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Story or Poem?
F 1 2 Pre & Primary Essentials Worksheets English Engaging With & Responding to Literature Analysing, Interpreting & Evaluating Creating Texts 5 Pages

Story or Poem?

This activity helps students understand the differences between poetry and narrative texts. They will explore the structure, language, and features of both forms by comparing Triantiwontigongolope with a short narrative.

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Learning goals

  • We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
  • We are learning to use appropriate interaction skills to listen and respond to others in different environments and use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
  • We are learning to listen to others when taking part in conversations, take turns, contribute ideas, use appropriate language and interaction skills.
  • We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to use appropriate interaction skills to listen and respond to others in different environments.
  • We are learning to use appropriate voice levels, body language, gestures and eye contact when speaking and listening to others.
  • We are learning to use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
  • We are learning to listen to others when taking part in conversations, contribute ideas, use appropriate language and interaction skills.
  • We are learning to interact in pair, group and class discussions, taking turns when responding.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts.
  • We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
  • We are learning to listen for key information and instructions and build upon ideas in discussions.

Curriculum alignment

AC9E1LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures AC9E2LY02 9 Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions AC9E1LY02 9 Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions AC9EFLY02 9 Interact in informal and structured situations by listening while others speak and using features of voice including volume levels AC9E2LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning AC9EFLY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently ACELY1784 8.4 Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact ACELY1646 8.4 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations ACELY1650 8.4 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently ACELY1670 8.4 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures ACELY1656 8.4 Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions ACELY1788 8.4 Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace ACELY1660 8.4 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features ACELY1666 8.4 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions ACELY1789 8.4 Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately
EN1-4A old Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN1-1A old Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations ENe-1A old Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies EN1-RECOM-01 new Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning EN1-VOCAB-01 new Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas EN1-OLC-01 new Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
VCELY222 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures VCELY244 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner VCELY186 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features VCELY210 Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others VCELY153 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently VCELY174 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak

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

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