it’s raining in mango

General capabilities evident throughout the unit include Literacy, Critical and Creative Thinking, Intercultural Understanding and Information and communication technology.

This unit addresses the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures.

Content descriptions below link to Australian Curriculum: English (Year 10).

Language

Language variation and change
Language for interaction
  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) (EN5-5C)
  • Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) (EN5-7D)
Text structure and organisation
  • Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) (EN5-3B)
Expressing and developing ideas
  • Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569) (EN5-3B)
  • Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
  • Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) (EN5-3B)

Literature

Literature and context
  • Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) (EN5-8D)
Responding to literature
Examining literature
  • Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) (EN5-2A)
  • Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643) (EN5-3B)
  • Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774) (EN5-6C)
Creating literature
  • Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) (EN5-5C)
  • Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815) (EN5-3B)
  • Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) (EN5-6C)

Literacy

Texts in context
  • Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) (EN5-8D)
Interacting with others
  • Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750) (EN5-1A)
  • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813) (EN5-3B)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) (EN5-2A)
Interpreting, analysing, evaluating
  • Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753) (EN5-6C)
Creating texts
  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756) (EN5-1A)
  • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757) (EN5-2A)
  • Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) (EN5-2A)