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Duration:1 hour
Students will develop their understanding of the purpose of narrative writing and how authors achieve
their purpose. Students will apply the features of narratives to their own writing, and engage in
discussions of how these features contribute to the purpose of a text.
Outcomes (ACARA, 2015):

Experiment with text structures and language features and their effects in creating literary texts

Students discuss content from the previous lesson and share what they learnt regarding the features and
purpose of a narrative.
Students will discuss the characters from a text
How were the characters presented in the story? Why do you think the author decided to
present them in this way?
What do authors do to give readers a mental image?
Students are given a paragraph from a story and will be asked to highlight the sentences in which the
author uses descriptive language to show the reader what they are trying to convey
Students discuss how showing and telling convey the same information. But, showing creates mental
pictures for the reader
Students are then given a set of tell sentences; in which, they can work as a group or individually
(their choice) to expand them, and create show sentences (an example is first modelled by the
Student will then undertake an individual task in which they will create two or three characters
focusing on showing the reader their appearance and personality.
Extension- Students are required to utilise text features such as imagery and idiomatic
expressions in their character descriptions.
Students will then give one of their characters descriptions to another student; from which, the student
must create an illustration based on their description.
Students will be observed throughout each of the lessons on their engagement and development
towards the unit outcomes. I will also reflect by asking myself:
Did students achieve lesson outcomes?
All student achieved the learning outcomes and had completed their individual task by the end of the
lesson. Furthermore, many students wanted to complete the extension task; in which, they utilised
extensive vocabulary and language features such as imagery to create a strong description from which
their peers were able to a detailed illustration from.
Were students enthusiastic and engaged throughout the lesson?
Students were all engaged and motivated throughout the task, as many students commented they
wanted to do a follow up lesson, in which they could apply what they learnt to their own narrative

Was the activity appropriately challenging?

Through the use of the visual reminder and extension task all students were appropriately challenged.

Visual Reminder
You must create a description for 2 or 3 fictional characters. These descriptions should create an image in
your peers mind when they read your description. Make sure you include their appearance and personality.
Decide on your first character
Brainstorm words that describe what your character looks like
o E.g. old, fat, tall
Create three sentences based on these words that shows the reader what your character looks like
o E.g. Tony hadnt been able to see his toes since he was ten years old.
o E.g. Lauren didnt need a ladder to change the lightbulb of her uncles two storey house.
Brainstorm words that describe your characters personality
o E.g. kind,, generous, grumpy, lazy..
Create three sentences based on these words that shows the reader what kind of person your
character is
o E.g. Every year Kelly bought 30 raffle tickets to support cancer research, and gave them
away to her friends and family.
Repeat these steps for your remaining characters
Once complete, proof read your work and show Miss Ridler