Professional Documents
Culture Documents
McQueen
Jessica
S00144107
Year Level: 5
Term: 2
1-3
Weeks:
Date: 13/4/15
1/5/15
Text type
and mode
Listene
d
Spoke
n
Read
Written
Viewed
Produce
d
to
Information
Narrative
Jessica
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Jessica
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Jessica
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Resources:
Australian Broadcasting Corporation. (2015). My Place. Retrieved
from http://www.abc.net.au/abc3/myplace/
Cummings, P. (2013). ANZAC Biscuits. Lindfield, Australia:
Scholastic Press.
Greenwood, M. (2014). Midnight. The Story of a Light Horse.
Newton, Australia: Walker Books Australia.
4
Jessica
S00144107
Jessica
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Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking
Visible: How to Promote Engagement, Understanding, and
Independence for All Learners. Retrieved from
http://acu.eblib.com.ezproxy1.acu.edu.au/patron/
Saxby, M. (2014). Meet the ANZACS. North Sydney, Australia:
Random House Australia.
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in
Australia. Pedagogies for Engagement. Milton, Australia:
John Wiley & Sons Australia.
Teacher Vision (2015). Authors Chair. Retrieved from
https://www.teachervision.com/teachingmethods/resource/5047.html
Truss, L. (2006). Eats, Shoots & Leaves: The Zero Tolerance
Approach to Punctuation. New York, NY: Penguin Group USA.
Wakabi, E. (2015). Narrative Writing: Adding Dialogue. Retrieved
from http://www.education.com/lesson-plan/narrativewriting-adding-dialogue/
Wilson, M. (2015). Digger. The Dog Who Went To War. Sydney,
Australia: Lothian Childrens Book.
Winch, G. (2015). The Last ANZAC. Frenchs Forest, Australia: New
Frontier Publishing.
Wing Jan, L. (2009). Write ways: Modelling Writing Forms (3rd ed.).
South Melbourne, Australia: Oxford University Press.
Analysing
Checking
Classifying
Estimating
Explaining
Generalising
Listening
Locating
information
Performing
Persuading
Planning
Reading
Recognising bias
Reflecting
Seeing patterns
Selecting
information
Testing
Viewing
Visually
Jessica
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Cooperating
Considering
options
Designing
Elaborating
TEACHING & LEARNING
CYCLE
(Identify step in the T & L
cycle and the literacy
learning intention or
sessions focus)
Hypothesising
Inferring
Interpreting
Justifying
We are learning
to identify the
Who, What,
Where, When
and Why of a
story and how to
take brief and
specific notes.
Predicting
Presenting
Providing feedback
Questioning
WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a
tool to help activate prior
knowledge and/or to
introduce the topic.)
MINI LESSON
(Explicitly model the use of a
new strategy or a tool to assist
with the literacy learning
intention or focus of the session
and to prepare students for
successful completion of the set
task. Reference to Wing Jan
include page details)
Brainstorm:
1. Building
topic
knowledge
(step 1)
Making choices
Note taking
Observing
Ordering events
Organising
Conduct a class
brainstorm about
what students
know about
World War 1.
Record students
responses on the
IWB in a table as
the class tries to
group them
under the
headings Who,
What, Where,
When and Why
(see appendix
Reporting
Responding
Restating
Revising
INDEPENDENT
LEARNING
(Extended opportunity for
students to work in pairs, small
groups or individually on a set
task. Time for teacher to probe
students thinking or work with
a small group for part of the
time. Reference to Wing Jan
include page details)
Independent
Learning:
Self-assessing
Sharing ideas
Summarising
Synthesising
Share Time:
Each group shares
(My Place for Teachers,
their responses and
2011a, p.3).
the teacher adds
these to the original
Split the class into 5
table, but in a
groups and give each different colour.
group a copy of
Students also need
Meet the
to find the evidence
ANZACS and a subin the text so the
heading of either
class can check this
Who, What, Where,
and use it for further
When and Why.
references. After the
These are mixed
groups have shared
ability groups.
the teacher can ask
Students will discuss if anyone can add to
their responses and
their table even if
then write them in a
they did not do that
brainstorm (see
sub-heading.
appendix 2).
representing
Working
independently
Working to a
timetable
ASSESSMENT
STRATEGIES
(Should relate to literacy
learning intention or focus of
the session. Includes how &
what you will use to make a
judgment on students
attempt/work)
Success criteria written for
students to know what the
minimum expectation is.
Observation and
anecdotal notes:
Students will be
assessed on:
Active
participation in
class and group
discussions
Ability to
identify
accurate
information
from the text
for Who, What,
Where, When
and Why
Ability to take
brief and
specific notes
7
Jessica
Emphasise the
differences
between taking
notes in dot
points instead of
full sentences.
Shared Reading:
Read Meet the
ANZACS with the
students joining in
for the dialogue
sections. This is the
text used for the
independent learning
activity. It is read as
a whole class to
ensure that students
listen to all
information and not
just the information
which is related to
their heading.
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Ability to
provide
evidence to
support their
responses
Ability to
respond to and
build on peers
ideas
Ability to
confidently
share ideas
Success Criteria:
I am doing well if I
can:
Accurately
identify the
Who, What,
Where, When
and Why of the
book and
provide
supporting
evidence
Take brief and
specific notes
Work
cooperatively in
my group
Participate in
class and group
discussions and
8
Jessica
S00144107
share my
responses
2. Building
topic
knowledge
(step 1)
We are learning
to identify key
vocabulary
specific to the
WW1 time
period through
video clips and
reading books.
3. Building
text
knowledge/
Model the
genre (step
2)
We are learning
to identify the
structure of
information
narratives and
how they differ
from fictional
narratives. We
also learning to
summarise each
section of the
Students will watch Berties episodes of My Place On tick, Impact of war and Armistice. After each video
clip the class will have a discussion about what they learnt about WW1 and the time period. They will also
focus on the semiotic systems which students are familiar with as well as asking students to share any new
knowledge they have gained ask them to share any new vocabulary which can be added to a brainstorm.
After watching all 3 video clips students will spend time making a Word Wall with all the new vocabulary
they have learnt so far. During this lesson students will have access to books about ANZACs and WW1 and
can read this and identify any new vocabulary. Teacher will conduct roving conferences with the students
and help those in need, particularly assisting ESL and low ability students.
Review:
Students are in
groups of 3-4
(mixed ability)
and each group
is given a wellknown narrative
(see appendix
3). Students are
to briefly analyse
them and their
structure. After
select a few of
the narratives
and get students
to explain what
happens in the
orientation,
Class Discussion:
(Wing Jan, 2009, p. 255256)
In groups of 3-4
students read
Digger. The Dog
Who Went to War.
They work together
to compete a
summary and spot
the facts in the plot
(see appendix 5).
Students will use the
skills they have
observed and
practiced in the mini-
Observation and
anecdotal notes:
Students in the
whole class and
focus group will be
assessed on:
Ability to
identify the
structure of
narratives
including
information
narratives
Ability to
identify what an
information
narrative is and
how it differs
9
complication and
series of events
and then in the
resolution. Then
as a class revise
the structure of a
narrative. What
happens in the
Orientation
o Characters,
setting and
time are
established
o Answers to
who, when
and where
are
provided
Complication
o Situations,
activities
and events
involving
the main
character
are
expanded
upon
o These
events are
written in a
fluent and
cohesive
Jessica
his Donkey and then
model how to
deconstruct and
annotate its
structure. Teacher
shows the class how
to complete a
summary and spot
the facts in the plot
(see appendix 5).
The teacher thinks
out aloud so
students can
understand the
process the teacher
goes through in
identifying the facts
and summarising the
main sections of the
narrative.
Focus Questions:
What is an
information
narrative?
How does an
information
narrative differ
from a fictional
narrative?
What is fictional
information? What
is factual
lesson to complete
the task.
Focus Group:
(Wing Jan, 2009, p. 73)
facts it includes.
Focus Questions:
What happened
in the orientation,
complication and
resolution?
of these
sections?
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from a fictional
narrative
Active
participation in
class and group
discussions
Ability to work
in a group
Ability to
summarise
each section of
the narrative
and identify the
relevant facts
Ability to share
their response
to the class and
build on other
people/groups
responses
Success Criteria:
I am doing well if I
can:
Identify the
structure of a
an information
narrative and
how it differs
from a fictional
narrative
Accurately
summarise the
10
n is
resolved
satisfactoril
y but not
necessarily
happily
(Wing Jan, 2009,
p.235).
These
explanations of
the structure can
be written on
poster paper/IWB
for future
reference.
4. Building
text
knowledge/
Model the
genre (step
Jessica
information? How
do we know the
difference?
What happened in
the orientation,
complication and
resolution?
What facts were
included in each
of these sections?
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orientation,
complication
and resolution
of the text
Accurately
identify facts
which are
included in the
orientation,
complication
and resolution
of the text
Participate and
cooperate in
class and group
discussions and
share my
responses
Focus Questions:
What do all of
these texts
have in
common?
What
structure do
they all
follow?
Read Aloud and Shared Writing:
Before reading aloud the book The Last Anzac the teacher will ask the students to pay particular attention
to how the author weaves information throughout the story to create an information narrative. After reading
together the class completes a summary and spot the facts in the plot (see appendix 5, Wing Jan, 2009,
p.257). This is the same activity as last lesson however this time the students are involved in completing
11
Jessica
S00144107
the table (we do) instead of watching the teacher (I do) (Seely Flint, Kitson, Lowe & Shaw, 2014, p. 150).
Read Midnight. The Story of a Light Horse as a class and then students will independently (you do)
complete a summary and spot the facts in the plot. Teacher will conduct roving conferences with the
students and help those in need, particularly assisting ESL and low ability students. Students in the focus
group will do the same activity but will do it as a small group with the support of the teacher (Wing Jan,
2009, p. 73). Get the class to come back together and as a class fill in the summary and spot the facts in
the plot (Wing Jan, 2009, p.257) on the IWB using what the students wrote individually.
Picture
Chat/SeeThink-Wonder:
Review adjectives:
Ask students explain
what they
(Ritchhart, Church,
know/remember
& Morrison, 2011, p. about adjectives. As
55).
a class generate a
list of adjectives
Conduct a
which could be used
Picture Chat
in the students
using the still
Bertie taking the information
news badly from narratives. The
teacher will have
My Place (see
appendix 6). Ask prepared a number
of sentences about
the students to
WW1/ANZACs which
focus on what
do not have
they can see in
adjectives (see
the image and
what information appendix 7). The
teacher will ask
Barrier Game:
Cloze Exercise:
Conduct a cloze
exercise with the
class using the book
Anzac Day Parade.
Adjectives will be
hidden from the text
and get students to
suggest possible
adjectives and why
it is possible and
then reveal the real
adjective. As a class
discuss if there is
any similarity
between their
Observation and
anecdotal notes:
Students will be
assessed on:
Active
participation in
class and group
discussions
Ability to
accurately
locate
information
from the visual
text
Ability to define
adjectives and
provide
appropriate
12
it tells us about
the time period.
Also ask
students to add
in adjectives to
their description
of the image.
This picture chat
can include
questioning from
the thinking
routine See
Think Wonder.
Jessica
students to suggest
some adjectives
which could be
added to the
sentences.
Focus Questions:
Who can
remember what
adjectives are?
What do
adjectives add to
our writing?
What are some
Focus Questions:
examples of
What can you
adjectives which
see?
can be used to
What
describe WW1/
adjectives can
ANZACs? These
we use to
may be ones you
describe the
have read.
image?
What adjective
What do you
could we add to
think is going
this sentence to
on this
make it more
image?
interesting and
Why do you
exciting?
think that?
What does it
make you
wonder
about?
How do you
clarifying there is a
point system 1 point
if the answer is
guessed after asking
only one question
and 3 points are
given if they ask 2 or
more questions. This
will prompt students
to use adjectives to
describe and clarify.
Students can add
any new vocabulary
to the Word Wall.
Teacher will conduct
roving conferences
with the students
and help those in
need.
Focus Group:
(Wing Jan, 2009, p. 73)
suggested
adjectives and the
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examples
Ability to add
adjectives into
pre-written
sentences
Ability to
describe an
image using a
range of
adjectives
allowing their
partner to
guess the
image
Ability to use
adjectives to
clarifying which
image their
partner is
describing
Ability to
suggest
appropriate
adjectives
which could be
used to
describe words
in the text
Ability to
identify and
explain how
adjectives can
improve writing
13
Jessica
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think Bertie
was feeling?
Why do you
say that?
What does
this image tell
us about
World War 1
and the
ANZACs?
adjectives used in
the book. The
teacher will ask
students what other
adjectives they could
use to describe
objects/ people
besides those
already used. Then
the teacher can help
the students to play
the same barrier
game as the rest of
the class.
Success Criteria:
I am doing well if I
can:
Identify and
locate
information
about World
War 1 from the
visual text
Add in
appropriate
adjectives to
the pre-written
sentences to
make them
more
interesting
Play the barrier
game
cooperatively
with my partner
and use
adjectives to
describe and
clarify the
image being
guessed
Suggest
appropriate
adjectives
which could be
used in the
14
6. Guided
activities to
develop
vocabulary
or specific
language
feature
(step 3)
We are learning
to add dialogue
to our narratives
to make them
more interesting
and engaging
and allow us to
convey the
mood of the
narrative.
Jessica
Class
Discussion:
Explain to the
class that they
will be told two
quick stories and
after heading
both stories you
will vote for
which story is
better. Ask the
class to consider
why one story is
better than the
other. Tell the
class one story
without dialogue
and another
without see
appendix 9) to
show how adding
dialogue to
Readers Theatre:
Readers Theatre:
Students will
present their
dialogue filled
narratives to the
class. Remind
students they need
to read their scripts
with expression and
fluency in order to
convey the mood
without using props.
After everyone has
presented have a
brief class
discussion about
dialogue and how
this can be
incorporated into
their information
narratives about
ANZACs/WW1.
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book
Explain how
adjectives can
improve my
writing
Participate and
in class and
group
discussions
Observation and
anecdotal notes:
Students will be
assessed on:
Active
participation in
class and group
discussions
Ability to notice
how narratives
benefit from
dialogue
Ability to add
dialogue into a
story
Ability to
identify what
needs to be
used to show
that someone is
talking
Ability to work
in a group and
produce a script
15
Jessica
add to this part of
the story to make
it more interesting
and engaging?
What do we need
to use to show
that someone is
talking?
o Talking marks
o How they spoke
said, asked,
yelled, sung,
etc. conduct a
brief word hunt
for said and
write this up as
a class
brainstorm for
future reference
roving conferences
with all groups,
particularly assisting
ESL and low ability
students.
Focus Questions:
What is the
benefit of adding
dialogue to your
information
narrative?
How can you add
dialogue to your
information
narrative about
WW1/ANZACs?
Who can give me
an example of
how they would?
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which contains
multiple
examples of
dialogue
Ability to
confidently
present the
narrative to the
class using lots
of expression
and fluency
Success Criteria:
I am doing well if I
can:
Identify what
dialogue is and
how narratives
benefit from it
Identify what
needs to be
used to show
that someone is
talking talking
marks and how
they spoke
Participate in
the class adding
in dialogue into
a narrative and
other
discussions
Work in a group
16
Jessica
S00144107
and produce a
script which
contains lots of
dialogue
Confidently
present the
narrative to the
class using lots
of expression
and fluency
7. Joint
As a class brainstorm all the information they have learnt about ANZACs and World War 1, which could be
construction incorporated into an information narrative. Through modelled writing the teacher will demonstrate how to
of text (step weave information into their narrative (Wing Jan, 2009, p. 49). The teacher will write a sentence which
4)
could be part of an information narrative using the facts and information students have learnt throughout
the unit. Students complete Wacky Tales in groups of 3. Each group is given a character by the teacher
We are learning
and each group member is to write either the orientation, complication or resolution for the information
to identify which narrative. This is to be done independently and without the input of their group members (Wing Jan, 2009,
information we
p. 248). Students are to add in the facts that they have learnt so far through the unit. Teacher will conduct
can incorporate
roving conferences with the students and help those in need, particularly assisting ESL and low ability
into our
students. After writing students share their story to their group and then the class will come back together
information
and discuss the importance of ensuring that all elements/sections of a story go together. Ask students how
narratives. We
they can make sure this happens in their own information narrative. If necessary prompt students to realise
are also learning the importance of planning the whole information narrative before writing.
how to weave
this information
into a narrative.
8. Joint
Read Aloud
Planning concept
Icy pole sticks:
Share Time:
Observation and
(Wing
Jan,
2009,
p.
244).
construction and Cloze
maps:
Each group of
anecdotal notes:
(Wing Jan, 2009, p. 245).
of text (step Exercise:
students will
Students will be
Students
will
work
in
4)
Do a cloze
verbally share their
assessed on:
exercise for Roly As a class brainstorm groups of 3 (mixed
plan for their
Active
all the different
ability) to plan their
We are learning
the Anzac
information
participation in
characters, settings
own information
to identify the
Donkey.
narrative. This
class and group
narrative. There will
setting and what Adjectives will be and complications
sharing will provide
discussions
17
Jessica
they have read/seen
in texts based on
ANZACs and WW1.
These can be done
on 3 separate
brainstorms. Then
students can make
own suggestions
which can be added
to these brainstorms.
The brainstorms can
also include lists of
adjectives, which can
be associated. These
can then be
displayed around the
classroom for
students to refer to
when writing their
own information
narrative.
Focus Questions:
What characters
could be in an
information
narrative about
WW1/ANZACs?
How could we
describe these
characters?
Where could an
information
be 3 containers of icy
pole sticks and on
them will be an
element of a story
related to
ANZACs/WW1
character, setting
and complication
(see appendix 10;
Wing Jan, 2009,
p.244). Each
member will pick an
icy pole stick from
one of the
containers. They will
then work together
to create a plan for
an information
narrative (see
appendix 11).
Students need to use
their oral language
skills to discuss and
work together.
Students are to add
in the facts that they
have learnt so far
through the unit.
Teacher will conduct
roving conferences
with the students
and help those in
need. The teacher
may need to
students with an
opportunity to
develop their oral
language skills.
S00144107
Ability to
accurately
identify the
setting and
description
given in the text
Ability to
identify the
structure of the
text and what
happens in each
section
Ability to
suggest
appropriate
characters,
settings and
complications
for an
information
narrative about
WW1/ANZACs
Ability to work
with their group
to plan an
information
narrative that
matches their
icy pole sticks
Ability to add in
facts and
information
they have
18
soldiers?
Can you give
examples
from the text?
What can we
learn about
the setting
from the
illustrations?
What
happened in
the
orientation?
What was the
complication
in this book?
And what was
the
resolution?
What facts
were in each
section?
Jessica
narrative about
WW1/ANZACs be
set?
What adjectives
could we use to
describe the
setting?
What could be a
possible
complication that
happens in an
information
narrative about
WW1/ANZACs?
particularly focus on
ESL students and
low-ability students.
S00144107
learnt
Ability to
confidently and
effectively
share their
information
narrative to the
class
Success Criteria:
I am doing well if I
can:
Actively
participate in
class and group
discussions
Identify the
setting and
description
given in the text
Identify the
structure of the
text and briefly
explain what
happened in the
orientation,
complication
and resolution
and the facts
included in
these
Suggest
appropriate
19
Jessica
S00144107
characters,
settings and
complications
for an
information
narrative based
on
WW1/ANZACs
Work
cooperatively
with my group
to plan an
information
narrative which
matches our
icy pole sticks
Weave facts
and information
into our
information
narrative plan
Confidently
share our
information
narrative plan
to the class
9. Independen Students will write a narrative that is based on ANZACs/WW1. To begin the construction of their text they
t
will need to write down what they know about the topic, what they need to find out and any questions that
construction will help them with the research. Students will then need to make notes while researching ensuring to
of text (step group information under headings which they have had experience doing for other tasks throughout the
5)
year (Wing Jan, 2009, p. 259). Remind students that their writing will be assessed against a rubric and give
students a copy of this (see appendix 12). This means students know what they need to do to be successful
We are learning
and can use it as a checklist. Teacher will conduct roving conferences with the students and help those in
20
Jessica
S00144107
to identify what
information we
already know
and what we still
need to find out
about WW1. As
well as learning
to use our note
taking skills to
find out any
additional
information we
require for our
information
narrative.
10. Independ
ent
construction
of text (step
5)
Students will finish off any research they need to do, however this should not take the majority of the
lesson because they need to have completed a plan at the end of the lesson. Students need to complete a
plan/story map using a template similar to the one used in lessons 3 and 4 (see appendix 13). They need
to match some of the facts they have found to each section of their plan/story map and determine which
facts can be incorporated into the character and setting descriptions (Wing Jan, 2009, p. 259). Teacher will
conduct roving conferences with the students and help those in need, particularly assisting ESL and low
ability students.
We are learning
to plan out our
information
narratives using
a template to
ensure that we
weave facts
throughout our
information
narrative.
21
Jessica
S00144107
11. Independ Students will spend this lesson writing their draft (Wing Jan, 2009, p. 95 & 259). Encourage students to use
ent
thesauruses, dictionaries and the vocabulary on the Word Wall throughout their writing. Remind students
construction of the language features in a narrative and that there should be examples of these in their own work.
of text (step Students can begin editing their work if they finish early. Teacher will conduct roving conferences with the
5)
students and help those in need, particularly assisting ESL and low ability students.
We are learning
to use our plan
to write a draft,
which includes
all the language
features of a
narrative.
12. Independ
ent
construction
of text (step
5)
We are learning
to proof-read our
own work and
edit it to
improve our
writing. We are
also learning to
give advice to
our peers on
how they can
improve their
writing in a safe
and encouraging
environment.
During this lesson students have time to finish off writing their draft (Wing Jan, 2009, p. 95 & 259). It is also
the lesson when students will edit their own work. Remind students of the importance of punctuation and
encourage them to use thesauruses, dictionaries and words from the Word Wall. Read students Eats,
Shoots & Leaves: The Zero Tolerance Approach to Punctuation to remind them about punctuation. Students
will also have the opportunity to participate in authors circles. Authors circles will be made up of 3-4
students (mixed ability) and students are able to share their unfinished narratives. They are able to ask
their group members for help with a particular aspect of their writing. This strategy demonstrates how
authors gain new perspectives of their drafts (Seely Flint et al., 2014, p. 155). Teacher will conduct roving
conferences with the students and help those in need, particularly assisting ESL and low ability students.
After this lesson students will give the teacher their draft and their teacher can edit this for grammar and
punctuation and make suggestions/changes.
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13. Independ
ent
construction
of text (step
5)
We are learning
to make the
appropriate
changes to our
writing and then
type our
narrative up so it
can be posted to
the class blog.
We are learning
to apply the
features which
make text easy
to read to our
own writing.
14. Reflectin
g on
language
choices
(step 6)
This lesson students will make the changes and do their final copy (Wing Jan, 2009, p. 95 & 259). Students
will type up their final copy so that it can be added to the class blog and made available to the school
community and their families to read. Remind students about considering formats and design aspects
(layout, colour, font, graphics, etc.) when publishing (Wing Jan, 2009, p. 95). Students need to produce a
final product which is neat, attractive, easy to read and considers the audiences needs (Wing Jan, 2009,
p. 95). Teacher will conduct roving conferences with the students and help those in need, particularly
assisting ESL and low ability students. Teacher will assess students information narrative against the rubric
(see appendix 12).
During students will share their information narratives to the class. They will sit up the front of the class in
the authors chair to read their narrative aloud. The class will be able to provide them with positive
feedback (Teacher Vision, 2015). After they have shared their narrative they will complete a selfassessment and set goals for their next information narrative (see appendix 14; Wing Jan, 2009, p. 89 90).
We are learning
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Who
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Information narratives involve the inclusion of significant facts that are woven into a well-structured narrative. Other
narratives may not include significant factual information, but rather everyday, common-sense information, or indeed
information that is the product of the writers imagination.
The factual information is conveyed to the reader through the use of the characters, events, situations, setting or objects
included in the story.
The settings or descriptions may be real or written in such a way that they are believable.
(Wing Jan, 2008, p. 255-256)
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Title
Summary
Facts included
Orientation
Complication and
series of events
Resolution
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no! Stop! as the cart came crashing into me. As I landed on the heap on the floor I screamed, Ouch, watch out next time!
It was such a disaster.
(Wakabi, 2015, para. 2).
Setting
Home
Complication
Injured
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Mother of a soldier
Father of a soldier
Sibling of a soldier
Officer in charge
Nurse
News reporter
Child of a soldier
Wife of a soldier
Neighbour of a soldier
Boat
News room
War
Battlefront
Sign up office
Trenches
Hospital
Corner store
School
Death
Going to war
Cant contact family member/missing
War started
Homesick
Reunited
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Setting:
Complication:
Summary
Facts/Information
Orientation
Complication and
series of events
Resolution
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Partially
demonstra
ted
Not
evident
Comments
Uses information
narratives appropriately
Understands the purpose of
information narratives and
the difference between
information and fictional
narratives
Identifies and uses the basic
structure of a narrative
Distinguishes the facts from
the fiction in information
narratives
Writes well-structured
information narratives
Includes an orientation,
complication and resolution
Includes facts in the narrative
structure
Weaves factual information
around a character, setting or
an event
Writes a logically sequenced,
cohesive narrative
Uses appropriate
language features of
information narratives
Uses language appropriate to
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narratives
Writes clearly using correct
sentence structures
Uses descriptive writing to
establish characters, settings
and mood
Uses adjectives and related
phrases to add detail (what,
whom)
Uses adverbs and related
phrases to add detail (how,
when, where)
Uses appropriate grammatical
features
Writes interesting first
sentences and lead
paragraphs
Uses direct speech
appropriately
Uses appropriate
strategies to plan and
write information
narratives
Identifies information needs
Uses guiding questions or
headings to focus research
Uses a range of resources to
gain information
Identifies important key
words and information
Takes brief notes
Draws a story map/plan and
identifies where factual
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Summary
Facts included
Characters
Setting
Orientation
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Complication
and series of
events
Resolution
Other
Date:
Title of writing:
Text type:
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