http://www.australiancurriculumlessons.com.

au/2015/05/27/choose-your-ownadventure-an-english-unit-with-lessons-for-years-567-on-writing-stories/
Red writing- catering for EAL/D
Blue- caters to other diversity

YEAR 6: Choose your own adventure activity

Lesson 5 out of 13- (It will take 1-2 lessons to achieve this activity)
Writing story options
1. Introduce graphic organiser for Choose your own (C.Y.O) Adventure
stories. As a class we will create the introduction for a story together. Give
explicit examples of the type of humour that will used and the specific
language functions that will be used in it so EAL/D students know
specifically what the language and humour will be (ACELY1518-p46). Prior
lessons focused on the functions and aspects of writing and reading such
as imagery, descriptive language, and structure so they will have
knowledge to build on.
2. Class story writing: We will create the rest of the story breaking into class
groups, creating alternate options and endings. For example

Write the introduction as a group. Choose the two story options

as a class. Option A and B. Gives options for students who
struggle to create ideas to work in a group so there is less
pressure on them but they can still participate
Split class into two to write the next section Option A and B.
Groups to decide the next story options.
The groups then split into two again and continue writing the
story. All students get to participate but the students who
struggle with writing can ease into it so they can get more
comfortable with the activity as the groups get smaller and they
participate more. Always allow the students to work in pairs so
EAL/D students or students who struggle with writing can feel
more confident and achieve a higher level of work.

3. Sharing: As a class we will then have created a large C.Y.O Adventure

story. The class to sequence the story and read aloud. Give the students
time to practice before reading it aloud to give all the students the
opportunity to rehearse and preform so they can feel more comfortable
with the words and more comfortable performing. Also give the students
the opportunity to choose what part they would like to read aloud so they
can choose the passage they are more comfortable and able to speak.
(ACELY1710-p50)
Grammar lesson: commas and full stops: when and where to use them. Students
will be writing and editing for meaning looking at author examples. Teacher to
give specific examples of what to look for in the editing so EAL/D students can
have a reference to look at. Also for the teacher to provide opportunities for peerediting or editing with the teacher so they can have assistance when needed to
develop their skills. Another option is if it is editing done in a round-robin so

multiple people will edit the same work so there is less pressure on the students
if they miss something because someone else might be able to pick it up. This
could also be done anonymously so the EAL/D students can feel more confident
and less scared about people judging them for their work. (ACELY1715-p51).

ACARA links:
Year 6 English:

Understand how authors often innovate on text structures and play with
language features to achieve particular aesthetic, humorous and
persuasive purposes and effects (ACELA1518)

Identify the relationship between words, sounds, imagery and language

patterns in narratives and poetry such as ballads, limericks and free verse
(ACELT1617)

Plan, rehearse and deliver presentations, selecting and sequencing

appropriate content and multimodal elements for defined audiences and
purposes, making appropriate choices for modality and emphasis
(ACELY1710)

Reread and edit students own and others work using agreed criteria and
explaining editing choices (ACELY1715)