Rats

Learning Intention:

 

I am learning to develop stories that use character dialogue to express genre so that I can analyse the impact vocabulary has when writing in specific genres.

 

Success Criteria:

• I can identify genre based on character dialogue.
• I can adapt dialogue to suit a specific genre.
• I can include the dialogue into a story in my chosen genre.

Essential knowledge:

View the video Genre from The School Magazine. Ensure students note that:

• Genre is the term used to group texts, based on their similarities in form and function
• Knowing the genre of a text helps us to know what to expect of it and the patterns it might follow.

 

Vocabulary:

Prior to reading Rats, Display the following lines of dialogue and tell students that these lines are spoken in a play, performed by the characters in a story that they will be examining:

‘How much further to the treasure castle, Brother Rufus Rat?’

‘Many a mile yet, Brother Rodney Rat.’

‘How much further to the treasure castle, Brother Rufus Rat?’

‘Many a weary mile, Brother Rodney Rat!’

‘The treasure is mine!’

Discuss the following:

• When do you think the play is set, for example in the modern day or in the past? (Most likely students will infer the story is set in the past, as it features a castle, and treasure)
• What examples of vocabulary support you to identify this? (Vocabulary, such as: further, many a mile, weary)
• What type of story do you think the dialogue appears in? How can you tell? (A treasure hunt, a pirate story, or a historical story)
• How can genre be expressed through character dialogue? (The vocabulary characters use provides insight into the genre, for example, historical)

Understanding text:

Read Rats or listen to the audio file. Display the following dialogue, that is spoken between the characters when they are not performing the play, for example:

‘Not doing it,’ said Mark. ‘Going home.’

‘Can’t go home!’ shouted Peter, ‘’cause it’s my play! I wrote it!’ He shoved Mark in the church door.

‘First play on!’ hissed Sister Hush.

‘Get ready!’ hissed Peter.

Discuss what type of genre the story is (realistic fiction). Emphasise that this is revealed in part through the dialogue. Draw students' attention to the fact the genre of the story differs from the genre of the play the characters perform.

Creating text:

Refer back to the lines of dialogue in the story that feature in the play, for example:

‘How much further to the treasure castle, Brother Rufus Rat?’

‘Many a mile yet, Brother Rodney Rat.’

‘How much further to the treasure castle, Brother Rufus Rat?’

‘Many a weary mile, Brother Rodney Rat!’

‘The treasure is mine!’

Discuss genres of stories students are familiar with, for example:

• Historical fiction
• Magical realism
• Sci-fi
• Realistic fiction
• Mystery/crime
• Fairy tale

Those with a digital subscription can complete the interactive activity now.

Inform students that they will be converting the dialogue so that it matches a different genre. Gradually release responsibility by collaborating on the following example. Select one of the genres students identified, for example sci-fi. Discuss vocabulary that might be used in sci-fi stories, for example:

• Evil professor
• Martians
• UFO
• Outer space
• Mars
• Aliens
• Asteroids

Adapt the lines from the play to include vocabulary from a different type of genre, for example:

‘How much further to the space station, Astronaut Rufus Rat?’

‘Just a few more light years,’ Astronaut Rodney Rat.’

‘How much further to unexplored planet, Astronaut Rufus Rat?’

‘Just across this galaxy, Astronaut Rodney Rat!’

‘The asteroids will be mine!’

Inform students that they will then include the dialogue into a story in the genre selected. Students who find planning challenging may use the dialogue planned collaboratively. Briefly discuss expectations of the genres identified, for example:

• Historical fiction (Includes events from the past, and features characters and settings from history)
• Magical realism (Features magical elements such as dragons, wizards and fairies, but in realistic settings)
• Sci-fi (Includes stories set in space or about inventions and innovations that are not yet possible)
• Realistic fiction (Features characters and settings from the world we are familiar with)
• Mystery/crime (Includes a crime, clues and characters who are committed to solving the crime)
• Fairy tale (Features unrealistic elements, such as talking animals and often feature a moral lesson)

Instruct the remaining students to work with a partner and plan dialogue in a genre of their own choosing, before including the dialogue into a story. Once students have completed their stories, place them in small groups and instruct them to reach them to each other.

Assessment for/as learning:

Instruct students to respond to the following exit-ticket question in their workbooks:

• How can genre be expressed through character dialogue?