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Final Reflections
3 4 5 6 Pre & Primary Essentials Worksheets English Engaging With & Responding to Literature Interacting with Others 4 Pages

Final Reflections

This reflective resource invites students in Years 3-6 to consolidate their understanding of symbolism and visual storytelling. Designed to support the conclusion of a multi-modal unit using Leila and the Blue Fox and Migrants, these activities encourage oral sharing, peer engagement and written reflection. Students examine how symbols shape narrative meaning, compare interpretations and reflect on the emotional and thematic power of images. The sheets are differentiated for junior and senior levels.

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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 create and edit imaginative texts by using or adapting language features, characters, settings and plot structures, e.g. changing the setting, revising an ending.
  • We are learning to create texts using a range of sentence types, including dialogue and literary devices and work with peers to edit texts and share feedback.
  • 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 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 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.
  • 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, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • 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 create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
  • We are learning to create multimodal texts that adapt language features and patterns encountered in literary texts, e.g. characterisation, rhyme, rhythm, mood, music, sound effects and dialogue.
  • 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 create texts by developing storylines, characters and settings.
  • We are learning to create texts that explore students’ own experiences and imagining.
  • 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 present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
  • 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, 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 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 re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • 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 plan, create and adapt narratives in written, spoken or multimodal formats in innovative ways for a variety of audiences and purposes.
  • 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 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.

Curriculum alignment

AC9E3LE02 9 Discuss connections between personal experiences and character experiences in literary texts and share personal preferences AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions 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 AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts AC9E4LE05 9 Create and edit literary texts by developing storylines, characters and settings AC9E5LE05 9 Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced 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 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 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 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 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 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 ACELT1614 8.4 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots 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 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 ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced 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 ACELT1798 8.4 Create literary texts that experiment with structures, ideas and stylistic features of selected authors 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 ACELT1618 8.4 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways 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 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 ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELT1615 8.4 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts 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 ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1598 8.4 Develop criteria for establishing personal preferences for literature ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1791 8.4 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue 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 ACELT1794 8.4 Create literary texts by developing storylines, characters and settings ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language 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 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 EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN2-4A 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 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-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding 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 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 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 EN2-HANDW-02 new Uses digital technologies to create texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts 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-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-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 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 EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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
VCELT355 Experiment with text structures and language features and their effects in creating literary texts VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELT336 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts VCELT356 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways VCELT252 Develop criteria for establishing personal preferences for literature 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 VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure 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 VCELT251 Draw connections between personal experiences and the worlds of texts, and share responses with others VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices 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 VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELT265 Create texts that adapt language features and patterns encountered in literary texts 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 VCELY330 Reread and edit own and others’ work using agreed criteria for 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 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 VCELT298 Create literary texts that explore students’ own experiences and imagining VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELT314 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELT297 Create literary texts by developing storylines, characters and settings VCELT283 Describe the effects of ideas, text structures and language features of literary texts

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

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