Guided Text Creation Lesson Guided Text Creation Lesson Year six Introduction/activity for the lesson Students

s learning objectives: By the end of the lesson students will be able to write a short book review on the book Six impossible things using the relevant language skills and structure. Introduction/ Introductory activity: Teacher will introduce a book review again to prompt students memories and previous knowledge. Have question and answer time. Activity: Students will then be required to complete a rearranging activity (See appendix Five ) students will have to cut out the strips of paper that have sentences of a review on them and rearrange them into the right positions. They are then to highlight language features of judgment, mood and modality, focalization and intensifiers. Once students have done it correctly they are to firstly show the teacher and then glue it into their book this is to engage students into the lesson and to remind them the structure of the review and the components a review needs. By doing this students can apply understandings in creative ways that also embrace higher order thinking skills. This is a fun and enjoyable activity where students can use their hands as well as their brains (Humphrey, 2012) Teacher will then foster a whole class discussion and explain that they will be using the knowledge they have learnt about the structure and language features of a book review to then write a review on the six impossible things novel they have been learning in the ter m. Teacher will then remind students of the class website and explain that at the end of learning about a book review they will be writing their book review on the Six impossible things novel on the blog page of the class website. Outline of the task Tasks: With students sitting at their desks the teacher asks students to think of one thing that needs to be in a book review (language and structure) this is to quickly remind students of a book review. Once students have thought of one thing they are to go up and write it on the board. Clearing them from any misconceptions and to help them remember. Teacher will now foster a class discussion talking about the difference between reviewing a picture book and reviewing a novel. Teacher will do this on a table on the board where students can contribute. Teacher should talk about images, text and authors language between a novel and picture book.

ACE content descriptors Language: The lesson activities shadow the content descriptor of language Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523) Investigate how vocabulary choices, including evaluative can express shades of meaning, feeling and opinion (ACELA1525)

Once students have an understanding of the difference they are to open their workbooks and write down as much as they can remember on the Six impossible things novel. They are to write down: Plot, Characters Mood Modality Language features What did they like about it? Why? Would they recommend it, why? What character did you like the most? Would you read it again?

Literature: By completing these engaging activities it shadows the content descriptor of literature- Analyse and evaluate similarities and differences in texts on similar topics, themes or plots(ACELT1614) 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)

This will get students thinking about ideas they can use in their book review. Students will then have to create a story board where they have an in-depth thought process on the plot, characterization and context and theme. (see appendix Seven) For the next activity students will be sitting individually at their desks the teacher will hand out a graphic organizer to all of the students in the class (see appendix Six) this is for the students to write down all of their ideas about the six impossible things novel in the write order of a book review and using the correct structure. (students can use/look at work from previous lesson such as posters and handouts to help with ideas) ensure students are writing at least three small paragraphs. After student have completed the graphic organizer they are to get into pairs and have a peer review and discuss their reviews together adding and listening to others ideas. Teacher then brings class all together again and tells students that they will be using their graphic organizers to log onto the class website and write their review online. This then helps students learn and to use teamwork to help one another learn and create written work. Teacher should explain that there is also a page of questions where if students get stuck they can go there ask questions and the teacher will respond helping and giving feedback. Research suggests that when writing reviews, students are expected to make critical judgments about the text and its value. Encouraging students to use vocabulary from the composition and valuation categories can assist them to produce reviews that are values at upper primary and secondary level (Humphrey, 2012)

Students will then reflect on their learning by writing a short paragraph at the bottom of their book review, they are also to respond on

Literacy: By completing the task students will be able to learn to Analyse how text structures and features work together to meet the purpose of a text(ACELY1711)

another students page and give positive feedback and something they could improve on. According to the model of teaching and learning 2011, it suggests to have a reflecting stage in the learning process. Throughout various lessons the teacher should have a reflecting and evaluating part of the lesson where questions should be asked that are worthwhile: What new understandings do I have about the language and structure or a book review? What have I learnt about using language? What have I learnt about the writing process? What am I like as a writer? What am I amazing at? What do I need to improve?

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)

Materials o Work books o Pens o Whiteboard/markers o Computers o Six impossible things Novel o Handout activity sheets Feedback/ follow up activity.

Organization Students will be at their desks working on the task individually. Students are then to move around the classroom to their partners when they have to complete the peer review activity. Teacher will be at the front of the class and walking around monitoring students at all times.

Within this English lesson/s there has been a class website made which students have to use in their activities. This is a great learning resource for learning however it is also great to gather information about students learning and is a good source to give students feedback as it is very interactive and an open space for all students to access. Students will be able to ask questions and can get help. Students will also be required to write a reflection which can be done formerly after each lesson to get the most feedback possible to improve on lessons and learning experiences for the teacher and students. As a follow up once students have uploaded their book reviews online they are to pick someones review and critique it which is teaching students more about the language and structure of book reviews. Or to even choose another novel and write another great book review.