Embedded Files
Recap
Recap
Yesterday we learned about the three different structures we can use with the -ING phrase (the participle phrase).
Today we will apply the skills we have learned to a novel of your choice.
Recap and outline
Duration:1:42
Your task
Your task
It's time to see if we can find other authors who use this -ING structure. Select a novel and read the first chapter and see how many times the author's use this phrase. Select the best of them to add to your writer's palette.
Hint: there won't be a zero in your answer!
Your task:
Your task:
Select a book to read, or one you have previously read.
Read the first chapter and look for examples of this -ING phrase.
Add at least 3 you find to your writers palette. Look carefully at those you find and think about what the -ING phrase is adding to the sentence.
We will use this task to create posters tomorrow like the ones below.
For those who like a challenge
For those who like a challenge
Authors love great verbs which show action and reveal things about the character. Read through the story and find examples of great action verbs.
Syllabus links
Outcomes
EN4 – 3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
Develop and apply contextual knowledge
analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause(ACELA1534, ACELA1545)
Understand and apply knowledge of language forms and features
interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays(ACELT1767)
EN4 – 5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.
Develop and apply contextual knowledge
explore the ways individual interpretations of texts are influenced by students' own knowledge, values and cultural assumptions
critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective
Literacy Progression links:
GrA6
Sentence level
selects simple, compound and complex sentences to express and connect ideas, occasionally manipulating the structure for emphasis, clarity or effect
uses at least one subordinate clause in a complex sentence
Uses subordinating conjunctions ('even though' in 'Even though a storm was predicted, the search and rescue mission still went ahead.)
GrA7
Sentence level
crafts both compact and lengthy sentences with challenging structures, such as embedded/relative clauses, non-finite clauses, interrupting clauses, nominalisations, passive voice • makes more sophisticated connections between ideas by creating complex sentence
Creating Texts 8-10 Generic Indicators
CrT8
tense mostly correct throughout text (see Grammar)
consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar)
uses a variety of sentence structures and sentence beginnings
CrT9
maintains appropriate tense throughout the text (see Grammar)
uses a range of sentences including correctly structured complex sentences (see Grammar)
• uses complex punctuation correctly (apostrophes of possession) (see Punctuation)
CrT10
uses a range of complex punctuation flexibly and correctly (see Punctuation)
uses a range of sentence types for effect
Student reflection
Student reflection
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