Department of education and children’s services unit plan English

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General Capabilities and Cross-curriculum priorities


Students will develop skills in:

  • Comprehend texts through listening, viewing and reading

  • Compose texts through speaking, writing and creating

  • Text knowledge – understanding the structure and purpose of a range of imaginative, informative and persuasive texts, and how they are used in different learning areas

  • Grammar knowledge – learning how different types of words and groups/phrases – including nouns, verbs, adverbs, adjectives groups/phrases – are used to convey information and ideas in different learning areas

  • Word knowledge – understanding and using new vocabulary, including learning area vocabulary, to compose and comprehend texts in different learning areas

Information Communication Technology capability
students will develop skills in:

  • Investigating with ICT

  • Creating using word processing, publishing and presentation software to convey messages and meanings for specific audiences through text and images;

  • using editing features of software such as spelling and grammar tools to improve writing for publication.

Critical and creative thinking

Students will develop skills in:

  • Inquiring – identifying, exploring and clarifying information

  • Generating innovative ideas and possibilities

  • Analysing, synthesising and evaluating information

  • Reflecting on thinking, actions and processes

Personal and social competence

Students will develop skills in:

  • Social awareness - understand and empathise with others’ emotions and viewpoints

  • Social management - cooperate and communicate effectively with others.

Intercultural understanding

Students will develop skills in:

  • Recognising - identify and explain their own cultural beliefs, practices, values and traditions; recognise that people have many ways of knowing and being in the world; compare experiences of others with their own, looking for commonalities and differences between their lives and seeking to understand these; recognise that culture is dynamic and complex and that there is variability within all cultural, linguistic and religious groups.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and culture
Students will engage with organising idea:

  • Aboriginal and Torres Strait Islander peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

  • Aboriginal and Torres Strait Islander peoples’ have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.

Relevant prior curriculum

Students require prior experience with:

  • discussing 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

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

  • planning and delivering short presentations, providing some key details in logical sequence.

Curriculum working towards

The teaching and learning in this unit works towards the following in Year 5:

  • understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

  • plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

  • create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced.

Supportive learning environment


What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?

Consider the individual needs of all students, including EAL/D, Gifted and Talented and Special Needs, and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds.

Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.
The learning experiences within this unit can be differentiated by increasing the:

  • frequency of exposure for some students

  • intensity of teaching by adjusting the group size

  • duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:

  • student groupings will offer tasks with a range of complexities to cater for individual learning needs

  • rotational groupings that allow for more or less scaffolding of student learning


How will I inform learners and others about the learner’s progress?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Feedback to students

Establish active feedback partnerships between students, teachers and parents to find out:

  • what each student already knows and can do

  • how each student is going

  • where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to reading, writing and speaking throughout this unit. In this unit this may include:

  • students’ reading strategies including identifying main ideas and summarising information

  • students’ responses to poems in learning logs

  • students’ writing, including the use of noun groups, poetic devices and elements of humour.

Use feedback to inform future teaching and learning.
Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning.

Reflection may include:

  • activities that worked well and why

  • activities that could be improved and how

  • monitoring and assessment that worked well and why

  • monitoring and assessment that could be improved and how

  • common student misconceptions that need, or needed, to be clarified (e.g. grammar, spelling, punctuation)

  • differentiation and future student learning needs.


How will I check the learners have made progress?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.

Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to gather feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit include collecting information from learning logs about student understanding of the:

  • elements of a poem and how humour is created

  • oral and visual techniques of poetry

  • justification for choice of poem, poetic devices and narrative structure

  • annotating and recording process

  • writing process

  • publishing process

  • elements of performance.

Assessing student learning

Written assessment task — Creating and performing a humorous poem

Students write a humorous poem and present it to a familiar audience in an informal setting.

This assessment provides opportunities to gather evidence of student learning in the following.


Examining literature

  • Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns.

Creating literature

  • Create literary texts that explore students’ own experiences and imagining.


Interacting with others

  • Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences.

Sequencing teaching and learning

What will constitute the learning journey and what are the contexts for learning? Who does what?

The relationship between what is taught and how it is taught is critical in maximising student learning.

Start with what your students already know and set goals for the next steps for learning.

Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focuses and teaching strategies refer to the lesson overview and lesson plans.

Exploring humorous poetry

  • Examining elements of humour

  • Analysing nonsense words in poetry

  • Analysing personification in poetry

  • Analysing similes in poetry

  • Consolidating poetic devices used in humorous poetry

  • Examining limericks

  • Examining character in a bush ballad

  • Exploring rhythm and rhyme

  • Examining alliteration

  • Consolidating poetic devices used in humorous poetry

Evaluating and performing humorous poetry

  • Understanding and rehearsing performance techniques

  • Reading and selecting a poem

  • Planning a performance

  • Rehearsing and performing a poem

Writing a humorous poem

  • Preparing to write a poem

  • Writing a poem

  • Reviewing, editing and publishing

  • Consolidating performance techniques

Performing own poem

  • Planning a performance

  • Practising a performance

  • Performing and sharing poem

Making judgements

How do I know how well my students have learned?
Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.
Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standard

In this unit, monitoring of student learning is working towards the following components of the Achievement standard.

By the end of Year 4 students listen to, read and view a range of spoken, written and multimodal texts, describing connections between their own experiences and those presented in the texts. They listen for key points in spoken texts including presentations and discussions. They recognise the function of text purpose in shaping a text and describe characteristic differences between imaginative and informative texts. They identify literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understanding. They explain some ways in which speakers, authors and illustrators engage the interest of audiences. They share their own judgments and preferences about texts, and respond to others’ viewpoints, selecting some relevant textual evidence to support their opinions. They compare ways in which their own and others’ opinions about texts are shaped by individual experiences, and expand their own understanding by taking account of different opinions and interpretations.
Students create structured spoken, visual and written texts for imaginative, informative and persuasive purposes. They contribute actively to group discussions of ideas and present opinions, understanding how language is used differently when giving opinions or reporting information. They make planned individual oral presentations about researched topics in informal and some more formal contexts, using learned content and considering the needs of audiences. They select vocabulary to provide specific detail about people, things and ideas and draw ideas from personal, literary and researched resources. Individually and collaboratively, they create imaginative texts based on favourite plots, events and characters, and informative and persuasive texts that present ideas in a planned sequence. They use simple and complex sentences, consistent tenses and appropriate punctuation to support meaning.

Lesson overviews

Exploring humorous poetry

Examining elements of humour (1 of 10)

  • Introduce the unit and share prior knowledge of poetry

  • Review poetic devices

  • Read/listen to the poem ‘Louder than a clap of thunder‘ by Jack Prelutsky

  • Identify narrative structure, form, rhythm, rhyme and poetic devices

  • Explore what makes this poem funny

  • Construct a paired innovation on ‘Louder than a clap of thunder‘

  • Share and discuss innovations

Analysing nonsense words in poetry (2 of 10)

  • Introduce the learning log

  • Read/listen to the poem ‘On the Ning Nang Nong’ by Spike Milligan

  • Identify narrative structure, form, rhythm, rhyme and poetic devices

  • Identify and explain the use of nonsense words as a technique to create humour

  • Construct a paired innovation on three lines of ‘On the Ning Nang Nong’

  • Identify poetic devices and elements of humour (nonsense words) in another poem

  • Review responses to the poem ‘The Land of the Bumbly Boo’ and what makes it funny


  • Collect data about students’ spelling knowledge

Analysing personification in poetry (3 of 10)

  • Introduce personification

  • Read/listen to the poem ‘Toenails’ by Steven Herrick

  • Identify narrative structure, form, rhythm, rhyme and poetic devices

  • Identify and explain how personification is used to create humour

  • Construct a paired innovation on the poem ‘Toenails’

  • Identify poetic devices and elements of humour (personification) in another poem (e.g. poems for personification by Denise Rodgers) and respond in Learning log

  • Review personification and how it can be used to make a poem funny


  • Create personal word lists

Analysing similes in poetry (4 of 10)

  • Introduce simile

  • Read/listen to the poem ‘Toenails’ by Steven Herrick

  • Identify narrative structure, form, rhythm, rhyme and poetic devices

  • Identify and explain the use of simile as a technique to create humour

  • Construct a paired innovation on the poem ‘Toenails’

  • Identify poetic devices and elements of humour (similes that exaggerate) in another poem and respond in learning log

  • Review similes and how they can be used to make a poem funny

Consolidating poetic devices used in humorous poetry (5 of 10)


  • Introduce word sorts

  • Revise inflected word endings

Examining limericks (6 of 10)

  • Distribute and discuss assessment task and guide to making judgments

  • Introduce limericks

  • Read/listen to ‘The bear and the boar’

  • Identify narrative structure, form, rhythm, rhyme and poetic devices

  • Identify and explain the use of the storyline and twist as a technique to create humour

  • Read a range of limericks

  • Identify poetic devices and elements of humour

  • Paired writing of a limerick

  • Share and discuss limericks

Examining character in a bush ballad (7 of 10)

  • Introduce ballads

  • Listen to and view ‘Mulga Bill’s bicycle’ by A B ‘Banjo’ Paterson

  • Identify narrative structure, form, rhythm, rhyme and poetic devices create humour in the bush ballad.

  • Practise direct speech


  • Common plurals and past tense

  • Irregular plurals and past tense

Exploring rhythm and rhyme (8 of 10)

  • Introduce rhythm and rhyme

  • Read poem ‘The bike ride’ to identify and explain how rhythm and rhyme are used to create humour

  • Read another poem with strong rhythm and rhyme

  • Identify poetic devices and elements of humour (rhythm and rhyme) in learning log

  • Innovate on the first stanza of ‘Ozzie the star’

  • Review elements of the poem and what makes it funny


  • Regular plurals — ‘s’, ‘es’, change ‘f’ to ‘v’

  • Regular past tenses — ‘ed’ doubling, drop the ‘e’, change the ‘t’ to ‘i’

  • Irregular plurals and past tense forms.

Examining alliteration (9 of 10)

  • Introduce alliteration

  • Read poem ‘The Quangle Wangle’s hat’ to identify and explain the use of alliteration as a technique to create humour

  • Read tongue twisters with alliteration

  • Identify poetic devices and elements of humour (alliteration) in learning log

  • Construct tongue twisters (joint and pairs)

  • Discuss elements of tongue twisters and what makes them funny

Consolidating poetic devices used in humorous poetry (10 of 10)

  • Revise and consolidate poetic devices and elements of humour

  • Share innovations of poems from previous lessons


  • Common and irregular plurals

  • Common and irregular past tenses

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