What students learn in AC9E1LY03
This unit helps students build a clear, usable understanding of Some similarities and differences between imaginative, informative and persuasive texts. The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: describe some similarities and differences between imaginative, informative and persuasive texts.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- comparing and discussing texts, identifying some features that distinguish those that “tell stories” from those that “give opinions” selecting texts for a particular purpose or task; for example, a website that will give information about a learning area topic, a book that will tell a story about an animal
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: describe some similarities and differences between imaginative, informative and persuasive texts
- E1: comparing and discussing texts, identifying some features that distinguish those that “tell stories” from those that “give opinions”
- E2: selecting texts for a particular purpose or task; for example, a website that will give information about a learning area topic, a book that will tell a story about an animal
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9E1LY03 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Answering from memory without using clues from the text, sentence or image.
- Knowing the idea orally but not transferring it into reading, writing or speaking.
- Missing punctuation, word order or vocabulary clues that change meaning.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E1LY03 — describe some similarities and differences between imaginative, informative and persuasive texts |
| Victoria | Victorian Curriculum F-10 | Year 1 English: closest match in Analysing, interpreting and evaluating. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 1 English: closest content focus for Some similarities and differences between imaginative, informative and persuasive texts and related outcomes. |
| United States | Common Core / NGSS | Grade 1 Common Core Mathematics/ELA closest topic match for Some similarities and differences between imaginative, informative and persuasive texts. |
| England / UK | National Curriculum | Key Stage 1 / Year 1: closest programme-of-study match for Some similarities and differences between imaginative, informative and persuasive texts. |
| Canada | Provincial and territory curricula | Grade 1 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 English: closest achievement-objective topic for Some similarities and differences between imaginative, informative and persuasive texts. |
| India | NCERT / CBSE | Class 1 closest NCERT/CBSE topic match for Some similarities and differences between imaginative, informative and persuasive texts. |