Name: Year 4 Literary Devices Unit | Worksheets, Games & Assessment
Brand: Sukindi Learning
Price: 4.99 AUD
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Year 4 Literary Devices Unit | Worksheets, Games & Assessment

$4.99

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Curriculum

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Australian Curriculum v9.0

AC9E4LE04 examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning

Australian Curriculum v8.4

ACELT1606 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns

Victorian Curriculum 2.0

VC2E4LE04 explore the use of literary devices and deliberate wordplay, including grammar, in prose and poetry, and the ways that they shape meaning

New South Wales

EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

EN2-VOCAB-01 builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

Western Australia

WA4ELIEX2 Examine the use of literary devices and deliberate word play in literary texts, including poetry to shape meaning

New Zealand

NZ-Y4-ENG-W-WC-LFD-1 use figurative language such as simile and metaphor to purposefully create vivid images and effects to engage the reader

NZ-Y5-ENG-W-WC-LFD-1 deliberately and carefully select and use literary devices, including simile, metaphor, and personification, to create vivid images and effects to engage the reader explain how the devices they have used help create meaning for the intended audience

NZ-Y4-ENG-OL-C-TSSF-1 determine the structure of texts and how ideas are conveyed through text features and visual elements determine the structure of texts and how ideas are conveyed through text features and visual elements in texts from their own and others’ cultures explore how language is used for effect within texts, including the use of figurative and literal language to convey meaning

NZ-Y5-ENG-OL-C-TSSF-1 identify and discuss how authors use text features, language features, and structures in purposeful ways identity and discuss how authors use text features, language features, and structures in purposeful ways in texts from their own and others’ cultures explore how language is used to effect within texts, including the use of figurative and literal language to convey meaning

United Kingdom

UK-UKS2-ENG-R-C Pupils should be taught to: maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views

UK-UKS2-ENG-W-C Pupils should be taught to: plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] evaluate and edit by: assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register proofread for spelling and punctuation errors perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

US Common Core (CCSS)

CCSS.ELA-LITERACY.RI.4.3 CCSS.ELA-LITERACY.RI.4.4 CCSS.ELA-LITERACY.RI.4.5 CCSS.ELA-LITERACY.RI.4.6 CCSS.ELA-LITERACY.RL.4.3 CCSS.ELA-LITERACY.RL.4.4 CCSS.ELA-LITERACY.RL.4.5 CCSS.ELA-LITERACY.RL.4.6 CCSS.ELA-LITERACY.L.4.5.a CCSS.ELA-LITERACY.L.4.5.b CCSS.ELA-LITERACY.L.4.3.b CCSS.ELA-LITERACY.RL.4.10 CCSS.ELA-LITERACY.W.4.3.d CCSS.ELA-LITERACY.W.4.9.a

Texas (TEKS)

TEKS-ELAR-G4-6H TEKS-ELAR-G4-9B TEKS-ELAR-G4-10 TEKS-ELAR-G4-10C TEKS-ELAR-G4-10D TEKS-ELAR-G4-10E TEKS-ELAR-G4-10G TEKS-ELAR-G4-12A

Ontario

CAN-G4-LANG-C1.5 identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

CAN-G4-LANG-C3.1 describe literary devices, including personification and anthropomorphism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience

CAN-G4-LANG-C3.6 explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed

Modifications

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Help Year 4 students recognise, discuss and use literary devices that shape meaning in poetry and literary texts. This complete English unit develops understanding of rhyme, rhythm, alliteration, onomatopoeia, imagery, simile, metaphor, personification, hyperbole, idiom and word play.

Students move from explicit modelling to hands-on matching and classroom games, then into independent worksheet practice and assessment. They build confidence explaining how authors use language to create sound, image, mood and meaning.

What’s Included

22-page unit plan PDF
Editable 16-slide PowerPoint teaching presentation
Editable 10-question PowerPoint quiz with 22 slides
Literary Devices Snapshot classroom display
Literary Device Reference Cards activity
Poetic Device Match and Simile or Metaphor? Take Your Turn games
Six student worksheets covering rhyme, rhythm, sound play, figurative language, imagery, word play and poetic text review
Two-page Poetry Analysis assessment
Worksheet and assessment answer pages
A4 landscape five-level Year 4 Literary Devices rubric