Term 3 Writing Program Narrative Writing
Week Curriculum Link
1
Understand that
different types of texts have
identifiable text structures
and language features that
help the text serve its
purpose (ACELA1463)
2
Understand the use of
vocabulary about familiar and
new topics and experiment
with and begin to make
conscious choices of
vocabulary to
suit audience and
purpose (ACELA1470)
3
Identify visual representations
of characters actions,
reactions, speech and thought
processes in narratives, and
consider how these images
add to or contradict or
multiply the meaning of
accompanying words
(ACELA1469)
Weekly Focus Lesson Activities Resources Assessment
S1: photo slideshow of
different settings, PowerPoint slideshow of different settings (e.g. beach, Anecdotal teacher
students describe them castle, forest etc) notes (student
with the aid of participation,
Orientation/setting props/costumes. Selection of props/costumes to match settings. perceived
understanding of
S2: Read eBook ideas eBook, found at http://www.bookstart.org.uk/books/lets-write- topic).
everywhere. Students a-story/
to write starter Starter sentences.
sentences/paragraphs
for a story.
Student checklist
S1: Computer activity, (who could
experimenting with complete
different adjectives. Computers in wet area. computer activity
unaided, who
Adjectives writing S2: Classroom writing, Computer activity found at: found at: needed assistance
interesting sentences. students choose http://splash.abc.net.au/res/i/L8740/index.html etc.)
random nouns (from a
selection) and write Noun list. Interesting
interesting sentences. sentences,
Emphasise punctuation. including correct
punctuation.
Anecdotal teacher
S1: Students work in notes on small
small groups to name iPads Chatterkids app. group activities
and describe random (which groups
Character characters. Groups Pre-organised group members. worked well
development share their character together and were
with the rest of the Pre-prepared character images (5 images for 5 groups of 4 successful in the
class. Emotion students). task).
charades in small
groups. Students use Emotion cards for charades game.

4 Discuss how depictions of
characters in print, sound and
images reflect the contexts in
which they were
created (ACELT1587)
Innovate on familiar texts by
experimenting with character,
setting or plot (ACELT1833)
5
Discuss the characters and
settings of different texts and
explore how language is used
to present these features in
different ways (ACELT1591)
6
Understand that
different types of texts have
Chatterkids app in pairs Completion of
to create character. emotion matching
task.
S2: Draw characters
and describe emotions,
match with a simple
scenario (i.e. They look
happy because.)
S1: Brainstorm story of
Cinderella as a class.
Brainstorm how we
might change a
common story to Whiteboard. Anecdotal teacher
reflect Australian notes for whole
culture (e.g. things class activities on
instead of glass Graphic organiser/planner. student
Aboriginal stories and slippers, Australian participation.
narrative context animals etc.). Copy of Cinderella (just in case).
S2: Write down ideas Completion of
from previous session basic narrative,
to form a basic evidence of
narrative - Australian connection
version of Cinderella. between planner
and writing piece.
S1: Roll-a-story
narrative planner, using
dice. Students plan a
narrative based on
what they roll. Completed story
Narrative structure Roll-a-story worksheets. mazes.
S2: Students write the
story they mapped in Writing pieces.
session 1.
S1: Students begin
planning their own
Australian-themed Blank graphic organisers.
 identifiable text structures
and language features that
help the text serve its
purpose (ACELA1463)
Understand the use of
vocabulary about familiar and
**7 new topics and experiment
with and begin to make
conscious choices of
vocabulary to
suit audience and
purpose (ACELA1470)
**8
Understand the use of
vocabulary about familiar and
new topics and experiment
with and begin to make
conscious choices of
vocabulary to
suit audience and
purpose (ACELA1470)
9
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)
Planning a narrative using graphic
Dreamtime story organiser. Teacher to
give reverse example.
S2: Students complete
narrative plans.
S1: brainstorm exciting
vocabulary (i.e.
alternative words for
Exciting vocabulary & nice, big etc.), create
plan refine a class word wall Large paper/card for word wall.
S2: List exciting
descriptive words for
characters in plan. Give
time for plan
refining/help.
S1: Re-read ideas
everywhere. Refine
Exciting vocabulary plan.
and plan refine.
S2: printable activities
to increase vocabulary,
including oral retell.
S1: Writing the
narrative (encourage
Writing the narrative students to use their
plans, appropriate text
structure, punctuation
and exciting
vocabulary!) Students
move onto to publish
book in Book Creator
app when finished
writing.
Completed
Reverse example. graphic
organisers.
Ideas board (displayed on IWB)
Participation in
class brainstorm.
Whiteboard (for brainstorm)
Contribution to
word wall.
Graphic organisers (partially completed) Exciting word lists.
Completed plans.
Ideas everywhere found at:
http://www.bookstart.org.uk/books/lets-write-a-story/ Completed plans.
Graphic organisers. Completed
printable
Printable activities found at: vocabulary
http://supereasystorytelling.com/fill_in_the_blank_stories.html activities.
Writing books/paper. Narrative. (See
rubric)
Class word wall.
iPads Book Creator app.
 S2: Book Creator
continued.

10 Create short imaginative,

informative and persuasive
texts using growing knowledge
of text structures and language
features for familiar and some S1: Finish writing (if not Writing books. Narrative (see
less familiar audiences, already complete) rubric).
selecting print and multimodal Writing/editing
elements appropriate to narrative. S2: Self-edit writing Self-assessment rubrics. Student checklist
the audience and (using smiley-face (to assess self-
purpose (ACELY1671) rubric) editing skills).

Re-read and edit text for

spelling, sentence-boundary
punctuation
and text structure (ACELY1672)

** School swimming lesson weeks.