the great bear

General Capabilities evident across the unit include Critical and creative thinking, Ethical understanding, and Intercultural understanding.

The cross-curriculum priorities highlighted in this unit are Aboriginal and Torres Strait Islander histories and cultures and Sustainability.

Content descriptions below link to Australian Curriculum: Year 3 (English) and Year 4 (English).

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) (EN2-8B)

Understand that paragraphs are a key organisational feature of written texts (ACELA1479) (EN2-9B)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) (EN2-8B)

Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491) (EN2-4A)

Expressing and developing ideas

Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481) (EN2-9B)

Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) (EN2-8B)

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) (EN2-9B)

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) (EN2-9B)

Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) (EN2-8B)

Literature and context

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) (EN2-10C)

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) (EN2-10C)

Responding to literature

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) (EN2-11D)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) (EN2-11D)

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) (EN2-8B) 

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) (EN2-10C) 

Texts in context
Identify the point of view in a text and suggest alternative points of view (ACELY1675) (EN2-11D) 
Interacting with others

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) (EN2-6B)

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) (EN2-1A)

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) (EN2-1A)

Interpreting, analysing, evaluating

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) (EN2-8B)

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) (EN2-4A)

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)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) (EN2-4A)

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