Composing imaginative multimodal texts in an integrated unit
The Literature strand of the Australian Curriculum: English (Australian Curriculum Assessment & Reporting Authority [ACARA], 2013) plays a key role in enriching students' Iives and assisting them to understand what it means to be human. Importantly, when responding to and composing Iiterary texts, students are also developing valued intellectual skills and dispositions including predicting, analyzing, using evidence to argue, hypothesizing, speculating and imagining. This chapter demonstrates how literature can be used to support students' engagement with language and other forms of meaning making and to develop their literacy skills at the same time as they acquire key understandings in the curriculum area of History (ACARA, 2015). Drawing on the teaching and learning cycle introduced in Chapter 3, we describe in detail a unit of work for lower primary classrooms, in which students encounter and create multimodal texts as they explore differences in family structures and family members' roles and responsibilities over time. The unit incorporates a number of useful strategies that can be adapted for use with different groups of students and for a range of texts and curriculum areas.