This English unit addresses common poetic devices such as sound play, word play and imagery and explores how these may be applied to narrative poetry.
It consists of 10 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
Teachers are also encouraged to collect samples of students’ work throughout the unit to reflect their learning journey.
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic
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
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
Understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
Create literary texts that explore studentsâ own experiences and imaginingElaborationsdrawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding ...
Create literary texts by developing storylines, characters and settingsElaborationscollaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points o...
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structureElaborationsrevising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection betwe...
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elementsElaborationsidentifying and selecting appropriate software programs for constructing te...
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situationsElaborationsidentifying roles and...
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 punsElaborationsdefining spoonerisms, neologisms and puns and exploring ...
Discuss literary experiences with others, sharing responses and expressing a point of view
Elaborations
sharing and discussing students' own and others' understanding of the effects of particular literary techniques on their appreciation of t...
Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrasesElaborationscreating richer, more specific descriptions through the use of noun groups/phrases (for examp...
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audienceElaborationsbecoming familiar with the typical stages and language features of such text types as: simple narrative,...
Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger groupElaborationsrecognisin...
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elementsElaborationsusing features of relevant technologies to plan, sequence, compose and edit multimodal...
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuationElaborationsusing glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding ...
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the authorâs point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situationsElaborationsparticipating in collaborative discussions, building on and connecting ideas and opinions expressed by other...
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogueElaborationscreating visual and multimodal texts based on Aboriginal and Torres ...
Create imaginative texts based on characters, settings and events from studentsâ own and other cultures using visual features, for example perspective, distance and angleElaborationsdrawing on literary texts read, viewed and listened to for insp...
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâs reaction, including rhythm and onomatopoeia in poetry and proseElaborationsidentifying the effect of imagery in texts, for example the use of ...
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 narrativeElaborationsidentifying and discussing the use of descriptive adjectives (âin the middle of a va...
Draw connections between personal experiences and the worlds of texts, and share responses with othersElaborationsdiscussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas ...
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)Elaborationsbecoming familiar with typical structural stages and language features of various t...
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
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences
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
Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations
Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
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Lesson 1 abc splash link doesn't work - its here now https://www.abc.net.au/tveducation/programs/why-do-we-create-poetry/13497884
Brittany Collins
·
Hi Charlotte! Thanks for bringing this to our attention. We have updated the link, and it should work now. Thanks!
Lilly Brill
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Thx i won't bother students are working on laptops
Royce (Teach Starter)
·
Hey Lilly, thank you for your comment. PDF templates and activities are great for laptop and device learning, as they can be used on digital platforms such as Onenote. Software such as Onenote can allow students to use device pens, or use typing options to interact with these files.
Lilly Brill
·
It is great just wish it was avaliable for 5 and 6
Hi Lilly,
Thanks for your feedback! Please feel free to request a resource at our 'Request a Resource' page.
https://www.teachstarter.com/request-a-resource/
Requests are voted on by the Teach Starter community and we create the top requests. Please let me know if you have any further questions, I’m more than happy to help.
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Lesson 1 abc splash link doesn't work - its here now https://www.abc.net.au/tveducation/programs/why-do-we-create-poetry/13497884
Hi Charlotte! Thanks for bringing this to our attention. We have updated the link, and it should work now. Thanks!
Thx i won't bother students are working on laptops
Hey Lilly, thank you for your comment. PDF templates and activities are great for laptop and device learning, as they can be used on digital platforms such as Onenote. Software such as Onenote can allow students to use device pens, or use typing options to interact with these files.
It is great just wish it was avaliable for 5 and 6
Hi Lilly, have you seen this unit plan for students in Year 5 and Year 6? https://www.teachstarter.com/au/unit-plan/experimenting-poetry-unit-plan-year-5-year-6/ I hope this is what you are looking for!
Hi Lilly, Thanks for your feedback! Please feel free to request a resource at our 'Request a Resource' page. https://www.teachstarter.com/request-a-resource/ Requests are voted on by the Teach Starter community and we create the top requests. Please let me know if you have any further questions, I’m more than happy to help.