Stage 1 Identify Desired Results

Unit Cover Page

Unit Title
Subject/Topic
Areas
Key Words

Designed By

Unreliable Narrators

Year
Level

English
Autobiography/autobiographical, memoir, non-fiction
writing, narrator, narrative, first-person, second-person,
third-person, retelling, fractured-fairy-tale, unreliable
narrator, cues,
KLO

Transfer
Teacher students about the different types of narration and how to identify
narrators in narratives texts. Teaches students about the different forms of selfwriting and how to write and analyse memoirs. Students develop their creative
writing skills. Students learn how to write a narrative as an unreliable narrator
and how to identify unreliable narrators in texts through detecting cues and clues
in the narrative.
This unit is to prepare students with key knowledge and skills that are followed
through to VCE.
Brief Summary of Unit (including curricular context and unit goals)
Students will gain an understanding of the structures and features of life
writing/self-writing through
autobiographical texts, such as memoirs. They
will study different narrative perspectives (1st person, 2nd person, 3rd person)
and explore the reliability/ unreliability of the narrator. They will also study the
invention of falsehoods, embellishments and white-lies in semi-fictional texts.
Students will study reader positioning and authorial choices, as well as practice
using this language in their own descriptive writing.
Unit design status:
Completed template pages 1, 2, and 3
Completed blueprint for each
Completed rubrics
performance task
Directions to students and teachers
Materials and resources
listed
Suggested accommodations
Suggested extensions
Status Initial Draft (date: )
Revised Draft (date: )
Peer
Content reviewed
Field
Validated
reviewed
tested
Established Goals

AusVELS LEVEL 8 STANDARD ENGLISH- Autobiography / Memoir

Description:
Students engage with a variety of texts for enjoyment. They listen to, read,
view, interpret, evaluate and perform a range of spoken, written and

multimodal texts in which the primary purpose is aesthetic, as well as texts

designed to inform and persuade. These include various types of media texts
including newspapers, magazines and digital texts, early adolescent novels,
non-fiction, poetry and dramatic performances. Students develop their
understanding of how texts, including media texts, are influenced by context,
purpose and audience.
Students create a range of imaginative, informative and persuasive types of
texts, for example narratives, procedures, performances, reports and
discussions, and are beginning to create literary analyses and transformations
of texts.

Reading & Viewing:

Analyse how point of view is generated in visual texts by means of choices

Literature:

Recognise and analyse the ways that characterisation, events and settings
are combined in narratives, and discuss the purposes and appeal of different
approaches
Compare the ways that language and images are used to create character,
and to influence emotions and opinions in different types of texts

Literacy:

Analyse and explain the ways text structures and language features shape
meaning and vary according to audience and purpose

Writing:
Literature:

Create literary texts that adapt stylistic features encountered in other texts,
for example, narrative viewpoint
Plan, draft and publish imaginative, informative and persuasive texts,
selecting aspects of subject matter and particular language, visual, and audio
features to convey information and ideas
What essential questions will be
considered?
What are the different types of
perspectives?
What is a narrator?
What is an unreliable narrator?
What key knowledge will be
acquired?
The ways authors respond to
particular contexts, audiences and
purposes
The ways in which meaning is

What understandings are desired?

How an unreliable narrator

influences the way an audience will
interpret a text.

What key skills will be acquired?

identify, explain and analyse:

o characters, settings, events, and
ideas, issues and themes
presented in texts

affected by the contexts in which a

text is created and read.
The features of a range of literary
texts and how they convey an
authors voice and style
The features of creative responses
including structure, conventions and
language, and how they create
voice and style.
The conventions of spelling,
punctuation and syntax of the
standard Australian English.

o
o
o

o
o
o

how texts are created in and for

different contexts, audiences
and purposes, and the choices
made by authors to meet these
how features of texts are used to
create meaning
the impact of texts on audiences
by considering the similarities
and differences between texts
plan creative responses to texts
(written, spoken and
multimodal), for example
consider an alternative
perspective or explore a gap or
moment in the text, taking
account of the purpose, context
and audience in determining the
selected content and approach
explain and justify decisions
made in the writing process
develop, test and clarify ideas
using discussion and writing
draft, review, edit and refine
creative and analytical
responses to texts, making
choices about features of texts
and using feedback gained from
individual reflection, discussion,
and peer and teacher comments
Apply the conventions of
spelling, punctuation and syntax
of Standard Australian English
accurately and appropriately.

Stage 2 Determine Acceptable Evidence

What authentic performance task will provide evidence of
understanding and goals?
Task 1:
Task 2:
Identifying the type of narrator in a
Identifying unreliable narrators in a
range of narrative texts; first, second
range of texts, such as: Olivia Saves the
and third person. Identifying point of
Circus, I Want My Hat Back, The True
view.
Story of the Three Little Pigs and The
Raven
Task 3:

Creating a fractured fairy-tale in the

same style of the True Story of the
Three Little Pigs by picking a famous
fairy-tale and getting the main villain
to try and defend or justify their

Task 4:

Unreliable Narrator Memoir: write a

story of an event in your life and then
re-write the story by changing events in
order to create an unreliable narrator.

actions.
What understandings and goals will be assessed through the authentic
performance task?
Students can determine narrator in
Students can identify unreliable narrator
narrative texts; first, second and third. in text through use of cues and clues in
the narrative.
What specific criteria must student work demonstrate to show that
goals and understandings were met?
Fractured Fairy-tale Creative Writing
Unreliable Narrator Memoir Creative
Piece
Writing Piece.
What criteria are implied in student work that will show goals and
understandings were met?
Students will analyse the narrators perspective and describe how the speakers
unique point of view contributes to the way in which the story is told. Students
will make assertions about the speakers reliability and trustworthiness.
Students will make connections to their own lives and recognize that
perspectives always need to be taken into account through reading various texts
students will analyse the narrators perspective and describe how the speaker's
unique point of view contributes to the way in which the story is told.
Students will analyse different media forms and determine how they affect the
narrative perspective.
What other evidence will be collated to show students have reached
goals and understandings?
Observations
Class Discussions
Classwork
Quality/standard of classwork
completed
Self and peer assessment and reflection opportunities
During the creative writing task in this unit students will need to reflect upon
their own writing skills and identify where progress/development needs to be
made as well as peer-reflection.
Stage 3 Plan Learning Experiences Continued
Key:
Comprehension Strategies
Resources
Differentiated Tasks
Week
1 1.

Lesson 1
LI: To
understand what a
narrator is and the
different types of
narratives
SC: I can name and
explain the different
types of narration in
texts
Key Terms: (to be

Lesson 2
LI: To
extend knowledge of
first, second and third
person narrators
SC: I can identify in a
text what type of
narration it is
Key Terms:
First Person: This is
when the narrator is

Lesson 3
LI: To further extend my
knowledge of first,
second and third person
narrators
SC: I can identify
narrative perspective in
texts and explain my
thinking process
1. Recap: what did we

written up after warmup

task)
Narrator: a person who
gives an account or tells
the story of events,
experiences, etc.
Narrative: a spoken or
written account of
connected events; a
story.
2.

Point of
view: (in fictional
writing) the narrator's
position in relation to a
story being told.
1. Warm up: Prior
Knowledge
Mind map (5-10mins)
Write these questions
on the board and
students have 5
minutes to answer
the following
questions are a mind
map in their book;
What is a narrator?
What is the role of a
narrator in a novel?
Are there different
types of narration in
texts? What are the
features of a
narrative?
Share as a class.
2. Go through SEL unit
rubric with the class
and get students to
highlight where their
knowledge is at and
date it.
3. Students then write
the definition from
above
4.
Students to list as
many different
narrators of texts
they can think of.

referring to him or
herself. You will see 'I,'
'me,' 'my' and 'mine' in
first person.
Seco
nd Person: This is when
the reader is directly
addressed with 'you,'
'your' and 'yours.'
Third
Person: This is where
the narrator doesn't
refer to him or herself as in first person - and
isn't addressing the
reader - as in second
person. Instead, you get
an observer's
perspective and lots of
'she,' 'he,' 'her,' 'his,'
'their' and 'theirs.'
1. Recap: what did we
learn yesterday?
2. Steps to determine
what type of narrator
is used in a narrative.
Go through Narrator
Flowchart handout
with students
3. I do: Read a
paragraph of text
the boy who lived
to the class, then
using the flow chart
follow the steps, you
get the answer of
what type of narrator
is being used.
Explain the process
aloud to the students
4. We do: Do it again
but as a class this
time using first
sight paragraph
5. They do: do it again
but in pairs this time,
one group gets city

learn yesterday?
2. Warm up:
summarising
students to write a
summary in their
own words using
their notes and
handouts as to what
a first, second and
third person narrator
is and provide one
example text for
each.
3. Continuing with work
from previous lesson
identifying
narrator
perspective for
those who havent
finished those who
have finished move
onto point of
view
4. Think aloud: teacher
to conference with
each student whilst
students are working
independently,
teacher to watch
student complete a
serious of tasks from
handout and ask
students to think
aloud their thinking
process to ensure
they understand.
Teacher also to go
through the students
SEL unit rubric with
them to assess
where their current
knowledge is at and
where they need to
go next
5. Go through answers

5. Discuss with
students:
When reading a
narrative how do you
determine who is
telling the story?
What strategies can
you use to determine
the narrator?
6. Identifying the
narrator is important
because the narrator
controls just what and
how much is told, the
kind of information
given to the reader,
and even the shape
of the work itself.
(Note that this isn't
the same as the
AUTHOR, the person
who actually wrote
the story).
7. Go through the
narrator info
PowerPoint with the
class, students are to
write their own
meaning in their
books for first, second
and third person
narration as you go
through the slides
with them.
8. Students to complete
the First, Second &
Third Person
Activities
ANSWERS: first, first,
third, second, third,
third, first, third, third,
third.
Go through answers
as a class. Collect
data of how many
questions students
got correct.
9. Reflection
students are to give
teacher an example

of bones paragraph
and another group
gets divergent
share to the class
findings. Get one
representative group
from each paragraph
to share they think
aloud process to
the class
6. Students to complete
Identifying
narrative
perspective
handout low and
medium
7. Reflection

of either first or third

person narration
Lesson 4
LI: To understand what
an unreliable narrator is
SC: I am able to explain
the literary term
unreliable narrator
Key Terms:
Unreliable: not worthy of
trust
Unreliable narrator: a
narrator whose
credibility/reliableness/
trustworthiness has been
seriously compromised
Cue: a thing said or done
that serves as a signal
1. Warm up: Ask the
class to think about
when a time when
they saw a situation
differently than a
friend did. Examples
to think about could
be, something
that happened on the
at lunch time/recess
or in your classroom
to get the ball rolling.
Get students to jot
down quickly and
briefly what the
situation was, how
you saw it and how
your friend saw it. Get
3 students to share
theirs with the class.
2. Go through
Unreliable
Narrators PPT,
students to write
down notes during
the PPT
3. Role Play:
Use role-play to help
students explore the
concept of point of

Lesson 5
LI: To learn how to
identify if a narrator of a
narrative is unreliable
SC: I can identify how
Olivia is an unreliable
narrator due to cues
presented within the
narrative
Key Terms:
Intratextual signs: such
as the narrator
contradicting
him/herself (the
statement of a position
opposite to one already
made by the narrator),
having gaps in memory,
or lying to other
characters in the
narrative.
Extratextual signs: such
as contradicting the
reader's general world
knowledge or
impossibilities (within
the
limits/boundaries/factor
s of logic)
1. Recap: what did we
learn last class?
2. Warm up: definition
Students have to
write a definition in
their own words of
what an unreliable
narrator is, what is
the role of an
unreliable narrator?
What do they try to
do? What do they
want you to believe?
3. As a class write up a

Lesson 6
LI: To continue learning
how to identify if a
narrator of a narrative is
unreliable
SC: I can identify and
explain how the Wolf is
an unreliable narrator
using examples from the
narrative to support my
answer.
Key Terms:
Retelling: a new, and
often updated or
retranslated, version of
a story
DIFFERENTIATED
TASK
see other resources
folder, differentiated I
Want My Hat Back
(instructions are in the
folder in the Targeted
Teaching Strategies
document)
1. Warm up: Review the
different types of
point of view. Who
knows the story of
The Three Little Pigs?
Get a volunteer to
explain the story to
the class
2. Read the original
story Original story
Three Little Pigs
3. Visualising: Using
the three little
pigs vs the true
story of the three
little pigs point of
view analysis,
students to complete
a timeline
storyboard of events.
Students to then
complete POV

view. In groups of
three, have one
student be the
authority figure (e.g.
a teacher, parent or
police officer), while
the other two
students simulate a
conflict in the
following situation.
Student 1: [Student 2]
punched me in the arm
for no reason!
Student 2: No, I didnt!
Students each tell
their side of the story
to the authority figure
Student 1 thinks it
was for no reason;
Student 2 explains
that it was because
Student 1 made fun
of Student 2s sibling.
Ask other members of
the class to take
notes of the events
and decide what the
truth actually is. The
role-play will help
students understand
how it is possible for
people to see the
same event
differently, from
multiple points of
view. Use this to
explore how point of
view can affect the
way a person
remembers events.
Rove around the
classroom observing
groups. Pick a couple
of groups to share
theirs with the class.
4. Writing exercise:

T chart on
advantages and
disadvantages there
are to first person
narratives, when
compared to second
and third person
narratives.
4. Discuss: what
characteristics
make up an
unreliable narrator?
5. Watch the video
Olivia Saves the
Circus as a class
Olivia is an example
of an unreliable
narrator.
Watch the video
again, but this time
ask students to take
notes on what cues
indicate her as
unreliable.
6. Students to complete
Cues from Olivia
Saves the Circus
and list and explain
examples that
support Olivias
unreliableness.
7. Go through answers
as a class. See Cues
from Olivia Saves
the Circus Answers
8. Write on the board
the different
examples of lying
that occur within the
text, are there
different types of
lying that occurs?
Yes, the first lie you
can see a
contradiction in the
lines and pictures,
this lie happens from
within the story

analysis
4. Predict: Use cover
from The True
Story of the Three
Little Pigs Let
students look at the
front cover and let
them predict what
they think the wolf
will say about the
situation.
Turn to the inside
first page and have
students also predict
why he might be in
jail. (The picture is of
the wolf behind
bars.)
5. Read the retelling
using either PDF or
video.
6. PPT The Unreliable
Narrator
7. Students complete a
timeline storyboard
of events. Students
to then complete
POV analysis using
the three little
pigs vs the true
story of the three
little pigs point of
view analysis,

to explore if you are

an unreliable narrator.
Task;
1). Create a character
with a secret. What is
the secret? Why does
the character have
this secret?
2). Place this
character in a scene
with someone who is
trying to expose that
secret. Is it a family
member? A friend?
Why does this
character want the
main character to tell
the truth? What
happens when this
character confronts
the main character
about their secret?

(intratextual). The
lies that Olivia tells
about her time at the
circus are not
logically believable
due to students
world knowledge, so
this lie happens from
outside (exit) of the
story
(extratextual).
Olivia is a force of
will, attempting to
make you believe
precisely what she
too wants to
believe. i
9. Students to then
complete Olivia
Saves the Circus
questions or Olivia
Saves the Circus questions LOW
10.
Olivia Saves the
Circus - questions
ANSWERS

Lesson 7
CONTINUED
LI: To continue learning
how to identify if a
narrator of a narrative is
unreliable
SC: I can identify and
explain how the Wolf is
an unreliable narrator
using examples from the
narrative to support my
answer.

Lesson 8
LI: To understand what a
fractured retelling of a
fairy-tale is and how to
make comparisons
between with the
original version
SC: I can identify
differences and make a
comparison between an
original fairy-tale and its
fractured counterpart.
(TWO LESSONS)

Lesson 9
LI: To understand how
there are different types
of unreliable narrators
and to explore examples
of narrators mental
states in narratives
SC: I can explain how
Edgar Allen Poes poem
The Raven presents a
narrator who is
unreliable due to their
mental state.

1. Warm up: two truths

and one lie

Key Terms:
Fractured Fairy-tale: is a
story that uses fairy
tales you know and then
changes the characters,
the setting, points of
view, or plots.

1. Warm up: What

makes a narrator
unreliable? What
things might
influence a narrator
to be unreliable? Do
you think there could
be situations where a
narrator is
unknowingly

2. Compare the two

stories: Discuss with
the entire class how
the stories differ,
have a student list
the different in the
form of a T-chart (for

Allowing students to
retell a well-known

higher students)
or a Venn diagram
(for lower students).
The wolfs story
versus the original
story. Gide the
students in their
thinking by point out
some of the things
the wolf says that
seem skewed or off.
3. Ask the students why
they suppose the wolf
says these thigs and
how much they
believe his story.
-What point of view
do your students feel
is correct - the pigs or
the wolf's point of
view?
4. Students brainstorm
some things that
happened in the
Three Little Pigs story
that did not happen in
the True Story.
5. Differences &
Similarities:
Students to create a T
chart with one side
being about the wolfs
story and the other
being about the
original story.
6. Have students work
individually to identify
cues in the story
that suggest the wolf
may not be telling the
truth. After about ten
minutes, have them
share their finding
with a partner,
discussing the
objectivity of the
narrator. Be sure to
point out things you
discuss in your earlier
discussion about

children's story from an

alternative perspective
gives those students
who struggle with
getting started a
starting point as well as
a format to guide their
writing, while still hitting
all of the Common Core
narrative writing
standards as well as
working on
characterization and
point of view.
1. Warm up: Prior
Knowledge
Have you heard of
the story Goldilocks
and the three bears?
2. Get a student to tell
the story in their own
words.
Was everyones
version of this story
the same? Have you
ever heard a
different version?
3. Read original version
The Story of
Goldilocks and the
Three Bears
Ask the class, what
type of narration has
been used?
-Third person.
Whose perspective is
it about?
Goldilocks.
4. Read the
Goldilocks and
The Three Bears
Roald Dahl
version.
Ask the class, what
type of narration has
been used?
-Third person and
First person
Whose perspective is
it about?
The narrators.

unreliable?
Think about some
examples of where a
narrator might be
unknowingly
unreliable. What
might cause them to
be unreliable? What
things/events might
have happened to
them to make them
unreliable and they
are not even aware
of it.
Share responses.
Narrators might be
unreliable due to
their character's
mental state or
maturity, the
narratives age or
personal involvement
providing
incomplete/inaccurat
e information as a
result. The narrator
might not even
realise they are
being unreliable.
2. Anyone a Simpsons
fan here? Anyone
seen the episode of
Treehouse of Horror
called The Raven?
3. Give students a
printed copy of the
poem The Raven By Edgar Allan Poe
and play the
Simpsons Episode.
The Simpsons Edgar Allan Poe_
The Raven
4. Questions to ask
students:
What did you think of
that poem? What did
you think the poem
was about? What did
you think about the
narrator (Homers

point of view.
7. Next get students to
classify the
lies/examples of
unreliability that they
came up with as
either intratextual
or extratexual
8. Students to answer
the following
questions:
Do you think that
the wolf was telling
the true story? Why
do you think he is or
isnt?
What other
characters do you
think arent telling
the truth?
Ask students to
write about whether
or not they are
convinced by the
wolf's version of the
story. Does he seem
trustworthy? Why or
why not?
9. Task: Pick one or the
other:
Task 1: Students to
write a letter to A.
Wolf in jail: Students
to think about what
more they would like
to know about A.
Wolf. What questions
would they like to ask
him about what
happened to the
pigs?
Or
Task 2: Students pick
another character
that was involved in
the story (e.g. one of
the pigs brothers)
and retell the story

5. Whats the difference

in the two tales: The
story is kept the
same as the
traditional tale, but
with continual
comments from the
narrator about how
appalling Goldilocks
is and how anyone
with any sense would
take the bears' side
over hers
6. Thinking about this
story and how
Goldilocks has been
portrayed to readers
in both versions and
thinking about the
story of the three
little pigs and how
The Wolf tells a very
different version to
the classic story we
are used to; students
have to pick a classic
fairy-tale story and
tell the story from
the baddie or villain
trying to defend their
actions and justify
them.
7. Stories they have to
pick from are: The
Gingerbread Man,
Hansel and Gretel,
Cinderella, Little
Red Riding Hood
and
Rumpelstiltskin.
Each story has a
villain: the fox, the
witch, the wicked
stepmother, the wolf
and Rumpelstiltskin.
8. Students to complete
Before writing
your story, dot
point your ideas
below

character?) Do you
think that the events
that happened in
that story were true?
Why/why not?
5. View PPT. The
Raven Students take
down notes.
6. Students complete
worksheet The
Raven Questions
7. Go through answers.
The Raven
Questions answers
8. Reflection:
(important)
what different types
of unreliable
narrators have we
looked at throughout
this unit? How are
they different? What
makes them
different? What made
them unreliable?

from his point of view.

CATCH UP LESSONS

9. Students to then
begin writing their
story
10.Teacher conference
with students
regarding which
story they have
chosen and how they
are going to make
their villain or baddie
appear innocent or at
least defends their
actions.
CATCH UP LESSONS

LI: To learn what rocket

writing is and how to
write quickly on a
particular topic.
SC: To complete a rocket
writing session and
provide feedback to a
partner on their writing.
1. Warm up: Mind map
Students to create a
mind map in their
books, centre word
being unreliable
Narrators and are to
have sub bubbles
with: What different
types of unreliable
narrators have we
looked at throughout
this unit? How are
they different? What
makes them
different? What made
them unreliable?
Students to answer
sub-bubbles and
provide examples
from the texts we
have looked at.
2. Introduction to the
term and warm up
activity called
rocket writing (go
fast like a rocket)
Rocket writing is
when students are
given a designated
time limit and a topic

and are meant to

write as much as
they can on that
topic in the time
limit. They must
continually write till
the timer goes off. It
is a great warm up
for writing lessons.
You can make it more
challenging by
having a rocket
champ. At the end of
the rocket writing
get students to share
their stories and
have the class pick
the best one, that
person wins a prize
and becomes the
rocket champ. The
next lesson the
students have to try
and beat the champ,
if a student has a
better story than the
previous champ then
they become the new
champ.
3. This week we will be
doing a series of
writing exercises on
the senses. For each
part of this exercise,
when a particular
memory comes up,
start writing. Follow
the memory
wherever it goes,
whatever it connects
to. Keep writing until
the
memories/links/assoc
iations run out.
Todays Rocket
Writing challenge is
Smell
(will need smell
resource box)
Students have a
session to write as
much as they can on

smell, using items

from the smell box
for inspiration.
4. Put all the items on a
desk, students are to
come up 2-3 at a
time, students are to
shut their eyes and
then smell each
content. Students are
to select one that
they feel they have a
strong connection
with and concentrate
it. Dont try to
remember, just
concentrate on the
smell. When a
particular memory
comes up, they are
to go back to their
seat and start
writing.
5. After the session, get
students into pairs (it
must be with a
student they feel
comfortable with)
and get the pairs to
share what they have
written with each
other. Try and
encourage feedback
from their partners
on their story.
6. Get students to come
back as a class and
share to the class,
the class picks the
story they think is
the best and the
person becomes the
Rocket Champ
they get a price.
7. Reflection: how did
you go with the
writing exercise, did
you find it easy?
Difficult? Did you
give feedback to

Lesson 10
LI: To learn about the
different types of life
writing and writing about
the self.
SC: To complete a longer
rocket writing session,
provide feedback to a
partner on their writing
as well as write down
feedback from my
partner about my own
writing.

Lesson 11
LI: To learn how to use
constructive feedback to
improve my writing
skills.
SC: I have given
constructive feedback to
a partner on their
writing, as well as
received my own. I have
reflected on the
feedback I have
received.

Key Terms:
Life writing is the
recording of selves,
memories, and
experiences, whether
one's own or another's.

1. Warmup: What did

we learn last class
about writing about
the self? What is life
writing? What is an
autobiography? What
is a memoir? What is
the difference
between an
autobiography and a
memoir?

Autobiography: an
account of a person's life
written by that person.
Memoir: a written
account of someone or
something that is usually
based on personal
knowledge of the subject
1. Warm up:?????
2. Go through Writing
About The Self PPT.
3. Rocket Writing:
Todays Rocket
Writing challenge is
Taste.
(will need taste
resource box)
4. Put all the items on a
desk, students are to

2. Rocket Writing:
Todays Rocket
Writing challenge is
Sound
(will need sound
resource folder)
Play sound files to
the class, you might
need to play each
one twice, or play
them all once and
then play them a
second time. When
students have a
specific memory that
has come forward,
they start writing.
3. After the session, get
students into
different pairs again:

your partner, did

they give you
feedback, and did
you find it helpful?
What part of your
writing skills would
you like to improve
on? Why is that?
Lesson 12
LI: To experiment and
explore writing a
memoir which contains
an unreliable narrator.
SC: I have created a
mind map with topics to
write about, I have listed
ways that the narrator
can be unreliable in the
story.
1. Go through
Unreliable
Narrator Memoir
Creative Writing
Piece handout.
2. Go through The
Writing Process
Handout
3. Put up in the the
Writing Process
blank in the
classroom: this is for
putting in all the
students in your
class and placing
them all in the
preright stage, as
they complete each
stage you move their
name to the next
stage. This helps you
and them keep
progress of where
they are currently at
and where they need
to get to. You must
conference with
students in order for
them to move onto
the next stage. They
cannot move
themselves.
4. Students brainstorm
and create a mind

come up 2-3 at a
time, students are to
shut their eyes and
then taste each
content. Students are
to select one that
they feel they have a
strong connection
with and concentrate
it. Dont try to
remember, just
concentrate on the
taste. When a
particular memory
comes up, they are to
go back to their seat
and start writing.
5. After the session, get
students into pairs,
try and get students
to go into with a
different pair then
last time. Get the
pairs to share what
they have written
with each other.
Students briefly
summarise in writing
the feedback they
received from their
partner and jot down
the changes they
would have made if
they had more time on
it.
6. Get students to come
back as a class and
share to the class, the
class picks the story
they think is the best
and the person
becomes the NEW
Rocket Champ
they get a price.
7. Reflection: how did
you go with the
writing exercise today
compared with last
class, did you find it
easier? Still difficult?
Did you give

This time students

are to complete a
Peer Review:
Student peer review
involves Students
giving and receiving
Feedback on each
others work, thereby
providing the
Opportunity for
students to Further
improve upon work
in the future.
Students use the
Peer Review
Comment Form
Students to stick this
in their books.
4. Get students to come
back as a class and
share to the class,
the class picks the
story they think is
the best and the
person becomes the
NEW Rocket Champ
they get a price.
5. Reflection: how did
you go with the
writing exercise
today compared with
the last two classes,
are you finding it
easier? Still difficult?
What feedback did
you give your
partner? What
feedback did they
give you? Did you
find it helpful? What
part of your writing
skills would you still
like to improve on?
Why is that?

map
5. Rove around the
classroom and see
what their memoir
ideas are
6. Start students on
rough draft
6. Students are to
ensure they include
the Fiction Story
Elements:
1. Characters: main
characters &
supporting
characters
2. Setting: when and
where did the story
take place
3. Problem or Conflict:
usually introduced
early on; can be
external or internal
4. Plot or Text Structure:
the rise and fall of
action
5. Solution or
Resolution: how the
problem or conflict is
solved
6. Point of View: 1st
person (main
character telling
story; use of I and
me) or 3rd person
(narrator telling
story; use of
he/she, him/her)
7. Theme: More than
the topic of the story,
the message the
author is trying to
send through the use
of the story.
8. Go through
assessment rubric:
Unreliable Narrator
Memoir - Creative
Writing Rubric
9. WRITING

feedback to your
partner, did they give
you feedback, what
was the feedback,
and did you find it
helpful? What part of
your writing skills
would you still like to
improve on? Why is
that?

Lesson 13
LI: To experiment and
explore writing a memoir
which contains an
unreliable narrator.
SC: I have made a good
start on my real story
memoir
WRITING
CONFERENCING

Lesson 14
LI: To experiment and
explore writing a
memoir which contains
an unreliable narrator.
SC: I have finished a
rough draft of my real
story memoir and have
received feedback from
my peers and teacher.

Lesson 16
LI: To experiment and
explore writing a memoir
which contains an
unreliable narrator.
SC: I am making good
progress on my
unreliable narrator
memoir.

WRITING
CONFERENCING
PEER FEEDBACK
HANDOUT
Lesson 17
LI: To experiment and
explore writing a
memoir which contains
an unreliable narrator.
SC: I have finished a
rough draft of my
unreliable narrator
memoir.

WRITING
CONFERENCING

WRITING
CONFERENCING

Lesson 15
LI: To experiment and
explore writing a
memoir which contains
an unreliable narrator.
SC: I have started an
outline for my
unreliable narrator
memoir.
WRITING
CONFERENCING

Lesson 18
LI: To finalised and
finessed my unreliable
narrator memoir
SC: I have finished a
rough draft of my
unreliable narrator
memoir and have
received feedback from
my peers and teacher
which I will use to
finalise my piece.
1. students to get
feedback from peers
regarding
authenticity of
narrator, is it too
obvious the author is
lying or bending the
truth, is it too
hidden?

WRITING
CONFERENCING
PEER FEEDBACK
HANDOUT

LI: To finalised and

finessed my unreliable
narrator memoir
SC: I have finished a
rough draft of my
unreliable narrator
memoir and have
received feedback from
my peers and teacher
which I will use to finalise
my piece.
WRITING
CONFERENCING
PEER FEEDBACK
HANDOUT

LI:
SC:

LI:
SC:

SHARE & REFLECT

SELF-ASSESSMENT

SHARE & REFLECT