Unit Planner - Narrative Unit
Unit Planner - Narrative Unit
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.
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.
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.
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.
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.
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)
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.
Reflection (Teacher):
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’.
Assessment:
Personification passage and
identification.
Feedback:
Reflection (Teacher):
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.
Assessment:
Students understanding of
Personification by identifying and
producing examples.
Feedback:
Reflection (Teacher):
Week
6 SYDNEY CAMP
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.
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):
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
Assessment:
Self-assessment and student
reflection.
How will students apply their goals to
their narrative writing.
Feedback:
Reflection (Teacher):
Feedback:
Reflection (Teacher):
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
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
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
Year 5
They understand how language features, images and vocabulary influence interpretations
Students create imaginative, informative and persuasive texts for different purposes and
audiences.
types.
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 analyse and explain how language features, images and vocabulary are used by
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
They demonstrate understanding of how the choice of language features, images and