English Unit: Rowan of Rin
This Rowan of Rin book unit was created around our Upper Primary Hero’s Journey resources, designed to help you with fantasy and Sci-fi books in your classroom. Along with these great resources, we have an original title page for the workbook, book-specific worksheets (including some fun ones for fast finishers), and a presentation with summaries, questions and activities for every chapter.
Learning goals
- We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships, e.g. comparing fables from different cultures.
- 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 identify characteristic features used in imaginative, informative and persuasive texts.
- 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 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 identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
- We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
- We are learning to experiment with text structures and language features and their effects in creating texts, for example using imagery, sentence variation, metaphor and word choice.
- We are learning to select, navigate and read texts, using decoding strategies and identifying structural features, e.g. table of contents, glossary, chapters, headings and subheadings.
- We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships in different cultures and time periods, e.g. two literary texts that explore friendship.
- 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 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 create and edit texts by experimenting with figurative language, story lines, characters and settings.
- We are learning to create and edit texts by adapting storylines, characters and settings and experimenting with figurative language.
- We are learning to select, navigate and read texts, using decoding strategies and identifying structural features to monitor meaning, e.g. table of contents, glossary, chapters, headings and subheadings.
Curriculum alignment
AC9E4LE02
9
describe the effects of text structures and language features in literary texts when responding to and sharing opinions
AC9E6LY04
9
Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
AC9E6LE05
9
Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
AC9E5LY04
9
Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
AC9E5LY03
9
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E5LE05
9
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
AC9E5LE04
9
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
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
AC9E4LY03
9
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E4LE01
9
Recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors
ACELT1603
8.4
Discuss literary experiences with others, sharing responses and expressing a point of view
ACELT1602
8.4
Make connections between the ways different authors may represent similar storylines, ideas and relationships
ACELT1604
8.4
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts
ACELY1690
8.4
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELT1609
8.4
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
ACELT1795
8.4
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
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
ACELY1701
8.4
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELY1702
8.4
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
ACELT1800
8.4
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
ACELY1712
8.4
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings
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
EN2-10C
old
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A
old
Composes, edits and presents well-structured and coherent 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
EN3-5B
old
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
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-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
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
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-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
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
VCELT283
Describe the effects of ideas, text structures and language features of literary texts
VCELT282
Make connections between the ways different authors may represent similar storylines, ideas and relationships
VCELY346
Select, navigate and read increasingly complex texts for a range of purposes, applying appropriate text processing strategies to recall information and consolidate meaning
VCELT306
Discuss literary experiences with others, sharing responses and expressing a point of view
VCELT314
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
VCELY318
Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning
VCELY320
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
VCELT328
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
VCELT327
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
VCELT336
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
VCELT355
Experiment with text structures and language features and their effects in creating literary texts
VCELT356
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Teach it your way
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