Name and Student number: Shannon Rose Ruscoe: S2796182

Course: 3028EDN English Education 2

Course convenor: Len Unsworth

Tutor: Sarah Standage

Due date: Monday 4th November – 60%

Assignment: Assignment Two

Model Review – The Great Bear.

When I first read The Great Bear picture book I thought “Wow!” The Great

Bear is a heartfelt, powerful visual narrative written by Libby Gleeson and

illustrated by Armin Greder.  The Great Bear was Short-listed for the Children’s Book Council of Australia

Awards, Picture Book of the Year 2000. It is an emotionally powerful story of a cruelly treated dancing Bear

who finds the courage to stand up for herself and reach for the stars.  Once you've read The Great Bear you

can't unread it. It sticks with you. The best word I can conjure up to describe this book is "compelling". It's like

nothing you've ever read before.

Before you even open the first page of the book, you only need to glance at the front cover to see that it

probably is going to be a dark, gloomy book. The cover of the book seems intimidating as there is a large crowd

staring at you in what you could interpret as off putting. The title tells us that it is going to be about a Bear, little

did we know we have already been put into the Bears perspective and point of view and we haven’t even

opened the book yet.

There are so many gripping things about this book. It is a story of many layers allowing readers the space to

interpret it in their own way. The simple narrative of a Bear escaping cruelty is just the first layer. Beneath it are

themes of empowerment, freedom, dignity, humanity, identity as well as belonging and is a real life issue in

many countries around the world. 

When I finished reading the book I felt like I understood the Bear’s anguish and her desire to break free. The

book made me feel very emotional.  Did it make me feel sad? Yes! Did it make me feel angry? Yes! But there

was always a glimmer of hope. 

This was all created through the use of language and visual features of poetic words, rhythm, repetition and

deep creative illustrations.  I felt that the images played a huge part in the emotions of the book. Throughout the

pages of the book there are big dark brooding, hard crayon images which dominate the centre of the book and

on the contrary - on the lower left hand pages are soft black and white images of the Bear which are long

distance, observe images as there is no gaze from either of the characters directed towards the reader, who is

positioned as a detached, remote observer. These images drew me in having the point of view of the Bear and i

could feel the suffering and also her liberation.  

When reading the book the images kind of take over the words as they are very extraordinary as they are so

powerful and sophisticated offering a coherent perspective full of engaging and seductive appeal. I felt that the

illustrations compared to other picture books I have read were there to create the visual narrative that takes you

beyond the words, that helps the reader to construct meaning from the whole. NOT to decorate texts or draw to

give a visual rendition of the words. 

I love it. I love how arresting it is. It is beautiful and poetic. Moving and intriguing. It has great characterization,

dramatic tension and engages the audience as soon as you open the first page.  However I believe it is for an

older age group as there are issues in it where young children wouldn’t understand and it is quiet sad but very

captivating. It is one of my favourite picture books. It is full of emotions and addresses many different values

such as care and compassion, respect and responsibility, and strength and courage. I definitely recommend this

book and everyone should read it!

Model review lesson Model review lesson – Year Six Class. Introduction/activity for the lesson ACE content descriptorsStudent learning objectives: By the end of the lesson students will be able to understand the structure of a review, language and grammatical features that need to be used to create a book review.

Introductory activity: Teacher will introduce the lesson in a fun and exciting way where students will immediately become engaged and wanting to learn. In the center of the white board in a bubble the teacher will write – “Book Review”. Teacher will ask students what they know or understand about a book review or any kind of review and will be recorded on the board. – (See appendix Two). – Teacher should focus on the theme, plot and language of a review, book recommendations and opinions (students have some prior knowledge on features of a book)

After an initial introduction the teacher will hold up ‘The Great Bear’ book and explain that we will be learning how to write a book review. Teacher then begins reading ‘The Great Bear’ book aloud to the students.

Teacher will then lead a whole class discussion regarding the book, the types of emotions they were feeling, their thoughts and interpretations and if they would recommend it to other students.

Questioning: What is this story/text about? What is the theme? What is the plot? What is the language? How does this story make you feel? How do the words and images work together to tell the story? What is the effect of these choices on the meaning of the story as a whole? What do you notice about its organization or structure? Where is this story set? From the text and illustrations how do you think the bear feels? Who are the characters in this book? Are there any similarities between the emotions you feel as a viewer to the emotions that the bear feels? Is there a message in the text? Look at the different facial expressions of the villagers. What different emotions do they convey?

Teacher should focus student’s attention on the language, the images and the interaction between the two. Here the teacher should select a few pages of the text to use as models about how the language and images create meaning.

After students have an understanding about a book review the teacher then brings up the ‘Model review’ (see above part 1.) On the ‘class website - Miss Ruscoe’s year six class’ on the interactive white board. Teacher then reads aloud. The class should then talk about how the questions that have just been asked how they relate to the model review.

Small class discussion – clearing any misconceptions

Language:By completing this lesson it shadows the content descriptors 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)

Literature:

By completing these tasks it will teach the content descriptor of literature – Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)

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)

Literacy:Outline of the taskTasks

(Book review structure activity)After the small introductory activity students should now have an idea of a book review. The teacher will now go into more detail about the structure and language. With teacher and students still looking at the interactive whiteboard of the model review the teacher will be highlighting on the model review the structure that has been used and go into detail about this.

1. Context – gives background info, title, author, illustrator, synopsis (highlight in PINK)2. Text description – explore theme/ language in connection to the plot (highlight in GREEN)3. Judgment – evaluation of work (highlight in RED) 4. Recommendation/opinion (highlight in YELLOW)– by using colours it will help students break down the structure to understand

Through every paragraph that is highlighted a thorough explanation should be taken place with what needs to be included in that paragraph and touch on the types of language to clear any issues students may have.

Students and teacher then begin to make a simple structure chart on a piece of butcher’s paper with colored markers that is easier for the students to understand. (See appendix three) this will be used to help students later on in the lessons and be used as a class poster.

Small class discussion

(Book review language/grammatical activity)Teacher will then discuss and have questions regarding the types of language and grammatical features are in a review.

Teacher asks question always along the way.

What language do you think we would use in a review why? Would we use this kind of language… why? Why would we use this?

Teacher should touch and enhance thoroughly on the following -

Language for expressing ideas: relating verbs/ action verbs/ concrete participants/ detailed noun groups/ past tense for synopsis and present tense for direct evaluation.

Language for connecting ideas: simple/ compound and complex sentences Language for interaction: evaluative language/ grading vocab/ interactive style with reader Language for creating cohesive texts: use of synonyms/ text connectives/ motif patterns mood, modality, internal focalization , Point of view

While each dot point and language feature is being taught, using the interactive whiteboard with the model review still up on screen the teacher will highlight the different types of language used to help students understand. (students will have prior knowledge of these language features and grammatical details)

While highlighting as a class on the interactive whiteboard teacher shouldGet students to identify:

These creation tasks shows the content descriptor of literacy – 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)

Reread and edit students own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

(Australian Curriculum Assessment and Reporting Authority, 2013).

Simple relating verbs (e.g. is, are, has, have) which are used in the classification and description of qualities of the text and characters Symbolizing verbs and abstract noun groups (e.g. description, theme, connotation, association) What types of verb groups, noun groups and adverbial groups are used in this selective retelling The intensifiers Tenses Describing words

Teacher will then have volunteers to come up and highlight words they can see that are used in a book review.

Students will then watch a YouTube clip on the interactive whiteboard. http://www.youtube.com/watch?v=5JCXKC2kDzI

Activity Teacher will then ask students to pair up at their desks and will have a copy of different book reviews of – newspaper review cut outs, magazine review cut outs as well as online reviews. Students are to then highlight the types of judgment in the review. The mood, modality as well as they questions, statements and commands. (See appendix Four as a type of example). If students have finished early they can go onto the http://www.spaghettibookclub.org/ website and look at other reviews students have written around the world.

Materials Organization o Pens, Highlightero Interactive whiteboardo Newspapers/magazineso Butchers papero http://www.youtube.com/watch?v=5JCXKC2kDzIo http://www.spaghettibookclub.org/

Students are either sitting on the floor listening to the teacher and then once the activities begin students can be in pairs at their desks or individually. Teacher will always be walking around monitoring giving feedback and helping students to work and stay on task.

Feedback/ follow up activity.

Throughout the lesson and throughout each school term teachers can constantly be getting feedback from their students in varying ways such as constant conversations and asking students to explain their choices they have made in creating their work and why they made those choices. Research shows that grammatical feedback should be frequent and comprehensible, Focus on meaning, indicate successes, and be sensitive to common problems in second language acquisition (Humphrey 2012). Along with general feedback there is the website that has been made where students will be required to upload and blog there work, which gives great insight.

Follow up: For the next lesson students will be required to create their own book review and use different activities to guide their learning to then create a final draft to be uploaded and written on the class website blog page where students can see each other’s work, give feedback, comment and learn from one another.

Guided text creation lesson

Guided Text Creation Lesson– Year six Introduction/activity for the lesson ACE content descriptorsStudents 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 student’s 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 term. 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.

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)

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)

Outline of the taskTasks: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.

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?

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 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?

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)

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)

(Australian Curriculum Assessment and Reporting Authority, 2013).

Materials Organization o Work bookso Penso Whiteboard/markerso Computerso “Six impossible things” Novel o Handout activity sheets

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.

Feedback/ follow up activity.

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 someone’s 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.

Assessment Rubric

Assessment Rubric year 6 – Independent creative interpretive review 

Student Name: ________________________________________

A B C D E

Rec

eptiv

e/ p

rodu

ctiv

e le

arni

ng o

utco

mes

Understanding of novel themes/ plot characterisation

Receptive

Student accurately sums up the plot, theme and main events of the story and identifies the main conflicts and problems. Introduces and describes characters/ characterisation including traits.

Student somewhat sums up the plot, themes and main events. Somewhat identifies main conflicts/characters

Student slightly touches on either main events or plot, slightly sums up either main conflicts characters/characterisation.

Students leaves out some main event, plots and themes. Inaccurately describes main conflicts. Includes setting with no detail. Includes main characters with no detail. Includes traits that do not describe the character.

Student does not include major events of the story, the story plot, or theme. Does not include main conflicts. Does not include setting, does not include main characters. Does not include character traits.

Understanding of review language Productive

Student used precise and vary word choice.Use correct language features (e.g.: types of judgment, mood and modality, focalisation)

Student used varied word choice

Student has somewhat used correct language features (e.g.: types of judgment, mood and modality, focalisation)

Students used some varied word choices

Used some correct language features

Students word choice is repetitive

Incorrect use of language features

Student’s word choice is not varied.

No types of correct language features.

Understanding of review layout and structureProductive

The students artfully creates an engaging hook and hooks the reader in. student includes title of book and author and correctly identifies the genre.

Book review has multiple paragraphs – (at least three) Paragraphs flow smoothly from one topic to the next. Students clearly and accurately states their opinion and recommendation about the book has correct review layout and structure.

The student creates a hook that somewhat hooks the reader. Includes book title and author. Somewhat identifies genre.

Book review has at least 2 paragraphs. Paragraphs flow. Student somewhat sates their opinion and recommendation about the book has an understanding about the book review layout and structure

The student creates an average hook. Includes book title and author. Incorrectly identifies genre.

Book review has at least 2 paragraphs. Paragraphs somewhat flow. Student is indecisive about opinion and recommendation. Has some idea about the layout and structure of a book review.

Student includes some but not all of the hook, book title, and author. Some information incorrect

Book review has one paragraph. Paragraphs do not flow. Gives vague opinion and gives wrong recommendation. Has little/ no idea about structure, layout or book review.

Students does no create hook. Missing title and author. Does not identity genre.

May be less than 1 paragraph. Student does not give opinion nor recommendation. Has complete wrong book review layout. Has no idea/understanding of the structure and layout of a book review.

Creativity and originality Productive

Students work demonstrates a unique level of creativity and originality

Students work shows originality Students work shows some originality

Students work lacked originality Students work shows little or no creativity and originality

Personal communication – grammar/ spelling / proof reading

Productive

There are no errors in mechanics, usage, grammar, or spelling. The title of the work and evidence from the work are correctly capitalized and punctuated throughout.

There are 5 or less errors in mechanics, usage, grammar, or spelling. Most conventions related to capitalizing and punctuating the title of the work and supplying evidence from the work are followed.

There are some (5 or more) errors in personal communication mechanics, usage, grammar, or spelling.

There are several errors in mechanics, usage, grammar, or spelling. Only some of the conventions related to capitalizing and punctuating the title of the work and supplying evidence from the work are followed.

There are many serious errors in mechanics, usage, grammar, or spelling. Few or none of the conventions related to capitalizing and punctuating the title of the work and supplying evidence from the work are followed.

Comments:

Appendices

Appendix One: Teaching learning cycle model (2001)

Appendix Two: Book review concept map example

Appendix Three: Review concept map example

Appendix Four: Writing a review/structure and layout example

Appendix Five: Reordering, cutting and gluing activity

Appendix Six: Book review graphic organizer

Appendix Seven: Book review activity – story board

Appendix Two

Appendix One

Appendix Three Appendix Four

Appendix Five

Can you cut, reorder and glue this book review so that it has the correct structure into your English book?

My favourite part is when Danny goes off to look for his Dad when he goes missing.

Reviewed by Sam Simpson

I would recommend this book to Junior children who like to read adventure stories or Roald Dahl books. It is quite a long book so it might be too hard for children not confident in reading.

Have you ever wondered what it would be like to live in a caravan and go on night time adventures? If so, then this story is just for you.

I like this part because Roald Dahl makes the wood sound really scary and dangerous.

Danny the Champion of the World by Roald Dahl

I would give this story 9 out of 10 as I really enjoyed it.

Danny is 12 years old and lives with his Dad in a caravan. He loves his father very much and they do everything together. But Danny is surprised to discover that his father has a deep, dark secret. It’s a scheme that could lead them into a dangerous plan and get them into a lot of trouble.

Appendix Six - Book Review - Graphic Organizer Use the graphic organizer to help you organize your opinions about your novel.

Title: _______________________________________________________________________________

Author: _____________________________________________________________________________

Main Idea of the book:

Summary of the book (at least 5 sentences) – remember your audience hasn’t read the book.

Include information about important characters, the conflict (or problem) in the story, and how the conflict is resolved

Overall, did you like or dislike this book?

I liked / disliked it because: I do / don’t recommend this book for other students because….

Appendix Seven - Six Impossible Things – Story board

Reference list

Australian Curriculum, Assessment and Reporting Authority (2013). The Australian Curriculum: English,

Retrieved on 1.11.13 from http://www.australiancurriculum.edu.au/Year6

Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. Primary English teaching association Australia. NSW: Australia

Wood, F. (2010) Six Impossible Things. Pan Mcmillan, Australia.

Gleeson, L., Greder, A. (2010). The Great Bear. Candlewick press, Australia.

Unsworth, L (2013) point of view in picture books and animated movie adaptations. Scan, 32 91), 28 – 37.

Wood, F. (2010). Six impossible things. Pan Mcmillan limited.