Diving Deep into Language
This activity engages students in analysing Tim Winton’s use of figurative language in Blueback, focusing on how similes, metaphors, and imagery bring characters, events, and settings to life- specifically Abel’s first encounter with Blueback. Students explore how language creates vivid impressions and emotional connections, fostering creativity and critical thinking.
Learning goals
- 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 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 that the levels of formality increase with greater social distance.
- 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.
- We are learning to create and edit texts by experimenting with figurative language, story lines, characters and settings.
- 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.
Curriculum alignment
AC9E5LE05
9
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
AC9E6LA01
9
Understand that language varies as levels of formality and social distance increase
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
ACELT1612
8.4
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
ACELY1717
8.4
Use a range of software, including word processing programs, learning new functions as required to create texts
ACELY1715
8.4
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
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
ACELA1516
8.4
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase
ACELT1798
8.4
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
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
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-3A
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
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
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-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
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-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-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-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
VCELA363
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase
VCELY361
Use a range of software, including word processing programs, learning new functions as required to create 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
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
VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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