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Present a Person
6 Pre & Primary Essentials Worksheets English Creating Literature Literature & Contexts Interacting with Others Analysing, Interpreting & Evaluating Creating Texts 1 Page

Present a Person

This worksheet is designed to further scaffold students in biography writing, by prompting their research of a person in preparation for sharing the biography as a brief presentation. This sheet is a part of a larger unit developed to help students research interesting people while learning about the form of biography, and information reports.

Learning goals

  • We are learning to identify social, cultural and historical contexts portrayed within literary texts and make connections to our own experiences.
  • 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 plan, rehearse and deliver appropriately sequenced multimodal presentations for specific audiences and purposes.
  • We are learning to use comprehension strategies to interpret and analyse information, comparing content from a variety of print and digital sources.
  • 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 identify responses to characters and events from social, cultural and historical contexts portrayed within literary texts.
  • We are learning to create and edit texts by adapting storylines, characters and settings and experimenting with figurative language.
  • 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 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 plan, rehearse and deliver multimodal presentations for specific audiences and purposes sequenced logically in an organised manner, with appropriate features of voice and relevant information, arguments and facts from reliable sources.

Curriculum alignment

AC9E6LY07 9 Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features 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 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 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 AC9E6LE01 9 Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors ACELT1618 8.4 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways 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 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 ACELY1710 8.4 Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis ACELT1613 8.4 Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts
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 EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-8D old Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts 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-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-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension 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-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
VCELY367 Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis VCELT365 Make connections between own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices 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 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 VCELY347 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

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

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