Lesson objectives and checks
for understanding
Lesson 1
Gain an understanding of
students prior knowledge of
narrative elements and
structure.
Teaching strategies and Resources
learning activities
Introduction: Graphic organiser
Ask students what a narrative Story building cards
story is and how it differs from
other forms of written text. Vocabulary sheets
Can they identify the difference
between fiction and non
fiction?
Explicit teaching
Explain how narrative writing
-tells a story
-can be real or imaginary
-has characters
-has a setting
-has an order and transitions
-has a beginning and end
Lesson objective/learning goal:
Introduction to creative
writing, gain an understanding
of a narrative and how
vocabulary can be used to
enhance writing.
Learn how to plan, draft, edit
and create.
Re-read and edit for meaning
by adding, deleting or moving
words or word groups to
improve content and
structure (ACELY1695)
Understand how texts vary in
complexity and technicality
depending on purpose and the
intended audience
(ACELA1490)
Body:
Hand out work sheets to
students; a graphic organiser
which shows the order for the
story to occur for students to
fill in.
Group work
In small groups students each
work with a deck of story
builder cards which add events
to the story, as a small group
students build a story with the
the cards. This should give
students ideas of how to PLAN
a story.
Students rejoin the class and
we do a shared writing
experience building a class
story, without the cards. We go
around the room and students
come up with an addition to
the story.
I then model editing and
drafting for the first part of the
story, using think aloud to
show how I would edit the
story and use vocabulary to
enhance the story. I would
bring up on the screen lists of
vocabulary that students can
use to replace commonly used
words like said went and
descriptive words like very
happy/sad big/small Discuss
how these words create
interest and meaning to the
story.
As a gradual release method I
would allow students to help
me edit the rest of the story by
asking how we can use more
advanced vocabulary.
The students then use these
skills to edit the story they had
built in a group. This task will
be done individually.
 Evidence of learning:
I will monitor and assess
students ability to contribute
actively to group and class
discussions. Assess their basic
understanding of the structure
of a narrative and if they learnt
from the modeled editing and
drafting and were able to apply
it to their own work. Students
show use of extended
vocabulary to add meaning to
their text.
Conclusion: Students re join
their small groups share the
editing they individually did to
their version of the group story,
they compare and contrast it
with the way other group
members edited their story and
how the vocabulary they used
changed the meaning, direction
or interest of the story.

Bibliography

Graphic organisers, word sheets and ideas for story building cards retrievd from Pinterest :
https://au.pinterest.com/search/pins/?q=creative%20writing%20kids&rs=typed&term_meta[]=creat
ive%7Ctyped&term_meta[]=writing%7Ctyped&term_meta[]=kids%7Ctyped

Appendix A
Appendix B