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write that essay in LEARN  MODULES  BASIC there are great activities that highlight adverbs etc:

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write that essay in LEARN  MODULES  BASIC there are great activities that highlight adverbs etc:

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https://www.writethatessay.org/modules/sentence-design/whats-an-adjective/

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Pedagogy relevant to Unit - note taking, summarising, visualising, graphic outlines, critical and creative thinking,  reciprocal teaching, close reading, cooperative learning, synthesising

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Pedagogy relevant to Unit - note taking, summarising, visualising, graphic outlines, critical and creative thinking,  reciprocal teaching, close reading, cooperative learning, synthesising

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- The language features of Sensitive and how they are used to construct representations of characters, settings, perspectives and issues in the novel.
- Language features may include: dialogue, narration, figurative/descriptive  language (the role of nouns, adjectives, adverbs), foreshadowing, styles of speech, accents, idioms and the language used to reinforce emotions and the language of key concepts.

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99 Ways to Creatively Respond to Literature

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Lindsay Williams Framework for Analysing Texts 

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Lindsay Williams Framework for Analysing Texts 

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Does SJ's mother have a sensitive response to her eczema?

How does SJs father respond to her illness in contrast with her mother?

What key events in the plot impact on SJs ability to live a normal teenage life?

How does SJ appear with her friends in comparison with her reality at home?

In what ways does school create more challenges for SJ than home?

How is Olivia sensitive to SJ and her medical condition?

What does SJ do to conceal her medical condition?

What key events in the story provide SJ with new perspectives in relation to her condition?

How does SJs eczema impact the relationship between her parents?

Why do you think that SJ narrates the story?

Which characters in the story heighten SJs desire to be a normal teenage girl?

What is the purpose of the food exclusion diet failing in the novel?

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1.  Compare two relationships that SJ has with central characters in the novel and how they impact on her ability to cope with having eczema.  Refer to Allayne L Webster's use of the language in your response either: narration, dialogue, descriptive/figurative language and or parts of speech.

2. Compare how two characters differ in the way they respond to SJ and her Eczema?  Refer to Allayne L Webster's use of the language in your response either: narration, dialogue, descriptive/figurative language and or parts of speech.

3. Compare two central events in Sensitive's plot in order to explain how SJ copes with having Eczema. Refer to Allayne L Webster's use of the language in your response either:  narration, dialogue, descriptive/figurative language and or parts of speech.

4.  Compare the ways SJ and Livvy cope with their personal experiences of illness.  Refer to Allayne L Webster's use of the language in your response either:  narration, dialogue, descriptive/figurative language and or parts of speech.

Task Options Compass:

Explain how authors Allayne L Webster and Louisa May Alcott represent the sensitivities of women in their texts by comparing how language is used to construct representations of characters.

Compare two characters' negative emotional responses to a key event in the plots of Sensitive by Allayne L Webster and Little Women by Louisa May Alcott. Refer to language used by both authors in your response either: narration, dialogue, descriptive/figurative language and or parts of speech.

Compare how the cultural contexts and or settings of the stories Sensitive by Allayne L Webster and Little Women by Louisa May Alcott impact on the sensitivities of two characters. Refer to examples of language used by both authors in your response either: narration, dialogue, descriptive/figurative language and or parts of speech.

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National Curriculum Year Level Description 

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National Curriculum Year Level Description 

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Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fictional settings and represent a variety of perspectives.

Text structures are more complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.

Students are beginning to create literary analyses and transformations of texts.

Year Level Content Descriptors
LANGUAGE
Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts

Understand how accents, styles of speech and idioms express and create personal and social identities

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language

LITERATURE
Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts

Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage

Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches

LITERACY
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources