English / Year 3 / Literature / Creating literature

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Curriculum content descriptions

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Elaborations
  • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
  • creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Creating texts,  Imaginative texts

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      10 direct matches to ACELT1791 | 10 other related resources
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      Video

      How to Build Stories, Ch 5: 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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      Video

      Andy Griffiths on writing songs and stories

      • TLF-IDM020465

      What's the difference between writing song lyrics and writing a story? Andy Griffiths thinks they are quite similar. Why does he think this? How important is rhythm in Andy's stories? Next time you write a story, try reading it out loud and listen for the rhythm of the words. Can you make your story's rhythm sound even better?

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      Video

      What's With Poetry?, Ch 2: Rhyme time

      • TLF-IDM020391

      Do all poems have to rhyme? Matt from the Sydney Story Factory explains how rhyme can be used in poetry to achieve certain effects, but sometimes deliberately not rhyming can be just as effective!

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      Video

      What's With Poetry?, Ch 3: Rhythm and metre

      • TLF-IDM020395

      Have you ever had a song or a jingle that got stuck in your head? This can happen because of the rhythm in the song or the jingle. Rhythm helps us to remember a song, jingle or poem by reminding us of other songs, jingles or poems with the same rhythm. Once you get a rhythm stuck in your head it can be very difficult to ...

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      Online

      Horton Hears a Who

      • TLF-IDM021434

      This resource for primary school children examines the Dr Seuss picture book classic and the film based on the book. It examines the theme of sustainability. It contains questions and activities on the book and the film, as well as a teacher guide.

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      Interactive

      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

      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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      Text

      Mountain Creation

      • TLF-IDA003799

      In this lesson, students will dramatize the ways a mountain can be formed. They will analyse poems about mountain creation from the perspective of the Tohono O’odham indigenous people of Arizona and Mexico. Students will compare the poems to science-based descriptions of mountain formation.

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      Online

      Create a board game that uses an Ozobot

      • TLF-IDA003455

      Create a game board where the player is provided with a number of decisions. Using Scratch and Makey Makey, students add multimodal elements to the story. These elements are activated using an Ozobot.

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      Text

      Character Sketches

      • TLF-IDA003797

      What techniques do storytellers use to create characters? In this lesson, students will analyse how a character's personality traits, actions and motives influence the plot of a story. They will use their senses to create character sketches, then dramatize the character for an audience.

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      Video

      Creating characters with Sally Rippin

      • TLF-IDM020130

      Listen as Sally Rippin talks about how her characters come to life. What does she say about the link between the writer and the characters they create? Why does she say that imagination is like a muscle?

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      Video

      What is the biggest lesson Andy Griffiths has learnt?

      • TLF-IDM020297

      Listen as Andy Griffiths reveals the biggest lesson he's learnt as a writer. What did he once think he needed to do to be successful? And what did he discover? Why does Andy believe that being yourself when you write is the most important thing?

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      Video

      Hannie Rayson on becoming a writer

      • TLF-IDM019981

      Hannie Rayson is a playwright and screenwriter whose plays have been performed around Australia and internationally. Watch as she tells the story of how her writing career began. Try retelling the story from the point of view of her university teacher. How might he have remembered it?

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      Video

      Sally Rippin on authors and illustrators

      • TLF-IDM020133

      Watch this clip to find out about the relationship between authors and illustrators. What role does the publisher play in this relationship? What does Sally Rippin say about the role of illustrations in books for young children?

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      Video

      What inspires you to write

      • TLF-IDM020965

      If you love to write, have you wondered why? Reflect on some reasons why you (or anyone else) might love writing, then watch Lili Wilkinson describe why she loves to write. How important is curiosity to her? How is that curiosity linked to empathy and why is that important to being a good writer?

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      Video

      Andy Griffiths' tips for starting your story

      • TLF-IDM020462

      Get some tips from Andy Griffiths on what to think about when you start to write a story. What does he say about plot? Why not take Andy's advice and start a story by thinking about something that has happened to you and then exaggerate it somehow. Concentrate on writing a short, dramatic moment by using lots of detail ...

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      Interactive

      Telestory - iTunes app

      • TLF-IDM019689

      Create your own news broadcast, fun movie or your own themed TV shows using this video-creation tool. Videos can be saved in app or published via Telestory's moderated video channel 'ToonTube'. Free when reviewed 5/6/15.

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      Interactive

      Point of view: newspaper report

      • TLF-IDL935

      Examine a model newspaper report to learn about structure and use of verbs, adverbial phrases and pronouns. 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 verbs and adverbial phrases for the report. ...

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      Interactive

      Read between the lines: park

      • TLF-IDL8205

      Read signs around a park to gather information that will help you answer a question about the park. Analyse the information in each sign to work out the implied meaning, and to determine people's opinions, feelings and ideas about the park and whether it is a healthy place for children. Record your opinion of what each ...

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      Video

      Writing drafts with Sally Rippin

      • TLF-IDM020134

      Listen as Sally Rippin describes how her reading feeds into her writing. Why does she sometimes stop reading when she's in the early stages of writing a new story? Do you write a few drafts of your stories before you get to your final version? What does Sally say about the first draft of a story?

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