Learner: “Choose what to borrow and what to change. Who is your new piece for?” Revisit A/B/C/D/S. Learner chooses a useful literary purpose: entertain a private reader, offer wonder, make gentle humour, explore uncertainty or create for own enjoyment. Teacher models W11's borrowing/meaningful transformation and clearly labels it as a new text. Guide source-element/new-element planning. Begin an actual first line/scene unit now; a finished planner alone is not composition. Exit: identifiable borrowing, own change, purpose and an actual new component.
- 26A — Story transformation: Choose a setting, character choice or idea from A/B; change one and follow a consequence in two or more own sentences. Teacher asks “What does your change make possible?” Notice causal invention rather than renamed tokens; next develop a consequence if only names changed.
- 26B — Poem transformation: Choose an image/repeated structure from C/D and build an own short poem for selected meaning. Teacher asks why a new image belongs with that meaning. Notice deliberate experiment and adaptation credit; next compare an image that fits versus random decoration. No required rhyme, syllable count or hearing.
- 26C — Script transformation: Borrow S's disagreement about timing; create two different harmless fictional goals and at least one own line per role plus a cue. Teacher asks what each role wants now. Notice dialogue doing dramatic work; next give roles distinguishable goals if both only explain the task. A script is not a performance.