my girragundji

General Capabilities evident across the unit include Literacy, Information and communication technology capability, and Intercultural understanding.

The cross-curriculum priority highlighted in this unit is Aboriginal and Torres Strait Islander histories and culture. The unit also addresses student diversity for those students for whom English is an additional language or dialect.

The content in this unit of work links to the Australian Curriculum: Year 5 (English) and Year 6 (English).

Language variation and change
Understand that the pronunciation, spelling and meanings of words have histories and change over time. (ACELA1500) (EN3-4A)
Language for interaction

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships. (ACELA1501) (EN3-1A)

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view. (ACELA1502) (EN3-8D)

Text structure and organisation

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English. (ACELA1515)   (EN3-1A)

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects. (ACELA1518) (EN3-7C)

Literature and context

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. (ACELT1608) (EN3-8D)

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (ACELT1613) (EN3-8D)

Responding to literature

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others. (ACELT1609)   (EN3-2A)

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences. (ACELT1795) (EN3-1A)

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots. (ACELT1614) (EN3-7C)

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts. (ACELT1615) (EN3-6B)

Examining literature

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses. (ACELT1610) (EN3-8D)

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes. (ACELT1611) (EN3-3A)

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse. (ACELT1617) (EN3-7C)

 Creating literature

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced. (ACELT1612) (EN3-7C)

Create literary texts that experiment with structures, ideas and stylistic features of selected authors. (ACELT1798) (EN3-2A)

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways. (ACELT1618) (EN3-7C)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice. (ACELT1800) (EN3-2A)

Texts in context
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context. (ACELY1698)   (EN3-6B)
Interacting with others

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view. (ACELY1699) (EN3-8D)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes. (ACELY1796) (EN3-1A)

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements. (ACELY1700) (EN3-1A)

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.(ACELY1709) (EN3-1A)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis. (ACELY1710) (EN3-1A)

Interpreting, analysing, evaluating

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY1701) (EN3-5B)

Analyse how text structures and language features work together to meet the purpose of a text. (ACELY1711) (EN3-3A)

Creating texts

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience. (ACELY1704) (EN3-2A)

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) (EN3-2A)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience. (ACELY1714) (EN3-2A)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) (EN3-2A)

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