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English Unit: Judy Moody - Mood and Voice Study
3 4 Primary + Unit Plans Unit Plans English Engaging With & Responding to Literature Analysing, Interpreting & Evaluating Creating Texts 19 Pages

English Unit: Judy Moody - Mood and Voice Study

Middle primary English unit using Judy Moody to explicitly teach mood, emotion and first person narrative voice. Includes teaching notes, presentation, worksheets and assessment, supporting close reading of character feelings and voice, creative writing in Judy’s style, and a reflective Me collage linking to identity and wellbeing.

Learning goals

  • We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
  • We are learning to select and discuss texts that satisfy our personal preferences and providing reasoning.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • 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 use comprehension strategies to find literal and inferred meaning in texts and to use and expand on our knowledge to analyse and evaluate texts.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning to draw connections between personal experiences and the worlds of texts and share responses with others.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • 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 plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.

Curriculum alignment

AC9E3LE02 9 Discuss connections between personal experiences and character experiences in literary texts and share personal preferences AC9E3LY05 9 Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features 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 AC9E4LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation ACELT1598 8.4 Develop criteria for establishing personal preferences for literature ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELY1680 8.4 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features 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 ACELY1692 8.4 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own 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 EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-12E old Recognises and uses an increasing range of strategies to reflect on their own and others’ learning 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-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-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
VCELT251 Draw connections between personal experiences and the worlds of texts, and share responses with others VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELT252 Develop criteria for establishing personal preferences for literature VCELY257 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features 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 VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY288 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts VCELT283 Describe the effects of ideas, text structures and language features of 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

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

Differentiation

Modifications

  • Test 1
  • Test 2
  • Test 3
  • Test 4

Extensions

  1. Test 1
  2. Test 2
  3. Test 3
  4. Test 4

Teach it your way

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