Lesson objectives and checks Teaching strategies and Resources

for understanding learning activities

Lesson 4: Introduction: Discussion with Graphic organisers for
students to revise the elements planning a character
of a fantasy, especially those
relating to characters
eg.
-Characters can have
special/magical powers
-Characters can achieve the
impossible
-Both good and evil characters
exist in fantasy writing

Discuss that this means that

characters can be
human/animal/alien/object
with human characteristics or
human with animal
characteristics or anything in
between. Nothing is impossible.

Discuss the context of

characters in narrative writing
-characters have a purpose
- There is both a main and
supportive character

(modeled and shared writing)

On the board, plan two
characters, by asking students
to contribute to what features
theyd like the characters to
have. One will be good and
one eveil.
I will prompt students with
questions
-Where might he/she live?
-What will he/she look like?
-Will it have a tail, claws,fur?
-Will it wear clothes?
- Instead of saying hes old,
what kind of words could we
use or how could we use our
senses to explain what he
looks and sounds like for
example?
Do his feet tremble slowly,
one after another, does his
hand wobble over a walking
 frame and do you hear him
moan with every passing
step? Or if youre story is
from his point of view.
-Do his joints hurt when he
takes a step?
-Is his vision blurry until he
pulls the piece of paper right
up close to his nose?

In the previous lesson, students

created a setting for their
fantasy story. Today, students
are asked to plan/design
characters for their fantasy
story to suit their pre designed
setting.
Lesson objective/learning goal: Body:
Hand out graphic organisers for
Students will be able to build students to plan their
interesting characters, with characters.
unique character traits that fit
within the fantasy genre. Have on the board a list of
Student will able to understand character traits for the students
dialogue, recognise how to use to gain ideas for their
quotation marks are used in characters. There will be a list of
texts and try using them in special powers and also jobs
their own writing. that their characters could
have.

From this students will design

their characters, decide on their
appearance, magical powers,
character traits and personality.

Students will decide on the

purpose for their characters in
the story as well as their
physical characteristics and
character traits.
They can also add in family and
relationships if it fits their story.
 Evidence of learning: Conclusion:
Upon examining the design of (Independent writing)
their characters, and opening After designing their characters
scene it will become evident the students will have a go at
weather students have writing the opening scene,
understood the elements of introducing their characters and
fantasy and have used these scene together. (This will be re
emergents to create a edited at a later date to add
magical/unrealistic/other dialogue and learn how to write
world/land settings, period of action into their story)
time or characters with
unrealistic features. Students
dont have to have revealed
any of these characteristics in
the first scene necessarily, but
a discussion with those
students abut the plan for their
story should reveal weather
they have planned to introduce
those fantasy elements e.g.,
have good vs evil characters.

The writing of the opening

scene should show evidence of
learning over the past few
lessons of engaging the show
dont tell focus. By setting a
scene using descriptions and
employing their 5 senses.

Bibliography

Graphic organiser retrieved from:

https://au.pinterest.com/search/pins/?q=creative%20writing%20kids&rs=typed&term_meta[]=creat
ive%7Ctyped&term_meta[]=writing%7Ctyped&term_meta[]=kids%7Ctyped
Appendix A