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Title: How can language and imagery communicate a message about the environment and sustainability?
Year Level: 2
Duration: 3 weeks
Ethical Behaviour
ICT
Intercultural
Crosscurriculum
Priorities (CCP)
Sustainability
Year Level
Content
Descriptors
English
Identify, reproduce and experiment with rhythmic,
sound and word patterns in poems, chants, rhymes and
songs (ACELT1592)
Literacy
Numeracy
Understanding
Year Level
Achievement
Standards
presentations.
Students are introduced to the
concept of audience as they learn
to present artworks that
communicate messages and ideas
to an audience.
Knowledge
Skills
Create a 5 senses poem that describes what they taste, feel, see,
smell and hear in the Australian outback, incorporate onomatopoeia
and alliteration
Create a 5 senses poem that describes what a chosen Australian
animal might taste, feel, see, smell and hear if the environment is being
polluted
Create a poster addressed to their community that demonstrates
the effects pollution has on the environment
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the
achievement standards.
Students will be able to......
Create a poem that uses the language features (onomatopoeia and alliteration) of poety and;
Explain why the Australian environment should be protected
By the end of this unit students will be able to create 5 senses poems that not only discuss their personal opinions but also require
students to think put themselves in someone elses shoes. In doing so children will learn how our beautiful Australian environment
(which can be conveyed through words and picture) can be destroyed by pollution, effecting animals that live there. Children will learn
how to convey a message about sustainability to their wider community through the use of language devises and through imagery.
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Task
- Read focus text
- Students are to create a
poem
- Develop understanding
of alliteration and
onomatopoeia
Assessment Criteria
Formative
Identify what alliteration Reproduce and
and onomatopoeia is in
experiment with poetic
Lesson 3,4.
devices in Lesson 3,4.
Self reflection (Appendix Self reflection (Appendix
A2)
A2)
Lesson 5 tick chart
Lesson 5 tick chart
(Appendix A3)
(Appendix A3)
Summative
Students assessed on
the extent to which they
utilise onomatopoeia
and alliteration, i.e.
sound and word patterns
in poems
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- Create a poster
Students assessed on
the extent to which they
have used language
features to communicate
a message about
sustainability
Student does
not use any
onomatopoeia
and alliteration
in their poem
Engagement with
Student does
Notes
Notes
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how pollution
impacts the
chosen animal
(through the use
of language)
not engage
with reasons
for how
pollution
impact their
chosen animal
engages with
how pollution
impacts the
chosen animal
reasonably with
how pollution
impacts the
chosen animal
Graphic (Poster)
Neatness
Poster is
untidy,
unorganised or
unfinished
Poster informs
the community
about how the
chosen animal is
effected by
pollution
The poster
does not
inform the
community
about how the
chosen animal
is effected by
pollution
Accurate/realistic
descriptions of
how pollution
might influence
how and what an
animal will taste,
feel, see, smell
and hear
Poster is slightly
untidy,
information could
be ordered in a
more efficient
manner, poster is
complete
The poster
slightly eludes to
how the chosen
animal might be
effected by
pollution
Poster is tidy,
well organised
and complete
Poster is
extremely neat,
clear and
concise, finished
to a high
standard
Notes
The poster
demonstrates to
the community
how the chosen
animal is
effected by
pollution
Notes
The poster
clearly outlines,
to a high
standard, to the
community how
the chosen
animal is
effected by
pollution.
All five senses
described are
accurate and
realistic
descriptions of
how pollution
affects the
chosen animal
Notes
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Page 6 of 19
What
Whole class:
Read Why I Love Australia by Bronwyn Bancroft
Focus questions:
- What do you think the author is trying to
communicate (tell us)?
- Why do you think this?
- How have the pictures been used to tell us this?
- How has language been used to tell us this?
Activity:
Break up into groups (5 groups of 4-5)
- Each group gets a photocopy of one page of the
book
- Group required to explore in detail how language
and imagery is used to convey meaning. Fill out
table:
WALT:
How language
and pictures can
be used to make us think of feel a certain way.
WILF:
- Good team work
- Neatness
- An understanding of how language and pictures can
impact us
Whole class:
Discuss what the story was telling us (the Australian
environment is special).
Resources
Why I Love Australia
by Bronwyn Bancroft
Focus question:
- What are some of your experiences of the Australian
environment?
Teacher to write these comments into a sense chart on the
interactive whiteboard eg:
Taste
I had a
BBQ
Feel
(Touch)
I felt the
bark on the
tree
See
Smell
Hear
I saw a
kangaroo
I smelt the
trees
I heard
birds
singing
Activity:
Students are to reflect on their own experiences (or
understanding) of the Australian environment and create a
5 senses table.
WALT:
How the Australian environment impacts our 5 senses
WILF:
- Neatness
- Good explanation
- Several examples for each of the 5 senses
Alliteration
Whole class:
Focus question:
- What do you think alliteration is?
Use interactive whiteboard to:
- Display definition of alliteration (use call back of
definition)
- Show some examples of alliteration
- Write students examples of alliteration
Focus question:
- Why do you think we use alliteration?
Observation criteria:
1) Is work neat?
2) Are explanations clear?
3) Are students creating several
examples for each of the 5
senses?
Self-assessment
Students are to use the self-assessment
chart
(See appendix A2)
Interactive whiteboard
Slides:
- definition of
alliteration
- examples of
alliteration
Activity:
Students are to use the sentences created in their 5 senses
chart and incorporate alliteration into them (start by doing
on sentence for each sense). Explain to students that they
should be using describing words to add meaning to
their sentences. E.g. Student may have written I felt the
bark on the tree. For this activity the student would need
to create a sentence such as I felt the bumpy bark on the
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tall tree.
Self-assessment
Students are to use the self-assessment
chart
(See appendix A2)
Interactive whiteboard
Slides:
- definition of
onomatopoeia
- write examples of
onomatopoeia
Focus question:
- Why do you think we use onomatopoeia?
Activity
Students are to use the sentences they out into the
hearing column of their 5 senses table. They are to rewrite the sentences using onomatopoeia. E.g.: I heard the
birds singing would be I heard the birds going cheep
cheep.
WALT: Today we are learning about what onomatopoeia is
and how to use it.
WILT:
- neatness
- at least 3 sentences using onomatopoeia to describe
what you might have heard in the Australian outback
5
Whole class:
Teacher to model how to create a 5 senses poem on the
Australian environment.
Activity:
Students to create their own 5 senses poem on the
Australian environment using the table they had previously
create.
WALT:
We are learning how to create a 5 senses poem about the
Australian environment
WILF:
- Neat handwriting
Incorporation of all the 5 senses to describe your
experience of the Australian environment
Sustainability
Whole class:
Discussion about what happens to the environment when
pollution happens.
Focus questions:
- What is pollution? (discuss littering, fumes from our
cars, not recycling)
- What does pollution do to the environment?
- What can we do about it?
Use interactive whiteboard to show pictures of pollution
and write answers to the focus questions in the form of a
brainstorm.
3)
What can we do?
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Activity:
Students are to write a 5 senses poem using their table.
Rubric assessing:
1) The use of poetic language
2) The extent to which the poem
engages with how pollution
impacts the chosen animal
(See summative assessment focusing
on the poem)
Rubric assessing:
1) Neatness
2) Extent to which the poster
informs the community about
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10
11
12
13
14
Appendix
Formative Assessment Tasks
A1: Formative Assessment 1
What are students expected to do: Working in groups, complete a WRITE, WHAT, HOW table after reading Why I Love Australia by
Bronwyn Bancroft. Explore how language and imagery is used to convey meaning.
Product Option: Written
Grouping options: Group work
When will this assessment be due: Formative assessment due at the end of lesson 1
Assessment recording template: Tick chart
Name
Did students work well as a
group?
Daniel
Sarah
A2: Formative Assessment 2
What are students expected to do: Develop an understanding of what onomatopoeia and alliteration is and how they can be used to
enhance writing.
Product Option: Written
Grouping options: Individual
When will this assessment be due: Formative assessment due at the end of lesson 3 and 4
Assessment recording template: Self-Assessment - Students are required to put a sticker at the place where they feel they are at on
the chart below.
Assessment recording template
I dont feel like I can explain what
I sort of understand what alliteration is I can explain what alliteration is and
alliteration is. I cannot use it in my
and think I might be able to use it in
can use it in my writing without help.
writing.
my writing but might need some more
help.
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Student
included and
successfully
described
something
they taste (in
the Australian
outback) in
the poem
Student
included and
successfully
described
something
they feel (in
the Australian
outback) in
the poem
Student
included and
successfully
described
something they
see (in the
Australian
outback) in the
poem
Student
included and
successfully
described
something
they smell
(in the
Australian
outback) in
the poem
Student
included and
successfully
described
something
they hear (in
the Australian
outback) in
the poem
Correct
spelling
and
grammar
Uses correct
formatting
(line-by-line)
Student
incorporates
alliteration
an
onomatopoei
a into the
poem
Annie
Harry
Feedback: (What sort of feedback will students receive?)
Students will receive written feedback based on the criteria above. Feedback will be given in a positive manner ie: what was done well
and then what could be improved on for next time.
Self-assessment: (How will students reect upon and self-assess their learning?)
When students work is given back to them, they will be required to review the feedback and write two or three sentences about how
they think they went on the assessment, what they think they did well and what they would do better next time.
Students should reflect on their formative assessment and take on feedback to improve for their second 5 senses poem (summative
assessment).
A4: Formative Assessment 4
What are students expected to do: Working in groups of 4-5, students will be given an A3 piece of paper and will be required to
answer the question: How does this (pollution) make us feel? Students should write their answers and draw pictures on the page.
Product Option: Written
Grouping options: Group
When will this assessment be due: Formative assessment due end of lesson 6
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Abigail
Monica
A5: Formative Assessment 5
What are students expected to do: Students are to create another 5 senses table, this time from the perspective of an Australian
animal that is affects by pollution e.g. a frog, kangaroo, etc.
Product Option: Written
Grouping options: Individual
When will this assessment be due: Formative assessment due end of lesson 7
Assessment recoding template: tick chart
Name
Emily
Josh
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Assessment 4: In groups, students answer the question: How does this (pollution) make us feel? Students should write their
answers and draw pictures on the
page.
This assessment was devised as a group activity as it allows children who struggle to be supported by their peers. Furthermore the
option to write their
answers or draw pictures allows for differentiation.
Assessment 5: Students are to create another 5 senses table, this time from the perspective of an Australian animal that is
affects by pollution e.g. a frog, kangaroo, etc.
This assessment was designed as it allows the students to develop their ideas for their poem in a manner that is structure. Through
assessing this
piece of work the educator can see if the student is on the right track or if they need to be redirected.
Self-assessment was also used during this unit of work for assessment 2.
Assessment 2: Develop an understanding of what onomatopoeia and alliteration is and how they can be used to enhance writing.
Students are required to self - assess on their understanding of this.
Self-assessment was chosen to evaluate this assessments criterion as it enables students to think about their own learning and explicitly
reflect on their understanding. Furthermore this form of assessment enables the teacher to see what the students feel they know.
The final type of recording format that was used to formatively assess the unit is observation on a set of criteria. This was chosen as it
enables the educator to make a quick judgement of how students are going and immediately correct the student if correction is needed.
A summative assessment was implemented during this plan. This artistic assessment, which also includes a written element was
chosen as it allows children who may struggle with literacy are given the opportunity to demonstrate their learning thorough art.
Furthermore the literacy element enables children who are not artistic to demonstrate their learning thorough language. For this
assessment the recording format of a rubric was used. A rubric was chosen as it allows the educator to assess the extent to which a
student demonstrates their understanding.
5) Show how your summative (and formative if applicable assessment task(s) enable students to connect and apply their
knowledge to the real world in authentic ways. Explain why this is a rich and creative assessment.
The summative assessment developed for this unit of work is a rich and creative assessment that allows students to connect and apply
this understanding to the real world. The task required students to communicate to their local community how pollution effects the
environment. This connection to the local community alone engages students with the real world. The fact that students end product
will be displayed in the local library for the community to see also allows students to connect their learning to the real world in an
authentic manner.
6) Demonstrate how and why your approaches to feedback support students further learning? In what ways does your feedback
address individual students needs and learning goals? Cite specific examples of oral or written feedback, and reference any
student work samples (i.e. what work the students will produce) to support your explanation if possible. Explain when this
feedback would be given.
- written feedback will be given at the end of assessment 3 (the initial 5 senses poem)
- this feedback will enable students to know what they did well in this assessment and what they can improve on for next time
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this is next time is extremely helpful for this particular unit of work and students will be producing another 5 senses poem
therefore will be able to fix what they need to improve for their summative assessment
7) Alignment between learning tasks and achievement standards: How do key learning tasks in your plans build on each other to
support students development of conceptual understanding, skill acquisition, reasoning skills, and related academic language
etc.? How will you create learning tasks that encourage deep learning? Describe specific strategies that you will use to build
student learning across the learning segment. Reference the instructional materials you have included, as needed i.e. texts, etc.
8) Reporting Justification-consider how you may use the collected information to report to parents about the achievement of your
students. Explain what the criteria are for effective reporting to parents and determine how each of your reporting methods meets
these.
During this unit of work parents will be reported to in 3 different ways throughout the unit. During the unit of work, parents will be
presented with their childs first poem and comment regarding the extent to which their child met the desired outcomes, what was done
well and what may still need improvement. This is based on the criteria of assessment 3. This formative report demonstrates to parents
that ongoing assessment is occurring and demonstrates what areas their child is succeeding in and what areas their child needs
assistance with and how the help may be provided.
The major form of reporting that will occur for this unit of work is the display of the childs work in the local library. Parents will be
encouraged to attend the local library to see their childs work displayed. This display of the childs work demonstrates that their childs
work has a direct impact on the local community, is relevant and based in the real world and that the work has been completed to a
high standard.
In addition to this visual representation of their childs work, parents will be presented with the rubric designed for the summative
assessment and written comment regarding their childs achievement. This information demonstrates to parents exactly what has been
assessed and the extent to which their child met these goals and why.
References
Readman, K. & Allen, B. (2013). Practical Planning and Assessment. South Melbourne, VIC: Oxford University Press.
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