Model Review Lesson- The Watertower-Year 5 Introduction: The teacher will instruct students to get out their English

books 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: modelling the design and construction of an interpretive review. Pre-test student knowledge of book review writing. Gage understanding by asking general questions and write responses onto the board. For example, ask: - Who can tell me what a book review is? - What are the qualities of a good book review? This will be done by the teacher showing the book The Watertower to the students. The teacher will then read the book out loud so that the students are aware of the storyline. Direct students to list the ways the author tried to interest the reader. Once the teacher has read out loud the book, the teacher will get up the website on Weebly; the model review of which the text is on. In a class discussion the teacher will write on the whiteboard what a structure of a review consists of: 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 ACE content descriptors: LiteratureCreating literature Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

The teacher will then read out loud the review written on the picture book of The Watertower to unpack it with the students. Outline of the task: Student Learning Objectives: By the end of the lesson students will know and be able to recognise, scaffold and construct their own interpretive review of a novel. Task: The teacher will instruct students to write down all the notes from the whiteboard into their books and once done they are to put down their pens and cross their arms (so that the teacher is aware of who has finished to continue). The teacher will explain and go through the structure of a review from the book The Watertower (The website will be on the SMARTboard for the class to observe). The teacher will further explain that a good reviews structure is set out to have a context, text description and judgement as well key grammatical features to attract an audience. As a whole class, the teacher will unpack the structure of a review by creating a worksheet to teach book review writing. Make an outline of steps used to write a book review by discussion steps with the class: - Cite the author and title then specify the genre - Discuss the theme or provide the reader with background information - Summarize the plot, being careful not to give away the ending - Look at the illustrations and text and how they convey meaning - Make connections between the book and a larger issue or compare the book to another book - Make a judgement and a recommendation of the main points in the conclusion of the review The teacher will firstly explain that a review is about how the reader interprets and analyses the theme or message of the book. With a highlighter, the teacher will go through the review of the Watertower. The teacher will highlight the context with a pink pen, the text description with a blue pen and the judgment with a green pen as well as underlining

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

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)

the intensifiers and language features, advising students that they will be unpacking these. The first part of the review that the teacher will unpack is the context. The teacher will instruct that it starts with how the reader perceives the book (Humphrey et al, 2012). The teacher will use The Watertower review as an example as the opening sentence starts with The Watertower is an eerie book that will keep readers captivated and intrigued however stirs many emotions of confusion and doubt within the reader so easily. Here the reader is reviewing how the book made them feel; intrigued and confused. The reviewer uses language for expressing ideas by incorporating relating and actions verbs in the opening sentence to introduce the topic by persuading readers how they felt about the book. The teacher can help students identify relating and actions verbs by referring to them in symbolic terms as equal or arrow verbs and inform students to create word banks and write down the words in the book that are relating and actions verbs (Humphrey et al, 2012). Next, the teacher will distribute the book The Watertower around for students to share giving students time to practice writing the context of a review. Instruct students here they will be introducing the authors and illustrators as well as giving a short synopsis of the book (Teacher will turn off SMARTboard so that students did not copy down the example given). After the students have reviewed the first part to their review the context, the teacher will explain what the text description is in a review. Firstly, the teacher discusses that a text description comes after the context and describes elements of text, the main characters and key incidents (Humphrey et al, 2012). Secondly the teacher will talk about what is in the text description of this review The Watertower. The teacher initiates that in the text description it will start with recognising the themes within the book and how the characters fit into them, The books theme puts forwards the idea that the characters are sensitively drawn and deal with trust, adventure, taking risks, friendship and peer group pressure. Bubba one of the boys challenges his fear through interacting with the mystic waters of the Watertower which takes on an iconic aura throughout the story. This is where readers are connected to the themes within the book. Thirdly, the teacher unpacks the text description further by explaining the elements of text and illustrations reviewed as in The Watertower the reviewer states In a twist on the usual picture book, the author s shift the focus of the story onto the illustrations while the text provides the background information where colour tone of the illustrations are identified through chalk and pencil drawings on black paper to capture scenes near the deep, dark tank to seem gloomy and obscure as well as bright acrylic paint drawings capturing the sunny Australian village to seem powerful to readers (Crew et al, 1994). Here the reviewer uses language for connecting ideas by using simple, compound and complex sentences to give information such as who the characters are and how the illustrations convey meaning. After the students have reviewed the second part to their review text description, the teacher will explain what the judgement is in a review. Firstly the teacher advises students that judgement in a review is the evaluation of work, would you recommend it or not? Secondly the teacher discusses with students what is the judgement of this review The Watertower. The teacher instructs students that here the reviewer has made clear that the book is fascinating, sophisticated and slightly creepy that it is very interesting and memorable the reviewer is making readers aware that t he crafty language and outstanding illustrations remains with people ceaselessly. The reviewer is using language for expressing ideas through sensing and relating verbs is where the reviewer is making a moral judgement how they conceive the book. Once the students have practised writing the review. The teacher will instruct students to cut up the paragraphs of their review and cut them up to then re-arrange the text to find the order of the structure. Here the teacher is able to formatively asses if students have understood the structure of a review. Materials: Whiteboard

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)

LanguageExpressing and developing ideas Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

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)

Overheard projector SMART board The Watertower book Students workbook Craft material

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 Follow Up: After learning the structure of an interpretive review students will now scaffold and construct their own interpretive review. 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