milli, jack and the dancing cat

General Capabilities evident across the unit include Information and communication technology (ICT) capability and Critical and creative thinking.

The cross-curriculum priority addressed throughout the unit is Sustainability.

Content descriptions below link to Australian Curriculum: Year 1 (English) and Stage 1 in the BOSTES NSW English K-10 syllabus.

Language for interaction
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444) (EN1-1A)
Text structure and organisation Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) (EN1-8B)
Expressing and developing ideas

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) (EN1-9B)

Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) (EN1-7B)

Literature and context
Discuss how authors create characters using language and images (ACELT1581) (EN1-10C)
Responding to literature Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582) (EN1-11D)
Examining literature Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) (EN1-10C)
Creating literature Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) (EN1-10C)
Texts in context
Respond to texts drawn from a range of cultures and experiences (ACELY1655) (EN1-11D)
Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) (EN1-6B)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) (EN1-6B)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) (EN1-10C)

Interpreting, analysing, evaluating Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of contexttext structures and language features (ACELY1660) (EN1-4A)
Creating texts

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) (EN1-4A)

Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) (EN1-5A)

Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) (EN1-4A)

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA).