AC9E2LE05: Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

1. Outcome Overview & Core Concepts

Writers can borrow a familiar text pattern, then change characters, settings, events, viewpoint or language to create an original adaptation.

Learning target: create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

Big idea: Create new literary texts from familiar structures and language features

Learning routine: Notice pattern → Plan adaptation → Create → Review → Edit

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Map the structure of a familiar class text using four panels.
2. Build or improve — Create a new version by changing at least two major features, then edit it.
3. Explain your choice — Use the words adapt, structure, edit to explain what you changed and why.

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

• E1: inventing some speech, dialogue or behaviour for a favourite character, which may include the use of video and audio tools, for an alternative event or outcome in the original text
• E2: reviewing and developing sentences; for example, adding prepositional phrases such as “with a long tail” to improve descriptions

3. Common Student Misconceptions

• Copying instead of adapting: Keep a pattern but make meaningful original changes.
• Editing only spelling: Also improve sequence, detail, language and clarity.
• Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

• What can be adapted?
• What should stay recognisable?
• What is editing?
• How can drawing or performance tell the story?

Mastery evidence

• Identify familiar structure
• Plan an adaptation
• Create original changes
• Use multiple modes

Revision Notes

• Remember: Create new literary texts from familiar structures and language features
• Use the routine: Notice pattern → Plan adaptation → Create → Review → Edit
• Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
• Self-check: change the example slightly and see whether the same reasoning still works.

Curriculum equivalents for And edit literary texts by adapting structures and language features...

Mapped skill: create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E2LA01: Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
• AC9E2LA02: Explore how language can be used for appreciating texts and providing reasons for preferences
• AC9E2LA03: Identify how texts across the curriculum are organised differently and use language features depending on purposes
• AC9E2LA04: Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
• AC9E2LA05: Navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
• AC9E2LA06: Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
• AC9E2LA07: Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
• AC9E2LA08: Understand that images add to or multiply the meanings of a text