Resource Folio: Natalie Messina

S00184853
Activity 3: Formative Assessment
Deconstructed paragraphs: A classroom strategy

Syllabus Content:
• Explore and explain the combinations of language and visual choices that authors Google Docs can
make to present information, opinions and perspectives in different texts (EN5-1A). be shared and
edited amongst
Context: A Year 10 mixed-ability class is in the midst of studying the fictional novel The
Divine Wind by Garry Disher. Students are exploring different narrative choices, and how peers and
these choices reflect distinct perspectives of the themes of the novel. teachers, so that
they can
Description: In groups of 3-4, using Google Docs to form a collaborative table, students are effectively
to critically consider specific narrative choices, including narrative structure, viewpoint, communicate
setting, writing style and tone, language and symbols, and evaluate how effectively each their ideas.
choice conveys theme(s) explored within the novel. An example of how the table can be
presented is as follows:

This tool Narrative Choice Explanation/Example Influence on the

[topic] [elaboration] perspectives of themes
allows
[analysis]
students to
Structure:
link their ideas ‘recollections’/flashback
in a succinct
and organised Structure: patterns of events
way.

Viewpoint: first-person
narration

Viewpoint: minor characters

as ‘exterior’ characters

Writing style: descriptive Students with

language higher-order
thinking
Writing style: symbolism
capabilities would
be able to assist
Note: These are only a small selection of many possible narrative choices that may be those who
explored. struggle.

Each student is only responsible for a selected amount of narrative choices. Groups should be
of mixed abilities, including higher order and lower order thinkers.
Note: These tables may be used and modified throughout the entire unit of study, as different
narrative elements are discussed and evaluated in the classroom. This activity may also be
altered to suit other novel studies.
Google Docs is
Feedback: The teacher uses the ‘notes’ tool on Google Docs to annotate student responses. In accessible long-
particular, the teacher notes whether or not the students have successfully made links between term; therefore,
the author’s choice of language features and the presentation of a story and themes/issues, for feedback can be
example love and friendship, war, identity, grief, racial intolerance and racial prejudice. used consistently,
and students can
Extension: Gifted and talented students may subsequently form written, continuous refine their skills
paragraphs, and/or a drafted essay with a supported thesis, introduction and conclusion, and throughout an
hand it in to the teacher for feedback on their written fluency and maintained argument. entire unit of
study.
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