Content Descriptor: Understand how accents, styles of speech and idioms express and create personal and social identities.

Elaboration: Building a database of local idioms and their meanings, accents and styles of speech for different contexts, exploring the possibilities of these choices in drama and role play, and discussing their connection with personal and social identities.

Teacher Note:
Before beginning this activity it is important you have begun to read the text. Using idioms from the text as an example allows students to connect the learning to the text and apply understanding.
It is important that students copy each idiom into their OWN database so that to have a copy, which you may choose to use later in a Kahoot if you feel it will be suitable to the class. (link to Kahoot: https://kahoot.com).

Learning activity:

Part 1:
Students will begin adding the idioms from the text to their database in their books or in a word document. This will be continuously updated and therefore, students will need to bring it to every English lesson.
The first idiom is on the first page, " He didn't worry about a shirt because once he begun running he would be hot as popping grease...". Prompt a discussion after each idiom to encourage students to think critically and draw to a conclusion on the meaning of the idiom. 

Teacher ask students if they recognise any of the examples used in the video or if they can remember any that their parents, grandparents, friends may use.
Ask students to explain how the idiom in the texts align with the definition provided in the video, prompt if required.

Part 3:
Lead into this section with questions:

Encourage a class discussion on the differences the video demonstrated.
Break students off into groups and ask each group to come up with a list of words that sound different and are spelt different in different countries, groups are to share after 5-10 minutes. Encourage students, (if applicable) to use computers to research their answers. (note students are to look only at ENGLISH words, not NATIVE spellings)

Elaboration: Discussing a text’s intended audience, whether the text is typical of its type and whether it has filled its purpose

Objectives:

Teacher Notes:
It is important during this activity to encourage class and group discussions. To avoid confusion, the teacher should select the event, for example; the race from chapter three 'The fastest kid in the fifth grade'. The teacher should also demonstrate scamper and story innovation before sending student off to work on their own (example of this is below in part 3).

Learning activity:

Part 1:
Teacher will ask students if anyone knows what genre is. If no one responds, ask students  to guess what they think genre might be using prompt questions such as;

Ask students to now think about what genre they think the text is, encourage them to think about:

As a class create a Y chart to decide the genre of 'Bridge to Terabithia'.

This video demonstrates how genre shapes the plot, characters and tone of the story, highlighting how small alterations can completely change the original text.
In groups create Y charts for each genre shown in the video. 

Students will create their own alternate ending to the race in chapter 3 "The fastest kid in the fifth grade" (or another event if preferred).
Students will follow a story plan using either an innovated story map or scamper, teacher to explain both.

1. Story innovation:
Using a story map student will outline elements from the original text;

Students will then create a second story map, where they will decide what they will change (max of 4; 1 per element) they wish to make. Students will then apply their changes to the original text.
                                                                                                                                                    _{(Griffith & Raun, 2007)}     
2. Scamper:
This strategy is designed to encourage creativity, unlike story innovation students will generate new  or alternative ideas and apply them to a story.

Scamper is an acronym;
S- Substitute a person, place, time or situation.
C - Combine: blend assorted ideas, situations, materials
A - Adapt or adjust to suit a purpose
M - Modify: make some features larger or smaller or change the number of times something happens
P - Put the original intention or some part of the story to other use
E - Eliminate any feature or part
R - Rearrange or reverse the sequence or order or positioning of the item under review

Students can map out these creative changes using a table/columns and do not have to use all 7 steps, they can start with 4-5 steps if they choose (whatever fits with the event).
                                                                                                                                                       _{(Frangenheim, 2007)}

NOTE: If students have never created alternate endings/changed a story, the recommended activity is story innovation. If you wish to challenge students to be more creative in their thinking and application, Scamper is the recommended activity.

1.  Establishing forums for discussing the relative merits of fiction and film text

2.  Comparing personal viewpoints on texts and justifying responses in actual and virtual discussions.

Objectives:

Class discussion about the difference between the novel "Bridge to Terabithia" and the film, prompting questions about;

Teacher will scribe the answers on the board.

Online Poll: Kahoot - Teacher will need to create a Kahoot and provide students with a link

Part 2:
Students will break off into groups based on how they voted in the poll; film form one group, novel form another group.
NOTE: If however, there is minimal numbers for one side the teacher will divide the class evenly to create two groups.

Groupwork:
Students will use the difference listed on the board to create an persuasive argument that justifies their point of view. Points that need to be covered include;

All students need to contribute to the justification and should have a copy of it in their books or on their computers.

Part 3:
Students will present their argument to the class, the teacher will mediate the debate forum by maintaining a timer of 1 minute per point.

Online Poll: Kahoot - teacher will share the same poll as above.

To evaluate the debate, the teacher will create another Kahoot, where students will partake in a second poll and vote on either the novel or the film. 
After the poll students will write a justification in their books or word document for their choice and whether their choice is different or the same from the first poll and why.

Elaboration: 

1.   Experimenting with different narrative structures such as the epistolary form, flashback, multiple perspectives

2.   Transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode

Objectives:

Teacher Notes: This activity could be used as a summative assessment if suitable. If chosen to do as a summative assessment it is important that students have knowledge of the task and expected criteria prior to engaging in this activity.

Part 1:
Teacher will handout the planning sheet (or upload if students work with computes).
As a class, you will navigate through the planning sheet, highlighting the need for creativity and descriptive language . As you progress through allow students make notes, ask questions and share ideas.
Possible prompting questions:

This video is a great source to explain how language can shape and add value to your story.

Note: deconstruct the video by looking at the media techniques used to create the video, voice over, page turn, music. Highlight how these are features that could be used in their PowerPoints or videos.

Instructions:
Below is a video demonstrating  how students can record (voice-over) their own PowerPoint.

Short Film:
I students wish to create a short film for their narrative they have the option to present as a group, below is an example of what you would expect students to present.
NOTE: If students choose this option a written script must be included and all students must show how they contributed to the task if done as a group.

YouTube Video: "Elementary student made movie -- filmmaking kids" by mrflickinger

This video demonstrates a flashback using a voiced - over narration technique to divide the current time from the past.

Below is an example for students who would like a challenge, using stop motion, followed by an instructional video explaining how to use this technique.

YouTube video: "Lego lucky coin" by MICHAELHICKOXFilms

Instructions:
Below is a step-by-step video demonstrating how to use stop motion.
YouTube video: "How to film Lego stop motion! - Beginner tutorial" by Nation of Bricks

This activity can and is recommended be conducted over several lessons where students will continue to create their products and as previously mentioned could be used as a summative assessment.