DIFFERENTIATED CURRICULUM UNIT:

DR SEUSS
Courtney Semple, ID number: 25118331

Contents
Introduction.................................................................................................................................................................................. 2
Unit aims...................................................................................................................................................................................... 2
Differentiation within the unit...................................................................................................................................................... 2
Links to Makers model................................................................................................................................................................. 3
Content..................................................................................................................................................................................... 3
Process...................................................................................................................................................................................... 3
Product...................................................................................................................................................................................... 4
Learning environment............................................................................................................................................................... 5
Assessment of unit aims........................................................................................................................................................... 6
Pre and post-test on rhyme identification.............................................................................................................................. 6
Informal observation and pull-out groups.............................................................................................................................. 6
Dr Seuss portfolios................................................................................................................................................................. 6
Peer-assessment.................................................................................................................................................................... 6
Differentiated unit........................................................................................................................................................................ 7
References................................................................................................................................................................................. 13
Appendix 1: Portfolio self-assessment........................................................................................................................................ 14
Appendix 2: Reflection sheet...................................................................................................................................................... 15
Appendix 3: Peer assessment sheet........................................................................................................................................... 17
Appendix 4: Teacher portfolio assessment rubric....................................................................................................................... 19
Appendix 5: Links to Vic Curriculum........................................................................................................................................... 20
Appendix 6: Boggle rhyme bingo example activity sheet........................................................................................................ 22

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Introduction
This unit of work is aimed at level 2 of the Victorian Curriculum and is primarily based in Literacy. The unit will focus on the
works of Dr Seuss as a method by which students will develop their knowledge of rhyme and narrative structure. It is
designed to take place over the course of a term. Students are then to utilise this knowledge and their knowledge of Dr
Seuss texts to create a piece of work play, song, oral presentation or written poem to present to the class.

Unit aims
By the end of this unit, students will be able to:

Identify plot elements in narrative poems,

Generate their own narrative poem,
Present their poem via a chosen medium to their classmates,
Self-assess a piece of work using a provided rubric.

The texts to choose from in this unit are:

For narrative
Oh the Places Youll Go
The Cat in the Hat
The Lorax
Bartholomew and the Oobleck
And to Think That I Saw it on Mulberry Street
Green Eggs and Ham

For rhyme
Oh the Places Youll Go
Green Eggs and Ham
Hop on Pop
Fox in Socks
One Fish, Two Fish, Red Fish, Blue Fish
The Foot Book

Differentiation within the unit

Throughout the Blooms Taxonomy/Multiple intelligences grid on pages 7-12 I have attempted to put into practice insights
gained from my current placement at a Walker Learning school, and readings from the reading list including Rogers (2007),
Davis, Rimm and Siegle (2014) and many others. As such, I have incorporated the multiple intelligences and the higher-order
thinking skills into Makers model to the best of my ability by providing tasks which are differentiated and can be even further
so depending on the abilities and interests of my class.

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Links to Makers model

Content
After teaching mini-lessons on rhyme and explicitly discussing aspects of narrative structure, students would be given the
opportunity to undertake any of the activities marked in the grid. Dr Seuss texts which could be utilised for the various
projects would first be discussed with the class, and any which are out of the students Zone of Proximal Development would
be vetoed or negotiated so as to be worked on in a group.
Makers model
Variety
This unit incorporates a range of subject areas
relating to the literacy focus including Visual art,
Drama and Mathematics.
Abstraction
Many activities in the unit look at encouraging
students to go beyond the text to find a topical area
or message.
Complexity
This unit attempts to challenge students to look at
texts and their own ideas in different ways.
Encouraging them to revisit their ideas and work (and
their chosen texts) and compare or assess them.
Study of people
Various activities in this unit attempt to get inside
peoples heads to discover the motivations behind
certain actions.
Methods of inquiry
Each final piece will follow the writing process:
revising, editing, proofreading, etcetera to create the
finished product.
Organisation
Many of the different forms of content in this unit are
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Examples of activities
- Measuring, acting, drawing, making

Finding messages within a text

Finding similarities between different texts

Comparison between Dr Seuss texts and their own

work.

Attempting to connect events in literature and real life

Trying to think from a characters perspective

Following the writing process and editing texts

Researching questions

Loosely connected activities

Activities which lead off one another

interconnected or can be related to one another for

the purpose of the unit aims.

Process
Students would each be given a copy of the Blooms taxonomy sheet, and their activity would be written on their assessment
sheet (Appendix 1), after which they would be locked into their choice. After deciding, they would conference with the teacher
to determine which activity they wished to undertake core or differentiated. The reflection sheet (Appendix 2) would be part
of the process, where they can document any challenges they face.
Makers model
Higher order thinking
The reason for utilising the Blooms
Taxonomy/Multiple Intelligences grid is to ensure that
content learned throughout the unit involves more
than surface knowledge.
Freedom of choice
The grid would be provided for students to utilise and
students would be expected to choose a variety of
tasks at different levels
Discovery
Many activities encourage students to follow a line of
inquiry
Group interactions
A great deal of this unit is team-oriented and
provides a range of such interactions
Proof and reasoning
Many of the activities call for students to provide
reasons for their answers
Open-ended processing
Divergent thinking is a welcome idea, as it would
provide interesting answers in pre-arranged activities
and possibly some alternatives to incorporate into
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Examples of activities
- Compare and contrast
- Experiment with plot elements
- Pretend youre a character

Analysis
Investigation
Hands-on creation
Picture taking
Creating graphs
Researching the author

Group re-enactment
Pair inquiry
Sharing
Peer assessment
Justify
Explain

Charades
What would happen if?

the unit

Product
At the end of the unit, students will have completed at least 4 different projects of their choosing which will be placed in their
portfolio. This portfolio will be self-assessed by students, and assessed by the teacher.
Makers model
Evaluation
Transformation

Real audiences

Real world problems

Activities
Students evaluate themselves and their peers through a predetermined format and criteria
Students create their own versions of Dr Seuss works to
explore narrative
These can be presented as:
- A play
- An oral presentation
- A written text
- A musical piece
At the conclusion of this unit, students will be presenting
their narrative (in whichever form) to their peers.
The presentation will be assessed by the teacher, and their
portfolio by themselves and the teacher
Relating messages and experiences in Dr Seuss books to
our own lives

Learning environment
The learning in this unit is meant to be negotiable in order to create a flexible learning environment. If students want to work
on a Dr Seuss text thats not on the list, they can form a learning contract with the teacher determining what activities they
are allowed to use the text for. This would be viewed as a privilege though, and if it is found that they are not doing their
work, they will have to choose from one of the pre-determined texts instead and earn their desired text back at a later date.
Makers model
Student centred
The learning activities in this unit are designed to extend all of the multiple intelligences and span all levels
of Blooms.
Open
There are a variety of learning activities which students can participate in, and opportunities for group work
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and independent study, and students would be welcome to come up with variations on the activities
presented. The only time students would be unable to work on a particular activity is when they have proven
that they cannot complete the work without supervision for behavioural reasons. If students are unable to
complete a particular activity due to level of ability, they would be referred to another learning task while
the teacher revises it to suit their needs after which, they would be welcome to try again.
Independent
The way the unit is structured gives students choice and ownership. It is their job to pick which tasks they
want to do, and their job to complete them within an appropriate time frame.
Accepting
Learning activities in this unit are open to student input. Consequently, if students take to a particular line
of inquiry which fits within the unit aims, they will be encouraged to discuss this with the teacher so that
they may undertake the project or it might be incorporated into the grid.

Assessment of unit aims

Pre and post-test on rhyme identification
To grasp students ability to recognise and generate rhyming words, I would endeavour to utilise the Sutherland Phonological
Awareness Test (SPAT). If my school did not have access to SPAT, then I would create something similar to test identification
of rhyme, onset and rime and ability to insert a deleted phoneme (ACER, 2016).

Informal observation and pull-out groups

Instead of traditional ability groupings, pull-out groups will consist of students undertaking particular activities for that day.
This will give the teacher the chance to extend students thinking in their activity and assist any who are struggling. The
benefits of this are two-fold: the teacher will be able to identify if the activities are too challenging for groups of students, and
which aspects of the activity will need to be the focus for certain individuals.

Dr Seuss portfolios
Teacher assessment
After students have completed at least 1 of each level (knowing, understanding, applying, analysing, creating, evaluating) on
the grid, they will present their portfolio a compilation of what they have learned that term. This portfolio will be assessed
by both teacher and student. The assessment rubric for the teacher can be found in Appendix 4.
Student assessment
During the unit, students will be given a folder in which to place their work. They will also be provided an assessment sheet
(Appendix 1) and a reflection sheet (Appendix 2). Once students have decided which task they are undertaking, they will
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write the name of the task on the self-assessment sheet. While working on tasks from the Blooms/Multiple intelligences grid,
students will be encouraged to write any comments about their work on the reflection sheet, and after completing each task
students will complete the reflection sheet and put it in their portfolio. Upon completing the minimum task requirement,
students will need to check that they have completed reflection sheets for all activities and the assessment sheet for their
portfolio before attempting to undertake a new task.

Peer-assessment
After some of the activities on the grid, students will be asked to assess their peers performance. The sheet they will be
given can be found in Appendix 3. At the end of the assessment sheet, students are asked to write what they will do in
response to the feedback they have received. As with the reflection sheet students complete on their own work, this section
gets students to respond to feedback and become more reflective.

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Differentiated unit
Topic: Dr Seuss
level: 2
Multiple

Intelligen
ces
Verbal/Linguisti
c

Year

Blooms Taxonomy: Six Thinking Levels

Knowing

Understand Applying
ing

Analysing

Creating

Evaluating

Make a poster
containing all the
rhyming words you
can think of. Verbal
learners can make
a video.
Differentiated:
Are there any
words with
different endings in
your list? Write/say
why you think the
words still rhyme.

Describe in your own

words what happens
in a Dr Seuss book.
Differentiated:
Write your
description of events
and see if you can
make it rhyme.

Life lessons from Dr

Seuss.
How do messages in
Dr Seuss books
apply to us in real
life?

Life lessons from me.

Pretend you are going
to write a book.
What would you want
your message to be?
Record yourself.

For this task,

students will be
provided a sheet
with what the
teacher thinks is the
main message in
some of Dr Seuss
books.

Differentiated:
Write what you want
your message to be.
Before recording
yourself, look at this:
The heart-warming
Thai commercial
https://www.youtube.c
om/watch?
v=cZGghmwUcbQ
This video says
something similar to
what a lot of Dr Seuss
books do. After
watching the video,
has your original
message changed at
all?
Now record your own
video.

Follow the writing

process and edit the
text for:
Punctuation, spelling,
sense, rhyme and
meter.
Differentiated:
When editing, focus
on VCOP as well,
particularly
vocabulary,
connectives and the
opening of your text.

Rhyming word
families.
You will be given a
series of cards and
will be expected to
group them into
rhyming word families
(words with endings
which rhyme).
Once you have
grouped them, get a
peer to check them
and take a photo.
Differentiated:
After you have put
them in order and
taken a photo, try to
make a poem which
includes only one
rhyme family.
*linked to applying
visual.
Write a short
biography on the
character you created
(See Visual- apply)
with its name,

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Using the sheet

provided, write down
a time when you
saw/felt/experienced
this in real life?
Differentiated:
Read a Dr Seuss
book.
What is the lesson
Dr Seuss tries to
teach us in this
book?

Logical/Mathem
atical

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Make a class
pictograph of
everyones
favourite Dr Seuss
books.
Analyse the graph
and order from
favourite to least
favourite.
Differentiated:
Make your own
pictograph with a
key or turn the
class graph into a
column or line
graph.

Differentiate
between words that
do and do not
rhyme.
Separate them into
the 2 categories.
Differentiated:
Create subcategories for
rhyming words with
similar endings
(rhyme families) e.g.
ing, -er.

species, when it was

born and what book it
comes from.
Differentiated:
*linked to applying
visual.
Write the scene where
your character would
be introduced
remembering to
rhyme.
*linked to applying
visual.
Get a classmate to
record you narrating
your story map.

When was a time

you
saw/felt/experienced
this in real life?

On your own, make a

graph of everyones
favourite Dr Seuss
character.
Differentiated:
Make your own
pictograph complete
with key or make a
column or line graph.

Take apart plot

elements of a Dr
Seuss book
What happens in the
beginning, middle
and end?
Differentiated:
Dr Seuss is good at
hiding messages in
his books.
What is the text
trying to teach us?
What is the books
message?
How can we apply
this in our lives?

Final piece: Make

their own narrative
rhyme and present it
as a published text or
oral presentation.
Differentiated:
Tell everyone the
moral of your story
after you present and
explain how you think
you communicate the
moral through your
story.

The Foot Room.

Measure objects in the
classroom with your
feet.
Take photos of your
feet doing things and
the objects you
measure and write
about it like Dr Seuss
does in The Foot
Book
Differentiated:
Measure your feet
with a ruler to see
how long they are.
When you have
measured something
with your foot, add
the amount of feet
together and try to
figure out how many
centimetres that

Peer evaluate your

classmates works.
2,1 2 things they did
well, 1 they can work
on next time.
Differentiated:
When you have
completed the
evaluation of peer
work, write what you
have learned from
looking at their work
and how you would
tackle the project they
were working on.

object might be.

This would be done in
pairs

Visual

Brainstorm all the

rhyming words that
you can think of.
When you have
done this, put up
cards for any
words you wrote to
make a rhyming
wall.
Do NOT put up a
card if the word is
already there
Before you put
them up, check to
make sure that
they are all real
words.
List the words you
already knew in
your book, then
pick a Dr Seuss
book to read
independently.
What other
rhyming words can
you identify? Add
these to your list.
Differentiated:
When you find a
word that you
already identified
and it is the
rhyming word in a

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Boggle rhyme bingo.

Create as many
words with a
particular ending as
you can from the
Boggle grid. You can
do this with pen and
paper or use
magnetic letters on
a whiteboard.
When you are
finished, separate
them into real words
and nonsense
words.
Put any real rhyming
words up on our
rhyme wall.
Differentiated:
How do you know
which words are real
or which are
nonsense?
What strategies did
you use to figure
this out?

Create a character.
Using your knowledge
of what Dr Seuss
illustrations look like,
draw a design for a
new Dr Seuss
character.* linked to
applying- verbal
Differentiated:
If it is to be in an
existing book, draw
the scene where your
character would be
introduced.* linked to
applying- verbal
If it is from a new Dr
Seuss book, draw a
story map to show
what would happen in
the book.* linked to
applying- verbal

Using a Venn
Diagram, compare
and contrast 2 of Dr
Seuss books.
Differentiated:
Compare and
contrast 3 books.

Make a mask for your

re-enactment of a Dr
Seuss book.
Differentiated:
Create a mask for a
character not in the
book, figure out where
your character would
come in, and what
their role would be in
the story.

Rank the designs for 5

different Dr Seuss
characters from most
liked to least liked.
Provide the reasons
for your ranking.
Make sure to use
description when
explaining e.g.
because hes purple
with black stripes
or, because he looks
shifty
Differentiated:
Check with other
students to see what
characters they
ranked and if anyone
has any in common
with you.

Kinaesthetic

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sentence put a
tally mark next to
it. Add a new mark
whenever you find
the words in a new
Dr Seuss book.
Then, put them in
order from least to
most popular.
Hop on Pop.
In a pair, students
are to be given
verb cards. They
are then to act out
whatever is on the
card.
Their partner has
to figure out which
action they are
doing from the
book Hop on Pop
and to suggest the
word that rhymed.
Differentiated:
Students can make
an action not in the
book and their
partner has to
provide a word that
rhymes with the
action.

Re-enact the plot of

a Dr Seuss book in a
group.
Use the book as
your script or write
your own.
Differentiated:
If you write your
own, remember to
incorporate rhyme
and follow the
conventions of a
script.

Creating Oobleck.
List some adjectives
you could use to
describe the look and
feel of making
Oobleck.
Differentiated:
Using your experience
making Oobleck, write
a letter to the King of
Didd asking him why
he wanted Oobleck to
fall from the sky.

Using Oobleck.
After you have made
Oobleck, take it
outside and
experiment with it.
What happens if you
put it on the ground?
What happens if you
put it in a cup with
some ice, or play
with it in your
hands?
Write down a report
of what happens.
Why do you think it
happened?
Get a partner who
has not handled the
oobleck to take
photos of the
oobleck for you
Differentiated:
As the King of Didd,
respond to your
letter about the
Oobleck by listing
reasons why he
might have wanted
Oobleck to fall from
the sky.

Make your own Green

Eggs and Ham.
Follow the procedure
to dye an egg green.
When you are done,
write about your
experience.
Differentiated:
Write your experience
as part of a
procedure. E.g. step 1:
I

Final piece: Make

their own narrative
rhyme and present as
a play.
Differentiated:
Tell everyone the
moral of your story
after you present and
explain how you think
you communicate the
moral through your
play.

Compare your green

eggs and ham/oobleck
to someone elses. Are
they different?
How so?
With that person
discuss some reasons
why you think that
theirs and yours are
different.
Differentiated:
Using those reasons
and any others you
can think of, debate
whose end product is
better, then work
together to come up
with suggestions for
the teacher as to how
they can make sure
everyones oobleck or
green eggs and ham
are the same.

Musical

Listen a verse from

Oh the Places
Youll Go. Clap the
rhythm with a
partner.
Differentiated:
Clap out a verse
from 2 or more
different Dr Seuss
books.
How are they
different?
Think about how
many words are in
a line and the
syllables in each
word.

Interpersonal

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As a group, stand
in a circle and try
to think of a
rhyming word to go
with your
classmates
names.

Identify emphasis in
Oh the Places Youll
Go. Where we
pause and where we
hold. Clap the
rhythm on your own.
Differentiated:
Pick a Dr Seuss
poem and clap the
rhythm make the
class have a go at
guessing the book it
came from.

*Explain how you

know.
Work with a partner
to re-enact the plot
of a Dr Seuss book.
Differentiated:

After you have

written these points,
tell someone why
you think that he
changed his mind
In pairs, pick a verse of any Dr Seuss book
weve worked on so far and present the verse
in rhythm.
When presenting, clap out the rhythm so your
classmates can follow along.
Differentiated:
Different books for different students can be
negotiated.
Experiment with tempo, see what happens
when you try to say the verse faster and
slower.

Work with a partner

and write down
everything you know
about poems.
Then, write down any
other text type which
has similar features.

In pairs, come up
with an interview
sheet asking
students about Dr
Seuss.
Ask 3 classmates,
then go on the

Use the rhythm of the

verse you picked and
work together to
make some music to
go with your verse.
This will be recorded
by the teacher for
peer-evaluation.
Differentiated:
Try to create your own
verse that has the
same rhythm as the
original.
Final piece: Make
their own narrative
rhyme and present it
as a music piece.
Differentiated:
Tell everyone the
moral of your story
after you present and
explain how you think
you communicate the
moral through your
piece.
As a group, pick an
idea and brainstorm 4
words that rhyme. Use
them to create a 4
line poem.
Differentiated:
Use rhyming words

In pairs, look at the

recorded
performance.
Fill out a peer
evaluation sheet
(Appendix 3)
When marking think
of the following:
Is the poem all recited
in rhythm?
Does the music match
the pace of their
delivery?
Differentiated:
When your peer has
evaluated you, and
you have responded
to their comments,
write a short reflection
about whether or not
your verse fit the
rhythm of the original
poem and why you
think it did/didnt.

Think of another way

you could have
written your poem.
Rewrite your poem.
Keep the same idea
and rhyming words.
Which of the two

Intrapersonal

13 | P a g e

Write them down.

Is the word you
came up with a
real word, or is it
nonsense?*
Differentiated:
When youre in the
group, list all the
words you can
think of that rhyme
with a persons
name.
OR
As a group, try to
think of words that
rhyme with
classroom objects.
Are the words you
came up with a
real word, or is it
nonsense like in
Theres a Wocket
in my Pocket?*
How many Dr
Seuss books do
you know?
Brainstorm a list of
all of the Dr Seuss
books you can
think of and find in
the classroom,
then look online to
see if there were
any you hadnt
identified.
When you have
done this, make a
poster of the
different books Dr

Students to work in
bigger groups
depending on text
chosen

E.g. narrative, song.

Differentiated:
Write some different
poems youve heard
of. Include any Dr
Seuss books that you
know.
Group any you
remember that are
written about the
same topic or have a
similar style (that
sound the same).

computer and find

the answers.
Differentiated:
Look at at least 2
different websites. Is
the information they
give you the same,
or is it different?
If its different,
discuss what you
plan to do next in a
conference with the
teacher.

with both similar and

dissimilar endings.
Use your 4 line poem
to tell a story.

poems is the best?

Write a few sentences
to describe why you
feel that way.
Differentiated:
Did your story change
at all by changing the
way you worded it?
Why do you think this
was the case?

Sequence the events

of a Dr Seuss book.
Put them in order,
then write how you
knew what came
first, second and so
on.
Differentiated:
Put the events in
order, then move
one around. Write
what would happen
in the story if the
events took place in
that order, and how
the story would

Make a Dr Seuss
rhyme puzzle.
Pick words from a Dr
Seuss book, then put
them and any words
that rhymed with
them on a piece of
cardboard and turn
them into a word
puzzle.
Differentiated:
After youve picked
the rhyming words,
turn them into
sentences that rhyme,
so that you have a

My favourite Dr
Seuss book.
Pick a Dr Seuss book
and identify aspects
of plot and
characterisation that
make this book your
favourite
Differentiated:
Look at the actions
of the characters
are the characters in
this book generally
good or bad?
How can you tell?

Write a blurb.
Pick a Dr Seuss book
and write 2
paragraphs telling
readers about what
they might find in the
book but do not spoil
the ending.

Write a letter to Dr
Seuss telling him what
you think about one of
his books.
Differentiated:
Write the letter, and
tell him what you
think of two or more
of his books. Compare
the two and tell him
why you like one
better.

Differentiated:
Draft your blurb, then
edit it to try to make it
rhyme.
If you wrote My
favourite Dr Seuss

If you made a
comparison sheet,
you can use this to

Seuss published.
Differentiated:
When looking up
Dr Seuss books,
find the publication
dates.
Then, make a
timeline on the
poster and put the
books on the
timeline from first
to last.

change.

poem puzzle.

book, then try to

include what you liked
about the plot and the
characters in your
blurb

help you

During the unit, students will be read 1 Dr Seuss book per day, and the books will always be available for reading during
Investigations or in the morning in the classroom library.
For Boggle rhyme bingo, students will keep their sheets and at the end of each week, the teacher will go through the
Boggle grid and call out all the letter combinations that make actual words. The first person to have all their words called out
is the winner. After all the real words are called out, the class will quickly discuss some of the non-words that they came up
with, how they found out which category they fit under and how Dr Seuss might have used these non-words in a story (this
would be a quick 5 minute discussion linked back to the unit aims).
All will present their own narrative poem at the conclusion of the unit, but will be presented with alternatives for presenting
which are provided in the grid above.
Each time a student finishes their task, they are to approach the teacher to let them know which new task they will be
undertaking.

14 | P a g e

References
ACER. (2016). Sutherland Phonological Awareness Test - revised (SPAT-R). Retrieved from: https://shop.acer.edu.au/acershop/group/SPT, 19 May 2016.
Davis, G., Rimm, S., & Siegle, D. (2014). Education of the Gifted and Talented (6th international edition), Edinburgh Gate,
Harlow: Pearson Education Limited.
Gross, M. Sleap, B. & Pretorius, M. (1999). Chapter 5: Models of curriculum development Maker. In M. Gross, B. Sleap, & M.
Pretorius, Gifted students in secondary schools: Differentiating the curriculum (p.41-54). Sydney, NSW: GERRIC.
Rogers, K. (2007). Lessons Learned About Educating the Gifted and Talented: A Synthesis of the Research on Educational
Practice, Gifted Child Quarterly, 51(4), p.382-396.
Victorian Curriculum and Assessment Authority. (2016). The Victorian Curriculum F-10. Retrieved from:
http://victoriancurriculum.vcaa.vic.edu.au/, 16 May 2016.
Walker, K. (2011). Play Matters: Investigative Learning for Preschool to Grade 2 (2nd ed.), Camberwell, Victoria: ACER Press.

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Appendix 1: Portfolio self-assessment

How I did:
Not my best
I had a go
work
Activities in my portfolio:

I did my very
best

Im not sure

I had some fun

I loved it

1.
2.
3.
4.
5.
6.
How I felt about my work:
It was not fun

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It was okay

Appendix 2: Reflection sheet

What did I enjoy most about doing my work?

What am I most proud of?

What could I have done better?

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How I will do better next time:

Other comments:

Teacher comments:
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Appendix 3: Peer assessment sheet

Things they did really well:

1.

2.

Something they could improve on:

What can they do to improve their work?

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My action:
What will I do to make my work better next time?

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Appendix 4: Teacher portfolio assessment rubric

Task 1
Presentation
of work.
Handwriting

Quality of
work.
Sentences:
Do they
make
sense?
VCOP
Rhyme
generation:

Have they
separated
real and
nonwords?

What
evidence is
there of
editing or
research?
Have they edited
for VCOP?
Did they go to
more than one

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Task 2

Task 3

Task 4

Task 5

Task 6

source?

Oral
presentation/
group work
skills.
Body

language
Tone
Sharing
workload

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Appendix 5: Links to Vic Curriculum

LEVEL 2
English
Reading and viewing

Understand that different types of texts have identifiable text structures and language features that help the text serve
its purpose (VCELA212)
Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract,
and that noun groups/phrases can be expanded using articles and adjectives (VCELA216)
Discuss the characters and settings of different texts and explore how language is used to present these features in
different ways (VCELT219)

Writing

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including
compound words (VCELA226)
Create events and characters using different media that develop key events and characters from literary
texts (VCELT228)
Build on familiar texts by experimenting with character, setting or plot (VCELT229)
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 (VCELY230)
Reread and edit text for spelling, sentence-boundary punctuation and text structure (VCELY231)

Speaking and listening

Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme
deletion and substitution (VCELA238)
Compare opinions about characters, events and settings in and between texts (VCELT242)
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and
songs (VCELT243)

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Rehearse and deliver short presentations on familiar and new topics, speaking clearly and varying tone, volume and
pace appropriately, and using supportive props(VCELY245)

Drama
Explore and express ideas

Explore roles, characters and dramatic action in dramatic play, improvisation and process drama(VCADRE021)

Visual arts
Present and perform

Create and display artworks to express ideas to an audience (VCAVAP023)

Mathematics
Data representation and interpretation level 2

Create displays of data using lists, table and picture graphs and interpret them(VCMSP128)

LEVEL 3
Mathematics
Data representation and interpretation

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs,
with and without the use of digital technologies(VCMSP149)

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Appendix 6: Boggle rhyme bingo example activity sheet

H
N
T

S
at
W

B
V
G

List all the words you can make with these letters. The letters in the black
box must be at the end of all of your words.

P
N
R

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S
ay
W

L
D
M