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Strong but Silent
3 4 5 6 Pre & Primary Essentials Worksheets English Examining Literature Literature & Contexts 2 Pages

Strong but Silent

This worksheet helps students analyse visual storytelling in the short film Migrants. Through structured observation, symbolism identification and reflection, students explore how meaning and emotion are communicated without words. Suitable for Years 3-6 with built-in scaffolds and fast-finisher options.

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Learning goals

  • 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 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 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 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 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 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 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 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 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 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 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.

Curriculum alignment

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 AC9E4LE04 9 Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning AC9E5LE04 9 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs AC9E6LE04 9 Explain the way authors use sound and imagery to create meaning and effect in poetry 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 AC9E3LE05 9 Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts 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 ACELT1612 8.4 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced ACELT1798 8.4 Create literary texts that experiment with structures, ideas and stylistic features of selected authors ACELT1617 8.4 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1794 8.4 Create literary texts by developing storylines, characters and settings 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 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

 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 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 ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining
EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN3-2A old Composes, edits and presents well-structured and coherent texts 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 EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts 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-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-HANDW-02 new Uses digital technologies to create texts 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 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-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-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-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating 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-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-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 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 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
VCELT285 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts VCELT297 Create literary texts by developing storylines, characters and settings VCELT265 Create texts that adapt language features and patterns encountered in literary texts VCELT328 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced VCELT264 Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features VCELT327 Create literary texts that experiment with structures, ideas and stylistic features of selected authors VCELT298 Create literary texts that explore students’ own experiences and imagining VCELT344 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse 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 VCELT356 Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELT355 Experiment with text structures and language features and their effects in creating literary texts

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

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