Language Unit Planner: Narrative

Grade: 3
Date: 29/2/2016
Length of unit: 7 weeks
Stage 1 Desired Results
Conceptual Understandings:
Essential Questions:
Students will understand that . . .
What is a narrative?
What are the purpose, structure and the
Narratives are written to entertain and
features of narrative writing?
teach the readers and listeners
How can we use words to evoke images?
Narratives construct a pattern of events
How have the characters changed, and what
that include a problem and/or
has been learned from the experience?
unexpected ending

Narratives may incorporate patterns of

behavior commonly highly valued
Students will know . . .(Knowledge)
Students will be able to . . . (Skills)
Create written, oral, visual narratives which:
Narratives include an orientation,
Follow the correct structure
complication, resolution and coda
The common grammatical features of
Apply adjectives, time connectives and
narrative texts
conjunction, adverbs, past tense,
saying and thinking verbs, past tense,
The importance of researching
reported speech with inverted commas
unfamiliar content (people, places,
Ask questions and gather the
time, events) in order to construct an
accurate narrative
information required for their narrative
Stage 2 Assessment Evidence
Pre-Assessment:
Students will be given a selection of illustrations from a range of books to choose from. They will
use their chosen image as inspiration to write a short narrative text which tells a story.
Students are not given any extra input as to whether the text needs dialogue, or how to use the
picture, but are told that there must be a complication or problem for their story characters.
Performance/Summative Tasks: Each student
Other Evidence:
will select a specific migration story, which
they have connected to during the Unit (from
Individual content on Book Creator
videos, books, speakers) using their notes.
Participation in editing peer narrative stories
They will write a narrative piece to tell the
story of the characters migration experience.
This story will be peer edited by UoI groups to
be used as a script for a dramatic
interpretation.
Stage 3 Learning Plan
Learning Experiences: (including differentiation)
Havestudentsexpressfeelingsandideasthroughplaybuilding,improvisation,ChamberTheatre,freeze
frames,depiction.
ZOOMINvisiblethinkingroutine
Performpartsoffamiliarnarrativesasplays.Givestudentstimetopractisetheirpresentations.
Havestudentsdevelopquestionstoinvestigatepurposesforstorytellinginothercultures.
Askstudentstotellstoriesusingstrategiestoengagetheaudience,egpausetocreatetension.
Havestudentslocateexamplesofquotedspeechandnarrationinfamiliarnarratives.Describetheeffectsof
quotedspeech,egtomakeeventsseemmorerealorimmediate,revealfeelingsofcharacters;andeffectsof
narration,egtocondensetime,toreduceimportanceofevents,providedetailsaboutcharactersthoughts
andfeelings.
Studentsreadanarrativetextusingdifferentcolourstounderlinethevoicesofthecharactersandthe

narrator.ThiscanthenbeusedtocreateaReadersTheatrescripttoperformatalaterdate.
Developalternativeresolutionsforcomplications.
Discusstheroleofillustrationsinnarratives.Considereffectscreatedbycoloursused,foregroundand
backgroundfigures,positioningofcharactersinrelationtoviewers,facialexpressions,gesturesand
movementsofcharacters.
Researchtopicsofanunfamiliarexperienceandmakenotes.
Jointlyconstructastoryboardtoplananarrativetodetermineimportantaspectsofstory,andsequenceand
linktheseaspects.
Havestudentsusedetailedorganizerstodevelopeachstageofanarrative,egOrientationwho,when,
where;Complicationinitiatingevents,followingevents,characterresponse;Resolutionresultsof
charactersaction.
Discusscausesandmotivationsforcharactersactionsandeventsandlistconnectivesthatsignalthis
relationship,egbecause,sothat,consequently.
Askstudentstochooseconnectivesfromaclassdisplayandusetheminnarrativestowritelongerdescriptive
sentences.
Rewritepartsofanarrativeasaplay.Relatetoplayreading.Examinecarefullyhowplayscriptsarewritten.
Studentsmayjointlyconstructthescriptinsmallgroups