Students in years 5 and 6 learn about narrative writing - hooking the reader, narrative structure, character, narrative techniques and language features. They use a rubric to write with and then participate in peer review and the publication process.
Narrative, Structure, Character, Narrative Techniques, Language Features, Argument, Reasons, Evidence, Persuasive Devices
Australian Curriculum Achievement Standards Productive Modes (speaking, writing and creating)
YEAR 5
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
YEAR 6
Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.
English Textual Concepts STAGE 2 : Years 5-6
NARRATIVE
Students understand that there are conventions of the narrative form that combine to involve responders in the story. Students learn that narrative engages responders through:
CHARACTER
Students understand that characters trigger an imaginative response through identification. They learn that characters may:
ARGUMENT
Students understand that an argument takes into account audience, form and purpose. They learn that:
CODE and CONVENTION
Students understand that codes and conventions of each mode provide the foundation for innovation. They learn that:
Learning Intention: To understand what makes a great narrative.
Success Criteria:
1. Listen to a reading of a narrative, "The Devil's Own" by Simon-Peter Norman, a year 6 student. With a partner discuss what makes it a great narrative. Think about the action, characters and setting. Write down one idea from your discussion in the comment box.
2. Find your own great narrative and write the title and author. It could be the book you are reading now or your favourite book of all time. Explain what makes it a great narrative. Read other students' comments and comment on one that you agree is a great narrative.
3. QUICK WRITE: Look at the image below. Describe what you see and what you hear. Include at least three interesting "wow" words. Read other students' descriptions and comment on one that you like, explaining why.
Purpose: This learning module incorporates blended learning where students interact face-to-face as well as in the online forum. It also involves a writing project where students give and receive feedback using a structured rubric.
The initial update aims to engage students in this unit through listening to and responding to a great narrative. It also focuses students on what makes an effective narrative and extends their thinking about what makes a great opening. They are active knowledge makers as they add examples of other great narratives to the discussion forum. They also start writing short descriptions.
Resource:
"The Devil's Own" By Simon-Peter Norman (year 6 student) in Brain storms: Superior stories for superior kids. PETA, Newtown, 2006.
Timetable for Narrative:
Day | Updates | Scholar |
Day 1: Monday |
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Start project - students will receive a "Work Request" in their Notifications. Students start plan with dot points in Version 1. |
Day 2: Tuesday |
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Students start writing by elaborating on dot points. Save as Version 2. |
Day 3: Thursday |
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Students continue working on drafts. |
Day 4: Friday | Peer Review and Revision Phases |
Students submit draft before lesson. Students receive a "Feedback Request" and complete one peer review. Students revise and submit revision. |
Following Week | Publication Phase: Teacher publishes works to community and students' personal profiles. | Students read other students' works and comment. |
Teaching Tips:
After reading the narrative, students discuss their reactions - prompt students to discuss their emotional reaction to the story (identification, empathy, antipathy). Then they should focus on what makes this narrative a good/great one. They move from a Think-Pair-Share to a Think-Pair-Square so they report on their discussion. Key ideas can then be shared with the whole class by recording one idea in the comment box in Scholar. One finding may be that the narrative does evoke a strong emotional reaction and this adds to its success.
As students discuss, rove and where appropriate, prompt students to focus on how the author hooks the reader, variety in sentences and interesting language (wow words).
Finding a Great Opening Paragraph
Model what to write by posting an example:
Bushfire by Siobhan Williams (year 6). This is a great narrative as the author creates a tense atmoshphere, making the reader feel anxious about whether the animal will survive a bushfire.
Quick Write
Use post it notes to brainstorm what students see and hear in the image before they start writing. These can be stuck on desk/sheet of paper/books and shared with partner.
Commenting on a Comment
When students are commenting on each other's comments, remind them to enter the @ symbol and the names of students who they can respond to will come up. They then select one name.
Learning Intention: To revise how narratives are structured and understand how to write great orientations.
Success Criteria:
Orientation | Introduces who, where and when and hooks the reader. |
Complication | A problem - there can be more than one complication. |
Resolution | The problem is solved. |
Coda | The moral, lesson or message of the story. |
Look at the story of "The Devil's Own" by Simon-Peter Norman again. In the margins of the handout, write down what part of the narrative it is. You can work with a partner.
Now look at the orientation again where the writer introduces the main character and the setting.
His footsteps echoed as he walked quickly down the lonely road.
Let's try some orientations that follow this pattern.
Comment:
1. QUICK WRITE: Write an orientation using this pattern. Make sure you include 1-2 interesting "wow" words. Read other students' orientations and comment on one that you like.
2. QUICK WRITE: Write down the title and opening sentences/orientation of the book you wrote about in Update 1. Underneath, create your own sentences, following the same pattern as the book. Read other students' sentences/orientations and comment on one that you like.
Purpose: Here students identify the structure of the narrative of the text they read in the initial activity as a model for their own narratives. Students also start writing orientations using The Devil's Own or orientations from their favourite books as models.They can use these when they start their writing projects in the next update. By sharing these in the Community discussion forum, they are seeing other student models of orientations which they can use to improve their own.
Teaching Tips:
Model what to write by posting an example:
Bushfire by Siobhan Williams (year 6). The sky was dark, even though it was still daytime.
The child felt sad, even though it was still his birthday.
Learning Intention: To brainstorm and record ideas for my own narrative.
Success Criteria:
Brainstorming ideas
Look at the images below. What ideas do you think of as you look at the images? Talk to your partner.
Comment: Record any ideas here. Keep adding ideas until you run out. Look at what other students write as this may help you to think of more ideas. Add possible ideas for:
Purpose: To firstly generate possible ideas and then select ideas to include in a plan when students start their writing projects in Scholar.
Teaching Tips:
Learning Intention: To understand that characters can be described by "showing" not "telling".
Success Criteria:
Now that you have some ideas to write about, think about your main character. Characters in narratives can be complex having a range of characteristics or simple with 1 or 2 strong characteristics. Sometimes they change as a result of events or remain unchanging. Let's look at "The Devil's Own" first. The author of "The Devil's Own" does not describe Jamie except to tell us that he is an older boy/teenager. He "shows" rather then "tells" us so we can work out his characteristics through his actions.
With a partner, look over "The Devil's Own" again. Identify the sentences that show the reader what the character is like. Then discuss:
Now complete a Y-chart for the main character in your narrative. You can draw the Y-Chart or use this attachment. Also think about whether your character will be complex or simple, changed or unchanged.
Show it to your partner and tell them about your character. They may give you more ideas. Then listen as they show you their Y-chart. Give them any ideas you can think of.
Add ideas to your draft in Creator in Scholar.
Comment: QUICK WRITE: Use your Y-Chart to write a short description (2-3 sentences) of your main character. Use action verbs to "show" rather then "tell" how the character reacts to events, situation and other characters in the narrative.. Read other students' paragraphs and comment on one that you think is good, explaining why.
Purpose: In this update students understand that characters may be complex or simple, changed or unchanged. They apply this knowledge in developing a Y-Chart for the character in their narrative and writing a short paragraph.
Further, the activities provide scaffolding to further develop their narratives and to write a short excerpt that may be included in their drafts. Seeing the paragraphs of other students will also support and extend their thinking.
Teaching Tips:
1. Developing a Character
2. Showing NOT Telling
Learning Intention: To understand how narrative techniques can improve my writing.
Success Criteria:
Also watch this video to learn 6 ways to start your sentences. You can write complex sentences if you start your sentences with "ing", "ed" and "ly" words.
Comment: QUICK WRITE: Share a "Wow" sentence from your narrative here. Read other students' sentences and comment on any that you think are good.
Purpose: As students work on their narratives, they learn more about narrative techniques, including description, dialogue and writing varied sentences.
Teaching Tips:
1. Dialogue
2. Sentences
3. Varying Sentence Openings
The videoclip also shows other ways to write more varied sentence openings. After watching it, students can make changes to their narratives.
Learning Intention: To identify what is successful narrative writing.
Success Criteria:
Congratulations - your narrative has been published to your profile in Scholar and to our community.
Comment: Read two - three other people’s published narrative texts. Write a comment about the most interesting thing you learned from reading them. Also comment about one thing you have learned about writing narratives.
Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.
Teaching Tips:
Refer to the Analytics to see how students have performed.
Learning Intention: To understand what makes a great persuasive text.
Success Criteria:
Read, annotate and discuss a persuasive text.
Write a three sentence paragraph.
Read and comment on 1-2 others.
Read the following persuasive text on "Teaching is the best job in the world".
After reading it, go back to your group and discuss whether you agree with the opinions of the author. Explain why/why not.
TEXT ANNOTATION STRATEGY
Read the persuasive text again and annotate it. You may have to read it a couple of times and don’t worry if you don’t annotate every single thing! Do this by yourself first and then share your annotations with your partner or in your group.
Symbol | Your Annotations |
? | In the margins record a question mark (?) for any questions you have about vocabulary or anything you didn't understand or want the author to add more information. |
Underline | Underline aspects of the writing style. This could be an interesting word or line/phrase/sentence that you think is well written or makes you think. Put a double line under what you think is the most persuasive sentence in the story. |
R | In the margins, record an R for reasons the author gives to support her opinion. You can record as many Rs as you like. |
E | In the margins, record an E for examples or evidence that you think is good and supports the opinions of the author. You can record as many Es as you like. |
Circle | Circle any words that connect paragraphs and ideas in sentences (Transition words and conjunctions). |
Comment: Write another paragraph about why teaching is the best job in the world. The paragraph should have at least 3 sentences - a point sentence (reason), an example and a concluding sentence. Read other students' paragraphs and comment on one that you think is well written, explaining why.
Purpose: This update has 2 main purposes. One is to revise students' prior learning about narratives and connect this knowledge to writing persuasive texts. The other is to introduce a model of a persuasive text so that students respond, discuss and identify key features.
Timetable for Persuasive Text Project:
Day | Updates | Scholar |
Day 1: Monday |
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Start project - students will receive a "Work Request" in their Notifications. Students start plan with dot points in Version 1. |
Day 2: Tuesday |
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Students start writing by elaborating on dot points. Save as Version 2. If time, start one section of Persuasive Techniques. |
Day 3: Wednesday |
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Students continue working on drafts. Complete last section of Persuasive Techniques. |
Day 4: Thursday | Peer Review and Revision Phases |
Students submit draft before lesson. Students receive a"Feedback Request" and complete one peer review. Students revise and submit revision. |
After Writing Camp |
Publication Phase 11. You're Published Again 12. Narrative and Persuasive Writing Venn Diagram 13. Final Reflections |
Teacher publishes works to community and students' personal profiles. Students read other students' works and comment. Final Reflections. |
Teaching Tips:
Learning Intention: To understand the structure of persuasive texts and how to write a paragraph that presents an opinion supported by reasons and examples.
Success Criteria:
1. How to structure of persuasive texts
A text is organised into paragraphs. The length of a paragraph ranges from one sentence to many sentences (e.g. 3-10). Note the PEC structure.
Paragraph 1 |
P Point |
Clearly states the opinion of the writer Includes at least 3 main reasons and one opposing reason |
Paragraphs 2-5 (at least 3 and one with an opposing opinion) |
E Evidence Examples |
P Sentence: States the opinion of the writer so the reader knows what this paragraph is mainly about States the main reason to support the author’s opinion (In the paragraph above, the author starts with a question to hook the reader followed by the point sentence) E Sentences: Provide examples or evidence to support the point sentence. Reasons may followed by other examples and evidence such as facts, statistics, quotations, graphics (charts, tables) and multimedia (images, videoclips) C Sentence: Restates the author's opinion. |
Paragraph 6 | C Conclusion |
Summarises the main points/reasons Has a strong concluding statement (e.g., comment on why the topic is important, ask a question, comment on the future, or have a call for action) |
Words such as because, as, and since can be used to combine opinions with reasons in a sentence. Phases such as for example, for instance, in order to, in fact, in addition, consequently and specifically also link opinions and reasons with examples/evidence. |
Look at "Teaching is the Best Job in the World". In the margins, write P for the Point Paragraph, E for the E Paragraphs and C for the C paragraphs. Write an O for the E paragraph that has an opposing opinion. Check to see that each paragraph is doing its job!
2. How to write an E paragraph
Now let's look at the second paragraph more closely. This paragraph is an E paragraph.
Do you remember a teacher who helped you personally and praised you when you learnt something? Teaching is a great job because teachers see their students develop! They see students learn! They see students grow! They see students feel good about what they have achieved! For example, in all subjects, science, math, English, music or history, teachers help students gain new knowledge and skills in writing, speaking, thinking, reasoning, researching, collaborating, performing and many more. Consequently, teachers see their students grow in confidence, developing their talents as well as their skills and understanding. Undoubtedly, teachers must see students’ growth and development every day!
With a partner, discuss the following questions:
Comment: What do you think is the best job in the world? Is it a chocolate taster, a water slide or video game tester, sports player, chef, actor or perhaps a wildlife or zookeeper, doctor or architect? What makes it the best? Write a paragraph that includes a point (opinion and reason), an example/evidence to support your opinion, and a concluding sentence. Comment on at least one other student’s comment. Do you agree or disagree? Provide a reason for your opinion.
Purpose: In this activity identify the structure of persuasive texts and analyse a paragraph. There is also an optional survey/quiz to revise structure further.
Using a single paragraph is useful to focus students’ attention on the links among opinions, reasoning and evidence. The conjunctions that create the relationship between opinion and reasons are also identified in this activity.
The comment enables students to practise writing a paragraph that they can include in their writing project.
Teaching Tips:
Learning Intention: To brainstorm and record ideas for my own persuasive text.
Success Criteria:
Brainstorming ideas
Look at the images below. What ideas do you think of as you look at the images and images in earlier updates? Talk to your partner.
Comment: Record any ideas here. Keep adding ideas until you run out. Look at what other students write as this may help you to think of more ideas. Add ideas for:
Purpose: To firstly brainstorm possible ideas and then select ideas to include in a plan when students start their persuasive writing projects in Scholar.
Teaching Tips:
Learning Intention: To understand persuasive techniques that can make my opinion more persuasive.
Success Criteria:
We are going to investigate what rhetorical techniques are used in this paragraph from "Teaching is the Best Job in the World"
Do you remember a teacher who helped you personally and praised you when you learnt something? Teaching is a great job because teachers see their students develop! They see students learn! They see students grow! They see students feel good about what they have achieved! For example, in all subjects, science, math, English, music or history, teachers help students gain new knowledge and skills in writing, speaking, thinking, reasoning, researching, collaborating, performing and many more. Consequently, teachers see their students grow in confidence, developing their talents as well as their skills and understanding. Undoubtedly, teachers must see students’ growth and development every day!
1. Watch the video about rhetorical questions. Then look at the paragraph and identify the rhetorical question. There are also some rhetorical questions in the opening paragraph. Then add at least one rhetorical question to your writing project.
2. Repetition is a way that you can emphasise a point. Repetition is a word or a phrase used 2 or more times close together. Here are some examples:
Identify the repetition in the paragraph from "Teaching is the Best Job in the World" and then add repetition to your writing project to emphasise an important point. If you want to find out more, here is a short videoclip about repetition.
3. Another rhetorical technique is modality. This is how you show whether you are certain or unsure about your opinion. To be really persuasive, you need to show certainty and that you really believe in your opinion. Look at the 2 lists below. Which list shows high modality (certainty) and which list shows low modality (uncertainty ).
may could might sometimes perhaps maybe probably possibly occasionally rarely |
must would will can should always without a doubt positively certainly definitely |
4. Extension (optional): There are many other persuasive techniques such as exaggeration, emotive language, triples, anecdotes, speaking directly to the reader and using the imperative. Watch this short video if you want to find out more.
Comment: Share one or two sentences with a persuasive technique that you have now included in your writing project. Read other students' comment and comment on one that you think is good.
Purpose: Once students have decided on the focus of their writing project and started writing, they can work on refining and improving their paragraphs by focusing on persuasive techniques.
Teaching Tips:
Learning Intention: To identify what is successful persuasive writing.
Success Criteria:
Congratulations - your persuasive text has been published to your profile in Scholar and to our community.
Comment: Read two - three other people’s published persuasive texts. Write a comment about the most interesting thing you learned from reading them. Also comment about one thing you have learned about writing arguments.
Purpose: This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing.
Teaching Tips:
Refer to the Analytics to see how students have performed.
Learning Intention: To understand how narratives and persuasive texts are the same and different and to reflect on your learning.
Success Criteria:
Firstly, let's revise what makes a great narrative. Discuss this in a group of 3 of 4 and build on each other's ideas as you record your ideas in the first circle of a Venn Diagram. Think about what you learnt from reading and writing narratives.
Now record all your ideas about what makes it a great persuasive text in the third circle of the Venn Diagram.
Then in the centre circle, record what is the same in a narrative and a persuasive text.
Comment: Write a comment explaining one way that narrative and persuasive writing are the same and one way they are different. Read other students' comments and comment on one that you think is interesting or included an idea that you had not thought of.
Purpose: This update enables students to think critically about what they have learnt about narrative and persuasive texts, and how they are the same and different. This supports them to transfer learning from one set of learning activities to another set of learning activities.
Teaching Tips:
Learning Intention: To identify the most important things I have learnt in this course.
Success Criteria:
In a group of 3-4, use the 6 Hats Thinking framework to reflect on the course.
Think about | Your Reflections | |
White Hat | What information or knowledge helped you in this course? | |
Yellow Hat | What were the activities that you enjoyed the most? | |
Black Hat | What were the difficulties or hard things that you faced in this course? | |
Red Hat | How did you feel when you were doing this course? | |
Green Hat | What improvements would you make to this course? | |
Blue Hat | Why is it important to reflect on your learning? |
Then discuss your ideas in a group of 3 or 4.
Comment: Share ideas from your group's discussion. Keep adding ideas until you can't think of any more. Read what other students write and try not to repeat any that are already recorded.
Share one idea from your discussion. Try not to repeat what another student in your group writes. Then comment on 1-2 comments of other students, explaining similarities and differences in your ideas.
Purpose: As well as focusing on student metacognition of their learning, this activity will also provide useful feedback to the teacher on what the students valued most.
Teaching Tips:
Title (Source); Fig. 1: (Source); Fig. 3: Map (Source); Footprints (Source); Boy (Source); Girls Hiding (Source); Friends (Source); Fig. 4: Y-Chart by Rita van Haren; Fig. 5: Dialogue (Source); Fig.6: Engaged (Source); Fig. 7a: Aeroplane (Source); Fig. 7b: Health Worker (Source); Fig. 7c: Web Designer (Source); Fig. 7d: Author (Source); Fig. 8a: Park Ranger (Source); Fig. 8b: Fashion Designer (Source); Fig. 8c: Construction Industry (Source); Fig. 8d: Solar Energy (Source); Fig. 9a: A Career in the Food Industry (Source); Fig. 9b: A Career in Sports (Source); Fig. 9c: A Career in Theatre (Source); Fig. 9d: A Career in Science - Robotics (Source); Fig. 10: Low and high modality (Source); Fig. 11: Persuaded (Source); Fig.12: Venn Diagram by Rita van Haren; 13: Six Thinking Hats (Source).