Strand & SubStrand |
Content Descriptor |
Elaboration in this unit of work |
Language
Language Variation and Change |
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) |
What we're reading: Students write book reviews that include a brief synopsis (factual reporting of content in the book), description of the techniques used by the author (factual reporting) and their opinion about the book or judgement of the effectiveness of techniques used. |
Text structure and organisation
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Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
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Making Connections: Students track pronouns used through passages and experiment with adding or replacing text connectives
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Expressing and developing ideas
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Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
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Tell me more…: Students use a class collection of adverbs and phrases to write sentences that provide details about circumstances.
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Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
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Mystery Movie: Students watch a short mystery film made by primary school students and discuss the film techniques used in the film.
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Literature
Literature and context |
Make connections between the ways different authors may represent similar storylines, ideas and relationships(ACELT1602) |
The Case of the Snack Shack: Students identify characteristic features in mystery stories based on this example story and other stories they know. They develop an anchor chart to summarise these features. What we're reading: Students make comments about similarities they notice between different books in a series or from different authors. |
Responding to literature
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Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
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What we're reading: Students participate in an online discussion about their literary experiences.
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Use metalanguage to describe the effects of ideas, text structures and language features of literary texts(ACELT1604)
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The Case of the Snack Shack: Students use the Detective's Dictionary to develop vocabulary about mystery stories.
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Examining literature
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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 (ACELT1605)
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What we're reading: Students participate in an online discussion about their literary experiences.
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Creating literature
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The Making of a Mystery: Students compose their own mystery story.
What's in a Mystery?: Students use the Super Sleuth Peer Feedback form to give feedback to each other during the writing process. |
Literacy
Interpreting, analysing, evaluating |
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) |
The Case of the Snack Shack: Students identify characteristic features in mystery stories based on this example story and other stories they know. They develop an anchor chart to summarise these features. A Recipe for a Good Mystery: Students use the "Ingredients of a Mystery" worksheet to record features of mystery stories. |
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
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What is "Inferring"?: Students use the It says… I say… So… to link ideas from the text and their prior knowledge.
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Creating texts
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Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
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The Making of a Mystery: Students compose their own mystery story.
What's in a Mystery?: Students use the Super Sleuth Peer Feedback form to give feedback to each other during the writing process. |