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English Unit: Leila and the Blue Fox and Migrants
3 4 5 6 Primary + Unit Plans Unit Plans English Language for Expressing & Developing Ideas Text Structure & Organisation Examining Literature Literature & Contexts Engaging With & Responding to Literature Creating Texts 122 Pages

English Unit: Leila and the Blue Fox and Migrants

This unit invites students in Years 3-6 to explore how imagery, symbolism and connotation shape meaning in stories. Using Leila and the Blue Fox by Kiran Millwood Hargrave and the short film Migrants, students will examine how authors and filmmakers use symbols- such as animals, colour and landscape- to convey emotion, identity and transformation.
Each lesson is curriculum-aligned and scaffolded to support deep thinking, visual literacy and expressive writing. With flexible tasks, visual tools and clear assessment pathways, this unit allows students to make powerful connections between words, images and ideas- whether they're analysing metaphor, crafting symbolic narratives, or reflecting on meaning.

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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 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 present an opinion on a literary text, using metalanguage to describe the effects of literary devices, text structures and language features.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems and language devices such as rhythm and onomatopoeia to add momentum to poetry.
  • We are learning to understand, discuss and use poetic devices and how they create interest in text, such as nonsense words, spoonerisms, neologisms and puns.
  • We are learning to examine the effects of imagery, including simile, metaphor and personification and sound devices in narratives, shape poetry, songs, anthems and odes.
  • We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.
  • We are learning to understand that different relationships and emotions can be shown through different camera angles, shot sizes, layouts and distances in picture books, advertisements and films.
  • We are learning to understand past, present and future tenses and their impact on meaning in a sentence, e.g. informative texts are usually written in present tense.
  • We are learning to use commas to indicate prepositional phrases, how possessives are signalled through apostrophes and how to use apostrophes with common, proper, plural nouns and multiple possession.
  • We are learning to understand how to use the comma for lists, to separate a dependent clause from an independent clause and in dialogue.
  • 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 understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to recognise that the point of view in a literary text influences how readers interpret and respond to events and characters.
  • We are learning to identify, describe and discuss the similarities and differences between texts, including comparing two or more texts of the same author or illustrator to identify their individual style.
  • 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 describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems, and language devices such as rhythm and onomatopoeia to add momentum to poetry.
  • We are learning that verbs are doing, thinking, saying and relating words and that time is represented through verb tense, e.g. she arrived, she is arriving.
  • We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.
  • 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 understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to understand, discuss and use poetic devices and how they create interest in text, such as nonsense words, spoonerisms, neologisms and puns.
  • We are learning how possessives are signalled through apostrophes and how to use apostrophes with common, proper and plural nouns, e.g. my parents’ car.
  • We are learning to present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
  • We are learning to identify the narrative voice, discuss the impact of first person narration on engagement and examine texts written from different narrative points of view.
  • 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 understand the uses of commas to separate clauses.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
  • We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.

Curriculum alignment

AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E6LE03 9 Identify and explain characteristics that define an author's individual style AC9E5LE02 9 Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others AC9E6LE02 9 Identify similarities and differences in literary texts on similar topics, themes or plots AC9E3LE04 9 Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose AC9E4LE04 9 Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning AC9E5LE04 9 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs AC9E6LE04 9 Explain the way authors use sound and imagery to create meaning and effect in poetry AC9E3LA09 9 Identify how images extend the meaning of a text AC9E4LA09 9 Understand past, present and future tenses and their impact on meaning in a sentence AC9E5LA09 9 Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession AC9E6LA09 9 Understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue 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 AC9E4LE03 9 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions AC9E5LE03 9 Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters AC9E3LE02 9 Discuss connections between personal experiences and character experiences in literary texts and share personal preferences ACELT1609 8.4 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others 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 ACELA1506 8.4 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELT1606 8.4 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns ACELT1795 8.4 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1610 8.4 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses ACELA1521 8.4 Understand the uses of commas to separate clauses ACELT1605 8.4 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension ACELT1604 8.4 Use metalanguage to describe the effects of ideas, text structures and language features of literary texts ACELT1614 8.4 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELA1483 8.4 Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments ACELA1478 8.4 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELT1615 8.4 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELA1482 8.4 Understand that verbs represent different processes, for example: doing, thinking, saying, and relating and that these processes are anchored in time through tense ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1600 8.4

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose

 ACELT1616 8.4 Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style 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

 ACELT1617 8.4 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1598 8.4 Develop criteria for establishing personal preferences for literature
EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in 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 EN2-12E old Recognises and uses an increasing range of strategies to reflect on their own and others’ learning 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 EN2-9B old Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and 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 EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language 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-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 EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
VCELT344 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse VCELA349 Understand the uses of commas to separate clauses VCELT343 Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELT315 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses VCELT314 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences VCELT336 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others VCELA322 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns VCELT285 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts VCELY289 Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other VCELT284 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques VCELT283 Describe the effects of ideas, text structures and language features of literary texts VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELA246 Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences VCELA262 Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense VCELT254 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose 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 VCELT252 Develop criteria for establishing personal preferences for literature VCELT251 Draw connections between personal experiences and the worlds of texts, and share responses with others VCELA248 Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments

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

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