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WS02 - Poetry - oral retelling

English, Year 2

By the end of Year 2, students interact with others, and listen to and create spoken texts including stories. They share ideas, topic knowledge and appreciation of texts when they recount, inform or express an opinion, including details from learnt topics, topics of interest or texts. They organise and link ideas, and use language features including topic-specific vocabulary and features of voice. 

 

They read, view and comprehend texts, identifying literal and inferred meaning, and how ideas are presented through characters and events. They describe how similar topics and information are presented through the structure of narrative and informative texts, and identify their language features and visual features. They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words. They use punctuation for phrasing and fluency.

 

They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences. They use text structures to organise and link ideas for a purpose. They punctuate simple and compound sentences. They use topic-specific vocabulary. They write words using consistently legible unjoined letters. They spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns.

Language | Language for interacting with others

AC9E2LA02

explore how language can be used for appreciating texts and providing reasons for preferences

Literature | Engaging with and responding to literature

AC9E2LE02

identify features of literary texts, such as characters and settings, and give reasons for personal preferences

Literature | Examining literature

AC9E2LE03

discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

Literature | Creating literature

AC9E2LE05

create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

Literacy | Interacting with others

AC9E2LY02

use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions

Literacy | Analysing, interpreting and evaluating

AC9E2LY05

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

Literacy | Creating texts

AC9E2LY07

create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Retells some key events from the poem to reflect understanding.

 6 9 10 45
2

Makes eye contact to engage with the audience.

 22 26 10 45
3

Varies tone and expression to add interest to the presentation.

 29 32 10 45
4

Describes some moments from the poem in own words.

 41 56 10 45
5

Speaks at an appropriate volume.

 59 66 10 45
6

Chooses vocabulary such as “bravely’ and “safely” to build a picture of events in the poem.

 66 72 10 45
Transcript

Mulga threw his horse away because he was interested...

 

because he was interested in riding a bike.

 

He went to a bike store and bought the bike.

 

After Mulga Bill bought the bicycle,

 

the shopkeeper asked him if he could ride it.

 

He said, ‘I can ride all over the world.’

 

After buying the bike from the store Mulga Bill was

 

going home but took a wrong turn, turn and went down the hill 

 

across a field of cars heading to the Dead Man’s Creek.

 

All of the animals hid from his bike, running straight to the

 

Dead Man’s Creek. Which he hit a stump and fell, and he fell

 

in the creek at 20 feet.

 

He bravely swam ashore safely, leaving his bike.

 

Instead, he chose to ride a horse for the rest of his life.