1
Teaching unit worksheets
Stages 3 and 4
Look for the teaching unit and book rap
teaching ideas booklet:
There is a teaching unit to accompany these worksheets
for Fiction with a twist. NB The book rap teaching ideas
booklet is also to be used in teaching the unit.
Copyright:
Statutory Licence in Part VB of the Copyright Act, 1968.
Images:
Reproduced with kind permission of the publishers.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
2
WEEK 1 - CHARACTER
Character role plays
ROLE PLAY 1
The school sports star, Jeff, and two of the most
popular girls are talking out the front of the school
one afternoon.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
ROLE PLAY 2
The brave hero - who has just rescued a child from
a fire - is being interviewed by a keen young
journalist from the local newspaper.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
3
ROLE PLAY 3
The mad scientist, the bodybuilder and the
librarian are forced to sit together on a plane.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
ROLE PLAY 4
The frazzled mother is waiting at the doctor’s
surgery with her best friend.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
4
ROLE PLAY 5
The kindergarten teacher meets the workaholic
father when he arrives late to pick his kids up from
school.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
ROLE PLAY 6
The tough cop with the heart of gold meets the
millionaire at a party.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
5
ROLE PLAY 7
The villain meets his/her sidekick behind a
building to discuss their evil plans.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
ROLE PLAY 8
The Christian minister, the detective and the
politician are the first to arrive at a BBQ.
Role play the conversation they would have, using
what you know of these kinds of stock characters.
How would they speak? What would they say?
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
6
Point of view and voice task
Ta s k
o
o
o
o
Choose a point of view and voice card – the one which most appeals to you.
Write a paragraph or two [minimum] about the scenario which is outlined, after making the
2 decisions below.
Make a group of 3 students: Read out your paragraphs to each other.
Below your paragraph, write down the “voice” that the 2 others inferred that you were
using.
Decision 1: Point of view – 1st or 3rd person?
1st person: Choose to write in the 1st person [I
I laughed, I smiled] – so that we can see
events from the main character’s point of view. This is a 1st person narrator – who could write a
diary entry, a letter to someone or who could describe events.
OR
3rd person: Choose to write in the 3rd person [He, she, they
he laughed, she jumped,
rd
they ran] – so that we see events as the 3 person narrator tells them. Sometimes the narrator
describes to us what characters are thinking and feeling [omniscient narrator – can see
EVERYTHING], sometimes not.
Metaphors say that a thing, animal, person or idea IS another thing. You are the sun in my sky.
His hair is a messy haystack.
Decision 2: Voice – funny, angry, scared?
If used frequently, metaphors can become shortcuts to meaning, rather than vivid descriptions. If
Choose your narrator’s voice: Is your narrator funny? Gothic [building a terrifying story]? Actionthis happens, they are clichés. Clichés are used all the time, so don’t be afraid to use them!! Just
oriented [building a fast paced, exciting story]? Reflective [giving thoughtful opinions]? Vicious [the
be aware that your readers will not pause to visualise your metaphor, they will just infer the main
evil character]? Formal [uses very formal, literary words]? Friendship or family-oriented [focuses
idea...
on relationships]? Romance-driven [focuses on love]? Or a bit of a mixture? There are many other
voices you can choose...
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
7
Point of view and voice cards
Card 1
Card 2
Character wins $2000 – it has to
be spent in one day. What happens?
Spaceship lands in the school yard,
aliens get out. What happens?
POV: Ist or 3rd person
POV: Ist or 3rd person [human or alien POV]
Voice: Funny, action-oriented, reflective,
vicious, formal, friendship or familyoriented, romance-driven OR a voice of your
own choice...
Voice: Funny, action-oriented, reflective,
vicious, formal, friendship or family-oriented,
romance-driven OR a voice of your own choice...
Card 3
New student arrives in the class,
with special powers. What happens?
POV: Ist or 3rd person
Voice: Funny, action-oriented, reflective,
vicious, formal, friendship or familyoriented, romance-driven OR a voice of your
own choice...
Card 4
Identical twins swap places for a
day to trick their boyfriends and
friends. What happens?
POV: Ist or 3rd person
Voice: Funny, action-oriented, reflective,
vicious, formal, friendship or family-oriented,
romance-driven OR a voice of your own
choice...
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
8
Cliches
Clichés are expressions which have become commonplace and can be overused. They are shortcuts
to meaning which many writers try to avoid using, while other writers use them regularly...
1. Look at each cliché – if your mind DOES see it, label it L [for ‘living’]. If you just ‘get the idea’
rather than seeing an image, label it as ‘dead’ – for you this is a dead metaphor or simile.
2. Use these clichés to complete the task on the following pages – the first one has been done
for you...
a chip off the old block
like a deer in the
headlights
like a fish out of water
fly in the ointment
a penny for your
thoughts
gave me a tonguelashing
ace up her sleeve
uphill battle
another nail in the
coffin
ants in his pants
as easy as falling off a
log
as useful as a lead
balloon
barking up the wrong
tree
born with a silver
spoon in his mouth
burn your bridges
by the skin of my teeth
cool as a cucumber
eats like a horse
cost an arm and a leg
cry over spilled milk
fell through the cracks
fighting like cats and
dogs
free as a bird
his bark is worse than
his bite
hold your horses
I wasn't born yesterday keeps his cards close to lay my cards on the
his chest
table
rub salt in the wound
sweep it under the rug
walking on egg shells
work your fingers to
the bone
Examples from Alan Eggleston - http://www.e-messenger-consulting.com/clicheaday.htm
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
9
Cliches – Task 1
Replace the underlined words with the cliché which is often used to express this idea.
Sentence
“Stop!”
Cliche
Hold your horses
I am not going to be upset about something
which has already happened.
I will be totally honest.
He was born into a wealthy family.
What are you thinking about?
We are going to pretend this never happened
and keep it a secret.
The shirt was really expensive.
You work extremely hard.
Are you going to make me feel worse about this
problem?
You can’t fool me, I’ve been around.
He really told me off.
She always felt as if she didn’t fit in.
They were arguing ferociously.
I am trying not to annoy you because you seem
very tense.
He sounds cranky but doesn’t do mean things.
I got away from the thief in the nick of time.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
10
Cliches – Task 2
Replace the underlined words with the cliché which is often used to express this idea.
Sentence
Cliche
He has an enormous appetite.
eats like a horse
Make sure you don’t damage relationships, or
you won’t be able to go back there again.
You are making an incorrect assumption.
That was just another piece of proof that she
was actually the problem.
There is one really serious problem.
She was calm and confident.
You are just like your father [or mother].
I feel incredibly free.
He just fell off our radar – we couldn’t take care
of him because we didn’t know about his issues.
This machinery is totally useless.
This is really easy!
She stood completely still in the face of the
oncoming danger.
It has been an incredible struggle for him.
He has an amazing surprise which may defeat his
enemies.
Justin is very private about his plans.
Stephen is very restless.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
11
Answers: Cliches task 1
Replace the underlined words with the cliché which is often used to express this idea.
Sentence
Cliche
“Stop!”
Hold your horses.
I am not going to be upset about something
which has already happened.
cry over spilled milk
I will be totally honest.
lay my cards on the table
He was born into a wealthy family.
born with a silver spoon in his mouth
What are you thinking about?
A penny for your thoughts?
We are going to pretend this never happened
and keep it a secret.
sweep this under the rug
The shirt was really expensive.
cost an arm and a leg
You work extremely hard.
work your fingers to the bone
Are you going to make me feel worse about this
problem?
rub salt into the wound
You can’t fool me, I’ve been around.
I wasn’t born yesterday.
He really told me off.
gave me a tongue lashing
She always felt as if she didn’t fit in.
like a fish out of water
They were arguing ferociously.
fighting like cats and dogs
I am trying not to annoy you because you seem
very tense.
walking on egg shells
He sounds cranky but doesn’t do mean things.
His bark is worse than his bite.
I got away from the thief in the nick of time.
by the skin of my teeth
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
12
Answers: Cliches task 2
Replace the underlined words with the cliché which is often used to express this idea.
Sentence
Cliche
He has an enormous appetite.
eats like a horse
Make sure you don’t damage relationships, or
you won’t be able to go back there again.
burn your bridges
You are making an incorrect assumption.
barking up the wrong tree
That was just another piece of proof that she
was actually the problem.
nail in the coffin
There is one really serious problem.
fly in the ointment
She was calm and confident.
cool as a cucumber
You are just like your father [or mother].
a chip off the old block
I feel incredibly free.
free as a bird
He just fell off our radar – we couldn’t take care
of him because we didn’t know about his issues.
fell through the cracks
This machinery is totally useless.
as useful as a lead balloon
This is really easy!
as easy as falling off a log
She stood completely still in the face of the
oncoming danger.
like a deer in the headlights
It has been an incredible struggle for him.
uphill battle
He has an amazing surprise which may defeat his
enemies.
ace up his sleeve
Justin is very private about his plans.
keeps his cards close to his chest
Stephen is very restless.
has ants in his pants
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
13
Cliches and fresh similes task
o
Some examples of cliched ideas or images include grandfathers/mothers with twinkling
eyes, pounding hearts, sweaty palms, and stomachs with butterflies.
o
Clichés have become such familiar shortcuts to meaning that we often don’t see any
underlying metaphors or similes any more.
o If you can “see” the image which is being conjured up, then it is likely that the writer has
chosen a simile or metaphor which is still “living” and has not become “dead”.
Task:
In Rhyming boy by Steven Herrick, Jayden Hayden’s mum likes to create fresh similes to
describe situations. See if you can find the 9 new expressions that she has coined in the list below
and circle them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
in the nick of time
quicker than a flea on a dog
couldn't catch my breath
like a periwinkle left out in the sun
like the pot calling the kettle black
thrilled as a horse at Easter
his bubble was burst
like a snail without a shell
times heals all wounds
as vague as a moose with a cold
bored out of my mind
float away like a leaf
quiet as a mouse
as funny as a turtle in a fruit shop
frightened to death
as busy as a bull ant
scared out of my wits
more confusing than a pig in a chook house
like greased lightning
Some examples from Dr Kristi Siegel - http://www.kristisiegel.com/cliches.html
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
14
Answers: Cliches and fresh similes
o
Some examples of cliched ideas or images include grandfathers/mothers with twinkling
eyes, pounding hearts, sweaty palms, and stomachs with butterflies.
o
Clichés have become such familiar shortcuts to meaning that we often don’t see any
underlying metaphors or similes any more.
o If you can “see” the image which is being conjured up, then it is likely that the writer has
chosen a simile or metaphor which is still “living” and has not become “dead”.
In Rhyming boy by Steven Herrick, Jayden Hayden’s mum likes to create fresh similes to describe
situations. See if you can find the 9 new expressions that she has coined and circle them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
in the nick of time
quicker than a flea on a dog
couldn't catch my breath
like a periwinkle left out in the sun
like the pot calling the kettle black
thrilled as a horse at Easter
his bubble was burst
like a snail without a shell
times heals all wounds
as vague as a moose with a cold
bored out of my mind
float away like a leaf
quiet as a mouse
as funny as a turtle in a fruit shop
frightened to death
as busy as a bull ant
scared out of my wits
more confusing than a pig in a chook house
like greased lightning
[Includes examples from Dr Kristi Siegel - http://www.kristisiegel.com/cliches.html]
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
15
WEEK 2 – ACTION
Plot and theme task 1 – what is the difference?
o
o
Plots are made up of EVENTS that happen to characters.
Themes talk about the way we should live our lives or the things that really matter. They
speak in generalisations and do not contain specifics.
Below you will find a mixture of plots and themes. Decide whether each one is a plot or a theme – the
first one has been done for you.
Specific events and people = Plot Generalisation about life = Theme
P or T
The best things in life are free – like friendship, loyalty, mateship and love.
T
The bravest people are those who feel fear but still act courageously.
Sabrina and Daphne Grimm discover that they are related to the Brothers Grimm and
they both become fairytale detectives.
It can sometimes be uncomfortable to be an individual and not follow the crowd, but
the road “less travelled” can be very rewarding.
Artemis Fowl travel s back through time to steal a cure for his mother’s illness –
without it she will die. The weird thing is, he is doing battle with his younger self!
A baby boy, Bod, is rescued by ghosts from a murderer and brought up in a
graveyard.
Life is a journey and every time we fall down is another opportunity to pick ourselves
up and move forward.
Sprite Downberry is having trouble at school – she is being bullied by two of the
school’s most popular girls. At home, life is hard because her mother is falling apart.
She takes to the road to find her dad...
It is important to look beyond first appearances – evil can wear a smiling face.
Life is an adventure – it is a gift we are given which offers us surprising twists and
turns all along the way.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
16
Plot and theme task 2 – what is the difference?
o
o
Plots are made up of EVENTS that happen to characters.
Themes talk about the way we should live our lives or the things that really matter. They
speak in generalisations and do not contain specifics.
Below you will find a mixture of plots and themes. Decide whether each one is a plot or a theme – the
first one has been done for you.
Specific events and people = Plot Generalisation about life = Theme
P or T
The Floods house has been destroyed by the Hearse Whisperer, so now the wacky
family of witches and wizards is on the run, disguised as a bunch of hippies.
P
Sometimes the best way to escape from sadness is to do something kind for another
person.
Skip is living on the streets when the war starts. Together with old Billy and young
Max, he tries to survive against the odds. Things get even more complicated when
they are joined on the run by Tia and her baby Sixpence.
Jayden Hyden wants to find his dad and decides that Jayden Finch, famous footballer,
may be the father he has never known.
Sometimes when our troubles seem heaviest, help is at hand. Hope comes from
unexpected places and people – we should never give up.
Life is better when we have people to share our hopes and dreams with.
Aurelie Bonhoffen and her friend Rufus join forces to make sure her family’s
amusement park is not taken over by the disgusting Mr Crook.
Money, power and status can all disappear. What matters is living a good life, making
a difference to others and leaving the world a better place.
Harry and his family go to Uncle Frank’s fourth wedding in the country. Did Uncle
Frank ever really fight in Vietnam – Harry discovers a surprising secret.
Cass and Max-Ernst work together to find a kidnapped classmate.
Some of life’s most important truths are not communicated through words.
Darius Bell’s family has to come up with a precious gift to give the town council or
they will lose their house and land.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
17
Answers 1: Plot and Theme – What is the difference?
o
o
Plots are made up of EVENTS that happen to characters.
Themes – Themes talk about the way we should live our lives or the things that really
matter. They speak in generalisations and do not contain specifics.
Below you will find a mixture of plots and themes. Decide whether each one is a plot or a theme – the
first one has been done for you.
Specific events and people = Plot Generalisation about life = Theme
P or T
The best things in life are free – like friendship, loyalty, mateship and love.
T
The bravest people are those who feel fear but still act courageously.
T
Sabrina and Daphne Grimm discover that they are related to the Brothers Grimm and
they both become fairytale detectives.
P
It can sometimes be uncomfortable to be an individual and not follow the crowd, but
the road “less travelled” can be very rewarding.
T
Artemis Fowl travel s back through time to steal a cure for his mother’s illness –
without it she will die. The weird thing is, he is doing battle with his younger self!
P
A baby boy, Bod, is rescued by ghosts from a murderer and brought up in a
graveyard.
P
Life is a journey and every time we fall down is another opportunity to pick ourselves
up and move forward.
T
Sprite Downberry is having trouble at school – she is being bullied by two of the
school’s most popular girls. At home, life is hard because her mother is falling apart.
She takes to the road to find her dad...
P
It is important to look beyond first appearances – evil can wear a smiling face.
T
Life is an adventure – it is a gift we are given which offers us surprising twists and
turns all along the way.
T
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
18
Answers 2: Plot and Theme – What is the difference?
o
o
Plots are made up of EVENTS that happen to characters.
Themes – Themes talk about the way we should live our lives or the things that really
matter. They speak in generalisations and do not contain specifics.
Below you will find a mixture of plots and themes. Decide whether each one is a plot or a theme – the
first one has been done for you.
Specific events and people = Plot Generalisation about life = Theme
P or T
The Floods house has been destroyed by the Hearse Whisperer, so now the wacky
family of witches and wizards is on the run, disguised as a bunch of hippies.
P
Sometimes the best way to escape from sadness is to do something kind for another
person.
T
Skip is living on the streets when the war starts. Together with old Billy and young
Max, he tries to survive against the odds. Things get even more complicated when
they are joined on the run by Tia and her baby Sixpence.
P
Jayden Hyden wants to find his dad and decides that Jayden Finch, famous footballer,
may be the father he has never known.
P
Sometimes when our troubles seem heaviest, help is at hand. Hope comes from
unexpected places and people – we should never give up.
T
Life is better when we have people to share our hopes and dreams with.
T
Aurelie Bonhoffen and her friend Rufus join forces to make sure her family’s
amusement park is not taken over by the disgusting Mr Crook.
P
Money, power and status can all disappear. What matters is living a good life, making
a difference to others and leaving the world a better place.
T
Harry and his family go to Uncle Frank’s fourth wedding in the country. Did Uncle
Frank ever really fight in Vietnam – Harry discovers a surprising secret.
P
Cass and Max-Ernst work together to find a kidnapped classmate.
P
Some of life’s most important truths are not communicated through words.
T
Darius Bell’s family has to come up with a precious gift to give the town council or
they will lose their house and land.
P
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
19
Useful Themes List
Stick this list into your book – see if some of these themes apply to your life or to the books that you
are reading!!
Generalisation about life = Theme
The best things in life are free – like friendship, loyalty, mateship and love.
The bravest people are those who feel fear but still act courageously.
It can sometimes be uncomfortable to be an individual and not follow the crowd, but the road
“less travelled” can be very rewarding.
Life is a journey and every time we fall down is another opportunity to pick ourselves up and
move forward.
It is important to look beyond first appearances – evil can wear a smiling face.
Life is an adventure – it is a gift we are given which offers us surprising twists and turns all
along the way.
Sometimes the best way to escape from sadness is to do something kind for another person.
Sometimes when our troubles seem heaviest, help is at hand. Hope comes from unexpected
places and people – we should never give up.
Life is better when we have people to share our hopes and dreams with.
Money, power and status can all disappear. What matters is living a good life, making a
difference to others and leaving the world a better place.
Some of life’s most important truths are not communicated through words.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
20
Match the plots below with their themes
Task:
Draw a line to connect each plot with the theme that belongs to it. Write the matched plots
and themes into your exercise book.
Plot
Theme
Cinderella works like a slave for her stepmother,
until a fairy godmother and a glass shoe put her
on the road to becoming a princess.
It can be hard to be different and it is great to
find others who are just like us.
The 3 billy goats gruff trick the troll who is
guarding the bridge. They make it across to eat
the grass on the other side, without being eaten.
Sometimes even foolish and silly people can
experience incredible good fortune.
Jack stupidly swaps a cow for some magic beans
and from them a giant beanstalk springs up. Jack
robs and kills the giant who lives in the beanstalk
and ends up becoming wealthy.
With a little help from a powerful friend,
someone’s whole life can take a turn for the
better.
The ugly duckling always feels different and ugly,
until one day it discovers it is really a swan and
joins the other swans, with confidence and
pride.
It is possible to outwit an opponent who is far
stronger physically – by using cunning and
ingenuity.
Example of a matched plot and theme
Plot
Red Riding Hood walks through the woods to
visit her grandmother. When she gets there the
wolf is disguised as her grandmother. Red Riding
Hood senses a possible deception because
Granny’s voice doesn’t sound right.
Theme
Intuition is a very valuable ally. Evil can wear a
smiling face and people who read beyond the
surface of things sometimes have a greater
chance of escaping it.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
21
Answers: Match the plots below with their themes
Plot
Theme
Cinderella works like a slave for her stepmother,
until a fairy godmother and a glass shoe put her
on the road to becoming a princess.
It can be hard to be different and it is great to
find others who are just like us.
The 3 billy goats gruff trick the troll who is
guarding the bridge. They make it across to eat
the grass on the other side, without being eaten.
Sometimes even foolish and silly people can
experience incredible good fortune.
Jack stupidly swaps a cow for some magic beans
and from them a giant beanstalk springs up. Jack
robs and kills the giant who lives in the beanstalk
and ends up becoming wealthy.
With a little help from a powerful friend,
someone’s whole life can take a turn for the
better.
The ugly duckling always feels different and ugly,
until one day it discovers it is really a swan and
joins the other swans, with confidence and
pride.
It is possible to outwit an opponent who is far
stronger physically – by using cunning and
ingenuity.
Plot
Matched Theme
Cinderella works like a slave for her stepmother,
until a fairy godmother and a glass shoe put her
on the road to becoming a princess.
With a little help from a powerful friend,
someone’s whole life can take a turn for the
better.
The 3 billy goats gruff trick the troll who is
guarding the bridge. They make it across to eat
the grass on the other side, without being eaten.
It is possible to outwit an opponent who is far
stronger physically – by using cunning and
ingenuity.
Jack stupidly swaps a cow for some magic beans
and from them a giant beanstalk springs up. Jack
robs and kills the giant who lives in the beanstalk
and ends up becoming wealthy.
Sometimes even foolish and silly people can
experience incredible good fortune.
The ugly duckling always feels different and ugly,
until one day it discovers it is really a swan and
joins the other swans, with confidence and
pride.
It can be hard to be different and it is great to
find others who are just like us.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
22
Diagram plot planner
To see a typical plot structure, google “plot diagram”. For example: http://mrwalkerihs.com/images/Plot_Diagram.jpg
Common plotting structure:
1. Orientation: Introduce characters and setting [character sketches]
2. Complications: a series of problems that characters will solve building all the time to a major
problem [rising action]
3. Climax: The peak of excitement in the story; the main problem or conflict
4. Denouement: How the crisis is immediately solved [falling action]
5. Resolution: The coda which explains what happens to the characters
Climax: Peak of suspense
3 Complications
Plot your story on the diagram below
Introduce characters + 3 smaller problems + climax + escape from the crisis + endings for characters
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
23
Grid plot planner - For an extended piece of fiction
*** Draw these grids into your book. Allow one page per chapter. Make sure you make extra boxes
in your grid, to include all your characters. Make the boxes big enough to include the problems they
face.
Chapter 1: Orientation + problem 1 + its solution
Characters
Their back stories
Their current issues/problems
[you may do a flashback]
Chapter 2: Problem 2 + its solution
Characters
Their back stories
Their current issues/problems
[you may do a flashback]
Chapter 3: Problem 3 + its solution
Their back stories
Characters
Their current issues/problems
[you may do a flashback]
Chapter 4: The climax + its solution + endings for the characters
Characters
The climax, the solution and the endings
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Plot challenge cards – Extension activity
Choose a card and write an extended piece of fiction, with at least 4 chapters.
End-at-beginning
Telling-the-story-backwards
For Chapter 1 [1-2 pages long], begin with the
exciting events at the END of the novel.
Then, from Chapter 2, go back to the
beginning again.
Each chapter goes further back in time until
the last chapter shows where it all began.
Flashbacks
The story moves forward from the beginning
to the end.
At times, the main characters flashback in
their memories, so the reader can see an
important earlier event in their lives.
Plot Challenge Card ideas from Kate Grenville’s The writing book: A workbook for fiction writers – with permission.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Plot challenge cards – Extension activity
Choose a card and write an extended piece of fiction, with at least 4 chapters.
Parallel stories [or subplots]
Story-within-a-story
Through reading old letters or newspaper
articles, your main characters discover
another story, from the past.
The story-within-a-story does not connect up
with the main story that you are writing. It
adds interest to your story and may link
thematically.
Each chapter features one main character
[suggestion: use 2 characters, A and B].
The chapters alternate the characters: A,
B, A, B
It can be interesting to start them in
separate places with different adventures
and finally bring them together to assist
each other in some way.
OR
They can be friends all along but having
some separate adventures and some
together.
Another-turn-of-the-screw
The writing produces a very surprising twist
right at the end.
Short stories and horror stories often use
another-turn-of-the-screw.
Plot Challenge Card ideas from Kate Grenville’s The writing book: A workbook for fiction writers – with permission.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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The hero’s journey: Create your own
Extension plotting task
To see diagrams of the full hero’s journey - google images of “hero’s journey”. Below is a simplified version.
The hero’s journey – a quest for change
Your characters and events
Ordinary world: We meet the main character in
their usual setting, unaware of a problem. They may
have supernatural qualities or they may not.
Who is your hero?
Call to adventure: The hero finds out about a
problem which needs to be solved and a journey to
take. This will involve a quest for knowledge,
personal insight or an object [which may need to be
brought back or destroyed to keep the world safe].
What is the quest for?
[Real, magical or psychological]
Refusing the call + Meeting the mentor + Crossing
the threshold: The hero is initially reluctant to
undertake the challenge. Then a guide appears who
will show wisdom about what needs to be done. The
hero enters a zone of challenge and leaves ordinary
life behind - EG Harry Potter goes to Hogwarts and is
mentored by Dumbledore.
Who will help with the quest? Where does it lead?
Test, helpers and enemies: There are problems
along the way to tempt the hero and to challenge
the hero’s commitment to the quest. Helpers may
appear briefly to assist [minor characters/cameos].
What are the challenges and temptations along
the way?
Approaching the cave + The supreme ordeal: The
hero gets ready for the final challenge. The ordeal
must build suspense - the hero seems to be
defeated. There is a low point where hope seems
lost.
What is the crisis that seems to almost defeat the
hero?
Seizing the sword + Resurrection + Return with the
elixir: The hero makes a stand, and through bravery
and self-sacrifice gains the object of the quest [eg an
elixir].
The climax: How does the hero solve the problem?
What are the endings for the hero, mentor and
minor characters?
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Word Guess game: INSTRUCTIONS
o Form pairs. Select a Word Guess card and do not show it to your partner.
The object of the game is for your partner to guess the word in the blue
box on your card. All words describe a character trait/emotion, eg happy,
silly, tall.
o You must try to help your partner to guess the word without saying ANY
of the words on your card. Instead, your partner must infer the word from
your descriptions of how this sort of character would act, what they might
look like, what they might say.
o You are also not allowed to say: “opposite of” and provide a simple
antonym of the word.
o You could compete against other groups and see how many words your
pair can guess in 2 minutes.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Word Guess 1
Word Guess 2
angry
bossy
mad
livid
furious cross
annoyed upset
enraged
meddling
controlling
dominant
power hungry
Word Guess 3
Word Guess 4
clever
grumpy
smart
brainy
bright
witty
intellectual
intelligent
in a bad mood
irritable
cranky
grouchy
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Word Guess 5
Word Guess 6
kind
moody
generous
caring
gentle
compassionate
loving
thoughtful
changeable
volatile
unpredictable
temperamental
Word Guess 7
Word Guess 8
rude
fussy
impolite
loud vulgar
manners
offensive
disrespectful
picky
particular
finicky
selective
choosy
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Word Guess 9
Word Guess 10
sly
naughty
sneaky
devious
dishonest
crafty
cunning
behaving
badly
disobedient
wicked
Word Guess 11
Word Guess 12
scary
pretty
frightening
creepy
terrifying
nightmarish
attractive
beautiful
cute
appealing
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Word Guess 13
Word Guess 14
frail
jealous
weak
fragile
delicate
feeble
green with
envy
envious
resentful
Word Guess 15
Word Guess 16
bored
shy
fed up
uninterested
tired
nothing to do
timid quiet
nervous
introverted
withdrawn
bashful
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Word Guess 17
Word Guess 18
excited
creative
eager
thrilled
keen
enthusiastic
artistic
original
inspired
imaginative
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Five senses and action cards – show not tell
Choose one of the cards below. These cards ‘tell’ about what is happening and do not involve the
reader. It is more skilful to ‘show’ what is happening – through actions and the senses.
Five senses
o
Imagine what the character DID and what s/he saw, heard, touched, tasted or smelt. Gather
interesting words and images which describe these actions and reactions [=a word bank].
Actions
o
Use expressive verbs to ‘show not tell’ so that the reader stays interested and involved. Add
extra details to spice up the narrative.
Rewrite
o
Rewrite the paragraph completely using expressive actions and the 5 senses. Highlight them.
Feedback
o
In a group of 3 students, each of you will read your paragraph aloud. Ask your listeners to
give you feedback about the expressive verbs and sense descriptions that they liked. Circle
these in your book. Ask your listeners to give you one word to describe the mood of your
paragraph [eg funny, scary, suspenseful etc] + one word to describe the character’s feelings.
CARD 1
CARD 2
Todd was alone in the dark, deserted house.
He felt scared. A noisy bat flew past him. A
rat ran over his foot. He ran.
Sarah walked into her new school. She felt
scared. She sat down and all the other kids
stared at her. Someone flicked a note at
her.
Rewrite this to ‘show not tell’. Use actions
and the senses to involve the reader.
Rewrite this to ‘show not tell’. Use actions
and the senses to involve the reader.
CARD 3
Suddenly the house made a massive noise.
Without warning, Sam found himself in a
house heading towards the stars. He looked
out of the windows.
Rewrite this to ‘show not tell’. Use actions
and the senses to involve the reader.
CARD 4
The teacher walked into the classroom. She
walked over to the student chewing gum.
She said, “Remove it immediately.”
Rewrite this to ‘show not tell’. Use actions
and the senses to involve the reader.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Teacher’s sheet: Five senses and action cards
Word bank:
Possible 5 senses and action words for the Todd scenario
Todd
House: creaked, groaned, uncanny, eerie, black curtain of night, wall of
darkness
Todd: skin crawled, heart raced, sweaty palms, blood pounded, scalp
tightened, hands shook, muscles twitched, bitter taste, sour smell,
swallowed convulsively, leapt into action, slammed the door, shuddered
with effort
Bat: swooped, brushed, flapped, shrieked
Rat: scampered, scurried, scrabbled
Word bank:
Possible 5 senses words for Sarah in the new classroom – to show she feels like an
“outsider” in a strange place
Sarah
She saw: graffiti, chewing gum on desks, eyes looking her way, a desk at
the front, teacher beckoning her, kids scribbling furiously [a test], a light
flickering
She heard: floorboards creaking, fan twirling noisily, pens scratching on
paper, a fly buzzing
She touched/felt: her zippered pencil case, her hair slipping onto her face,
a paper pellet stinging her neck
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Teacher’s sheet: Five senses and action cards
Word bank: Possible 5 senses and action words for Sam’s space ship scenario
Sam
House: shuddered, tilted, vibrated, hummed
He saw: pictures falling off walls, the cat clawing at the couch, papers
flying through the air
He heard: an ear splitting sound, a muffled roar, an explosion of sound
He touched/felt: pressed towards the floor, his molecules shaking, his
hands trembling, his heart racing
Through the window: infinite night, bewildering emptiness, a small world
below, bright furnaces of stars, milky clouds of galaxies
Word bank:
Possible expressive verbs for the dialogue in the chewing gum scenario
Chewing gum
Power: Thundered, roared, bellowed, menaced, threatened, hissed,
leered, prowled, sneered, engulfed, erupted, hurtled, devoured, snarled,
rampaged
Victim: Murmured, whispered, hesitated, shrank back, stuttered,
stammered, moaned, trembled, shuddered, wept, implored, paced,
babbled, shrieked, collapsed, shook, wavered
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Inference Wheel: Responding
Read an extract from a novel which features a main character in action.
Complete this wheel by writing examples of actions in the shaded areas and
then say what you have inferred from these actions in the white areas. For
example, if a character yells, you would record this in the shaded section and
then in the white area, you may explain that you have inferred that the
character was angry.
These wheels are based on an “Inference Notes” thinking tool from Jim Burke
at www.englishcompanion.com
What these actions
imply about the character:
Words/phrases relating to what the
character does/says:
Character:
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Inference Wheel: Composing
Use this wheel to build a character of your own. In the white areas, write
characteristics you want your character to have: eg, tall, grumpy. In the
relevant shaded areas, provide actions that would suggest these qualities to a
reader.
What these actions
imply about the character:
Words/phrases relating to what the
character does/says:
Character:
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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WEEK 3: SYMBOLS
Settings
1. Read and represent: Read the descriptions of settings below. Make a rough
sketch of each setting based on the inferences you make from what you read.
Perhaps, once, the house had
been pleasant, maybe even posh;
there was a hint of former glory
in the stylish window frames and
the decorative columns
supporting the porch. But
decades of neglect had taken
their toll; all that was loose,
broken or splintered remained
unfixed. Weather had nibbled
away at the door and the walls
and had sucked most of the
colour out of the paint.
Three golden mountains rose
beside the river that twisted
through the valley. Trees that
dripped with gemstones clung to
the steep sides of the mountains
while glittering pools formed at
their base. Tiny creatures in a
rainbow of colours skittered
nervously through the trees on
elongated limbs. From behind the
mountains, a fog of grey
threatened to darken the dazzling
scene but was continually
repelled as though a giant was
blowing it back.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Settings
2. Write a description of the following settings using inferential techniques
such as figurative language and/or symbolism.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Image by Bluestardrop
____________
_______________________________________________________________________
_______________________________________________________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Image by Hugovk
_______________________________________________________________________
---_______________________________________________________________________
______________________________
______________________________
______________________________
3. Form pairs. Draw a picture OR find an image of a location that would provide
____________
an interesting setting for a piece of fiction. Swap pictures with your partner
and write a description of the setting using inferential techniques.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Symbolic Objects
1. Compare the two passages below. How does the replacement of just
one object change your impressions?
A
The children had to crane
their necks to see the face of
the man leaning against the
heavy wooden door. Their
eyes were then drawn to the
thick wooden cane he held
in his hand…
What can you infer about the character
and the mood of this scene? What do the
objects suggest?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
B
The children had to crane
their necks to see the face of
the man leaning against the
heavy wooden door. Their
eyes were then drawn to the
fluffy pink teddy bear he
held in his hand…
What do you infer about the character
and mood now? What do the objects
suggest now?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
2. The objects in the following passage are used to imply that the character
is clever and well-educated. Rewrite the passage, replacing the symbolic
objects to instead suggest that the character does not value learning and
only enjoys sport OR fashion.
Mrs Martin’s hallway was adorned with
framed university degrees and
certificates of merit. A huge bookshelf
ran along almost the entire length of
the wall housing a range of novels and
books with titles like Human Anatomy.
Mrs Martin herself clutched a pen and
notepad and looked at her visitors
through neat, square glasses.
Object Buffet
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Object Buffet
Select 2-4 objects and use them to build a paragraph where objects are used
symbolically to reveal something about a character, build a mood, establish
relationships or settings or develop a theme.
broom
fireplace
fence
trophy
knife
flowers
snake
tennis racquet
pen
diary
walking stick
comb
microphone
leash
matches
mask
book
handkerchief
gloves
box
tool
box
cauldron
cake
balloon
cat
wall
suitcase
TV
glasses
lipstick
coffee cup
photo
bottle
coin
door
computer
gun
briefcase
broom
mobile
phone
sports bag
guitar
ring
key
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Figures of speech – Sorting task
Symbolic language, also known as figurative language, works by making comparisons. We see things
in a new way because they have been compared to something else. There are 3 common figures of
speech: metaphors, similes and personification. They are often used to heighten the expressive and
symbolic impact of a description – so that we know more about a character or event.
o
o
o
Metaphors: These comparisons say that a thing, animal, person or idea IS another
thing. You are the sun in my sky. His hair is a messy haystack.
Similes: These comparisons say “like a” or “as _____ as” As fresh as a daisy; like a
speeding bullet.
Personification: These comparisons give inanimate objects the qualities of a living
creature.
Metaphor = is, Simile = as_as, like, Personification = a thing sounds alive
Sorting task: Sort the figures of speech below into 3 columns in your book OR Label each one
with an S, M or P. There are 12 similes, 14 metaphors and 6 examples of personification.
as brave as a lion
pull your socks up
a sea of sadness
love is a lemon – either
bitter or sweet
a heart of stone
as dry as a bone
leaks like a sieve
it’s raining men
as silent as a grave
runs like a deer
the water beckoned
invitingly
as sharp as a razor
you are the sun in my
sky
the rain kissed my
cheeks
as straight as an arrow
it is raining cats and
dogs
the wind sang a
mournful song
swim like a fish
rolling in dough
she kicked the bucket
a light in a sea of
darkness
authority is a chair – it
needs legs to stand up
the daffodils nodded
their yellow heads
as pretty as a picture
fits like a glove
apple of my eye
the wind stood up and
gave a shout
you are the light in my
life
strength and dignity
are her clothing
The snow whispered as
it fell
sings like a bird
as quick as lightning
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Similes, metaphors and personification
Metaphor = is, Simile = as_as, like, Personification = a thing sounds alive
Similes
Metaphor
Personification
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Answers: Figures of speech – Sorting task
Similes
Metaphors
Personification
as brave as a lion
as dry as a bone
pull your socks up
strength and dignity are her
clothing
the water beckoned invitingly
the rain kissed my cheeks
leaks like a sieve
as silent as a grave
a heart of stone
love is a lemon – either bitter
or sweet
the wind sang a mournful song
the daffodils nodded their
yellow heads
runs like a deer
as sharp as a razor
it’s raining men
you are the sun in my sky
the snow whispered as it fell
the wind stood up and gave a
shout
as straight as an arrow
swims like a fish
it is raining cats and dogs
she is rolling in dough
as pretty as a picture
fits like a glove
she kicked the bucket
a light in a sea of darkness
sings like a bird
as quick as lightning
apple of my eye
you are the light in my life
a sea of sadness
authority is a chair – it needs
legs to stand up
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Answers: Figures of speech – Sorting task
Sorting task:
Sort the figures of speech below into 3 columns on the following page OR Label
each one with an S, M or P.
as brave as a lion
pull your socks up
a sea of sadness
S
M
M
love is a lemon – either
bitter or sweet
M
a heart of stone
as dry as a bone
leaks like a sieve
it’s raining men
M
S
S
M
as silent as a grave
runs like a deer
as sharp as a razor
S
S
the water beckoned
invitingly
S
P
you are the sun in my
sky
the rain kissed my
cheeks
M
P
the wind sang a
mournful song
swims like a fish
rolling in dough
she kicked the bucket
S
M
M
a light in a sea of
darkness
authority is a chair – it
needs legs to stand up
the daffodils nodded
their yellow heads
as pretty as a picture
M
M
P
fits like a glove
apple of my eye
S
M
the wind stood up and
gave a shout
you are the light in my
life
P
M
sings like a bird
as quick as lightning
S
S
as straight as an arrow
S
it is raining cats and
dogs
M
P
strength and dignity
are her clothing
The snow whispered as
it fell
M
P
S
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
46
Similes task 1: as ______ as
If used frequently, similes can become shortcuts to meaning, rather than vivid descriptions. If this
happens, they are clichés. Clichés are used all the time, so don’t be afraid to use them!! Just be
aware that your readers will not pause to visualise your simile, they will just infer the main idea...
Task:
Rewrite 10 of the similes below, so that your reader can actually VISUALISE the image
because it is so fresh and memorable.
as brave as a lion
as brown as a berry
as black as soot
as blind as a bat
as busy as a bee
as cold as ice
as dry as a bone
as easy as ABC
[a cold hearted person]
as pretty as a picture
as proud as a peacock
as quick as lightning
as quiet as a mouse
as right as rain
as sharp as a razor
as sick as a dog
as silent as a grave
[everything is okay]
[smart, quick thinking]
as smooth as glass
as gentle as a lamb
as good as gold
as flat as a pancake
as fresh as a daisy
as funny as a circus
as hard as nails
[a very tough person]
as large as life
as light as a feather
as straight as an arrow
[very honest]
as strong as an ox
as sweet as honey
as thick as thieves
as thin as a rake
as warm as toast
as wise as an owl
[ great friends]
as clear as mud
[skinny person]
as nutty as a fruitcake
as clear as a bell
as deep as the ocean
[an explanation which
is hard to understand]
[mad, insane]
[the sound is easy to
hear]
http://www.how-to-study.com/study-skills/en/language-arts/12/similes/ + http://www.k-3teacherresources.com/simile-examples.html
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
47
Similes task 2: like _____
If used frequently, similes can become shortcuts to meaning, rather than vivid descriptions. If this
happens, they are clichés. Clichés are used all the time, so don’t be afraid to use them!! Just be
aware that your readers will not pause to visualise your simile, they will just infer the main idea...
Task:
Rewrite 10 of the similes below, so that your reader can actually VISUALISE the image
because it is so fresh and memorable.
eats like a bird
(eats very little)
lives like a pig
(lives very untidily)
like a tiger
(very aggressive)
swim slike a fish
(swims very well)
eyes like a hawk (eyes
which can see the
minutest detail, even
from a great distance)
running around like a
chicken with its head
cut off (running
around crazily)
sings like a bird
(sings very well)
like a wolf in sheep's
clothing (a person
who pretends to be
nice, but is aggressive )
lives like a candle in
the wind (lives
dangerously)
sleeps like a baby
(sleeps soundly)
runs like a deer
(runs fast)
leaks like a sieve (leaks
badly)
like finding a needle in
a haystack (nearly
impossible to find)
knows it like the back
of one's hand (knows
something very well)
fits like a glove (a dress
fits very well)
fight like cats and dogs
(argue ferociously)
be like a bucket of cold
water (hear bad news
and feel down)
sweeps in like a
whirlwind (a very
energetic person)
stands out like a sore
thumb (looks really
different from things
around it)
goes like a dream
(everything is working
out very well)
http://efl.htmlplanet.com/similes.htm + http://www.how-to-study.com/study-skills/en/language-arts/12/similes/
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
48
Metaphors task
Metaphors say that a thing, animal, person or idea IS another thing. You are the sun in my sky.
His hair is a messy haystack.
If used frequently, metaphors can become shortcuts to meaning, rather than vivid descriptions. If
this happens, they are clichés. Clichés are used all the time, so don’t be afraid to use them!! Just be
aware that your readers will not pause to visualise your metaphor, they will just infer the main
idea...
Task:
Rewrite 10 of the metaphors below, so that your reader can actually VISUALISE the image
because it is so fresh and memorable.
She has a heart of
stone.
He has the heart of a
lion.
You are the light in my
life.
You had better pull
your socks up.
(has no warmth)
(is very brave)
(the one I love, who
inspires me)
(improve your
behaviour)
Life is a mere dream, a
fleeting shadow on a
cloudy day.
Love is a lemon - either
bitter or sweet.
She is rolling in dough.
You are the apple of
my eye.
(She has heaps of
money.)
(Life goes by fast.)
(Love can be good or
bad.)
Strength and dignity
are her clothing.
It is a light in a sea of
darkness.
(She is strong and
dignified.)
(It is a good thing
surrounded by evil or
by problems.)
(There are lots of men
here.)
(School comes before
adulthood; we need to
go through it.)
He slithered into town
quietly so no one
would notice when he
dug his fangs in and
slowly poisoned their
minds.
Crocodiles’ teeth are
white daggers.
Authority is a chair – it
needs legs to stand up.
He has kicked the
bucket.
(They are sharp.)
(For someone to be in
authority, they need to
be able to enforce the
rules they set.)
(He has died.)
(He was evil and
nasty.)
It’s raining men.
(I love you heaps.)
School is a gateway to
adulthood.
Metaphors: http://www.saidwhat.co.uk/spoon/metaphors.php
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Personification task
Personification is a type of metaphor which gives human qualities, feelings, action, or
characteristics to inanimate (non-living) objects.
We particularly notice it, if the description is extended. If it is only a brief mention, our mind often
registers it as a metaphor. For example, Hunger sat shivering on the road. We may not notice that
this is an example of personification!
Example: Extended personification – where the wind is described as an angry and violent person.
The wind stood up and gave a shout.
He whistled on his fingers and
Kicked the withered leaves about
And thumped the branches with his hand
And said he'd kill and kill and kill,
And so he will and so he will.
(James Stephens, "The Wind")
Task: Write these examples of personification in your book and explain what each one means. Next
to 5 examples, draw a tiny cartoon picture of what it would look like if it was not a symbolic use of
language!! The first 4 examples offer suggestions for the drawings...
1. The wind sang her mournful song through the falling leaves. [draw the singing wind]
2. The microwave timer told me it was time to turn my TV dinner. [draw the talking microwave]
3. The video camera observed the whole scene. [draw the video camera with eyes]
4. The strawberries seemed to sing, "Eat me first!" [draw the singing strawberries]
5. The rain kissed my cheeks as it fell.
6. The daffodils nodded their yellow heads at the walkers.
7. The water beckoned invitingly to the hot swimmers.
8. The snow whispered as it fell to the ground during the early morning hours.
9. The china danced on the shelves during the earthquake.
10. The car engine coughed and sputtered when it started during the blizzard.
http://volweb.utk.edu/Schools/bedford/harrisms/lesson7.htm + http://grammar.about.com/od/pq/g/personifterm.htm
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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WEEK 4: POWER
Dialogue
Examine the extract from p265 of Hunting elephants by James Roy. If you have
not done so already, highlight the words and phrases that show the nature of
the relationships between characters in this scene. How do these words and
phrases reveal the tension and animosity between Trent and his father, Greg?
Critical Response
Imagine now that Trent and his father have a close father-son
relationship. They get along very well, share a lot of common interests
and spend a lot of time together. How could this be shown in the
dialogue in this extract?
Rewrite the extract, replacing the words and phrases you have
highlighted to create the impression of a positive, harmonious
relationship existing between Trent and Greg.
Share your response with the class. As each student presents, discuss
how successfully they have transformed the impression of this fatherson relationship through their language choices.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
51
Dialogue challenge cards – Inferring task
Extension activity
o
o
o
o
o
Pick up one of the dialogue challenge cards below.
Write a short dialogue in your exercise book, between 2 characters, to fulfil the function
listed on the card.
Form a group with 3 other people. Read out your dialogue. Listen to the other members’
dialogues.
The other group members have to infer which function your dialogue fulfilled.
Each of you will write a score /3 – at the bottom of your dialogues, to show how many
people inferred correctly.
Dialogue: Power
Shows a POWER dynamic in which one
person is dominant, while the other is a
willing follower OR an unwilling victim.
Dialogue: Background info
Gives us INFORMATION about previous events in a
country or town OR in a character’s background.
Dialogue: Advances plot
Says what’s just been happening off stage. Moves
the ACTION forward quickly so the story can
progress.
Dialogue: Themes
Explores a theme in the book.
Characters stand back from talking
about practical things and discuss big
ideas.
Often coming near the end of a book, a
dialogue of this kind can start with:
‘I’ve realised that...’
‘The thing this whole adventure has
taught me is...’
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
52
Dialogue challenge cards – Inferring task
Extension activity
o
o
o
o
o
Pick up one of the dialogue challenge cards below.
Write a short dialogue in your exercise book, between 2 characters, to fulfil the function
listed on the card.
Form a group with 3 other people. Read out your dialogue. Listen to the other members’
dialogues.
The other group members have to infer which function your dialogue fulfilled.
Each of you will write a score /3 – at the bottom of your dialogues, to show how many
people inferred correctly.
Dialogue: Relationships
Reveals a relationship between the speakers.
[Suggestion: Create a dialogue which shows
great friendship OR great hostility]
Dialogue: Characterisation
Reveals a CHARACTER – we hear their voice. This tells
if they are funny, curious, selfish, unusual. We find out
about their likes and dislikes, what they like to do,
their interests, motivations and values.
[Suggestion: Have one character revealing themself,
while the other one is more of a listener]
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Power and persuasion task
Writing is an act of persuasion
Power
o
o
o
o
When authors write, they invite us to see the world in the way that they have
presented it.
They choose to present some characters as powerful and appealing, while others may
be drawn as power hungry, evil bullies.
Books show a world with a pecking order – readers can see who is shown as powerful
and who is shown as being at the bottom of the pile [eg servants].
The main character may be shown as popular with others or may be unusual and
fascinating.
Positioned by the author
o
o
Authors “position” their readers to respond to characters by the trail of words they
use.
Writing is an act of persuasion – we are being persuaded to like some characters and
to dislike others. We are being persuaded to take a lot of notice of some people’s
stories [the main characters] and to leave other people’s stories [the minor
characters] largely unexplored.
Resistance
o
If we do NOT agree with the author’s character descriptions, we are making a
RESISTANT reading. “I don’t like the main character.” “I think Xs are BORING, not
interesting.” It is all about PERSPECTIVE – as readers we may have another point of
view.
Task
Choose one of the perspective cards. You will need to write 2 paragraphs –
to show 2 different perspectives. Remember to persuade your readers by
using a trail of words which shows a) your characters’ perspectives, b)
makes them likable and c) makes the reader feel persuaded to their point
of view. Make a group of 3 students – read your paragraphs and ask for a
one word reaction, summing up your characters.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
54
Perspective cards
Card 1
Jake
A: Sam really admires Jake who is a
sports star – he describes his friend and
his skills very positively.
B: Luke writes about Jake as a guy who
uses his strength to play jokes on people
and mock them.
Card 3
The fishing day
A: Brian writes a diary entry after a day
fishing with his son, Mike – he is very
disappointed they didn’t talk much. We
like him a lot as a caring father – Mike
seems a bit ungrateful in his description.
B: Mike writes a diary entry about the day
– he describes the pleasure of having his
dad to himself all day, when he is usually
so busy at work. He feels that being
together without words was very good.
Card 2
Ally and Steve’s break up
A: Steve feels really bitter about Ally’s
behaviour – he describes her so that we do
not like her at all.
B: Ally is completely confused about why
they broke up – she describes the break up
scene.
Card 4
The fight
A: Sarah describes an argument she had
with Louisa, so that we feel very annoyed
with Louisa.
B: We hear about the same argument
from Louisa’s point of view, and this time
we are sympathetic to her perspective.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
55
Power – Resistant reading task
Examine the extract dealing with power from p.88-89 of Sprite Downberry by
Nette Hilton. If you have not done so already, highlight the words and phrases
that show the power dynamics at play in this scene. How do these words and
phrases establish Katie, Diva and Madeleine as bullies and Sprite as the victim?
It is very clear in this passage that through these techniques, the composer is
deliberately positioning the reader to feel sympathy for Sprite - to be “on her
side” – and to dislike Madeleine and her friends.
How can we resist this position?
Critical Response
Imagine that Madeleine has been called to her Year Advisor’s office as
many students have reported her for bullying. The Year Advisor
explains to Madeleine that bullying is a very serious breach of the
school’s code of conduct as well as being hurtful and mean. Before
she can continue, however, Madeleine breaks down in tears and says,
“Nobody understands what’s happening in MY life…”
Write the “speech” that Madeleine gives to her Year Advisor,
explaining what she is going through and how this may lead her to
bully other students.
In this task, your objective is to reposition the reader to feel empathy
with Madeleine.
Perform your “speech” for the class. As each student presents, discuss
how well they have manipulated reader response.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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WEEK 5: VISUALS
Genre
1. Using what you know of common genres, identify the genres that these
excerpts represent and highlight or underline the words / phrases that
signal this genre:
A
B
Upon re-entry, the captain gripped
his seat and looked to the control
panel. They had not been
followed; the radar was clear of
the neon green circles that
signified alien craft. It was almost
time to declare the mission a
success.
As the sun set, Ali took Hannah’s hand.
They walked to the end of the
beach in silence, Hannah looking
up shyly when she felt Ali’s eyes on
her face. Ali touched her cheek
tenderly and whispered, “I don’t
want to be without you.”
Genre:
Genre:
C
D
With seconds remaining before her
pursuers descended, Lila threw the
rope, hoping to hook it onto the
sharp rock that jutted skywards
from the mouth of the narrow
cave. It missed, and her heart
skipped a beat.
The young princess shuffled
through the forest, clutching the
magic jewel. Her quest would be
over if she could only find the
silver statue to whose base the
jewel must be returned, but so far,
the only gleam had come from a
sleeping golden lion.
Genre:
Genre:
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
57
Genre
2. Read this passage and decide what genre it is from. Highlight or
underline the words and phrases that indicate the genre.
Holmes dragged the long-haired woman into his office foyer. Tired of her games, he
was intent on interrogating her until she gave in and spilled all of her secrets. Holmes
felt around in his coat and emerged with a smart leather notebook and a shiny steelbarrelled pen. He paused, and forced the woman into a chair with a businesslike
“please sit” and a wave of his pen.
“Now, the questions,” he began. “Where were you on the night of the 21st?”
Genre:
3. Using what you know of this genre, continue the passage, writing
another paragraph to develop the story.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Now, look at the words and phrases you highlighted in the original
passage. Try replacing these to rewrite the passage as either a HORROR
or COMEDY genre text. What changes will you make?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Intertextuality: Character Traits
Referring to characters from other texts is one way of hinting at the qualities
and traits of characters you are developing in your writing in an economical
and evocative way.
You would have seen examples of intertextuality in the extracts from The
sisters Grimm and A small free kiss in the dark.
1. Read the passage below. What do the references to the vampire
character Edward Cullen and to Oscar the Grouch imply about the man
described in this passage? Complete the mind maps to list the character
traits each one suggests.
Overall, given particularly
the pale skin, the man’s
appearance could be
described as that of a
middle-aged Edward
Cullen, minus the quiff.
When he spoke,
however, he was more
Oscar the Grouch,
offering only short, sharp
and largely unhelpful
comments before
ducking his head back
into his imaginary trash
can.
Edward Cullen
Oscar the Grouch
2. Choose 2-3 characters from the character bank on the next page, and/or
from popular texts you have read or viewed. Write a paragraph in which
these characters are mentioned to help you describe an original
character or characters.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
59
Character Bank
Homer Simpson
Mickey Mouse
Superman
Cinderella
Harry Potter
Barbie
Shrek
Darth Vader
Wicked Witch of the West
Edward Cullen
G.I. Joe
Lisa Simpson
Bumblebee
Ariel
Green Goblin
Spiderman
Dracula
Luke Skywalker
Indiana Jones
Robin Hood
Barbie
Wonder Woman
Wolverine
Princess Fiona
Bella Swan
Sherlock Holmes
Gollum
Hansel/Gretel
Mr Bean
Oscar the Grouch
Allison DuBois
Hannah Montana
Stewie Griffin
Mrs Doubtfire
Spongebob
The Flintstones
Ben 10
Maxwell Smart
Gandalf
Buffy
Merlin
Dr House
Scooby-Doo
Romeo/Juliet
Aladdin
The Roadrunner
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
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Visual codes, genres and intertextuality
Patterns and codes
A lot of the time, we infer so successfully when we read because we
recognise patterns and codes. We think: “I know what this is about! I know what might happen
next!” We are using our knowledge of genres and the musical, visual and sound codes within them
to predict where the story may head to and what the characters may do...
Genres:
Science fiction, adventure, humour, fantasy, romance, horror etc
Task: Form a group of 4 students – talk together, choose a scribe to fill in what you might expect to
see in the following genres if watching a movie, and name a favourite movie that you have seen...
Genre
Movie title
Blurb – Write a brief plot
description. Setting? Music?
Science fiction
Fantasy
Adventure
Humour
Romance
Horror
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
61
DVD cover tasks
Task 1: Intertextual references
Using internet-sourced images, create an alternative dvd cover for your favourite movie. The
catch is, as well as showing the stars of the movie, you have to include one or two EXTRA
characters from another movie to create intertextual references. You may add characters which
add extra impact/suspense etc OR characters who would be very FUNNY and out-of-place if
they stepped into this movie. It is your decision....
Planner
Task 2: Genre visual codes
Using internet-sourced images, create an alternative dvd cover for a movie that you like. This
time, you will CHANGE the genre, using visual codes to do so. For example, you may change a
horror cover to a fantasy one, or to a romance one – the colours and background scene you use
will be completely different!
Planner
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
62
Fiction reading list
Feathers and asphalt: winning entries from the Sydney Youth Writing Competition 2008.
(2008) Sydney Youth Writing Competition, Sydney. SCIS 1394061
Abela, D. (2009) The remarkable secret of Aurelie Bonhoffen, Random House Australia,
North Sydney. SCIS 1399240
Bosch, P. (2008) The name of this book is secret, Allen and Unwin, Crows Nest, N.S.W. SCIS
1359472
Buckley, M. (2008) The sisters Grimm, Scholastic Australia, Lindfield, N.S.W. SCIS 1365226
Colfer, E. (2009) Artemis Fowl and the time paradox, Puffin, London. SCIS 1416681
Gaiman, N. (2008) The graveyard book, Bloomsbury, London. SCIS 1387743
Harris, J. (2008) Runemarks, Corgi, London. SCIS 1392205
Herrick, S. (2008) Rhyming boy, University of Queensland Press, St Lucia, Qld. SCIS 1368242
Hilton, N. (2008) Sprite Downberry, Angus & Robertson, Sydney. SCIS 1379687
Hirsch, O. (2009) Darius Bell and the glitter pool, Allen and Unwin, Crows Nest, N.S.W. SCIS
1400214
Larkin, J. (1993) Spaghetti legs, Random House Australia, North Sydney. SCIS 737762
Millard, G. (2009) A small free kiss in the dark, Allen and Unwin, Crows Nest, N.S.W. SCIS
1398162
Roy, J. (2008) Hunting elephants, Woolshed Press, North Sydney. SCIS 1385088
Thompson, C. (2008) Top gear, Random House Australia, North Sydney. SCIS 1381604
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/ind
ex.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 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.
63
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.
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.
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
64
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.
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/schoolmagazin
e/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
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.
65
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-DeaconGallery
http://www.booktrustchildrensbooks.org.uk/show/gallery/Illustrators%20Gallery/Bruce-IngmanGallery
http://www.booktrustchildrensbooks.org.uk/show/gallery/Illustrators%20Gallery/Satoshi-KitamuraGallery
©School Libraries and Information Literacy Unit, Curriculum K─12 Directorate. NSW Department of Education and Training.