William Bligh: A Stormy Story of Tempestuous Times
General capabilities evident throughout this unit includes Literacy, Information and communication technology, Critical and Creative Thinking, and Ethical Understanding.
This unit addresses the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures.
Content descriptions below link to Australian Curriculum: Year 6 (English).
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Language Text structure and organisation |
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects. (ACELA1518) (EN3-7C) |
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Literature Literature and context |
Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. (ACELT1613) (EN3-8D) |
| Creating literature | Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice. (ACELT1800) (EN3-2A) |
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Literacy Interacting with others |
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. (ACELY1709) (EN3-1A) Use interaction skills, varying conventions of spoken interactions such as vice, volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience. (ACELY1816) (EN3-1A) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis. (ACELY1710) (EN3-1A) |
| Interpreting, analysing, evaluating |
Analyse how text structures and language features work together to meet the purpose of the text. (ACELY1711) (EN3-3A) Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings. (ACELY1712) (EN3-3A) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. (ACELY1713) (EN3-3A) |
| Creating texts |
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience. (ACELY1714) (EN3-2A) Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices. (ACELY1715) (EN3-2A) |