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Year 1/2 Narrative Unit (Placement)

2179253, May 2020

Timetable

Day & Monday Tuesday Wednesday Thursday Friday

Week
3 Narrative Narrative Narrative Re- Narrative Re- Narrative Re-
Introduction (75 Planning Sheet Telling (40 mins) Telling (75 min) Telling (40 min)
min) (75 min)
4 Descriptive Descriptive Describing Planning Own Creating Own
Writing (75 min) Writing (75 min) Setting (40 mins) Story (75 min) Story (40 min)
5 Drafting Own Amending, & Continuing Book Book Creator Continuing Book
Story (40 min) Creating on Book Creator (big idea of each Creator
Creator (75 min) (transferring) (40 page) (40 min) (grammar)
min) (40 min)

ENGLISH LITERATURE UNIT: Understanding Narrative Structures

Topic or Theme: Creative Storytelling

Literature or Text Types: Year Level:

Imaginative Narratives 1/2
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Curriculum Links

Media Arts (year 1/2):

Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056)

ICT Capability (year 1/2):

Identify and safely operate a selected range of appropriate devices, software, functions and commands when

operating an ICT system and attempt to solve a problem before seeking help

Literacy (year 1):

Construct texts that incorporate supporting images using software including word processing

programs (ACELY1664)

Literacy (year 2):

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and

language features for familiar and some less familiar audiences, selecting print and multimodal elements

appropriate to the audience and purpose (ACELY1671)

Year 1 English Level Description:

Receptive modes (listening, reading and viewing) Year 1

By the end of Year 1, students understand the different purposes of texts. They make connections to personal

experience when explaining characters and main events in short texts. They identify that texts serve different purposes and

that this affects how they are organised. They describe characters, settings and events in different types of literature.

Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and

compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and

letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and

recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using

appropriate language features and interaction skills.

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Productive modes (speaking, writing and creating) Year 1

Students understand how characters in texts are developed and give reasons for personal preferences.

They create texts that show understanding of the connection between writing, speech and images.

They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns

when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or

events, and details about the participants in those events. They accurately spell high-frequency words and words with

regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

Receptive modes (listening, reading and viewing) Year 2

By the end of Year 2, students understand how similar texts share characteristics by identifying text structures

and language features used to describe characters and events, or to communicate factual information.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-

frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge

of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships

to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting

detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for

and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating) Year 2

When discussing their ideas and experiences, students use everyday language features and topic-specific

vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show

how images support the meaning of the text.

Students create texts, drawing on their own experiences, their imagination and information they have learnt. They

use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words

with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately,

and write words and sentences legibly using unjoined upper- and lower-case letters.

Learning Intentions:
Know Understand Be Able to (do):
- The sequence of a - Texts often convey a - Use descriptive language to
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narrative text
- Metalanguage used to refer
to parts of narratives
- The purpose of
imaginative narratives
message or meaning add detail to their texts
- Reproduce a known story
- The textual features used (or re-tell) containing the
to convey meaning original texts key ideas
- Create a story with an
- How authors create orientation, problem,
engaging stories resolution, & ending
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Narrative Rubric Working on it! On my way! I made it!

The letters chosen do not match the sounds of the intended The letters chosen match most/all of the sounds of the intended All words within this story are spelt correctly. All sentences
words. Sentences are missing vital words. No descriptive words. Sentences contain most required words. An emerging meaningfully add to the story. A range of words are used to
Spelling & Vocabulary language used. understanding and use of descriptive language is evident. alter the text in overt and subtle ways. Descriptive language is
used to convey details that enhance the narrative.
Grammar & Punctuation >No capital letters
>No spaces
>No full stops or commas
>Grammar used to denote tense is inconsistent

Orientation, Problem, >The story does not include the elements of “who, where,
when”
Resolution >The character(s) do not overcome a problem
>No resolution is provided
Character(s) Name & >No name given to character
>Additional characters not present or important to story
Purpose
Clear, Organised Events >Events unclear and un-sequenced
>Events are indistinct and clumped together

Images & Format >Images chosen do not relate to events

>Design choices make reading and comprehending story
impossible