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English Unit: Dreaming Soldiers: Book Study
3 4 Primary + Unit Plans Resources ANZAC Day Worksheets Unit Plans English Phonic & Word Knowledge Examining Literature Creating Literature Literature & Contexts Engaging With & Responding to Literature Texts in Context Analysing, Interpreting & Evaluating Geography History Health and Physical Education 25 Pages

English Unit: Dreaming Soldiers: Book Study

This unit is based around the text, Dreaming Soldiers. The text presents a variety of themes that have been addressed throughout the unit’s resources. Some of these include Anzac Day, The Dreaming, First Nations Australians connection to Country, mateship, values and emotions.  The unit includes multiple worksheets, class displays and a supporting presentation that includes comprehension questions. 
 

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Learning goals

  • We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • We are learning to describe how respect, empathy and valuing diversity can positively influence relationships.
  • We are learning to recognise the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.
  • We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
  • We are learning to create texts that explore students’ own experiences and imagining.
  • We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
  • We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
  • We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
  • We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
  • We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships, e.g. comparing fables from different cultures.
  • We are learning to understand the days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day and National Sorry Day) and the importance of symbols and emblems, e.g. flags.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
  • We are learning to identify the point of view in a text and suggest alternative points of view.
  • We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
  • We are learning to discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • We are learning to describe how choices and actions can be influenced by stereotypes.
  • We are learning to recognise the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.
  • We are learning to create texts using a range of sentence types, including dialogue and literary devices and work with peers to edit texts and share feedback.
  • We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
  • We are learning to draw connections between personal experiences and the worlds of texts and share responses with others.
  • We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships in different cultures and time periods, e.g. two literary texts that explore friendship.
  • We are learning to understand the celebrations and commemorations in places around the world (for example, Lunar New Year in countries of the Asia region), including those that are observed in Australia (for example, Christmas Day, ANZAC Day, NAIDOC Week, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan).
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to create and edit imaginative texts by using or adapting language features, characters, settings and plot structures, e.g. changing the setting, revising an ending.
  • We are learning to recognise how texts can be created for similar purposes but different audiences, e.g. different language choices for children and adults.
  • We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to discuss literary experiences with others, share responses and express a point of view using metalanguage to describe the effects of texts, text structures and language features.
  • We are learning to select and discuss texts that satisfy our personal preferences and providing reasoning.
  • We are learning to create multimodal texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue.
  • We are learning to understand the celebrations and commemorations in places around the world (for example, Lunar New Year in countries of the Asia region), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan).
  • We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
  • We are learning to create texts by developing storylines, characters and settings.

Curriculum alignment

AC9E3LE01 9 Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E4LE03 9 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions AC9E3LY01 9 Recognise how texts can be created for similar purposes but different audiences AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts AC9E3LY04 9 Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required AC9E3LY05 9 Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features AC9HP4P03 9 Describe how choices and actions can be influenced by stereotypes AC9HS3K04 9 The ways First Nations Australians in different parts of Australia are interconnected with Country/Place AC9E4LY03 9 Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E4LE05 9 Create and edit literary texts by developing storylines, characters and settings AC9E3LY03 9 Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images AC9E3LY12 9 Recognise and know how to write most high-frequency words including some homophones AC9E4LY11 9 Read and write high-frequency words including homophones and know how to use context to identify correct spelling AC9E3LE02 9 Discuss connections between personal experiences and character experiences in literary texts and share personal preferences AC9E4LE01 9 Recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors AC9HS3K02 9 Significant events, symbols and emblems that are important to Australia’s identity and diversity, and how they are celebrated, commemorated or recognised in Australia, including Australia Day, Anzac Day, NAIDOC Week, National Sorry Day, Easter, Christmas, and other religious and cultural festivals AC9E3LE03 9 Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative ACELT1794 8.4 Create literary texts by developing storylines, characters and settings ACHASSK065 8.4 Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) ACELT1604 8.4 Use metalanguage to describe the effects of ideas, text structures and language features of literary texts ACELT1791 8.4 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue ACELA1780 8.4 Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELT1605 8.4 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension ACELY1675 8.4 Identify the point of view in a text and suggest alternative points of view ACELT1599 8.4

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

 ACELY1679 8.4 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting ACHASSK064 8.4 Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems ACELT1602 8.4 Make connections between the ways different authors may represent similar storylines, ideas and relationships ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELA1486 8.4 Recognise and know how to write most high frequency words including some homophones ACELY1678 8.4 Identify the audience and purpose of imaginative, informative and persuasive texts ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELY1690 8.4 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ACHASSK062 8.4 The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area ACPPS037 8.4

Describe how respect, empathy and valuing diversity can positively influence relationships

 ACELY1680 8.4 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features ACELT1598 8.4 Develop criteria for establishing personal preferences for literature ACELT1594 8.4 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons
EN2-12E old Recognises and uses an increasing range of strategies to reflect on their own and others’ learning PD2-3 old Explains how empathy, inclusion and respect can positively influence relationships PD2-9 old Demonstrates self- management skills to respond to their own and others’ actions PD2-10 old Demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations PD2-2 old Explains and uses strategies to develop resilience and to make them feel comfortable and safe EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-5A old Uses a range of strategies, including knowledge of letter– sound correspondences and common letter patterns, to spell familiar and some unfamiliar words PD2-1 old Explores strategies to manage physical, social and emotional change EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own GE2-4 old Acquires and communicates geographical information using geographical tools for inquiry GE2-2 old Describes the ways people, places and environments interact EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter HT2-5 old Applies skills of historical inquiry and communication EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language HT2-1 old Identifies celebrations and commemorations of significance in Australia and the world EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELT297 Create literary texts by developing storylines, characters and settings VCELY255 Identify the point of view in a text and suggest alternative points of view VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELY256 Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking VCELY257 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features VCELA250 Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word VCHHK076 Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day VCELT253 Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative VCELT252 Develop criteria for establishing personal preferences for literature VCHHK077 Significance of celebrations and commemorations in other places around the world VCELA296 Recognise homophones and know how to use context to identify correct spelling VCHHK075 One significant narrative, myths or celebration from the past VCELT298 Create literary texts that explore students’ own experiences and imagining VCHPEP092 Describe factors that can positively influence relationships and personal wellbeing VCHHC071 Describe the significance of Australian celebrations, symbols and emblems VCELY289 Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other VCELT284 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques VCELT283 Describe the effects of ideas, text structures and language features of literary texts VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCHHK072 The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area VCELT282 Make connections between the ways different authors may represent similar storylines, ideas and relationships VCELT265 Create texts that adapt language features and patterns encountered in literary texts VCELT251 Draw connections between personal experiences and the worlds of texts, and share responses with others VCGGC073 Identify and explain the interconnections within places and between places VCELT274 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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