BFG

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Summary English - speaking and listening, writing Geography - mapping PDHPE - understanding differences, making changes Technology -

Stage 1, Stage 2, Stage 3 | English, Geography, PDHPE, Technology

Duration Sample term ! weeks

Unit overview This unit looks at descripti"e language in writing# $t looks similes and metaphors, conte%tual knowledge, descripti"e language &oth in written and spoken te%t and "isual literacy# Outcomes English K-10 Assessment overview (crostic Poem .haracter Descriptions

E' - ( communicates with a range of people in informal and guided acti"ities demonstrating interaction skills and considers how own communication is ad)usted in different situations E' -*( composes te%ts using letters of consistent si+e and slope and uses digital technologies E' -,- identifies how language use in their own writing differs according to their purpose, audience and su&)ect matter E' - !. thinks imaginati"ely and creati"ely a&out familiar topics, ideas and te%ts when responding to and composing te%ts E' - D responds to and composes a range of te%ts a&out familiar aspects of the world and their own e%periences E'/- ( communicates in a range of informal and formal conte%ts &y adopting a range of roles in group, classroom, school and community conte%ts E'/-*( uses effecti"e handwriting and pu&lishes te%ts using digital technologies E'/-,- identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and conte%ts E'/- !. thinks imaginati"ely, creati"ely and interpreti"ely a&out information, ideas and te%ts when responding to and composing te%ts E'*- ( communicates effecti"ely for a "ariety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features E'*-/( composes, edits and presents well-structured and coherent te%ts E'*-0- discusses how language is used to achie"e a widening range of purposes for a widening range of audiences and conte%ts E'*-,. thinks imaginati"ely, creati"ely, interpreti"ely and critically a&out information and ideas and identifies connections &etween te%ts when responding to and composing te%ts

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content Stage 1 - S"ea#ing an listening 1 Students1 De"elop and apply conte%tual knowledge 2espond to and compose te%ts listen for specific purposes and information, including instructions, and e%tend students3 own and others3 ideas in discussions 4(.E56 7778 use turn-taking, 9uestioning and other &eha"iours related to class discussions Stage $ - S"ea#ing an listening 1 interpret ideas and information in spoken te%ts and listen for key points in order to carry out tasks and use information to share and e%tend ideas and information 4(.E56 7:,8 Stage % - S"ea#ing an listening use interaction skills, for e%ample paraphrasing, 9uestioning and interpreting non"er&al cues and choose "oca&ulary and "ocal effects appropriate for different audiences and purposes 4(.E56 ,;78 participate in and contri&ute to discussions, clarifying and interrogating ideas, de"eloping and supporting arguments, sharing and e"aluating information, e%periences and opinions (ACELY1709) Stage 1 - Thin#ing imaginatively an creatively Students1 recreate te%ts imaginati"ely using drawing, writing, performance and digital forms of communication 4(.E5T 0:78 Stage $ - Thin#ing imaginatively, creatively an inter"retively use "isual representations, including those digitally produced, to represent ideas, e%perience and information for different purposes and audiences Stage % - Thin#ing imaginatively, creatively, inter"retively an critically e%periment with others3 imaginati"e te%ts &y changing aspects such as place, characters, rhythm, mood, sound effects and dialogue Stage 1 - &riting an re"resenting $ understand that different types of te%ts ha"e identifia&le te%t structures and language features that help the te%t ser"e its purpose 4(.E5( @@,, (.E5( @7*8 Stage $ - &riting an re"resenting $ understand how a range of language features can shape readers3 and "iewers3 understanding of su&)ect matter Stage % - &riting an re"resenting e%periment and use aspects of composing that enhance learning and en)oyment compose imaginati"e and informati"e te%ts that show e"idence of de"eloped ideas

Teaching, learning an

assessment

Students discuss co"er and what the content may&e a&out# -rainstorm ideas for 3<hat is a -=G>3 2ead .h <rite a prediction a&out what is going to happen after reading chapter #

!esources 'ote&ook -=G no"el &y 2oald Dahl

Descri"tive Drawing 2ead .hapter # Di"ide page into /# Draw what you think the -=G looks like from the description on p 7# in the st column 2ead .hapter / (fter reading p/* redraw your -=G showing more detail# ?se descripti"e la&els# Similes an 'eta"hors <atch ASimiles and BetaphorsA &y the -ra+illions on 6ou Tu&e# $n groups read E%amples of Similes and Betaphors from The -=G p ,C :, /*,/@ and /0 and group into appropriate sections Share findings and discuss differences of opinions (s a class make up new similes and metaphors and list - This will &e used as a reference in following acti"ities#

p 7 and p/* of The -=G

6outu&e http1CCwww#youtu& e#comCwatch> "DuoS-E'?F/5? <ork sheet with E%amples -utcher paper Barkers

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content Stage 1 - E("ressing themselves discuss aspects of imaginati"e te%ts such as setting and dialogue, making connections with students3 own e%periences Stage $ - Thin#ing imaginatively, creatively an inter"retively identify creati"e language features in imaginati"e, informati"e and persuasi"e te%ts that contri&ute to engagement Stage % - !es"on ing an com"osing identify and e%plain characteristic te%t structures and language features used in imaginati"e, informati"e and persuasi"e te%ts to meet the purpose of the te%t (ACELY1701) Stage 1 - &riting an re"resenting $ compare different kinds of images in narrati"e and informati"e te%ts and discuss how they contri&ute to meaning 4(.E5( @0*8 Stage $ - &riting an re"resenting $ understand how a range of language features can shape readers3 and "iewers3 understanding of su&)ect matter Stage % - &riting an re"resenting identify and e%plore underlying themes and central storylines in imaginati"e te%ts

Teaching, learning an

assessment

Stage 1 - &riting an re"resenting $ understand the use of "oca&ulary a&out familiar and new topics and e%periment with and &egin to make conscious choices of "oca&ulary to suit audience and purpose 4(.E5( @,!8 Stage $ - &riting an re"resenting $ understand how audience and purpose influence the choice of "oca&ulary Stage % - &riting an re"resenting understand, interpret and e%periment with the use of imagery in imaginati"e te%ts, poetry and songs, eg similes, metaphors, personification and sound de"ices such as alliteration Stage 1 - &riting an re"resenting $ descri&e some differences &etween imaginati"e informati"e and persuasi"e te%ts 4(.E56 70:8 make inferences a&out character moti"es, actions, 9ualities and characteristics when responding to te%ts Stage $ - &riting an re"resenting $ descri&e how audience and purpose impact on language forms and features in imaginati"e, informati"e and persuasi"e te%ts use images in imaginati"e, informati"e and persuasi"e te%ts to enhance meaning Stage % - &riting an re"resenting compose imaginati"e and informati"e te%ts that show e"idence of de"eloped ideas reread and edit students3 own and others3 work using agreed criteria and e%plaining editing choices (ACELY1705, ACELY1715)

'a" o) Countries ?sing Google maps or atlas3 to plot where the giants go to eat human &eans# Print completed map# $n groups using the list of (ustralian towns descri&e what the people would taste like if they were eaten# eg - .an&erra - cans, tinG darwin - winning ri&&onsG .offs Har&our - salty 4har&our8G .rossmaglen woody 4.ross8G <oolgoolga - woolly Conte(tual &or Knowle ge <hat does the -=G mean when he is speaking> He constantly gets his words muddled# (fter reading p* gi"e students a copy# $n groups, using highlighters to find the 3wrong words3 in the passage# <rite them down and work out what word the author is trying to say in giant language on &utchers paper# Share and discuss as a class# (s a class &egin a word diary of 3Giant <ords3# *re)i(es an Su))i(es -=G makes up words# ?se the list of prefi% and suffi%es to make up new words# Gi"e these new words a dictionary meaning and use it in a sentence# Share with others in the class# Character Descri"tions (s a class complete the Puddwucky descripti"e writing sheet# Discuss how different students ha"e used descripti"e words to enhance the te%t# ?se the .haracter 5ist from the &eginning of the te%t to write a descripti"e sentences# .hoose one of the characters to write a description# $ncorporate similes and metaphors from pre"ious lessons# .hoose words to descri&e a 3Sno++cum&er3

!esources <orld Bap $nteracti"e google Bap> Bap of (ustralia with names of ma)or towns#

p* highlighters &utchers paper

Prefi% and suffi% sheet

Puddwucky sheet

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content Stage 1 - Thin#ing imaginatively an creatively recognise and &egin to understand how composers use creati"e features to engage their audience identify that different te%ts ha"e different organisational patterns and features for a "ariety of audiences Stage $ - Thin#ing imaginatively, creatively an inter"retively identify creati"e language features in imaginati"e, informati"e and persuasi"e te%ts that contri&ute to engagement Stage % - Thin#ing imaginatively, creatively, inter"retively an critically identify the relationship &etween words, sounds, imagery and language patterns in narrati"es and poetry such as &allads, limericks and free "erse 4(.E5T 7 ,8 adapt aspects of print or media te%ts to create new te%ts &y thinking creati"ely and imaginati"ely a&out character, setting, narrati"e "oice, dialogue and e"ents Stage 1 - &riting an re"resenting $ draw on personal e%perience and feelings as su&)ect matter to compose imaginati"e and other te%ts for different purposes compose and re"iew written and "isual te%ts for different purposes and audiences Stage $ - &riting an re"resenting $ identify and analyse the purpose and audience of imaginati"e, informati"e and persuasi"e te%ts understand how a range of language features can shape readers3 and "iewers3 understanding of su&)ect matter Stage % - &riting an re"resenting e%plore and analyse the effecti"eness of informati"e and persuasi"e de"ices in te%ts plan, draft and pu&lish imaginati"e, informati"e and persuasi"e te%ts, choosing and e%perimenting with te%t structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)

Teaching, learning an

assessment

Dreams The -=G collects dreams from around the world# Descri&e your fa"ourite dream# ?se similes and metaphors to enhance your writing# How did you feel when you woke up# <rite new la&els for the Dream Hars

!esources Dream Har 5a&el sheet#

Dreams $ <rite a recipe for a new dream# Think a&out the ingredients you will need# ink a&out the order you will mi% them in <rite instructions for someone else to make these dreams#

Dreams % Eiew the Iyoutu&eJ clip from I<illie <onkaJs .hocolate =actoryJ# Discuss# Descri&e a dream you would like to ha"e# ?se descripti"e language to ensure your audience understands what you are trying to represent# i#e# 3walking through candyland3, 3the magical world of puppies3, etc <atch the cartoon "ersion of the story# <rite a re"iew of the mo"ie# Think a&out structure - 2e"iew of mo"ie, hidden message, feelings, ratings# ?se descripti"e language in the re"iew# .ompare mo"ie to &ook# Think a&out structure,
Board of Studies S! " Progra# Builder " p$%$os%ns&%edu%au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

http1CCwww#youtu& e#comCwatch> "D=dSF2iSa2<:

http1CCwww#youtu& e#comCwatch> "D&K&%FK.Sy;w

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Content

Teaching, learning an

assessment

!esources

persuasi"e de"ises, language, paragraphs, punctuation, etc

Enter your own title Evaluation

Board of Studies S! " Progra# Builder " p$%$os%ns&%edu%au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.