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Purpose
PhaseOneBuildingKnowledgeoftheField
StrategyOnePictureWalk
Imagesreflectingdroughts.
Toinciteinterestandengagement.
StrategyTwoPictureWalkPairShare
Inquiryquestions:
Describewhatyousee.
Whydoyouthinkthisimagewasmade?
Whodoyouthinkisthetargetaudience?
Toactivatestudentspriorknowledge.
StrategyThreeWordWall
Wordswithsimilaronsetsandrimeswillbeexplicitlygroupedtogether.
Todevelopstudentwholetopartphonicunderstanding(Hill2013,p.
198).
StrategyFourPairShareCreate
Focusactivities:
Writeacaptionfortheimage.
Predictwhatwillhappentenminutesafterthesceneintheimage.
Makingmeaningfulconnectionstothetext.
Tobeusedasadiagnostictooltogaugetextualknowledgeand
understanding.
StrategyFiveSharedReading
WaterWitcher,byJanOrmerod.
Inquiryquestions(usingReciprocalReadingStrategies):
Whatdoesthisstoryremindyouof?
Whosepointofviewisthisstoryfrom/whoseismissing?
Whatpicturesdidyouhaveinyourheadduringthebook?
Whatmessagedoyouthinktheauthorwantsustoget?
Whatwouldyoutellanotherpersonaboutthetext?
Todevelopknowledgeandunderstandingoftextstructureandorganization;
buildonthefamiliar;howthepurposeoftextsmayvary(ACARA2015,
ACELA1504);introducenewvocabulary(Hill2013,p.298);print
conventions(Hill2013,p.83)andbuildlisteningcomprehension
(Schickedanz&McGee2010).
PhaseTwoModelingtheGenre
StrategyOneGenreComparison
Comparisonsaredrawnbetween:
socialpurpose;field,tenor,mode;verbs/processes;noun
groups/participants;numberofpersonalpronouns
Tocomparelanguagefeaturesofanarrativetoadescriptivereport
StrategyTwoAnalysingPlotStructure
Storymapskeletonsarefilledinasaclass,andcomparedwithdiffering
plotstructuresfromotherbooks
Tounderstandhoworientation,complicationandresolutioncanbe
manipulatedtosuitthepurposeandstyleofthestory
StrategyThreeAnalysingSetting
UsinganexcerptfromWaterWitcher
Inquiryquestions:
Whereandwhendoesthestorytakeplace?
Howdoweknowthat?
Whichwords,phrases,sentencesgiveyoucluesaboutthesetting?
Todeterminehowadjectivesandnoungroupsareusedtodescribethe
settingthroughimagery
StrategyFourCharacterisationRolePlaying
StudentstakeontheroleofvariouscharactersinWaterWitcher
describingtheirqualitiesandpersonalitytotherestoftheclass
Theclassasksthecharacterwhattheythinkandfeelaboutdifferent
eventsinthestory
StrategyFivePointofView
Twostudentssilentlyactoutascenewhiletheotherstudentswatch
Theclassjointlyconstructsbriefnarrativesfromeachactorspointofview
Tounderstandthatcharactersinastorymusthavequalitiesthatresemble
peopleinreallifeinordertobebelievableandinteresting
Tohighlightthattheperspectivefromwhichastoryistoldcanchangethe
PhaseThreeJointConstruction
StrategyOneSharedReading
Readthepicturebook,TheLostGirlbyAmbelinKwaymullina.
Discussnarrativeplotstructureandwhetherthetextfollowsatypical
convention.
Consolidateunderstandingofnarrativesequencing(MacDonald2013,pp.
7375).
StrategyTwoResolutionReconstruction
Consideralternativenarrativeendings
Torecognizethedifferentstructuresanarrativecanfollow.
StrategyThreeFindingCongruence
Discusshowsettingcanbedevelopedthroughlanguageandillustration
(McDonald2013,p.160).
Consider:
Howhastheauthorusedillustrationstocreateorenhancethesetting?
Doesthesettingaffecttheeventsoftheplot?
Understandtheimportanceofillustrationsandhowtheyhelpdevelopa
settingandtellastory.
StrategyFourCharacterDevelopmentThroughNounGroups
Discussunderstandingofprotagonists,antagonistandfocalisercharactersin
narratives.
Developandchangenoungroupstoimprovecharacterizationand
description.
Acquireknowledgeoffunctionallanguageinrelationtocharacter
development(McDonald2013,p.97).
StageFourIndependentConstruction
StrategyOneGroupTextAnalysis
Groupstoreadandanalyse,DroughtbyTriciaOktober,focusingonplot
structure,settingorcharacterization.
StrategyTwoPlanningPresentation
Studentstobecomeexpertsabouttheirtopicofanalysis.
Groupscreateapresentationillustratingnarrativeconventions,througha
modalityoftheirchoice.
GroupsreportanalysistoclassinformoforalpresentationattheNarrative
Expo(McDonald,2013).
StrategyThreeConferencing
Applyingtheknowledgeobtainedthroughouttheunittoshowtheirskillsin
beingindependentcriticalanalysersoftext
Allowsstudentstodevelopcollaborativeandcooperationskills,
communicatingtheirlearningthroughoralmeans.
Teacherconducts510minutesconferencewithgroups.
StrategyFourOpenForum
Eachgrouptodevisetwoopenquestionstoaskthepresentinggroup.
Todetermineindividualunderstandingsofthekeyconceptspresentedby
theirgroup.
Ensuresactiveparticipationandretentionofinformation.