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Blueback - Representing Themes
5 6 Pre & Primary Essentials Worksheets English Language for Expressing & Developing Ideas Examining Literature Creating Literature Literature & Contexts Language for Interacting With Others Language Variation and Change 2 Pages

Blueback - Representing Themes

This creative task for middle to upper primary students requires students to design a poster representing a theme from Blueback. Using drawings, symbols, and captions, students demonstrate their understanding of the theme and its portrayal in the text.

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Learning goals

  • We are learning to understand that the levels of formality increase with greater social distance.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to create and edit texts by experimenting with figurative language, story lines, characters and settings.
  • We are learning that bare assertions (a claim of fact without supporting evidence) must take into account different points of view.
  • We are learning to analyse how text structures and language features work together to meet the purpose of a text and to engage and influence audiences.
  • We are learning to create literary texts using realistic and fantasy settings and characters that draw on our own experiences.
  • We are learning to create texts by experimenting with structures, ideas and stylistic features of authors, e.g. narrative view point, structure of stanzas and juxtaposition.
  • We are learning to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.
  • We are learning to analyse how text structures and language features work together to meet the purpose of a text.
  • We are learning to analyse strategies authors use to influence readers.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and images for purpose and the audience.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.
  • We are learning to use software, e.g. MS Word or PowerPoint, learning new functions as required to create texts.

Curriculum alignment

AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E6LY03 9 Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences AC9E5LE05 9 Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced AC9E5LA02 9 Understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources AC9E6LA01 9 Understand that language varies as levels of formality and social distance increase ACELT1611 8.4 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELY1714 8.4 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 ACELY1801 8.4 Analyse strategies authors use to influence readers ACELY1711 8.4 Analyse how text structures and language features work together to meet the purpose of a text ACELA1516 8.4 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices ACELT1798 8.4 Create literary texts that experiment with structures, ideas and stylistic features of selected authors ACELY1717 8.4 Use a range of software, including word processing programs, learning new functions as required to create texts ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced ACELA1502 8.4 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY358 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 VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY345 Analyse strategies authors use to influence readers VCELA363 Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELA335 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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