20895 ACE Language (Yr 6) Structures and Language Features

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Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) © Australian Curriculum: Assessment and Reporting Authority 2012 Interrelated English links Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the content description above: E1. Analyse and compare some elements of the text structure and language features of a range of texts, to identify the reasons for the writers’ choices. E2. Examine works which include humour and pathos to look at strategies the author used to tell the reader about the characters’ feelings, to develop empathy for their point of view or concern for them. E3. Examine the three elements of persuasion (ethos, pathos, logos) used by a writer to appeal to an audience. • Understand the uses of objective and subjective language and bias (ACELA1517) • Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA23) • Identify and explain how analytical images and fi gures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) • Investigate how vocabulary choices including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) • Analyse and evaluate similarities and differences in texts on similar topics, themes and plots (ACELT1614) • Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, infl uence personal response to different texts (ACELT1615) • 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) • Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) • Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) • Analyse strategies authors use to infl uence readers (ACELY1801) • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to the purpose and audience (ACELY1714) • Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) • Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) • Participate in and contribute to discussion, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) The above links are reproduced with permission from ACARA. © Australian Curriculum: Assessment and Reporting Authority 2012 Modes, capabilities and priorities covered by the activities in this Content description Language modes Listening ✔ General capabilities Literacy ✔ Speaking ✔ Numeracy Information and communication technology (ICT) capability Critical and creative thinking Reading ✔ Viewing ✔ ✔ Writing ✔ Personal and social capability ✔ Ethical behaviour Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures ✔ Asia and Australia’s engagement in Asia Sustainability R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 6) 57
Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) © Australian Curriculum: Assessment and Reporting Authority 2012 Answers Young cyclist remains in coma ........................page 12 1. (a) a newspaper reporter (b) third (c) facts (d) the general public (e) It was written to give information. (f) Answers may include: a headline so readers will read on to fi nd out what happened, a photo of the boy, comments by the boy’s father and the truck driver 2. (a) The boy (b) fi rst (c) It expresses opinions as well as facts. (d) It was written to persuade others to wear their helmets. (e) parents, teachers and students from the school (f) wear bike helmets 3 (a) It says the helmet was found on the handlebars. (b) The boy tells them he wasn’t wearing his helmet and it was his fault, and that they should wear theirs. (c) Answers will vary but may include information about the purposes for which the two texts were written; i. e. one to give information to the public and the other to persuade students and others to wear bike helmets, the intended audience, the media it was written for and the people who wrote it. Glen Wallace Primary School newsletter .......page 13 1. (a) The text tells the story of what happened, then tells people what the writer thinks they should think about and do. (b) Answers will vary but may include that the boy did it for a more dramatic effect, that he wanted his readers to know the whole story, or he thought it would be more persuasive if he did it that way. (c) Answers will vary. Teacher check 2. (a) Examples include: ’remains in a coma’, ’expressed his family’s gratitude’, ’praised the actions’, ’Their on-going concern’ and ’the actions of the paramedics’ (b) Examples include: ’I ended up in hospital’, ’They were pretty upset’, ’The physios were tough’, ’Dad got mad with me’, ’still not right’ and ’having a really bad day’ 3. Answers may include: (a) sad, sorry, regretful, miserable, foolish, embarrassed, stupid, sore, upset, worried, jealous, frightened (b) anxious, worried, frightened, angry, cross, grateful, concerned, hopeful, sad, miserable (c) embarrassed, worried, uncertain, confused, anxious, sympathetic (d) sad, angry, concerned, admiring, determined, grateful 4. When: Tuesday afternoon Where: Juniper Avenue near the local shopping centre What: A boy was knocked off his bike and is in a coma How: He was hit by a truck Why: He lost control of his bike and it skidded onto the road. How hovercraft work ......................................page 16 1. (a) Yes (b) Yes (c) Yes (d) Yes (e) Yes (f) Yes (g) Yes 2. (a) who, where, what and why should be ticked (b) ticked (c) ticked (d) ticked (e) ticked (f) ticked 3. (a) Examples include: pressurised air, all-terrain vehicle, main body, skirts, hovers, glides, friction, rudders, thrust, environmentally, footprint, pressure, scientifi c principle (b) Examples include: rocked, rose, waking up, rising, clambered, gliding, pirouetting, tiptoed, sank (c) Examples include: sleek, powerful, purposefully, rounded, rumbling, aquamarine, fossilised, ancient Dance of the hovercraft ..................................page 17 1. (a) How hovercraft work (b) It would be an explanation with information about hovercraft. (c) Dance of the hovercraft (d) The author wanted to compare the way hovercraft move with dancing and to say how special it is. 2. dancing sideways, like a ballet dancer rising to her feet, pirouetting gracefully, tiptoed onto the beach 3. (a) like a ballet dancer rising to her feet, as orange as rust, like a ship of the desert (i.e. a camel) (b) dancing sideways, pirouetting gracefully, tiptoed onto the beach 4. When it stopped it very gently settled down onto the sand like a camel. Coyote (Canis latrans) .....................................page 20 1. (a) ’report’, ’present’ and ’to inform’ should be circled (b) ’narrative’, ’past’ and ’to entertain’ should be circled. 2. (a) B (b) AB (c) A (d) A (e) B (f) B (g) A (h) B (i) B (j) A (k) B (l) A 3. Possible answer: There are sub headings for each paragraph in ’Coyote’ 4. Answers may include: howl, mammal, digits, forefeet, hind feet, digitigrade, territory, natural habitat, den, stalk, track, quarry 5. A very long time ago; Now, before I continue; Finally; Then; When they were in a tangled mess; When they fi nally Dogs’ tails .........................................................page 21 1. clumsily tripping, fi nally made, frantically snatched, desperately raced off 2. adaptable, varied, fresh spoiled, unpalatable 3. (a) Canis latrans – a member of the dog family (b) Answers may include: varied diet; eats mice, rabbits, squirrels, fi sh, insects, berries, reptiles, poultry, sheep and deer; eats both fresh and spoiled food; will eat unpalatable coyote melons (c) Answers may include: born blind, suckle for 5–7 weeks, remain in den until they start hunting at 6–10 weeks, independent by 12 months (d) Teacher check 4. (a) Teacher check (b) Possible answer: It may be referring to the image of dogs looking and sniffi ng at each other’s tail (c) Possible answers: some actions, facial expressions, voice changes, sound effects Windfarms: how good are they? ...................page 24 1. (a) No (b) Yes (c) Yes (d) Yes (e) No (f) Yes (g) No 2. (a) The words ’It is claimed ...’ start the paragraph. (b) Answers may include: the wind energy industry is booming, by 2050 one third of the world’s electricity will be generated by wind, electricity produced by windfarms is renewable, costs are low, less fossil fuel is being burned, greenhouse gases are being reduced, They cause no air or water pollution, do not harm the environment. 3. (a) against (b) Answers may include: Some have been shut down because of high costs; there have been complaints about blade glint and noise; health issues such as anxiety, epilepsy, insomnia, hearing loss; and children’s speech and learning diffi culties; bird deaths (c) They say the health issues could be caused by people’s anxiety, not the windfarms. Australian Curriculum English – Language: Text structure and organisation (Year 6) www.ricpublications.com.au R.I.C. Publications ® 94
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Your partner in education YEAR 6 EN
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Format of the book This teacher res
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Text structure and organisation Und
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Text structure and organisation Und
Page 9 and 10: Text types Resource sheet Narrative
Page 11 and 12: Text types Resource sheet Explanato
Page 13 and 14: Young cyclist remains in coma Austr
Page 15 and 16: Discussing the texts - 1 Read the t
Page 17 and 18: How hovercraft work Resource sheet
Page 21 and 22: Coyote (Canis latrans) Resource she
Page 25 and 26: Windfarms: how good are they? Resou
Page 29 and 30: Humour in texts - 1 Resource sheet
Page 31 and 32: Humorous language - 1 Many literary
Page 33 and 34: A visit to Dr Paul White - 1 Simon
Page 35 and 36: The skateboard lesson - 1 1. Despit
Page 37 and 38: The skateboard lesson - 3 Complete
Page 39 and 40: The solitary troll and the three sk
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Page 43 and 44: Can you handle it? Many advertisers
Page 45 and 46: Gaya-dari the platypus - 1 1. Long
Page 47 and 48: The rhetorical triangle Resource sh
Page 49 and 50: All about the author - 1 Resource s
Page 51 and 52: Pathos Resource sheet Pathos appeal
Page 53 and 54: All about the audience - 2 Read and
Page 55 and 56: All about the text - 1 Resource she
Page 57 and 58: Fit for life - 1 Resource sheet Kee
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20895 ACE Language (Yr 6) Structures and Language Features

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