Gold ‘n Grammar
Grammar unit for the Quality Teaching Programme,
Funded by the Association of Independent Schools
Written by
Alison Wade, Michelle Cooney and Bruce Ferrington
Shoalhaven Anglican School, 2001
Gold ‘n Grammar
Contents
Context, Rationalepage 3
Organisation of the Unit of Workpage 4
Assessment and Evaluationpage 4
Part 1 – Newspaper Reportspage 5
Part 2 – Letters and Journalspage 6
Part 3 – Narrativepage 7
Part 4 – Explanationpage 8
Student Record Sheetpage 9
Student Work Samples – Journalspage 10
Student Work Samples – Letterspage 12
Student Work Samples – Explanationspage 14
Context
This unit of work was prepared by Stage 3 teachers at Shoalhaven Anglican School, Milton, NSW as part of the Quality Teaching Programme with funding from the Association of Independent Schools.
Shoalhaven Anglican School is a K-12 school with a student population of over 500 students. It is a relatively new school and as such is developing policies and programmes that are meaningful to the social context of the school.
Classes within the Junior School are organised and taught as Stage classes. Consequently, students from Years 5 and 6 are in the same classroom and work on the same programme of work with differentiated outcomes related to individual progress and ability.
This unit of work “Gold ‘n Grammar” is designed to be taught in conjunction with the HSIE unit “Gold” and a literacy unit based on the text “The Valley of Heavenly Gold”.
Rationale
The aim of this unit of work is to present grammar in a meaningful context. By integrating across KLAs, with three Stage 3 classes following a coordinated set of activities, it is anticipated that grammar will be presented in a real and practical fashion.
We aim to stimulate the thinking of students in their analysis of written texts by providing them with an understanding of grammatical tools and conventions. This will develop and extend their motivation to discuss, formulate and confirm their discoveries about grammar, to form generalisations and to apply these to their own written texts.
Organisation of the Unit of Work
This unit is divided into four sections:
- Part 1 – Newspaper Reports from the Goldfields
- Part 2 – Letters and Journals
- Part 3 – The Valley if Heavenly Gold
- Part 4 – How Gold was Mined
Each section will take between one and two weeks to complete.
Each section involves activities relating to :
-reading a variety of written texts
-examining the grammar, organization and structure of texts
-talking and listening
-writing texts in a variety of genre
Each section has activities that are designated as assessment activities. These activities have a specific focus and relate to the grammar component of the course.
Where possible, outcomes from the HSIE unit of work have been indicated.
Thinking skills relating to Bloom’s Taxonomy have also been highlighted to focus the development of cognitive processes within the learning activities.
Assessment and Evaluation
The focus activities examine the students’ understanding of grammatical concepts and their application to written or spoken texts. Each designated activity will be assessed for each student using the following scale:
S – has a strong understanding of the concept being assessed
P – has a partial understanding of the concept being assessed
D – is developing an understanding of the concept being assessed
These assessment results will be useful to teachers in recording the progress of students over time and mapping concept attainment.
A formal period of evaluation will be conducted with assistance from the English Consultant from the Association of Independent Schools once the unit has been implemented.
Part 1 – Newspaper Reports from the Goldfields
Text Type – Recount, Information Report
Learning Activities / Indicators / Grammar Outcomes /Bloom’s Taxonomy
/Resources
Read newspaper accounts from the goldfields.Make a list of :
a)slang words
b)unfamiliar or achaic words
c)technical words / Identifies formal and informal language / RS3.7 - Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience. /
Knowledge
readlist
identify
Explore structure of newspaper article:
a)sentence length and structure
b)headlines
c)paragraphs / Identifies features of a newspaper article / RS3.8 -Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts. /
Knowledge
readidentify
Comprehension
exploreexplain
Discuss pictures from goldfields.
Write a headline for each picture.
Chose one picture and write a news report to accompany it.
Compile completed articles into a class newspaper. / Selects vocabulary for precise meaning
Consistently uses most punctuation marks
Use language and structure appropriate to a newspaper / WS3.9 - Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. /
Comprehension
discussexplain
describe
Application
apply / PicturesOption 1:
Read a recount of activities on the goldfields that is written using informal language. Rewrite this text as a newspaper report using formal language.
Option 2:
Read a newspaper report using formal language of activities on the goldfields. Rewrite this text as a recount that is written using informal language. / Changes language from one mode to another, demonstrating understanding of formal and informal language / TS3.3 - Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts. /
Synthesis
demonstratemodel / Newspaper articles
Informal accounts of activities on the goldfields
Links to HSIE Outcomes:
CCS3.1
Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.Part 2 – Letters and Journals
Text Type – Recount, Journal, Description
Learning Activities / Indicators / Grammar Outcomes /Bloom’s Taxonomy
/Resources
Read “Letter from Ellen”Deconstruct text, looking at:
a)grammatical structure
b)organisational structure
c)use of language / Demonstrates an understanding of structure of a written text /
RS3.8 -Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts.
/Knowledge
readComprehension
discussexplain / “Letter from Ellen”
“Letters of Rosie O’Brien”
“Peoples. Places, Past and Present 5” (Nightingale Press)
Brainstorm ideas for a letter from the goldfields.
Write letter using language and grammar appropriate to context and audience. / Creates sentences for specific purposes:
-introductory
-lead sentences
-concluding sentences / WS3.9 - Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. /
Comprehension
discussexplain
Application
applydemonstrate
Read goldfields journal entries.
Discuss features of the journal entries / Identifies features of a journal entry / RS3.7 - Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience. /
Knowledge
readComprehension
discussexplain / Extracts from journals written on the goldfields
Watch episode from video, “Peach’s Gold”
Write journal entries for a week from the perspective of one of the characters from the video. / Uses first person correctly
Maintains correct tense / WS3.13 - Critically analyses own texts in terms of how well they have been written, how effectively they present the subject matter and how they influence the reader. /
Knowledge
WatchApplication
Identifyapply
Links to HSIE Outcomes:
ENS3.6
Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.
Part 3 – The Valley of Heavenly Gold
Text Type – Narrative
Learning Activities / Indicators / Grammar Outcomes /Bloom’s Taxonomy
/Resources
Read “The Valley of Heavenly Gold”Complete a sequencing activity for events in Chapter 5. / Is able to organise events in correct chronological order /
Knowledge
readrecall / “The Valley of Heavenly Gold”
Deconstruct a passage from Chapter 1 of “The Valley of Heavenly Gold”, focusing on the use and purpose of verbs. / Identifies:
-action verbs
-saying verbs
-thinking verbs /
RS3.8 -Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts.
/Knowledge
readComprehension
discussexplain
Analysis
investigate / Extract from Chapter 1 - “The Valley of Heavenly Gold”Complete cloze passage activity for poem, “The Governor of Victoria” / Selects appropriate language to complete a passage /
Knowledge
readApplication
solve / “The Governor of Victoria” – cloze passage from “Peoples. Places, Past and Present 5” (Nightingale Press)Class discussion – discuss the role of Chinese miners on the goldfields and the beginnings of racial tensions.
Complete cloze passage “Discovery of Gold” / Expresses opinion with clarity
Selects, orders and organises subject matter clearly for discussion / TS3.1 – Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topics. /
Analysis
investigateexplain
identify
Evaluation
argue / “The Discovery of Gold” – cloze passageWrite a narrative, “The Valley of Heavenly Gold – One Year Later” / Correctly uses time connectives and conjunctions
Uses particular nouns to refer to or describe the particular people, animals and things that the story is about. / WS3.9 - Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. /
Application
applyLinks to HSIE Outcomes:
CCS3.1
Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.Part 4 – How Gold Was Mined
Text Type – Explanation
Learning Activities / Indicators / Grammar Outcomes /Bloom’s Taxonomy
/Resources
Read explanation of “Early Mining Methods”Discuss text.
List action verbs.
Identify technical words families.
Discuss how technical words are used to summarise an idea or point. / Identifies action verbs
Identifies technical words families / RS3.7 - Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience. /
Knowledge
readlist
Comprehension
discussexplain
Analysis
identify / “Early Mining Methods”Option 1:
Construct a model of a windlass and mine shaft. Write an explanation of how it works.
Option 2:
Construct a diorama of life on the goldfields. Write an explanation of what is happening. / Presents ideas that are sequential and demonstrate and understanding of causal relationships
Makes appropriate use of graphics /
WS3.9 - Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
/Application
applyshow
Analysis
explainSynthesis
createdesign / Materials for making models, boxes, clay, paint etc
Present model to class with oral explanation. / Rehearses and modifies an explanation before presenting it to the class.
Uses correct organisational structure
Presents explanation with accompanying models and graphics / TS3.2 -Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. /
Application
applyshow
Analysis
explainLinks to HSIE Outcomes:
ENS3.6
Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.Student Record SheetName
Indicators
Identifies formal and informal languageIdentifies features of a newspaper article
Selects vocabulary for precise meaning
Consistently uses most punctuation marks
Use language and structure appropriate to a newspaper
Changes language from one mode to another, demonstrating understanding of formal and informal language
Demonstrates an understanding of structure of a written text
Creates sentences for specific purposes
Identifies features of a journal entry
Uses first person correctly
Maintains correct tense
Identifies: action verbs, saying verbs, thinking verbs
Selects appropriate language to complete a passage
Expresses opinion with clarity
Selects, orders and organises subject matter clearly for discussion
Correctly uses time connectives and conjunctions
Uses particular nouns to refer to or describe the particular people, animals and things that the story is about.
Rehearses and modifies an explanation before presenting it to the class.
Uses correct organisational structure
Presents explanation with accompanying models and graphics
Student Work Samples - Journals
Dear diary
Heard news about the gold today now my husband and I are going to move to Bathurst and become miners , anyway we are going to move tomorrow. Any way I should get some rest for tomorrow. I’m a bit worried but we’ve already made a decision
Dear diary
Loaded our horses with our things at 6.00 we are going soon I’m still a bit worried but I’m a bit excited. I’ll answer back later.
6 hours later
Stopped for a break and Sam has told me we’ll be there in an hour and I cant wait see Bathurst.
Dear diary
Here in Bathurst now and there are people sleeping in tents and working hard with their tools we’ve got some tools as well. So, we got our picks and shovels and started. It was very hard but we’re determined to find gold. We went to bed at 6.30 because it was so tiring.
Dear diary
Woke up. Started working. We moved to a different place because there was no gold where we were working.
By Eliza Gurney
Dear Diary
Monday 17 Sep
Boiling hot temperature. Was hard days work. Found some new friends, Funny people, crack me up. Miss family and friends. Wish I was home.
Tuesday 18 Sep
Captured kangaroo. Friends cooked great meal with it. Wish I could bring family to fields but know it would be torture for them.
Wednesday 19 Sep
Found gold today but not telling others that it’s here. About size of a chicken nugget. Can’t wait to tell family.
Thursday 20 Sep
Woke early to try luck but didn’t have success. Try again tomorrow.
By Amy Deutscher
A Diggers Diary
Saturday, Jan 13
Another hot day. Jimmy had too much to drink last night- bad hangover. Started to pack today to make my move to Tennants Creek. Might have more luck there.
Sunday, Jan 14
Eureka!! I got my first spec of gold. Actually heaps! Gonna pay “Dutch” back soon. Get lots more food and water.
Monday, Jan 15
Paid “Dutch” and got a nice bucket of water and food. Jimmy’s throwing up now! He got drunk again! Big celebration! I got a date with the new teacher!
By Sabrina Fusco
Student Work Samples - Letters
Ballarat Diggings
October 5th 1851
To Dear Friends,
I arrived in Melbourne yesterday. I am now traveling on foot toward the Ballarat goldfields in search of gold. The weather is hot and dry. My feet are sore and blistering.
We just passed a Chinese camp where the Europeans were terrorising the Chinese, breaking their tools, cutting their pigtails off and stealing their gold.
The goldfields we are heading for use tools called the cradle (similar
To a baby’s cradle), pan (like a saucepan) and a ordinary pick and shovel.
I can’t wait to get there and start looking for gold.
There aren’t many women looking for gold. Most women sit inside the tents and cook, clean, mend and sew. There is a number of children so they are building a schoolhouse in which girls and boys may attend.
I paid for my claim on a small plot of land in which I can pitch a tent, build a fire and also look for gold.
From Thomas Little
By Tegan Little
Dear Mum & Dad
The goldfields are really rocky & there’s no grass like home not a lot of water or food it’s really hot out here.
There’s been a couple of finds we found a lot of fake gold.
One of my friends got killed in a cave-in.
There is to many Chinese people.
There’s been a lot of fights & hardwork.
I will be home soon from Daniel.
By Daniel Quilter
c/o Post Office
Ballarat Diggings
December 10th 1852
Dear Mother,
I really miss you and I hope that we’ll be coming home for Christmas.
It’s a bit of a nuisance being dressed as a boy, but no one realizes that I’m really a girl as I work hard.
I haven’t found much gold, a pea sized nugget and a few specks. Still, I reckon
I’m one of the lucky people here, ‘cause I can sleep through the noise of drunk
diggers late at night.