Using Our Senses
This activity helps students explore how descriptive language creates imagery in poetry. They will identify sensory details in Triantiwontigongolope and experiment with using their own descriptive words to bring imaginary creatures to life.
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Learning goals
- We are learning to create and deliver short oral presentations to peers.
- We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
- We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
- We are learning to deliver short oral presentations to peers.
- We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
- We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
- We are learning to use software, e.g. MS Word to construct texts and add images.
- We are learning to create short imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
- We are learning to use software, e.g. MS Word or PowerPoint to construct texts which include visual and audio elements.
Curriculum alignment
AC9E1LY06
9
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
AC9E2LY06
9
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
AC9EFLY07
9
Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
ACELY1647
8.4
Deliver short oral presentations to peers
ACELY1661
8.4
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
ACELY1662
8.4
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
ACELY1664
8.4
Construct texts that incorporate supporting images using software including word processing programs
ACELY1671
8.4
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
ACELY1672
8.4
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
ACELY1674
8.4
Construct texts featuring print, visual and audio elements using software, including word processing programs
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
EN1-2A
old
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
ENe-1A
old
Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
ENE-UARL-01
new
Understands and responds to literature read to them
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-CWT-01
new
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
VCELY175
Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact
VCELY194
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements
VCELY195
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
VCELY197
Construct texts that incorporate supporting images using software including word processing programs
VCELY230
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
VCELY231
Reread and edit text for spelling, sentence-boundary punctuation and text structure
VCELY233
Construct texts featuring print, visual and audio elements using software, including word processing programs
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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