Enhancing Resilience 1 links to English

Welcome

Name toss game - page 22

Mixing four things in common - page 23

Communicate! Find your partner - page 24

Sample questions - page 25

Four things in common (record sheets) - page 26

Matched pair cards (template) - page 27

Speaking and listening

• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.

• Non-verbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.

• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses.

Mixers & energisers 

‘Get to know you’ games, games to wake them up, get them moving, begin grouping or as coathangers upon which to hang a theme

Human bingo - page 47

Structured conversations - page 47

Fast foods - page 47

Anyone who… - page 48

Line ups - page 48

Human bingo (record sheet) - page 49

Speaking and listening

• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.

• Non-verbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.

• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses.

Interaction mixing games

Communicate and participate - pages 59-60

Change - identity - belonging jigsaw - page 60

Find someone who... (record sheet) - page 61

Friendship and belonging cartoons (templates) - pages 62-66

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.

• Non-verbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.

• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses.

Changes & coping: making stories

Making stories activity - page 67

Making stories (worksheets) - pages 69-74

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.

• Active voice and passive voice change the subject and the focus in a sentence.

• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.

• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.

• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.

• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.

• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.

• Punctuation, including colons and semicolons, signals meaning.

• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.

• Auditory, spoken, visual and non-verbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Literary and non-literary texts

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Picture your feelings: a lesson on metaphor

Talking about metaphor - positive self-talk - page 75

Sample questions - page 76

Poetry in pairs - page 77

Poems (handout) - page 78

Feelings (worksheet) - page 79

Word pictures (worksheet) - page 80

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Advice column

Poetry reading - page 81

Paired advice - page 82

Feelings poems - page 82

Dear chicks (poem handout) - page 83

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.

• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.

• Text users make choices about grammar and punctuation, to affect meaning.

• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.

• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.

• Active voice and passive voice change the subject and the focus in a sentence.

• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.

• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.

• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.

• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.

• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.

• Punctuation, including colons and semicolons, signals meaning.

• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.

• Auditory, spoken, visual and non-verbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Literary and non-literary texts

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Considering identity & culture

Talking about identity and culture - page 89

Definitions - page 90

Caught in the middle position - page 90

Interview - oral history - page 91

Definitions (worksheet) - page 92

‘Caught in the middle’ position (handout) - page 93

Interview (handout) - page 94 - Oral history interview questions

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text.

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Literary and non-literary texts

• An author’s point of view about their cultural knowledge of, and their relationships with Aboriginal peoples and Torres Strait Islander peoples can be reflected in texts.

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

The changing face of Australia

Group membership - page 95

Timeline - page 96

Discussion and research - invasion & migration - pages 96-97

Past class photo - page 97

School based research - page 98

Class of Australia - page 98

Coruna - children and their teacher (handout) - page 99

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text.

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

• Comprehension involves drawing on knowledge of the subject matter, contextual cues and intertextuality to interpret, infer from and evaluate texts in local, national or global contexts.

Literary and non-literary texts

• An author’s point of view about their cultural knowledge of, and their relationships with Aboriginal peoples and Torres Strait Islander peoples can be reflected in texts.

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Towards tomorrow – stories of contemporary Aboriginal and Torres Strait Islander people

One story - Mary Graham - pages 100-101

Research ‘before European settlement’ - pages 101-102

Reconciliation - page 103

Discussion - page 103

Presenting the research - page 103

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text.

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

• Comprehension involves drawing on knowledge of the subject matter, contextual cues and intertextuality to interpret, infer from and evaluate texts in local, national or global contexts.

Literary and non-literary texts

• An author’s point of view about their cultural knowledge of, and their relationships with Aboriginal peoples and Torres Strait Islander peoples can be reflected in texts.

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

This is Australia

This is Australia - page 104

This is Australia - ideas for presentations (handout) - page 105

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.

• Spoken texts have a range of structures and can be delivered in a number of mediums.

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

• In presentations, speakers make meaning clear by organising subject matter, and by selecting resources that support the role they have taken as the speaker and the relationship they wish to establish with the audience.

• Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Reading and viewing

• Purposes for reading and viewing are identified and are supported by an analysis of texts based on an overview that includes skimming and scanning titles, visuals, headings and subheadings, font size, tables of contents, indexes, glossaries, topic sentences and references.

• Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text.

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

• Comprehension involves drawing on knowledge of the subject matter, contextual cues and intertextuality to interpret, infer from and evaluate texts in local, national or global contexts.

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.

• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.

• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.

• Text users make choices about grammar and punctuation, to affect meaning.

• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.

• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea. 

• Active voice and passive voice change the subject and the focus in a sentence.

• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.

• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.

• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.

• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.

• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.

• Punctuation, including colons and semicolons, signals meaning

• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.

• Auditory, spoken, visual and non-verbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Literary and non-literary texts

• An author’s point of view about their cultural knowledge of, and their relationships with Aboriginal peoples and Torres Strait Islander peoples can be reflected in texts.

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.
• Reasoning, points of view and judgements are supported by evidence that can refer to authoritative sources.