UNIT PLANNER

Subject: English: Narrative Writing

Genre: Fantasy Fiction

Topic/Theme: Writing Through Art

Year Level: 5, 6 & 7

Unit Overview

Students will study fantasy narrative writing through observing famous art works. Students
will produce a short fantasy narrative based on the surrealist artworks by Salvador Dali,
Rene Magritte and Frida Kahlo. Along with this, reference to the literary works Alice in
Wonderland and James and the Giant Peach (possibly watching the film). Students will be
expected to display appropriate language devices, structure and vocabulary to achieve
purpose and meaning in fantasy writing. They will demonstrate an understanding correct
grammar and spelling.

Relevant Achievement Standard

Year 5
Receptive Mode
 They understand how language features, images and vocabulary influence interpretations
of characters, settings and events

Productive Mode
 Students create imaginative, informative and persuasive texts for different purposes and
audiences.
 When writing, they demonstrate understanding of grammar using a variety
of sentence types. They select specific vocabulary and use accurate spelling and
punctuation. They edit their work for cohesive structure and meaning.

Year 6
Receptive Mode
 They analyse and explain how language features, images and vocabulary are used by
different authors to represent ideas, characters and events

Productive Mode
 Students create detailed texts elaborating on key ideas for a range of purposes and
audiences.
 They demonstrate an understanding of grammar, and make considered vocabulary
choices to enhance cohesion and structure in their writing
Year 7
Receptive Mode
 They demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning

Productive Mode
 Students understand how the selection of a variety of language features can influence
an audience.
 Students create structured and coherent texts for a range of purposes and audiences.
 They create texts showing how language features and images from other texts can be
combined for effect.

Content Descriptors

Year 5
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
choosing textstructures, language features, images and sound appropriate to purpose
and audience (ACELY1704 - Scootle )

Create literary texts using realistic and fantasy settings and characters that draw on the worlds
represented in texts students have experienced (ACELT1612 - Scootle )

Year 6
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting
with textstructures, language features, images and digital resources appropriate to purpose
and audience (ACELY1714 - Scootle)

Create literary texts that adapt or combine aspects of texts students have experienced in
innovative ways (ACELT1618 - Scootle )

Year 7
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects
of subject matter and particular language, visual, and audio features to convey information and
ideas(ACELY1725 - Scootle )

Recognise and analyse the ways that characterisation, events and settings are combined in
narratives, and discuss the purposes and appeal of different approaches (ACELT1622 - Scootle )
Cross Curricular Links/General Capabilities/Curriculum integration

Visual Art: Exposure to the surrealist movement, cultural and society meaning of Art and
its ability to tell a story.

General Capabilities: Literacy & Critical and Creative Thinking

DIFFERENTIATION CONSIDERATIONS

Multi-Year level: As the class consists of multiple year levels, 5,6 & 7, formative and
summative assessments will be considered against the appropriate Year level standard.

Specific Students:
Ally (NEP): Considerations are made for Ally due to her incredibly differentiated needs.
Ally’s age puts her in Year 5, however Ally’s readiness for literacy learning sits at Year 2-
3. Behaviour management is a major focus for Ally’s learning. Unfortunately, Ally
struggles to maintain focus, with very disruptive tendencies. These disruptive tendencies
may be so intrusive, as an educator it is hard to maintain a balanced management of the
classroom, with Ally’s behaviours being so demanding. With this ultimately distracting and
interrupting majority of other student’s learning, Ally works on an individualised program
with an SSO for majority of literacy lessons. This ensures that Ally can work on an
appropriate academic level for her readiness to learn and ensures that other students are
not losing the opportunity to learn when Ally is alone in the classroom. The tasks which
Ally will participate in are linked to the main unit through language choices, sentence
structure & spelling.
Tessa (NEP): Tessa is a Year 7 student who’s intellectual disability mean’s her literacy
level is well beneath the achievement standard for Year 7. Tessa works with Ally on the
individualised program. Working at very similar standard, Ally and Tessa are able to
receive the one on one attention throughout literacy. They can work on developing their
basic language skills through spelling and forming sentences. A large part of their
program focuses on handwriting. Both struggle to produce written work, this is a focus
area for improvement.

Week Focus/Activities/Assessment/ACARA Resources Used Differentiated

Links considerations

Week Lesson 1: Monday 20th May

4
Learning Intentions:
This is the introductory lesson to Ally & Tessa: This
Narrative Writing Unit. The aim of this lesson would see
lesson is to conduct pre-assessment
Youtube Video: Alice in Ally working on
and begin initial building the field of individual
Wonderland, Tea
knowledge. Students will begin to learning goals for
Party. Rated PG.
think about key terms such as literacy. Using
‘Fantasy’ & ‘imaginative’. They will the platform
Sticky Note for goals
explore where these can be seen and ‘literacy planet’
what makes a piece of work fantasy.
or ‘Reading Eggs’.
Fantasy is a text type Ally will
Activities:
in which the story is set independently
Activity 1: Students will be shown a
in an unrealistic setting work through
snippet from the Tim Burton animated
and the events which activities which
film, Alice in Wonderland.
take place cannot achieves her
happen in real life learning goals.
Activity 2: This will be used as the
basis for discussion surrounding Tessa will work
Lets name some: Alice
themes of fantasy. Students will be on the same
in Wonderland, Harry
asked questions such as: platform, as she
Potter, Wonderwoman,
 What makes something is year 7, Tessa
How to train your
fantasy? will be required
dragon, the Wizard of
 What happened to Alice? Oz, Charlie and the to copy as much
Explain how we know it’s a Chocolate factory, of mind map as
fantasy story beauty and the Beast, she is capable to
 Is fantasy real life? James and the Giant do so. If she
 What type of things did we see Peach, Peter Pan becomes
in the video which makes us frustrated, allow
think it is fantasy What can we play her to move onto
 Do our characters have to be with? Reading Eggs or
real people? If not, what Characters, can be literacy Planet.
characters did we see which objects, animals or
were not real people? (animals, people Individual Year
objects etc.) Time: ‘Time is a funny Levels: Consider
 What other forms of text or thing in dreams’- achievement
representations do people use Reference Kaylei’s
their imagination to create standards for
story she wrote about
fantasy for the viewer? each Year level
looping time.
Setting: Space, Magic, and student
Activity 3: Make an individual Mind Dreaming, Made up when formative
Map OR inquiry style notes to make a universe assessment is
big mind map on the wall Events: ‘out of this taking place.
world’ events. Consider this for
Students will write one thing they want the reflection of
to improve within their writing, we will prior learning.
talk about our goal for the unit and
what is expected for assessment.

Assessment:
Pre-assessment: establishing
student’s current knowledge and ideas
of fantasy in discussions (think-pair-
share) or (class discussions)
Formative: Mind Map’s from each
group. Mind map will be used to
explore students current
understanding of fantasy style
narratives and narrative features.

Feedback:
Feedback regarding students current
understanding: Asking students
where/what achievement goals they
have

Reflection (Teacher):
Lesson seemed to be engaging. The
students were keen to talk about the
topic at hand. If I could alter this, I
would allow the students more chance
to add to their own mind map. Instead
of filling in a lot of the work.
I thought discussion was good. They
elaborated on narrative features and
language.

Lesson 2: Tuesday 21st May

Ally & Tessa:
Learning Intentions:
This lesson aims to continue building During this time
the field of knowledge of fantasy Ally and Tessa
narratives. Students will begin to will work with an
explore other forms of storytelling SSO outside of
through Artworks. They will begin by the classroom.
looking at Salvador Dali’s ‘The They are working
persistence of memory’, 1931. on spelling and
Students will work in groups to sentence
discuss and answer questions structure,
designed to promote creative thinking handwriting and
in relation to Dali’s painting and basic literacy
translate this to a narrative. The skills.
questions will be written in a way
which starts students constructing
ideas of possible narrative features.

Activities:
Activity 1: Students will be put into
groups/pairs.
Copy of Salvador Dali’s
Activity 2: Students will be shown a Painting: The Persistence
copy of Salvador Dali’s Painting ‘The of Memory, 1931
Persistence of Memory’. We will
discuss as a class- deconstructing the Rubric
painting to explore narrative themes. Word List- High tier words/
-Where is it set? students can add to this list
-What time could this be? as they go. If they hear a
-What characters may live here? word which they would like
-What events could be happening? to remember, we write it on
the list. – Find an area in
-What does it smell like? the classroom*
-How do you feel when you are there?
Template
Activity 3: Students will work in
groups/pairs to fill in the worksheet

Assessment:
Self-Reflection: Students will be asked
to reflect on working with their group.
Did they feel like their ideas were
accepted, listened to and
acknowledged?

Worksheet on the
painting/Development of ideas

Feedback:
Effective Feedback on students
sharing ideas. NOTE FOR ENGLISH
ASSIGNMENT*

Reflection (Teacher):
Today’s activity really allowed me to
see which students struggle to
generate original ideas.

A number of students could generate

these ideas and produce logical
progressions of the their plans.

Some students were able to produce

original ideas and inspiration but
needed prompting/scaffolding to link
the ideas or make a narrative
progression. Others struggled to think
of original ideas.

Lesson 3: Thursday 23rd May

Learning Intentions:
This lesson will be a transitional
lesson from building the field in
preparation to moving onto modelling
the text. Ally and Tessa:
Student will begin by looking at Rene This lesson is an
Magritte’s painting ‘The Listening interactive lesson
Room’, 1952. Students will be tasked Rene Magritte, ‘The with focuses on a
with using this image as a setting for a Listening Room’, 1952 drama orientated
small interactive drama activity. approach. Ally
Students will be asked to imagine they and Tessa will
enter a room and find a giant apple.
participate in the
Student’s will explore plot and
activities. They
location, key events and the language
which can be used to make a scene in will offer
their story powerful and engaging. feedback and
participate in
Activities: developing a
Activity 1: Watch a scene from James verbal story.
and the Giant Peach Word List pull out of a They will have
plastic wallet set time during
Teacher will lead a discussion and the lesson to
brainstorm of ideas on the board. In James and the Giant work directly
your story, you come across a giant Peach: 15 mins/18 mins with myself in a
apple: Lions mad minute style: workshop style
- How will you react when you see the to help them
apple? In your story is it normal or write their own
strange to see an apple this big? sizzling starts.
Depending on your reaction, what
type of language would we use?
- What type of atmospheres can we
create? (scared, tension, happy, joy)
-Has anyone ever heard a story
before with a giant food or fruit? (pre-
assessment for next lesson)

Activity 2: Teacher will demonstrate:

Pull an emotion or style out of a bag,
the reaction must be tailored to what
they select. For example, if scared is
pulled out, a sentence reflecting that
emotion must be given. 30 seconds
maybe?

Activity 3: Writing Sample: Using one

of the reaction options, students will
be given time to write a sizzling start
intro about the apple.

Assessment:
Sizzling Starts- writing sample
Dramatization activity

Feedback:
Feedback will be provided in their
English books/will ask for feedback on
the effectiveness of creating stories
out loud.

Reflection (Teacher):
This lesson was great! I was very
pleased with the outcome regarding
learning and behaviour management.
I tried to approach the learning about
writing and narrative in a different
way. I found that vocally creating
stories out loud and under pressure,
allowed students to form stories
without the pressure of writing it down.
A lot of the stories followed a
structure, they had a beginning (which
were exciting) and a middle (an event)
and a way to conclude.
I applied a familiar strategy to teach
something unfamiliar, which allowed
students to be comfortable and tackle
the learning confidently.
When the students came to write, they
were engaged and quiet. However, I
think once students wrote 1 piece,
they were unwilling to tackle another.
But all round a very successful lesson.

Week Monday 27th May, 2019

5
Learning Intentions: Ally & Tessa:
Students will start a vocabulary list. -Pre-written list of high
This lesson Ally
They will start to identify higher tier tiers words the
and Tessa will
vocab and description words which students have already
produce their
they can use in their writing. given. (space to add to
own list of
the list)
descriptive
Activities: words. An
-White board
independent list
Activity 1: Students will be given a list will be made
for extended vocabulary words. -Lion King Clip-
which focuses
(provided by the teacher) Youtube.
on basic
They will keep this in their literacy descriptive
books and add to it as we go through language.
the unit. Based on their
readiness and
Activity 2: language
Students will watch a clip from the choices,
Lion King, together as a class we will assessment will
discuss descriptive words and extend be appropriately
our vocabulary to higher tier words. levelled. Tessa,
who struggles
Activity 3: We will add these words to with literacy
our vocab charts. Students will then surround her
apply their own examples to the list limited ability
using an image for inspiration. with language
choice, may
Assessment: even like to
Vocabulary chart & List draw an image
Observation and notes which sparks an
association with
Feedback: certain words.

Reflection (Teacher):

Tuesday 28th May, 2019

Learning Intentions:
Students will understand the literary
technique ‘Personification’. They will Ally & Tessa:
understand the meaning and how to -List of personification During this time
use this effectively. examples Ally and Tessa
will work with
Activities: -Written passage an SSO. This
containing will be a
Activity 1: As a class, we will explore personification for continuation of
personification. Students will be given students to identify developing their
a piece of writing which includes language skills
personification. This will be stuck into -Coloured pens (description)
their books. The teacher will then write
examples on the board. Questions will
be asked to encourage the students
will start developing an understanding
of the concept. The teacher will then
pull apart the literary technique.

Examples:
‘The kettle screamed as it came to
boil’
‘The dog smiled when it saw its owner’
‘The stars danced across the midnight
sky’.

Activity 2: The teacher will then read

the written passage. Students are
encouraged to identify the
personification. We will identify 2
together.

Activity 3: Students are then expected

to re-read the passage and identify
the personification.

Assessment:
Personification passage and
identification.

Feedback:

Reflection (Teacher):

Wednesday 29th May, 2019

Learning Intentions:
Students will continue to explore
personification in more depth. Ally & Tessa:
Students will be able to produce their For the first 15
own personification sentences. minutes of the
lesson Ally and
Activities: Tessa will work
on individual
Activity 1: The class will re-cap the learning goals
work we have been doing on on literacy
personification. Together we will recap planet. They will
the features and meaning on the then be
board with examples. assisted by an
SSO to work
Activity 2: Students are encouraged to outside the
provide examples and share some of classroom.
their ideas.

Activity 3: Students will produce their

own personification sentences.

Extension: Students can start to write

their own examples within a narrative
style.

Assessment:
Students understanding of
Personification by identifying and
producing examples.

Feedback:
Reflection (Teacher):

Week
6 SYDNEY CAMP

Week Wednesday 12th June, 2019

7 Learning Intentions: Prior Work: Fantasy
Students will produce a writing sample Planner ideas/notes
of a Fantasy Narrative. Using one of
the Salvador Dali painting and the Salvador Dali painting
plan they produced for the image,
students will need to write a story.
This will then be assessed and
contribute to tomorrow’s assessment
and feedback lesson.

Activities:
Activity 1: Students will re-cap the
painting. Offering ideas about the Writing Samples
painting and how they might be
inspired by this for a story.

Activity 2: Students will re-cap their

written ideas featured in their fantasy
planner from a previous lesson. We
will also recap the key features of a
narrative, the meaning of fantasy and
high tier words that can be included.

Activity 3: Students will then produce

a writing sample to be assessed.
Teacher will offer feedback which will
be used for the next lesson.

Assessment:
Formative- Activity of student noticing,
what words are they using? Are they
exploring deeper meanings within the
picture which will help them to write
better?
Writing Samples

Feedback:
Student Feedback & Teacher
feedback about what was produced.
Refer to achievement standard and
learning intentions.

Reflection (Teacher):

Thursday 13th June, 2019

Learning Intentions:
Students will be introduced to the
summative assessment. Individual
narratives. Students will be shown the Assessment and
break-down of assessment criteria, Feedback of writing
they will each be given a year level samples
rubric. Students will produce a writing
continuum based on the rubric in the Rubric
classroom. The class will discuss the
outcomes for the summative Butchers paper for the
assessment. continuum/reflection

Activities: Sticky Notes

Activity 1: Students will be given a
rubric for their writing. Each student Goal Setter worksheet
will stick it in to reference.

Activity 2: From here, the class will

produce a writing continuum, which
features 3 assessment areas;
Developing, Competent, Advanced.
Looking at the rubric criteria, each
student will need to identify where
they sit on the continuum, they must
offer WHY & how they may change
spots.

Activity 3: Next, students will need to

transfer these thoughts into a goal
setter. From the rubric, each student
will write where they currently think
they are in relation to that
achievement standard and what would
I need to do/focus on to get there.
What strategies will they use? This will
be transferred into a GOAL template.

Assessment:
Self-assessment and student
reflection.
How will students apply their goals to
their narrative writing.

Feedback:

Reflection (Teacher):

Week Monday 17th June, 2019

8
Learning Intentions:
Students will start the planning stages
of their individual narratives.
Students will be provided with the
same template used at the start of the
unit for Salvador Dali’s painting. They
can use this to start brain storming Frida Kahlo, ‘Self-portrait
ideas. Students will be able to plan on the border line between
effectively to begin writing their story. Mexico and the United
States’, 1932.
Activities:
Activity 1: Students will be shown 3
painting. They will have the choice
between 3 paintings or their own
original ideas.

Activity 2: Students will begin

planning/brain storming ideas for the
layout of their narrative. Students will
be provided the planning sheet PAINTING 1: Rene
Magritte, ‘Time Transfixed’,
(Salvador Dali) to start this process. 1939
When this sheet is complete to a high
standard, the student can then move
onto working on the narrative layout
worksheet.

Activity 3: Student Feedback: How are

you considering the goal’s you’ve set
yourself? How are you showing
evidence that this goal you’ve set will PAINTING 2: Rene
Magritte, ‘Golconda’, 1953
be achieved?
Planning Sheet for
Assessment: their Narratives.
Self-assessment and student
reflection.
How will students apply their goals to
their narrative writing. What evidence
can they show me?

Feedback:

Reflection (Teacher):

Tuesday 18th June- Friday 21st June

Learning Intentions:
Students will begin the independent
writing stage of this unit.
Continuing for the next week students
will complete a plan, produce a draft
and edit their work to produce a final
narrative for their summative
assessment.

Activities:
Activity 1: Students will continue to
finalise their plan

Activity 2: Students who are happy

with the planning stage, will move on
to writing their first draft of their
narrative.

Activity 3: Independent consultations:

Throughout the remainder of the unit,
teacher and student will participate in
consultations. This serves the purpose
of student feedback about their
learning, teacher feedback about the
progression of their work in relation to
the student’s goals and editing of their
work.

Differentiation: These activities will

differ for every student. Each student
will approach the varying stages at
different times. The role of the teacher
is to support their learning smoothly
and effectively from one stage to the
next to meet the deadline.

FRIDAY 21st JUNE: Final Submission

of their story is due.

Assessment:
Self-assessment and student
reflection.
How will students apply their goals to
their narrative writing. What evidence
can they show me?
How do student’s self-manage?
Drafts

Feedback:

Reflection (Teacher):
RUBRIC
Developing Competent Advanced

Structure Writes paragraphs Writes using detailed Writes using detailed

(paragraphs & using simple and sentences in paragraphs using
sentence structure) compound sentences paragraphs complex sentences
attempting to use correctly
complex sentences

Grammatical Demonstrates the Independently Independently writes

features & ability to write using identifies correct using correct
Punctuation correct grammatical grammatical choices grammar for the
features when writing. duration of the text.

Writing is extremely
Writing is Writing uses descriptive, allowing
Descriptive and descriptive, using descriptive words to the reader to
Specific Vocabulary basic language add imagery. These visualise what is
Choice choices language choices are happening in the
considered for story. There is
purpose and effect understanding that
language choice
influences the
interpretation of the
narrative
Narrative Features Writing displays Writing display a Writing displays a
(beginning, middle, basic understanding strong complex
end, complications of narrative understanding of understanding of
and solutions) structures and narrative features, how to use narrative
features using them for features to add to
purpose. purpose and
meaning

Editing Attempts to edit Edits writing for Edits writing for

writing spelling, punctuation spelling, punctuation
and correct sentence and correct sentence
structure structure and adds
extra elements to
improve the text.

Year 5

They understand how language features, images and vocabulary influence interpretations

of characters, settings and events.

Students create imaginative, informative and persuasive texts for different purposes and

audiences.

When writing students demonstrate understanding of grammar and a variety of sentence

types.

Students select specific vocabulary, use accurate spelling and punctuation.

Students can edit their work for a cohesive structure and meaning.
Year 6

Students create detailed texts elaborating on key ideas for a range of purposes and

audiences.

They demonstrate an understanding of grammar, and make considered vocabulary

choices to enhance cohesion and structure in their writing.

They analyse and explain how language features, images and vocabulary are used by

different authors to represent ideas, characters and events

Year 7

Students understand how the selection of a variety of language features can influence

an audience.

Students create structured and coherent texts for a range of purposes and audiences.

They create texts showing how language features and images from other texts can be

combined for effect.

They demonstrate understanding of how the choice of language features, images and

vocabulary affects meaning