the two bullies
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)
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)
|Text structure and organisation|
|Expressing and developing ideas||
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 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
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)
Interacting with others
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)
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)
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).