You are on page 1of 8


Assignment Two
Forward Planning Document
This forward planning document takes on the ‘genre approach’ to teaching writing in the explicit teaching of a narrative text in ten lessons for a year four classroom. The
achievement standard for year four aligns with First Steps’ (2012) ‘Transitional Phase’ writers and Winch, Johnson, March, Ljungdahl and Holliday (2014) developing
writers’ (Winch, Johnson, March, Ljungdahl & Holliday, 2014). According to Winch, Johnson, March, Ljungdahl and Holliday (2014) “by the middle primary years students
are becoming quiet adventurous and can experiment with a variety of text types (narrative, etc.) with a good understanding of a targeted audience” (p.293). First steps
Writing Resource Book and Writing Map of Development book provide major teaching emphasises for their ‘transitional writer phase’ classification that mirror ACARA’s
(n.d.) year four scope and sequence and curricular descriptors.

This forward planning document succumbs to major teaching emphasises of encouraging students to experiment with different facets of writing and prompting them to
call on different experiences other then there own as “writing is now getting less egocentric” (The Developing Writer, Chapter 15, page 293). It covers a variety of age
appropriate objectives to narrative writing for year fours including the development of character and setting through emotive and descriptive language. But to also expand
on their prior understanding (Year 3) of narrative text structure as being beginning, problem and resolution to have a purpose to engage the reader with a ‘hook’.

“Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and
expositions” with … “complex language features" and “some unfamiliar vocabulary” (SCASA WA Curriculum, n.d.) Students can create and follow discussion referring to
and “talking about the grammar of texts, especially when referring to how meaning can be enhanced by the use of adjectives, adverbs, phases, clauses and
punctuation” (SCASA WA Curriculum, n.d.)

Targeted Curricular Descriptors/ WA Curriculum Links for this FPD



Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience(ACELA1490)

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Create literary texts by developing storylines, characters and settings (ACELT1794)



Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over textstructures
and language features (ACELY1694)




LESSON Lang / Literacy / Lit OBJECTIVE (what & how) EXPERIENCES (include timing) CES
Lesson 1: Language: Students recall narrative Student Lesson 1: Familiarising Possum Magic
by Mom Fox
Familiarisatio Text structure and is a fictional story that presentation Motivation / Introduction
n and organisation incorporates setting, Teacher reads personal favourite story (age appropriate and clear narrative example). E.g.Possum Magic
Analysing (ACELA1490) character and a plot with Lesson Body
(WRB p.30) Seats are set up facing each other in a long line for “Speed dating”
a problem and
Building on Literature: Students sit facing a peer and the teacher prompts discussion. Students have one minute to discuss
awareness Examining Literature resolution with a and then teacher sounds alarm/bell and one row moves one seat to the left. Before the next discussion
and calling (ACELA1605) targeted audience. occurs teacher opens up moment for anyone to share their/their partners answer. If any fantastic words
on prior (example; resolution, descriptive language, plot, etc) teacher celebrates and gets student to write it on
knowledge of Literature: Students list language white board. The discussion is guided along;
narratives. Creating Literature features and - Why do we read stories
Recap on (ACELA1795) conventions used in - Who reads narratives, who are they written for
narrative plot narratives to develop - What is the purpose of a narrative
and structure. Literacy: setting, character and - If the purpose is to entertain our audience by telling a story what type sentences or words might we
Interpreting Analysing and use?
capture the reader.
Evaluating - What is in a narrators ‘tool kit’? What are writing tools we see used in stories? Butchers
(ACELA1690) - What is a story you like/ your favourite and why? paper
- How do narrators create a character or place we relate to or being to imagine?
Create Texts Mat session, chairs away. Teacher re-reads ‘Possum Magic’ by ‘Shared reading’. Stopping and
(ACELA1694) discussing. Reiteration of speed dating discussion but according to Possum Magic. Continue to add to
board with key terms/vocabulary.
These links to SCRA will
follow throughout this unit Desk groups to brainstorm on butchers paper. One scribe, one researcher, one co-ordinator, one
of work. speaker. However all should be contributing at all times. Questions set on board that brainstorm must
Q1. Narrative purpose and audience. Q2. Character. Q3. Setting. Q4. Narrative structure.
Students are promoted by key vocabulary.

Groups present brainstorms to class. Teacher comments feedback/insight/further questioning for extension
Exit Slip (whispered
Lesson 2: Analysing Costume
Lesson 2: Students brainstorm in teachers ear as line
Motivation / Introduction
Analysing descriptive and emotive up to leave class for
Teacher dress up as a character. Uses body language, walk, laugh, speech and visual
(WRB p.32) lunch. Teacher has
words that describe a appearance to portray. Students (on iPads) are asked to write as many words as they can in the
Discovering paper to note down Powerpoint
narratives character names of students ‘Answer Garden’ link (descriptive and emotive language will be listed. Vocabulary appears bolder
when it is entered more.) Teacher continues moving around class acting mannerisms Scootle
character that didn’t have an Resources
characteristic of their character. Example movements of a imaginative anxious and frightened
development answer/ weren't 'Character
mythical monster character; anxious hand movement, cackles, slouched posture, darting eyes,
in depth correct. ) Maker:
ragged dark clothes, rambling words, head down, brisk pace.
Q. How do narratives Movement’T
develop character/s? LF ID L2852
Lesson Body
Teacher led discussion on mat of developing character. 'Character
Teacher has powerpoint with quoted and paraphrased snippets of stories that are rich examples Maker:
of developing character through language conventions and features. Students are asked to Visual
imagine/picture the character in their head. Teacher stops to discuss the choice of language and Attributes'
tools. The following slide is an example of someones interpretation/ illustration of the character. TLF-
Students are directed to explore Scootle resource 'Character Maker’ resources where they can
Students pack away and when ready to leave for lunch line at door for verbal ‘Exit slip’
Lesson 3: (refer to above) Students actively listens Lesson 3: Modelling and Sharing Clip
Modeled, and to teacher modelling Observation chart Motivation / Introduction
shared(WRB drafting a narrative Fill in from Show a snippet (less then a minute) of clip of an imaginative character.
p.35-36 and introduction with focus observation during Model a narrative introduction focusing on developing character using descriptive and emotive
The Writing modelling lesson and language. This character is based off the few clip. Use think aloud when choosing language and
on the development of
Book p. listening in to student conventions to develop your character.
20-21,23) character. think pair shares (only
Developing for student you can Lesson Body The Red
characters in Students collaboratively manage to). Revisit Image of character from Shaun Tan’s ‘The Red Tree’ on page 5. Students back to desks to Tree by
narrative construct a character the chart after shared complete Shaun
context. using descriptive and writing to fill in the Tan
emotive language rest. Students join back to the mat. Shared writing lesson of image character from The Red tree image.
• No evidence
/ some evidence Class discussion recap on developing character. True and false sides of the room for students to
stand sides and ask them to support their stance. Further assessment of understanding can be
// well developed made.


Extension and Enabling notes :

According to how the teacher gauges what students need revising. Will extend this lesson over
two lessons by using targeted
‘Adjectives wheel’ Activity (The Writing Book “Mini Lesson 2: Adding Adjectives p. 70-71)
Descriptive Verbs
‘Including descriptive verbs’ Activity (The Writing Book “Mini Lesson 3: Including Descriptive Verbs
p. 71)
Precise Nouns
‘Using Precise nouns’ Activity (The Writing Book “Mini Lesson 4: Using Precise nouns p. 72)
Lesson 4: (refer to above) Students create their Journal Lesson 4: mystery
Applying own authentic and This writing sample Intro / Motivation box with
Develop imaginative character will be assessed as Mystery box. With odd items to ignite student imagination and ideas. Students are to base their objects
character through the use of students leave their idea of an imaginative character off one item.
work books on
emotive and
teachers desk. Lesson Body
descriptive language Teacher will fill in / Character profile
improve/complete Name, illustration, like, dislikes, visual appearance, movement, things they might say and do and a
observation chart box with as many descriptive and emotive words to develop this character in their narrative. Character
from previous lesson profile
Student has independent writing time where they apply their knowledge of developing character structured
and further adding to and write a one-three page short story with focus on character development, bringing alive their worksheet/
the observation profiled character. work
chart with observing space
the sharing in the Closure
closure activity Students choose a partner or group of 3/4 to share their short story.
(Over the shoulder
marking )

Lesson 4:
Lesson 5: Over the shoulder Intro / Motivation Photocopi
Analysing Students brainstorm marking Teacher shares personal story and why he/she relates to and likes this development of setting es of
Short observational (longboat bay from 'blueback' by Tim Winton)
and model descriptive and section of
notes on the spot Students are free to spread out and close their eyes to listen to the teacher to read a section that
(WRB p.32) emotive words that 'Blueback'
about 10 students develops a picture of the setting in their minds.
Discovering describe a setting by Tim
that teacher gets
narratives Winton
around to working Lesson Body with
development one on one with, that Students return to seats and receive a printed copy of the section of the text (example; 'Blueback' Questions
of setting in choose to do by Tm Winton) and highlight parts that contribute to creating image and mood of the setting
depth interview style listen (Longboat Bay) in their minds.
Students then answer questions through their choice; Interview style with teacher, record their iPads
Can add to these voice, video themselves or write.
observational notes
during group Closure Images
discussion. Images and discuss in groups what they can pick out of the pictures and how could they develop
this image in someones imagination from just their choice of words, without them ever seeing this
image. Two groups jin to share and discuss their ideas and discussed vocabulary.

Students actively
listens to teacher Intro / motivation
Work Sample Quick writes are 8 minutes each
Lesson 6: modelling drafting a audio
Shared and narrative conclusion Play audio of a forrest and students do a quick write ‘(The Writing Book’) with focus on developing
setting by emotive and descriptive language. Forrest is perhaps ‘eerie’ or ‘enchanted’, etc. (sound smudge
Guided with focus on the stick and
(WRB p. development of Burn a smudge stick (sage leaves) and students do a quick write with focus to developing a lighter
35-36) setting. setting. (smell like)
Developing Students pass around a spray bottle of water and spray around themselves. Students do a quick spray
setting in Students construct a write with focus on developing a setting that (feels like). Shared writing bottle
narrative setting using Lesson Body
context. descriptive and From an image (looks like) projected on board and students get their own copy to look closely at
teacher conducts a shared writing lesson of drafting a narratives introduction with focus on setting. image
emotive language
Pass it along activity;
Students exercise their
Students on loose paper write down a chosen visual cue, paper is passed along to their left and
senses and own second student to the paper chooses a smell cue, third an audio cue, fourth a touch cue and fifth a loose
experiences to create taste cue. (sixth) students then receive paper and have to do a quirky quick write of a setting, paper
imaginative writing attempting to include all of these sensory elements. Hand in work samples.
(refer to above) Peer assessment Lesson 7: ‘Undone’
Lesson 7: Students recall Chart on teachers Intro / Motivation by Paul
Analysing purpose of narrative desk with names Teacher reads ‘Undone’ by Paul Jennings first chapter of ‘batty’ which is from page one to Jennings
and summarise ways and students tick halfway through page three. First pausing at the end of the first two paragraphs and discuss (Chapter
(WRB p. (Questioning students on how they are feeling right now and what the author has done to make
thats acheived. their partners name one-batty,
31) us feel this way). Read on to the end of chapter one and then discuss and question again.
Students state the after hearing their page 1-3)
reasoning behind answer. Lesson Body
creating a ‘hook’ in the Students in small groups create a way of continuing the story through their choice of acting a
narrative. play (drama), painting (visual arts) or writing and then narrating to the class.
Endings are shared with whole class and class votes on the one they liked the most and why.

Students have
Student then have to find a peer they don’t usually talk to and tell them what a hook is, why and
Peer has to approve their partners answer by coming up to the teachers desk and ticking
partners name on the chart. Then they share theirs.

Peer assessment Lesson 8:

Lesson Apply the narrative and then teacher Intro / Motivation
Teacher models planning stage of narrative writing with focus on narrative structural elements.
8: structural convention will collect their Colours
The structural elements include a hook (covered last lesson) and a problem and resolution (prior
Modeled of a ‘Hook’ to their English Journal to knowledge from last year that was recapped in lesson 1 of FPD).
and writing assess the
work sample. Lesson Body
Teacher recaps on board how to plan. As students are expected to for this next task.
Students underline Small group desks for guided writing of a drafted narrative.Teacher assigns each group with
where their hook, what their character is going to “find" in their narrative. Students are to begin a piece of writing
problem and resolution with a hook where they have found something and continue the story with problem/s and a
occurs in their
narrative. Closure
Students use blue to underline their hook.
Green to underline their problem.
Red to underline their resolution.
Swap with a partner to check and then leave their English journal/work book on teachers desk
for teacher to mark.
Lesson 9: (refer to above) Plan a narrative that Peer assessment Lesson 9: Show and
Applying contains narrative Intro / Motivation tell pieces
(WRB p. features; problem, Students were asked to bring in something to class they can write a story about. Lesson begins brought
36) resolution, hook, with a show and tell of items and items are displayed at front of room. from
development off Lesson Body students
Students are to plan a narrative incorporating one of the items brought in by them or their
character and setting homes
classmates. The teacher has on the board a list of elements to account for in plan;
Where will I start my story? (setting)
Who is going to read this story? (targeted audience)
Lesson How will I grab the attention of my audience?
10: Who is my character? what are they like? (character development)
Applying What problem will my character/s face?(problem)
How will this be solved? (resolution)
(WRB p.
Closure Buddy
36) Students are once finished verbally share their character, setting, hook, problem and resolution class
with the buddy class (year nines). Year sevens tick and talk through and question the year fours.

Student drafts a Lesson 10:

narrative with Intro / Motivation Buddy
descriptive and Portfolio Teacher reads out a letter from year nine teacher asking year fours to write their narrative with class
emotive ‘Wow’ words big words that are descriptive and emotive and send it to her pigeon hole so her students (their
that develop a setting, buddies) can edit their work.
character/s. Lesson Body
Students draft their narrative, using wow words they ‘have a go at spelling’.
Stduents create a Closure
Teacher collects drafts to be edited by buddies.
narrative (drafted) that
has a co-hesive and …
engaging plot with a What happens next
hook, problem and Copies returned with constructive feedback from year nine buddies.
resolution Publish a good copy for portfolio
Celebrated as displayed for parent/teacher night