Old Monster Dog:FOUNDATION-English-Evaluate

Little J is initially scared to approach the ‘monster’ in the back yard. Encouraged to face his fears, he vows to catch the frilly-necked monster and sets about building a monster trap with the help of Levi.

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:

  • the features of stories, e.g., introduction, body, conclusion
  • the different contribution of words and images to meaning in stories and texts
  • the character, plot, and setting in a story.
  • how well the students:
  • share their feelings and thoughts about the events and characters in texts
  • create/tell their own scary story, individually and in cooperation with others
  • display their learning through visual, text and/or oral communication
  • listen to and respond orally to texts, and to the communication of others in informal and structured classroom situations
  • acknowledged the ways Aboriginal and/or Torres Strait Islander peoples
  • tell Dreaming stories that are meant to teach and protect their children
  • write Songlines about Country
  • represent their Country’s land and sea features through symbols.

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

  • create a story of their own or recreate a traditional tale. The story should follow the narrative genre and include an ‘introduction, body and conclusion’. The story can be narrated as first, second or third person, and in language or English. Record this story as a ‘voice file’. Use Audio Tools, Web 2.0 Cool Tools for Schools
  • storyboard and draw their story across three frames. Scan the images into a presentation software, apply the voice recording to the images, and create an animated story or eBook. Upload the files to the internet and share with the community.


Suggested resources include:

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.

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 choose to refer to broader resources for reflection or for gaining feedback, for example: