Professional Documents
Culture Documents
Assignment Two
Forward Planning Document
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This forward planning document takes on the ‘genre approach’ to teaching writing in the explicit teaching of a narrative text in ten lessons for a year four classroom. The
achievement standard for year four aligns with First Steps’ (2012) ‘Transitional Phase’ writers and Winch, Johnson, March, Ljungdahl and Holliday (2014) developing
writers’ (Winch, Johnson, March, Ljungdahl & Holliday, 2014). According to Winch, Johnson, March, Ljungdahl and Holliday (2014) “by the middle primary years students
are becoming quiet adventurous and can experiment with a variety of text types (narrative, etc.) with a good understanding of a targeted audience” (p.293). First steps
Writing Resource Book and Writing Map of Development book provide major teaching emphasises for their ‘transitional writer phase’ classification that mirror ACARA’s
(n.d.) year four scope and sequence and curricular descriptors.
This forward planning document succumbs to major teaching emphasises of encouraging students to experiment with different facets of writing and prompting them to
call on different experiences other then there own as “writing is now getting less egocentric” (The Developing Writer, Chapter 15, page 293). It covers a variety of age
appropriate objectives to narrative writing for year fours including the development of character and setting through emotive and descriptive language. But to also expand
on their prior understanding (Year 3) of narrative text structure as being beginning, problem and resolution to have a purpose to engage the reader with a ‘hook’.
“Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and
expositions” with … “complex language features" and “some unfamiliar vocabulary” (SCASA WA Curriculum, n.d.) Students can create and follow discussion referring to
and “talking about the grammar of texts, especially when referring to how meaning can be enhanced by the use of adjectives, adverbs, phases, clauses and
punctuation” (SCASA WA Curriculum, n.d.)
LITERATURE
EXAMINING LITERATURE
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
CREATING LITERATURE
Create literary texts by developing storylines, characters and settings (ACELT1794)
LITERACY
WEEK/ W.A. LINKS SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOUR
LESSON Lang / Literacy / Lit OBJECTIVE (what & how) EXPERIENCES (include timing) CES
Lesson 1: Language: Students recall narrative Student Lesson 1: Familiarising Possum Magic
by Mom Fox
Familiarisatio Text structure and is a fictional story that presentation Motivation / Introduction
n and organisation incorporates setting, Teacher reads personal favourite story (age appropriate and clear narrative example). E.g.Possum Magic
Analysing (ACELA1490) character and a plot with Lesson Body
(WRB p.30) Seats are set up facing each other in a long line for “Speed dating”
a problem and
Building on Literature: Students sit facing a peer and the teacher prompts discussion. Students have one minute to discuss
awareness Examining Literature resolution with a and then teacher sounds alarm/bell and one row moves one seat to the left. Before the next discussion
and calling (ACELA1605) targeted audience. occurs teacher opens up moment for anyone to share their/their partners answer. If any fantastic words
on prior (example; resolution, descriptive language, plot, etc) teacher celebrates and gets student to write it on
knowledge of Literature: Students list language white board. The discussion is guided along;
narratives. Creating Literature features and - Why do we read stories
Recap on (ACELA1795) conventions used in - Who reads narratives, who are they written for
narrative plot narratives to develop - What is the purpose of a narrative
and structure. Literacy: setting, character and - If the purpose is to entertain our audience by telling a story what type sentences or words might we
Interpreting Analysing and use?
capture the reader.
Evaluating - What is in a narrators ‘tool kit’? What are writing tools we see used in stories? Butchers
(ACELA1690) - What is a story you like/ your favourite and why? paper
- How do narrators create a character or place we relate to or being to imagine?
Literacy:
Create Texts Mat session, chairs away. Teacher re-reads ‘Possum Magic’ by ‘Shared reading’. Stopping and
(ACELA1694) discussing. Reiteration of speed dating discussion but according to Possum Magic. Continue to add to
board with key terms/vocabulary.
These links to SCRA will
follow throughout this unit Desk groups to brainstorm on butchers paper. One scribe, one researcher, one co-ordinator, one
of work. speaker. However all should be contributing at all times. Questions set on board that brainstorm must
cover;
Q1. Narrative purpose and audience. Q2. Character. Q3. Setting. Q4. Narrative structure.
Students are promoted by key vocabulary.
Closure
Groups present brainstorms to class. Teacher comments feedback/insight/further questioning for extension
Exit Slip (whispered
Lesson 2: Analysing Costume
Lesson 2: Students brainstorm in teachers ear as line
Motivation / Introduction
Analysing descriptive and emotive up to leave class for
Teacher dress up as a character. Uses body language, walk, laugh, speech and visual
(WRB p.32) lunch. Teacher has
words that describe a appearance to portray. Students (on iPads) are asked to write as many words as they can in the
Discovering paper to note down Powerpoint
narratives character names of students ‘Answer Garden’ link (descriptive and emotive language will be listed. Vocabulary appears bolder
when it is entered more.) Teacher continues moving around class acting mannerisms Scootle
character that didn’t have an Resources
characteristic of their character. Example movements of a imaginative anxious and frightened
development answer/ weren't 'Character
mythical monster character; anxious hand movement, cackles, slouched posture, darting eyes,
in depth correct. ) Maker:
ragged dark clothes, rambling words, head down, brisk pace.
Q. How do narratives Movement’T
develop character/s? LF ID L2852
Lesson Body
Teacher led discussion on mat of developing character. 'Character
Teacher has powerpoint with quoted and paraphrased snippets of stories that are rich examples Maker:
of developing character through language conventions and features. Students are asked to Visual
imagine/picture the character in their head. Teacher stops to discuss the choice of language and Attributes'
tools. The following slide is an example of someones interpretation/ illustration of the character. TLF-
IDL2851
Closure
Students are directed to explore Scootle resource 'Character Maker’ resources where they can
choose.
Students pack away and when ready to leave for lunch line at door for verbal ‘Exit slip’
assessment.
Lesson 3: (refer to above) Students actively listens Lesson 3: Modelling and Sharing Clip
Modeled, and to teacher modelling Observation chart Motivation / Introduction
shared(WRB drafting a narrative Fill in from Show a snippet (less then a minute) of clip of an imaginative character.
p.35-36 and introduction with focus observation during Model a narrative introduction focusing on developing character using descriptive and emotive
The Writing modelling lesson and language. This character is based off the few clip. Use think aloud when choosing language and
on the development of
Book p. listening in to student conventions to develop your character.
20-21,23) character. think pair shares (only
Developing for student you can Lesson Body The Red
characters in Students collaboratively manage to). Revisit Image of character from Shaun Tan’s ‘The Red Tree’ on page 5. Students back to desks to Tree by
narrative construct a character the chart after shared complete Shaun
context. using descriptive and writing to fill in the Tan
emotive language rest. Students join back to the mat. Shared writing lesson of image character from The Red tree image.
• No evidence
Closure
/ some evidence Class discussion recap on developing character. True and false sides of the room for students to
stand sides and ask them to support their stance. Further assessment of understanding can be
// well developed made.
consolidated
Lesson 4:
Lesson 5: Over the shoulder Intro / Motivation Photocopi
Analysing Students brainstorm marking Teacher shares personal story and why he/she relates to and likes this development of setting es of
Short observational (longboat bay from 'blueback' by Tim Winton)
and model descriptive and section of
notes on the spot Students are free to spread out and close their eyes to listen to the teacher to read a section that
(WRB p.32) emotive words that 'Blueback'
about 10 students develops a picture of the setting in their minds.
Discovering describe a setting by Tim
that teacher gets
narratives Winton
around to working Lesson Body with
development one on one with, that Students return to seats and receive a printed copy of the section of the text (example; 'Blueback' Questions
of setting in choose to do by Tm Winton) and highlight parts that contribute to creating image and mood of the setting
depth interview style listen (Longboat Bay) in their minds.
Students then answer questions through their choice; Interview style with teacher, record their iPads
Can add to these voice, video themselves or write.
observational notes
during group Closure Images
discussion. Images and discuss in groups what they can pick out of the pictures and how could they develop
this image in someones imagination from just their choice of words, without them ever seeing this
image. Two groups jin to share and discuss their ideas and discussed vocabulary.
Students actively
listens to teacher Intro / motivation
Work Sample Quick writes are 8 minutes each
Lesson 6: modelling drafting a audio
Shared and narrative conclusion Play audio of a forrest and students do a quick write ‘(The Writing Book’) with focus on developing
setting by emotive and descriptive language. Forrest is perhaps ‘eerie’ or ‘enchanted’, etc. (sound smudge
Guided with focus on the stick and
like)
(WRB p. development of Burn a smudge stick (sage leaves) and students do a quick write with focus to developing a lighter
35-36) setting. setting. (smell like)
Developing Students pass around a spray bottle of water and spray around themselves. Students do a quick spray
setting in Students construct a write with focus on developing a setting that (feels like). Shared writing bottle
narrative setting using Lesson Body
context. descriptive and From an image (looks like) projected on board and students get their own copy to look closely at
teacher conducts a shared writing lesson of drafting a narratives introduction with focus on setting. image
emotive language
Closure
Pass it along activity;
Students exercise their
Students on loose paper write down a chosen visual cue, paper is passed along to their left and
senses and own second student to the paper chooses a smell cue, third an audio cue, fourth a touch cue and fifth a loose
experiences to create taste cue. (sixth) students then receive paper and have to do a quirky quick write of a setting, paper
imaginative writing attempting to include all of these sensory elements. Hand in work samples.
(refer to above) Peer assessment Lesson 7: ‘Undone’
Lesson 7: Students recall Chart on teachers Intro / Motivation by Paul
Analysing purpose of narrative desk with names Teacher reads ‘Undone’ by Paul Jennings first chapter of ‘batty’ which is from page one to Jennings
and summarise ways and students tick halfway through page three. First pausing at the end of the first two paragraphs and discuss (Chapter
(WRB p. (Questioning students on how they are feeling right now and what the author has done to make
thats acheived. their partners name one-batty,
31) us feel this way). Read on to the end of chapter one and then discuss and question again.
Students state the after hearing their page 1-3)
reasoning behind answer. Lesson Body
creating a ‘hook’ in the Students in small groups create a way of continuing the story through their choice of acting a
narrative. play (drama), painting (visual arts) or writing and then narrating to the class.
Endings are shared with whole class and class votes on the one they liked the most and why.
Closure
Students have
Student then have to find a peer they don’t usually talk to and tell them what a hook is, why and
Peer has to approve their partners answer by coming up to the teachers desk and ticking
partners name on the chart. Then they share theirs.