Literacy: Reading & Writing

Physical,
Personal,
Social
Learning:
Personal
learning
Interpersonal
Learning

Discipline Based Learning:

English
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor andpersonification, in narratives, shape poetry, songs, anthems and odes
(ACELT1611)
Show how ideas and points of view in texts are conveyed through the use of vocabulary, includingidiomatic expressions, objective and subjective language, and that these can change
according tocontext (ACELY1698)
Create literary texts that experiment with structures, ideas and stylistic features of selected authors(ACELT1798)
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Interdisciplinary
Learning:
Thinking
Processes
ICT

Learning Intention: To extend our use of language which will support narrative writing.
Session #1:
5 senses in writing
Whole class task:
Read the slides together and explore the use of sense in writing to enhance the experience.
Explore the use of senses in the books from our library. Create your own descriptive phrases and paragraphs usings the 5 senses which helps you to further describe your setting and character.
You have succeeded when:
You are able to identify and discuss other authors use of senses to enhance the reading experience.
You can isolate and discuss the specific use of language which explores senses.
Session #2:
Point of view
Whole class task:
Read the slides 12-15 together and explore the use of voice in telling a story.
Follow the instructions about retelling the story of the 3 little pigs. Brainstorm the different points of view and literacy devices and language which might be used to support the writing.
Miss Ellis: students who need support brainstorming different points of view to work in small group (self-nominated). Once brainstorm has occured, students can work independently to write or
participate in small group writing.
Mrs Ta: rove and consult with students writing independently.
You have succeeded when:
You are able to identify how a story changes when taken from a different view point.
You are able to discuss how the emotion of a character can impact on the way they tell a familiar story.
Session #3:
Characterisation
Small Group task:
Read the slides 36-40 together and explore characterisation. Students are asked to work in pairs and read one of the characterisation slides. They read and verbally answer questions, then meet
with the other groups who also read the same text to discuss. Feedback to the class.
Whole Class task: Follow the instructions about developing a character study about one of the characters in your story. .
Mrs Ta: take students who need support to fill in graphic organiser.
Miss Ellis: rove and consult with students writing independently.
You have succeeded when:
You are able to recognise the language and literary devices used when developing a character.
You can develop your own character using a graphic organiser and the language features explored.