Modality Desk Mat
The Modality Desk Mat has been designed to act as a useful reference tool for students creating persuasive texts.
Learning goals
- We are learning to examine how evaluative language can be varied to be more or less forceful.
- We are learning to demonstrate a range of feelings and positions by building vocabulary (including technical words) to express judgements about characters and events using modal verbs and adverbs.
- We are learning to demonstrate a range of feelings and positions by building vocabulary to express judgements about characters and events using modal verbs and adverbs.
- We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
- We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
- We are learning to use interaction skills to listen to and contribute to conversations, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
- We are learning to understand that paragraphs are a key organisational feature of written texts.
- We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
- We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
- We are learning to recognise how texts can be created for similar purposes but different audiences, e.g. different language choices for children and adults.
Curriculum alignment
AC9E3LY02
9
Use interaction skills to contribute to conversations and discussions to share information and ideas
AC9E3LY03
9
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
AC9E3LA04
9
Understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
AC9E3LY06
9
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
AC9E3LY07
9
Plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
AC9E3LA02
9
Understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
AC9E3LY01
9
Recognise how texts can be created for similar purposes but different audiences
AC9E6LE02
9
Identify similarities and differences in literary texts on similar topics, themes or plots
AC9E3LA10
9
Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
ACELA1536
8.4
Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns
ACELT1615
8.4
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
ACELA1484
8.4
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
ACELA1477
8.4
Examine how evaluative language can be varied to be more or less forceful
EN2-7B
old
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN3-6B
old
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
VCELT342
Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts
VCELT341
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
VCELA273
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
VCELA272
Examine how evaluative language can be varied to be more or less forceful
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Teach it your way
Finding related resources…
Finding related resources…