A quote a day

Australian Curriculum content descriptions:

Year 5 English:

• Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502).
• Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609).
• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704).

Year 6 English:

• 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 or plots (ACELT1614).Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709).
• Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714).

Syllabus Outcomes: EN3-1A, EN3-2A, EN3-3A, EN3-6B, EN3-7C, EN3-8D.

General capabilities: Literacy, Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.7.

Relevant parts of Year 5 English achievement standards: Students analyse and explain literal and implied information from a variety of texts. They create imaginative, informative and persuasive texts for different purposes and audiences, and contribute actively to class and group discussions, taking into account other perspectives. 

Relevant parts of Year 6 English achievement standards: Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They create detailed texts for a range of purposes and audiences, and contribute actively to class and group discussions.

Time required: 40 mins.

Level of teacher scaffolding: Low – facilitate discussion around student answers.

• Student Worksheet – one copy per student
• Device capable of presenting a website to the class
• Pens/pencils

This is an original Cool.org lesson. Facts and figures in these lessons may have changed since this lesson was published. We always endeavour to update our resources in a timely manner, but if you see an error or issue in our resources please get in touch with us.