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English / Year 6 / Literature / Creating literature

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Elaborations
  • selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Creating texts,  Imaginative texts

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Year level 5-6
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Learning area English

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9 direct matches to ACELT1800

Interactive Resource

Syllabus bites: types of sentences

  • TLF-IDM016280

A web page resource with information, teacher guides and activities on types of sentences to support the Australian Curriculum in English K–10. It has detailed activities, links to resources and quizzes.

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Interactive Resource

Syllabus bites: Visual literacy

  • TLF-IDM016123

A resource with information, study guides and resources on visual literacy to support the English K-10 Australian Curriculum in English. It provides a series of activities, guidelines and tasks about visual texts from a variety of sources. Contains writing scaffolds, templates and proformas for responding and composing ...

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Interactive Resource

Syllabus bites – responding to literature

  • TLF-IDM016160

A web page with information, teacher guides and resources on responding to texts. This resource supports the NSW English K-10 syllabus.

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Moving Image

Andy Griffiths' advice for becoming a brave writer

  • TLF-IDM020464

Are you sometimes a bit scared to share your writing with other people? Find out what Andy Griffiths recommends. If you don't have a journal or a diary, why not get your hands on an exercise book and start writing a little bit every day to practise. As Andy says, you can write about any crazy thing you like! It's only for ...

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Moving Image

Using language to flavour your story

  • TLF-IDM020119

Language is like the flavour of a story. It helps relate your imagination to readers in a way they'll understand. But you have to add the right flavours; otherwise your story will be like a bad meal. Learn how to write what you want your readers to imagine and feel.

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Moving Image

Visual language

  • TLF-IDM020393

When someone is telling you a story, do you visualise that story? You're not alone! A good storyteller or a poet knows exactly how to use certain words so the listener will visualise the story or poem in the way the storyteller or poet intends. A few well chosen and crafted words can allow readers to visualise a whole world. ...

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Moving Image

Thinking about settings with Leigh Hobbs

  • TLF-IDM020652

As Leigh Hobbs says, the great thing about inventing a character is that you also have the power to choose where they live. What's your character's world like? Describe your character at home. Where do they live? And what do they do there? Now choose a completely different location and plonk your character there. Think ...

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Moving Image

Why do we create poetry?

  • TLF-IDM020394

There are many reasons why you might write poetry. Maybe it's because you saw something beautiful and you want to share that feeling with others. Or maybe something funny happened to you on your way to school and you want to remember it. You don't have to be a creative genius to write poetry and you don't have to have the ...

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Teacher resource

Snapshot writing lesson - being descriptive by appealing to the senses

  • TLF-IDM021427

Students learn to become more descriptive in their writing by using figurative language and commas to develop a highly visible picture in their readers' heads. They use similes and metaphors to associate an image with a meaning and play on the senses to engage their readers in what they have written.

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Interactive resource

Dream machine: metaphors

  • TLF-IDL862

Build a dream bike using fantasy parts such as a 'time-travel frame' and 'supersonic jet pedals'. Look at a model text that uses metaphors to recount a journey on a 'Wish-come-true bike'. Choose metaphors to make an interesting recount of an adventure on another fantasy bike. This learning object is one in a series of two objects.

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Interactive resource

Dream machine: similes

  • TLF-IDL1174

Build a dream bike using fantasy parts such as a 'time-travel frame' and 'supersonic jet pedals'. Look at a model text that uses similes to describe a 'Wish-come-true bike'. Choose similes to make an interesting description of your own fantasy bike. This learning object is one in a series of two objects.

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Assessment resource

Super stories: verbs and adverbs: assessment

  • TLF-IDL8469

Assess your ability to choose effective verbs, adverbs and illustrations to increase the impact of a horror story and make it scarier. Explain the reasoning behind some of your choices.

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Assessment resource

Point of view: newspaper report 1: assessment

  • TLF-IDL9971

Assess your ability to construct a newspaper report by selecting appropriate verbs, adverbial phrases and pronouns. Examine a model newspaper report. Read and listen to two witness reports of a skateboarding accident. Identify the two different points of view. Arrange paragraphs for the newspaper report. Select suitable ...

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Interactive resource

Point of view: editorial

  • TLF-IDL934

Explore a newspaper editorial to learn about structure, purpose and persuasive language. Read two letters that express different points of view on a recent skateboard accident. Build an editorial by choosing opinion adjectives and modal verbs to express a point of view. This learning object is one in a series of five objects. ...

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Assessment resource

Catch the thief: level 2: assessment

  • TLF-IDL9969

Assess your ability to identify the thief of a valuable painting that has been stolen from the art gallery by looking at the evidence. Interview witnesses. Watch a video taken by the security camera. Examine evidence in the crime lab. Then name the suspect in a police line-up. Support your claim with evidence. View and ...

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Tablet friendly (Interactive resource)

Super stories: The Abandoned House: verbs and adverbs

  • TLF-IDL6185

Help a publishing director create a bestselling horror story. Read the story. Choose effective verbs and adverbs to increase the impact of the story by making it scarier. Select illustrations that highlight the horror of the events.

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Tablet friendly (Interactive resource)

Super stories: The Abandoned House: nouns and adjectives

  • TLF-IDL6184

Help a publishing director create a bestselling horror story. Read the story. Choose effective nouns and adjectives to increase the impact of the story and make it scarier. Select illustrations that highlight the horror of the events. This learning object is one in a series of four objects.

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Interactive resource

Show and tell: here, boy!

  • TLF-IDL1280

Watch a short cartoon about a dog in a backyard. Select phrases to create sentences and build a basic factual recount. Rearrange the phrases to create the best word order in the sentences. Who was involved? What did they do? When, where or how did they do it? Add adjectives and adverbs to make the story clearer and funnier. ...

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Moving Image

Sharing stories: culture

  • TLF-IDM014339

This is a rich resource about the many intertwined aspects of Aboriginal cultures, including law, Country and Dreaming. It consists of an introduction, a teacher guide, three films made by Aboriginal students ('The Ngatji and paddle steamer', 'Bilwal medicine' and 'Thunderman') and two video interviews, one with Jarlmadangah ...

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Tablet friendly (Interactive resource)

Rainforest: make a walking track

  • TLF-IDL352

Mark the route for a walking track on a map of a rainforest. Choose a section of track based on instructions about distances, compass directions and grid references. Keep adding sections of track to get to the rest house. As you go, look up the meaning of tricky words.

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