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Blueback - Storyboard
3 4 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 5 Pages

Blueback - Storyboard

This resource tasks students with creating a storyboard inspired by Blueback by Tim Winton. It guides them to develop a simple narrative set in Longboat Bay, incorporating an environmental challenge and resolution. The worksheet includes planning prompts, a storyboard template, and practical tips, encouraging creativity, storytelling skills, and environmental awareness.

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Learning goals

  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to discuss literary experiences with others, share responses and express a point of view using metalanguage to describe the effects of texts, text structures and language features.
  • We are learning to discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
  • We are learning to create and edit imaginative texts by using or adapting language features, characters, settings and plot structures, e.g. changing the setting, revising an ending.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to create texts using a range of sentence types, including dialogue and literary devices and work with peers to edit texts and share feedback.
  • We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
  • We are learning to create multimodal texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to discuss literary experiences with others, sharing responses and expressing a point of view.
  • We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
  • We are learning to create texts by developing storylines, characters and settings.
  • We are learning to create texts that explore students’ own experiences and imagining.

Curriculum alignment

AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E3LE03 9 Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative AC9E4LE05 9 Create and edit literary texts by developing storylines, characters and settings AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts AC9E3LE01 9 Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELT1604 8.4 Use metalanguage to describe the effects of ideas, text structures and language features of literary texts ACELT1794 8.4 Create literary texts by developing storylines, characters and settings ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELY1682 8.4 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 ACELT1791 8.4 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue ACELT1599 8.4

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

 ACELT1594 8.4 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons
EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
VCELY266 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 VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELT265 Create texts that adapt language features and patterns encountered in literary texts VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELT253 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 VCELT283 Describe the effects of ideas, text structures and language features of literary texts VCELT274 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons VCELT297 Create literary texts by developing storylines, characters and settings VCELT298 Create literary texts that explore students’ own experiences and imagining

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

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