Literacy Unit Heroes

English Unit - Heroes Stage Three Term 1 2 3 4
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EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing
texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
LearningAcross
TheCurriculum
Cross-curriculum
priorities
Aboriginal &Torres
Strait Islander
histories&cultures
Asia &Australias
engagement with
Asia
Sustainability
General capabilities
Critical &creative
thinking
Ethical
understanding

Information&communicati
on technology capability
Intercultural
understanding
Literacy
Numeracy
Personal &social
capability
Otherlearningacross the
curriculum areas
Civics &citizenship
Difference&diversity
Work&enterprise
Content Text Teaching & Learning Activities Reg
Stage 3 - Speaking and listening
participate in and contribute to discussions,
clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating
information, experiences and opinions (ACELY1709)

Stage 3 - Writing and representing
understand and appreciate the way texts are
shaped through exploring a range of language
forms and features and ideas
experiment and use aspects of composing that
enhance learning and enjoyment
explore and analyse the effectiveness of informative
and persuasive devices in texts
understand and use the key elements of planning,
composing, reviewing and publishing in order to
meet the increasing demands of topic, audience and
language
plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with
text structures, language features, images and
digital resources appropriate to purpose and
audience (ACELY1704, ACELY1714)
investigate how complex sentences can be used in a
variety of ways to elaborate, extend and explain
ideas (ACELA1522)
compose imaginative and informative texts that
show evidence of developed ideas
compose increasingly complex print, visual,
multimodal and digital texts, experimenting with
language, design, layout and graphics
use increasingly complex research data from print
and digital sources to compose short and sustained
texts
assess the reliability of resources, including digital
resources, when researching topics
reread and edit students' own and others' work
using agreed criteria and explaining editing choices
(ACELY1705, ACELY1715)

Heroes

WALT: We are learning to define and write a definition of a hero using the correct
structure.
Success Criteria: I will know I have been successful when I can:
o explain what a hero is
o write a definition using the correct structure
o List characteristics of a hero
1. Students create dictionary entries for the word heroes. Begin by reviewing
the different parts of an entry the word divided into syllables,
pronunciation, part of speech, and definition.
2. Students brainstorm about heroes in society, both past and present. They are
to consider characteristics of these heroes, how we know about them and
why they are or are not, positive role models
3. List on cardboard or use Path on (on school iPads) to create a common
definition, list characteristics and name Australian heroes.
4. Pose the question what characteristics make up a hero? List student
responses on a chart. Students create "hero" sandwiches to identify the
characteristics that they believe are most important in a hero. First, have
them cut out the pieces of the sandwich template and colour in. Have
students then label each part of the sandwich with one characteristic of a
hero, using the chart you've created as a reference. Show them how to stack
and staple the fillings between the bread to make booklets. Invite student to
share and compare their booklets to discover that heroes can exhibit any
combination of heroic qualities.

use a range of software, including word processing
programs, learning new functions as required to
create texts (ACELY1707, ACELY1717)
Stage 3 - Reading and viewing
understand how texts vary in purpose, structure
and topic as well as the degree of formality
(ACELA1504)
appreciate how demanding texts, eg extended
novels and informative texts, contain increasing
levels of complexity and abstraction to enhance
enjoyment
compare texts including media texts that represent
ideas and events in different ways, explaining the
effects of the different approaches (ACELY1708)

analyse how text structures and language features
work together to meet the purpose of a text
(ACELY1711)
recognise how grammatical features help to build
meaning in texts, including reference links and
adverbial and adjectival phrases
select, navigate and read texts for a range of
purposes, applying appropriate text processing
strategies and interpreting structural features, for
example table of contents, glossary, chapters,
headings and subheadings (ACELY1712)
navigate and read texts for specific purposes
applying appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
use comprehension strategies to interpret and
analyse information and ideas, comparing content
from a variety of textual sources including media
and digital texts (ACELY1703, ACELY1713)
summarise a text and evaluate the intended
message or theme
analyse and evaluate the way that inference is used
in a text to build understanding in imaginative,
informative and persuasive texts
Stage 3 - Spelling
recognise most misspelt words in their own writing
and use a variety of resources for correction
integrate a range of spelling strategies and
conventions to accurately spell most words,
including words of many syllables, when composing
imaginative and other texts
use morphemic, visual, syntactic, semantic and
phonological strategies, eg recognition of letter
patterns of words, when composing texts
Stage 3 - Responding and composing
identify and discuss how own texts have been
structured to achieve their purpose and discuss
ways of using conventions of language to shape
readers' and viewers' understanding of texts
discuss how the intended audience, structure and
context of an extended range of texts influence
responses to texts
identify and explain characteristic text structures
and language features used in imaginative,
WALT: We are learning to identify the structure of an informative text.
Success Criteria: I will know I have been successful when I can:
o Explain the structure, grammatical features and language features of an
informative text.
Teacher notes:
A biography has an orientation then a record of stages (sequence of
events).
The language/grammatical features of a biography include:
- Dates - Written in 3
rd
person
- Pronouns - chronological order from beginning to end
- Nonfiction - factual
- Past tense - formal writing
- Quotes - Paragraphs
5. Read text on Steve Irwin
6. Discuss why this person is a hero.
7. Identify and discuss the text structure.
8. Identify and discuss language/grammatical features of the text.

9. Read text on Cathy Freeman
13. As a whole class re-write the text using the informational text structure,
language features and grammatical features.

14. Read text on John Flynn
18. In pairs students re-write the text using the informational text structure,

WALT: We are learning to write our own text to inform people about a famous Australian.
Success Criteria: I will know I have been successful when:
o I have used the correct text structure, language and grammatical features.
o I have included information on the persons birth, childhood, family,
schooling, death and accomplishments.
o My work makes sense and I have proof read it.
19. Provide students with a list of famous Australians (or students can choose
their own after discussion with teacher).
20. Explain to students they are going to write a biography on their chosen
person.
21. Revise structure, grammatical and language features of a biography.
22. Allow students time to research their chosen person.
23. Allow students time to produce a first draft of their biography.
24. In consultation with teacher students revise their work.
25. Students publish their work for display on a wall of fame

informative and persuasive texts to meet the
purpose of the text (ACELY1701)
compose more complex texts using a variety of
forms appropriate to purpose and audience
identify and use a variety of strategies to present
information and opinions across a range of texts

Stage 3 - Grammar, punctuation and vocabulary
experiment using a range of language features, eg
connectives, topic sentences, active and passive
voice and nominalisation
identify a variety of connectives in texts to indicate
time, add information, clarify understanding, show
cause and effect and indicate condition/concession
use complex punctuation to engage the reader and
achieve purpose
understand the use of vocabulary to express greater
precision of meaning, and know that words can
have different meanings in different contexts
(ACELA1512)
experiment with different types of sentences, eg
short sentences to build tension and complex
sentences to add detail
use grammatical features, eg pronouns,
conjunctions and connectives, to accurately link
ideas and information to ensure meaning when
composing texts

WALT: We are learning to compare and contrast the differences between writing to
inform about people and writing to inform about objects.
o I can explain the differences between the two different types of biographies.
26. Discuss with students what makes someone famous.
27. Discuss the difference between being a positive role model who is famous
and a negative role model who is famous.
28. What Unruly Role Models on BTN
http://www.abc.net.au/btn/story/s2515217.htm
29. Complete Unruly Role Models teacher worksheet with class.
30. Read text on Pharlap (attached on different sheet)
31. Discuss why this animal is a hero.
34. Individually students re-write the text using the informational text structure,

Stage 3 - Thinking imaginatively, creatively, interpretively and
critically
recognise and explain creative language features in
imaginative, informative and persuasive texts that
contribute to engagement and meaning
analyse and evaluate similarities and differences in
texts on similar topics, themes or plots (ACELT1614)

Stage 3 - Expressing themselves
consider how texts about local events and issues in
the media are presented to engage the reader or
viewer

WALT: We are learning to create and write a website or biography of my hero to be
posted on the My Hero Website.
o My biography has been posted on the My Hero Website.
35. Use the My Hero Website to have students create a biography of their hero.
36. In consultation with teacher students revise their work.
37. Students publish their work for display the website.

identify and describe the representation of people,
places and events in film and the media
Stage 3 - Reflecting on learning
reflect on own learning achievements against
specific criteria
develop criteria for assessing their own and others'
presentations
critically reflect on the effectiveness of their own
and others' writing, seeking and responding to
feedback
identify selections of own writing that they believe
reflect their growth and competence as writers
discuss and reflect on the roles and responsibilities when
working as a member of a group and evaluate the benefits of
working collaboratively with peers to achieve a goal

Assessment: Student activities should provide an indication of how well students grasp Assessment as Learning Assessment of Learning
Assessment for Learning Hero Award Assessment task.
-Hand out assessment task stimulus
which explains the following task:
A hero is someone you admire.
Chose a hero who you think
deserves an award. The person you
choose could be someone from
your family or community or could
be someone well known to
everyone. The person may be
young or old, male or female. Write
to convince a reader why the
person you have chosen is special
and should be given an award.

Literacy Unit Heroes

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English Unit - Heroes Stage Three Term 1 2 3 4

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