Learning Management Plan for: Years 3/4/5/6 Learning Management Plan Focus: Writing: Narratives

(1) What does my Learner Already Know?

The cohort has a basic understanding of creating narratives and language to capture
audiences attention. In terms that it must have a beginning, a middle and an end
usually written as a big block of writing.
Some students will be confident to plan, draft and publish a narrative whilst others will
need guidance to plan, draft and publish a narrative that is clear and appropriate for
the audience.
It is important to ensure that each student receives sufficient scaffolding that suits
their level of understanding.
(5) What will constitute the learning journey?

LEP Sequence
No.
Learning Experiences
What is to be taught? What are the Sequential Strategies
1

Review a variety of fairy tales and picture books: examine their structure.
Discuss the beginning, middle and end (look at the key organizational features of
written text). In particular how a writer captures an audiences attention.
2

Watch a Miniscule episode: draw a storyboard of a beginning, middle and end.
Then write our own stories that match the pictures. Teacher will model an
example.
3

Students will be given a picture and starting paragraph. They will have to write
their own middle and ending. Teacher will model an example to the class.
4

Students will the opportunity to create their own narratives that include a
beginning, middle and end. Teacher will assist students we needed.

(2) Where does my learner(s) need / want to be?
My learner will be confident to plan, draft and publish an imaginative text
demonstrating increasing control over text structures and language features and
selecting appropriate print and multimodal elements (ACELY1682). Focus on using
paragraphs as a key organisational feature to structure written texts (ACELA1479).

Learning Intention: We are learning to plan, draft and publish narratives that focus
on having a beginning, middle and an end.

Success Criteria: I can plan, draft and publish a narrative that has a clear beginning,
middle (complication) and an end (resolution).
(6) Who will do what?
I will introduce the topic each writing session and model examples of creating narratives. I will then set
the class to complete an activity.
The teacher and I will assist students in the class when needed. If there is a group of students as
identified as needing further assistance then the classroom teacher or I will facilitate this.
(3) How does my learner best learn?
Model a variety of narratives, showing them examples from different authors
(7) How will I check to see my learner has achieved the defined learning outcomes?
The school utilizes a Writing Focus sheet that is used to document the learning of each
student. I will use this to monitor the learning of each student in the class.
(4) What resources do I have at my disposal?
AusVELs/ACARA Curriculum Framework
Polycom Conferencing System: view videos
A variety of fairy tales and picture books
Teacher Resources: Text Types
Student Netbooks
Student Stationery
(8) How will I inform the learner and others of the learners progress?
Individual conferences with each student focusing on their writing. Use of the writing focus sheet to
determine whether each student has met the learning outcomes. Share and reflection (teacher feedback
in the form of 2 stars, 1 wish).


Mentor Teacher Feedback:

Fantastic planning Amelia! This is a well thought out plan that focuses on teaching the students to understand how to create a narrative. It covers all
areas and takes into account the learning needs of the students. Well done.

David Farrell