Modifying Text Structures

Overview

In this 30-minute lesson, students explore how authors adapt and subvert text structures and language features by experimenting with spoken, written and multimodal elements. They will analyse openings from two short texts, then create a rewritten opening using a clear structure and cohesive devices.

Learning intentions

Students will:

• WALT examine how authors adapt and subvert text structures and language features using spoken, written and visual/multimodal elements.
• WALT analyse how paragraphs organise ideas and explain the impact on meaning.
• WALT use cohesive devices and text connectives to link, expand and develop ideas.

Success criteria

• I can identify the purpose of a text opening and describe how the structure supports that purpose.
• I can compare two openings and explain the effect of differences in structure and language.
• I can rewrite an opening that uses connectives (e.g. because, therefore, however) and includes clear sequencing of ideas.
• I can justify my choices by explaining how my changes affect meaning and audience.

Curriculum links

• AC9E9LA03: examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination.
• AC9E9LY04: analyse the organisation of ideas in paragraphs and extended texts, and evaluate its impact on meaning.
• AC9E9LA04: investigate cohesive devices that condense information and devices that link, expand and develop ideas, including text connectives.

Lesson structure (30 minutes)

1. 0–4 min · Hook (multimodal). Teacher shows two opening “scraps” on paper: one with a traditional structure (hook → context → focus) and one with a disrupted structure (context first, then hook, then question), plus a simple image card (e.g. a protest scene or classroom notice). Student: points to which opening feels more persuasive and writes one reason.

2. 4–10 min · Model analysis (direct teach). Teacher reads both openings aloud with different emphasis (spoken element), then highlights structure moves using coloured pens: where the hook happens, where background is placed, and where the reader is guided to expectations. Student: completes a mini comparison chart (Structure move + Effect).

3. 10–16 min · Target language (connectives + cohesion). Teacher demonstrates how connectives change logic and meaning (e.g. “because” gives reason, “however” signals contrast, “therefore” signals conclusion) and briefly notes how nominalisation can condense ideas (e.g. “the decision to cancel” instead of “they cancelled”). Student: chooses 3 connectives from a word bank and circles where they would go in their rewrite.

4. 16–24 min · Guided rewriting (production). Teacher provides a short prompt relevant to a Year 9 context (choose one):

• School issue: “Should phones be allowed in class?”
• Science angle: “Should we require plastic-free lunches to reduce waste?”
• History/geography angle: “Should our local heritage site be redeveloped for housing?” Student: rewrites the weaker opening into a stronger one by using the preferred structure from the analysis, integrating their chosen connectives and one condensed phrase (nominalisation). Teacher circulates to check structure moves and connective placement.

5. 24–28 min · Share and justify (spoken + evaluation). Teacher asks: “What did you change, and what effect will it have on the reader?” Student: shares their rewritten opening and gives one sentence justification.

6. 28–30 min · Exit ticket (assessment). Student answers: “One structural change I made was… One language feature I used was… It affects meaning by…”

Resources

• Two printed opening samples (traditional vs disrupted)
• Simple image cards (one per opening or choice image)
• Coloured pens/highlighters or digital equivalent
• Comparison chart template (boxes for hook/context/focus + effect)
• Connectives word bank (because, since, because of, however, although, therefore, moreover, so, as a result, if…then)
• Short writing prompt handout
• Student self-check checklist (structure moves + connectives + cohesion phrase)
• Optional: audio recorder on device for the student to rehearse their reading

Assessment

• Formative during analysis: student completes comparison chart with a reason linked to effect.
• Formative during drafting: teacher checks connective placement and whether the structure matches the stated purpose.
• Exit ticket: identifies one structure change and one language feature with an effect on meaning.

Differentiation

• Support: provide sentence starters for structure moves (e.g. “Right now, …”; “This matters because …”; “However, …”) and a pre-highlighted example showing where connectives go.
• Support: offer a reduced-connective bank (choose 3 only) and a word bank for nominalisation (e.g. “the banning of…”, “the increase in…”).
• Extension: students can attempt a “subversion” by intentionally placing one connective in a surprising spot and then explaining why it still works (or why it changes the effect).
• Dyslexia-friendly options:
• Provide text in a clear sans-serif font, 14–16 pt, with generous line spacing.
• Offer audio read-aloud of the openings and allow the student to respond orally first, then transcribe.
• Use colour-coding for structure moves (hook/context/focus) rather than relying on long paragraphs.

Extension (optional)

• Create an alternate opening version in a different mode: a 20–30 second spoken introduction using the same structure, or a one-slide visual script where images replace sentences and connectives are shown as arrows/text.