A 60 minute lesson in which students will use descriptive language effectively to create a narrative setting.
Revisit the students’ collective list of narrative text features that contribute to the enjoyment of a story. Ask the students to suggest why each of these features is so important e.g. the plot must be engaging so that the reader will be motivated to read on.
Discuss the three key features of narrative texts, as outlined on slide 5 of the Narrative Features PowerPoint. Compare these features to those identified by the students in the first lesson of the unit.
Display and discuss slide 6. Encourage the students to brainstorm some narratives that take place in a single setting, as well as some that take place across multiple settings.
Display and discuss slide 7, then read out the example description of a setting on slide 8 (the students should close their eyes for this activity). Once the students have opened their eyes, encourage them to share how the image on slide 9 compares to the image they visualised.
Display and discuss slide 10. Encourage the students to suggest the effects that each descriptive phrase might have on the reader.
Provide each student with a copy of the Five Senses Graphic Organiser. Read through the instructions for the activity on slide 11 and answer any questions the students may have.
Remind the students about the guidelines for writing a narrative paragraph that they learned about earlier in the unit.
Display the image on slide 12. Allow the students to work in pairs to complete the activity. Alternatively, the activity could be completed as a whole class joint construction.
Encourage each pair to share their setting descriptions with the class. Use the table on slide 13 to record some of the descriptive phrases and images used by the students.
Allow more confident writers to work individually, rather than in pairs (if they wish to do so).
Allow students who find writing challenging to work with a teacher or teacher aide during the pair activity.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities