Professional Documents
Culture Documents
Setting
Foreshadowing
Characterisation
Persuasion
Literary devices
Alliteration
Irony
Metaphor
Personification
Simile
This unit will culminate in a students presenting their Free Reading Assignments to their peers. Schools could use this an opportunity to link with
book week, national literacy week, or other school based literacy celebrations. Schools may wish to invite parents and community members to the
presentations.
EN3-3A use an integrated range of skills, strategies and knowledge to read, view and comprehend a wide
range of texts in different media and technologies
EN3-5B discuss how language is used to achieve a widening range of purposes for a widening range of
audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and
compose clear and cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies
connections between texts when responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are
represented in text
EN3-9E recognises, reflects on and assesses their strengths as a learner
Writing Tasks
Participation in class/ small group discussions
Lesson Sequence
Wee
k
1
Idea/ Content
What is Author
Craft?
Resources
Teacher
Observation
Author Craft Unit
Smart Notebook
Resource
Author Craft
Display author craft scaffold below on IWB. Teacher explicitly teach (explain and
provide examples) each element. Class discuss known examples from favourite
books/authors/TV shows or Movies. Students copy information and add their
own examples for Literary Devices. (This task could be completed in English
workbooks or table could be converted to a worksheet to save time).
Text elements
Setting
Foreshadowing
Characterisation
Persuasion
Literary devices
Alliteration
Irony
Metaphor
Personification
Assessment
Wee
k
Idea/ Content
Resources
Assessment
Teacher to
mark using
established
criteria
Teacher
Observation
(ACELT1612,
ACELT1618)
Wee
k
Idea/ Content
Resources
Teacher begins by reading The Water Tower to the class without pausing or
breaking for discussion.
Teacher distributes Examining Author Craft Student Scaffold Worksheet and
explains that during the second reading of the book, students will evaluate
certain elements of the picture book. These elements include those discussed in
week one and also include aspects of visual literacy Colour, Position, Lights,
Direction, Angle, Setting, Body language, Symbolism, Objects, Shapes, Figures,
Contrast, Humour, Gender roles, Clothing, and Text
Teacher reads the picture book a second time, stopping to highlight and
comment on different elements. Students may also suggest ideas or
interpretations.
Class discuss Examining Picture Books Worksheet.
Guiding Questions
Why do you think the water tower is off limits?
Does Bubba change after swimming in the water tower?
Is there something alive in the water tower?
Novel Study
Introduce Free
Reading
Assignment
Develop and apply
contextual knowledge
identify and
discuss how own texts
have been structured
to achieve
their purpose and
discuss ways of
using conventions of
language to shape
readers' and viewers'
understanding of texts
Teacher to
mark using
established
criteria
Assessment
Teacher
Observation
Free Reading
Assignment
Wee
k
Idea/ Content
identify and
discuss how own texts
have been structured
to achieve
their purpose and
discuss ways of
using conventions of
language to shape
readers' and viewers'
understanding of texts
Resources
Assessment
of their novel by the end of the week (students may bring in own copies or
borrow from school or public libraries).
Teacher to mark
using established
criteria
Teacher to
mark using
established
criteria
Teacher
Observation
Wee
k
Idea/ Content
including those
by the same
author or
illustrator, and
evaluate
characteristics
that define an
author's
individual style
(ACELT1616)
compare how
composers and
illustrators make
stories exciting, moving
and absorbing to hold
readers' interest
Resources
Free Reading
Assignment
Activity: Advertisement
Show students a range of print advertisements.
Students design a print advertisement for any product they wish. It must include
text and image. Students need to explain (one paragraph) the visual literacy
techniques and figurative language (metaphor, simile, irony etc.) they used, and
give reasons on how these techniques enhances the meaning of their
advertisement.
Teacher to
mark using
established
criteria
Free Reading Assignment Allow time (45 mins -1 hour) for students to
continue working on Free Reading Assignment. During this time the teacher
should be working one on one with students as needed by providing the
necessary advice, instruction and feedback.
Digital Text
Analysis
Understand and apply
knowledge of language
forms and features
explain sequences
Assessment
Wee
k
Idea/ Content
of images in print
texts and compare
these to the ways
hyperlinked digital
texts are
organised,
explaining their
effect on viewers'
interpretations
(ACELA1511)
Students:
Engage personally with
texts
recognise and
explain creative
language features in
imaginative,
informative and
persuasive texts that
contribute to
engagement and
meaning
interpret events,
situations and
characters in texts
explain own
preferences for a
particular interpretation
of a text, referring to
text details and own
knowledge and
experience
think critically abou
t aspects of texts such
as ideas and events
think imaginatively
when engaging with
texts, using prediction,
for example, to imagine
what happens to
characters after the
text
Resources
Assessment
Garfield Cartoon
Teacher to
mark using
established
criteria
Wee
k
Idea/ Content
Resources
Assessment
spelling, text structure, etc, SEE Writing task rubric) with additional criteria for
students to include at least two examples of both simile and metaphor.
Free Reading
Assignment
Engage personally
with texts
recognise and
explain creative
language features in
imaginative,
informative and
persuasive texts that
contribute to
engagement and
meaning
interpret events,
situations and
characters in texts
explain own
preferences for a
particular interpretation
of a text, referring to
text details and own
knowledge and
experience
think critically abou
t aspects of texts such
as ideas and events
Respond to
and compose texts
plan, rehearse
and deliver
presentations,
selecting and
sequencing
appropriate
content
and multimodal
elements for
defined
Free Reading Assignment Allow time (45 mins -1 hour) for students to
continue working on Free Reading Assignment. During this time the teacher
should be working one on one with students as needed by providing the
necessary advice, instruction and feedback.
EN3-7C thinks imaginatively, creatively, interpretively and critically about
information and ideas and identifies connections between texts when
responding to and composing texts
EN3-8D identifies and considers how different viewpoints of their world,
including aspects of culture, are represented in text
Writing Task: Book review
Scaffold how to write a book review and read/analyse a good example. Then
students review either The Watertower, The Eleventh Hour or John Brown,
Rose and The Midnight Cat. Students will need to make reference to visual
literacy techniques and elements, as well as their own opinion and
recommendation. Allow for two lessons.
Free Reading
Assignment
Example of a book
good book review.
Teacher to
mark using
established
criteria
Free Reading Assignment Allow time (45 mins -1 hour) for students to
continue working on Free Reading Assignment. During this time the teacher
should be working one on one with students as needed by providing the
necessary advice, instruction and feedback.
Teacher to
mark using
established
criteria
Wee
k
Idea/ Content
audiences and
purposes,
making
appropriate
choices
for modality and
emphasis
(ACELY1700,
ACELY1710)
use interaction
skills, for
example
paraphrasing,
questioning and
interpreting nonverbal cues and
choose
vocabulary and
vocal effects
appropriate for
different
audiences and
purposes
(ACELY1796)
Resources
Assessment