Just for Laughs!: English
English Content Descriptions
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Key Teaching Strategies
Comics and jokes - Students use texts set out in comic form to write short narrative texts with quotation marks. They consider how adverbs can be used to provide circumstantial details and use synonyms for "said" to provide further information about the situation. They also experiment with text formatting skills to present speech in script form.
Doctor! Doctor! - Students practise interactive skills and using a range of vocal effects when performing Doctor! Doctor! and Knock! Knock! jokes. They identify homophones used in these jokes for comic effect.
Poetry - Students read a selection of poems and use a range of vocal techniques. They identify nonsense words, spoonerisms, neologisms and puns in these texts.
Humorous Authors - Students are introduced to a number of authors who use humour in their writing e.g. Roald Dahl, Andy Griffiths, Morris Gleitzman and Jeff Kinney. They consider how these authors use different literary features for comic effect and express preferences for different styles and authors. Students are encouraged to read books in a series or multiple books by the same author to make connections between texts.
A Festival of Fun - Students prepare and present short items for a comedy event that could be performed to parents, other classes or another suitable audience.
English Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Key Teaching Strategies
Comics and jokes - Students use texts set out in comic form to write short narrative texts with quotation marks. They consider how adverbs can be used to provide circumstantial details and use synonyms for "said" to provide further information about the situation. They also experiment with text formatting skills to present speech in script form.
Doctor! Doctor! - Students practise interactive skills and using a range of vocal effects when performing Doctor! Doctor! and Knock! Knock! jokes. They identify homophones used in these jokes for comic effect.
Poetry - Students read a selection of poems and use a range of vocal techniques. They identify nonsense words, spoonerisms, neologisms and puns in these texts.
Humorous Authors - Students are introduced to a number of authors who use humour in their writing e.g. Roald Dahl, Andy Griffiths, Morris Gleitzman and Jeff Kinney. They consider how these authors use different literary features for comic effect and express preferences for different styles and authors. Students are encouraged to read books in a series or multiple books by the same author to make connections between texts.
A Festival of Fun - Students prepare and present short items for a comedy event that could be performed to parents, other classes or another suitable audience.
English Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.
Assessment Opportunities
They explain how language features, images and vocabulary are used to engage the interest of audiences.
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In a short book report, (oral, written or multimedia) students describe how a particular author (and illustrator) has used language features, images and vocabulary to engage audiences in a humorous text. e.g In "A Diary of a Wimpy Kid", Jeff Kinney writes in first person from the point of view of the main character, Gregory. The language is informal as a journal is "private writing". This style of writing can appeal to readers that are a similar age to the main character as they can relate to the events in the story, or imagine themselves in similar situations. The illustrations are a necessary part of the text that give more information about the characters and the plot. The casual font and the cartoon illustrations make the book seem more relaxed and appeal to children who want something fun to read.
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They make presentations and contribute actively to class and group discussions, varying language according to context.
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Students present a "book sell" in which they read aloud a short section of a text and provide information about the book that might encourage others to read the book. After listening to the presentations of others, students contribute to class discussions about the books and authors. Students should vary the formality of the language used from presentation to class discussion and depending on whether they are acknowledging opinions of others, agreeing/ disagreeing or asking questions.
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