Tiani Walters

PART A: Teaching Plan

Grade: Year 3

Learning Intention:

WHOLE: The students will explore the structure of narratives and then write
their own and include the key elements in their structure; orientation,
problem/conflict, climax, and solution/conclusion.

PART: Students who need extra help will complete a guided writing session.
The students will write a narrative as a group.

Framing Language Literacy Learning

The students are learning about fairytales throughout different learning areas.
In the past month, the students have been exploring different fairytales
and folk stories. In Performing arts they are acting out different plays to do
with fairy tales. In two weeks they are coming to school dressed up in their
favourite fairytale character.

Assessment

The students have done some simple story writing before, reflecting on
circumstances and excursions but not intensive imagination work like this.
The students would have done some character studies and done some

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prior work with adjectives and verbs, children are encouraged to use these
skills learnt when writing their narratives.

Criteria

1. The students will produce a narrative with the key elements in correct
order.
2. The students will able to recognize the elements in other narratives and
classify each event under the different elements.
3. The students will be able to articulate the importance of each element in a
narrative. Acknowledge the key features under each part of an narrative

AUSVELS
http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1601

WRITING - Literature:
Create imaginative texts based on characters, settings and events from
students own and other cultures using visual features, for example
perspective, distance and angle.
Elaborations:
1. Drawing on literary texts read, viewed and listened to for inspiration and
ideas, appropriating language to create mood and characterisation
2. Innovating on texts read, viewed and listened to by changing the point of
view, revising an ending or creating a sequel

Resources:
Smart Board, Blue tack, butchers paper. Prepared little red riding hood story.

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WHOLE
Tuning In:
http://www.youtube.com/watch?v=F5DS2DnsJ04
Watch animation Roald DAHL - Revolting Rhymes - Three Little Pigs
(See Appendix A)

Development:
(see Appendix B for more detail.)
1. The true Story of the Three Little Pigs by Jon Scieszka.
http://www.youtube.com/watch?v=m75aEhm-BYw
2. The students point out the main events of this story
3. Talk about main features of a narrative
4. Now have the students match up the events from the book to the major
parts of the narrative.
5. A new story, a well-known fairytale, on smart board in sentences but all
jumbled up. The students as a class are too put the sentences in order of how
they think the narrative should flow.

PART Guided Writing

(See Appendix C for more detail.)
1. Get a humorous picture of something that would interest the students
and create a conversation around it. Maybe a fox head first upside
down in the snow. Discuss different ideas on stories you could make
around this photo. How the fox had got there? Or what he could do to
get out?
2. Create a story map together from picture. Containing the features of a
narrative.
3. Develop a character study of the main character(s) of the story.
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4. Draw a description of the setting & location of narrative.
5. Start to focus on vocab that could be used in the narrative.
6. Construct sentences to build the narrative together.
(See Appendix D for other activities for other groups)

WHOLE (conclusion)

To conclude the lesson the students present what they have done in their
groups. Point out and emphasize the structure elements in each of their work.
Find a student with a good progress happening on their narrative and get
them to read out their story.

WORD COUNT: 601

APPENDIX:

APPENDIX A:
By watching Roald DAHL - Revolting Rhymes - Three Little Pigs the children
should be set up for the rest of the lesson as they are drawn in by the funny
and ridiculous story told by animation.
APPENDIX B:
(WHOLE)
1. Watch the picture book The True Story of the Three Little Pigs by Jon

Scieszka, through the interactive white board

The video has sounds to aid the story and there is some animation as

well.
2. The students point out the main events of this story.
Write the summarized points on separate pieces of butchers paper.
3. Talk about main features of a narrative.
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BEGINNING, MIDDLE, END.

Explain to students how the order of events in a story is important for the
story to make sense. For example, in the beginning of a story the author
introduces the characters and setting and presents a problem. In the
middle of the story, the author adds events. At the end of the story, the
author presents the solution. Explain that these elements and the ways

they are introduced get more complex as stories increase in reading level.
Orientation, Conflict, Climax and Resolution.
Discuss the words or phrases you could use each of these areas.
Emphasize verbs and adjectives
For example: Orientation: Once upon a time & Resolution: And they lived
happily ever after.
4. Now have the students match up the events from the book to the major

parts of the narrative.

Get the children to match up the summarized events on the butchers
paper to correct order on the board. Blue tack them in place.
5. A new story, a well-known fairytale, on smart board in sentences but all
jumbled up. The students as a class are too put the sentences in order

of how they think the narrative should flow.

The Little Red Riding Hood story events are now separated in text boxes
on the smart board. The children are to come up and move the text boxes
to correct order.

APPENDIX C:
(PART)
Take this group step by step in order to create their narrative.
1. Get a humorous picture of something that would interest the students
and create a conversation around it. Maybe a fox head first upside
down in the snow. Discuss different ideas on stories you could make

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around this photo. How the fox had got there? Or what he could do to
get out?
2. Create a story map together from picture. Containing the features of a
narrative.
Use a story map: Give each student an A3 sheet of paper. Split up into
groups. By giving the students this each student will be able to see the clear
process of how the narrative is created.
3. Develop a character study of the main character(s) of the story.
Tell students to close their eyes and think of three ways to describe
themselves. Call on a few students to share their ideas. Next, have them close
their eyes and think of three ways to describe one of their friends. Explain to
students that an author describes the characters in their stories just like they
described themselves and their friends.
4. Draw a description of the setting & location of narrative.
Ask students to describe the classroom. Let a few students describe
something they see. Guide a discussion about setting by saying, "If we were
characters in a story, then our classroom would be the setting. It is where our
story takes place. The setting can be location, weather, or time." Show
students pictures of different settings.
5. Start to focus on vocab that could be used in the narrative.
6. Construct sentences to build the narrative together.

APPENDIX D:
Activities for other groups:
Group 1:
A story is all jumbled up in random sentences on a sheet of paper. Have
another sheet of paper divided up into 4 parts, Orientation, Conflict,
Climax and Solution. The students are to cut out the sentences and then
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paste it into the certain parts. Students go and order the narrative then
draw a picture in each of the boxes to represent what is happening in that
part of the story.
Group 2:
Students in this group go and act out the story read at the start of the class,
with a narrator and performers. The performance must show clearly the
key aspects of the narrative.
Group 3:
Students use windowsphotostory.com to create his or her own visual
narrative. This software enables a series of photographs to be converted
to video. Next a voice is added to create a sound track and then from a
vast choice of musical backing, one can be added to create mood for
each photograph.
Group 4:
Students will change the perspective of a narrative, just like in the Three little
Pigs where the wolf was the narrator. The children can choose any story
they like and have to change the narrator of the story to be from their
perspective. Again have the template to help them plan.
They must have some kind of written plan before they start writing. Have a
template divided up into the 4 key elements for the students to jot down their
ideas before they start writing.
Group 5:
Use this resource to make their storyboards/story maps:
http://www.readwritethink.org/files/resources/interactives/storymap/index.html