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Responding to Literature - Presentation
3 Primary + Unit Plans Presentations English Examining Literature Literature & Contexts Engaging With & Responding to Literature 28 Pages

Responding to Literature - Presentation

A visually engaging presentation, this resource will support the teaching and learning of responding to literature. The presentation begins by exploring how authors create characters, events and settings in different contexts. It then examines the impact of different literary devices and how they enhance the storytelling experiences. The presentation provides a variety of examples and practice activities for teachers to use as scaffolds for student learning. Students can work alongside the teacher, demonstrating their understanding through questions and activities in their workbooks or on whiteboards.
 

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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 describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • 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 discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
  • We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
  • 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 describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • 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.

Curriculum alignment

EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-11D old Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-12E old Recognises and uses an increasing range of strategies to reflect on their own and others’ learning 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-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-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
VCELT251 Draw connections between personal experiences and the worlds of texts, and share responses with others VCELT252 Develop criteria for establishing personal preferences for literature VCELT274 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons VCELT253 Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative 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

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

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