It consists of 13 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
- To introduce the purpose and genre of narratives through fairy tales.
- To create and explore a classroom writing station and to discuss writing goals.
- To introduce the structure of a narrative text using familiar stories.
- To explore the structure of a narrative text.
- To explore the methods authors use to create a character.
- To explore fictional characters' traits and feelings through texts and images.
- To explore the character traits and appearance of fairy tale characters.
- To plan and develop a fictional character.
- To explore how nouns, adjectives, verbs and adverbs create interesting sentences.
- To plan a narrative using a planning tool and visual stimulus.
- To independently write a narrative, using appropriate text structure, language and features.
- To learn and apply proofreading and editing skills.
Preparing for Learning
Develop a narrative writing station in the classroom before commencing the unit. Display texts, word wall vocabulary and posters that will stimulate the students’ interest and assist in their learning. Allow the students to use the writing stimuli and writing station to create their own narratives during writing time. For examples of teaching resources to display in your classroom, browse the Narrative Writing collection on the Teach Starter website.
Expose the students to a variety of narrative texts before and during the unit. Read and view picture books, traditional tales, short stories and children’s novels. Provide the students with opportunities to read and respond to short narrative texts. For examples of narrative comprehension teaching resources, browse the Comprehension Texts category on the Teach Starter website.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
Australian Curriculum alignment
English > Year 1 > Language > Text structure and organisation > ACELA1447
Understand that the purposes texts serve shape their structure in predictable ways.
English > Year 1 > Literature > Literature and context > ACELT1581
Discuss how authors create characters using language and images.
English > Year 1 > Literature > Responding to literature > ACELT1582
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences.
English > Year 1 > Literature > Examining literature > ACELT1584
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts.
English > Year 1 > Literacy > Creating texts > ACELY1661
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams.
English > Year 2 > Language > Text structure and organisation > ACELA1463
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.
English > Year 2 > Literature > Examining literature > ACELT1591
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
English > Year 2 > Literacy > Creating texts > ACELY1671
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
English > Year 1 > Language > Expressing and developing ideas > ACELA1452
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
English > Year 1 > Literacy > Creating texts > ACELY1662
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation.
English > Year 2 > Language > Expressing and developing ideas > ACELA1468
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives
English > Year 2 > Literacy > Creating texts > ACELY1672
Reread and edit text for spelling, sentence-boundary punctuation and text structure
English > Year 1 > Literature > Creating literature > ACELT1832
Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary.
English > Year 2 > Literature > Creating literature > ACELT1833
Innovate on familiar texts by experimenting with character, setting or plot