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Lesson objectives and checks Teaching strategies and Resources

for understanding learning activities

Lesson 1 Introduction: Graphic organiser

Ask students what a narrative Story building cards

Gain an understanding of story is and how it differs from
students prior knowledge of other forms of written text. Vocabulary sheets
narrative elements and Can they identify the difference
structure. between fiction and non

Explicit teaching

Explain how narrative writing

-tells a story
-can be real or imaginary
-has characters
-has a setting
-has an order and transitions
-has a beginning and end
Lesson objective/learning goal: Body:
Introduction to creative Hand out work sheets to
writing, gain an understanding students; a graphic organiser
of a narrative and how which shows the order for the
vocabulary can be used to story to occur for students to
enhance writing. fill in.

Learn how to plan, draft, edit Group work

and create. In small groups students each
work with a deck of story
Re-read and edit for meaning builder cards which add events
by adding, deleting or moving to the story, as a small group
words or word groups to students build a story with the
improve content and the cards. This should give
structure (ACELY1695) students ideas of how to PLAN
a story.
Understand how texts vary in
complexity and technicality Students rejoin the class and
depending on purpose and the we do a shared writing
intended audience experience building a class
(ACELA1490) story, without the cards. We go
around the room and students
come up with an addition to
the story.

I then model editing and

drafting for the first part of the
story, using think aloud to
show how I would edit the
story and use vocabulary to
enhance the story. I would
bring up on the screen lists of
vocabulary that students can
use to replace commonly used
words like said went and
descriptive words like very
happy/sad big/small Discuss
how these words create
interest and meaning to the

As a gradual release method I

would allow students to help
me edit the rest of the story by
asking how we can use more
advanced vocabulary.

The students then use these

skills to edit the story they had
built in a group. This task will
be done individually.
Evidence of learning: Conclusion: Students re join
I will monitor and assess their small groups share the
students ability to contribute editing they individually did to
actively to group and class their version of the group story,
discussions. Assess their basic they compare and contrast it
understanding of the structure with the way other group
of a narrative and if they learnt members edited their story and
from the modeled editing and how the vocabulary they used
drafting and were able to apply changed the meaning, direction
it to their own work. Students or interest of the story.
show use of extended
vocabulary to add meaning to
their text.


Graphic organisers, word sheets and ideas for story building cards retrievd from Pinterest :[]=creat

Appendix A
Appendix B