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Planning overview of 1/2S Literacy Block: Narratives

AUSVELS
Reading and viewing
Language
Understand that different types of texts have identifiable text structures and language features
that help the text serve its purpose (ACELA1463)
Understand that simple connections can be made between ideas by using a compound sentence
with two or more clauses usually linked by a coordinating conjunction (ACELA1467)
Identify visual representations of characters actions, reactions, speech and thought processes in
narratives, and consider how these images add to or contradict or multiply the meaning of
accompanying words (ACELA1469)
Understand that nouns represent people, places, things and ideas and can be, for example,
common, proper, concrete or abstract, and that noun groups/phrases can be expanded using
articles and adjectives (ACELA1468)
Literature
Discuss the characters and settings of different texts and explore how language is used to present
these features in different ways (ACELT1591)
Literacy
Discuss different texts on a similar topic, identifying similarities and differences between the texts
(ACELY1665)
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by
drawing on growing knowledge of context, language and visual features and print and multimodal
text structures (ACELY1670)

Writing
Language
Understand how texts are made cohesive through resources, for example word associations,
synonyms, and antonyms (ACELA1464)
Recognise that capital letters signal proper nouns and commas are used to separate items in lists
(ACELA1465)
Literature
Create events and characters using different media that develop key events and characters from
literary texts (ACELT1593)
Literacy
Create short imaginative, informative and persuasive texts using growing knowledge of text
structures and language features for familiar and some less familiar audiences, selecting print and
multimodal elements appropriate to the audience and purpose (ACELY1671)
Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
Write legibly and with growing fluency using unjoined upper case and lower case letters
(ACELY1673)
Construct texts featuring print, visual and audio elements using software, including word
processing programs (ACELY1674)
Speaking and Listening
Language
Understand the use of vocabulary about familiar and new topics and experiment with and begin
to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
Identify aspects of different types of literary texts that entertain, and give reasons for personal
preferences (ACELT1590)
Compare opinions about characters, events and settings in and between texts (ACELT1589)
Literacy
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)






Planning overview of 1/2S Literacy Block: Narratives
Lesson 1 What makes a great story?
2 Story types Fables and fairy tales
3 Story types Aboriginal
4 Story types Factual/Personal
5 Story types Imaginative this will be our focus
6 Planning your narrative: Using a visual planner ie. Comic Books
7 Writing your narrative Characters
8 Writing your narrative Orientation: Where? When?
9
Writing your narrative Complication: What was the problem? What
happened?
10
Writing your narrative Complication: What was the problem? What
happened?
11
Writing your narrative Action: How did they try and solve the problem
Doing? What? What like?
12 Writing your narrative Resolution/ Solution: What happened at the end
13 Writing your narrative Editing
14 Writing your narrative Publishing


Planning overview of 1/2S Literacy Block: Narratives
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Guided
Session 1 Session 2
Setting the scene
Introduce the purpose of the unit.
Brainstorms What do we know
about stories/narratives?

Applying
What do we need to find out about
stories/narratives so we can write
our own?
T-Chart What we know.
What we need to find out.

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Modelled
Introduce Big Book The boy who
cried wolf
What might we expect to find out
from this book?
Who might this book be written
for? Highlight and explain the
purpose of text features: title,
contents, headings, pictures
(modelled
spelling focus)
W2R students to recite 20
phonogram codes. Ask questions
about rules and if sounds are the
second sound/third sound etc.
Guided
Group A Group D
Reading response: Use of colourful semantics to create a detailed
sentence. Discuss ways of creating sentences and refer to W2R whilst
doing so.
Independent
Group B: Reading activity: ordering
sentences cut up from a narrative.
Group C: Independent reading
Group D: iPad W2R phonograms
Group A Reading activity: ordering
sentences cut up from a narrative.
Group B: Independent reading
Group C: iPad W2R phonograms
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Modelled
Start a topic list of words that we
could use in our own narratives
that match colourful semantic
cards.
Looking at a picture use colourful
semantics headings to write/draw
words that could be used with the
picture eg. WHO? Boy, parents,
girl, dog DOING? Running, jumping
etc.
Guided
With class, sort words from topic
list into those which name (nouns)
and those which describe
(adjectives).

(guided
spelling)
W2R students are to write down
codes read by teacher.

Independent
Handwriting: 4 magic tricks
Write down the codes that they
hear.
Students to use colourful
semantics/symbols to create
sentences/paragraph about
characters in the big book. WHO
semantic

Planning overview of 1/2S Literacy Block: Narratives
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Guided
Read our character descriptions to
the class.




























Planning overview of 1/2S Literacy Block: Narratives
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Guided
Session 3 Aboriginal stories Session 4 Imaginative
Read to class an aboriginal story.
Students listen for key structural
pieces of story
Read
Applying
Focus on the when and where
within the story. Talk about
indigenous way of storytelling
(dreamtime stories)
Focus on finding the problem in
the story
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Modelled
Students to identify describing
words what like

(modelled
spelling focus)
Look at prefixes and suffixes for
words that we can use in our
stories tooth toothless, power
powerful
Guided
Group C Group B
Use of colourful semantics to create a detailed sentence. Discuss ways of
creating sentences and refer to W2R whilst doing so.
Independent
Group D Reading activity: ordering
sentences cut up from a narrative.
Group A: Independent reading
Group B: iPad W2R phonograms
Group C: Codespotting- 2 letter
codes.
Group D: Independent reading
Group A: iPad W2R phonograms
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Modelled
Jointly construct descriptive
sentences using semantics both
orally and on the wb. Focus on
orientation WHEN WHERE
Students are to write problems for
different stories. What colourful
semantics can we use to write a
problem?
Guided
Recreate a sentence from the
book. Model use of W2R Have a
Go card.
(guided
spelling)
Go through W2R codes with group
Independent
Students to use colourful
semantics/symbols to create
sentences/paragraph about
characters. WHEN, WHERE
Students are to write their own
problem using WHAT, DOING,
WHAT LIKE
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Guided
Read our orientation to the class
and students are to highlight key
words that let us know this is the
orientation.





Read our Problems to the class and
students are to highlight key words
that let us know this is the
problem.






Planning overview of 1/2S Literacy Block: Narratives

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Session 5 - Imaginative Session 6 Planning your
narrative
Read to class Jungle Drums Read to class giraffe book
Applying
Focus on finding the problem and
action words within the story
Focus on finding the problem in
the story
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Modelled
Students to identify action words
within the story what doing
semantic

Students to identify describing
words what like

(modelled
spelling focus)
Choose words from the text that
describe Ngiris actions.
Introduce 4 new codes from the
W2R program
Guided
Group A Group D
Reading response: Use of colourful semantics to create a detailed
sentence. Discuss ways of creating sentences and refer to W2R whilst
doing so.
Independent
Group B: Reading activity: ordering
sentences cut up from a narrative.
Group C: Independent reading
Group D: iPad W2R phonograms
Group A: Code spotting 2 letter
codes
Group B: Independent reading
Group C: iPad W2R phonograms
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Modelled
Students are to write about what
action character takes in a story.
What sort of action words can we
use for Ngiri?
Now that we know what the
structure of a narrative is, how can
we plan our own?
Guided
Recreate a sentence from the
book. Model use of W2R Have a
Go card.
Brainstorm/Mind map ideas on
whiteboard. Show students how
this information can be put into
the narrative planner.
(guided
spelling)
Go through W2R codes with group Go through W2R codes with group
Independent
Students are to write their own
actions that try and solve their
problem
Students are to do a brainstorm
and then complete narrative
planner sheet.
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Guided
Read our Problems to the class and
students are to highlight action
words tell the reader what your
character is doing.



Give a brief summary of your
narrative.





Planning overview of 1/2S Literacy Block: Narratives

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Session 7 - Characters Session 8 - Orientation
Read to class giraffe book Read to class giraffe book
Applying
Focus on finding the characters
within the story and ways in which
the author describes them.
Focus on the orientation of the
story. Why does the author use
certain words describe
when/where
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Modelled
Students to identify the characters
in the text and put them order of
importance. Explain reasoning.

Students to identify page/words
describing the orientation of the
text.


Introduce 4 new codes from the
W2R program
Introduce 4 new codes from the
W2R program
Guided
Group C Group B
Reading response: Use of colourful semantics to create a detailed
sentence. Discuss ways of creating sentences and refer to W2R whilst
doing so.
Independent
Group D: Book response Draw
your favourite character.
Group A: Independent reading
Group B: iPad W2R phonograms
Group D: Create a Play
(expression)
Group C: Independent reading
Group A: iPad W2R phonograms
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Modelled
Write a sentence on the board that
describes a character to the
students. Have them try and draw
the character based on
description.
Add to narrative making explicit
the words that tell when and
where your story takes place
Guided
Students highlight what semantic
each part of sentence is on the
whiteboard.
Have students write down other
words on small whiteboards.
Words that could be used instead
of the words I have used. (guided
spelling)

Independent
Students to write their character
description as the beginning of
their narrative.
Students to write their character
description as the beginning of
their narrative.
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Guided
Students are to break into their
reading groups and read their
stories to each other.
Read stories to the class.



Planning overview of 1/2S Literacy Block: Narratives

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Session 9 - Complication Session 10 Action
Read to class giraffe book Read to class giraffe book
Applying
Focus on finding the Problem
within the story. Why did the
author present the problem this
way? How do you think the
character can solve it?
Focus on the Action the character
takes within the text to try and
solve the problem. Why does
it/doesnt it work?
R
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Modelled
Students to identify the characters
in the text and put them order of
importance. Explain reasoning.

Students to identify page/words
describing the orientation of the
text.


Introduce 4 new codes from the
W2R program
Introduce 4 new codes from the
W2R program
Guided
Group A Group D
Reading response: Use of colourful semantics to create a detailed
sentence. Discuss ways of creating sentences and refer to W2R whilst
doing so.
Independent
Group B: Letter formation (Play
Doh)
Group C: Independent reading
Group D: iPad W2R phonograms
Group A: Phonograms BINGO
Group B: Independent reading
Group C: iPad W2R phonograms
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Modelled
Brainstorm words that would be a
good fit in the problem of their
story. Model the use of a good
sentence starter.
Write a brief paragraph modelling
an action that was tried but failed
to solve the problem.
Guided
Students highlight what semantic
each part of sentence is on the
whiteboard.
Brainstorm with students
difference actions that failed for
our character.
(guided
spelling)
Use of have a go card while writing Use of have a go card while writing
Independent
Students to write their problem
into their story.
Students to their action into the
story, using adjectives.
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Guided
Share writing with class Listen to the person sitting next to
you while they read their story.



Planning overview of 1/2S Literacy Block: Narratives

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Guided
Session 11 Solution
Read to class- The Great Galloping
Galoof
Applying
Focus on the Solution in the book.
Why was this a good solution for
this story?
R
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Modelled
(modelled
spelling focus)
Introduce 4 new codes from the
W2R program
Guided
Group C
Reading response: Use of colourful
semantics to create a detailed
sentence. Discuss ways of creating
sentences and refer to W2R whilst
doing so.
Independent
Group D: Codespotting er family
codes
Group A: Independent reading
Group B: iPad W2R phonograms
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Modelled
Write a brief paragraph modelling
the solution to your story. Discuss
how you could end you story?
They all died. THE END is not
acceptable.
Guided
Brainstorm with students,
difference ways of characters
solving problems. Discuss what
makes a good ending?
(guided
spelling)
Use of have a go card while writing
Independent
Students to their solutions and
ending to their story, using
adjectives.
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Guided
Listen to the person sitting next to
you while they read their story.



Planning overview of 1/2S Literacy Block: Narratives