Guided Text Creation Lesson -Year 5 Introduction: The teacher will instruct students to get out their English

books, novel Hating Alison Ashley and pencil cases and to sit with their hands crossed on their desks once they are ready to begin. Once students are settled, the teacher will explain the objective of the lesson: construction of an interpretive review. The teacher will revise students over the concepts of last lesson by asking them: - What goes into the structure of a review? - What goes into the context? - What goes into the text description? - What goes into the judgement? As a class, students will have time to discuss and answer the teachers questions about the structure of a review. Once students have answered the questions, the teacher will list on the board what should be included in a book review by modelling to the students the structure of a review on the whiteboard to assist aiding students in writing their review of their chosen novel Hating Alison Ashley. Context: Background information such as author, illustrator. Artist, type of work, brief synopsis of storyline Text description: Describes elements of text, artwork or performance such as main characters and key incidents, stylistic features, staging Judgement: Evaluation of work (Humphrey et al, 2012) Outline of the task: Student Learning Objectives: By the end of the lesson students will be able to scaffold and construct their own interpretive review of a novel. Task: The teacher will instruct students that after learning how to write the steps/structure of a review that they are now required to write their own review of their chosen novel Hating Alison Ashley. In a class discussion, the teacher will talk about the novel of Hating Alison Ashley with the students. The teacher will organise students into groups of four, distributing a big piece of white butchers paper to students in their groups where they are to come up with and brainstorm ideas. The teacher will activate students prior knowledge by advising them to include(Humphrey et al, 2012): A brief summary of the book (Context) A brief summary of the book should contain: Title, author, and publishing information. Setting Main characters Problem/conflict (without giving too much away) The students opinion (Text Description) The students opinion may be about: Strengths of the book Weaknesses of the book Theme/message Authors writing style Conclusion (Judgement) The conclusion should: Restate students opinion Tie the opinions back into the summary Give the student something to think about ACE content descriptors: LiteratureCreating literature Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

LanguageText structure and organization Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

LiteratureExamining literature Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

LiteracyTexts in context Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

Literacy Creating texts Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

After the class has brainstormed the novel of Hating Alison Ashley the teacher will select one member from each group to tell the class something they have scaffolded and brainstormed and what part of the structure it would fall into. The teacher will then brainstorm what the students have said by having a class discussion and will write them onto the whiteboard for all students to observe either in the context, text description or judgment section (refer to appendix one). The teacher will revise over what goes into the context, text descriptions and judgement of a review as well as the key grammatical features that help intensify words (Humphrey et al, 2012). The teacher will instruct students to begin writing their review, advising students to put up their hand if they need assistance (students will write their review). After the students have written their review, they will be given three options as to how they want to present it where the class will then break up into one of the three groups where they will be taught her to present it: 1. A PowerPoint presentation 2. Newspaper review 3. Website review Here, students will create how they want their review to be presented. Once completed and the teacher has looked over each review, students will then critique other students work. Once done, students will practise presenting their review as a multimodal presentation for the next lesson. Materials: Whiteboard Overheard projector SMART board Hating Alison Ashley book Students workbook Craft material

LiteracyInteracting with others Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Organisation: Class discussion (teacher at whiteboard students sitting at their desks) Students cross their hand on their desks for an indication to the teacher that they are finished with what they are doing Students will be at computers Follow Up: Present their review as a multimodal presentation to the class. Reference List: Australian Curriculum, Assessment and Reporting Authority. (2013). Year 5 Content Descriptors. Retrieved from http://www.australiancurriculum.edu.au/English/Curriculum/F-10#level=5 Crew, G., & Woolman, S. (1994). The Watertower. Flinders Park, South Australia: ERA Publications. Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. Newtown, NSW: Primary English Teaching Association Australia

Appendix One

Context

Text Descriptions

Judgement