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Learning Area English

Topic Focus Boy Overboard- creating texts – responding
Year Levels 5


Strand Sub Strand

Literacy Creating texts
Literature Examining Literature
Creating literature
Content Descriptor Achievement Standard
 Plan, draft and publish imaginative, informative Students understand how language features
and persuasive print and multimodal texts, influence interpretations of characters, settings and
choosing text structures, language features, events. Students use language features to show
images and sound appropriate to purpose how ideas can be extended. Students create
and audience(ACELY1704) imaginative texts for different purposes and
 Re-read and edit student’s own and others’ audiences. They select specific vocabulary. They
work using agreed criteria for text structures edit their work for cohesive structure and meaning.
and language features (ACELY1705)
 Recognise that ideas in literary texts can be
conveyed from different viewpoints, which can
lead to different kinds of interpretations and
responses (ACELT1610)
 Create literary texts using realistic and fantasy
settings and characters that draw on the worlds
represented in texts students have
experienced (ACELT1612)
 Understand, interpret and experiment
with sound devices and imagery, including
simile, metaphor and personification, in
narratives, shape poetry, songs, anthems and
odes (ACELT1611)


Learning intention  Exploring how the characters within the book Boy Overboard feel, what
was the authors intent. Does this change when the characters
perspective changes.
Lesson objectives  Consider how the view point of a text influences interpretations and
 Use language features such as simile to demonstrate how they influence
 Create texts that use appropriate structure and language features, and
draw on ideas from other texts
 Assess and edit their own work to determine what they need to improve

Structure/ Process: Resources: Assessment:

10 mins Introduction
 Students will be creating a story related to
boy overboard, they will need to:
- Write from a different characters
- Continue from where the book left
- Ensure to include similes, as well as
feel, see, hear, touch, taste/smell
 Students will be provided with planning
Appendix A
30 mins Development
 Students will first draft their stories
 Once finished they will complete a self-
review to identify where they could
 They will then type up their story
incorporating the feedback that they
received about their own story from the
10 mins Conclusion Appendix B Summative
 Students will use the guidelines to help Assessment:
them ensure that they have included Students stories –
everything with their story rubric appendix C

Self-Evaluation  Students completed task well – understood what was expected of

 Students were able to use their self-reviews effectively to edit their
own work
 Students seemed to enjoy the task and it linked to prior knowledge
and concepts they have been learning plus our class novel
Supervising Teacher Evaluation  Using questioning to review engages students, put the
accountability on them
 Planning sheet was good
 Allow student time to share their ideas – helps others students,
plus lets students know they are on the right track
Student Evaluation  Enjoyed being able to go back and edit their own work
 Felt support in completing their tasks and were able to ask
questions when help was needed

Appendix A
Appendix B
Appendix C