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.
Learning goals
- 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 that explore students’ own experiences and imagining.
- We are learning to create texts by developing storylines, characters and settings.
- We are learning to discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
- 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 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 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 create texts using a range of sentence types, including dialogue and literary devices and work with peers to edit texts and share feedback.
Curriculum alignment
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
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
AC9E3LE05
9
Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
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
AC9E4LE02
9
describe the effects of text structures and language features in literary texts when responding to and sharing opinions
AC9E4LE05
9
Create and edit literary texts by developing storylines, characters and settings
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 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 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 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 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 ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELT1794 8.4 Create literary texts by developing storylines, characters and settings
EN2-10C
old
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN2-2A
old
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
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
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
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-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
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
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-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-SPELL-01
new
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
EN2-HANDW-02
new
Uses digital technologies to create texts
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
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
VCELY267
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
VCELT264
Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features
VCELT265
Create texts that adapt language features and patterns encountered in literary texts
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
VCELT306
Discuss literary experiences with others, sharing responses and expressing a point of view
VCELT297
Create literary texts by developing storylines, characters and settings
VCELT298
Create literary texts that explore students’ own experiences and imagining
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
VCELY269
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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