Year 5 English Biographical letter News from the Goldfields

Learning intentions Activities Curriculum links

Write a narrative letter Introduction (1-2 lessons)
from the goldfields Building the field/ supported reading
Explain task writing a letter from the gold
Use correct tense, rush time.
grammar and sentence Modelling/ deconstruction
structure Use Satisfactory work sample from
curriculum as an example of what needs
Use correct facts and they need to include in their letter.
dates to inform writing Students will be doing a plan before they
begin their letter. The plan needs to
include:
- Characters (to/ from)
- True facts
- Sequence of events
What tense do you need to use? Past,
present future
What else do you notice about the letter?
Use HASS project to help you with what to
write about
Talk about sequence of events
Language to be used
Cursive writing is expected
Draft Independent work (1-2 lessons)
Independent construction
Once students have done their plan they
will do a draft copy of their letter in their
English books
Advise to practice cursive
Remember tense
English
Plan, draft and publish
imaginative, informative and
persuasive print and multimodal
texts, choosing text structures,
language features, images and
sound appropriate to purpose and
audience. (ACELY1704)
Develop a handwriting style that I
becoming legible, fluent and
automatic. (ACELY1706)
Create literacy texts using realistic
and fantasy settings and
characters that draw on the worlds
represented in texts students have
experienced. (ACELY1612)
Understand the use of vocabulary
to express greater precision of
meaning, and know that words can
have different meanings in
different contexts. (ACELA1512)
History
The impact of a significant
development or even on an
Australian colony. (ACHASSK108)

Good copy Independent work (1-2

lessons)
Independent construction
Once the draft has been marked, students
will write their letter in cursive on a scroll
template which will be provided
Remind them about cursive

Assessment
This letter will be going in students learning
portfolios

Differentiation
Lower Use similar sequence to work
sample
Can use letter linking instead of full cursive

Upper should be using complex sentences

and writing in full cursive
 Year 5 Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how
language features, images and vocabulary influence interpretations of characters, settings and events.

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual
knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how
events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask
questions to clarify content.

Productive modes (speaking, writing and creating)

Students use language features to show how ideas can be extended. They develop and explain a point of view about
a text, selecting information, ideas and images from a range of resources.

Students create imaginative, informative and persuasive texts for different purposes and audiences. They make
presentations, which include multimodal elements for defined purposes. They contribute actively to class and group
discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar
using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They
edit their work for cohesive structure and meaning.