UNIT TITLE: Fiction with a twist – boosting inferential reading and descriptive writing
STAGE / YEAR: Stage 3 / Stage 4 enthusiastic readers / gifted students
DURATION: 5-8 weeks
STAGE 3 OUTCOMES:
STAGE 4 OUTCOMES:
Learning About Reading — Context and Text
RS3.7 Critically analyses techniques used by writers to create certain effects, to use
language creatively, to position the reader in various ways and to construct different
interpretations of experience.
Audience

recognises reader response expected by the author

explains the ways in which a text could be changed to appeal to different audiences’
experiences
Responding to Texts

considers how change to aspects of a text can alter people’s interpretation of meaning,
such as reversing the roles of males and females in a novel, poem or play

reports on different interpretations of a text after a group discussion

justifies own preferences for a particular interpretation of a text, referring to text
details and own knowledge and experience

justifies opinions about the motives and feelings of characters in literary texts
Learning to Write – Producing Texts
WS3.9 Produces a wide range of well-structured and well-presented literary and factual
texts for a wide variety of purposes and audiences using increasingly challenging topics,
ideas, issues and written language features
Outcome 6: A student draws on experience, information and ideas to
imaginatively and interpretively respond to and compose texts.
Joint and Independent Writing

uses a variety of drafting techniques

plans writing through discussion with others and by making notes, lists or drawing
diagrams

writes more involved literary texts
Learning to Write – Skills and Strategies
WS3.10 Uses knowledge of sentence structure, grammar and punctuation to edit own
writing.
Grammar and Punctuation

uses a range of types of adjectives and discusses the effect of adjective choices in own
writing

uses figurative language appropriately in text types
Learning to Write – Skills and Strategies
WS3.12 Produces texts in a fluent and legible style and uses computer technology to
present these effectively in a variety of ways.
Students learn to:

compose coherent, imaginative texts that use and explore students’ own experiences,
thoughts and feelings and their imaginings

use the features and structures of imaginative texts to compose their own texts and
engage their audience

identify the ways characters, situations and concerns in texts connect to students’ own
experiences, thoughts and feelings
Students learn about:

the structures and features of imaginative texts including characterisation, setting,
tension, climax, chronology and time, narrative voice, effective beginnings and endings

verbal, aural and visual techniques used to create imaginative texts, such as imagery,
figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and
design

textual and visual conventions for composing dialogue
Outcome 9: A student demonstrates understanding that texts express views of
their broadening world and their relationships within it.
Students learn to:




recognise, reflect on and explain the connections between their own experiences and
the world of texts
compose texts that reflect their broadening world and their relationships within it
explain and justify personal empathy, sympathy and antipathy towards characters,
situations and concerns depicted in texts
explore the role of ‘story’ in shaping their experience of, response to and composition
of texts
Students learn about:

the ways in which ‘story’ creates a world within which characters interact and shape
action

the ways in which their experiences and perspectives shape their responses to texts

the ways their experiences and perspectives are represented in texts
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
Fiction with a twist overview
Boosting inferential reading
+
Boosting descriptive writing
skills
Week 1:
Characters
o Choosing POV and
voice
o Writing a
character sketch
o Stock characters
o Cliches
Week 2:
Action
o
o
o
Show not tell
5 senses
Characters in
action
o Plot vs theme
o Plotting skills
Week 3:
Symbols
Week 4:
Power
o Symbolic
language:
Metaphors,
similes,
personification
o Power and
persuasion
o Perspectives
o Symbolic objects
o Dialogue
o Resistant readings
Week 5:
Visuals
o Genres
o Visual codes
o Intertextuality
o Settings
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
Inferential reading
Quality teaching
Recognise + Link + Predict
o Substantive
communication
Pattern recognition = genres + stock characters
Seeing parallels = links to life + within & between texts
Why do we
infer?
We read between
the lines to:
o Pick up main
ideas + themes
o Picture events
o Predict
o Empathise
o Experience
vicariously
What do we infer
about?
o
o
o
o
o
o
o
o
o
Motivations
Feelings / reactions
Relationships
Mood / atmosphere
Themes
Power dynamics
Class structure
Background information
Social context
How do we
infer?
By responding to
word trails linked to
characters OR
events
Eg Tracking
expressive verbs
We join up the dots
and then go further
to detect themes
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
o Metalanguage
Pattern
recognition
o Stereotypes: Stock
characters
o Genres: Plot
formulas
o Memes: Rapidly
replicating cultural
themes
Inferring: Move
students from codes in
movies to codes in
books!!
Parallels
We infer by making
l i n k s:
o To our own
experience
o T o lif e
o Within the text
o To other texts =
intertextuality
Build students’
knowledge base!!
Thanks to Lizzie Chase and Jennifer Starink.
Outcomes/Key terms
Teaching and learning strategies
Stage 3: RS3.7; WS3.9; WS3.10;
WS3.12
Stage 4: Outcome 6; Outcome 9
Infer
o Read between the lines –
find the links
o Predict what will happen
o Recognise story patterns
=genres
o Follow trails of words
o Find word clues
o Guess, interpret, react
using evidence
Week 1: Reading and writing character sketches
Inferring
 Teacher introduces the unit: fiction extracts will
be used to boost inferential reading and
descriptive writing
 Using movie and TV examples, teacher asks
students how they know what will happen next.
 Students and teacher create a mind map
showing what to INFER means.
 Teacher explains that confident readers pick up
patterns and make predictions in the same way
that movie goers do.
Extracts – Inferring from a character sketch
 Students read and highlight word trails in the
Rap fiction extracts for this week.
 Whole class discussion about how physical
details in the extracts express personality –
what do students infer about the characters?
Stereotypes
 Students consider and role play the
conversations which would be held by stock
characters in certain scenarios.
Point of view and voice
 Teacher explains point of view and voice as
being very important choices in writing. Eg Ist
person makes it very involving. Voice - formal,
humorous etc. Students write monologues.
Cliches
 If required, students revise clichés
Character sketch
 Students write a character sketch, showing
personality through details. They gather
interesting words and details first.
Point of view
o Perspective
o Ist person narrator
o 3rd person narrator
Voice
o Formal
o Colloquial
o Humorous /serious
o Frightened / brave
o Bossy
o Adventurous
Character sketch
o Physical details reveal
personality
o Sub-text
o Stereotypes
o Stock characters
o Cliches
o Characterisation
Evidence of learning/Assessment
Resources
Rap Teaching ideas: Character
and Voice – Week 1booklet
has extensive teaching notes
and definitions.
Whole class discussion
Students draw mind map into their books
Students highlight word trails in extracts
Whole class discussion of personality emerging
through carefully chosen physical details and
mannerisms
Students work in pairs to present role plays
which feature dialogue between stereotypical
characters.
Students may use
http://edu.glogster.com as
homework – to describe
themselves in a multimedia
poster.
Rap student worksheets: Task
1 Character booklet
provides fiction extracts and a
character sketch task planning
page.
Character role plays cards
Point of view and voice cards
Students write a short monologue to show the
impact that POV and voice can have.
Students revise what clichés are, if needed. They
practise creating fresh similes.
Cliches – Tasks 1 and 2
Cliches and Fresh similes task
Students create a character sketch and share it
aloud in a group and on a blog. Students
respond by inferring the TYPE of character...
Character sketch task
planning page
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
Outcomes/Key terms
Stage 3: RS3.7; WS3.9; WS3.10;
WS3.12
Stage 4: Outcome 6; Outcome 9
Plots
Contain events which happen to
characters = specifics
Flashbacks
Subplots
Orientation, complication,
resolution
Rising action
Climax
Denouement
Falling action
Themes
Generalisations about life and how
to live it
Big ideas / deep messages
Show not tell
5 senses approach
Actions show motivation
This may take
more than one
week...
NB Extended
fiction
Task due at end
Teaching and learning strategies
Evidence of learning/Assessment
Resources
Week 2: Reading and writing character in action
paragraphs
Plot vs theme
 Teacher explains that this week’s activities will
focus on exploring plots and themes, and
writing a paragraph about a character in action.
 Teacher explains difference between plot and
theme, giving practical examples. There will be
more information about how to infer a book’s
major themes, in Week 3.
 Teacher explains that themes in movies and
books link to the big issues which we all face.
Students write about these and share their
work aloud in a group and on a blog.
Plotting – structures for extended fiction writing
 Teacher explains that students will write an
extended piece of fiction over the next few
weeks – 4 or 5 chapters long.
 Students select a plot structure for their
extended piece of fiction.
Extracts – Inferring about a character based on
their actions and reactions
 Whole class reads the Week 2 fiction extracts.
They discuss and record the way in which the 5
senses and expressive verbs have been used to
reveal character and motivation.
 Themes: Whole class discussion of Michaela’s
reaction to Skip + discussion of bravery against
the odds in real life.
Characters in action
 Students act out word guess role plays + infer
 Students do a “show not tell” paragraph
 Students compose their own action paragraph
Students complete Plot and Theme worksheets.
Plot and theme task – what is
the difference?
Students write into a blog about the big issues at
home, at school, in Australia and in the world.
Match the plots below with
their themes
They create a wordle which sums up their ideas.
Whole class discussion of various plot structures.
Extension: using one of the plot challenge cards
Extension: Discussion of the hero’s journey.
Rap teaching ideas booklet:
Task 2 Action
Rap student task 2: Action
booklet
Ten things I know are true
worksheet [for issues]
Students circle expressive verbs in the extracts.
www.wordle.net
They underline any words which use the 5
senses.
Students use an inference wheel to infer and
record ideas about a character-in-action’s
motivations + to plan for writing.
Students talk in pairs, then write down 5
examples of staying and being brave when the
going gets tough, in real life.
[Teacher cuts up word guess cards]
Word guess role plays: Students infer what
mood another student’s actions are showing.
Students write a paragraph using 5 senses.
Students compose and share their action
paragraph aloud in a group and on a blog.
Students respond by inferring about the
character’s personality and his/her motivations.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Diagram plot planner
Grid plot planner
Plot challenge cards
The hero’s journey: create
your own
Rap student task 2: Action
booklet
Fiction extracts
Inference wheel: responding
Inference wheel: composing
Word guess cards
Five senses and action cards
Thanks to Lizzie Chase and Jennifer Starink.
Outcomes/Key terms
Stage 3: RS3.7; WS3.9; WS3.10;
WS3.12
Stage 4: Outcome 6; Outcome 9
Symbols – convey themes
o Symbolic objects
o Symbolic settings
o Symbolic language =
figurative language,
figures of speech
o Acts metaphorically...
Figures of speech
o Metaphors
o Similes
o Personification
Symbolic objects build:
o Mood
o Characterisations
o Relationships
o Themes
Back story
Character’s life “before” the book
starts
Motifs
o Repeated appearances of
objects, music to convey a
symbolic message –
prefiguring a future event
OR linked with a specific
character each time
Teaching and learning strategies
Week 3: Reading and writing symbolic language
 Teacher explains that this week’s activities will
focus on 1. exploring the way in which symbolic
language builds atmosphere and conveys
themes, and 2. writing a paragraph describing a
place, object or situation metaphorically.
 Teacher explains skilful reading and writing
involves moving beyond responding to or
creating a plot. Writing which is symbolic links
into humanity’s deepest hopes and fears.
 Teacher asks students to write about their 3
favourite novels – making sure to include the
THEMES they convey.
Extracts – Inferring about themes based on
responding to symbolic use of language
 Whole class reads the Week 3 fiction extracts.
They discuss and record the way in which
symbolic language has been used to reveal
themes, character and motivation.
 Symbol + back story tasks: Using the objects
provided in the extracts booklet, students
provide symbolic meanings and back stories.
 School object tasks: Students describe familiar
objects from a symbolic perspective.
Settings and symbolic objects tasks
Students represent settings visually, based on their
inferences. Students make changes to symbolic
objects in order to change the meaning of extracts.
Figures of speech revision – if required
 Students act revise the role and structure of
metaphors, similes and personification
Writing task – symbolic object, place, situation
Students compose their own symbolic paragraph
Evidence of learning/Assessment
Students write a description and evaluation of
their 3 favourite novels. They share their work
aloud and on a class blog.
Students create a storybird which acts to
symbolically express themes they wish to
communicate.
Students locate symbolic language and use of
symbolic objects or settings within the extracts
1.
2.
Students describe what a flower in a
vase, a football jumper, a newspaper
left on a train, and homework left on
the table may symbolise
Students use 3 common objects
symbolically in descriptive phrases
Settings task
Students draw and write descriptions of
symbolic settings, using visual and written
stimulus material.
Symbolic objects task
Students change the meaning of extracts by
altering the symbolic objects used in
descriptions.
Figures of speech revision
Students rewrite dead metaphors and similes to
create vivid images
Resources
http://storybird.com/
Rap teaching ideas booklet:
Task 3 Symbols
Rap student task 3: Symbols
booklet
Settings worksheets
Symbolic objects worksheet
Object buffet worksheet
Figures of speech sorting task
Similes task 1: as_as
Similes task 2: like
Metaphors task
Personification task
Answer sheets for the Figures
of speech tasks above
NB Extended
fiction task
due at end of
unit
Students share descriptions aloud + on blog.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
Outcomes/Key terms
Teaching and learning strategies
Stage 3: RS3.7; WS3.9; WS3.10;
WS3.12

Stage 4: Outcome 6; Outcome 9
Week 4: Dialogue and power
Teacher explains that this week’s tasks will focus on
analysing power dynamics in texts, as well as looking
at the uses of dialogue. Students will write a
dialogue which shows a power dynamic.
Writing involves persuasion
Teacher explains that authors often persuade us to
sympathise with the point of view of their main
characters OR to look one or two of them. Teacher
explains perspective / POV to students. Critical
literacy allows readers to oppose the persuasion by
the author towards certain perspectives and
reactions.
Extracts – Inferring power dynamics / relationships
Students read the Rap extracts, tracking the
language which shows how the author wants us to
view the characters – who is shown as likable, who
is shown as a bully etc.
Resistance: Students write the “speech” that
Madeleine gives to her Year Advisor – giving another
POV about her life and making readers care about
her. P. 88-89 in Sprite Downberry by Nette Hilton.
Perspectives: Students write about the same event
from opposite perspectives.
Dialogue: Students rewrite the Trent extract from
Hunting elephants by James Roy, p.265, so that
Trent and his father are close.
They share their writing and comment on effects of
language choices.
Writing task: Students write a dialogue which shows
a power dynamic.
Extended fiction task: This is due at the end of the
unit – students read drafts out to each other.
Critical literacy
o Positioning by the author
o Power dynamics within 
each novel
o Who leads? Who is weak?
Do we agree?
o Writing as a persuasive act
o Role of narrator: Not the
author
o Perspectives
o Point of view
o Resistant readings: We
sometimes resist an
author’s elitist, racist, or
sexist comments
o Critical literacy = resisting
and having our own views
5 functions of dialogue
o Moves action forward
o Gives information
o Reveals characters
o Reveals relationships,
including power dynamics
o Explores themes
Evidence of learning/Assessment
Whole class discussion about characters in
movies that people have strongly different
reactions to. Discussion about interpretations
and perspectives.
Students highlight fiction extracts – tracking
language which conveys power dynamics OR the
approval rating the character is given by the
author – as a good person, a villain, a bully etc
In their written speeches, students present
Madeleine as a sympathetic character – she is a
marginal character in the novel – now she gets a
chance to tell her story more fully. Students
share their speeches in small groups.
Students rewrite the Trent and Greg dialogue
and scene, showing the father–son relationship
as close and caring.
Resources
Rap Teaching ideas: Power
and dialogue – Week 4
booklet has teaching notes.
Rap student worksheets: Task
4 Power and dialogue booklet
provides fiction extracts
Power task
Power and persuasion task
Perspective cards
Dialogue task
Dialogue challenge cards
Extension worksheet
Students write and share their power dynamic
dialogue aloud and on a class blog.
Students re-read and make changes to their
extended fiction drafts – sharing it with an
editing partner, for buddy editing.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
NB Extended
fiction task due at
end of unit.
Thanks to Lizzie Chase and Jennifer Starink.
Outcomes/Key terms
Stage 3: RS3.7; WS3.9; WS3.10;
WS3.12
Stage 4: Outcome 6; Outcome 9
Picking up patterns = inferring
Genres
o
o
o
o
o
o
Science fiction
Fantasy
Humour
Adventure
Romance
Horror
Visual literacy – Inferring from
images
o Salient
o Vectors – reading path
o Low angle shots
o High angle shots
o Genre stereotypes in
images
o Impact on viewer
o Symbolic meanings
Cultural references –
Intertextuality
o Linking to other texts
o Linking to popular culture
o Intertextuality – eg. a
character or event from
another movie or book
appears to add impact
Teaching and learning strategies
Week 5: Visuals – genres, codes, intertextuality
 Teacher explains that this week’s tasks will
focus on analysing the way in which texts
belong to genres. This means we can
understand the codes in the text and predict
where the plot may go. Students will write a
paragraph analysing an image in a favourite
picture book and an intertextual description.
Genres – knowing the codes and then inferring
Teacher revises the common genres with students.
Students form into groups and discuss movies they
have seen. Students read Genre extracts worksheet
and analyse the codes they have noted.
They proceed to the rewriting task, changing genre.
Visual literacy – inferring from images
 Teacher reads then discusses various picture
books containing intertextual/popular culture
images with students – introducing visual
literacy terminology in context.
 Teacher emphasises that visual literacy involves
interpretation and people’s views will vary.
 Teacher and students jointly construct 2
paragraphs analysing images, so that students
gain confidence. They then write individually.
Extracts – Identifying intertextual references
 Students identify intertextual references and
their impact in the Rap fiction extracts for this
week.
 Students write about the intertextual reference
which has been most memorable in their
favourite book, TV show or movie.
 Students write a description using intertextual
references.
Evidence of learning/Assessment
Whole class discussion about genres
Small group work, discussing movies and their
genre codes – plot dilemmas, setting, music,
stock characters etc
Students report back, sharing the codes they
have recorded
Students draw mind maps about the different
genres and their codes into their books
Students analyse the language in Genre extracts
and assign each one to a specific genre. They
undertake a rewriting task – switching genres.
Visual literacy
Students jointly construct an analysis of 2
picture book images.
Writing task: Students individually analyse a
picture book image for its visual codes and
intertextual references.
Students record the intertextual references in
the Rap extracts.
Whole class discussion: Students brainstorm
intertextual references in their favourite shows
and books, eg The Simpsons.
Group work: Students discuss and categorise
their favourite movies into genres, noting codes
Students write about their favourite intertextual
reference.
Students share their description aloud + on blog.
Students share their extended piece of fiction.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Resources
Rap Teaching ideas: Visual
codes – Week 5 booklet has
teaching notes.
Rap student worksheets: Task
5 Visual codes booklet
provides fiction extracts + a
visual literacy glossary of
terms.
Genre extracts - worksheets
Picture books by Shaun Tan or
Anthony Browne contain
numerous intertextual
references.
Visual codes, genres and
intertextuality
Intertextuality: Character
traits
NB Extended
fiction task due.
Visual literacy is a
unit all by itself!!
Thanks to Lizzie Chase and Jennifer Starink.
Resources
Fiction reading list
Feathers and asphalt: winning entries from the Sydney Youth Writing Competition 2008. (2008) Sydney Youth Writing Competition, Sydney.
Abela, D. (2009) The remarkable secret of Aurelie Bonhoffen, Random House Australia, North Sydney.
Bosch, P. (2008) The name of this book is secret, Allen and Unwin, Crows Nest, N.S.W.
Buckley, M. (2008) The sisters Grimm, Scholastic Australia, Lindfield, N.S.W.
Colfer, E. (2009) Artemis Fowl and the time paradox, Puffin, London.
Gaiman, N. (2008) The graveyard book, Bloomsbury, London.
Harris, J. (2008) Runemarks, Corgi, London.
Herrick, S. (2008) Rhyming boy, University of Queensland Press, St Lucia, Qld.
Hilton, N. (2008) Sprite Downberry, Angus & Robertson, Sydney.
Hirsch, O. (2009) Darius Bell and the glitter pool, Allen and Unwin, Crows Nest, N.S.W.
Larkin, J. (1993) Spaghetti legs, Random House Australia, North Sydney.
Millard, G. (2009) A small free kiss in the dark, Allen and Unwin, Crows Nest, N.S.W.
Roy, J. (2008) Hunting elephants, Woolshed Press, North Sydney.
Thompson, C. (2008) Top gear, Random House Australia, North Sydney.
Teacher resources
Grenville, K. (1993) The writing book: a workbook for fiction writers, Allen and Unwin, Sydney.
Literacy teaching guides (2009) Literacy Unit, Curriculum K–12.
http://www.curriculumsupport.education.nsw.gov.au/policies/literacy/material/guides/index.htm
McVeity, Jen. Seven steps to writing success at http://www.sevenstepswriting.com/
MyRead: strategies for teaching reading in the middle years http://www.myread.org/
ReadWriteThink http://www.readwritethink.org/
Credits
Thanks to Lizzie Chase, Review Coordinator, School Libraries and Information Literacy Unit, Curriculum K–12 Directorate and Jennifer Starink, Head Teacher
Teaching and Learning, Mitchell High School, for writing the Fiction with a twist rap and teaching unit resources.
Thanks to Carmela May and Karen Cuthbert, and students from St Ives North Public School, for piloting the Fiction with a twist teaching ideas.
Additional resources provided by the School Libraries and Information Literacy Unit, the Premiers Reading Challenge team and the School Magazine team.
This rap is a joint project of the School Libraries and Information Literacy Unit and the English Unit, Curriculum K–12 Directorate.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
Premiers Reading Challenge books – Thanks to the Premiers Reading Challenge team for these suggestions.
*
See https://products.schools.nsw.edu.au/prc/home.html for further titles and for year levels.
Some books have been reissued, with the latest date of publication shown. Series have not been dated.
Action
Anhar, N. (2008) Milad: the voyage to Ophir, Scholastic Australia, Lindfield.
Atkins, J. (2009) Sophie’s secret war (My story series), Scholastic UK.
Corby, C. (2009) William the conqueror: nowhere to hide (Before they were famous series), Walker Books, London.
Horowitz, A. Alex Rider series, Walker Books, London.
Lawrence, L.S. (2008) Escape by sea, Omnibus, Malvern, SA
Paulsen, G. Hatchet series, Random House, New York.
Dialogue
Bobsien, G. (2009) Surf ache, Walker Australia.
Daddo, A. Schooling around series. Hachette Australia, Sydney.
Gleitzman, M. (2004) Girl underground, Penguin Australia.
Griffiths, A. (2008) Treasure fever, Pan Macmillan, Sydney.
McKay, H. (2003) Saffy's angel, Simon and Schuster, USA
Metzenthen, D. (2003) The really, really high diving tower, Penguin Australia.
Oswald, D. (2000) Redback leftovers, Penguin Australia.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
Intertextual referencing
Blackwood, Gary (1998) The Shakespeare stealer, Dutton Children’s Books, Penguin, USA.
Butterworth, N. (2004) The whisperer, Harper Collins, Great Britain. [Romeo and Juliet from a rat’s perspective]
Cronin, D. (2008) Click, clack, moo, cows that type, Simon and Schuster, USA. [Picture book allegory for Animal farm by George Orwell].
French, J. (2006) Macbeth and son, Harper Collins, Australia.
Griffiths, A.(2009) Just Macbeth, Pan Macmillan Australia.
Morpurgo, M. (2009) Running wild, Harper Collins Children’s Books New York [echoes some aspects of Jungle book by Rudyard Kipling]
Riddle, T. (2008) Nobody owns the moon, Penguin Australia.
Symbolic objects, creatures or places: Includes some picture books [visual literacy]
Carmody, I. (1997) Greylands, Ringwood, Victoria.
Coerr, E. (2009) Sadako and the thousand paper cranes, Puffin Modern Classics, England. [originally published in 1977]
Cooke, T. & Wilson, S. (2000) The Grandad tree, Walker Books UK.
Crew, G. & McBride, M. (2001) The Kraken, Lothian, Port Melbourne.
Crew, G. & Whatley, B. (2005) The lantern, Hachette Australia, Sydney.
De Sainte-Exupery, A. (2000) The little prince, Mariner Books, U.S. [originally published in 1943]
Greder, A. (2008) The island, Allen and Unwin, London.
Grey, M. (2003) Egg drop, Random House, UK.
Hathorn, L. & Magerl, C. (2000) Grandma's shoes, Hodder Headline Australia, Rydalmere, N.S.W.
Light, J. & Evans, L. (2006) The flower, Child’s Play international Ltd, Wiltshire, UK.
Marsden, J. & Tan, S. (2000) The rabbits, Lothian, Port Melbourne.
Orwell, G. (2008) Animal farm, Penguin UK. [Originally published in 1946]
Serraillier, I. (2006) The silver sword, Jonathan Cape, Random House, UK. [Originally published in 1956]
Tan, S. (2001) The red tree, Lothian, Port Melbourne.
Tan, S. (2007) The arrival, Harper Collins, Sydney.
Tan, S. (2010) The lost thing, Lothian, Port Melbourne. [2010 reprint]
Thompson, C. (2003) The violin man, Hodder Headline Australia, Rydalmere, NSW.
Thompson, C. (2008) The big little book of happy sadness, Random House Australia.
Wheatley, N. & Ottley, M. (1999) Luke's way of looking, Hodder Headline Australia, Rydalmere, N.S.W.
Wild, M. & Spudvilas, A. (2006) Woolvs in the sitee, Penguin Australia, Camberwell, Victoria.
Wilson, J. & Sharratt, N. (2005) Clean break, Doubleday UK.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.
The School magazine - Thanks to the School magazine team for these suggestions.
* Selection from the featured books for 2010 - Complete 2010 list is available at
http://www.curriculumsupport.education.nsw.gov.au/services/schoolmagazine/assets/pdf/bookshelf2010.pdf
Abela, D. (2009) The remarkable secret of Aurelie Bonhoffen, Random House Australia, North Sydney.
De Fombelle, T. & Ardizzone, S. (trans) (2008) Toby alone, Walker Books Australia, Newtown.
Hirsch, O. (2009) Darius Bell and the glitter pool, Allen and Unwin, Crows Nest, N.S.W.
Starke, R. (2008) Noodle pie, Scholastic Australia, Lindfield.
Wilkinson, Carol. (2008) Dragon dawn, Black Dog Press, Fitzroy, Victoria.
Additional student resources
Student blog – Fiction with a twist book rap, Term 1, 2010
View students’ comments at http://rapblog8.edublogs.org/
Fiction writing
Green, C. (2010) Story writing tips for kids at www.coreygreen.com/storytips.html#4
Pryor, M. & Collins, P. (2010) Quentaris Chronicles at http://www.quentaris.com/main.html
Click on Books - scroll down to see extracts for each title listed on the right. Two examples are provided.
Five senses extract http://www.quentaris.com/books_princess_shadows.htm
Dialogue/power extract http://www.quentaris.com/books_pirates.htm
Visual literacy
Children’s Book Trust: illustrators – illustrations to analyse
http://www.booktrustchildrensbooks.org.uk/show/gallery/Illustrators%20Gallery/Lisa-Evans-Gallery
http://www.booktrustchildrensbooks.org.uk/show/gallery/Illustrators%20Gallery/Alexis-Deacon-Gallery
http://www.booktrustchildrensbooks.org.uk/show/gallery/Illustrators%20Gallery/Bruce-Ingman-Gallery
http://www.booktrustchildrensbooks.org.uk/show/gallery/Illustrators%20Gallery/Satoshi-Kitamura-Gallery
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
Thanks to Lizzie Chase and Jennifer Starink.