the two bullies

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

The cross-curriculum priority highlighted in this unit is Asia and Australia’s engagement with Asia.

The content in this unit of work links to the Australian Curriculum: Year 3 (English) and Year 4 (English).

Unit focus and overview

Speaking and listening focus

Students experiment with character dialogues to creatively extend information about characters from The Two Bullies in role play. Students identify different elements of dialogue from The Two Bullies and the purposes e.g. falsification, explanation, opinion, bluff, deception.

Reading and viewing focus

Students develop skills in locating and selecting relevant information in text and illustrations. Students interpret the text (dialogue in particular) and illustrations in order to develop understanding of characters. Students identify the ways writers refer to their cultural background in text and illustration.

Writing and representing focus

Students write short responses to characters. Students write a brief response that describes and explains the connection between the illustrations and the text and/or the plot. Students extend character dialogue by borrowing language appropriately to maintain the identified aspects of a character.

Language for interaction

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476) (EN2-1A)

Examine how evaluative language can be varied to be more or less forceful (ACELA1477) (EN3-7B)

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488) (EN2-1A)

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) (EN2-11D)

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) 

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)

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

Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) (EN2-5A)

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)

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) (EN2-9B)

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779) (EN2-5A)

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 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) (EN2-8B)

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)

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) (EN2-2A)

 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) (EN2-2A)

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) (EN2-2A)

Create literary texts that explore students’ own experiences and imagining (ACELT1607) (EN2-10C)

Create literary texts by developing storylines, characters and settings (ACELT1794) (EN2-2A)

Interacting with others

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

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792) (EN2-1A)

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

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)

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)

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) (EN2-2A)

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