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Topic: Understanding the structure of a narrative, and what makes a narrative engaging.
The Literature Strand of the AC: English: involves understanding, appreciating, responding to, analysing and creating literature.
Year 6
Receptive modes (listening, reading and viewing)
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features,
images and vocabulary are used by different authors to represent ideas, characters and events.
Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to
explain their response to it. They listen to discussions, clarifying content and challenging others ideas.
Productive modes (speaking, writing and creating)
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point
of view. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and
group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to
enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on
criteria.
Year 7
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.
They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to
develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.
Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge,
textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can
be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group
discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of
more specialised vocabulary and accurate spelling and punctuation.
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*NOTE: this unit is based on a discussion had with my mentor teacher on what they want me to teach. This unit will take place
over 3 weeks with 2 double lesson a week focused on writing*
Learning intentions (What new knowledge or skills will students have as a result of engaging with this learning? you can use the Four
Resources model and/or content descriptors to think this through):
As a result of engaging in this unit students will have new knowledge of the structure of a narrative and understand that all narratives
have an orientation, complication and resolution.
Students will gain new skills in using descriptive and expressive language within the writing
Students will also gain new knowledge in how to write and engaging sentence
Students will know and understand the correct way of using speech marks.
Students will gain experience in editing their own work
Students will have the opportunity to peer assess other students narratives.
4 RESOURCE MODEL:
Code Breaker Text Participant
o Students will be able to analyse and understand a short film with o Students will be able to communicate their prior knowledge of
no text though graphics narratives
o Students will be able to extend vocabulary with wow words o Some students will be introduce to new vocabulary of
narrative structure: orientation, complication, resolution
Weekly Timetable:
Time Monday Tuesday Wednesday Thursday Friday
9:00 - English English English English- Writing English- Writing
Word Work Reading Grammar Lesson where unit takes Lesson where unit takes
place place
12:15
2:40
END OF
DAY 3:30
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Sequence of lessons
AC: English LINKS:
Week Uni General Capabilities
t Lesson Focus and Activity Resources to be used Cross-curriculum Priorities
Flow Curriculum Integration
LESSON PLAN 1
BIG IDEA: Recapping narrative Literature or text type: Narratives, Soar by Alyce Tzue Year Level: 6/7
writing https://www.youtube.com/watch?v=eDkpVwrhYfo
Lesson Number: 1
AC: English Standard:
Students understand how the use of text structures can achieve particular effects (ACARA 2017)
Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. (ACARA
2017)
Students will contribute actively to class and group discussions (ACARA 2017)
AC: English content descriptors
Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose
(ACELY1721)
Lesson Outcome/intentions:
Understanding the structure of a narrative
Orientation
Complication
Resolution
Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or
conventions of written, spoken, visual and multimodal texts in response to contextual making meaning from written, spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and visual and multimodal texts are not neutral but represent particular points of
social functions view and silence others
Lesson Outline:
Introduction:
To begin the lesson, have students at their desk and explain that they are going to watch a short film.
Play Soar by Alyce Tzue on the IWB. Link: https://www.youtube.com/watch?v=eDkpVwrhYfo
After students have watched the short film pose the question: what text type was this short film?
Lead the class in a discussion about the structure of a narrative in relation to Soar: orientation, complication, resolution. Use the
whiteboard to write down brainstorm ideas.
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Activity 1
Sort student into groups of 4, and give them an A3 piece of paper which had a concave line that is labelled with orientation, complication
and resolution.
When students are in their groups ask them to label the events of Soar onto the piece of paper. Have the list all the different events of
the short film that followed that line.
Once students have finished this activity, have a whole class discussion of the different events in Soar that followed the plot line.
Activity 2
Have students write a short narrative based on Soar, as it is a short film with no word.
Instruct them to focus on the structure of a narrative when writing.
Conclusion:
Ask is any students they wish to share their narratives, or ideas they have used?
Collect students Writing books to read their stories.
Resources: (List what you will need to have on hand for your lessons and organisational matters)
Interactive white board
Soar by Alyce Tzue link: https://www.youtube.com/watch?v=eDkpVwrhYfo
Whiteboard
A3 worksheet of plot line
Student writing books
As a teacher: directing the class discussion and brainstorm will allow students to engage deeply within the lesson. Also proving students with
the support they need to understand the structure of a narrative. Assessing students ability to work successfully in a group.
Pre-assessment will be used when reading over students narratives. This will provide the teacher with the opportunity to assess students
levels of readiness and their understanding of narrative structures.
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Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
Special considerations will need to be made for a student within the class that have a vision impairment. This student may need to
closer to the IWB when soar is being played
Considerations will need to be made also for students with learning difficulties the teacher may need to give them more explicit
instruction.
Consideration may need to be made for some students, by giving them the option of typing their story instead of writing it in their book.
Reflection:
How did the lesson go?
What would I change is I were to teach this lesson again?
What was successful?
Were the students engaged?
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LESSON PLAN 2
BIG IDEA: Narrative Structure and Language Literature or text type: Narratives Year Level: 6/7
Wow Words
Lesson Number: 2
They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. (ACARA 2017)
Students will contribute actively to class and group discussions (ACARA 2017)
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb
groups/phrases (ACELA1523)
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Lesson Outcome/intentions:
o Recap the structure of a narrative:
Orientation
Complication
Resolution
o Students will learn how to use more descriptive and expressive language within the writing
o Understand how Wow Words make a text more interesting.
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Code-breaker The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or
conventions of written, spoken, visual and multimodal texts in response to contextual making meaning from written, spoken, visual and multimodal texts
factors
Text user The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and visual and multimodal texts are not neutral but represent particular points of
social functions view and silence others
Lesson Outline:
Introduction:
To being this lesson have the students sitting at their desks. Pose questions to students about what we did last lesson and focus on the
structure of a narrative. Give whole class feedback about what the class done well in their narratives from last lesson. Also give some
constructive feedback about what students can improve on.
Lead the discussion is saying how descriptive language is something that makes your writing more engage. Ask students: why they think this is
the case?
Activity 2:
Explain to the class the next activity. Students will be placed into groups and rotate clockwise around at 6 different stations. At each station will
be a different object. As a group they will have to share and write down on the A3 piece of paper all the different wow words they can think of
to describe the object. Students will then need to write as many creative and descriptive sentence as they can in the writing books.
As they rotate though the stations they will add to the words previous groups have added. Towards the end of the rotations the teacher may
need to make the rotation times shorter. Remind students to think of words that describe how it feels, smells, what it looks like etc. As students
go around visit different groups and observe students group work.
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These A3 pages filled with wow words will be displayed around the classroom for students to refer when writing.
Conclusion:
To conclude the lesson, bring students back together for class discussion. Ask students if there is anything that they learnt in todays lesson.
And what if there was anything they enjoyed about the lesson?
Resources: (List what you will need to have on hand for your lessons and organisational matters)
- Objects: Apple, stapler, flower, trophy, tea cup, paint brush, watch, basketball.
- Whiteboard
- Students writing books
- 7 pieces of A3 paper
Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
Special consideration will need to be made for a student with a vison impairment as this student may need to be placed close to the board to
see the brainstorm notes.
Differentiation grouped can be formed for the group work to support students that need further assistant.
Reflection:
How did the lesson go? What went well?
What did not go well? How will you improve for next time?
were the assessment activities suitable?
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LESSON PLAN 3
BIG IDEA: Punctuation and Speech Literature or text type: Narratives Year Level: 6/7
Marks recap.
Lesson Number: 3
AC: English Standard:(highlight relevant)
They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and
events.(ACARA 2017)
Students will contribute actively to class and group discussions (ACARA 2017)
They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. (ACARA 2017)
AC: English content descriptors (secondary, helps you think about how you will meet the standard)
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose
(ACELY1721)
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)
Understand how to effectively implement speech marks within texts
Understand how to use correct punctuation within their writing.
Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or
conventions of written, spoken, visual and multimodal texts in response to contextual making meaning from written, spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and visual and multimodal texts are not neutral but represent particular points of
social functions view and silence others
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)
To being the lesson have on the interactive whiteboard a paragraph of text that has no punctuation and pose the question: what is
missing from this paragraph.
Read the paragraph aloud to demonstrate that without punctuation reading becomes difficult and the meaning of the text is lost.
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Activity 2:
Have students write a paragraph of text that is a conversation between two people. This will give them the opportunity to practise using
speech marks.
Remind students of the rules of speech marks
Have students swap with a person in the class to see for them to check if correct punctuation was used.
Conclusion:
Ask students what they learnt this lesson/ what it helped them to remember.
Have students fill in an exit card before they leave with a two sentence that need punctuation added.
Resources: (List what you will need to have on hand for your lessons and organisational matters)
Interactive Whiteboard
Speech marks video
Story with no punctuation worksheet
Students workbooks
Exit card
Peer assessment was used for students to become the experts and assess whether their partner has used speech marks correctly.
It may also be helpful to provide students with a punctuation cheat sheet to refer to when writing.
The exit card is used for the teacher to do a quick check in on students understanding of punctuations. It will give the provide the teacher with
and understanding of who understands punctuation and who needs further help.
Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
Special considerations will need to be made for students that struggle to understand how to use correct punctuation, the may need a
differentiated task.
The teacher will need to pair students together that they know work well together.
Reflection:
How well did the lesson go?
Is there anything I would change?
Was the video helpful in explaining speech marks?
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LESSON PLAN 4
BIG IDEA: Sentence structures- Wow Sentences Literature or text type: Narratives Year Level: 6/7
Lesson Number: 4
AC: English Standard:
Understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and
vocabulary are used by different authors to represent ideas, characters and events. (ACARA 2017)
Understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate
understanding of how the choice of language features, images and vocabulary affects meaning. (ACARA 2017)
Students will contribute actively to class and group discussions (ACARA 2017)
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb
groups/phrases (ACELA1523)
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
Lesson Outcome/intentions:
Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or
conventions of written, spoken, visual and multimodal texts in response to contextual making meaning from written, spoken, visual and multimodal texts
factors
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Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and visual and multimodal texts are not neutral but represent particular points of
social functions view and silence others
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)
- Being the lesson by asking the question, what makes a wow sentence?
- Record students answers on the board.
- Explain that a sentence when writing narrative should be structured so that the reader is able to create a visualisation in their head. Give
the example, what does falls clumsily look like? ask students to provide examples of what this looks like, and write the answers on the
board.
Activity 2:
- Write a paragraph describing an action of their choosing. Give students examples to give them inspiration eg. Kicking a football, riding a
bike, falling down the stairs.
- Have students to work in pairs to read each others descriptive sentence. Instruct students to give each other constructive feedback.
Conclusion:
- Invite students to share any of the sentences they have written to the rest of the class.
- Exit card, have students write a descriptive sentence about biting into an apple.
Resources: (List what you will need to have on hand for your lessons and organisational matters)
- Interactive whiteboard
- Whiteboard & markers
- Soar by Alyce Tzue
- Students writing books
- Exit cards.
Exit cards allows the teacher to check in with students readiness and understanding of how to construct a wow sentence.
LESSON PLAN 5
BIG IDEA: Narrative Writing Literature or text type: Narrative Year Level: 6/7
Lesson Number: 5
AC: English Standard:
When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate
spelling and punctuation. (ACARA 2017)
They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing
They explain how their choices of language features and images are used. (ACARA 2017)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal
knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and
images from other texts can be combined for effect. (ACARA 2017)
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features,
images and digital resources appropriate to purpose and audience (ACELY1714)
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts
(ACELY1728)
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Lesson Outcome/intentions:
- Students will be creating narratives that will be used for summative assessment
- Students will fill a narrative planner to help construct their narrative.
- Narratives will be written on the class laptops on the program Word
Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or
conventions of written, spoken, visual and multimodal texts in response to contextual making meaning from written, spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and visual and multimodal texts are not neutral but represent particular points of
social functions view and silence others
Lesson Outline:
Introduction:
Begin the lesson by creating a brainstorm on the whiteboard, by asking how can we create an engaging narrative? Prompt students to think
about what they have learnt in the previous lessons leading up to today. Add all students suggesting to the whiteboard.
Introduce students to their next writing assessment, which is to write a creative free choice narrative. Instruct students to consider all that we
have been working on when writing their narratives, such as narrative structure, speech marks, punctuation, wow words and wow sentence.
Instruct students to write a creative narrative that is entertaining and uses descriptive language. As it is an free choice narrative students may
have a hard time coming up with ideas for their narrative so a jar full of pop sticks with narrative started will be at the front of the classroom for
students to access during the lesson. You can also instruct students to write about the short film Soar by Alyce Tzue, or twist a fairy tale such
as little red riding hood etc.
During the lesson, take a small of students that need extra support to ensure they know how to fill in the narrative organiser and are on track
with their plot.
Once students have shown you their narrative organiser they may get a laptop to being writing their narrative. In the middle of the lesson ask
students to hold up their thumps, up is they are feeling good, in the middle if they are feeling okay or down if they need help. This will give you
an idea of who may need further help.
Conclusion:
At the end of the lesson, instruct students to save their work to the laptop. Bring students back together as a class to ask students how they
went with writing their narrative. Students will get extra time to work on their narratives each morning during the week until the next double
lesson.
Resources:
- Laptops
- Narrative planner worksheet (see appendix 1)
- Whiteboard
- Jar full off pop sticks with narrative starters for inspiration
Teaching Strategy/Learning Activity:
By providing a narrative organiser to students it gives them a clear way to lay out their narrative. It gives them a way to plot out their narrative
which will assist them when typing up their stories.
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Recapping the previous lessons always the teacher to ensure they understand how to construct a creative and entertaining narrative. Creating
a brainstorm also always for students to pull together all that they have learnt and understanding that by pulling what they have learnt together
will allow them to create an engaging narrative.
LESSON PLAN 6
BIG IDEA: Editing and peer assessing narratives. Literature or text type: Narrative Year Level: 6/7
Lesson Number: 6
AC: English Standard:
When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate
spelling and punctuation. (ACARA 2017)
They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing
They explain how their choices of language features and images are used. (ACARA 2017)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal
knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and
images from other texts can be combined for effect. (ACARA 2017)
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts
(ACELY1728)
Re-read and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715)
Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)
Code-breaker: The emphasis is on decoding and encoding the codes, symbols and Text participant: The emphasis is on comprehending and composing or
conventions of written, spoken, visual and multimodal texts in response to contextual making meaning from written, spoken, visual and multimodal texts
factors
Text user: The emphasis is on understanding the purposes of different written, spoken, Text analyst: The emphasis is on understanding that written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and visual and multimodal texts are not neutral but represent particular points of
social functions view and silence others
Lesson Outline:
Introduction:
- On the whiteboard run through the expectations of todays lesson, which is to finish typing narratives and then have them peer
assessed.
Activity 2:
- Once students have finished their narratives instruct them to print off two copies. one copy will be used for peer assessment and the
other copy will be handed up to the teach.
- During peer assessment instruct students to not look for grammatical errors in others work but look for things students have done will.
The peer assessment handout will instruct students to look for narrative structure and descriptive language.
Conclusion:
- Conclude the lesson by commending students hard work and effort that was put into their final narratives.
Resources:
- Laptops
- Peer assessment handout
- Whiteboard and markers
Teaching Strategy/Learning Activity:
The use of peer assessment allows students to read provide other students with constructive feedback. It gives them a change to view
someone elses narrative for what they are being assessed on.
Students also learn the strategy of editing their own work
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Refection:
Narrative Organiser
Title:
Author: Theme:
Setting: Problem:
Character(s): Goal:
Appendix 1: