All that Jazz
, illustrated by Tohby Riddle
Learning Intention:
I am learning about the choices authors make to structure their narratives so I can consider the most appropriate and effective ways to structure different styles of imaginative writing.
Success Criteria:
- I can identify the way authors show the passing of time.
- I can speculate on the reasons for the author’s stylistic choices and discuss my opinions with others about theses
- I can analyse the way language and sentence structure are used for effect in writing.
Understanding Text: (Close Reading Transcript available for download)
1st Reading:
Look at the title and images. What do you predict this text will be about?
Which image stands out to you the most? Why?
Where are each of the scenes set? Draw a story map.
2nd Reading:
How does the first paragraph set the tone for the story? What expectation does it give readers about the tone of the text?
What narrative style is this text written in? (First person) How might the text be structured if it had multiple points of view? (e.g. Might explore Dad’s history with the trumpet and his current sadness, or a bit more about Sweet Lips). Which narrative style do you think suits the story best?
How does the text show the passing of time? (e.g. A week later, jumping to the school assembly) Do you think this technique made the timeline easy to follow?
3rd Reading:
On the first page, the author uses the term:
‘lots-of-greats-granddad.’
Why did the author choose to write it this way? What does it say about the narrative perspective? (e.g. humorous, likeability of character, appealing to the audience)
Read the last two lines of the narrative:
And my dad put the trumpet with a new soul to his lips and played.
Played like he’d never played before.
Why do you think the author has chosen to put these sentences on their own? (e.g. emotional impact) Do you think it is effective?
The last line of page 27 says the trumpet:
‘Sounded like an old car’s brakes.’
What type of imagery is this? (simile) What do you think the author is trying to say about how the trumpet sounds?
General Follow up:
How do you know this?
What evidence do you have to support that?
Why do you think this?
What examples can you find in the text?
Assessment for/of/as learning:
Ask students to write a gist statement that responds to the success criteria:
- I can identify the way authors show the passing of time.
- I can speculate on the reasons for the author’s stylistic choices and discuss my opinions with others about theses
- I can analyse the way language and sentence structure are used for effect in writing.