ENGLISH

Assignment Two
Forward Planning Document

Narrative Writing
Grace Giglia-Smith
20162829
Rationale:

This forward planning document was created to help teach the text type of ‘narrative writing’ for year one students. It follows a simple learning process for the

students, using the Gradual Release of Responsibility Model (GRRM) as a guide. Writing narratives in this FPD has been made into an enjoyable learning

experience for all involved. The activities chosen for the FPD spark creativity, cooperation and comprehension for those involved. The lesson begins as

teacher directed and gradually moves through the GRRM until it is completely student orientated.

The sequence of the content follows a clear order until the last four lessons. Instead of the order of the GRRM elements continuing like this; it goes ‘Shared,

Applying, Shared, Applying. The reason it is like this and not; Shared, Shared, Applying, Applying is because students need the opportunity to work

independently and have a go on their own, then to come back as a whole class and work together with the educator assisting where necessary before having

another opportunity to work individually. Another reason the FPD is this way, is because it consolidates the learning for students. Being able to do the same

process over again gives clear consolidation to the learning and the means behind it.

Students need to engage with the text form ‘narrative’ as it is all around them. Narratives make up stories, movies and everyday life. Students need to be able

to identify the different parts of a narrative in order to create their own which has been taught throughout the FPD. Writing narratives also paves the way to

learning and understanding other text forms and the way they are used. Each text type has different strategies used to teach them and by students learning the

strategies used for narrative writing, they can then apply these strategies when learning the other text types.
Year 1 Syllabus--Year Level Description

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and

integrate all three strands. Together, the strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking,

writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as

needed.

In Year 1, students communicate with peers, teachers, known adults and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and

inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film,

dramatic performances and texts used by students as models for constructing their own texts.

The range of literary texts for Pre-primary to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait

Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and

about Asia. Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday

happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and

topics being studied in other areas of the curriculum. These include decodable and predictable texts which present a small range of language features,

including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded

phonically, as well as illustrations and diagrams that support the printed text.
 FORWARD PLANNING DOCUMENT –TEACHING the TEXT FORM OF _____________________________
TERM/WEEKS: T1 W1- YEAR LEVEL: ONE LEARNING AREA/TOPIC: ENGLISH
10
WESTERN AUSTRALIAN CURRICULUM
WEEK/ W.A. LINKS SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON Lang Literacy OBJECTIVE (what & how) EXPERIENCES (include timing)
Literature
Lesson 1 Engage in Children will: Observation and Familiarising:
conversations and -Discuss and anecdotal notes
discussions, using describe the use of of the answers Introduction: Laminated labels;
active listening the beginning, children Stick up laminated signs ‘Beginning, Middle and Conclusion’ on beginning,
behaviours, showing middle and provide. the board. middle,
interest, and conclusion of a Educator can conclusion
contributing ideas, story. take notes of Lesson Body:
information and which children Think of simple stories that have a clear beginning, middle and
questions(ACELY16 participate and conclusion. For example; Goldilocks, 3 Little Pigs etc. Bring out 3 Pictures from
56) which children pictures from the story Goldilocks. Work out which image is at the Goldilocks which
do not. beginning, middle and end of story through whole class show the
discussion. Ask children “Why do you think we need a beginning beginning, middle
in a story? “Why do we need a conclusion?” “What would happen and conclusion of
without a conclusion?” the story.

Lesson Closure:
Watch youtube video about the importance of including a
beginning, middle and end when writing a narrative piece; https://www.yout
https://www.youtube.com/watch?v=-_nePjWXecQ ube.com/watch?
v=-_nePjWXecQ

Lesson 2 Engage in Children will: Observations Analysing (1):

conversations and -Listen attentively and anecdotal
discussions, using to the story being notes to Introduction: Handmade,
active listening read. responses of Educator holds up a giant, sparkly fish and makes ‘swooshing’ sparkly fish
behaviours, showing -Recall and educator’s noises and moves around the room. Ask students “What do you
interest, and verbalise what has questions. think we could be reading about today?”
contributing ideas, happened during The Rainbow Fish
information and the story, Lesson Body: by Marcus Pfister.
questions(ACELY16 including the Read “The Rainbow Fish” by Marcus Pfister to children. After
 56) beginning, middle reading the story ask children the following questions and allow
and conclusion. children to do a ‘think, pair, share’ before giving answers. “What
happened at the beginning of the story?”, “What happened in the
middle of the story?” “What was the problem in the story?” “What
happened at the end of the story?” “Where was the story set?”
“Who was the main character?”.
Laminated labels
Lesson Closure: ‘beginning,
Place laminated signs ‘Beginning, middle and conclusion’ up on middle,
the board. Write the children’s answers under each heading and conclusion’.
discuss these as a whole class. Add laminated signs ‘setting and
characters’ to the board and add in the children’s answers again.

Lesson 3 Write using unjoined Children will: Educator will Analysing (2):
lower case and upper -Listen attentively assess children’s The Rainbow Fish
case letters to the story being sentences using Introduction: by Marcus Pfister
(ACELY1663) read. a simple Re-read the story “The Rainbow Fish” by Marcus Pfister.
-Construct checklist for;
Discuss characters sentences that capital letters, Lesson Body: Six-sequence
and events in a range relate to the story full stops, Using a six-sequence story, complete the first three sentences as a story plan for
of literary texts and and narrative text sentences whole class on the mat. Send students back to their tables and each child.
share personal type. relating to the allow them to complete the last three sentences individually.
responses to these -Use capital letters story. Remind students to use capital letters and full stops where
texts, making and full stops. appropriate.
connections with 1. Once upon a time there was a beautiful rainbow fish.
students' own 2. He lived in the deep ocean with all of his friends.
experiences(ACELT 3. He was very sparkly and everyone thought he was
1582) beautiful.
Next sentences children do individually, examples may include.
4. As he was so sparkly, other fish in the ocean were not, and
they all wanted one of his shiny scales.
5. The rainbow fish gave a scale to everyone and everything
who asked for one so he lost all his sparkly scales.
6. He was happy that everybody and everything was now
shiny thanks to his generosity.

Lesson Closure:
Children pair up and discuss how they could be a good friend, like
 the rainbow fish. Children read their six-sequence sentences to
their partner and highlight where the beginning, middle and end of
the story is.

Modelling:
Empty hamburger
Lesson 4: Engage in Children will: Educator will Introduction: template.
conversations and -Listen attentively observe Bring out a hamburger modelling template with the headings;
discussions, using -Engage in ‘buzz’ children’s introduction, main point x3 and conclusion. Discuss the content The Rainbow Fish
active listening and spell simple attentive that needs to be put into the plan. Re-read the story “The Rainbow by Marcus Pfister
behaviours, showing words from the behaviour Fish by Marcus Pfister. Play the spelling game buzz; children
interest, and text. during the stand up in a circle, educator calls out a word from the story and
contributing ideas, lesson. Educator children say one letter each until the word has been spelt, the next
information and will observe and child says ‘buzz’. Play this multiple times until all children have
questions(ACELY16 write anecdotal had at least two turns.
56) notes (only for
children who Lesson Body:
cannot spell the Educator fills in the hamburger plan, using think aloud statements
word) on and information from ‘The Rainbow Fish’. Educator starts by
children’s ability writing their name, the date and a title for the plan. In this case the
to spell simple title would be ‘The Rainbow Fish’. In the introduction be sure to
words from the include where the story is set, reminding children that this is very
text. important. Children simply sit and observe the educator writing
the plan.
Editing Fan
Lesson Closure: (MWB)
Using the editing fan (My Writing Book), re-read the hamburger
plan and check for potential grammar and spelling errors.
Verbalise each part of the editing fan, and re-check the whole
hamburger for each part of the fan.

Shared (1):
Mystery bag: zoo
Lesson 5: Engage in Children will: Educator will Introduction: animals, toy
conversations and -Describe mystery video children Bring out a mystery bag. Invite children to come up one at a time children.
discussions, using bag item. describing and feel an item and describe it to the class. After the child has
active listening -Work objects to use described the item, let them pull it out the bag and place on a table
behaviours, showing
 interest, and collaboratively to for later lesson which can be viewed by all children. Items can include; any zoo
contributing ideas, come up with planning. animals, one young girl and one young boy. Items can be plastic
information and story suggestions. Educator will toys or laminated images.
questions(ACELY16 observe and use
56) anecdotal notes Lesson Body:
to record Explain to children that as a whole class, they will write a
children who narrative based on what is on the display table. Educator writes on
volunteer the board the first sentence about the introduction of the narrative.
answers and the Include the setting and characters in this sentence
accuracy of the eg. One bright sunny day, Bob and Sara went to the zoo.
answers. Educator then writes one main body sentence.
Eg. When they got to the zoo, Bob and Sara realised that there
were no animals in enclosures.
Pair up children and ask them to come up with two more body
sentences to write in their narrative. Educator asks at least five
children for their sentence examples, and chooses two appropriate
sentences to include in the narrative. Educator then discuses how
in the conclusion of the narrative, the story needs to end. Children
partner up, with a different partner this time and discuss how this
narrative could end. Educator asks again at least five children for
their concluding sentence, and chooses the most appropriate.

Lesson Conclusion:
Using the editing fan from previous lessons; check over the Editing fan
grammar and punctuation of the narrative. Educator writes up a (MWB)
simple checklist on the board; introduction sentence (introducing
characters and setting), three main body sentences, conclusion
sentence (how narrative ends). Read the narrative aloud to the
students and tick off each checklist item as it is read.

Shared (2):

Lesson 6: Engage in Children will: Educator will Lesson Introduction: Hidden laminated
conversations and -Find laminated take photos of Children walk around the room, hunting for laminated images that images of setting,
discussions, using images for story. the children the educator has previously hidden in the classroom. Dramatic characters,
active listening -Construct finding the music plays to get the children excited about finding the images. problem.
behaviours, showing sentences with a images to show Images include the setting, characters and a possible problem that
interest, and partner and participation. arises for the narrative to be about.
contributing ideas,
 information and verbalise them to Educator uses a Eg. Setting—dark, cloudy forest.
questions(ACELY16 the educator. checklist for use Characters—wolf, crocodile, witch and a frog.
56) -Implement of the editing Problem—Wolf, crocodile and frog standing outside a creepy,
editing fan fan, ensuring old house with smoke billowing out of it.
strategies to edit children pick up
work. all/any errors in Lesson Body:
the writing. Using think aloud statements, input from children and laminated
Exit sticky note ‘setting, character, conclusion’ cards, educator writes a narrative
is stuck on the on the board. Begin with the introduction sentence, direct children
door and to the photos they found in the room and ask them which photo is
educator checks of the setting and characters. Ask children to think of sentences in
each one to partners, educator chooses a sentence from children’s suggestions
ensure a strong and writes this up as the introduction sentence. Continue this
idea is available. pattern (asking a different child for their sentence each time) and
write up the whole narrative on the board.

Lesson Closure:
Read the narrative as a whole class. Invite three students to come
up to the whiteboard. Give them each an editing fan and ask them
to go through the narrative on the board and check against the
editing fan.
Eg. One child checks for capitals, another for full stops etc.
Ask children what they would like to write about for their very
own narrative, children brainstorm in partners. Children write an
exit note (sticky note) with their name on it and the topic they
would like to write a narrative about on. Children stick these on
the wall in preparation for the next English lesson.

Guided (1):

Lesson Introduction:
Lesson 7: Children will: Children collect their sticky note from the door as they walk into
Write using unjoined
-Write using lower Educator the room. In partners (ability grouped), children brainstorm what
lower case and upper
case and upper observes their narrative is going to be about, including the characters,
case letters
case letters. children setting, problem and conclusion.
(ACELY1663)
-Construct a brainstorming
narrative plan. ideas. Lesson Body:
Innovate on familiar
-Create a front Checklist for the Educator models the hamburger template used in previous lesson Hamburger
texts by using
 similar characters, cover page. template; to write a narrative. Using think aloud statements to prompt templates for
repetitive patterns or introduction, children on where their information goes in the template. Children whole class.
vocabulary(ACELT1 characters, main then write their template up for their own narrative story, as they
832) body parts, discussed on the mat with a partner. Children sit next to their
conclusion, partner so they can remind each other what needs to go into the
capital letters, template. Educator assists children who require extra help.
full stops.
Lesson Conclusion:
After finishing the plan, having it checked by the educator, White paper.
children are given an A4 white piece of paper to draw the front
cover of their narrative. The front cover must include a title and
the authors name. Once this is done, children return to the mat.
One child from each group is selected to stand in front of the class
and read out their narrative hamburger plan and show off their
front cover image.

Applying (1):

Lesson Introduction:
Lesson 8: Write using unjoined Children will: Educator has a Children sit on the mat and watch youtube video about writing a Writing a
lower case and upper -Write using lower checklist for the narrative; https://www.youtube.com/watch?v=sW4kgnQ5Uwc Narrative:
case letters case and upper narrative Educator asks children; “What do you need to remember to https://www.youtu
(ACELY1663) case letters. writing; capital include in your narrative today?” Discuss the hamburger template be.com/watch?
-Write narrative letters, full children filled in last lesson and the elements it includes; v=sW4kgnQ5Uw
Create short using narrative stops, introduction, main body points and the conclusion. c
imaginative and plan. grammatical
informative texts correctness, Lesson Body:
that show emerging inclusion of Children individually write out their narrative using their
use of introduction, hamburger plan as a guide. Educator assists children who require
appropriate text main body parts extra prompting.
structure, sentence- and conclusion.
level grammar, Lesson Conclusion:
word choice, Children use the editing fan to edit their work before showing the
spelling, punctuation educator the finished narrative. The cover page (created last
and appropriate lesson) is stapled to the front of the narrative. Children return to
multimodal the mat and one child from each group (different children to Editing fan
elements, for yesterday) stand up the front and read out their narrative and show (MWB)
example illustrations off their cover page.
 and diagrams
Guided (2):

Lesson 9: Write using unjoined Children will: Educator will Lesson Introduction:
lower case and upper -Give an example observe Discuss as a whole class how next weekend is Easter. Discuss
case letters of ‘how Buck children’s what happens around Easter time eg. Chocolate eggs, easter bunny
(ACELY1663) becomes the examples of comes. Watch the first one minute of “Big Buck Bunny” Big Buck Bunny:
Easter Bunny’. how Buck https://www.youtube.com/watch?v=-m3V8w_7vhk as inspiration https://www.youtu
Innovate on familiar -Write using lower becomes the for writing. In small groups (who children are sitting with on the be.com/watch?v=-
texts by using case and upper Easter Bunny. mat), brainstorm possible ideas of what could happen to this m3V8w_7vhk
similar characters, case letters. Checklist for the bunny to make him the Easter Bunny.
repetitive patterns or -Construct a template;
vocabulary(ACELT1 narrative plan. introduction, Lesson Body:
832) -Create a front characters, main After discussing how the bunny becomes the Easter bunny
cover page. body parts, educator gives each child a hamburger plan. Educator
conclusion, demonstrates what to write in the introduction only; including the Hamburger plan
capital letters, characters and setting that were shown in the clip. Children then for whole class.
full stops. complete the plan independently or with a partner at their tables.
Educator walks around room and assists children where necessary.

Lesson Closure:
Children play ‘roll and retell’, using a six sided dice with a
partner. Poster is stuck on the whiteboard so children can refer to
it regularly.

Applying (2):

Lesson 10: Write using unjoined Children will: Educator Lesson Introduction:
lower case and upper -Recall important observes As children walk to the mat, educator hands each child a pair of Bunny ears for
case letters parts of writing eg. children’s bunny ears to wear for the whole lesson as they write about the whole class.
(ACELY1663) Introduction etc. responses to Easter Bunny. Re-watch the first minute of “Big Buck Bunny”
-Write using lower recalling parts of https://www.youtube.com/watch?v=-m3V8w_7vhk and hand out Big Buck Bunny:
Create short and upper case writing. children’s hamburger templates. Ask children “What important https://www.youtu
imaginative and letters. Educator has a parts need to go into our writing today?” (Introduction— be.com/watch?v=-
informative texts -Write a narrative checklist for the characters and setting, middle/problem, conclusion) m3V8w_7vhk
that show emerging based on their narrative
use of narrative plan. writing; capital Lesson Body:
appropriate text -Create a front letters, full Children follow their hamburger template and individually write
structure, sentence- cover page. stops, out their narrative about the Easter Bunny. Educator reminds
level grammar, grammatical children to write their name, the date and the title on their page
word choice, correctness, before beginning. On the whiteboard is a simple checklist children
spelling, punctuation inclusion of can follow when writing; Capital letters, full stops and correct
and appropriate introduction, spelling. Editing fans are available to the children once they have
multimodal main body parts completed their writing. Once children have completed their
elements, for and conclusion. narrative and checked it against the editing fan, it is to be signed
example illustrations by the teacher. They can begin creating their front cover using
and only led pencil.
diagrams(ACELY16
61) Lesson Closure:
Children finish their front cover of their narrative using craft
materials such as; paints, crayons, glitter, collage, textured fabrics
etc. Children read their narrative to their group members (who Craft materials;
they are sitting with at tables) and show off their front cover. paints, crayons,
glitter, collage,
textured fabrics.