The Girl from the great sandy desert
This unit address the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures.
Content descriptions below link to Australian Curriculum: Year 5 (English).
Language for interaction
|Text structure and organisation||Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (ACELY1740) (EN3-5B)|
|Expressing and developing ideas||Understand the use of vocabulary to express greater precision of meaning and know that words can have different meanings in different contexts. (ACELA1512) (EN3-6B)|
|Recognise that ideas in literacy texts can be conveyed from different viewpoints, which can lead to different interpretations and responses. (ACELT1610) (EN3-8D)|
|Responding to literature||Present a point of view about particular literacy texts using appropriate metalanguage and reflect on the viewpoints of others. (ACELT1609) (EN3-2A)|
Texts in context
|Show how ideas and points of view in texts are conveyed through use of vocabulary, including idiomatic expressions, objective and subjective language and that these 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)|
|Interpreting, analysing, evaluating||Identify aspects of literacy texts that convey details or information about a particular social, cultural and historical contexts. (ACELT1608) (EN3-8D)|
|Creating texts||Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structure, language features and images appropriate to purpose and audience (ACELY1704) (EN3-2A)|