Week 7 Lesson: Writing

Focus:
Narrative ‘A world without… school attendance/road/littering… laws’ → introduction

Learning intention:
Students will be able to write a narrative introduction.

Learning sequence:

INTRODUCTION

1. Explain the focus of the lesson: writing our introductions for our narratives on a world without … laws.
2. Explain how lesson will run: discussing what to include in a narrative, brainstorming potential ideas for our
introduction, creating an introduction together as a class and then creating your own narrative introductions.
3. Remind students to think about the topic they have chosen for their narrative to support them when it is their
turn to write their introductions.

BODY

4. Pose question to students: What do we need in an introduction? Record student responses on the board. Elicit
that we need to know what is going on: how there came to be no laws, who the characters are and the setting.
5. Explicitly outline that our introductions need to tell readers how there came to be no laws.
6. Create an in introduction with students input, something similar to below:

Yes! I, Miss Hampel, have finally done it! I have finally become the Australian Prime Minister and how I
have removed road laws! I have always disliked road laws because they cause so much trouble. They create
traffic jams because you have to wait for the traffic lights. It takes a longer time to get to places because
we have to slow down and do the speed limit, and don’t get me started on road works! They are the most
annoying thing ever! That is why, now I am Prime Minister, the first thing I did was remove road laws.

7. Have students brainstorm with a partner (think-pair-share) ideas for their narrative – how there came to be
no law, then share with the class.
8. Discuss students ideas.
9. When students are ready they may head back to their desks to begin writing. Students who are unsure can
remain on the floor to discuss/brainstorm ideas as a small group.

CONCLUSION

10. Nearing backup, ask for any volunteers who are wiling to share how their narrative has begun to prompt
additional ideas for students who are struggling (and consolidate students’ understanding of how to write a
narrative introduction).

Differentiation:

- Have students who are unsure stay on the floor to discuss their introduction further/receive additional
support before starting their writing.
- Yuvin – listen from his desk to create fewer distractions for peers (motivate with reward sticky notes). Allow
to type on Chromebook immediately (more likely to engage).