Writing Cycle – Narrative Writing: Weslandia

Term 1 2 3 4 Stage 3
Week 1 2 3 4 5 6 7 8 9 10

Summary

This Imaginative Text unit follows on from the Fractured Fairy-tale study in Term 1. This unit will focus on a book study of Weslandia by Paul Fleischman, where
students will draw upon themes to include in their own writing. Writing will take place 4 days a week utilising the writing cycle. Students will learn how to plan,
compose, revise and edit and publish. They will be introduced to imaginative texts and learn how to use adjectives, similes and metaphors within their writing.
Students will have learning intentions and success criteria focusing on a learning goal and success criteria. Personalised learning goals will be developed during
the process, working towards each child’s point of need. They will explore a range of ways to plan their writing, compose texts and publish.
When Monday – Wednesday, Friday, Middle session, 11:30-12:30

There will be lots of interruptions that will need to be worked around.

Outcomes and Objectives

Writing & EN3-2A composes, edits and presents well-structured and coherent texts
Representing ▪ identify and explore underlying themes and central storylines in imaginative texts
▪ understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of
topic, audience and language
▪ plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)
▪ understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors,
metaphors, personification and sound devices such as alliteration
▪ investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
▪ compose imaginative and informative texts that show evidence of developed ideas
 ▪ experiment with text structures and language features and their effects in creating literary texts, for example, using imagery,
sentence variation, metaphor and word choice (ACELT1800)
▪ reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715)
▪ use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1707,
ACELY1717)
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
▪ identify the ways in which language use in imaginative texts, including use of figurative language, character development, events
and setting, creates interest for the reader or viewer
▪ compose more complex texts using a variety of forms appropriate to purpose and audience
▪ recognise the techniques used by writers to position a reader and influence their point of view

▪ identify and use a variety of strategies to present information and opinions across a range of texts
Spelling EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
▪ understand how accurate spelling supports the reader to read fluently and interpret written text with clarity
▪ recognise most misspelt words in their own writing and use a variety of resources for correction
▪ integrate a range of spelling strategies and conventions to accurately spell most words, including words of many syllables, when
composing imaginative and other texts
▪ use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing
texts
Grammar, EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts
Punctuation & in different media and technologies
Vocabulary ▪ understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller
description of the person, place, thing or idea (ACELA1508)
▪ experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
▪ select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing
texts
▪ use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning
when composing texts
 EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts
Thinking when responding to and composing texts
Imaginatively, ▪ interpret events, situations and characters in texts
creatively,
▪ create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1612, ACELT1618)
interpretively and
▪ adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative
critically
voice, dialogue and events

General Capabilities

Critical & Creative Thinking
Literacy
Information & Communication Civics & Citizenship Work & Enterprise
Ethical Understanding Personal & Social Capabilities Difference & Diversity
Intercultural Understanding
Numeracy

Learning Goal: Write an engaging narrative to entertain the reader

I can plan and compose a I can identify and use the correct I can use sizzling sentence I can use nouns, verbs and
narrative structure of a narrative starters, similes and metaphors adjectives to describe the
Success
in my writing character, events and
Criteria
complication

Lessons Learning Experiences Resources Assessment Strategies

 1 Pre-test • Pre-test writing • Pre-Assessment (grade
(Monday, Conduct pre-test to assess what Ss already know about narratives. sheets (class set) against marking rubric)
Week 6) • Rubric
T provides Ss with writing stimulus. Ss have 10 minutes planning time (provide
Ss with planning template), 35 minutes to write their story and then 5 minutes
to revise and edit.

2 Learning Intention: We are learning to identify the narrative structure • ‘Where the wild • Formative Assessment
(Tuesday, things are’ text o Observation of
Week 6) Introducing Narratives (Where the Wild Things Are) • Narrative structure student
flashcards understanding
Shared Experience • Hamburger o Observation of
Read ‘Where the Wild Things Are’ by Maurice Sendak and asks Ss the planning sheet student
following questions: • Butchers participation
Paper/writing o Observation of
• What type of text is this? materials student’s ability to
• What is the purpose of this text? correctly identify
• Do you think this text achieves this purpose? Why or why not? narrative structure

Revise Narrative structure with Ss again. T reads the text again. This time, Ss
will be given a set a flashcards of the narrative structure and whilst reading, Ss
raise the appropriate flashcard when they identify the structural elements in
the text. T probes Ss by asking “what are you looking for next”.

Modelled/teaching focus
Explain to Ss that when writing a narrative, it is important to plan prior as you
need to incorporate the correct narrative structure. Ss will be ‘judges’ of the
author ‘Maurice Sendak’ and will check whether he followed the correct
narrative structure, by using a planning sheet and working backwards to
identify the structural elements. T and Ss collaboratively fill in the narrative
hamburger structure.
 Independent
As a class, create a narrative. T provides Ss with a sentence starter.

“A thick blanket of fog covered the ground and made it impossible for them to
retrace their steps”.

Choose a student to add a sentence to follow this opening sentence.

Progressing around the circle, allow each student to add a sentence to build
the story. Ensure that the students know that the last student in the circle
must add a sentence which ends the story.

Once the students have created their story, ask questions such as:
• What was the genre of the narrative text we created?
• Did the text teach, inform or entertain?
• What information did we include?
• Was our narrative text funny? Scary? Interesting? Thrilling?

(T can record Ss sentences on butchers paper so they can view the model
text).

3 Learning Intention: We are learning to identify the narrative structure in • Weslandia text • Formative Assessment
(Friday, Weslandia • Sorting activity o Observation of
Week 6) resources student
Book Study - Weslandia • Flashcards understanding
Shared Experience
T does a book orientation (read the name of the text, look at the front cover -
ask Ss to make a prediction).

T reads ‘Weslandia’ by Paul Fleischman and asks Ss the following questions:

• What type of text is this?

• What is the purpose of this text?
 • Do you think this text achieves this purpose? Why or why not?
• Summary of the text

Modelled/teaching focus
Ss will work in their reading (ability) groups to complete a sorting activity,
focusing on narrative structure. T provides Ss with a cut up of the text. Ss will
complete sorting activity to restructure the text using the flashcard resources
as headings.

Support - use copies of the pages in the book (text and image) to sort out the
structure.

Explain to Ss that some narratives start with a complication. Get Ss to put the
complication at the beginning of the story. Does this still make sense? Read
text as a class.

Discussion: What is the traditional way to start a narrative?

Look at the start of Weslandia. The narrative starts off with dialogue. Explore
what the text is trying to tell us.

(If time persists, Ss rewrite the orientation to Weslandia).

4 Learning Intention: We are learning to plan our writing using the correct • Weslandia text • Formative Assessment
(Monday, narrative structure • Butchers o Observation of
Week 7) Paper/writing student
Book Study - Weslandia (Planning) materials understanding
o Collection of
Shared Experience student work
T reads book to Ss again or watch the read aloud version on Youtube samples – provide
https://www.youtube.com/watch?v=6d2XdFsnkgQ feedback on plans
Focus on the introduction - summarise, pull apart.
Modelled/teaching focus
T explains to Ss that by the end of this book study, they will be writing their
own narrative using some themes from Weslandia (belonging, friendships,
individuality). Brainstorm some ideas as a class.

Model how to plan a narrative. Use the correct narrative structure to scaffold
planning. Model and demonstrate how you would plan your own narrative
‘Spacelandia’.

Weslandia Spacelandia
Characters - Wesley - Asterix
- Wesley’s - Zander
mother - Phoenix
- Wesley’s father
Point of view? Wesley Asterix, Zander and
Phoenix
Setting - Wesley’s home - In space, in the
Where? When? and backyard milky way.
- During the - On the planet
School break Saturn.
Orientation Wesley was listening to Asterix, Zander and
Hook – a hint about his parents talking about Phoenix were sent on a
the problem him and how he doesn’t space mission. Their
fit in through the mission was to find
heating vent. “life” in space, however
they needed to find a
way to provide for
themselves while on
the journey.
Problem It was summer break They ran out of supplies
What was the and Wesley had no and needed to set up
characters problem? friends to hang out with their own civilisation on
 because he felt like he Saturn. They needed to
didn’t belong. He use whatever materials
needed to find they found on the land
something to do to to create their own
occupy his time. “world”.
Series of Events Wesley begins to create Asterix, Zander and
his own civilisation and Phoenix begin to create
plant his own crops. He their own life on Saturn.
made his own clothes They find some Alien
and own toys and friends, who scared
created his own them at first but soon
language. helped them to set up
civilisation.
Climax Wesley’s parents Asterix, Zander and
recognised that he has Phoenix’s crops weren’t
been happier since growing as there was
creating his civilisation. no water supply. The
All his peers were Alien’s teleported to
jealous. Jupiter to collect some
water.
Resolution Wesley returned to Asterix, Zander and
school happy and with Phoenix had set up
no shortage of friends. their own world and
their mission was
complete.

Independent
Ss plan their narrative

5 Learning Intention: We are learning to use our plan to write an orientation to • Weslandia text • Formative Assessment
(Tuesday, our narrative o Observation of
Week 7) student
 Shared/Modelled • Butchers understanding and
Using plan, focus on writing an orientation. Paper/writing discussion
materials o Thumps up, thumbs
T revises with Ss what is needed in an orientation (setting, 5W’s, characters, • Planning sheet down – assess
hook). T models how to write an orientation to own version of ‘Weslandia’ on scaffold student progress
butcher’s paper. Use think alouds. and understanding
o Conferencing with
Explain to Ss, that we need to include sizzling sentences starters, nouns, verbs, students
adjectives, complex character traits etc.

Independent
Ss begin to draft their own introduction to their narrative.

Differentiation - provide Ss with a scaffold to plan out their introduction prior

to writing.

6 Learning Intention: We are learning to use our plan to write a complication • Weslandia text • Formative Assessment
(Monday, • Butchers o Observation of
Week 8) Book Study - Weslandia (Complication/Series of Events) Paper/writing student
materials understanding
Shared Experience o Collect student
Pull apart the complication and series of events in Weslandia. Explain to Ss work samples and
that a complication is the problem in the story and a series of events need to provide written and
build up to the climax - sequential order. oral feedback
o Work with small
Modelled/teaching focus groups to
T focuses on writing a complication and begins to write the series of events in conference and
a narrative. T models how to write a complication and series of events to own support students
version of ‘Weslandia’ on butcher’s paper. T asks for Ss input where
appropriate and uses think alouds.
 Explain to Ss, that we need to include nouns, verbs, adjectives, adverbs,
complex character traits etc.

Independent
Ss write their own complication and series of events to their own narrative. Ss
need to follow the success criteria.

7 Learning Intention: We are learning to write a series of events that builds up • Weslandia text • Formative Assessment
(Tuesday, to the climax • Butchers o Observation of
Week 8) Paper/writing student
Book Study - Weslandia (Series of Events) materials understanding
o Collect student
Students continue writing their series of events. work samples and
provide written and
Work with small groups and individual students – focus on writing goals. oral feedback
o Work with small
groups to
conference and
support students

7 Learning Intention: We are learning to write a blurb • Weslandia text • Formative Assessment
(Wednesday, • Butchers o Observation of
Week 8) As the book Weslandia does not have a blurb - Ss create a blurb for the book Paper/writing student
OR Ss write a blurb for their own narratives. materials understanding
LINKS TO
LEARNING Remind Ss that blurb’s give a synopsis of the story without giving too much
(half a class, away and not revealing the ending.
teach
something
different)

8 Learning Intention: We are learning to write a climax and a resolution • Weslandia text • Formative Assessment
conclude our narrative
(Friday, • Butchers o Observation of
Week 8) Book Study - Weslandia (Climax/Resolution) Paper/writing student
materials understanding
Modelled/teaching focus o Collect student
T models how to write a climax and resolution and series of events to own work samples and
version of ‘Weslandia’ on butcher’s paper. T asks for Ss input where provide written and
appropriate and uses think alouds. oral feedback
o Work with small
Independent groups to
Ss write their own climax and resolution. conference and
support students

9 Learning Intention: We are learning to use revise and editing skills to edit our • Butchers • Formative Assessment
(Monday, writing for meaning, grammar and punctuation. Paper/writing o Observation of
Week 9) materials student
Book Study - Weslandia (publishing) • Publishing paper understanding
• Laptops o Collect student
Modelled/teaching focus work samples and
Model how to revise and edit for meaning, grammar and punctuation. Change provide written and
words to enhance writing, demonstrate using the success criteria to ensure oral feedback
that the writing is addressing all criteria. o Work with small
groups to
Ss publish their narrative after revising and editing (Summative Assessment). conference and
Ss first publish their writing in written print and then digitally publish their support students
writing using Word.

10 Learning Intention: We are learning to use digital technologies to publish our • Publishing paper • Formative Assessment
(Tuesday, writing. • Laptops o Observation of
Week 9) student
Book Study - Weslandia (publishing) participation in the
editing process
o Work with small
groups to
 Ss publish their narrative after revising and editing (Summative Assessment). conference and
Ss first publish their writing in written print and then digitally publish their support students
writing using Word.

10 Learning Intention: We are learning to use digital technologies to publish our • Publishing paper • Collect students writing
(Wednesday, writing. • Laptops samples for assessment
Week 9)
Book Study - Weslandia (publishing)

Ss publish their narrative after revising and editing (Summative Assessment).

Ss first publish their writing in written print and then digitally publish their
writing using Word.

11 Summative Assessment • Summative • Summative Assessment

(Friday, Ss complete summative assessment task to summarise their learning. Use Assessment writing (grade against marking
Week 9) writing stimulus to address the criteria and write a narrative that engages the sheets (class set) rubric)
reader.