Fact Filler: Floods
This resource set has been designed to support students to categorise groups of information when planning to write an informative text about floods.
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Learning goals
- We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
- We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
- We are learning to identify the impact natural disasters have on environments and communities, and how people can respond and manage environments.
- We are learning to identify the impact of bushfires or floods on environments and communities, and how people can respond.
Curriculum alignment
AC9HS5K05
9
The management of Australian environments, including managing severe weather events such as bushfires, floods, droughts or cyclones, and their consequences
AC9E5LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
ACELY1704
8.4
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
ACHASSK114
8.4
The impact of bushfires or floods on environments and communities, and how people can respond
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
GE3-4
old
Acquires, processes and communicates geographical information using geographical tools for inquiry
GE3-2
old
Explains interactions and connections between people, places and environments
GE3-3
old
Compares and contrasts influences on the management of places and environments
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-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-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-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-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create 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-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
VCELY332
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
VCGGK095
Impacts of bushfires or floods on environments and communities, and how people can respond
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
VCELY329
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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