Culminating Planning

Overview

In this lesson (19 of 23), students plan the multi-modal novel review for the unit “Exploring Cultural Identity in Literature”. They consolidate their analysis of language and meaning with a clear structure for their final review, ensuring it explains how writers position readers and how literary techniques create tone and effect.

Learning intentions

Students will:

• WALT plan a multi-modal novel review that explains key ideas about cultural identity and reader response.
• WALT outline how language features and imagery create tone and meaning in the text.
• WALT create a clear structure that includes evidence from the novel (and any intertextual references they used previously).

Success criteria

Students can:

• Outline the main sections of their review (hook, summary, cultural identity focus, language/tone analysis, viewpoint/positioning, conclusion).
• Identify at least two language features and explain how sentence patterns and/or imagery shape tone and meaning.
• Provide at least one piece of evidence (quote/scene description) and link it to the effect on readers.
• Plan how images, audio, or design choices support audience understanding in their multi-modal format.

Curriculum links

• Literature — analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect.
• Literature — identify intertextual references in literary texts and explain how the references enable new understanding of the aesthetic quality of the text.
• Literature — explain how language and/or images in texts position readers to respond and form viewpoints.
• Literacy — use comprehension strategies such as visualising, connecting, questioning and inferring to interpret and evaluate ideas in texts.

Lesson structure (45 minutes)

1. 0–5 min · Retrieval hook. Teacher displays three planning prompts: “What does the author want the reader to feel?”, “Where do you see tone shifting?”, “Which technique proves it?” Students quick-write a single sentence response to each prompt.
2. 5–12 min · Model success criteria. Teacher shows an anonymised exemplar plan (not the full review), pointing out section headings and linking evidence to effects (tone, meaning, reader viewpoints). Students highlight what makes the plan “ready to produce”.
3. 12–25 min · Guided planning (language + tone). Teacher shares a planning framework with sentence stems:

• “The writer’s sentence pattern (e.g., short/long sentences, active voice/passive voice) creates…”
• “Imagery of (place/people/objects) suggests…”
• “This positions the reader to…” Students complete the “Evidence-to-Effect” boxes for two moments from their chosen novel (or one moment if they are struggling), using class-provided prompts.

4. 25–35 min · Structure for the multi-modal review. Teacher demonstrates sequencing: audience hook → brief story context → cultural identity theme → technique analysis → intertextual reference (if applicable) → conclusion. Students draft their section order and choose one multi-modal element per section (image, subtitle, audio narration point, or diagram).
5. 35–42 min · Peer check (two stars and a question). Students swap plans with a partner and use a short checklist: tone/effect explained, evidence included, reader positioning stated, and multimodal choice planned. Partners write one question to improve clarity.
6. 42–45 min · Exit ticket (teacher assessment). Students submit a completed “plan snapshot”: section headings plus one evidence/effect statement.

Resources

• Student review planning template (editable or paper)
• Evidence-to-Effect graphic organiser (two rows minimum)
• Multi-modal review structure card (section order + suggested multimodal elements)
• Sentence stems bank (active/passive, imagery, viewpoint positioning, intertextual link)
• Highlighters in two colours for “evidence” vs “effect”
• Novel excerpts/printable scene cards (teacher-prepared, if needed)
• Dyslexia-friendly options: text-to-speech-ready excerpts, large-font templates, and colour-coded headings
• Checklist for peer feedback (one page)

Assessment

• Teacher circulates during guided planning, checking that students can link language features and/or imagery to tone and meaning (formative).
• Peer feedback confirms whether plans include evidence and an explicit “reader positioning” sentence (formative).
• Exit ticket: teacher reviews section headings and one evidence-to-effect link to determine readiness for production.

Differentiation

• Support for diverse learners:
• Provide a partially filled template with pre-set section headings and sentence stems.
• Offer dyslexia-friendly reading options: typed summaries of key scenes, larger-font handouts, and audio recordings of teacher-provided excerpts.
• Allow students to use scene cards (image + 3–5 key facts) instead of writing full summaries.
• Targeted scaffolds:
• Sentence starters for language analysis (e.g., “The author uses… which makes the tone…”).
• A “minimum viable plan” option: two evidence points and four planned sections.
• Extension for advanced learners:
• Add an intertextual reference note: identify the reference and explain how it deepens aesthetic quality or cultural identity understanding.
• Require a more precise tone claim (e.g., “This shifts tone from… to…” and explain why using the author’s sentence pattern or imagery).
• EAL considerations:
• Permit bilingual notes for planning; require final explanation in English using the sentence stem framework.
• Provide word banks for tone words (e.g., tense, reflective, critical, hopeful) and effect verbs (suggests, emphasises, contrasts, positions).
• SEN considerations:
• Break planning into short chunks with timed checkpoints and checklists.
• Offer reduced writing load: students can plan with bullet points and spoken narration notes instead of full paragraphs.

Extension (optional)

• Students create a storyboard panel plan for their multi-modal review: 5–7 frames showing what appears on-screen and what is said over each frame, with evidence-to-effect notes in at least two frames.