DEPARTMENT OF EDUCATION

Multiple Year Level Unit Plan English

Key Focus Exploring Poetry: A Poetry Festival Year Level T - 3

Unit 6 Duration 5 weeks (Term 3 Weeks 6-10)

Unit Outline

Poetry is a way of manipulating and arranging words to create unique perspectives of the world. There are many different forms of poetry, each having its own text structure. In this unit students will listen to, read, view and express opinions about a variety of poems. They will be exposed to a range of poetry structures and will create poems or songs individually and/or as a group. Students will have the opportunity to recite their favourite poetry texts and their own in a culminating event, e.g. a class ‘Poetry Festival’.

Content Descriptions

TRANSITIONLanguageText structure and organisationUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes ACELA1430

YEAR 1LanguageText structure and organisationUnderstand that the purposes texts serve shape their structure in predictable ways ACELA1447

YEAR 2LanguageText structure and organisationUnderstand that different typesof texts have identifiable textstructures and language featuresthat help the text serve its purposeACELA1463

YEAR 3LanguageText structure and organisationUnderstand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELA1478

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 1 of 8

LanguageExpressing and developing ideasUnderstand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics being taught at school ACELA1437

LiteratureCreating literatureRetell familiar literary texts through performance, use of illustrations and images ACELT1580

Responding to literatureRespond to texts, identifying favourite stories, authors and illustrators ACELT1577

Share feelings and thoughts about the events and characters in textsACELT1783

LanguageExpressing and developing ideasUnderstand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts ACELA1454

LiteratureCreating literatureRecreate texts imaginatively using drawing, writing, performance and digital forms of communicationACELT1586

Responding to literatureDiscuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences ACELT1582

Express preferences for specific texts and authors and listen to the opinions of others ACELT1583

LanguageExpressing and developing ideasUnderstand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purposeACELA1470

LiteratureCreating literatureCreate events and characters using different media that develop key events and characters from literary texts ACELT1593

Responding to literatureCompare opinions about characters, events and settings in and between texts ACELT1589

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences ACELT1590

LanguageExpressing and developing ideasLearn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs ACELA1484

LiteratureCreating literatureCreate texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue ACELT1791

Responding to literatureDraw connections between personal experiences and the worlds of texts and share responses with others ACELT1596

Develop criteria for establishing personal preferences for literature ACELT1598

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 2 of 8

LiteratureExamining literatureReplicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures ACELT1579

Creating textsCreate short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledgeACELY1651

LiteratureExamining literatureListen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme ACELT1585

Creating textsCreate short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams ACELY1661

LiteratureExamining literatureIdentify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs ACELT1592

Creating textsCreate short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose ACELY1671

LiteratureExamining literatureDiscuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose ACELT1600

Creating textsPlan, draft and publish imaginative, informative and persuasive texts, demonstrating increasing control over text structures and language features, and selecting print and multimodal elements appropriate to the audience and purpose ACELY1682

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 3 of 8

Achievement Standards

YEAR TReceptive modesBy the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modesStudents understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper and lower-case letters.

YEAR 1Receptive modesBy the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images & vocabulary used to describe characters & events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Productive modesStudents understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper and lower-case letters.

YEAR 2Receptive modesBy the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modesWhen discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters.

YEAR 3Receptive modesBy the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately.

Productive modesStudents understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size.

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 4 of 8

Assessment Tasks

Multimodal task: Students create and share a poem/song/rap/chant using text structures and language features experienced in class that may include an image/music appropriate to the form.

Year level assessment focus

TRANSITIONThey state the purpose and

audience of the text give missing rhyming word to

complete a poem, e.g. I see a cat sitting on a …

select words based on personal choice

attempt to use a literary device, e.g. simple rhyme, letter patterns

YEAR 1They state the purpose and

audience of the text use basic organisational

features of simple forms of poetry

innovate on a given pattern, e.g. I like., I like…

select words based on personal choice

include a literary device, e.g. rhyme, alliteration

YEAR 2They are aware of the purpose and

audience when composing a text

use a partial organisational framework of a small range of poetry, e.g. free verse

begin to select appropriate words to convey meaning

use a simple rhyming pattern, e.g. ABAB

use some literary devices e.g. rhythmic pattern, repetition

YEAR 3They are aware of the purpose and

audience when composing a text use a partial organisational

framework of a range of poetry, e.g. limericks, shape poem

select appropriate words to convey meaning

begin to choose known rhythmic patterns in their poem

use some literary devices, e.g. onomatopoeia, imagery

Oral Task: Students prepare and recite a poem/rhyme/song/rap/chant of choice to a familiar audience.

Year level assessment focus

TRANSITIONThey select a familiar poem/song explain to a familiar audience,

e.g. class, a feature which they like/dislike (“I like this poem because it’s about animals.”)

YEAR 1They select a familiar poem/song explain to a familiar audience,

e.g. class, a feature which they like/dislike and why (“I like this poem because it has lots of funny rhyming words like frog and dog.”)

YEAR 2They select a familiar poem/song explain to a familiar audience,

e.g. class, a feature which they like/dislike and why

share a poetic device that is used in the text, e.g. rhyme

explain their preferences for the chosen text over other texts

YEAR 3They select a familiar poem/song explain to a familiar audience a

feature which they like/dislike share a poetic device that is used

in the text for deliberate effect, e.g. rhyme, rhythm, alliteration

explain their preferences for the chosen text and compare to another text

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 5 of 8

Teaching and Learning Sequence

YEAR TExploring poetry Be exposed to a variety of

spoken, written and multimodal poetry

Listen to and join in rhymes, poems, chants and songs

Recite rhymes and poems with actions and music

Respond to poems through illustration, image, role-play and models developing an awareness of rhythm in language

Respond to poems and rhymes by identifying favourites, e.g. nursery rhymes, chants and comic verse

Analysing poetry Explore oral and visual modes

of poetry and rhyme texts that entertain

Examine and identify language features such as rhyming words, phrases and first sounds in words

Examine and identify text structures such as repetitive phrases, alliteration and rhyme

Verbalise personal responses and preferences for poems and rhymes

YEAR 1Exploring poetry Be exposed to a variety of

spoken, written and multimodal poetry

Listen to, read and join in rhymes, poems, chants and songs

Recite rhymes and poems with actions and music

Respond to poems through illustration, image, role-play and models

Imitate and recite rhyming patterns in words maintaining rhythm and fluency

Analysing poetry Examine and interpret

language features and patterns in poems and rhyme whose purpose is to entertain, e.g. riddles, comic verse and lyric

Analyse different text structures in poems such as alliteration and rhyme utilising phonic patterns and word families

Verbalise responses and preferences for poems and texts

Listen to others’ responses and preferences

YEAR 2Exploring poetry Be exposed to a variety of

spoken, written and multimodal poetry

Listen to, read and view rhyming verse and poetry

Join in with and recite poems and rhyme

Identify and respond to aspects of poetry and rhyming texts

Recognise, through listening and looking, patterns in different poems and rhyme texts

Analysing poetry Experiment with and reproduce

sound and word patterns using rhyming words and spelling patterns

Interpret spoken, written and multimodal texts in which the purpose is to entertain including humour, rhyme and nonsense

Compare and verbalise preferences and opinions for different aspects such as humour and imagery and types of texts, e.g. haiku, acrostic, chants and lyric

Listen to others’ preferences and opinions

YEAR 3Exploring poetry Be exposed to a variety of

spoken, written and multimodal poetry

Listen to, read and view rhyming verse and poetry for enjoyment

Join in with and recite familiar and favourite poems and rhymes

Respond to poems making connections with personal experience

Explore the terminology of poetry, e.g. rhyme, rhythm, alliteration and onomatopoeia

Analysing poetry Explore how rhythm,

onomatopoeia and alliteration give momentum to poetry read aloud, and how they enhance enjoyment

Discuss the nature and effects of language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia

Identify the effect of imagery, e.g. the use of imagery in haiku poems

Discuss and identify the text structure of a variety of poetry, e.g. ABAB pattern

Discuss and identify the

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 6 of 8

Creating poetry Replicate and retell poems and

rhymes Create poems and rhymes

Performing poetry Present poems and rhymes to

class

Creating poetry Create poetry texts based on

those explored in class Create multimodal imaginative

poetry recitals

Performing poetry Present poems using multi-

modal forms of communication

Creating poetry Create interpretations of poems

and rhymes from texts encountered in class

Create multimodal imaginative poetry recitals

Performing poetry Present poetry performances

appropriate to the text purpose and audience

language features and specific vocabulary of a variety of poetry, e.g. nouns, verbs

Creating poetry Plan and publish texts using

text structures and language features appropriate to poetry explored

Create texts taking into account language features and patterns encountered in poetry such as rhyme, rhythm, mood, sound effects

Performing poetry Recite, sing or create

interpretations of poems, chants, songs or rhymes

Present a poetry performance, e.g. a recital to class group

Suggested Texts

YEAR TBennett, Jill. Noisy PoemsCarter, James. Hey Little BugGray, Nigel. And Kangaroo played his DidgeridooLear, Edward. The Owl and the Pussy Cat.Moses, Brian. Is there anything there at the top of the stairs?

YEAR 1Andreae, Giles. Rumble in the JungleCarter, Jill. Birds, Bees and Sailing ShipsCostain, M. Doodledum DancingDodd, Lynley Hairy MaclaryYolen, Jane. Sleep Rhymes around the World

YEAR 2Brian, Janeen. Silly Galah!Factor, June. Real Keen Baked BeanMilne, A. A. Now We Are SixSeuss, Dr. Green Eggs and HamThomas, Meredith. Rainbows of the Sea

YEAR 3Donaldson, J. Wriggle and RoarGriffiths, Andy. The Cat on the Mat is FlatGriffiths, Andy. The Cow that goes Kapow!Haynes, J (ed). Big Book of Verse for Aussie KidsJ McDougall & J Taylor. Anna the GoannaMilligan, Spike. Milliganimals

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 7 of 8

Resources

Year T - 3

http://www.det.nt.gov.au/__data/assets/pdf_file/0019/5248/poetry.pdf

http://www.poetry4kids.com/http://www.fun-with-words.com/

http://www.poetrylibrary.edu.au/poems-theme-occasion/poems-for-kidshttp://www.gigglepoetry.com/

First Steps Writing Resource Book (Second Edition), pages 49-60 “Writing to Entertain-Poetry”

References

ACARA Advice on selection of literacy textsACARA EAL/D Learning Area Annotations for EnglishAustralian Curriculum Version 4.0First Steps Writing Resource Book (Second Edition). Annandale, K et al. 2005. Reed International. MelbourneNT DoE Learning LinksScootle

Multiple Year Level Curriculum Resources: MYL English Unit Plan: Unit 6 Years T- 3 8 of 8