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GENERAL CAPABILITIES
Literacy: Comprehending texts through listening and reading; and Composing texts through writing.
Critical and Creative Thinking: Thinking broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness and imagination.
Information and communication technology: Use ICT effectively and appropriately to access information
LEARNING INTENTIONS
Knowledge: As a result of engaging with this unit, students will know the structural elements for writing narratives (Orientation, Complication, Resolution).
Understanding: As a result of engaging with this unit, students will understand that the purpose of a narrative is to entertain.
Skills: As a result of engaging with this unit, students will be able to plan write and edit a narrative.
WEEKLY TIMETABLE
Time Monday Tuesday Wednesday Thursday Friday
9:40 LITERACY
(NARRATIVES)
Lunch Time
1:45 LITERACY
(NARRATIVES)
2:30
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SEQUENCING lessons
AC: English LINKS:
Week Lesson Focus and Activity Resources to be General Capabilities
used Cross-curriculum Priorities
Curriculum Integration
PRE- ASSESSMENT
1 A pre-assessment task will be completed prior to beginning the unit to determine
what level of readiness the students are at when it comes to Narrative writing. This
will be completed as one of the activities they undertake in Guided Reading (Daily
5). Students will be asked to write a story (it will be explained that the proper term
is Narrative which is another word for a story. This is for the students who may
already have prior knowledge on the structural elements of a narrative and
therefore provides more clarity on the task).
This will help provide insight into the level of readiness the students are at when it
comes to Narrative writing which will help guide the unit.
Discuss how Narratives have elements that create the story. Engage in conversations and
Write ‘When Where Who What Why’ on the board (when in green, where in blue, discussions, using active listening
who in red, what in purple and why in pink). behaviours, showing interest, and
Use Goldilocks as the example and ask the students what the who (characters) are contributing ideas, information and
in the story and write these on the board. questions (ACELY1656 )
Repeat for the other elements.
Brainstorm as a group a list of other ‘When Where Who’s’ and explain these are
included in the orientation of the narrative.
As a class, build a sentence using one of the when, where and who’s they have
brainstormed.
Students will then in their books, build their own sentence using one of the when,
where and who’s from the list or they can create their own. They will then
underline the when in green, the where in blue and the who in red.
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Once the students have built their own sentence, students who volunteer can share
their sentence to the class.
Students will then fill out their own hamburger using the plot of The 3 Little Pigs. Big book of The 3
They can do this in pairs or individually. Little Pigs
Volunteers will share to the class how they resolved their story. This will give the
teacher an insight into whether or not the students have grasped the concept of a
Narrative structure.
Phase 1.5: Building the field: teaching character Discuss how authors create characters
3 Learning Intention: As a result of this lesson, students will understand how to using language and
build the element of character in a Narrative. images (ACELT1581
Teaching Strategy/Learning Activity:
An image of the big bad wolf from the story The 3 Little Pigs will be displayed on General capability
the board. Critical and Creative Thinking.
Students will be asked to brainstorm words that could describe the wolfs character Image of the Big
traits such as appearance and personality traits. Bad Wolf
Students will then have the opportunity to create their own character either real or
imaginary and write an in-depth description about their characteristics.
Students are able to look up images of their character on the class laptop. This Class laptop General capability
supports students who may need a visual image to refer to when describing their Information and communication
character. technology
Phase 1.6: Building the field: teaching the complication and resolution
Learning Intention: Students will understand the purpose of the complication and
resolution of a Narrative. Discuss characters and events in a range
Teaching Strategy/Learning Activity: of literary texts and share personal
As a class, students will analyse each of the stories that have been looked at. responses to these texts, making
Students will be asked to identify what the complications are and what the connections with students' own
resolutions are of the stories. experiences (ACELT1582
The class will brainstorm alternative resolutions for the stories which have been
looked at.
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In their book’s they will then choose a different story from either a book or a
Narrative and write an alternative ending to the story.
Students will have the opportunity to share to the class what they have created.
Once they have planned out the structure of their Narrative, they can begin writing elements, for example illustrations and
it. diagrams (ACELY1661
Phase 4.2: Independent construction: Narrative writing
Learning Intention: Students will write their own Narrative
Teaching Strategy/Learning Activity:
Students will continue on working on their Narrative.
Reinforce to students to ensure they have included all elements of a Narrative,
used the appropriate structure and included descriptive words.
They will be provided with a checklist to ensure they have all the elements.
X26 Narrative
checklists
Once students have finished editing their Narrative they can then produce a good
copy on a new piece of paper and draw a picture at the end of it. X26 lined paper
The final Narrative piece will be used as a summative assessment following the
assessment rubric (see appendix)
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APPENDIX
ASSESSMENT RUBRIC
Uses appropriate Includes characters, a Uses capital letters and
Narrative structure setting and events. full stops and form all
(orientation, complication upper- and lower-case
and resolution) letters correctly.
Y = Yes
GT = Getting there
N = No