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Tumut Public School S1 Library Program Term 2 2016

English K-10
EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and
viewers
EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics
in different media and technologies
EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences

Content
Stage 1 - Writing and representing 2
Understand and apply knowledge of language forms and features
understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
(ACELA1447, ACELA1463)

understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of
vocabulary to suit audience and purpose (ACELA1470)
Stage 1 - Writing and representing 1
Understand and apply knowledge of language forms and features
create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for
familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1661,
ACELY1671)

experiment with publishing using different modes and media to enhance planned presentations
Stage 1 - Reading and viewing 1
discuss different texts on a similar topic, identifying similarities and differences between the texts

(ACELY1665)

understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and

that noun groups/phrases can be expanded using articles and adjectives

(ACELA1468)

Stage 1 - Expressing themselves


recognise and begin to understand that their own experience helps shape their responses to and enjoyment of texts
respond to texts drawn from a range of cultures and experiences

(ACELY1655)

identify, explore and discuss the morals of stories from a variety of cultures, eg Asian stories, and identify their central messages

Main Concepts covered


Using the library, Premiers Reading challenge, different story concepts, poetry
this term
Week 1
2D Only- up to Q in Alphabet book- considered questions- what they are and how to write them. Read my Grandad
Marches on ANZAC Day.
Week 2
Focus on different types of poetry
2D- R and S
2K- Q
1B and 1R P and Q
Week 3
2D- T
2K, 1B and 1R - R
Week 4
2DU
2K, 1B and 1R S
Week 5
2D- V
2K, 1B and 1R T
Week 6
2D W
2K, 1B and 1R U
Week 7
2D- X
2K, 1B and 1R W
Week 8
2D- Y
2K, 1B and 1R X
Week 9
Week 10

2D- Z and reading alphabet books- adding further information if need


2K, 1B and 1R Y and Z
Finish with About Me poem onto a piece of paper.

Types of poetry
Q- Quatrain A stanza or poem consisting of four lines. In the basic form, Lines 2 and 4 must rhyme while having a similar number of
syllables.
R- Rictameter A rictameter is a nine line poetry form. The 1st and last lines are the same with the syllable count as follows: line 1 2 syllables - same as line 9 line 2 - 4 syllables line 3 - 6 syllables line 4 - 8 syllables line 5 - 10 syllables line 6 - 8 syllables
line 7 - 6 syllables line 8 - 4 syllables line 9 - 2 syllables - same as line 1

S- Shape
Poetry written in the shape or form of an object. Shape poems do not have to take the form of the object it describes. This form is
different than a concrete poem, in that a concrete poem takes the shape of the object it describes.

T- Tanka A Japanese poem of five lines, the first and third composed of five syllables and the others seven. In Japanese, tanka is
often written in one straight line, but in English and other languages, we usually divide the lines into the five syllabic units: 5-7-5-77.
UUh Oh
Uh oh, when Mummys on her knees
in front of me its clear,
she has something that she wants to say
that I wont want to hear.
Did I spill my milk?
Did I do bad in school?
Did I forget to clean a mess?

Did I somehow break a rule?


Sometimes, I know what I did wrong
and I tell her, there and then.
It helps to say Im sorry
and I wont do that again,
V- Voices poem.
Voices can be
W-5W poem
Line 1: Who or what is the poem about?
Line 2: What action is happening?
Line 3: When does the action take place?
Line 4: Where does the action take place?
Line 5: Why does this action happen?
Examples: Summer
A group of laughing children
Splashing in the water
On a warm summer day
Playing in the swimming pool
Just trying to stay cool

X-own version of Kenn Nesbitts poem


I went to the doctor. He x-rayed my head.
He stared for a moment and here's what he said.
"It looks like you've got a banana in there,
an apple, an orange, a peach, and a pear.
I also see something that looks like a shoe,
a plate of spaghetti, some fake doggy doo,
an airplane, an arrow, a barrel, a chair,
a salmon, a camera, some old underwear,
a penny, a pickle, a pencil, a pen,
a hairy canary, a hammer, a hen,
a whistle, a thistle, a missile, a duck,

an icicle, bicycle, tricycle, truck.


With all of the junk that you have in your head
it's kind of amazing you got out of bed.
The good news, at least, is you shouldn't feel pain.
From what I can see here you don't have a brain."
--Kenn Nesbitt

Y-AUTOBIOGRAPHICAL: You Poem

Write a poem about yourself using this form or another poetry form.
Line 1: __ Your name
Line 2: _, _, _ 3 personal characteristics or physical traits
Line 3: Brother or sister of__ or son/daughter of
Line 4: Who loves__, __, and __ 3 people, things, ideas
Line 5: Who feels__ about__1 emotion about 1 thing
Line 6: Who needs__, __, and __ 3 things you need
Line 7: Who gives __, __, and __3 objects you share
Line 8: Who fears__, __, and __3 items
Line 9: Who'd like to see, __1 place, or person
Line 10: Who dreams of __ 1 item or idea
Line 11: A student of__ your school or teacher's name
Line 12: __ Nickname or repeat your first name
Z-Z

is for Zookeeper (to the tune of Do You Know the Muffin Man?)Oh do you know the zookeeper,

The zookeeper, the zookeeper?


Oh, do you know the zookeeper
Who works down at the zoo?
Add extra stanzas.

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