Captain Ahab's Weird Wide World: A Spicy Slice of History

Learning intentions:

I am learning to compare the structure and language features of different text types so that I can identify the purpose of texts.

 

Success criteria:

• I can compare the language features and structure of three different text types.
• I can name some elements found in three different text types.
• I can identify the purpose of three different text types using my knowledge of their structure and language features.

 

Essential knowledge:

• More information about types of texts can be found in the English Textual Concepts video Genre.
• More information about the features of Information Reports, Literary Recounts and Narratives can be found at the NSW Education Department’s page Different Types of Writing – Text Types.

 

After reading the article, ask students what type of text it is. Students might notice the by-line mentioning the word article – ask them what other clues give away the text type. Possible answers include sub-headings, third person point of view, the inclusion of historical dates, a sequential description of events, a descriptive sentence at the beginning, photographs and the use of technical language such as overland, trading routes and profit. Make note of student answers.

 

Write the following on the board:

He jumped.

He is jumping.

He will jump.

Ask students what kind of words are jumped, jumping and jump (verbs – doing words). Explain that students will be able to identify the tense of the text by looking at the verbs. Use the examples on the board to practise with students.

Answers:

He jumped. (past)

He is jumping. (present)

He will jump. (future)

 

Ask students whether the article is written in past, present or future tense (answer: past). Include this note with other notes students have answered about the features of an article.

 

As a class, read the play The Hare and the Tortoise on page 29 of this issue of Countdown. Ask students what type of text this is (play). Explain that a play falls under the narrative heading i.e., a play is a type of story. Give students several minutes to work with a partner to write down the features of the play The Hare and the Tortoise. Answers may include a list of characters at the beginning, a column on the left for which character is speaking, italicised words in brackets to give actors stage directions, a problem and solution, a narrator speaking directly to the reader/audience, informal language, rhyming, character dialogue and a message for the reader at the end.

 

Read with students the narrative on page 8 of this issue of Countdown called Bee Girl. Ask students what type of text this is. Students may answer with story or narrative. Ask them whether it could be a literary recount. Remind them of what a recount is (describes past events in sequential order) and explain that this recount was from the author’s imagination. Give students several minutes to work with a partner to write down the features of the literary recount Bee Girl. Possible answers include first person point of view, past tense, a sequential description of events, character dialogue, background information about the character at the start, informal language, includes rhyming, a problem and solution and the narrator speaking directly to the reader.

 

Once students have features of all three text types, draw a Triple Venn Diagram on the board. Information about this can be found at the NSW Education Department’s webpage Graphic Organisers, with both a slides template and Microsoft template. The Triple Venn Diagram can be found on the final page. Label each circle Article, Literary Recount and Play. Have students help put each feature in the correct part of the diagram. A sample answer is below.

 

Article	Play	Literary Recount
-subheadings	- list of characters at the beginning	- background information about the character at the start
-third person point of view	- a column on the left for which character is speaking.
-historical dates	- italicised words in brackets to give actors stage directions
-photographs	-a message for the reader at the end
-technical language
	Common features shared by Plays and Literary Recount
	- first person point of view
	- sequential description of events
	- problem and solution
	- narrator speaking to reader
	- informal language
	- character dialogue
Common features of Article and Literary Recount
- past tense
Common features of Articles, Literary Recounts and Plays
- a sequential description of events