Agn3 2119420 Thomas Wachtel

EDUC4725
Thomas Wachtel 2119420
Tues 10am
ENGLISH LITERATURE UNIT: Reading and writing narrative

Topic or Theme: Narrative
Literature or text type/s: Narrative
Year level: 7
The Literature Strand of the AC: English: involves understanding, appreciating, responding to, analysing and creating literature.
Relevant Achievement standard: (highlight most relevant parts)

1
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate
understanding of how the choice of language features, images and vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own
response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.
2
Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and
other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using
language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and
accurate spelling and punctuation.
Learning intentions: Students will

Understand that
narratives enable the author to engage the audience using language features and effects
Know
Vocabulary words associated with the creation of narrative. For example introduction, text structure, dialogue, complex
sentences, character, setting, dilemma, resolution, minor resolution, nouns, verbs, adjectives, adverbs, conjunctions,
Do
Create structured narratives using complex sentences.
Create introduction, dilemma and resolution using key language features of each section
EDUC4725
Time

Tues 10am
WEEKLY TIMETABLE: Indicate teaching times for English activity i.e. talking, reading, drawing, spelling and writing
Monday
Reading
Tuesday
Reading
Wednesday
Reading
Thursday
Reading
Friday
Reading
Lesson
Lesson
Lesson
Computer room
Recess Time
Lesson
Lunch Time
Lesson
Computer Room
EDUC4725
Tues 10am
SEQUENCING lessons
Unit
Week Flow
AC: English LINKS:
Lesson Focus and Activity
Resources to be used
General Capabilities
Cross-curriculum Priorities
Curriculum Integration
T
E
A
C
H
Lesson 1-2: Introduction

Students are introduced to the main text and narrative text type
Students select their own narrative text from the library to read
Key features of a narrative discussed and checklist built
Pre Assessment of student knowledge on narrative
Pompeii text
Interactive whiteboard
Macs Short Adventure
short story
Narration burger planning
sheet
Narrative Pyramid
Little Red Riding Hood
Jumble
Numeracy- Sequencing of narrative
Lesson 3-4
Read, analyse and create text introduction
Analyse key language features
Analyse character build up
Analyse setting build up
Begin to plan and create own narrative
Teacher continues to read class text.
Character clue bag activity
sheet
The lost thing
Lesson 5-6
Read, analyse and create dilemmas
Analyse key language features:
Authors use of groups of nouns, adjectives, adverbs to convey a message
Introducing problem
Sequencing words: then, later etc.
Draw reader in with suspense
Students also have their own text to read
Continue to write independent narrative incorporating a dilemma
Lesson 7-8
Read analyse and create reaction/events
Key features of reaction/events:
Alliteration and short sentence to match action
Using similes and metaphors to create feelings of characters and the setting
Introduce further complications or dilemmas
Continue to write independent narrative incorporating reaction/events
Lesson 9-10
Read, Analyse and create resolutions
View points
Show how the character/s changed
Finish up independent narrative incorporating a resolution

sheet
a subtle knife
The lost thing
Narrative burger planning
sheet
Narrative pyramid
the lost thing
https://www.youtube.com/w
atch?v=S1JoliFXH74
Narrative burger planning
sheet
Narrative Pyramid
Wheels short film
E
X
P
L
O
R
E
G
R
O
U
P
I
N
D
I
V
D
U
A
L
EDUC4725
Students hand up narrative as summative task and narrative planning burger

6
Lesson 11-12: Concluding Activities

Wrap up unit
Students have the opportunity to share their story with the class.
Students point out some key features of each story that they notice.
Class discussions around narrative and key elements of narrative structure
Some key features that make the narrative more entertaining.
Tues 10am
https://www.youtube.com/w
atch?v=0mjcBy_GE7g
sheet
Narrative pyramid
LITERATURE and/or TEXTS: (Detailed lists required, TITLE and AUTHOR)

TO BE READ/MODELLED BY TEACHER
Pharoah By Jackie French
Macs short adventure
Little Red Riding Hood Short version
A subtle knife Philip Pullman
The lost thing Shaun tan
https://www.youtube.com/watch?v=S1JoliFXH74
Wheels By Ori Sinai
https://www.youtube.com/watch?v=0mjcBy_GE7g
SCHOOL/CLASS LIBRARY FOR STUDENTS
EDUC4725
Tues 10am
LESSON PLAN
BIG IDEA:
Narrative introduction
Literature or text type
Narrative
Year Level:
7
Lesson Number: 1-2
AC: English Standard: Has been adapted from the AC version 8.1 (ACARA) Year 7 achievement standard
Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.
AC: English elaborations (secondary, helps you think about how you will meet the standard)
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects,
monologue, layout, navigation and colour (ACELT1805)
Lesson Outcome/intentions: (What do I want the students to be able to do, know or think at the end of these lessons? Use 4 resources to think
about this)
Code-breaker The emphasis is on decoding and encoding the codes, symbols and conventions of written,
Text participant The emphasis is on comprehending and composing or making m
spoken, visual and multimodal texts in response to contextual factors
spoken, visual and multimodal texts
Text user The emphasis is on understanding the purposes of different written, spoken,
Text analyst The emphasis is on understanding that written, spoken, visual and multimodal texts a
visual and multimodal texts and using texts in different ways for different cultural and
neutral but represent particular points of view and silence others
social functions
Students will use code breaker to understand how narrative structure influences the way the audience reads the story. Students will also draw on
personal social and cultural experiences around narrative (Text participant).
Students will know key structural terms and features such as: orientation, problem/dilemma and resolution.
Students will (do) recognise and explain key features of a narrative to different narratives and begin to use narrative structure.
How will I do this?
EDUC4725
Tues 10am
Lesson Outline:
Introduction: (How best to motivate and explain the importance of these lessons. i.e. connected to artefacts from home)
Teacher introduces the text type of narrative and asks students about some of their favourite narratives. Teachers asks students lots of questions
about what they believe a narrative to be and examples. Questions such as: What is a narrative? What are some examples of narratives? Whats
your favourite narrative and why? What elements did you notice throughout?
What is similar about all of these narratives? Why do we write narratives? Who is the audience do you think? Does a narrative always have to be
written? What are some other examples?
Through this discussion familiar structural elements should become clear. Introduction, orientation and resolution. Teacher can describe parts of
our lives as narratives we have an introduction, orientation and resolution.
Building the field: Teaching and Learning cycle, What key things do students need to know about genre or topic? Model, Group or independent
rehearsals?
Teacher introduces narrative text structure (introduction, orientation and resolution) and induces a discussion around elements of narrative and a
check list is created for what a good narrative story should have in it. Students record this in their book for later use.
Introduction of narrative text for class Pharaoh
Teacher will model structure of narrative using short story Macs short adventure pointing out key elements of each structure.
Students will have the opportunity to work in groups, as a class and independently.
Resources: (List what you will need to have on hand for your lessons and organisational matters)
Pharaoh text
Macs Short Adventure short story
Narration burger planning sheet
Narrative Pyramid- pre assessment
Little Red Riding Hood Jumble
Teaching Strategy/Learning Activity:
(Ask yourself, What will challenge or support the students to learn the concepts Im trying to teach? What will the students be doing? What will I
as teacher be doing?)
Students will firstly work as a class to inform discussion around narrative structure. Teacher reads Macs short adventure and models elements
of the narrative students should notice. Teacher facilitates discussion about Macs short adventure Using questions such as:
What do you notice about the story? Is this an information report? How do we know? What are some key features? What does the introduction
do? What words and language help us to introduce a narrative? What are some elements of narrative structure?
Students in groups of three will put Little red riding hood into correct narrative structure using narrative burger to guide them. The class will then
attempt to place Little Red Riding Hood back in order and discuss and explain why it goes it that order.
EDUC4725
Tues 10am
Students will then word independently to choose a well-known story and create a structure jumble. Students will complete this in their books and
hand this up as formative assessment. The teacher should answer any questions students have while they work independently and read
students work to check for understanding.
Pre or post assessment strategies:
(Ask yourself, How do I know at which level to start? peer/self asses built in? How could I capture the main learning points?)
Students structure jumble will act as students post assessment. This will enable the teacher to recognise which students understand narrative
structure and which still need assistance. Classroom discussions will also form part of the post assessment which shows understanding.
Any special considerations: (Consider the students with special needs or the particular needs of your class or school)
The first lesson introduces narrative text type and narrative structure in a simplistic way enabling students with limited prior knowledge to fill in
any gaps in their knowledge. If some students struggle with using words (dyslexia for example) the teacher could use narrative comics and have
students order each scene. Alternatively students could also have the stories through audio.
Reflection: (Questions you still have.)
Were students engaged by the introduction?
Were students able to make connections between narrative and their own lives?
Were students able to recognise narrative structure?
What questions did students have?
Was I clear enough that students could understand me?
Did the lesson link to curriculum outcomes for the students year level?
Did students understand the underlying outcome of the lesson?
EDUC4725
Tues 10am
LESSON PLAN
BIG IDEA:
Narrative Introduction
Narrative
Year Level:
7
Lesson Number: 3-4
Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context.
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts
(ACELT1621)
Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of
different approaches (ACELT1622)
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
about this)
Students will understand that characters and setting are related to human experience and recreated for effect.
Students will know key structural terms and features such as: orientation, problem/dilemma, resolution and be introduced to character, setting
and dialogue.
Students will (do) analyse their own lives and the lives of others to inform character creation.
Text user
The emphasis is on understandingThomas
the purposes
of different
written,
EDUC4725
Wachtel
2119420
spoken, visual and multimodal texts and using texts in different ways for
different cultural and social functions
Text participant The emphasis is on comprehending and composing or

making meaning from written,
Text analyst TheTues
emphasis
10amis on understanding that written, spoken, visual and multimodal texts are not
How will I do this?

Lesson Outline:
The teacher will reconnect to the previous lesson. By asking questions which activate prior knowledge. For example:
Who can remember what we did in the previous lesson? What were some of the key words we used? What text type are we focusing on? What
are some of the features of that text type? What were some examples we came up with? Are all narratives in written form? Why do we write
narratives? Who is the audience do you think?
rehearsals?
The teacher continues to model the structure of narratives pointing out key parts of a subtle knife. The class will specifically be looking at
introduction and how authors begin their narratives. Students will complete character bag independently then share with a partner, their table
and then the class. Students will make inferences as to what type of character they are.
The teacher will slowly move towards joint construction and possible independent construction for more advanced students.
Character clue bag activity
The lost thing
Narrative burger planning sheet
Narrative Pyramid
Teacher models the items in a character clue bag and making inferences. For example the clue bag has a dagger, a cowboy hat and some red
sand. The dagger could represent his sharp personality, the cowboy hat could link him to a farm, he/she could be a farmer, and the sand could
represent the desert, land that he lives on. Nothing really grows there so the dirt is very dry. Students make inferences about what they think the
object means to the character and the setting.
Students will independently create a character clue bag activity based on their own character and then share it with a partner, then their table
then class (think pair and share). Students should discuss what the items mean and possible clues to who the character might be and the setting
linked to that character.
The teacher will present the short story The lost thing. Students will infer what they think the setting is. Students will write in their books where
the setting is, what are some characteristics of the setting, what might be found there, why people might go there etc.
EDUC4725
Tues 10am
Students will write down some types of characters and setting they would like to use in their own narrative. The teacher should answer any
questions students have while they work independently and read students work to check for understanding.
Students will hand up their character clue bags as a form of post assessment. The teacher will be able to recognise which students have
understood the building of character and inferring.
Students who struggle writing (Due to either learning difficulties or disabilities) could either verbally state what they think the setting is like or draw
a representation of the setting and explain its features or simply describe the setting around them.
Reflection: (Questions you still have.)
Were students able to link learning to the prior lesson?
EDUC4725
Tues 10am
LESSON PLAN
BIG IDEA:
Narrative: Problem
Narrative
Year Level:
6/7
Lesson Number: 5-6
Students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. Students
understand how the selection of a variety of language features can influence an audience. They create texts showing how language features and
images from other texts can be combined for effect.
about this)
Students will understand that language features create more complex narratives.
Students will know key structural terms and features such as: orientation or introduction, problem/dilemma, resolution, character, setting and
dialogue. Will be introduced to sequencing (connective) words and suspense building.
spoken,EDUC4725
visual and multimodal texts in response
to contextual
Thomas
Wachtelfactors
2119420
Tues 10amspoken, visual and multimodal texts
Text user The emphasis is on understanding the purposes of different
Text analyst The emphasis is on understanding that written, spoken, visual and multimodal texts are not
written, spoken, visual and multimodal texts and using texts in different ways
for different cultural and social functions
Students will (do) recognise, explain and use key features of different narratives and continue to use narrative structure. Students will also
recognise elements of the problem stage of narrative. Students will plan and create introduction, character, setting, problem and solutions to their
own narrative writing.
How will I do this?
Lesson Outline:
The teacher will reconnect to the previous lesson. By asking questions which activate prior knowledge. For example:
Who can remember what we did in the previous lesson? What were some of the key words we used? What text type are we focusing on? What
are some of the features of that text type? What were some examples we came up with? What are some character types which could be used?
What are some problems or challenges you have overcome in your life? What did you learn from it?
rehearsals?
The teacher models to the students elements of the problem section of narrative. The teacher uses Little Red Riding Hood to do this. The class
will consider the problem of the story. The teacher will ask questions to gauge students understanding of the problem and text:
What is the problem of the text? How is it resolved? Have you heard of any alternative endings? Do you think this is an effective narrative?
Why? Why not? What can we do to change this? How do we know what order the text goes in? How can we help the reader?
The teacher and the class jointly construct the problem section using sequencing words or phrases such as: then, not long after etc.
Now that the audience knows the order how else can we make the story more interesting? Does the wolf scare you? How could we make this
scarier? How could we add an element of suspense? If we couldnt see the wolf would it be scarier?
Students then independently select a story to make more interesting by adding sequencing elements and suspense.
And finally students begin to independently plan and write their narrative stories while completing Narrative pyramid and Narrative burger to
inform their planning.
Narrative pyramid
EDUC4725
Tues 10am
Students are given a choice of three different shortened stories which they must add language features to make it more interesting and so there
are distinct narrative structures. Students rewrite the story in their books.
Students will then have the opportunity to flesh out their character and setting/s for their narrative. Students should consider the characters
morals, family, fears, dreams, thoughts, quotes, looks, feels etc. Students should also begin to consider how they want their character to change
over the course of the narrative. The problem should force them to change. Students should use the narrative burger and narrative pyramid
sheets to inform their planning. The teacher should answer any questions students have while they work independently and read students work
to check for understanding.
Students will hand up their books and Narrative pyramid sheet. Students will have their rewritten story and narrative planning in their books.
Students will have completed sections 1-5 on their Narrative pyramids related to their own narrative.
Some students with learning difficulties or disabilities can be catered for by adapting the curriculum to fit their needs so that they can still achieve
the same outcomes. The teacher should also utilise SSO staff to assist in this role. Some students need the content specifically modelled before
independent work can commence. Before any independent work starts the teacher should model this to all students and if further help is required
students can go to help groups. Help groups are where students can go if they need anything clarified. The teacher runs these to clarify any
sections students may need help with.
Reflection:
EDUC4725
Tues 10am
LESSON PLAN
BIG IDEA:
Narrative: Problem and resolution
Narrative
Year Level:
6/7
Lesson Number: 7-8
images from other texts can be combined for effect.
EDUC4725
Tues 10am
about this)
Students will understand that problem and resolution are directly linked to character change.
written, spoken, visual and multimodal texts and using texts in different
ways for different cultural and social functions
Students will know key structural terms and features such as: orientation or introduction, problem/dilemma, resolution, character, setting and
dialogue. Will be introduced to problem and resolution.
Students will (do) recognise, explain and use key features of different narratives and continue to use narrative structure. Students will also
recognise elements of the problem stage of narrative. Students will continue to plan and create introduction, character, setting, problem and
solutions to their own narrative writing.
How will I do this?
Lesson Outline:
Teacher will link to the prior lesson by asking questions such as: Who can remember what we did in the previous lesson? What were some of the
key words we used? What text type are we focusing on? What are some of the features of that text type? What were some examples we came
up with? Are all narratives in written form? What are some features of the introduction or orientation?
Students will re-watch the introduction of the lost thing.
rehearsals?
Students jointly construct a solution to the lost thing with assistance from the teacher.
Narrative pyramid
the lost thing
EDUC4725
Tues 10am
Students must create a problem and solution to the lost thing after only watching the introductory section (where the main character finds the
lost thing). Students complete this in their books. Once students have completed this, the class comes together for a discussion around what
lead them to believe this.
The teacher continues to show the lost thing the problem section. The class discusses the problem of the text and how this may differ or be
similar to some of the created problems and solutions. Students fill out 4-5 of their narrative pyramid.
Students have the opportunity to flesh out the events that led up to the problem and resolution for their narrative. The problem and solution
should link to the characters morals, family, fears, and dreams etc. Students should consider how they want their character to change over the
course of the narrative and the events that may cause that change. The problem should force them to change. Students should use the narrative
burger and narrative pyramid sheets to inform their planning. The teacher should answer any question student have while they plan and read
students work to check for understanding.
Students will hand up their books and sections 5-6 of their narrative pyramid which will act as post assessment. Their books should have their
problem and solution to the lost thing and planning for their own narratives.
Some students with learning difficulties or disabilities may struggle with writing and are able to draw the problem in a comic book style and can
verbally explain the problem and how it is going to be resolved. These students have had the curriculum adapted to cater for their needs so that
they can still achieve the same outcomes. Some students need work excessively modelled. These students have access to help groups where
students can go to get help without fear of embarrassment. The teacher runs these to clarify any sections students may need help with.
Reflection:
EDUC4725
Tues 10am
LESSON PLAN
BIG IDEA:
Narrative: Points of view
Narrative
Year Level:
6/7
Lesson Number: 9-10
images from other texts can be combined for effect. They select specific details from texts to develop their own response, recognising that texts
reflect different viewpoints
EDUC4725
Tues 10am
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
about this)
Students will understand that narratives have different viewpoints and affect peoples viewpoints which often link to the authors opinions,
interests and values.

Students will know key structural terms and features such as: orientation or introduction, problem/dilemma, resolution, character, setting,
dialogue, point of view, first person, second person, third person, sequencing words and suspense.
Students will (do) recognise and consider different viewpoints of their own text and others.
How will I do this?
Lesson Outline:
Watch short film Wheels
Classroom discussion around point of view. Questions which could spark discussion: Whose point of view is it? How do you know? How do we
know whose point of view it is in a written story? How does point of view effect the story? Have you heard of a narrator? What do they do? Are
they first, second or third person? What words have you used throughout your story that makes it first person?
rehearsals?
Over the course of the unit students have been taken through the teaching and learning cycle and are able to work independently on their
narrative. Struggling students still have the opportunity for guidance. Students who are struggling can come to a need help group. Teacher lets
EDUC4725
Tues 10am
students know that if they are struggling they can come to a particular table. Students then decide as a group what section of narrative they are
most struggling with and the teacher re introduces that section.
Narrative Pyramid
Wheels short film
Students will independently continue to write their narratives with assistance from the teacher. Students narratives should be almost complete.
Students who have complete can write a short summary of their narrative. Students have the opportunity to start to type out their narrative on the
computer. Students should incorporate elements they have learnt in pervious lessons on introduction (character, setting), problem (character
traits and growth) and resolution. Students should also complete the remaining sections (7-8) of Narrative pyramid. Teacher should provide
support to students as they create their stories and make suggestions for possible changes.
Students will compete final sections of Narrative pyramid (7-8) and hand up their books with their planning and narrative.
Some students need excessive modelling and planning help. The teacher is able to assist this student in planning their narrative. As stated
earlier these students will have access to help groups where clarification is made and students can ask questions without fear of embarrassment.
Reflection:
EDUC4725
Tues 10am
LESSON PLAN
BIG IDEA:
Narrative
Narrative
Year Level:
6/7
Lesson Number: 11-12
EDUC4725
Tues 10am
images from other texts can be combined for effect. They select specific details from texts to develop their own response, recognising that texts
reflect different viewpoints.
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
about this)
Students will understand that narratives are formed using language features and narrative structure.
Students will know key structural terms and features such as: orientation or introduction, problem/dilemma, resolution, character, setting,
dialogue, point of view, first person, second person, third person, sequencing words and suspense.
Students will (do) recognise and consider different viewpoints of their own text and others.
How will I do this?
Lesson Outline:
Teacher should wrap up the unit on narrative by talking about all the features of narrative which have been discussed over course of 12 lessons.
Some questions the teacher may ask are: What have you learnt over the course of the unit? What does an introduction do? What are some
features of an introduction? What are some features of problem? How is the problem and solution related to the solution?
rehearsals?
As the unit comes to a close students will have moved from modelling to independent construction of their narrative.
EDUC4725
Tues 10am

Narrative Pyramid
Students will have the opportunity to finish of their summary and any final touches to their narratives. Students will then present their narratives to
the class. Students who dont feel comfortable reading their text can have a either a peer or the teacher read it to the class. Students have the
opportunity to comment on other students narratives mentioning narrative structure and language features.
Students narratives will form the final summative assessment piece of the unit. All students planning will also be taken as formative assessment.
Students who dont feel comfortable reading the story in front of the class can have either a peer or the teacher read out the story. Students who
have created their narrative as a comic strip are also able to present with verbal comments on what is happening in the narrative.
Reflection:
Did students complete their narratives?
ASSESSMENT of Narrative Unit
STUDENT ASSESSMENT: (This includes both formative assessment plans and MUST include a specific summative assessment)
Pre-assessment
Narrative pyramids
Class discussion and observations
EDUC4725
Tues 10am
Formative Assessment:
Class discussions and observations
Anecdotal records of observations
Writing drafts showing introduction, problem and resolution
Narrative jumble (L1-2)
Narrative pyramid (L3-10)
Character clue bag (L3-4)
Rewritten short story in book (L5-6)
Personal problem and solution to the lost thing (L7-8)
Narrative planning (L3-12)
Summative Assessment:
Completed narrative
Publication of their narrative in school newsletter or competitions
Presentation of narrative
Summary of their narrative
ASSESSMENT of the UNIT:
Were students engaged throughout the introductory lessons?
Did the introductory lessons activate prior knowledge on narrative?
Did the unit successfully engage students through narrative?
Were students engaged throughout the middle lessons?
Did the formative assessment provide an accurate representation of that students knowledge?
Did the summative assessment provide an accurate representation of that students knowledge?
SELF ASSESSMENT:
Was I able to prepare successfully for the unit?
Did I manage time effectively?
Did I engage students throughout my lessons?
Was I able to handle any behavioural issues?
Were students interests incorporated into my lessons?
IMPORTANT: What have I collected as artefactual evidence of practice?

As examples: photos of the classroom and organisation of students from the back (protect the students identities)
Must have mentors permission to photograph or copy student work (de-identify)
EDUC4725
Tues 10am
Comments from the mentor teacher

Classroom word walls/posters etc
Examples of reports written/feedback to parents and guardians (de-identify)
Examples of differentiation strategies that worked, or with reflection could be modified (de-identify)

Agn3 2119420 Thomas Wachtel

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Agn3 2119420 Thomas Wachtel

Caricato da

Copyright:

Formati disponibili

EDUC4725

Thomas Wachtel 2119420

ENGLISH LITERATURE UNIT: Reading and writing narrative

Relevant Achievement standard: (highlight most relevant parts)

Learning intentions: Students will

Thomas Wachtel 2119420

Thomas Wachtel 2119420

AC: English LINKS:

Lesson Focus and Activity

Lesson 1-2: Introduction

Numeracy- Sequencing of narrative

Numeracy- Sequencing of narrative

Narration burger planning

Numeracy- Sequencing of narrative

Numeracy- Sequencing of narrative

Numeracy- Sequencing of narrative

Thomas Wachtel 2119420

Students hand up narrative as summative task and narrative planning burger

Lesson 11-12: Concluding Activities

Numeracy- Sequencing of narrative

LITERATURE and/or TEXTS: (Detailed lists required, TITLE and AUTHOR)

SCHOOL/CLASS LIBRARY FOR STUDENTS

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Text participant The emphasis is on comprehending and composing or

How will I do this?

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Thomas Wachtel 2119420

interests and values.

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Did students understand the underlying outcome of the lesson?

Thomas Wachtel 2119420

Thomas Wachtel 2119420

Narrative burger planning sheet

Thomas Wachtel 2119420

IMPORTANT: What have I collected as artefactual evidence of practice?

Thomas Wachtel 2119420

Comments from the mentor teacher

Potrebbero piacerti anche