Lucky Undies: FOUNDATION - English - Evaluate

Little J feels lucky when he wears a new pair of yellow undies. After Old Dog destroys them, he loses his confidence. Big Cuz saves the day with the remnants of the undies made into a sweat band, and Little J finds confidence to play the basketball game and win the day.

Evaluate - Retell familiar literary texts through performance, use of illustrations and images.


Evaluate what students have learnt (know and can do) from the activities, in relation to the English curriculum content descriptions. Assess the success of the module through reflecting on:

  • how language is used to explore ways of expressing concepts of good luck and bad luck
  • a range of literary texts and sharing personal responses to these texts, and making connections with other students' own experiences
  • adopting comprehension strategies to build literal and inferred meaning about stories, ideas and information in texts that students listen to, view and read by drawing on growing knowledge of context, text structures and language features.

As a culmination of the learning in the module, students could:

  • play a matching game where they match a colour or object as good luck or bad luck
  • retell local Aboriginal peoples stories and/or Torres Strait Islander peoples stories about animals and birds that represent their Country’s totems
  • design and construct their own lucky charm on a string for hanging around the student’s neck.
  • create a rhyming poem or sentences using the words ‘luck, lucky and luckiest’.
  • predict the weather for the next 2–3 days using physical conditions as omens, and explaining how they arrived at their prediction.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module.

  • Where applicable, a self-evaluation could be constructed as a poll rating their responses using.

Use Early Years writing using rubrics to provide feedback to students using the rubric.

Students can use a learning worm to evaluate their work, adapted from:

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example: