ENGLISH

Forward Planning Document

Year 6 – Narratives
Prior knowledge includes:
- Explicit teaching of VCOP
o Violet Vocabulary
o Captain Connective
o Incredible Opener
o Doctor Punctuation
- Explicit teaching of the structure of narratives (hamburger structure)
- Creating a range of different narratives
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2 W7-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: ENGLISH - NARRATIVES

WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature
W7 Plan, draft and publish Students will be able 1.Mark the 1. Identify the narrative elements used by students within their
imaginative, informative to:
and persuasive texts character activity narratives that increased their writing. Provide examples of A selection of
1. Create a
containing key information characterby sheet and evaluate students work and read them out anonymously to provide student narratives
and supporting details for a how well they can evidence of the aspects being used. E.g sentence openers, the from the previous
illustrating them
widening range of lessons that show
audiences, demonstrating as well as construct a hook, good descriptions or dialogue, effective use of wow evidence of
increasing control over text describing their character words, ect… narrative aspects
structures and language character traits (Marking where being used
features (ACELY1694) correctly.
the information is **Ask the two paper passes to hand out the narrative folders to
2. Construct a
Create literary texts by placed within a each student**
structured
developing storylines, checklist)
introduction that
characters and settings 2. Indicate to students that they can create well-sequenced
(ACELT1794) introduces the Character profile
character they 2.Mark their narratives that flow from one idea to the next. Describe that the sheet and narrative
have created introductions of next stage to increase their writing is by creating a well- folders
the character and constructed character that interacts within the setting and
3. Work
how well they can climax/problem created.
independently
integrate their
character within 3. Describe that we will be using a character profile sheet to help
their own story construct a character that will be used within our narratives.
(Marking where
4. Model to students the character profile sheet by using the
the information is
placed within a character Lucy within the book study we are focusing on (this
checklist) will make sure that all students, regardless of their literacy
ability will be able to contribute to her character traits as we
3.Evaluate have been reading the book, The Lion, The Witch and The
students’ Wardrobe as a class).
independence by
using a checklist 5. Demonstrate what needs to be placed within each section of the
– this will also be activity sheet as well as the level of detail required. Demonstrate
seen when use of the narrative folders when constructing the character
students play the profile so students know where to find the required information
silent game if they are stuck. *Enabling and extending students - Each
(Checklist) folder contains a variety of different information depending on
each students’ literacy level*

6. Students will quietly move back to their desks. *Bring them

back if they talk*

7. I will stop students 5-7 minutes into the activity sheet and ask
four students to share the development of their character with
the whole class. This will provide students who are struggling
with inspiration for their character development.

8. Students will then have the rest of the time until the lesson
conclusion to complete their character development and make a
start on placing this information into the introduction of their
narrative. (Approximately 40 minutes long).

9. Students will play the standing up game. The first person to talk
stands up, if someone else talks they then stand up at their desk
and the other person gets to sit down. This continues every time
someone talks. The last person who spoke remains standing up
for the rest of the lesson. The consequence for this game is that
 the last person must stay in for the beginning of recess and clean
the floor by picking up any items or rubbish.

10. Students will place the information from the character sheet into
an introduction which will be describing that character within
the setting chosen

11. Early finishers will start writing as much as they can of

introducing their character. If they complete their introduction
they must edit it and improve their writing. Early finishers will
be using the VCOP task cards that will be placed at the front of
the classroom on the floor.

12. To conclude the lesson, I will call all the students to stop what
they are doing.

13. Ask students to pack up their desks and make their way back to
the floor with the character sheet inside their narrative folder.

14. Ask three students to share their character profile by describing

their character. This includes their characters name, age,
character traits, physical appearances and a drawing of their
character.

15. Students will engage in a discussion about how they will be able
to include the information on the character profile sheet within
their introductions.

16. Three students will provide their responses to the rest of the
class and other students will critique them by indicating if they
need to add or take any information out or change the language
they are using. This will be in the form of two stars and a wish.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature
W7 Plan, draft and publish Students will be Marking of the 1. Students make their way to the school hall and each narrative
Rotatio imaginative, informative able to: 1. Narrative
n and persuasive texts characterization folder is handed out to the students within the group. folders
30 containing key information worksheet and 2. Something to
mins
per
and supporting details for a
widening range of
- Create the assessing students 2. Students will be using their narrative folders to continue the lean on

group start of their editing skills character profile they have previously made. Students will be
audiences, demonstrating
(2 increasing control over text narrative throughout their focusing on incorporating their character within their
groups introduction
structures and language narrative for each introduction and carrying it through into their narrative. This
)
features (ACELY1694) that
aspect. will include their physical appearance and how the character
introduces
Create literary texts by will interact within their chosen setting and climax/problem.
their main
developing storylines,
characters and settings character
3. Once students have focused on the aspect of characterization
(ACELT1794)
-
within their narratives they will edit them for VCOP
Edit their
(vocabulary, connectors, openers and punctuation) as well as
narrative for
other elements (paragraphing, wow words, ect..) . These aspects
VCOP and
were taught in the first few weeks of the term which have acted
understand
what as building blocks throughout the writing process of narratives.
elements Students have been provided with a checklist that they will use
they must to edit their narrative. This checklist will allow students to
work highlight the many elements of their narrative. Therefore,
towards students will be able to clearly see if they are missing any
 - Work
elements.

independentl
y

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature
W8 Incorporate new Students will be able Marking the 1. Ask a student to recap last lesson by quickly summarizing what
vocabulary from a range of to:
worksheet was completed *students are on the floor*
-
sources into students’ own
texts including vocabulary Visualise
encountered in research what they Creating 2. Ask students what aspect of narratives they think we will be
(ACELA1498)
see, hear, anecdotal notes focusing on this week?
smell and about who stands
Read and write a large core
of high frequency words feel when up during the 3. All students will spread out on the floor and close their eyes
including homophones and hearing before listening to a variety of different sounds. These sounds
silent game and
know how to use context to different
identify correct spelling what students will only be played for a maximum of 10-15 seconds. Students
sounds
(ACELA1780) visualise, hear, will be asked the following questions to think about. 2-3

- smell and feel students will be asked to describe:

Create a
when the sounds
-
setting by
are played What sounds can you hear?
describing its
features
- What do you feel or smell when you’re hear this sound?
- Work
independentl
y without
- What do you picture in your head (what place does this sound
talking take you)?
The youtube clips
listed to the left
The sounds that the students will be played are listed below
SOUNDS:

Rainforest - https://www.youtube.com/watch?v=8myYyMg1fFE

Kids laughing - https://www.youtube.com/watch?v=XkgVtktHlZ8

Beach - https://www.youtube.com/watch?v=f77SKdyn-1Y Thunder

storm- https://www.youtube.com/watch?v=nDq6TstdEi8 A3 setting sheet

Ding dong - https://www.youtube.com/watch?v=bI93WntTyjM

4. I will then model the setting sheet to the whole class on the floor
using the blown-up setting page on the small whiteboard.

5. As I model each section on the A3 sheet, students will be 28 A4 setting sheets

provided with opportunities to think of other possible ideas to

be placed within each section. This will provide students who
may struggle when it comes to thinking of ideas on the spot. It
will provide them with alternate options.

6. Discuss the expectation of the lesson and the necessary tools

within the narrative folders that will help students during the
activity. This is done by opening the narrative folder and
pointing to all of the relevant information within it. *This is
done whilst the paper passes are handing out the narrative
folders with the setting sheets inside them*

7. Students will make their way back and complete the setting
sheet at their desks for ten minutes.

8. Stop all students and allow five students to describe what they
have done on their setting sheet.
9. Allow all other students to provide positive and constructive
criticism to the students that express their ideas to the class. This
will be conducted by using two stars and a wish. Students will
provide two positives and one constructive criticism about the
ideas presented to the class. (Students have used two stars and a
wish before). This will allow students to read over their setting
sheet and make adjustments to improve it.

10. Students will continue filling out the setting sheet by taking
onboard the comments said by other students. Emphasis will be
on using the narrative folders if students are struggling to find
specific ideas or information for their setting.

11. Students will have their sheets checked off my me before they
are able to place their character from the previous lesson into
their setting. Students will have until there is 10 minutes left of
the lesson to finish their work.

12. All students will place their setting sheets within their narrative
folders before making their way down to the floor with their
folders.

13. Five students will be asked to share the information and ideas
they wrote down on their page to the whole class. Students will
explain some of the changes they made during the lesson to
improve their setting

14. All students will place their narrative folders in a pile at the
back of the classroom before returning back to the mat for the
next lesson.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS
Lang Literacy
Literature
W8 1. This is the same rotation as the week seven rotation but this
Rotation
30 mins per
time the rotation includes the other two literacy groups (Green
each group and purple). Both groups will be conducting the same activity.
(2 groups)

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature
W9 Incorporate new Students will be able Anecdotal notes 1. *All students will make their way to the floor*. The whole class
vocabulary from a range of to: Small whiteboard
will create a brainstorm about all of the different aspects and
-
sources into students’ own
texts including vocabulary Identify one Listening to elements of a narrative that they must include within their story.
encountered in research aspect/eleme children’s This will include the structure, characterization, setting ect.
(ACELA1498)
nt that responses when
narratives on the mat and 2. Once the brainstorm is completed, students will be reminded of
Read and write a large core
of high frequency words contain taking note on all the different planning sheets they have used over the term.
including homophones and
which students As they are being reminded of them I will be holding up each
know how to use context to
identify correct spelling - Proof read provide class sheet. These planning sheets are located within their narrative
Narrative folders

(ACELA1780) and make input and who folder and have been used multiple times to help students
judgements don’t. construct a variety of narratives. Each week has focused on a
Plan, draft and publish about
imaginative, informative different element of narrative writing which is located within
whether their
and persuasive texts the folders.
containing key information writing
and supporting details for a meets all of
widening range of the necessary 3. All students will move back to their desks and look through
audiences, demonstrating their folders for ten minutes. This will allow all students enough
 increasing control over text criteria time to read their planning sheets and identifying if there is
structures and language
features (ACELY1694) anything else they must add to them.
- Co-
operatively 4. Students will be able to make a start writing their narratives
provide class focusing on using the rubric provided.
input and
assess a 5. I will stop the class half way through the lesson and ask them to
peer’s story focus on whether their writing is hitting each criterion on the
rubric provided.

6. Students have the rest of the time to build on hitting each

criterion.

7. Stop with ten minutes and have students place a traffic light
sticker on their own writing. Green = their narrative meets all of
the criterion on the rubric, Orange = their narrative meets the Traffic stickers
majority of the criterion on the rubric and Red = Their narrative
28 x rubrics
meets only a few of the criterion on the rubric.

8. Once this has been completed I will call out pairs of students.
This will indicate which students will be sharing their work with
who. This will be based upon the literacy groups.

9. Students will hand back the peer reviewed work and look
through the rubric marked by their peer.

WEEK AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LESSO LINKS
N
Lang Literacy
Literature
 -
W9 Incorporate new Students will be able Taking note of 1. There will be two groups that will be having a narrative rotation
Rotati vocabulary from a range of Narrative
to: whether students (All groups will have one rotation where they are continuing on
on sources into students’ own folder
texts including vocabulary understand what with their narrative) Station 1 – Narratives, Station 2 – Ms
-
30
mins
per
encountered in research
(ACELA1498)
- Identify what element or Ahern doing a novel study activity, Station 3 – Narratives, Clipboard
elements to lean on
each elements they Station 4 – Comprehension cards with two parent helpers.
group
(2
Read and write a large core they lack lack in - Pieces of
of high frequency words within their 2. Both narrative groups (Green and Red then Orange and Purple) writing
groups
) including homophones and story paper
Marking the will make their way down to the hall.
know how to use context to
activity or
-
identify correct spelling
(ACELA1780) Independent activities 3. Students will spread out in the hall so they have their own space
work on completed by to lay out their work
Plan, draft and publish improving
imaginative, informative each student to
their 4. Students will read their narrative before identifying what
and persuasive texts see if they are
containing key information weaknesses elements they need to correct based on their peer review and
improving with
and supporting details for a by
their weaknesses teacher marking. This will include good sentence openers, good
widening range of completing
audiences, demonstrating – these will then vocabulary and punctuation as well as a good hook to their
the
increasing control over text story.
activity/activ be marked within
structures and language
features (ACELY1694) ities their final
provided 5. Each student will be provided with the peer reviewed rubric
narrative to see if
which will be placed within their narrative folder. Students will
they have
also be provided with feedback by me which will indicate which
improved
elements each student must improve on.

6. Once the editing has been completed, the students will be able
to continue writing their narrative.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature
W10 Incorporate new Students will be able Marking each 8. *All students will make their way to the floor*. Students will be
vocabulary from a range of to:
Mon students’ sticky given a sticky note and must write their name on the back along
-
sources into students’ own
day texts including vocabulary List three note with three different things that they must include within their
encountered in research elements of narrative
(ACELA1498) narratives Marking students’
that they
Read and write a large core must include narrative and 9. These sticky notes will be placed onto the card on the small
of high frequency words within their seeing whether or whiteboard as they each state one of the elements that narratives
including homophones and story
not they are contain. I will indicate whether any of the elements are missing
-
know how to use context to
identify correct spelling Create the including all of before stating them and their importance. *The paper passes
(ACELA1780) second half the necessary will be handing out the narrative folders during this time*
of their information and
Plan, draft and publish narrative
elements need 10. All students will then make their way back to their desk and
-
imaginative, informative
and persuasive texts Co-operative within narratives start reading their narrative
containing key information as a class as
and supporting details for a well as 11. Once students have fully read their narrative they will be able to
widening range of working
audiences, demonstrating independentl continue writing the rest of it.
increasing control y
over textstructures 12. Once students have finished writing their narrative they will
and language
features (ACELY1694) have the last 15 minutes to proof read and edit their work and
use a rubric to double check that they have all of the necessary
elements of a narrative.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS
Lang Literacy
Literature
W10 Plan, draft and publish Students will be able Assess the 1. All students will make their way to the floor.
imaginative, informative to:
Wed independence of
-
and persuasive texts
nesd containing key information Publish their students and how 2. Identify what will be occurring during the lesson *paper passes
ay and supporting details for a narrative by they type during hand out the narrative folders at each students’ computer*
Mor widening range of
typing up
audiences, demonstrating
ning increasing control their good the lesson. 3. *Morning exercise* - Place go noodle (beat go pop) onto the
over textstructures copy of their
and language board to get students active before sitting down at their
narrative Use a checklist to
features (ACELY1694) computer typing their narrative.
see which
Collect and - Work students work 4. Ask students to move back to their assigned computers and log
present different independentl well during the on before opening up a new Microsoft word document.
types of datafor y to create a lesson as well as
a specific work assessing how 5. Students will then be asked to save the document as their name
document
purpose well they can use and place it within the “year 4 narratives” file that has already
that
using software(A the computer to been created.
communicate
CTDIP009) s their type up the good
copy of their 6. Once these stages are complete, all students will be able to open
narrative
narrative up their narrative folder which contains their written narrative.

Create and 7. They will then use their narrative to type it up on the computer.
Assess students’
communicate
ability to work
ideas 8. Any drawn illustrations will be scanned onto the computer and
throughout the
and information placed within their narrative at the appropriate place.
lesson to meet the
safely, using
deadline of typing
agreed protocols 9. If students finish early they will be able to decorate their
up their whole
(netiquette) narrative by adding in boarders or images.
narrative
(ACTDIP013)

Work
independently, or
collaboratively
when required,
to plan, create
and
communicate
ideas
and information f
or solutions