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3 — Patterns of Australia

Cover of the book 'Patterns of Australia' by Bronwyn Bancroft, with the title on a dark yellow background interleaved with patterned panels in blue

Above: Cover of Patterns of Australia by Bronwyn Bancroft, Little Hare Books, Prahran, 2006 reproduced with permission of Hardie Grant; © Little Hare Books (an imprint of Hardie Grant Egmont) 2006

This is the third sequence in a learning unit familiarising students with the vocabulary describing a range of geographical locations and the activities associated with them.

Students will be using the questions introduced in Sequence 2 (Who or what is involved?, What is happening? and Are there any other circumstances surrounding the activity?) to further develop their understanding of the elements of a clause.

They will use the text Patterns of Australia by Bronwyn Bancroft as inspiration for their writing. If possible, have multiple copies of Patterns of Australia available.

Activity 1: Conducting a ‘picture walk’ of the book

Before introducing Patterns of Australia, tell the students that as they look through the book they should think about what they are seeing in the illustrations and which landscape the author and illustrator might be showing. Tell them that the text has been covered up so that they can focus on the illustrations. Conduct a ‘picture walk’ of the text. As the illustrations are displayed, ask students to suggest which landscapes they depict and to justify their thinking with evidence from the illustrations. Ask questions such as, ‘What are you seeing in the illustrations that makes you think this?’  ACELA1447ACELA1453ACELT1582ACELY1656,   ACHASSK031

Activity 2: Who and what is in the illustration?

Choose one of the landscapes from the book that is similar to your local landscape and show the students the A3 copies or a representation of this page. Ask them:

Model for the students how we can use this information to help us write a simple sentence such as, ‘The wide river is flowing through the trees’. Get the students to turn to a partner and rehearse constructing a sentence using the information on the cards as a guide. Bring the group back together to share some of the sentences they have constructed in pairs. Provide each pair with a strip of paper for them to record a sentence that they constructed themselves or one that they heard from another group.  ACELA1451ACELY1655


Bring the students back together. Ask some students to share their sentences and display them. Choose a sentence for the group to analyse by locating the constituent parts. For example:

As a group, identify the parts of the sentence, underlining each section with the appropriate colour. Display the sentences in the display area. Further teacher support on teaching the grammar of sentences is in the Resources.