Learning Experience Plan Text Creation lesson

Year Level: 6 Duration: 45 minutes

General Outcome/s: Students will be able to understand the structural features of a book review and demonstrate their understanding through various activities. Students will then be able to apply this knowledge to create their own book review. Year 6 Content Descriptions: Language - Understand the uses of objective and subjective language and bias (ACELA1517) Literature - Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) - Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800) Literacy - Analyse strategies authors use to influence readers (ACELY1801) - Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Steps Orientation

Teaching & Learning Activities Remember: Have class together on the carpet and recap on the previous lesson of the structure and components of a review. Teacher asks 10 questions such as; What are the three main parts of a review? The word very is an example of a? Students are required to answer these question together a class as fast as they can, before the next question is asked. This is a quick way for the teacher to gauge whether the class understands the concepts and also doesnt single out students which avoids embarrassment etc. Teacher then puts up a blank review leaf on the SMART board and has the main headings on laminated card, so that nominated students can come up and arrange the review leaf in the correct order. Understand: Explain to the class that today we are going to have a go at writing our own reviews. The reviews we will be doing will be a bit different to the picture book review example we were looking at last lesson, as we will be doing the review on the novel we have been looking at this term, Mahtabs Story. Can anyone tell me why our reviews will be a bit different? (The novel has no illustrations and has more written text). Explain to the class that these two books also something in common. Can anyone tell me what that might be? (If students dont know, give them the hint the theme). Next the teacher reads pages 24 and 25 of the novel (blown up on SMART board for class to see) which demonstrates the theme of hope (see appendix A). Ask the students; How is this similar to The Red Tree? Do you think the characters are feeling similar emotions? What? (scared, hopelessness) Do both of these books make you feel the same way or different? What message do you take away from the both of them? Analyse: Again use pages 24 and 25 of the novel as an example section of the text and have it displayed on the SMART board for the whole class to see clearly. As a class go through the text and identify the different language features that we would be paying attention to in our review, for example the metaphor it sounds like wild horses were dragging chains across the bare ground. What does this mean? Encourage students to use their own metaphors in their own writing of their review as they work to shift our view of phenomena, re-energise our thinking and gives us the opportunity to share our excitement with the reader (Humphrey et al, 2012). Bring attention to the italics used to differentiate the internal focalisation to the external focalisation. How does the internal focalisation contribute to the story? Does it make you want to read more? etc. Apply: Students are divided into pairs and given a work sheet each to help them apply their review skills (see appendix B). Students will be required to work with their partner to answer questions in each section of

Resources SMART Board, laminated cards, review leaf

Assessment Formally assessing students knowledge on the previous lessons content

Enhancing

SMART Board, The novel Mahtabs Story

SMART board, The novel Mahtabs Story

(ACELA1517) (ACELY1801)

Class set of work sheets, class set of the

Formatively assess students ability to apply

the review that will become a guide / planning sheet for them to use when writing their own review (students share ideas but write on individual work sheets). Teacher walks around assisting students and providing verbal feedback. Once students have been given enough time the teacher asks for different pairs to volunteer to read out one section of their planning sheet to share ideas with the class. Create: Students take their work sheet as a guide to begin to individually write their own review on the novel. This gives students the chance to demonstrate what they have learnt by putting it in to context, and for an opportunity to show off their creativity. The review leaf, mind map and the writing links created in the previous lesson will also be on displayed around the room for the students to refer to. Let students know that they are not expected to finish their review but only to make a start and we will continue working on them during the next lesson. Synthesising Bring students back together on the carpet and initiate a reflective discussion by asking; did you find the planning sheet useful when starting to write your review? Is everyone feeling more confident in review writing now? Ask students to write a short feedback comment on a sticky note about the lesson, either something they really enjoyed or something they would like to do next time etc. and stick it on the classroom pin board for the teacher to refer back to for future lessons.

novel

Students review guide work sheet, students writing books, review burger, students posters

knowledge. Opportunity to provide feedback (ACELT1800), (ACELY1711)

Once review is completed, it can be used as a summative assessment, using the marking rubric. (ACELY1714)

Feedback / Follow up: Students will receive verbal feedback throughout the lesson and will receive written personalised feedback on their completed reviews, once they have been handed in. Students will continue working on writing their reviews over the following lesson. References Australian Curriculum, Assessment and Reporting Authority. (2013). Year 6 Content Descriptions. Retrieved from http://www.australiancurriculum.edu.au/English/Curriculum/F-10#level=6 Gleeson, L. (2009). Mahtabs Story. Sydney: Allen and Unwin Humphrey, S., Droga, L. & Feez, S. (2012). Grammar and Meaning. Newtown, NSW: Primary English Teaching Association Australia (PETAA).

Appendix A

Appendix B

Context:
Title and author of the novel? Personal opinion of the novel (How did the book make you feel?) Background information about novel?

Text Description:
Plot Story line of the main events in the novel

Mahtab with her family in Afghanistan

Mahtab in Australia

Theme: What do you think the main theme of the book is? How is this theme recognised / symbolised in the book? Select a page in the novel that shows this. Language features: What are some of the written language features that the author uses in the novel? Do you think that the layout of the text has been presented in a certain way?

Judgement
Would you recommend this novel? Why? Write a sentence that you could end your review on. You want to make a lasting impression so that the viewer will want to read to the book. Brain storm some eye grabbing phrases / metaphors / high modal verbs that you could use in your review What style review are you creating (e.g. magazine) What do I need to consider about this layout?