critical analysis, imaginative aloud to the class and students walk to the side of the room that corresponds with their response to expression and pleasure the statement or quote. Students can stand anywhere in between and to represent the ‘true’ ‘false’ Students: strength of their conviction. The teacher asks a few students to explain their choice verbally before appreciate the aesthetic moving on to the next stimulus. qualities of and the power of language to Statements and quotes may include: express personal ideas I see myself as a writer. and experiences I think it is important to read. EA11-7 evaluates the diverse The best writing has to have a serious purpose. ways texts can represent Some are of a higher quality than others. personal and public worlds and We should only read to learn something. recognises how they are valued In order to write well, you have to read widely. Students: Being able to write is a natural talent you either have it or you don’t. – understand that texts Reading is more important than writing. offer vicarious experiences of the wider Students choose one of the statements or quotes above and compose a written response that world for critical reflection explores their personal reaction to the statement or quote. Students draw on specific aspects of and pleasure their own or others’ reading and writing to develop their response. EA11-9 reflects on, evaluates Scholastic and monitors own learning and Reading Reports, Students share their responses with the class. The teacher may like to select relevant materials adjusts individual and (Australian from the reports on young peoples’ reading habits conducted by the publisher, Scholastic, collaborative processes to content) (Australia and the US) as they apply to or reflect the ideas shared in the student responses. develop as an independent Some about students’ reading to consider are: learner (US content) how often they read Students: why they do (or don’t) read reflect on and discuss if they’d like to read more personal preferences whether they think reading is important. and insights gained from engagement with an increasingly wide repertoire of complex texts EA11-1 responds to, composes George Orwell’s essay I write’ ‘Why and evaluates complex texts for understanding, interpretation, Students read the essay as a class.
critical analysis, imaginative expression and pleasure Students: appreciate the aesthetic qualities of and the power of language to express personal ideas and experiences EA11-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued Students: understand that texts offer vicarious experiences of the wider world for critical reflection and pleasure EA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner Students: reflect on and discuss personal preferences and insights gained from engagement with an increasingly wide repertoire of complex texts aloud to the class and students walk to the side of the room that corresponds with their response to the statement or quote. Students can stand anywhere in between ‘true’ and ‘false’ to represent the strength of their conviction. The teacher asks a few students to explain their choice verbally before moving on to the next stimulus. Statements and quotes may include: I see myself as a writer. I think it is important to read. The best writing has to have a serious purpose. Some are of a higher quality than others. We should only read to learn something. In order to write well, you have to read widely. Being able to write is a natural talent – you either have it or you don’t. Reading is more important than writing. Students choose one of the statements or quotes above and compose a written response that explores their personal reaction to the statement or quote. Students draw on specific aspects of their own or others’ reading and writing to develop their response. Students share their responses with the class. The teacher may like to select relevant materials from the reports on young peoples’ reading habits conducted by the publisher, Scholastic, (Australia and the US) as they apply to or reflect the ideas shared in the student responses. Some about students’ reading to consider are: how often they read why they do (or don’t) read if they’d like to read more whether they think reading is important. Scholastic Reading Reports, (Australian content) (US content) EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, George Orwell’s essay ‘Why I write’ Students read the essay as a class.