Learning Intention: We are learning to: - Identify features and recognise the story structure of narrative texts - Write a narrative text using correct grammar
Success Criteria: Students will write their own narrative focusing on using correct grammar.
AUSVELS Strands Domain/s Dimension/s Standard/s Discipline-based Learning English Reading and viewing Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Discipline-based Learning English Writing Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (ACELY1682)
Discipline-based Learning English Writing Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
Discipline-based Learning English Speaking and listening Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
No. Duration Preparation & Learning Environment Lesson (Overview) Assessment & Evaluation 1 60 minutes Whole class introduction and discussion
Class reading
Individual/ small group reading and responding task
Modeling: Display a narrative and informative text at the front of the room. Ask students which book is a narrative. Why?
Explore the features/ structure of a narrative text. Record student responses on a large piece of chart paper.
Read a narrative storybook to the class [this can be any book as long as it has an introduction, problem and solution]
Discuss the different effects of using first or third person viewpoints in a narrative. Which viewpoint was used in the story?
Discuss how the choice of nouns for the setting and characters can convey meanings.
Ask students to identify the characters, setting, problem and solution in the story.
Guided Practice: Break up students into mixed ability groups Provide each group with a set of different narrative texts.
Students are to read their text and identify the characters, setting, problem, solution, feelings and any additional events.
Early finishers can pair up with a peer from another group and take it in turns to share their findings.
Questioning
Observational checklist
Peer Review
Evaluation of Work
No. Duration Preparation & Learning Environment Lesson (Activity) Assessment & Evaluation 2 60 minutes Whole group reading time on the floor area
Whole group discussion
Small group task NARRATIVE WITH A SPECIFIC FOCUS
Modeling: Read a narrative that uses the specific words said, put and went
While reading the story aloud stop after each page and ask students to identify exact verbs from the story that fit into either the said, put or went category and list them on chart paper.
As a class come up with a couple of more precise alternative verbs to the ones listed.
Guided practice: Break up students into mixed ability groups Provide each group with a copy of a narrative sample.
Students are to work together as a group to read their narrative and identify and then replace verbs, which could be more precise.
Have each group share their revised narrative.
Anecdotal records
Questioning
3 60 minutes Whole group discussion
Whole class narrative writing
Individual narrative writing
WRITE A NARRATIVE Note: Each part can be taught as a separate lesson or if you have a back-to-back lesson available, you can combine all of the parts into one lesson. Just remember to model first and then send students back to their seats to complete their individual writing and repeat for each part.
PART 1
Shared writing work together as a class using the narrative plan to write a plan for the class narrative about a relevant topic e.g. it could be a topic students are learning about in another class, such as Emergency situations in Drug Education or an excursion etc. Back at seats, students will follow the modeled process during shared writing to write a plan for their individual narrative.
PART 2
Discuss what the introduction of a narrative involves list these features on the whiteboard. Shared writing work together as a class to write the Introduction to the class narrative. Back at seats, students will follow the modeled process during shared writing to write an Introduction for their individual narrative.
PART 3
Discuss what the body/problem of a narrative involves list these features on the whiteboard. Shared writing work together as a class to write the problem to the class narrative. Back at seats, students will follow the modeled process during shared writing to write a problem for their individual narrative.
PART 4
Discuss what the conclusion/ solution of a narrative involves list these features on the whiteboard. Shared writing work together as a class to write the solution to the class Questioning
Anecdotal records
Evaluation of narrative
Direct observation and feedback
Peer correction and feedback narrative. Back at seats, students will follow the modeled process during shared writing to write a solution for their individual narrative.
Early finishers Early finishers can pair up with a partner to correct each others writing. Each pair should be checking for spelling, capital letters and punctuation. This is a useful technique as some students may feel less intimidated being helped by a fellow classmate. However some students may be hesitant being corrected by someone other than the teacher therefore do not force students to take part in this activity if they feel uncomfortable.