Villain Wanted Poster
Villain Wanted PosterDraw on your character and fairy tale story knowledge to create a wanted poster about a villain. Think of the physical and personality traits of the villain and the crime that your character would be convicted of.
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Learning goals
- We are learning to discuss depictions of characters in well-known fairytales, e.g. children in forests, royalty in castles.
- We are learning to discuss depictions of characters in print, sound and images which reflect the contexts in which they were created.
- We are learning to compare opinions about characters, events and settings in and between texts.
- We are learning to compare characters and settings in different texts and identify the verb groups used to convey actions, emotions and dialogue.
- We are learning to discuss characters and settings in different texts and explore how language is used to present these features in different ways.
- We are learning to identify the audience and main purpose of imaginative, informative and persuasive texts, e.g. Dreaming stories, advertisements and signs.
- We are learning to identify the audience and main purpose of imaginative, informative and persuasive texts.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
Curriculum alignment
AC9E2LE03
9
Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
AC9E2LY03
9
Identify the purpose and audience of imaginative, informative and persuasive texts
AC9E3LY03
9
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
AC9E3LY05
9
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
AC9E2LE01
9
Discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators
ACELT1591
8.4
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
ACELY1668
8.4
Identify the audience of imaginative, informative and persuasive texts
ACELT1589
8.4
Compare opinions about characters, events and settings in and between texts
ACELY1678
8.4
Identify the audience and purpose of imaginative, informative and persuasive texts
ACELY1680
8.4
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
ACELT1587
8.4
Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created
EN1-11D
old
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
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
EN2-4A
old
Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
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
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
VCELT219
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
VCELT242
Compare opinions about characters, events and settings in and between texts
VCELY257
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
VCELT240
Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Create your own fairy tale villain to create a wanted poster for.
Teach it your way
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