc.
3. Introduce and discuss author strategies- mood, exaggeration, repetition, and cohesion etc.
4. Model an analytic response identifying 1 literary device and one author strategy. Use examples from text
5. Students write their own analytic response identifying 1 literary device and one author strategy. Use examples from text.
6. Share responses with a partner and give and receive feedback to each other (linking to the ‘speech and panel discussion’ aspect of the assessment
7. Add necessary information to learning wall

5. Reviewing the first text

WALT:
 Identify text features in Gangsta Granny
WILF: Can you…
 Identify text features in the novel and complete the feature-bank table to support your learning
Lesson Summary:
1. Finish reading the first novel.
2. Complete their word bank resource full of examples from the text of all of the features and strategies discussed in previous lessons
3. Demonstrate to students how to use the resource to write an analytical response to one of the features/ strategies including the example.
4. Students then write their own response.
5. Add necessary information to learning wall
 6. Identifying features in novel two and identifying narrative point of view
WALT:
 Compare and contrast 2 novels by the same author
Lesson  Identify author style and language features in a text
sequence WILF: Can you…
(Provide a  Explain how texts by the same author can have similarities and differences regarding author style?
brief  Evaluate a text by the text and language features in it?
summary Lesson Summary:
of the 1. Compare front covers of both texts
focus of 2. Re-cap authors style, text and language features
each 3. Begin reading second text and examine some features in the first few chapters
lesson) 4. Determine the ‘narrative point of view’ of the text and compare and contrast to the ‘narrative point of view’ of previous text.
5. Write and analytical comparative paragraph (formative assessment- evidence of learning)
6. Add necessary information to learning wall

7. Analytical writing
WALT:
 Analysing the text and language features in Billionaire Boy and Gangsta Granny
WILF:
 Identify and utilize text and language features from both texts and write about their use in an analytical paragraph
Lesson Summary:
1. Read through the next 1-2 chapters of the novel and pull out 2 or 3 more language features to add to the student’s word bank
2. Create a character profile for the main character of the Billionaire Boy novel- ‘what do we know so far?’- add this to learning wall.

8. Writing an introduction and identifying plot of 2 novels

WALT:
 Write an introduction for our assessment task
 Identify and discuss the plot of the 2 novels
WILF: Can you…
 Plan and write your own introduction?
  Write an analytical paragraph on the plot of the 2 novels
Lesson Summary:
1. On an A3 sheet of paper rule 2 columns, to compare the plots of the 2 novels.
2. Identify the plots (whole class discussion)
3. Add the A3 sheet to the English learning wall

9. Identifying theme, tone, and visual elements

WALT:
 Identify the theme and tone of 2 novels
 Identify the purpose of visual features in the text
WILF:
 Can you identify the theme, tone and visual features of David Walliams’ 2 novels and support these with evidence?
Lesson Summary:
1. Define and discuss the tone of the two texts
2. Define and discuss the themes of the two texts
Lesson 3. Write an analytical statement on the theme and tone of the texts
sequence 4. Analyse the purpose of the use of visual features of the texts
(Provide a 5. Write an analytical paragraph on the use of images in the novels
brief 6. Add necessary information to learning wall (theme and tine statement and visual features analytical paragraph)
summary
of the 10. Writing analytical paragraphs on language features and writing style summary
focus of WALT:
each  Explain the language features and vocabulary which are used by the author to help represent the characters, events, and ideas in the novels
lesson) WILF: Can you…
 Identify the language features in both novels and deconstruct their importance in the novels
Lesson Summary:
1. Read next chapter of Billionaire Boy and identify 2-3 more text/ language features to complete their evidence table.
2. Co-construct an analytical paragraph using a language feature found in both texts. (add this example to learning wall)
3. Students then choose 2 more language features and write their own analytical paragraphs on the handout sheet provided
4. Co-construct a conclusion/ writing summary of David Walliams writing style. (add this example to learning wall)
5. Students then write their own conclusion on the handout sheet provided (this will complete their booklets started 2 lessons ago)
6. Complete a feedback and feedforward slip (student feedback and reflection on their own learning and understanding)
 11. Unit Conclusion/Summative Assessment (lesson 1) (1.5hours)
Assessment purpose
To participate in a panel discussion to analyse and evaluate the style of an individual author.
Assessment Sequence:
 Go through the expectations of the session and test conditions for this session
 Explain the assessment to students
 Expectations is that students to complete the ‘Plan for task’ and conferencing portions of the assessment task by the end of today.

12. Unit Conclusion/Summative Assessment (lesson 2) (1hour)

Assessment purpose
To participate in a panel discussion to analyse and evaluate the style of an individual author.
Assessment sequence
 Go through the expectations of the session and test conditions for this session
 Expectations is for students to have completed writing their good copy and began typing their speech up on the computer by the end of this
session.

13. Unit Conclusion/Summative Assessment (lesson 3) (1-1.5hrs)

Assessment purpose
To participate in a panel discussion to analyse and evaluate the style of an individual author.
Assessment sequence

Lesson  Go through the expectations of the session and test conditions for this session
sequence  Expectations is for students to have completed typing their speech by the end of the lesson, and beginning to practice their speech in pairs/ small
(Provide a groups
brief  Students to also practice the ‘questioning and responding’ aspect of the task in their pairs/ small group
summary
of the 14. Unit Conclusion/Summative Assessment (lesson 4- may go over 2 days/ sessions)
focus of Assessment purpose
each To participate in a panel discussion to analyse and evaluate the style of an individual author.
lesson)
Assessment sequence
 Set the expectations for being respectful peers while classmates are presenting their speeches
 Students to present their speeches to the class
 Peers to ask the speaker questions and speaker to respond