EDUC2143 Assessment 2

Unit Rationale

Within this unit the main focus is on teaching students about narrative writing, including the basic structure, parts of speech
used to make texts more engaging, scaffolding ideas for a narrative and transforming a narrative into a verbal role play. The
unit aims at increasing the learners ability to create a fictional text as well as recounting personal stories in a clearly
structured way. Through the implementation of this unit, students will learn about the reasons we create narratives, how to
make narratives more engaging through the use of adverbs and adjectives, creating drafts for a narrative and the different
ways in which narratives can be displayed (eg: book, movie, play, musical). Throughout this unit, teaching for ESL students
focuses heavily on the use of visual cues, modelled speech, translations and definitions. ESL students are provided with
constant learning support during lessons to ensure they understand the content being taught and achieve the desired
outcomes.

The particular outcomes of this unit plan were chosen as they allow students to improve their narrative speaking ability which
is constantly used throughout the primary school setting. Many activities in primary classrooms involve students reading,
making and listening to narratives on a daily basis, this outlines the need for students to have a deep structural knowledge
of narrative writing.

The first language teaching approach used within the unit plan is the cognitive approach. In the very first lesson, the teacher
activates students pre-existing background knowledge on the theme by establishing connections to narratives through well
known fairytales, this is done to support student understanding from the start of the unit. Students are taught explicitly and
repeatedly about the structure and creation of a narrative to ensure deep understanding. Students are constantly provided
with examples of each teaching topic before engaging in individual activities to ensure students grasp the concept before
having to use this information in an open ended activity. The students are given numerous exercises in which they must
identify the structural rules of a narrative before they are able to individually create their own narrative. This teaching
approach was chosen as supports not only language learning but deep understanding of the topic of narratives.

Throughout the unit plan, communicative language teaching is a heavily used language teaching method which is employed
to support maximum learning for ESL students in the areas of listening and speaking. During each activity the teacher uses a
presentational mode when delivering the content and criteria to students. The teacher verbally and explicitly explains each
learning concept (eg: what adverbs and adjectives are) before students undertake the exploration part of the lesson.
Students are provided with numerous opportunities to speak spontaneously during class discussions (this is extremely
evident in the last lesson) which assist with increasing their ability to use conversational speech. This teaching method was
chosen due to the fact that the older children become, the more they are required to be active participants in conversational
speech.

Tabular Overview

Week Sub-theme Objectives Mandatory Requirements

1 What is Fairytale Students EN1-8B: recognises that there are different kinds of texts when reading and viewing and
a narratives- learn what shows an awareness of purpose, audience and subject matter
narrative -Beginning a narrative
-recognise a range of purposes and audiences for imaginative, informative and persuasive print
-Main is and why
Characters we use and visual texts
-Problem these- eg: - respond to a range of literature and discuss purpose and audience
-Resolution recount,
fictional
story etc. EN1-9B: uses basic grammatical features, punctuation conventions and vocabulary
How do we appropriate to the type of text when responding to and composing texts
structure a -understand that paragraphs are used to organise ideas
narrative?
-demonstrate the use of more precise vocabulary to describe emotions and experiences
when writing

2 Parts of Verbs, Students EN1-9B: uses basic grammatical features, punctuation conventions and vocabulary
speech Nouns, learn how appropriate to the type of text when responding to and composing texts
Adverbs and we use
- explore differences in words that represent people, places and things (nouns, including pronouns),
Adjectives verbs,
nouns, happenings and states (verbs), qualities (adjectives) and details such as when, where and how
preposition (adverbs)
 s etc, to
make more EN4-1A: draws on an increasing range of skills and strategies to fluently read, view and
interesting,
comprehend a range of texts on less familiar topics in different media and technologies
meaningful
narratives -recognise grammatical patterns to enhance comprehension, eg action verbs, words or
groups of words that tell who, what, when, where and how

-understand that nouns represent people, places, things and ideas and can be, for example,
common, proper, concrete or abstract, and that noun groups/phrases can be expanded
using articles and adjectives

3 Creating Scaffolding Students EN1-2A: plans, composes and reviews a small range of simple texts for a variety of purposes
a ideas and create own on familiar topics for known readers and viewers
narrative structure of narrative
- understand the process of planning, drafting and publishing imaginative, informative and
a narrative using
correct persuasive texts
structure - use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams,
and a range planning a sequence of events or information
of word
groups.
EN1-10C: thinks imaginatively and creatively about familiar topics, ideas and texts when
responding to and composing texts
- recognise and begin to understand how composers use creative features to engage
their audience

4 Role Transformin Students EN1-1A: communicates with a range of people in informal and guided activities
play of g narratives actively demonstrating interaction skills and considers how own communication is adjusted in
narrative into take part in different situations
dramatic a role play
- explore different ways of expressing emotions, including verbal, visual, body language and facial
role play of their own
making, expressions
using - use role-play and drama to represent familiar events and characters in texts
knowledge EN1-6B: recognises a range of purposes and audiences for spoken language and recognises
about
organisational patterns and features of predictable spoken texts
narratives.
- retell familiar stories and events in logical sequence, including in home language

http://www.schools.nsw.edu.au/learning/7-
12assessments/naplan/teachstrategies/yr2010/index.php?
id=literacy/writing/lw_test/lw_test_s23a_esl_10

Coversheet

Location of lesson Lesson 1, Week 1

within unit
Existing knowledge Students should have some experience reading
simple books which include 2-3 sentences per
page as well as illustrations.
Goals Students will become aware of narrative
structures and gain a basic understanding of
how to create a narrative.
Structures Students will learn the linguistic and written
structure of a narrative.
Functions Students will improve story telling ability with
clearly structured speech with correct
occurrence order. Students will be able to
recount personal stories and create fictional
stories.
Teaching options Teacher may choose to spread ESL students
among non ESL groups in order to provide
them with modelled conversational speech.

Lesson Overview

KLA : English Class : Year 2 Date : Time : minutes

Syllabus outcome/s and indicator/s:
EN1-8B: recognises that there are different kinds of texts when
reading and viewing and shows an awareness of purpose, audience
and subject matter
In this lesson the learners will:
Learn about the structure and features of a narrative, focusing
strongly on the purpose of this text type. Students will learn the
basic structure of a narrative.

EN1-9B: uses basic grammatical features, punctuation conventions

and vocabulary appropriate to the type of text when responding to
and composing texts

TEACHING AND LEARNING ACTIONS

Orientation:
5 minutes
Teacher shows students a number of images on the board which
represent familiar fairytale stories. Class discusses what fairytales
they know and a brief outline of how these stories generally go.
Reflection: 5 minutes
Students will discuss the reasons behind their choices when
ordering the cut up texts. This will include discussing what aspects
of each paragraph/ picture suggest its place within the whole story.

Content Time Guided Discovery Group Teacher Assessment Resources

Teacher will read the story of the Structur s Role What How
-recognise a paperbag princess to students ensuring e Students Observation Smart board
15 each student looks at the illustrations as Teacher are able to of student
range of mins they go. Once finished reading, the guided identify input during Book- Paper
Whole
purposes and teacher will ask students to identify the group aspects of a guided bag princess
structure and parts of the story (eg: intro, narrative learning
audiences body, complication and resolution). 3 short
and the
for imaginative, Teacher will create a mind map with structural narratives
structural aspects listed throughout the order
informative and discussion. Whole class will then Workbooks
persuasive prin collaboratively piece together the paper
bag princess story by putting jumbled
t and visual 15 illustrations from the story in the correct
texts mins order. Teacher Analysis of
Students
Individu assisted are able to student
- Exploration al work order work
respond to a Students will be provided with a cut up at desks events samples
text in which the structure of the text is
range correctly in
divided into introduction, problem and a story
of literature an resolution. Students must then sort each
d discuss part of the story into its correct column.
purpose and Three stories will be provided for each
student.
audience
-understand Individualising
that ESL students will be provided with cut up
comic strips instead of a written narrative.
paragraphs are These comic strips will have short simple
used to texts beneath them to give students a
organise ideas better idea of what is happening in the
 - story. Students who finish the activity
early will be asked to write a summary of
demonstrate
one of their narrative texts.
the use of
more precise
vocabulary to
describe
emotions and
experiences
when writing

Hinde Mcleod, J & Reynolds, R. (2007) Quality Teaching for Quality Learning , South Melbourne: Thomson Social Science Press, p. 106

Coversheet

Location of lesson - Lesson 4, Week 2

within unit
Existing knowledge - Nouns, verbs, adjectives and adverbs
- Basic narrative structure
Goals - Student will understand the importance
of including detail in texts through the
use of adverbs and adjectives
- Students will be able to identify
appropriate adverbs and adjectives to
use in order to make texts more
interesting
Structures - Incorporating adverbs and adjectives into
different texts and speech
- Extending vocabulary
Functions - Create more detailed texts and speech
through the use of adjectives and
 adverbs.
Teaching options - The teacher may choose to put students
into pairs for the whole lesson in order to
encourage peer support
- Teacher may sit with ESL students during
activities to ensure extra help is easily
accessible to these students

KLA : English Class : Stage 1 Date : Time : 45 minutes

Syllabus outcome/s and indicator/s:
EN1-9B: uses basic grammatical features, punctuation conventions and
vocabulary appropriate to the type of text when responding to and
composing texts
In this lesson the learners will:
Gain an understanding of how parts of speech
such as adjectives and adverbs are used to create
more interesting narratives as well as adding more
detail.

EN4-1A: draws on an increasing range of skills and strategies to

fluently read, view and comprehend a range of texts on less familiar
topics in different media and technologies

TEACHING AND LEARNING ACTIONS

Orientation: Reflection:
5 minutes 5 minutes
Teacher refreshes students memories of nouns, verbs, adjectives Students discuss reasons for using adverbs and
and adverbs by showing them the youtube rap video which explains adjectives in writing and how it improves texts to make
each one. https://www.youtube.com/watch?v=qUxkPRJ63EA them more exciting.
Students discuss each word group and its use, creating a mind
map on the board as they go.
Content Tim Guided Discovery Group Teache Assessment Resources
- explore e Teacher writes a short plain sentence on the Struct rs What How
board eg: The dog jumped onto the bed. ure Role Students Teacher Smart board
differences in words Whole class brainstorms ways that they can are able observes
15 make this sentence more interesting using Whole Teacher to students Youtube video
that represent adverbs and adjectives. Class collaboratively class guides understa input and
people, places and extends sentence eg: The cute, fluffy dog student nd that responses
jumped quickly onto the cosy bed. Students input Missing words
things (nouns, adverbs during
compare 1st sentence to last sentence after list
and collaborat
including pronouns) adding adverbs and adjectives to understand
how detail improved the sentence. This adjective ion Narrative
, happenings and exercise is repeated with 2 more sentences to s improve story- missing
states (verbs), ensure students have a strong understanding texts with words
of how to improve speech through the use of more
qualities 20 adverbs and adjectives. Individ detail Teacher Verb match
(adjectives) and ual Teacher analysis activity
Exploration work assistin of
details such as g ESL Cheat sheet
Students are each given a word match activity Students answers
when, where and in which they must match verbs taken from student are able given in (ESL students
the paper bag princess to their corresponding s while only)
how (adverbs) monitori
to student
picture. Students will then be given a narrative
ng class
identify narrative
story which has words missing from each
sentence. Students are provided with a
suitable activity
-recognise missing word list which consists of the sub adverbs sheets
grammatical lists; adjective, nouns and adverbs. Students and
are to fill out the missing words in the adjective
patterns to enhance
narrative using the words from the previous s for
comprehension, eg verb match activity and the missing word list sentence
action verbs, words (note: students are to choose the word they s
or groups of words think best suits, there is not just one correct
word). Students will then be provided the
that tell who, what, opportunity to read aloud their new narratives
when, where and to the class
how
Individualising
-understand ESL students will be provided with a cheat
that nouns represen sheet for this lesson which is similar to the
t people, places, missing word list, however these lists will have
a definition next to each word group (eg:
things and ideas
verb= an action word) in English as well as the
and can be, for students first language. Each word will also
example, common, have a visual cue next to it (eg: run- image of
someone running). During the exploration part
proper, concrete or
of the lesson, the teacher will sit with ESL
abstract, and students and help them to correctly pronounce
that noun each missing word as they go if unsure.
groups/phrases can
be expanded
using articles and a
djectives

Coversheet
Location of lesson
within unit
Existing knowledge
- Lesson 6, week 3
- Students understand the basic structure
of narratives
- Verbs, nouns and adjectives and how
they add more detail to texts

Goals - Students can accurately identify parts of

a narrative including structure,
vocabulary and grammar.
- Students will be able to create a simple
narrative using guided scaffolding
Structures - Aspects of a narrative- characters,
setting, problem resolution etc
Functions - Students will be able to create a clearly
structured narrative using detail through
adverbs and adjectives
Teaching options - The teacher may choose to put students
into groups for the whole lesson in order
to encourage peer support
- Teacher may sit with ESL students during
activities to ensure extra help is easily
accessible to these students

KLA : English Class : Stage 1 Date : Time : 45 minutes

Syllabus outcome/s and indicator/s:
EN1-2A: plans, composes and reviews a small range of simple
texts for a variety of purposes on familiar topics for known
readers and viewers
In this lesson the learners will:
Reflect on the structuring of a narrative and use this knowledge
to create their own fairytale narrative in which nouns and verbs
are used to create more meaning.
EN1-10C: thinks imaginatively and creatively about familiar
topics, ideas and texts when responding to and composing texts.

TEACHING AND LEARNING ACTIONS

Orientation: Reflection:
10 minutes 10 minutes
Students reflect on what they previously learnt about the Students are given the opportunity to read their stories out
structure and vocabulary used in narratives (beginning, loud to the class. Students then discuss anything they found
problem, conclusion, verbs, nouns etc). Whole class creates hard during their narrative writing and think of forms of
visual mind map on the board of every aspect that goes into a narratives other than a written story (Eg: Movies, plays).
narrative.
Content Tim Guided Discovery Group Teacher Assessment Resources
- e Structur s Role What How
Teacher reads short simple story with matching e Students Analysis Smart board
understand
pictures to the whole class. On the handouts Whole Teacher are able of student
the process 10 provided, students are asked to identify the class directed Grumpy Goat-
to answers
of planning, mins main character, the problem and the solution as reading, and
identify on work
Brett Helquist
drafting and well as identifying the nouns and verbs used individual assisted
within the text. Students must answer all work
different sheets Narrative
publishing questions in order to refresh their knowledge on concepts Question sheet
imaginative, narrative scaffolding. Once questions are of a
informative answered the teacher will verbalize each narrative
answer out loud as they point to the question.
and Character,
persuasive Exploration Teacher Observatio problem and
texts 20 The teacher will place three piles of concept Individual guided n of solution cards
Students
mins and activity students
- cards at the front of the classroom; the are able
paired working Student
piles are labelled character, problem and to used and
use work english books
solution. Students must come up to the the analysis of
effective front of the class and choose 1 card from scaffold written List of useful
strategies to each pile (students can choose to do provided narratives nouns and
plan ideas this activity individually or in pairs). to create verbs
for writing, On the back of each card, students will find a
the components of a narrative eg: narrative
eg making
prince written on the character card, using
notes,
drawing, became sick on the problem card and correct
using found a wizard to cure him on the structure
solution card. Cards are chosen randomly and
diagrams,
and each student has something different vocabula
planning a written on their cards. Students must then ry
sequence of use these cards to create a fairytale
events or narrative in conjunction with the verbs and
information nouns list written on the board.

Individualising
As mind map is created at the start of the
- lesson, ESL students will be given a print
recognise out copy with translations below each
and begin to point.
understand Instead of using the written handout which
the rest of the class will be using in the
how
guided discovery section, ESL students will
composers be using a handout with a visual cue next
use creative to each question i.e. the card will say who
features to is the main character? with an image of a
engage blackened out portrait of somebody and a
their audien question mark on it.
During the guided discovery section, ESL
ce
students will choose from a group of cards
with visual cues added to ensure better
understanding eg: prince will be written on
the character card underneath an image of
a prince.
Coversheet

Location of lesson - Lesson 7, Week 4

within unit
Existing knowledge - Students understand the structure of a
narrative
- Students understand the basic concept of
a play i.e.: audience, on the spot etc
Goals - Students are able to identify the
similarities and differences between
written narratives and plays
- Students are able to transform a written
text into role play
Structures - Ability to respond to spontaneous speech
Functions - Students will be able to communicate in
spontaneous speech
Teaching options - The teacher may give ESL students the
 choice of being in a group together or
spread out with non ESL students
depending on what they are comfortable
with
- Teacher may make role play performance
in front of whole class optional to ensure
no pressure is put on students.

KLA : English Class : Stage 1 Date : Time : 45 mins

Syllabus outcome/s and indicator/s:
EN1-1A: communicates with a range of people in informal and guided
activities demonstrating interaction skills and considers how own
communication is adjusted in different situations
In this lesson the learners will:
Convert a previously written narrative into a role
play. Students will work collaboratively and engage
in a role play using communicative skills.

EN1-6B: recognises a range of purposes and audiences for spoken

language and recognises organisational patterns and features of
predictable spoken texts

TEACHING AND LEARNING ACTIONS

Orientation: Reflection:
5 minutes 5 mins
Class carries on reflection from previous lesson and discusses Students will discuss what they liked and disliked about the
the ways narratives can be told through methods other than role play and in what ways it was harder to create then a
written text. Teacher relates narrative knowledge to fairytale written narrative.
movies and plays which might be familiar to students eg:
shrek, brave, snow white, Cinderella etc.

Content Tim Guided Discovery Group Teacher Assessment Resources

e Teacher asks prompting questions such as how Structur s Role What How
- explore is this different to written narratives and is e Students Observatio Smart board
there a beginning, problem and solution in Teacher are able n of
different 15 shrek?, what are they and how is it similar to a Whole directed to student Youtube
min written narrative?Teacher shows class youtube class identify response video
ways of s video of the paper bag princess played out in group the and
expressing real life. differenc contributio White board
https://www.youtube.com/watch?
emotions, es and n in (for mind
v=48PZhDgr4oU
similaritie brainstorm map)
including Students list methods used throughout video
such as narration and facial gestures. Teacher s ing session
verbal, assisted between
visual, body Exploration Groups of written Narrative
Class is divided into 4 groups and each 6-7 text and stories from
language an 20 students physical previous
group has to choose a narrative from the
d facial min previous lesson (written using the concept drama lesson
s plays
expressions cards). Students can vote for the narrative
they want to use for their group. Students Props-
Analysis of
are then asked to create a role play with costumes,
- use student role
this narrative, keeping in mind each aspect Students plays and instruments
role-play and are able to etc
of dramatic plays highlighted earlier in the individual
drama to lesson. Students must work together to
work in student
represent groups performanc
create this 3-5 minute play then each group and
familiar will perform their play in front of the class transform
e
events and at the end. written
characters in text to
Individualising role play
texts
- ESL students will be given the option of using an
assistive visual/written script during the role
retell familiar play. This can include creating a storybook or
stories and comic strips. Students will briefly summarise
their story as they show class the images
events in created.
logical
sequence,
including in
home
language

Reflection
Over the course of creating this unit plan, I have gained a better idea of how to plan a unit. Starting this assessment proved
to be a difficult activity, due to the fact that before creating this, I have had little experience creating whole unit plans. Before
creating this unit plan I had mostly created individual lesson plans and only one unit plan, therefore I had not known how to
make lessons flow well together. The tabular overview assisted in planning the unit and outcomes/goals in a clear flowing
manner that would correctly sequence learning activities. It helped me to scaffold my ideas for the unit before creating each
individual plan. When creating each individual lesson I found it difficult to individualise the activities for ESL students without
changing the complete structure of each lesson.

Throughout the unit plan I believe a stronger focus on grammar and pronunciation would have helped to develop the writing
and speaking ability of ESL learners. The unit plan as is, focuses more so on the structure and vocabulary involved in
narrative writing without any focus on correct grammar or pronunciation. These could have been included and developed
through the use of oral drilling and small text translation.

During the creation of lesson activities for this unit plan, it was very helpful to reflect on tutorials from this semesters 2143
course. Reflecting on the activity examples and teaching methods displayed by Rachel helped me to scaffold ideas for my
lesson activities. I used these provided activities as a guide when creating my own activities. The implementation of the
actual teaching approaches for ESL students did not prove to be as difficult as I was expecting, as these were taught during
the semester in great detail.

After finalising my assessment and reading through the unit plan, I became unsure whether I altered lessons enough to cater
for all ESL students and their learning needs. I realised what a large focus I had put on the use of visual cues throughout the
unit plan which may have taken away from the possible use of other strategies. In order to increase students overall
outcomes, I believe it may have been beneficial to use additional or varying teaching strategies rather than putting such a
strong focus on the use of visual cues.
Verb match activity
References

http://hlr.byu.edu/methods/content/index.html

https://syllabus.bostes.nsw.edu.au/english/english-k10/

https://www.youtube.com/

http://www.boardofstudies.nsw.edu.au/syllabuses/syllabus-development/pdf_doc/2016-k-10-languages-framework.pdf