Year+3+Narrative+Writing+Unit

that effectively follows the organisation and purpose of a Aboriginal Dreamtime stories as narrative. another example of a narrative. || //WS2.9: Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features. // //WS2.10: Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. // //WS2.12: Demonstrate basic desk top publishing skills on the computer. // //Learning About: // //WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes. // //WS2.14: Discusses how own texts have been structured to achieve their purpose and the grammatical features, characteristics of the various text types used. // || * Use of past tense verbs * Using a variety of conjunctions and connectives. *Use of direct and indirect speech || //NA //  ||  //NA //  |||| //Pre Assessment // //Post Assessment // || //Numbered Activity sheets // [|//www.primaryresources.co.uk//] [|//www.tumblebooks.com//] [|//www.magickeys.com//] [|//www.skillswise.co.uk//] [|//www.teachingideas.co.uk/english/contents//] ||
 * <span style="font-family: 'Arial','sans-serif';">STAGE 2 NARRATIVES **
 * **<span style="color: white; font-family: 'Arial','sans-serif';">Unit Outline ** |||| **<span style="color: white; font-family: 'Arial','sans-serif';">Pre-assessment ** ||
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will develop an understanding of the structure, purpose and language features of a narrative. Students will write a narrative. // |||| //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Provide the students with the writing prompt “Found” (Activity sheet 1). // ||
 * **<span style="color: white; font-family: 'Arial','sans-serif';">What do I / we want the students to learn? ** |||||||| **<span style="color: white; font-family: 'Arial','sans-serif';">What do I /we want the students to do or produce? Aboriginal Perspectives **
 * <span style="color: white; font-family: 'Arial','sans-serif';">What does our rubrix tell us? ** ||
 * * The purpose of a narrative.
 * Understand and use the organisational structure of a narrative.
 * Be able to use the appropriate language features of a narrative.
 * Be able to use the appropriate grammatical features of a narrative. |||||||| <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Students to write a well structured, cohesive narrative Students could be exposed to
 * Be able to use the appropriate grammatical features of a narrative. |||||||| <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Students to write a well structured, cohesive narrative Students could be exposed to
 * **<span style="color: white; font-family: 'Arial','sans-serif';">Significance – what makes learning meaningful/ important to students ** |||||||| **<span style="color: white; font-family: 'Arial','sans-serif';">Syllabus outcomes ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">The significance of this unit lies in the knowledge integration and inclusivity of the topic areas. The students’ background knowledge is incorporated into the unit where connections are made between their knowledge and experiences and the substance of the lesson. There is also scope for student self-direction through their choice of narrative topics. |||||||| //<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Learning to: //
 * **<span style="color: white; font-family: 'Arial','sans-serif';">Literacy improvement target areas ** ||  **<span style="color: white; font-family: 'Arial','sans-serif';">Numeracy improvement target areas **  ||  **<span style="color: white; font-family: 'Arial','sans-serif';">ICT target areas **  |||| **<span style="color: white; font-family: 'Arial','sans-serif';">Assessment Opportunities ** ||  **<span style="color: white; font-family: 'Arial','sans-serif';">Resources **  ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 13px;">* Use of adjectives

WS2.14
 * **<span style="color: white; font-family: 'Arial','sans-serif';">Outcome: ** |||| **<span style="color: white; font-family: 'Arial','sans-serif';">Indicator: ** || **<span style="color: white; font-family: 'Arial','sans-serif';">Teaching / Learning Experiences **  ||  **<span style="color: white; font-family: 'Arial','sans-serif';">Teaching standard coding **  ||  **<span style="color: white; font-family: 'Arial','sans-serif';">Reg/ **   **<span style="color: white; font-family: 'Arial','sans-serif';">Date **  ||

WS2.14

WS2.9 WS2.13

WS2.13 WS2.14

WS2.14

WS2.9 WS2.14

WS2.9 WS2.10

WS2.10 WS2.14

WS2.14 WS2.9

WS2.10

WS2.9

WS2.9

WS2.13

WS2.9

WS2.10

WS2.14

\ || Recognises and discusses the organisational structure of a Narrative.

Recognises and discusses the organisational structure of a Narrative.

Uses other texts as models for aspects of writing such as text organisation. Recognises and discusses the organisational structure of a Narrative.

Understands the purpose and stages of the organisation of texts Identifies nouns, action verbs, adjectives and adverbs. Identifies nouns groups in narratives and how they build information. Identifies nouns, action verbs, adjectives and adverbs. Writes fuller descriptions of people, places and things Uses longer noun groups Identifies nouns, action verbs, adjectives and adverbs in own writing Demonstrates self-editing skills. Identifies nouns, action verbs, adjectives and adverbs in own writing and how these add meaning to the text Demonstrates self-editing skills. Uses past tense in narratives Talks about the use of past tense in literary texts Talks about the need to use quotation marks with quoted speech Demonstrates self editing skills Uses a variety of connectives in Narratives Uses conjunctions to construct cause-effect relationships Writes longer, more extended descriptions Identifies key words and phrases Selects relevant information to use in own writing Identifies key words and phrases Contributes to joint text construction activities Selects relevant information to use in own writing Identifies key words and phrases Selects relevant information to use in own writing Understands the purpose and stages of the organisation of texts Selects relevant information to use in own writing Uses other texts as models for writing Uses some effective planning strategies Demonstrates self editing skills Structures text types in appropriate stages Uses past tense in Narratives Combines clauses using a variety of conjunctions\ Uses conjunctions to construct cause –effect relationships Identifies nouns, action verbs, adjectives and adverbs in own writing and talks about their function in making meaning Talks about the use of past tense in literary texts Talks about the need to use quotation marks with quoted speech |||| //__Learning Experience 1-__ Introducing Narratives// Activating Background Knowledge. What is a Narrative? Students brainstorm their ideas about Narratives. Create a class list of Narratives that students may have read or heard. Students complete Pre-Assessment Task using the past NAPLAN paper – “Found” (Activity Sheet 1) __Learning Experience 2__//- Introducing Narratives/Text Structure// Provide students with a variety of examples of Narratives. Students discuss the features of Narratives in small groups. As a class complete the 4 question brainstorm focussing on where we might find Narratives, Who would read a Narrative? etc. (Activity Sheet 2**)**. Students also read through the various examples and identify the common structural and language features. Students use this information to assist in the annotation of the short Narrative “The Lonely Princess.” (Activity Sheet 3) __Learning Experience 3__//- Text Structure// To familiarise students with the structure of a Narrative, make reference to the annotated text, “The Lonely Princess” looking at the three parts of a Narrative – the orientation, complication and resolution. Students work in small groups to read and correctly sequence the mixed up Narrative “ The Mean Dingo and The Cuddly Koala” (Activity sheet 4) Students may then complete further orientation, complication, resolution sorting tasks either in pairs or individually (Activity sheets 5&6) __Learning Experience 4__ //– Text Structure & Features// Refer again to the annotated text “The Lonely Princess.” To ensure that students are familiar with the structural and grammatical vocabulary of Narratives. Discuss the key words and features used to create a Narrative. For example: “What are action verbs, what does the resolution do? Complete the word meanings matching task in small groups. (Activity Sheet 7) __Learning Experience 5__//- Text Features// Read with students the Narrative titled “The Race” (Activity Sheet 8). Provide each student with a copy of the Narrative and the accompanying worksheet (Activity sheet 9). Students can work in groups/pairs/individually to highlight and record the nouns, verbs, adjectives, adverbs and conjunctions that are present in the text. __Learning Experience 6__//- Adjectives, Noun Groups & Character Development// Discuss with students their favourite Narratives. What made these Narratives so interesting? Discuss the role of characters in the development of an interesting and entertaining Narrative. Record the names of any famous characters in Narratives that students may be able to recall. Use the text extract from “Georges Marvellous Medicine” (Activity Sheet 10) as an example of how the author Roald Dahl has attempted to develop the character of the Grandmother in the story. Students as a whole class or in small groups, highlight the parts of the text that give detail about the character. Remind students to look at information that not only describes the Grandmother physically, but also may tell us about her personality. Create a class databank of adjectives and noun groups. __Learning Experience 7 -__ //Adjectives, Noun Groups & Character Development// Provide students with character stimulus pictures. (Activity Sheet 11) Students choose a picture, then write using adjectives and noun groups that they believe would best describe the character. Share with class. __Learning Experience 8__ //- Grammar-past tense// Use the annotated text “The Lonely Princess” and the extract from the book “Georges Marvellous Medicine” to discuss the use of past tense in Narrative writing. Make links with past tense used in factual recount writing. Highlight the past tense verbs used in both pieces of writing. Students complete Past Tense Verbs worksheet (Activity Sheet 12) __Learning Experience 9-__ //Direct & Indirect Speech// Discuss with students the use of speech marks. If possible show Powerpoint program explaining the use of speech marks. Complete speech marks worksheet (Activity sheet 13). For more capable students further work on direct and indirect speech and how these two concepts are different can be explored using the related powerpoint slides and activity sheets (Activity Sheets 14/15) __Learning Experience 10 –__ //Conjunctions & Connectives// Revise with students their understanding of conjunctions and connectives as discussed when completing factual recounts in the previous term. Students brainstorm and record conjunctions and connectives that they are able to recall. Divide students into small groups, each with a copy of a Narrative text. (Activity Sheet 2) Students need to read and highlight any conjunctions and connectives that they can find. Add these to the class list. As an additional task students could complete Activity Sheets 16/17 which focus primarily on conjunctions and would encourage students to add greater information and interest to their sentences. __Learning Experience 11-__ //Developing The Setting/Using Sensory Images.// Discuss with students the idea of “the setting.” What does the setting mean? The setting tells us when and where the story has taken place. The author is inviting us to create sensory images in our mind as we read. Show students some stimulus pictures of a variety of scenes (Activity sheet 18) and have them use descriptive language to describe the setting and discuss what characters might be linked to this kind of setting. Select a story with a descriptive introductory setting to read to students. Students complete Activity Sheet 19 (Set It Here) where they need to identify and record the key words that add to the detail of the setting and then use their sensory images to draw a related picture. __Learning Experience 12-__ //Joint Construction// Read to students the story “The Paperbag Princess.” Students complete the summary sheet about the story and record details about the setting, characters, complication, action and resolution.(Activity sheet 20). Remind students that these are the elements that they will need to include in their own Narratives. __Learning Experience 13-__ //Joint Construction// Read to students the Narrative “Bluey’s Day Out.” (Activity Sheet 21). Students complete a dictagloss activity based on the story where they need to listen and tick the key words that form the orientation, complication and resolution of the story. (Activity Sheet 22) Students then use these key words to assist them in rewriting the story. Students can either follow the original storyline or make up their own using the keywords. __Learning Experience 14-__ //Independent Construction// Provide students with a proforma to assist in the planning and organisation of ideas for their own Narrative. (Activity Sheet 23) Students plan their own Narrative and share with a teacher before attempting to advance to writing their own Narrative __Learning Experience 15-__ //Independent Construction// Students use their Narrative plan to independently construct their Narrative. __Learning Experience 16__ – //Post Assessment// Students across the grade, plan, write and edit a Narrative using the writing stimulus “The Box” (Activity sheet 24) || //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Tick the element that this unit addresses and list key aspect beside (elements 1- 5 only) // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Element 1- Teachers know their subject content and how they teach their students // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Element 2 – Teachers know their students and how they learn // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">. // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Element 3 – Teachers plan, assess and report for effective learning // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Element 4- Teachers communicate effectively with their students // //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12px;">Element 5 – Teachers create & maintain safe & challenging learning environment through classroom management skills // ||  ||


 * **<span style="color: white; font-family: 'Arial','sans-serif'; font-size: 21px;">Evaluation of Unit ** ||
 * **<span style="color: white; font-family: 'Arial','sans-serif';">Teacher Evaluation ** ||  **<span style="color: white; font-family: 'Arial','sans-serif';">Comments/Variations **  ||
 * || **//<span style="font-family: 'Arial Narrow','sans-serif';">How did the unit ‘rate’ in these areas? //**  || <span style="font-family: 'Arial Narrow','sans-serif';">Very appropriate || <span style="font-family: 'Arial Narrow','sans-serif';">Suitable || <span style="font-family: 'Arial Narrow','sans-serif';">Needs addressing ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Time allocated for topic ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Student understanding of content ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Opportunities for student reflection on learning ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Suitability of resources ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Variety of teaching strategies ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Integration of Quality Teaching strategies ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Integration of ICTs ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Literacy strategies used ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Numeracy strategies used ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Literacy targets addressed ||  ||   ||   ||
 * <span style="font-family: 'Arial Narrow','sans-serif';">Numeracy targets addressed ||  ||   ||   ||
 * After you have taught the unit of work, record in this section your evaluation of the unit and any variations you implemented or would choose to implement the next time you teach the unit. ||  ||