Learn how to use our latest features. Show me →
Get started
Leila and the Blue Fox and Migrants - Teaching Notes
3 4 5 6 Pre & Primary Essentials Worksheets English Text Structure & Organisation Examining Literature Creating Literature Literature & Contexts Engaging With & Responding to Literature 3 Pages

Leila and the Blue Fox and Migrants - Teaching Notes

The Teaching Notes page supports the implementation of the Leila and the Blue Fox & Migrants Imagery and Symbolism Unit for Years 3-6. It outlines the five-week lesson sequence, relevant ACARA links and built-in differentiation strategies to support a diverse classroom. Teachers are guided through flexible planning options, with support for adjusting pace, choosing between written or visual responses and integrating tools such as colour symbolism charts, storyboard templates and image analysis scaffolds. With a dual focus on literary and visual texts, this page ensures confident delivery while encouraging deep engagement with meaning, emotion and interpretation.

Having trouble downloading? Follow our step-by-step guide

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 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 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 use comprehension strategies to build literal and inferred meaning and evaluate texts.
  • We are learning to use comprehension strategies to build literal and inferred meaning and to connect and compare content from a variety of sources.
  • 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 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 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 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 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, 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 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 use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
  • 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.
  • We are learning to use comprehension strategies to interpret and analyse information, comparing content from a variety of print and digital sources.

Curriculum alignment

AC9E4LE02 9 describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E6LE02 9 Identify similarities and differences in literary texts on similar topics, themes or plots AC9E5LE04 9 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs AC9E4LE04 9 Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning AC9E6LE04 9 Explain the way authors use sound and imagery to create meaning and effect in poetry 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 AC9E6LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources AC9E5LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas 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 AC9E3LA09 9 Identify how images extend the meaning of a text 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 AC9E4LA09 9 Understand past, present and future tenses and their impact on meaning in a sentence 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 AC9E5LA09 9 Use commas to indicate prepositional phrases, and apostrophes where there is multiple possession AC9E3LE02 9 Discuss connections between personal experiences and character experiences in literary texts and share personal preferences AC9E6LA09 9 Understand how to use the comma for lists, to separate a dependent clause from an independent clause, and in dialogue 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 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 ACELT1795 8.4 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELT1609 8.4 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELY1703 8.4 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELA1521 8.4 Understand the uses of commas to separate clauses ACELT1614 8.4 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots ACELT1615 8.4 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELT1617 8.4 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELA1506 8.4 Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns ACELY1713 8.4 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital 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 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

 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 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 ACELT1598 8.4 Develop criteria for establishing personal preferences for literature 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) ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1604 8.4 Use metalanguage to describe the effects of ideas, text structures and language features of literary texts 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
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 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 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 EN2-9B 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 EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language 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 EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-3A 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-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension 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-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-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-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts 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
VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts VCELT251 Draw connections between personal experiences and the worlds of texts, and share responses with others VCELT344 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELA248 Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments VCELT252 Develop criteria for establishing personal preferences for literature VCELA349 Understand the uses of commas to separate clauses VCELY288 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts VCELY347 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts VCELY319 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources 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 VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes 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 VCELT314 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences VCELA262 Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense VCELT336 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others 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 VCELT306 Discuss literary experiences with others, sharing responses and expressing a point of view VCELT283 Describe the effects of ideas, text structures and language features of literary texts 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

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

Teach it your way

Finding related resources…
Finding related resources…

Linked resources & worksheets

Subscribe to our newsletter

Get free, ready-to-use resources for Foundation to Year 6 classrooms delivered to your inbox. Printables, lesson ideas, and classroom activities, all in one place.