TASK

PART 1

DESCRIPTION

1.1 Compose a Film Review of the text you selected in Assessment task 2 (approx. 400-500 words) to

be used as focus text in Joint Construction for Year 5/6 students. In the film review, make sure you

follow the text structure introduced in the unit and include at least one critical comparison between

the film and its original novel in terms of literary techniques.

NOTE: (The focus text will not be counted toward word limit because it is your teaching resource. The

film review must be your own work, so you cannot source it from elsewhere or use AI tools, e.g.

ChatGPT).

2.1 Annotate the structure and key language features of the review to help teachers during Joint

Construction. This should include:

Labelling the text structure of the review (phases and stages).

Identifying three instances of each of three key language features in your focus text (i.e.

nine instances in total). Your labelling of these features should include information about

why this feature may have been used as shown on the example provided in Appendix 1./nPART 2: Teaching writing: Joint Construction

2.1 Draw on the Film Review you have composed and annotated in Part 1 to write a detailed lesson

plan for teaching joint construction of one language feature of a Film Review text. Use the

template provided and include:

Lesson aim

Language focus

Joint construction lesson stages:

a) Recap: relevant knowledge about Film review genre

b) Recap: Field knowledge (e.g. key points about context of the book/film, author, theme, and literary

techniques, evaluation of the literary works etc)

c) Task Orientation: Explanation of writing/composing task

d) Text Negotiation teacher-students negotiating construction of text using meta language to identify

and explain choices of language through cycles of repeated steps, of:

i.

Prompting: elicit construction from students

ii. Mediating student suggestion (i.e. accept; extend or recast; reject and explore alternate

choices)

Rerea ding/Reviewing the sentence/paragraph you have jointly constructed

iii.

e) Conclusion: Whole class re-viewing of text

NOTE: The lesson notes for each of these steps of the Text Negotiation (i-iii), should include a transcript of

an (imagined) teacher-student interaction to achieve the goals of this step, which is labelled with the step and

the teacher talk' strategies (e.g. guided questions, think aloud, paraphrasing, recasting, suggesting, shared

metalanguage etc.) used in each step.