Students analyzed episodes 1-3 of the digital narrative "Inanimate Alice" by discussing questions, comparing elements of print and digital texts, predicting what would happen in episode 3, and analyzing the text structure and visual features. They then worked collaboratively to plan and write their own episode 4, having many accountable conversations along the way about the storyline, author's craft, and text structure across the episodes.

1. Collaborative charts created as part of our inanimate aliceunit of work.

2. The students knew from the very beginning of this unit what was expected of them. These expectations are linked back to our Victorian Essential Learning Standards (VELS) Students were encouraged to keep these in mind when making choices about working partners.

3. During and after viewing episode 1 ... Students worked together to record their questions and wonderings. This is the list generated during whole class discussion

5. They may also have ....

6. But a really good one will ...Many of the lists included in this presentation were generated as part of whole class sharing of ideas, that were developed during small group discussions.

7. After reading and viewing episode 1 students compared digital narratives with print narratives .... Students worked together to complete task before generating a list as a class.

8. A critical task for the students was the discussion around the differences they noticed as a reader of print and digital texts.

10. What don’t you know about Alice?

11. What do you infer about Alice?Throughout this unit students were expected to be able to justify and provide evidence for their ideas and work.

12. Before viewing episode 3 students were asked to predict what they expected using their knowledge from episodes 1 & 2. PREDICTING EPISODE 3

15. Viewing the episodes as authors ....... Each group was given a specific question to focus on then share their findings with the class. CHANGES: What differences are there in the three texts? Can you identify patterns in these differences?

16. STORYLINE: What elements/themes can you identify that are common to all three episodes?

17. AUTHOR’S CRAFT: What techniques and strategies has the author used to create this text?

18. TEXT STRUCTURE: What is similar about how the text is structured across all three episodes?

19. As writers of episode 4 the students were involved in many conversations with their writing partners, with each other and with us.

20. Throughout this unit of work the students were very aware of the importance of accountable conversations. Active listening and accountability in partnerships, small group and whole class discussions was valued and expected.