Year Level: 4
Narrative and Model
Lesson title: English Deconstructing a Narrative and model
writing a chapter of the Twits.
Duration of lesson: 60min
Subject: English
Curriculum:
Key concept: The Twits Date: 27/2/2017
writing.
Discuss literary experiences with others, sharing responses and
expressing a point of view (ACELT1603).
Use interaction skills such as acknowledging anothers point of
view and linking students response to the topic, using familiar and
new vocabulary and a range of vocal effects such as tone, pace,
pitch and volume to speak clearly and coherently (ACELY1688).
Identify characteristic features used in imaginative, informative
and persuasive texts to meet the purpose of the text(ACELY1690).
Create literary texts by developing storylines, characters and
settings (ACELT1794).
Understand that the meaning of sentences can be enriched
through the use of noun groups/phrases and verb groups/phrases
and prepositional phrases (ACELA1493).
Investigate how quoted (direct) and reported (indirect) speech
work in different types of text (ACELA1494).
Considerations for diversity (extension/alteration):
This is still a relatively new unit for the students and none of the
students have been on the same level. There are a couple of
students who have struggled, they have been groups together for
the teacher to work with.
(Purpose and learning outcomes)
Aim of the lesson: Students will learn how to deconstruct a narrative and model writing a chapter from a known text,
The Twits.

Resources: Whiteboard and accessories.

Students will need their English books, pencils and erasers.

Introduction: (5mins)
Introduce myself and set the expectations of the class regarding behaviour.
Advise the students the aim of the lesson.
Teacher will model this on the board for the students looking at planning their writing of a chapter, through to writing the
chapter. The first thing that students need to consider is what they are going to write about, topic. Plan how you are going to
set out each chapter. This all relates back to the Hamburger you have been learning about as well as the writing of sizzling
starts and tightening tensions. This will be modelled with the topic sentence of, The sticky pancake. The teacher will show the
students this on the board and go through the paragraphs, linking words and blending paragraphs. This will give the students
and idea on how to write a paragraph and how to use the different strategies for making their paragraphs flow into a story.

Body: (45mins)
Teacher will start the lesson by going over what they discussed last lesson in relation to writing a narrative and show the
student a narrative from The Twits Roly Poly Bird Gets Into Action. https://www.roalddahlfans.com/students-teachers/teacher-
ideas/more-student-story-examples/
Teacher Students will read the story on the board.
Students will get their English books out and be ready for writing.
Teacher will talk to the students about using connection words when writing their narrative, ensuring they do not make the
sentences too long by adding too many connecting words. Show students the definition at the bottom of this lesson plan,
what connection words are. Teacher will model what is expected of the students regarding brainstorming connection words.
Students In their table groups will brainstorm as many connection words they can think of.
Teacher Give the students 2mins to come up with as many as they can on their own.
Students will report their findings back to the class.
Teacher will hand out to students a complete list of connection and linking words for the students to use as a reference, when
writing their narrative.
Teacher Explain to the students how to do the exercises on Appendix C. Students will do exercise one (depending on time).
The other exercises can be used as extensions for those who finish early. Those who are having difficulty can do the first five
on the sheet.
Students Complete these in their exercises books.
 Teacher Discuss with the students how this will relate back to writing a narrative.
Students will transition from their desks to the floor.
Teacher will read a couple of chapters of The Twits book. Teacher will see if students can identify any connecting words, and
sentences.

Conclusion: (5mins)
Recap the lesson on connection words and how they are used to join two sentences together to make the sentence more
interesting.
Transition students back to their desks

Assessment: nil formative by observing students work.

Feedback:

Follow up lesson: Students will work further on quotation marks with direct.
Reflective comments and future alterations:

The sticky pancake.

Mrs Twit was making breakfast in the kitchen, as Mr Twit was sleeping in the bed. Mrs Twit was wondering how she could get back at
Mr Twit for making her feel as though she was shrinking. All of a sudden a thought came into her mind, If he cannot speak, I wont
have to listen to him. Mrs Twit started to chuckle to herself. As Mrs Twit was chuckling to herself, Mr Twit walks through the kitchen
door, What are you chuckling to yourself about? Mrs Twit, was looking at Mr Twit sheepishly as she grabbed the glue from under the
sink, Nothing dear, just thinking of a funny joke, said Mrs Twit. Mr Twit shaking his head turned around and said, How long is breaky
going to be? Mrs Twit, pouring the glue into the pancake batter, Not long now dear. They are nearly ready. Mrs Twit flipped the
pancake over to cook the other side.

As the other side finished cooking, Mrs Twit lifted the pancake off the frypan, put it on Mr Twits plate. They are ready! shouted Mrs
Twit. Mr Twit put down the newspaper and said, Well you better bring them over to me then. Mrs Twit brought the pancakes over to
Mr Twit who was sitting at the table and slaps the plate down in front of him, Well here you go your honour. Mr Twit picked up his
knife and fork, and started hacking into the pancakes, swallowing them down quickly, when all of a sudden, he lifted his fork to his
mouth, but, he couldnt open his mouth, and the fork poked him in the lips. Mrs Twit broke out in hysterics, she was laughing so hard
she fell on the floor.

Mr Twit was sitting there his mouth shut tightly tried to speak, but nothing would come out except murmuring. Mrs Twit still rolling
around on the floor suddenly jumps up and yells at Mr Twit, Gotta. I put glue in the pancaked you silly old goat. Now you cannot talk
until it wears off. Yeah I will get some peace and quiet from you for once. Mr Twit was still struggling to open his mouth, got out of his
chair and stormed out of the room.

Definitions: You can use words or short phrases which help to guide your reader through your writing, and to link sentences, paragraphs and sections
both forwards and backwards. Good use will make what you have written easy to follow; bad use might mean your style is disjointed, probably with
too many short sentences, and consequently difficult to follow. Your mark could be affected either way.
The best way to "get a feel" for these words is through your reading. Most textbooks and articles are well-written and will probably include a lot of
these cohesive devices. Note how they are used and try to emulate what you have read. Do make sure though that you fully understand their
meaning: incorrect use could change completely what you're trying to say. Try to use a variety of expressions, particularly in longer pieces of writing.

Don't forget "AND"! Two short sentences are often best connected together with this little word.

There follows a list of words and phrases that can be used. The list is not exhaustive, and BE CAREFUL: although grouped together, none is totally
synonymous. Their position in the sentence can also vary; this is where your reading and dictionary come in.