Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (audience, context, language) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include audience, context, language, vocabulary, sentence, visual.
Learning target: plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Build the sentence
Start with “Birds fly.” Add precise information: “Small shorebirds fly quickly across the inlet.” Identify what each added word or group contributes.
Clause relationship
Compare “We stayed inside because it rained” with “It rained, so we stayed inside.” Both connect ideas, but the clause structure foregrounds the relationship differently.
Grammar changes meaning
Compare “The dog chased the ball” with “The ball was chased by the dog.” The event is similar, but the sentence foregrounds different information.
Transfer
Students change one grammatical feature in a new sentence, then explain what changed in meaning, emphasis, time or detail.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims
- E2: exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts
- E3: choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- E4: rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience
Common Student Misconceptions
3. Common Student Misconceptions
- Feature spotting: Naming a camera angle, colour or sound is not analysis; explain its effect.
- One fixed effect: Interpret the feature in context and alongside other modes.
- Separate-mode lists: Explain how image, words and sound reinforce, contradict or qualify one another.
- Retelling: Analyse how the representation was constructed, not only what it shows.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Chocolate Cake | POEM | Kids' Poems and Stories With Michael Rosen
Kids’ Poems and Stories With Michael Rosen — Watch a children’s author use voice, pace and expression to hold an audience’s attention.
As you watch: Where do changes in pace, volume or expression make the telling more engaging?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Rehearse a one-minute recount of your own experience. Choose where to pause and how your voice will help the audience follow it.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Plan, create, rehearse and deliver structured oral and/or multimodal presentations...
Mapped skill: plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E4LY07 · Year 4 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E4LY07 · Level 4 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN2-OLC-01 · Stage 2 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 4 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 4 |
| United Kingdom (England) | National Curriculum in England — English | Year 5, Key Stage 2 |
| India | NCERT / CBSE — English | Class 4 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E4LY07 — AC9E4LY07: Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
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