Literacy
Unit Planner
Narrative Writing- Roberts McCubbin Level 3 & 4 AusVELS •Create imaginative tests based on characters, setting and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) •Understand that paragraphs are a key organizational feature of written texts (ACELA1479) Description Going through the planning and writing process of a narrative writing piece. This Learning sequence ran over a few sessions to give the students time to plan and create their piece and then edit and publish their narrative. The students were given a visual feature as a stimulus to create their narrative. Teaching Strategies -Explicit Teaching: Learning Intentions -Modelled Writing -Shared Writing -Independent Writing -ICT Assessment -Teacher observations and corrections -Writing samples -Self reflections |
This learning sequence allowed me to teach the students the process of creating a narrative writing piece using a visual feature as a stimulus. The students were able to plan a narrative piece that had an intro that identified the main characters, a plot, a problem and a resolution at the end of the narrative. This particular writing piece above was moderated at a team meeting as being a student working above her level. Being quite a high extension student she had an Individual Learning Plan to ensure that she was going to be given work that would challenge her and cater for her skills and knowledge to make sure you was benefiting from the work. She was working above a Level 4 due to meeting the following AusVELS standards (ACELT1794), (ACELT1607), (ACELY1694),
(ACELY1695), (ACELY1696
POLT 3.2 uses a range of strategies that support the different ways of thinking and learning "It was great that you used your developing knowledge of the students' needs and skills to pull out a small focus group for a piece of shared writing"= Meg Alexander, Roberts McCubbin Primary School. |