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WS01 - My favourite thing to do

English, Year 3

By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice.

 

They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns.

 

They create written and/or multimodal texts including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.

Language | Language for interacting with others

AC9E3LA01

understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality

Language | Language for interacting with others

AC9E3LA02

understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful

Language | Text structure and organisation

AC9E3LA03

describe how texts across the curriculum use different language features and structures relevant to their purpose

Language | Text structure and organisation

AC9E3LA04

understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together

Language | Language for expressing and developing ideas

AC9E3LA07

understand how verbs represent different processes for doing, feeling, thinking, saying and relating

Language | Language for expressing and developing ideas

AC9E3LA09

identify how images extend the meaning of a text

Language | Language for expressing and developing ideas

AC9E3LA10

extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts

Literature | Literature and contexts

AC9E3LE01

discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators

Literature | Engaging with and responding to literature

AC9E3LE02

discuss connections between personal experiences and character experiences in literary texts and share personal preferences

Literature | Examining literature

AC9E3LE03

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

Literature | Examining literature

AC9E3LE04

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

Literature | Creating literature

AC9E3LE05

create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts

Literacy | Interacting with others

AC9E3LY02

use interaction skills to contribute to conversations and discussions to share information and ideas

Literacy | Analysing, interpreting and evaluating

AC9E3LY05

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

Literature | Creating texts

AC9E3LY07

plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Starts the presentation with a question to engage the audience.

 5 13 1 40
2

Expresses a preference clearly, using an enthusiastic tone.

 20 25 1 40
3

Organises ideas logically and expands ideas using relevant details.

 35 70 1 40
4

Maintains an appropriate volume and pace to convey each point effectively.

 71 81 1 40
5

Adds a range of examples from personal experiences to elaborate on the topic being discussed.

 82 91 1 40
6

Uses facial expressions, voice tone and humour to emphasisze ideas.

 91 96 1 40
7

Includes examples from learning to further develop the presentation.

100 110 1 40
8

Draws the audience back into the topic to conclude the presentation.

 120 125 1 40
Transcript

How do you all relax when you’re at home? Do you read a book, play video games, play outside and do sport?

 

Well, my favourite thing to do is play LEGO. I'm going to put it to you straight: I love LEGO.

 

I get so excited when I receive a LEGO set that I just can't wait to open it and make something cool.

 

Whether it's LEGO City, LEGO Star Wars, LEGO Marvel Superhero, it's impossible to get bored with these small, coloured plastic blocks.

 

LEGO has been around for many years. It was invented in Denmark in 1934.

 

LEGO helps to improve your creativity. There is no right or wrong way of making your own creation with LEGO. Each small plastic block clips onto another piece and voilà, magic happens.

 

Have you ever stared at a LEGO set and wondered, "Oh man, how am I ever going to build that massive structure?" Well never fear, the trusted LEGO instruction booklet is here. It will take you step by step through each stage of development, and once completed, you feel like a champion.

 

I have many plastic tubs filled with LEGO pieces of all shapes, sizes and colours. My parents get annoyed finding LEGO pieces all over the house, either wedged between the couch, under the bed, along the hallway or sucked up in the vacuum cleaner! You just can't escape it!

 

What about walking barefoot and accidentally stepping on a LEGO piece? Ouch, it really hurts. Those tiny plastic pieces cause a minute of pain, but it's all worth it when you use it to create a masterpiece.

 

Do you know that there are adults whose job it is to create amazing things with LEGO? Such as the Harbour Bridge, the Mona Lisa, the Titanic, the Colosseum, and much, much more.

 

One day I'd love to go to Malaysia and visit LEGOLAND. Who knows, I might even get a job someday where I get to do my favourite thing, which is playing LEGO.

 

So next time you're at home relaxing, pick up some LEGO pieces and create some magic.