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ENGLISH LITERATURE UNIT

Topic: Understanding the structure of a narrative, and what makes a narrative engaging.

Literature or text type/s: Narratives Year level: 6/7

The Literature Strand of the AC: English: involves understanding, appreciating, responding to, analysing and creating literature.

Relevant Achievement Standard

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

Text User Text Analyst


o Students will understand that narratives can be used for the o Students will be able to think deeper about their narratives,
purpose of entertainment why they wrote them
o Students will understand the structure of a narrative o Student may consider what viewpoint have been left out of
their narratives
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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

10:05 English- Writing English- Writing


Lesson where unit takes Lesson where unit takes
place place

10:55- 11:25 Recess Time


11:30

12:15

1:05- 1:50 Lunch Time


1:50

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 1: Introduction Interactive white board Literacy


1 Soar by Alyce Tzue Critical and Creative
o Re introduce the structure of a narrative- Orientation, Complication,
T Whiteboard Thinking
E Resolution
A Students writing book
C o Watch Soar and analyse the orientation of the short film
A3 worksheet for groups
H o Have students create a narrative and have then focus on the structure

E
X Lesson 2 Objects: Apple, stapler, Literacy
1 P flower, trophy, tea cup, Critical and Creative
L
o Recapping narrative structure
O o Brainstorming descriptive language paint brush, , basketball. Thinking
R Whiteboard
E o Using wow words in sentences
Students writing books
G 7 pieces of A3 paper
R
O
U Lesson 3 Interactive Whiteboard Literacy
2 P
o Using correct punctuation and speech marks within writing Speech marks video Critical and Creative
Story with no punctuation Thinking
I o In pairs adding punctuation to a short story that has none.
N worksheet
D
o Writing a paragraph of text that is a conversation between character using
Students workbooks
I speech marks Exit card
V
D
U
A Lesson 4 Interactive whiteboard Literacy
2 L Whiteboard Critical and Creative
o Working on wow sentences
o Constructing descriptive sentences Soar by Alyce Tzue Thinking
Students writing books
o Writing a paragraph describing an action
Exit cards
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Lesson 5 Laptops Literacy


3 Narrative planner Critical and Creative
o Recap of all that they have learnt so far in the unit
o Students will be presented their final assessment which is to write an worksheet (see appendix Thinking
1) Information and
entertaining free choice narrative pulling together all they have learnt in
Whiteboard Communication
the unit. Jar full off narrative Technology
o Students will use a narrative organiser to plan out their narrative. starters

Lesson 6: Concluding Activities Laptops Literacy


3 Peer assessment Critical and Creative
o Students will finish their narratives. They will need to edit their own work
before printing the final copy handout Thinking
Whiteboard and markers Information and
o Students work will be peer assessed in pairs and give constructive
Communication
feedback to each other. Technology
o Students will hand up final copy of the narrative, peer assessment and
own editing.
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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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Building The Field:

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

Teaching Strategy/Learning Activity:


Group activity: this allows students to work collaboratively and to share their ideas.

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 or post assessment strategies:

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

AC: English Standard:


They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and
events. (ACARA 2017)

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)

AC: English content descriptors

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?

Building the field:


Activity 1:
Present the class with a basketball, and write on the board the basketball is orange. Explain to the class that even though this sentence
describes the ball it could be improved to be more engaging. Pass the ball around the classroom and as it goes around have students list
words that describe the ball, encourage them to be creative, thinking about what it looks like, feels like smells like etc. As students list off the
words and scribe them on the whiteboard. After there is a collection of words on the board, model how construct a sentence that is more
interesting them just the basketball is orange. Modelling how to construct a more engaging sentence will allow students to see how to improve
their own construction and descriptive sentences. Have students write as many sentence describing the basketball from the boards. Invite
students to share these to the rest of the class. Give positive feedback on different suggestions students more and thank them for sharing.

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

Teaching Strategy/Learning Activity:


Recapping the pervious lesson allows student to remember what was previously discussed
Modelling activities allows for students to gain an understanding of the task they will be undertaking. It also gives the teacher an opportunity to
explicitly model what they want students to do.
Brainstorming allows for the class to share they ideas but also gives students that may not understand a concept different view point from other
students responding.
The use of group work allows students to work together and collaborate ideas, it also gives the teacher the opportunity to group students with a
high level readiness with a student that may need further assistant.

Pre or post assessment strategies:


The teacher will be able to collect students workbooks to read and assess their development of descriptive sentences.
The teachers observation of group work and contribution during class discussion can be used to gain an understanding for students that may
need further assistance.

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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Ask students to come up add parts of punctuation that needs to be added.


Inform student how to correctly use speech marks within their text.
Play this video about speech marks for students: https://www.youtube.com/watch?v=OLB1IUNdoSE
Discuss what was learnt from the video or what they already know.
On the interactive whiteboard bring up the punctuation cheat sheet and run through the rules of speech marks.

Building the Field:


Activity 1:
Place students in pairs give them the worksheet that a story that has no punctuation or capital letters and ask them to work together to
in all the punctuation they know needs to be added. The punctuation that needs to be added are: . , ! ?
Bring the class back together as discuss the activity, what was difficult/easy? Did they enjoy the challenge?

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

Teaching Strategy/Learning Activity:


The use of a video gives students a different way of learning/ recalling information. It is an engaging short clip that informs students how to
correctly use speech marks and punctuation.
Partner work was used to give students a change to collaborate and share their knowledge of punctuation and speech marks.
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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.

Pre or post assessment strategies:

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)

AC: English content descriptors

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:

- Students will gain an understanding of how to construct a wow sentence


- Use sentences to successfully present an engaging text
- How sentence structure can affect the effectiveness of a text.

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.

Building the field:


Activity 1:
- Watch the first minute of Soar by Alyce Tzue and ask students to write various sentences describing what happens. Instruct them to
think about how they can describe what is happening which will allow someone who hasnt seen a model plane fly then fall look like.

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.

Teaching Strategy/Learning Activity:


Modelling creating wow sentences gives students an understanding how to convert sentences to be creative and allows the reader to
visualise what is happening in the text.
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Exit cards allows the teacher to check in with students readiness and understanding of how to construct a wow sentence.

Pre or post assessment strategies:


The exit card will be used as a formative assessment to assess students ability to write a wow sentence. Constructive feedback will written on
the exit cards and returned to students.
Reading and giving feedback in students workbooks will also be done at this stage in the unit.
Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
Special consideration will be made for students with learning difficulties, and for those who need extra help constructing sentences. The
teacher may choose to run a mini tutorial during the lesson for those who need extra help writing sentences.

What will students produce?


How well did the lesson go?
What would I change for next lesson?
Do I need further resources to help students understand wow sentences?
Was the lesson meaningful and engaging?
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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)

AC: English content descriptors

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.

Building the Field:


Explain to the class that before they start writing their narratives that they will need to fill in a narrative organiser (see appendix 1). Give a
demonstration on the board with the assistance and input of students to fill in the narrative organiser on the interactive white board. Modelling
filling in the organiser will ensure students understand how to use it when planning. The narrative organiser will allow students to plot out their
narratives which will guide them in their writing.
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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.

Pre or post assessment strategies:


Formative assessment will be used by checking students narrative organisers to see if they understand narrative structures. Observations will
also be made during the lesson and checking in with various students to ensure they are on track.

Any special considerations:


Special considerations will be made for students that need extra help in writing their narratives. The teacher will be able to put time aside
during the lesson to help these students where they may be struggling.
Special considerations will be made for a student within the class that has a vision impairment. SSO may be used to asset students with typing
their stories.
Reflection:
How did the lesson go?
Did the narrative organiser assist students in writing their narratives?
What will I change for future lessons?
Were the instructions of the assessment good?
Were students on task?
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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)

AC: English content descriptors


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)

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?)

- Edit and proof read narratives


- Peer assessment of narratives and provide each other with constructive feedback.
- Hand up final narrative for assessment
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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:
- On the whiteboard run through the expectations of todays lesson, which is to finish typing narratives and then have them peer
assessed.

Building the Field:


Activity 1:
- Have students print off their narratives them read them looking for any grammar errors and final editing they will need to make
- Ensure students that they will need to had these up with their good copy.

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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Pre or post assessment strategies:


Summative assessment will be undertaken as it is the end of the unit. Students narratives will be assessed for narrative structure and
use effective descriptive language.
Any special considerations:
Considerations will be made for students that needed extra support throughout the unit. The teacher need to run though narratives with
students and talk them thought the editing process.

Refection:

How did the lesson go?


Did the narrative organiser assist students in writing their narratives?
What will I change for future lessons?
Was the overall unit successful? What would I change for future reference?
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Narrative Organiser
Title:
Author: Theme:

Setting: Problem:

Character(s): Goal:

Attempting to reach goal or solve problem

Orientation Complication Resolution


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Appendix 1: