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New Edition

New Edition
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Description

In this worksheet, students design a new dust jacket for a new edition of the book they are studying in class. They illustrate a favourite scene or character from the story and write a blurb summarising the book and giving an author’s bio (no spoilers!). 
It will work for whatever book you are reading this term, but it was designed to be a part of our Rowan of Rin book study unit. In it, your students will learn metalanguage to talk about structure, plot, and characterisation as they break down what a hero’s journey story is all about.
 

Suitable for
  • Fast Finishers
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

AC9E4LE01 9

Recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors

AC9E6LE05 9

Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices

AC9E5LE04 9

Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs

AC9E4LE02 9

describe the effects of text structures and language features in literary texts when responding to and sharing opinions

AC9E4LE05 9

Create and edit literary texts by developing storylines, characters and settings

AC9E5LE05 9

Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced

AC9E4LY06 9

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

AC9E5LY06 9

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

AC9E5LY04 9

Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming

AC9E5LE02 9

Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others

AC9E5LY03 9

Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

ACELT1798 8.4

Create literary texts that experiment with structures, ideas and stylistic features of selected authors

ACELT1609 8.4

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

ACELT1611 8.4

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

ACELT1612 8.4

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

ACELY1701 8.4

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

ACELT1602 8.4

Make connections between the ways different authors may represent similar storylines, ideas and relationships

ACELT1603 8.4

Discuss literary experiences with others, sharing responses and expressing a point of view

ACELY1702 8.4

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

ACELT1604 8.4

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts

ACELT1607 8.4

Create literary texts that explore students’ own experiences and imagining

ACELT1794 8.4

Create literary texts by developing storylines, characters and settings

ACELY1694 8.4

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

ACELY1704 8.4

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

ACELT1795 8.4

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

ACELT1800 8.4

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

ACELT1618 8.4

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

EN2-10C old

Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

EN2-4A old

Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

EN2-2A old

Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN2-3A old

Uses effective handwriting and publishes texts using digital technologies

EN3-5B old

Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

EN3-2A old

Composes, edits and presents well-structured and coherent texts

EN3-1A old

Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

EN3-7C old

Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

EN3-3A old

Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

EN3-UARL-02 new

Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

EN3-UARL-01 new

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-HANDW-02 new

Selects digital technologies to suit audience and purpose to create texts

EN3-HANDW-01 new

Sustains a legible, fluent and automatic handwriting style

EN3-SPELL-01 new

Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

EN3-CWT-01 new

Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language

EN3-RECOM-01 new

Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension

EN3-VOCAB-01 new

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

EN3-OLC-01 new

Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding

EN2-UARL-01 new

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

EN2-HANDW-02 new

Uses digital technologies to create texts

EN2-SPELL-01 new

Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts

EN2-CWT-03 new

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02 new

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-01 new

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-RECOM-01 new

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN2-VOCAB-01 new

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-OLC-01 new

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

VCELT355

Experiment with text structures and language features and their effects in creating literary texts

VCELT356

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

VCELY332

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

VCELY302

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

VCELY300

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

VCELY299

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

VCELT336

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

VCELY330

Reread and edit own and others’ work using agreed criteria for text structures and language features

VCELY329

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

VCELT298

Create literary texts that explore students’ own experiences and imagining

VCELT297

Create literary texts by developing storylines, characters and settings

VCELT316

Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

VCELT328

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

VCELY318

Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning

VCELT283

Describe the effects of ideas, text structures and language features of literary texts

VCELT306

Discuss literary experiences with others, sharing responses and expressing a point of view

VCELT314

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

VCELT327

Create literary texts that experiment with structures, ideas and stylistic features of selected authors

VCELT282

Make connections between the ways different authors may represent similar storylines, ideas and relationships

VCELY320

Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

Linked Resources & Worksheets
Reviews
Giovanna Morris
Posted 2 years ago
, Australia
Brilliant, this is a fabulous book and I love the unit plan. More please!