my place

The General Capabilities that this unit addresses are include LiteracyPersonal and Social CapabilityEthical Understanding and Intercultural Understanding.

This unit addresses the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures and Sustainability.

Content descriptions below link to Australian Curriculum: Year 3 (English) and the NSW BOSTES Stage 2 English Syllabus.

Language for interaction
Examine how evaluative language can be varied to be more or less forceful (ACELA1477) (EN2-9B)
Text structure and organisation Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) (EN2-7B)
Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482) (EN2-7B)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) (EN2-4A)

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484) (EN2-9B)

Literature and context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) (EN2-11D)
Responding to literature Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) (EN2-2A)
Examining literature

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) (EN2-7B)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) (EN2-7B)

Creating literature

Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) (EN2-11D)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) (EN2-10C)

Texts in context
Identify the point of view in a text and suggest alternative points of view (ACELY1675) (EN2-8B)
Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) (EN2-12E)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) (EN2-11D)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) (EN2-6B)

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) (EN2-4A)

Creating texts Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) (EN2-2A)

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