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DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Unit plan English

C2 CName Writing a short story Year Level 6

Teacher Unit 2

Class Duration 5 weeks

Unit Outline

In this unit, students read and view short stories, including traditional stories from different cultures that feature stereotypical and non-stereotypical characters. Students respond to comprehension questions in learning logs. They write a short story with a focus on characterisation.Curriculum intent: Content descriptions

Language/Cultural Considerations Teaching Strategies

Language Literature Literacy

Text structure and organisationUnderstand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effectsBeginning and Emerging phase students will find it difficult to see when an author has deliberately deviated from standard language features. Humour is culturally specific, and usually dependent upon a good understanding of cultural references and a broad vocabulary.Give explicit examples of when and how authors innovate and the intended effect of this innovation. Use texts as models, and unpack cultural references to explain why humour is created in examples.Understand that cohesive links can be made in texts by omitting or replacing wordsUnderstand the uses of commas to separate clauses

Literature and contextMake connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contextsDifferent cultures (languages) interpret/analyse texts differently. Be aware that EAL/D students may have interpretations that may differ from taken– for– granted interpretations in the classroom.These are areas where EAL/D students can be actively drawn into conversations, demonstrating varying values and viewpoints, and discussing social identity and cultural contextsModel interpretation of text and choose texts that carry ideas with which the students are familiar.Introduce the idea that readers can have different viewpoints.If they are happy to participate, use students as a resource to deepen this discussion. Ensure that respect

Texts in contextCompare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

Interacting with othersParticipate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinionsStudents in the Beginning and Emerging phases may find it daunting to be actively involved in these kinds of discussions. They may observe others to identify how these kinds of discussions are staged in English and will most likely understand more of the discussion than they are able to demonstrate.Allow students the opportunity to participate passively in such discussions. Invite their participation, but do not force it. Allow longer ‘wait time’ for responses as the students translate, construct a response in their first

C2C adapted with permission by NT DET © The State of Queensland 1 of 26 www.det.nt.gov.au

Expressing and developing ideasInvestigate how complex sentences can be used in a variety of ways to elaborate, extend or explain ideasComplex sentences will be difficult for Beginning and Emerging phase students who are still mastering simple sentences.All languages have different grammatical rules, and English has a flexible structure where clauses can often be placed in different positions in sentences for effect.Provide intensive support for those students still requiring assistance with simple sentence structure before requiring them to learn and attempt more complex sentences.Model sentence structures and demonstrate what is possible with sentences (for example moving clauses around in a sentence to observe effect).Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrasesTense is marked through the verbs. Not all languages mark time in this way, nor in the complex manner of English, which has more than nine tenses. These are not interchangeable and are used to make fine distinctions of meaning. For example: ‘The little red hen baked the bread’. ‘The little red hen was baking the bread’. ‘The little red hen has baked the bread’.Explicitly teach the ways in which verbs work in English.Use shared reading of texts to explain how different text structures work.Model a variety of verbs/adverbials for any given learning activity so that EAL/D students will develop their bank of verbs and adverbials to allow for greater linguistic choice.Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languagesSpelling is developmental, and English spelling will cause problems for students from oral cultures and those from languages that are phonetically represented (such as Spanish and Indonesian) because many words in English do not follow a phonetic pattern

for difference is maintained in the classroom at all times.

Responding to literatureAnalyse and evaluate similarities and differences in texts on similar topics, themes or plotsAn exploration of similarities and differences will require the use of comparative language.Provide a bank of expressions that can be used to describe similarities and differences (for example ‘similar to’, ‘the same as’, ‘like text A, text B’ ...) so that EAL/D students can focus on giving the information, rather than the language required to explain their ideas. Rehearse in oral situations prior to writing.Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different textsModality does not exist in all languages and is used differently in some others.Metaphor is cultural, and some languages do not use metaphor at all.Give explicit instruction on modality and its effects. Explore with students if this exists in their home language and try to find how they achieve the same effect, so that students can better understand the concept behind it.Give targeted support in identifying and understanding metaphor as it is presented in the text.

Examining literatureIdentify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual styleAn exploration of similarities and differences will require the use of comparative language.Provide a bank of expressions that can be used to describe similarities and differences (for example ‘similar to’, ‘the same as’, ‘like text A, text B’ ...) so that EAL/D students can focus on giving the information, rather than the language required to explain their ideas.Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

language, translate this to English and then respond.Use small group activities to promote such discussions, as these can be less threatening than whole– class discussions.Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audienceInteraction skills are culturally specific (for example expected voice qualities and methods of presenting are all taught differently in different countries).Explicit modelling of the requirements is necessary. Provide support in the form of extra rehearsal. Filming a practice run and analysing it with the student can be beneficial. Provide an explicit and analytical marking key so that students are aware of what they are being marked on.

Interpreting, analysing, evaluatingAnalyse how text structures and language features work together to meet the purpose of a textSelect, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadingsEAL/D students in the Beginning and Emerging phases will have difficulty with the vocabulary and grammar of age– appropriate texts.EAL/D students at the Developing and Consolidating phases may still be unaware of the syntactic cues (the language patterns, word order and text structure) or semantic cues (for example cultural and world knowledge, topic knowledge) needed to make sense of these texts.Assist in choosing texts appropriate for students’ abilities and scaffold them in interpreting age– appropriate texts.Present new vocabulary and introduce new grammatical features to be encountered in a new text.Model text processing strategies such as how to use a table of contents. This skill may be particularly unfamiliar to EAL/D students who are not literate in their first language.Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety


Ensure that students have a sound grasp of letter/name and within– word pattern spelling knowledge before introducing them to affixes and derivational relations spelling patterns.Assist students to use visual knowledge to learn irregular words such as watch, women.

Creating literatureCreate literary texts that adapt or combine aspects of texts students have experienced in innovative waysEAL/D students will have varying competence in creating texts and reproducing stylistic features in English depending on where they are on their English language learningA gradual release of responsibility (modelling of exemplar text, deconstruction of this, joint reconstruction and then independent construction) will assist students to understand the structure, patterns and language features of the desired text.journey.Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choiceMetaphor, simile and personification are all elements of language that are used once a firm grounding of language, its nuances and its manipulation can be understood. EAL/D students in all phases of English language learning may not have had sufficient time in English culture to understand the interpretations of these.This will be a challenging task for students in the Beginning, Emerging and Developing phases of language learning.Unpack the ways in which similes and metaphors work, and build vocabulary banks that EAL/D students can use to come up with plausible similes and metaphors.Note everyday use of metaphor and simile (for example as clear as mud) and explain their meaning. Find visual representations of similes and metaphors.Use exemplar texts to model how these new texts can be created. Use the gradual release of responsibility method to lead students to independent construction of such texts.

of textual sources including media and digital textsNot all EAL/D students will have been able to develop a range of reading comprehension strategies in their past schooling.Explicitly model comprehension strategies (one at a time), using texts that the student can decode independently, and show how these strategies can then be used in conjunction with one another to make better sense of text.Identify syntactic cues (for example that ‘tear’ can be a verb and a noun) and explicitly explain these to students. Identify where semantic cues are used (for example the use of ‘white’ to symbolise purity, the word ‘lamb’ means both a baby animal and a joint of meat) and explicitly point these out for students.Analyse strategies authors use to influence readers

Creating textsPlan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceMany EAL/D students, particularly those at the Beginning and Emerging phases of language learning, will not have the written language proficiency required to achieve in this task.As students move into the Developing and Consolidating phases, they will be able to attempt these skills with support, but their writing will still exhibit first language influence in both linguistic and stylistic features.Provide text structure frameworks within which to write specific types of texts.Use model texts to demonstrate and explain the steps in a type of text.Engage students in teacher– led joint construction of new types of texts.Provide vocabulary lists of common and necessary information (which students have time to study and research prior to the task).Reread and edit their own and others’ work using agreed criteria and explaining editing choicesIn order to edit, students need to have the linguistic resources to identify mistakes. An error is usually indicative of the student’s position on the EAL/D


learning progression and is reflective of what they have yet to learnProvide opportunities for peer editing or editing with the teacher. Photocopy or print out students’ work, cut up the sentences and investigate together what effects can be created by manipulating the sentence or word order.Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purposeUse a range of software, including word processing programs, learning new functions as required to create texts.

LiteracyStudents will have opportunities to:

comprehend texts through listening and reading

compose texts through speaking, writing and creating

ICT capabilityStudents will have opportunities to develop skills in:

applying social and ethical protocols and practices when using ICT

creating with ICT

managing and operating ICT

Critical and creative thinkingStudents will be developing the skills of:

inquiring – identifying, exploring and clarifying information

analysing, synthesising and evaluating information

Personal and social capabilityStudents will have opportunities in:

self-management

Intercultural understandingStudents have opportunities to develop:

respect

Relevant prior curriculum


Students require prior experience with:

discussing the connections between particular structures, language features, simple literary devices and the purposes of texts

identifying literal and implied information in texts, and developing and clearly expressing ideas and opinions about texts

describing how sound and imagery influence interpretation of characters, setting and events in texts

predicting readers’ needs when organising ideas and developing coherent texts by varying sentences and paragraphs for specific effect and linking related ideas

developing coherent texts by varying sentences and paragraphs and using punctuation to provide structure and meaning in their writing.

Curriculum working towards

The teaching and learning in this unit works towards the following,

creating literary texts that adapt or combine aspects of texts students have experienced in innovative ways

experimenting with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice.

Supportive learning environment

DifferentiationLMQ 1,2 &3: What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?

Consider the individual needs and values of your students — including EAL?D, Gifted and Talented and Special Needs and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds.

Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:

the frequency of exposure for some students

the intensity of teaching by adjusting the group size

the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:

student groupings will offer tasks with a range of complexities to cater for individual learning needs

rotational groupings allow for more or less scaffolding of student learning.

Feedback


LMQ 8 How will I inform learners and others about the learner’s progress?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.Establish active feedback partnerships between students, teachers and parents/guardians to find out:

what each student already knows and can do

how each student is progressing

what each student needs to learn next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to reading, writing and speaking throughout the unit. In this unit this may include students: interacting through discussion

responding to questions

exploring and communicating ideas

applying strategies to analyse and interpret text planning written text using the text structure and language of a short story responding in learning logs responding in assessments.

Use feedback to inform future teaching and learning.

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning.Reflection may include: activities that worked well and why activities that could be improved and how monitoring and assessment that worked well and why monitoring and assessment that could be improved and how common errors that need, or needed, to be addressed, e.g. grammar, spelling, punctuation differentiation and future student learning needs.

Assessment

LMQ 7 How will I check the learners have made progress?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.


Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to provide feedback about how students are progressing and what they need to learn next. Specific monitoring opportunities in this unit include:

Learning logs (http://en.wikipedia.org/wiki/Learning_log)

Collect information from learning logs about students’ understanding of writing and planning a short story by:

• understanding the elements of a short story

• identifying author’s style

• creating a setting

• planning a plot with events showing rising and falling tension

• developing a main character.

Assessing student learning

Written assessment — Planning and writing a short story

Students plan and create a short story.

This assessment provides opportunities to gather evidence of student learning in:

Language

Text structure and organisation

understand how authors often innovate on structure and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

Expressing and developing ideas

Investigate how clauses can be combined in a variety of ways to elaborate, extend or explain ideas

understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups /phrases

Literature

Creating literature


create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

Literacy

Creating texts

plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures [and] language features, images and digital resources appropriate to purpose and audience

Sequencing teaching and learning

LMQ 5 & 6: What will constitute the learning journey and what are the contexts for learning? Who does what?

What do my students already know and can do? What do my students need to learn? How do I teach it?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning.

Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiences

A suggested teaching and learning sequence is outlined below. For further information about learning focuses and teaching strategies, refer to the lesson overview.

Examining features of short stories

reviewing elements of a short story

analysing humour

analysing setting in short stories

analysing theme in short stories

analysing plot in short stories

appreciating dialogue through Reader’s theatre

analysing characterisation in short stories

analysing authors’ style in short stories

consolidating elements of short stories

Creating aspects of a short story

building plot

creating character


creating setting

developing story plan

consolidating elements of story stories

Writing a short story

planning story

drafting short story

editing story

Publishing a short story

peer editing of short story

publishing short story

sharing and reviewing short story

Making judgements

How do I know how well my students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.

Achievement standard

Receptive modes (listening, reading and viewing)By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.Productive modes (speaking, writing and creating)Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

Lesson overviews



Reviewing elements of a short story (1 of 10)

introduce learning log review elements of short stories predict short story ‘Mission impossible’ read/listen to short story ‘Mission impossible’ by

Morris Gleitzman record elements of short story ‘Mission impossible’ compare and discuss periods of time portrayed in

short stories review elements of a short story

Analysing humour (2 of 10) discuss how authors create humour in short stories model written response of how Henry Lawson

creates humour for effect in ‘The loaded dog’ read short story ‘Mission impossible’ to identify how

author creates humour write a response in learning log on how Morris

Gleitzman creates humour for effect compare how authors create humour for effect

Spelling prefixes ‘ante’ (meaning before) and ‘anti’ (meaning

against) latin roots ‘grad’ and ‘gress’ (meaning step

Analysing setting in short stories (3 of 10) review knowledge of setting in short stories identify noun groups that describe setting in

‘Mission impossible’ model drawing of the setting of ‘Mission impossible’

short story read selected short stories to identify setting draw the setting of selected short story in learning

log Reflect on how authors create setting compare how authors create setting

Spelling prefixes ‘ante’ (meaning before) and ‘anti’ (meaning

against) latin roots ‘grad’ and ‘gress’ (meaning step)

Analysing theme in short stories (4 of 10)

review knowledge of story theme review knowledge of story theme of ‘caring and

responsibility’ in short stories read ‘Mission impossible’ by Morris Gleitzman to

identify language features that indicate theme read selected short story to identify setting reflect how authors develop theme compare how authors develop theme Spelling prefixes ‘ante’ (meaning before) and ‘anti’ (meaning

against) latin roots ‘grad’ and ‘gress’ (meaning step)

Analysing plot in short stories (5 of 10)

review knowledge of plot in short stories discuss how Morris Gleitzman manipulates the plot

in ‘Mission impossible’ to engage the reader model creating a plot profile of ‘Mission impossible’

short story read selected short story to identify plot reflect how author manipulates plot in short stories

to interest the reader review and reflect on how authors manipulate plots

to engage readers

Appreciating dialogue through Reader’s theatre (6 of 10) discuss ‘show, don’t tell’ technique when

developing a character introduce Reader’s theatre technique highlight and read dialogue in ‘Mission impossible’

text understand characterisation through Reader’s

theatre - select snapshots in story to perform revise features of dialogue

Spelling diphthong ‘ou’ in two syllable words greek roots ‘gram’ (meaning to write), ‘micro’

(meaning small) and ‘geo’ (meaning earth)

Analysing characterisation in short stories (7 of 10)

review techniques used by author to develop main character in ‘Mission impossible’

create a character profile of main character using a mind map

Analysing author’s style in short stories (8 and 9 of 10) review knowledge of author’s style review simple, compound sentence and complex

sentences

Consolidating elements of short stories (10 of 10) revise and consolidate elements of short stories compare and discuss elements of short stories from

previous lessons compare and discuss author’s style of short stories


read selected short story to identify how the author develops the main character

create a character profile of the main character in selected story

reflect on how an author develops a main character through careful choice of language

review how authors imply characterisation

Spelling diphthong ‘ou’ in two syllable words dreek roots ‘gram’ (meaning to write), ‘micro’


read Mission Impossible by Morris Gleitzman to identify and record author’s style

read selected short story to identify author’ style reflect on how authors create a style to engage the

reader review and reflect on how authors develop style

Spelling diphthong ‘ou’ in two syllable words greek roots ‘gram’ (meaning to write), ‘micro’


from previous lessons

Differentiation

Resources


DigitalWebsite The Morris Gleitzman Collection: Give peas a chance audio soundtrack of short story ‘Mission impossible’


Website A short story by Henry Lawson: ‘The loaded dog’Website Jackie French: ‘What’s happening’ Scroll down to short story ‘Council Wombat’.

TextsTexts A range of short stories, for example:Gleitzman, M 2007, Give peas a chance, Puffin Books, Camberwell, Victoria. ‘Good dog’ pp. 119–129Garlil Christophersen, J 2007, Kakadu calling: stories for kids, Magabala Books, Broome. ‘Fishing trip’ pp. 17–29Jennings, P 2008, Paul Jennings' weirdest stories, Penguin Australia, Camberwell, Victoria. ‘Round the bend’ pp. 231–243Harrison-Lever, B et al 2006, Kids’ night in! 2, Puffin Books, Camberwell, Victoria. ‘Live and let live’ pp. 224–233Dobbie, F 2000, Whisper, Hodder Headline Australia, Sydney. ‘The legacy’ pp. 78–90Laird, E 2008, A fistful of pearls and other tales from Iraq, Frances Lincoln Children's Books, London. ‘Lazy Ahmed’ pp. 11–23

Find and prepareAssessment task (create own) Planning and writing a short storyLearning logsHelpful InformationWebsite The Morris Gleitzman websiteGleitzman, Morris 2007, Give peas a chance, Puffin Books, Camberwell, Victoria.

Website Strategy Guide: Readers TheatreWebsite The basics: Show, don’t tellWebsite VELS Level 5 and 6 Guided reading: Reciprocal teachingSpelling

Find and preparePrefixes and Latin roots spelling word listDipthong and Greek roots spelling word list

Prepare a post-test

Helpful information

Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2003, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Prentice Hall, Boston. Pp. 351, 363, 364


Building plot (1 of 5) analyse requirements of assessment task and

related marking guide

Creating character (2 of 5 revise main character profiles from learning log

entries

Creating setting (3 of 5) revise story settings of short stories understand complex sentences with adjectival


revise plot structures and theme of short stories consider ideas for theme of ‘caring and

responsibility’ consider ideas for short story plot write a sentence describing the plot of short story create in assessment booklet a plot profile of short

story listing events including conflict and resolution share plot profiles

understand complex sentences with subordinate clauses

discuss author’s technique of implying rather than stating characterisation (speech, thoughts and actions)

create in assessment booklet main character for short story – list noun groups, verb groups and adverbials

create in assessment booklet reactions of a minor character to main character

share created characters

Spelling suffixes ‘iest’ and ‘ly’ vowel alternation when adding ‘ity’ changing the

long vowel to short

clauses create in assessment booklet a drawing of the

setting for short story add expanded noun groups to drawing to describe

setting share setting with peers


long vowel to short

Developing story plan (4 of 5) discuss how authors develop stories model writing of a story plan write story plan in assessment booklet share story plan


long vowel to short

Consolidating elements of short stories (5 of 5) revise and consolidate elements of short stories compare and discuss elements of short stories from

previous lessons compare and discuss author’s style in short stories

from previous lessons

Differentiation:

Resources


Text Gleitzman, M 2008, Give peas a chance, Puffin Books, Camberwell, Victoria.


Short story ‘Mission impossible’DigitalWebsite A short story by Henry Lawson: ‘The loaded dog’Jackie French: ‘What’s happening’ Scroll down to short story ‘Council Wombat’.Find and prepareBooklet Assessment Planning and writing a short storySheet PMI Chart

Helpful informationLearning object Plot diagramSpelling

Find and prepareSheet Suffixes and vowel alternation spelling word listPrepare a spelling pre-test using the spelling listSample word builder graphic organizer: adding ‘ly’ and ‘iest’Helpful informationBear, DR, Invernizzi, M, Templeton, S and Johnston, F 2003, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Prentice Hall, Boston. Pp. 356-357, 363

Writing a short story

Planning story (1 of 5) examine and record titles of stories predict the plot for each title

Drafting short story (2, 3 and 4 of 5) discuss and record endings of short stories

previously read in class

Editing story (5 of 5) revise and consolidate elements of short stories compare and discuss elements of short stories from


write title for story scan a range of stories for opening sentences record and classify opening sentences write opening sentences for short story

Spelling complex endings ‘gue’ and ‘que’ vowel alternation changing the long vowel to short

write a story ending from example story endings review purpose of story plan draft short story from plan


previous lessons compare and discuss author’s style in short stories

from previous lessons revise proofreading and editing process use checklist to self-edit short story


Differentiation LMQ 1,2 & 3:

Resources LMQ 4

Writing a short storyDigitalWebsite The Morris Gleitzman Collection: Give peas a chance audio soundtrack of short story ‘Mission impossible’Texts


A range of short stories, for example:Gleitzman, M 2007, Give peas a chance, Puffin Books, Camberwell, Victoria. ‘Good dog’ pp. 119–129Garlil Christophersen, J 2007, Kakadu calling: stories for kids, Magabala Books, Broome. ‘Fishing trip’ pp. 17–29Jennings, P 2008, Paul Jennings' weirdest stories, Penguin Australia, Camberwell, Victoria. ‘Round the bend’ pp. 231–243Harrison-Lever, B et al 2006, Kids’ night in! 2, Puffin Books, Camberwell, Victoria. ‘Live and let live’ pp. 224–233Dobbie, F 2000, Whisper, Hodder Headline Australia, Sydney. ‘The legacy’ pp. 78–90Laird, E 2008, A fistful of pearls and other tales from Iraq, Frances Lincoln Children's Books, London. ‘Lazy Ahmed’ pp. 11–23Helpful InformationWebsite Story writing tips: Story endings

SpellingFind and prepareComplex endings and vowel alternation spelling word listHelpful informationHelpful information Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2003, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Prentice Hall, Boston. P. 357

Publishing a short storyDigitalSlide show Peer edit with perfection! TutorialOnline learning space (e.g. edStudio)Sheet PMI chartFind and prepareSheet Peer edit with perfection! (one per group)SpellingBear, DR, Invernizzi, M, Templeton, S and Johnston, F 2003, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Prentice Hall, Boston

Publishing a short story

Peer editing of short story (1 of 5) use checklist to peer edit story Publishing short story ( 2 and 3 of 5)

Sharing and reviewing short story (4 and 5 of 5) review stories online using assessment checklist


share editing with writer

Spelling consolidate and practise language conventions

redraft short story

publish short stories to online learning space (e.g. edStudio)

Spelling consolidate and practise language conventions

Spelling consolidate and practise language convention

Differentiation LMQ 1,2 & 3:

Resources LMQ 4

Publishing a short storyDigitalSlide show Peer edit with perfection! TutorialOnline learning space (e.g. edStudio)

Sheet PMI chartFind and prepareSheet Peer edit with perfection! (one per group)

SpellingBear, DR, Invernizzi, M, Templeton, S and Johnston, F 2003, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Prentice Hall, Boston

References

http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012

https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx

http://www.scootle.edu.au/ec/p/home

Guide to making judgements - Literary recount


C2CName Learning area English

Class Year level 6

School Unit 2

Knowledge and understanding Constructing texts

Develops character Uses language to engage audience

Develops theme through character’s action and speech Establishes mood through careful word choice A

Develops a series of events to build tensionVaries sentence structure for effect

Uses figurative language to extend implied meaning

Chooses verb groups and adverbials to sharpen ideas to develop character

B

Creates a story by developing a character who faces a conflict which is resolved

Chooses a title to capture readers’ attention

Uses evocative language to build tension and create atmosphere

Uses expanded noun groups to provide fuller description of ideas and greater precision of meaning

C

Creates plot, setting and character

Plans a story with a beginning, middle and end

Uses consistent tenseD

Plans a basic plot, setting and a character Writes simple sentences using capital letters and full stops

E

Feedback:

Assessment task – Planning and writing a short story

Name Learning area English

Class Year level 6


C2C School Unit 2

Your task

Write a short story about a character that faces a conflict. Your short story should be well sequenced and engaging for the reader. It should include: one main character introduction/orientation complication rising tension unexpected or thought provoking ending.

Word length: 400 — 600

Section 1: Plan your story

1. Explain your idea to develop the theme of responsibility and caring.

2. Write one sentence to describe the plot of your story.

3. Create a plot profile.

4. Create the main character.a. What the character looks like (noun groups)


b. How the character acts (verb groups and adverbials)

c. How other characters react to this character (verb groups and adverbials)

5. Create the setting. Draw a plan of the setting. Include noun groups to describe parts of the setting.

6. Write a story plan. Record notes to develop story plan.

Story plan

Orientation ChallengeProblem that launches the story

Events of conflict

RISING

TENSION

Revelation Character decides on a course of action ‘Point of no return’ Faces problem/s on the way

Crisis All seems lost Worst moment in story

Climax Crisis solved (or not) based on the climax

End

F TA EL NL SI IN OG N

Resolution Winners and loser are known No loose end remains New insight for character Short section, fast paced


7. Write a story title. Write three possible story titles for your story.

Circle the story title that best captures the reader’s attention.


8. Write a story opening. Choose three different ways to open your story. Write one sentence for each to engage the reader.

Circle one story opening that best engages the reader

9. Write the first draft of your short story. Use lined pages to write the first draft of your short story. Include the title and the story opening.


Section 2: Give feedback on your short story.

1. Self-editing of short story. Look at your short story draft to help make improvements.

Self- editing

Your name:

Write one positive point about your short story.

Write two suggestions about how to improve your short story.

Suggest changes to: spelling description - nouns or noun groups action - verbs or verb groups and verb tense sentence construction punctuation flow of ideas

Write one sentence retelling what the narrative is about.

What is the main idea or theme?

2. Peer-editing of short story. Look at your partner’s short story draft to help make improvements.


Peer- editing

Your name: Partner’s name:

Write one positive point about the short story.

Write two suggestions about how to improve the short story.

Suggest changes to: spelling description - nouns or noun groups action - verbs or verb groups and verb tense sentence construction punctuation flow of ideas

Write one sentence retelling what the narrative is about.

What is the main idea or theme?

Guide to making judgements – Plan and create a short story


C2C

Name Learning area English

Class Year level 6

School Unit 2

Purpose of assessment: To plan and create a short story.

Central idea Text structure Language features Sentence cohesion Punctuation and spelling

Explores theme to Influence and affect the reader

Concludes with an unexpected but memorable twist

Uses evocative language to build tension and create atmosphere

Writes controlled and well-developed sentences that express precise meaning

Uses punctuation to control pace and reading of text

Spells challenging words with precision

A

Develops a clear central idea which evokes an emotional response

Develops a series of events to build tension

Establishes mood through careful word choice

Uses figurative language to extend implied meaning

Varies sentence structure for effect

Controls subject and verb agreement

Spells difficult words

B


Central idea Text structure Language features Sentence cohesion Punctuation and spelling

Establishes readers’ interest by developing a consistent story

Creates a story by developing a character that faces a conflict which is resolved

Chooses a title to capture readers’ attention

Chooses verb group, and adverbials to sharpen ideas to develop character

Writes complex sentences

Uses consistent tense

Uses commas to separate clauses

Spells common words C

Demonstrates awareness of basic audience expectations

Creates plot, setting and character

Plans a story with a beginning, middle and end

Uses expanded noun group to provide fuller description of ideas

Writes compound sentences

Spells high frequency words

D

Plans a basic plot, setting and character

Writes simple sentences Uses capital letters and full stops to punctuate sentences

E


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