Reading
Term 4 Week 7 - 8: Comprehension
Monday 14th November:
Learning Intention: We are learning to identify the difference between literal and inferential questions.
Success Criteria: I can identify and explain whether a question is literal or inferential.
Learning Intention: We are learning to identify the difference between literal and inferential questions.
Success Criteria: I can identify and explain whether a question is literal or inferential.
Your task: complete at least two of these task cards, identifying each question as either literal or inferential before answering the question.
With Miss Brown: Daniel, Grady, Liam & Travis
Partners: Melissa & Emily Indie & Jaymee Jayden & Liam Tilli & Hannah Josh & Tye
Everyone else: Independent!
Finished? Independent Reading!
With Miss Brown: Daniel, Grady, Liam & Travis
Partners: Melissa & Emily Indie & Jaymee Jayden & Liam Tilli & Hannah Josh & Tye
Everyone else: Independent!
Finished? Independent Reading!
Monday 21st November
Learning Intention: We are learning to answer literal and inferential questions to demonstrate comprehension of movies.
Success Criteria: I can locate answers to literal questions, and explain how I use evidence from the text and my prior knowledge to answer inferential questions.
Your task: Watch the films (QR codes on your worksheet) and record literal and inferential information that you get from the movie. Make sure to include evidence for your inferences (use a different colour for evidence please!).
Partners: Melissa & Erika Jaz & Indie Mackenzie & Jaymee Tilli & Alysha
Indigo & Felicity Mikaila & Mylea Callum & Will Danny & Jayden
Josh & Navneet Grady & Riley Liam, Daniel & Travis Emily & Hannah
Tristan & Tye
Partners: Melissa & Erika Jaz & Indie Mackenzie & Jaymee Tilli & Alysha
Indigo & Felicity Mikaila & Mylea Callum & Will Danny & Jayden
Josh & Navneet Grady & Riley Liam, Daniel & Travis Emily & Hannah
Tristan & Tye
Tuesday 22nd November
Learning Intention: We are learning to answer literal and inferential questions to demonstrate comprehension of images.
Success Criteria: I can locate answers to literal questions, and explain how I use evidence from the text and my prior knowledge to answer inferential questions.
Learning Intention: We are learning to answer literal and inferential questions to demonstrate comprehension of images.
Success Criteria: I can locate answers to literal questions, and explain how I use evidence from the text and my prior knowledge to answer inferential questions.
Your task: Independently or with a partner from your group, answer the questions on your three task cards. Make sure you use full sentences! Once you are done, find an interesting (appropriate) picture and create your own task card with at least 2 literal questions and at least 3 inferential questions. Save it as a PDF in your English folder so I can access it please!
With Miss Brown: Melissa, Daniel, Jayden, Grady, Tilli
Group 1: Indie, Josh, Callum, Tristan & Hannah.
With Miss Brown: Melissa, Daniel, Jayden, Grady, Tilli
Group 1: Indie, Josh, Callum, Tristan & Hannah.
Group 2: Liam, Travis, Emily, Jaz & Felicity:
Group 3: Jaymee, Tye, Riley, Alysha, Mikaila & Mackenzie:
Group 4: Navneet, Mylea, Erika, Indigo, Danny & Will:
Week 5: Examining Literature
Wednesday 2nd November
Learning Intention: To investigate poetic devices used in contemporary protest songs.
Success Criteria: I can explain and identify some poetic devices used in songs about Indigenous peoples.
Learning Intention: To investigate poetic devices used in contemporary protest songs.
Success Criteria: I can explain and identify some poetic devices used in songs about Indigenous peoples.
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What do you think this song is about? Why do you think it was written?
After discussing your ideas, we will read through this explanation of the meaning behind the song. Then your task is to annotate your copy of the lyrics, looking in particular for literary devices such as metaphors, alliteration, rhyme etc. Think again about WHY these devices were used. |
Thursday 3rd November
Learning Intention: To investigate poetic devices used in contemporary popular songs
Success Criteria: I can explain and identify poetic devices used in songs.
Your task:
In your cooperative learning group, analyse the lyrics of your allocated song.
Annotate the lyrics and be prepared to share back with the whole class.
Learning Intention: To investigate poetic devices used in contemporary popular songs
Success Criteria: I can explain and identify poetic devices used in songs.
Your task:
In your cooperative learning group, analyse the lyrics of your allocated song.
Annotate the lyrics and be prepared to share back with the whole class.
Week 4: Examining Literature
Monday 24th October
Learning Intention: To analyse poetic devices, including: onomatopoeia repetition, rhythm, rhyme, alliteration & consonance.
Success Criteria: I can explain and identify some devices used in poems.
Learning Intention: To analyse poetic devices, including: onomatopoeia repetition, rhythm, rhyme, alliteration & consonance.
Success Criteria: I can explain and identify some devices used in poems.
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What poetic devices are used in these examples? (HINT: there might be more than one used at a time!)
What poetic devices can you find in this poem? Annotate your printed copy, making sure to clearly explain any highlighted or underlined words or sections. Think about WHY the author used these devices and be prepared to share your ideas with the class!
Wednesday 26th October
Learning Intention: To investigate literary devices used in contemporary protest songs.
Success Criteria: I can explain and identify some literary devices used in songs about the environment.
Learning Intention: To investigate literary devices used in contemporary protest songs.
Success Criteria: I can explain and identify some literary devices used in songs about the environment.
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What do you think this song is about?
Why do you think it was written? After discussing your ideas, we will read through this explanation of the meaning of the song. Then your task is to annotate your copy of the lyrics, looking in particular for literary devices such as metaphors, alliteration, rhyme, symbolism etc. Also identify the point of view, mood, and author’s purpose. Think again about WHY these devices or tools were used. Be ready to share your ideas with the whole class! |
After sharing, we will look at this website together to read more about this song.
Week 3: Analysing Literature -
Similes, Metaphors & Personification
Thursday 20th October
Learning Intention: To analyse the use of personification in poetry.
Success Criteria: I can explain what personification is, identify it in a poem and explain why it is used.
Learning Intention: To analyse the use of personification in poetry.
Success Criteria: I can explain what personification is, identify it in a poem and explain why it is used.
In partners, read the poem on the last slide (The Sky is Low) and answer the questions in your English book, in full sentences.
Tuesday 18th October:
Learning Intention: To identify and interpret similes, metaphors and other poetic devices in poetry.
Success Criteria: I can find similes and metaphors used in "Storm at Sea" and explain what they are comparing. I can also find rhyming patterns and symbolism and discuss the point of view of a poem.
Learning Intention: To identify and interpret similes, metaphors and other poetic devices in poetry.
Success Criteria: I can find similes and metaphors used in "Storm at Sea" and explain what they are comparing. I can also find rhyming patterns and symbolism and discuss the point of view of a poem.
Annotate the poem "Storm At Sea" by highlighting, colour-coding, underlining or writing notes about:
- Similes
- Metaphors
- Rhyming patterns
- Any symbolism you notice
- Clues to suggest whose point of view that the poem is written from.
Monday 17th October:
Learning Intention: To identify similes and metaphors in songs.
Success Criteria: I can describe the difference between similes and metaphors,
and find examples in song lyrics.
Learning Intention: To identify similes and metaphors in songs.
Success Criteria: I can describe the difference between similes and metaphors,
and find examples in song lyrics.
Metaphors:
Metaphors compare two things by saying something IS something else! “We are all in the same boat”. “Life is a box of chocolates” |
Similes:
Similes compare two things using words “like” or “as”. “As quick as a fox”, “like music to my ears”. |
With a partner, read the lyrics of Demi Lovato's "Skyscraper" and record any similes and metaphors in your English book. Think about how this figurative language helps convey the meaning of the song.
Understanding Symbolism
Thursday 13th October:
Learning Intention: To analyse how symbolism is used in Dr Seuss' "Yertle the Turtle".
Success Criteria: I can explain how Yertle, the other turtles and the relationship between them are used symbolically to represent other ideas or concepts.
Learning Intention: To analyse how symbolism is used in Dr Seuss' "Yertle the Turtle".
Success Criteria: I can explain how Yertle, the other turtles and the relationship between them are used symbolically to represent other ideas or concepts.
Symbolism in "Yertle The Turtle" - Dr Seuss
Theodor Seuss Geisel was an American writer and illustrator best known for authoring popular children's books under the pen name Dr. Seuss. He was the grandson of German immigrants. He was born in 1904 and published his first book in 1937.
Watch "Yertle the Turtle" with your partner and discuss any ideas you have about the use of symbolism in this text. Remember: symbolism is when concrete objects, characters or even relationships are used to represent abstract ideas or concepts.
Theodor Seuss Geisel was an American writer and illustrator best known for authoring popular children's books under the pen name Dr. Seuss. He was the grandson of German immigrants. He was born in 1904 and published his first book in 1937.
Watch "Yertle the Turtle" with your partner and discuss any ideas you have about the use of symbolism in this text. Remember: symbolism is when concrete objects, characters or even relationships are used to represent abstract ideas or concepts.
Animals as symbols:
Animals can be used as symbols in film and literature because they have stereotypical characteristics associated with them.
When we see or read about an animal they can represent abstract ideas like: danger, sneakiness, bravery, leadership, silliness or wisdom.
After analysing Aesop's Fables and making connections to other texts we have discovered the following ways animals can be used as symbols:
When we see or read about an animal they can represent abstract ideas like: danger, sneakiness, bravery, leadership, silliness or wisdom.
After analysing Aesop's Fables and making connections to other texts we have discovered the following ways animals can be used as symbols:
Tuesday 11th October:
Learning Intention: To understand how animals can be used as symbols in literature.
Success Criteria: I can name some animals used as symbols, and discuss the abstract ideas and concepts that they can represent.
Learning Intention: To understand how animals can be used as symbols in literature.
Success Criteria: I can name some animals used as symbols, and discuss the abstract ideas and concepts that they can represent.
You will be analysing one of Aesop's fables in a co-operative learning group:
1. Read your fable.
2. Record the moral or lesson.
3. Annotate the text, highlighting evidence of what each animal is like.
4. You could also point out interesting words, figurative or emotive language, or anything else that you think is interesting!
5. For each animal in your story, record how we stereotypically think of that animal as a symbol.
1. Read your fable.
2. Record the moral or lesson.
3. Annotate the text, highlighting evidence of what each animal is like.
4. You could also point out interesting words, figurative or emotive language, or anything else that you think is interesting!
5. For each animal in your story, record how we stereotypically think of that animal as a symbol.
Monday 10th October:
Learning Intention: To understand how symbols can be used to represent abstract ideas and concepts.
Success Criteria: I can name some concrete objects used as symbols, and discuss the abstract ideas and concepts that they can represent.
Learning Intention: To understand how symbols can be used to represent abstract ideas and concepts.
Success Criteria: I can name some concrete objects used as symbols, and discuss the abstract ideas and concepts that they can represent.
Tuesday 4th October:
Learning Intention: To understand how different colours can be used
to symbolise ideas, emotions and concepts.
Success Criteria: I can provide examples of ideas, emotions or concepts that
different colours are used to represent.
Learning Intention: To understand how different colours can be used
to symbolise ideas, emotions and concepts.
Success Criteria: I can provide examples of ideas, emotions or concepts that
different colours are used to represent.
Monday 3rd October:
Learning Intention: To understand how different colours can be used to symbolise
ideas, emotions and concepts.
Learning Intention: To understand how different colours can be used to symbolise
ideas, emotions and concepts.
What does the colour red symbolise Shaun Tan's "The Red Tree"?
(Click here to read what Shaun Tan has written about this picture book).
How else can colours be used as symbols in books and films?
--> Think about the emotions, mood or vibe that you associate with each colour.
(Click here to read what Shaun Tan has written about this picture book).
How else can colours be used as symbols in books and films?
--> Think about the emotions, mood or vibe that you associate with each colour.