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 four 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 (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 visualized.
- Display and discuss slides 10-11. 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 Organizer. Read through the instructions for the activity on slide 12 and answer any questions the students may have.
- Display the image on slide 13. Allow the students to work in pairs to complete the activity. Monitor and support the students as required.
- Encourage each pair to share their setting descriptions with the class. Use the tables on slides 14-15 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
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
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