Title of Unit Creative Writing Year Level SACE Stage 1

Curriculum Area English Pathways Time Frame 3 weeks

Developed By Kamellia Steens

Overview

Class Cohort: This Stage 1 English Pathways class has twenty-seven students, all of different ability levels. The
students are of mixed gender and from a range of different backgrounds. There are two students with known learning
difficulties, both of which are on Negotiated Education Plans (NEPs), however, many of the students within this class
struggle with literacy. As a result of this students are able to present any assessed work orally or by using electronic
media as long as their progress has been documented.
Unit Overview:
The overall focus of this unit is to help students gain an understanding of how the analysis and creation of one form of
writing, in this case creative writing, can be applied to authentic real life situations. The unit will be delivered to
students face to face over a five week period. Each week contains three single lessons of fifty minutes and one double
lesson of one-hundred minutes.
The unit will begin with students learning about characterisation and traits. From this, they will look at how their
created characters react to certain settings and situations. Students will gain an understanding of how characterising
traits can be used in authentic real world text production. They will continue with an analysis of a creative text. The
final product will allow students to present a creative writing piece in a negotiated form, i.e. written, oral, visual or
multimodal. This is to ensure that each students abilities are being accounted for.
The unit will encompass the two assessment types of the Pathways course: Text Analysis and Text Production. It is
designed to engage students of all ability levels in the class because it is based on student interest and self-
determined readiness. There will be opportunities to support student learning through the collaboration between
peers when working on ideas and drafting creative texts. Throughout this unit students will be continually assessed to
monitor readiness levels in order to carry out a range of tasks suited to each individual.
Stage 1 Desired Results
Established Goals:
Text Production
Provide evidence of their quality of learning through written, oral, or multimodal texts
Aim to achieve fluency, precision, style and structure appropriate to audience and context
Text Analysis
Provide evidence of their quality of learning through written responses to texts
Opportunity to consider the ways in which creators of texts use language techniques to make meaning
Understand that texts are composed for a range of purposes and audiences

Over this five week unit, students will meet these intended outcomes from SACE Stage 1 English Pathways Design
Criteria

Knowledge and Understanding
KU2 Knowledge and understanding of the ways in which creators and readers of texts use language techniques and
conventions to make meaning.
KU3 Knowledge and understanding of the ways in which texts are composed for a range of purposes and audiences.

Analysis
An2 Analysis of the ways in which language techniques are used to influence opinions and decisions in a range of
personal, social, or vocational contexts.

Application
Ap1 Use of a range of language techniques to convey thoughts and ideas in both familiar and unfamiliar contexts.
Ap2 Use of language skills to interact with other people, and to solve problems.

Communication
C1 Accuracy, clarity, and fluency of expression.
C2 Use of reading, viewing, writing, listening, speaking, and ICTs to produce a range of texts.

Understandings:
Students will understand that
The analysis and creation of a creative writing
piece can be applicable to authentic real life
situations
Different texts are created for specific purposes
and audiences
A narrative can grow, develop and change
depending on a variety of elements
Characters can grow, develop and change
depending on setting, plot and themes of a story
The skills developed through creative writing will
assist them when they construct or analyse a
variety of different texts
Essential Questions:
Why do people write stories?
How do creative writing texts affect their
audiences?
How is creative writing used in other text types?
How does creative writing foster individuality
and freedom of speech?
How can creative writing promote the
development of critical thinking skills?
Knowledge:
Students will know
The elements and structure of a short story
A variety of literary techniques and devices
when writing a short story
A range of creative writing prompts to assist in
the production of an imaginative short story
How characterisation, plot, setting and theme
Skills:
Students will be able to
Compose texts in which language is used for
personal, vocational or creative purposes
Demonstrate clear and accurate communication
skills through reading, viewing, writing,
composing, listening, speaking and using a range
of electronic media
Use language skills to interact with other people
are integrated and used effectively in creative
writing

and to solve problems
Analyse the ways in which texts are created for
specific purposes and audiences
Brainstorm ideas for a creative writing piece
Stage 2 Assessment Evidence
Performance Tasks:
Formative Task 1-
Expert Brainstorm
(Notations required for each heading)
Task:
*The purpose of this task is for students to be introduced into the world of narrative and creative writing in a less
intense way than just being explicitly taught about it. This task will allow students to brainstorm what they know
about narrative convention, and then become experts on each convention by reading an Expert card providing
information and examples and discussing them with the group.
Each student will receive a small coloured square (colours are red, orange, yellow, green, blue, purple) with a number
on it and then will be instructed to find others with the same colour (this will be their brainstorm group). Students
allocated numbers indicate their role within their group: 1s- Leaders, 2s- Recorders, 3s- Timekeepers, 4s- Discussion
enthusiasts, 5s- Questioners, 6s- Encouragers.
Brainstorm task:
Students will be given butchers paper, textas, a task sheet and an Expert card. The Expert card is different for each
group and they each relate to narrative writing conventions. Each card contains a small amount of information and
examples about. Plot, Setting, Theme, Characterisation or Literary techniques and Figurative language. Students will
be required to discuss the information and examples on the Expert card and then answer prompting questions from
the task sheet in order to brainstorm their ideas of that particular narrative convention on the Brainstorm
worksheet. They will have about 5-10 minutes to become an expert in that particular narrative convention before
moving as a whole group to the next expert station.

Formative Task 2-
Character Profiles
(Approximately 300 words)
Task:
*The purpose of this task is to further understand the element of characterisation in creative writing and the
significance of having a well-rounded character within a story. This task will assist students in building their
transferrable knowledge of characterising traits within different text formats, some of which are used for vocational
purposes, i.e. curriculum vitae writing and job interviews.
Students are to think about two of their favourite characters from a variety of texts, including picture books,
novels, television shows, films, graphic novels, etc.
They will then briefly research (using the internet and/or books-if they are written text characters) their
selected characters and look for some traits that are unique to those specific characters.
From the information students have gathered, they will be creating their own fictional character. This
character will be the protagonist of their creative writing stories.
Students are to use the templates and the examples provided by the teacher, to create their own character
profile looking at qualities and traits that are defining and those that are seen as strengths and weaknesses.
Students are able to base the character on them if they wish; however, they must use some of the
personality traits they have researched in their favourite characters and from the examples given.
The profile template features a personality section. In this, students are to write a short paragraph about
the characters past experiences and how they have contributed to the person they have become.

Formative Task 3-
Short Story writing activity-introduction to setting and plot
(350 words)
Task:
*The purpose of this task is for students to apply their knowledge of characterisation to a story situation, using two
other elements of creative writing- setting and plot. Students will receive a number of worksheets and cheat sheets in
order to carry out this task. These will include: Task sheet, explaining what is required of the students in this task;
Cheat sheet on figurative language, featuring a range of examples of imagery, metaphor, simile, personification, and
hyperbole; Cheat sheet on Narrative structure and conventions; and a worksheet in which to construct their narrative
(This can be filled out by hand or electronically).
For this task, students will be writing a short creative story. The point of this activity is to assist in building on
their knowledge and understanding of setting and plot.
Firstly, students will be paired up with someone of a similar readiness level. This will be previously
determined from a pre-assessment Exit card completed in the lesson prior to the start of this task. The pre-
assessment Exit card asked students a range of questions regarding what they know about the elements and
structure of a short story. The student with lower level of readiness will work more exclusively with their
partner and also with support from the teacher.
Students are to complete a Think, Pair, Share activity.
Students will then be watching a short film to prompt some creative concepts about the plot and setting of
their story. Once they have viewed the film, they will spend about 10-15 minutes writing down their own
ideas about how their created characters from the previous task will react in that certain setting and how the
plot will be developed further.
The pairs will then come together and share their ideas with one another and support one another in writing
either their own individual short story or one combined short story, featuring one or both of their characters.
Due to this being a shorter unit than originally planned, students can choose to just plan their story. This task
is designed for creative flow purposes, not for a finished product. However, students may wish to use this
story idea for their final Summative assessment piece, adapting it to fit the criteria for one of the RAFT strips.
Students must include some figurative language when writing their story, i.e. personification, hyperbole,
metaphor, simile, imagery, etc.
Any students that are willing are welcome to read their stories to the class.

Formative Task 4-
Analysis of short film-introduction to themes
(Approximately 300 words)
Task:
*The purpose for this activity is to look at the themes present within a short film The Lost Thing. It will also reiterate
what students have learnt previously about other narrative conventions. This task will also allow students to analyse
how a short narrative works as a whole and how and why they are produced for particular audiences.
Students will be handed their worksheets (based on Greens 3D Model of literacy and the British Film
Techniques) so that they are familiar with the task before they watch the movie.
After the students have watched the movie, each partnership will report two points from each heading
(Operational, Cultural, and Critical features) back to the class.

Summative Task-
Creative short story using RAFT sheet
(700-800 words)
Task:
* As a result of this unit students will be asked to produce a creative writing piece. The purpose of this assessment is
for students to apply the knowledge they have learnt about creative texts and literary techniques. The aim is for
students to understand that characters grow, develop and change depending on plot, setting and themes of a story.
This task is based on student interest, self-determined readiness, and learning profile.
Students will have to show all planning for this creative piece, i.e. brainstorm information, concepts, story mapping,
annotations of any visuals, etc.
1. Students will produce a creative writing text of their choosing from the RAFT task sheet.
2. The Role specifies whether they are to write from their own point of view or from their (previously made
up) characters point of view.
3. Students must follow the conventions of the format of the RAFT strip they have chosen. Students will be
encouraged to use figurative language to describe their stories in greater depth.
4. Students will present their final creative pieces to the class, either in an exhibition of work or orally
presented to the class.

Evaluative Criteria:
For Summative Assessment
Students will
Understand that a narrative can grow, develop and change depending on a variety of elements-
Knowledge and understanding of the ways in which creators and readers of texts use language techniques and
conventions to make meaning (KU2)
Knowledge and understanding of the ways in which texts are composed for a range of purposes and audiences (KU3)

Demonstrate clear and accurate communication skills through writing and composing using a range of electronic
media-
Students use of reading, viewing, writing, listening, speaking, and ICTs to produce a range of texts (C2)

Compose texts in which language is used for personal or creative purposes
Students use of a range of language techniques to convey thoughts and ideas in both familiar and unfamiliar contexts
(Ap1)
Accuracy, clarity, and fluency of expression when producing their creative texts (C1)

Other evidence towards learning outcomes:
Worksheets
Students own notes taken throughout the unit
Students annotations of formative assessment pieces
Student participation in group and class discussion
Student response to class and group discussion
Participation in all set group tasks
Teacher observation of students work during class time: The purpose of this is to notice if any students are
struggling with the work so that adjustments can be made. It is also important to observe students as they
progress through their work to get an idea of their knowledge and understanding of the topic.
Prompting students with questions
Students response to questions


Stage 3 Learning Plan
Learning Activities:
Week 1
Monday, Lesson 1 (Single)-
No classes today: T & D day for teachers

Wednesday, Lesson 2 (Single)-
Revisit classroom expectations (5 minutes): Independent learners at Year 11. Rules of the classroom and expectations
of the students (respect themselves, others and their teachers). Behaviour management procedure will be followed,
no exceptions. If there needs to be, a seating chart will be enabled to enhance work ethic.
Introduction to term and current unit (10 minutes): Introduce students to the creative writing unit and briefly
discuss what their final (summative) assessment will be. Then discuss todays task in greater detail.
Collect class novel and class discussion (10-15 minutes): Students will be taken to the library to borrow the class
novel. A class discussion about the any preconceptions of the novel.
Class reading of novel (15 minutes): Ask any students if they would like to read the novel aloud to the class (if not, I
will read the first 2 chapters to the class).
Introduce story mapping activity (10 minutes): Students will be instructed on the purpose of using story mapping
whilst reading their class novel, its purpose, aim and what is required of them to hand up at the end of the term.
Students will be handed task sheets and worksheets on story mapping and how to do it. Students will be instructed
that they can present their story map at the end of term in any format they wish (visually, an audio or video
production, written).
*The purpose for introducing tasks subtly in this class setting (Pathways) is due to the manner in which a lot of these
students are not interested in English as a subject, and even school in general. Most students in this class are only
completing this subject in order to pass SACE or to pass time until they can leave school to pursue a trade. By
introducing small chunks of the content of creative writing at a time, it helps to keep students more interested and
engaged in the short term task, rather than focusing more broadly on the end goal-the production of a creative text.
Letting the students conquer smaller, more achievable goals allows them to get a better understanding of the overall
content by helping to scaffold their learning, rather than giving them an assignment with no content or structure along
the way.

Thursday, Lesson 3/4 (Double)-
Introduction to todays lesson (5 minutes): Instruct students on what will be covered today and what tasks they will
undertake.
Expert Brainstorm Task (50 minutes): Students will then be given coloured and numbered squares and asked to find
the members of their group (other members have the same colours as them). Students are to complete the Expert
Brainstorm task on Narrative conventions (see formative tasks above for full details).
Novel reading (15 minutes): I will read to the class from the class novel- Chapter 3 and 4. Students may choose to take
follow along, take notes and/or fill out story mapping sheets.
Introduction to Summative Assessment Task (5-10 minutes): Introduce the Final Assessment Task for this unit, its
purpose, aims and what is required of the students. I will read through the RAFT sheet and students will select which
topic they want to cover and collect the appropriate task sheet.
Independent Study (20 minutes): Students will begin planning their final assessment task (creative story).
*The purpose for introducing tasks subtly in this class setting (Pathways) is due to the manner in which a lot of these
students are not interested in English as a subject, and even school in general. Most students in this class are only
completing this subject in order to pass SACE or to pass time until they can leave school to pursue a trade. By
introducing small chunks of the content of creative writing at a time, it helps to keep students more interested and
engaged in the short term task, rather than focusing more broadly on the end goal-the production of a creative text.
Letting the students conquer smaller, more achievable goals allows them to get a better understanding of the overall
content by helping to scaffold their learning, rather than giving them an assignment with no content or structure along
the way.

Friday, Lesson 5 (Single)-
Introduction to lesson (5 minutes): Introduce what students will be doing during this lesson (Character Profiles) and
hand out worksheets.
Independent study (40 minutes): Students will work independently on their Character Profile tasks, researching and
filling out their own character profile worksheets.
Class Discussion (5 minutes): Check for understanding by having a class discussion about how they could use
characterising traits for vocational purposes.

Week 2
Monday, Lesson 1 (Single)-
Introduction to lesson (5 minutes): Greet students and review last weeks lessons and what students recall. Discuss
what the next task is and its purpose.
Independent study (40 minutes): Students will be instructed to continue with their Character Profile task (due at the
end of the lesson). If they have finished this they can work on their final Summative Assessment task or read the class
novel.
Class discussion (5 minutes): Students will be engaged in a class discussion about any issues they may be having with
the tasks.

Wednesday, Lesson 2 (Single)-
Introduction to lesson (2-5 minutes): Students will be instructed on todays task and the purpose (introduces setting
and plot into narrative writing).
Watch short film (10 minutes): Students will watch a short film clip The Gift.
Short story planning/writing task (30-35 minutes): Students will be asked to put their (previously created) character
in the place of the little boy or the robot and describe what happens next in the story. They can either choose to plan
out a response or write a short story response.

Thursday, Lesson 3/4 (Double)-
Introduce lesson (5 minutes): Students will be introduced to todays lesson and what will be required of them to
finish todays formative task.
Analysis of short film Think, Pair, Share activity (50 minutes): Students will watch a short film (The Lost Thing) and
then be partnered with another student to fill out an analysis of the narrative in the film. Students will be called upon
to share some of their ideas with the class.
Independent study (40 minutes): Students will work independently on their Summative assessment pieces.
Reflection and Exit card (5 minutes): Students will be required to reflect on their learning process so far in this unit
and will have to fill out an Exit card in order to leave the classroom.
*The purpose for greeting the students and introducing the tasks each lesson is so that a rapport is built with the
students, and also a routine is structured. This will allow students to know what is expected of them as learners within
this classroom.

Friday, Lesson 5 (Single)-
Introduce lesson (5 minutes): Introduce lesson and what students are required to be doing. Ask students questions to
find out where they are up to in their Summative tasks.
Novel reading (15 minutes): Read from novel- chapter 5-6.
Independent study (30 minutes): Students will work independently on their Summative Assessment tasks.
Teacher/Students interviews (30 minutes): Students will be called upon individually so that the teacher can check
their progress in the assignment and assist them if they need it.
Draft story due today
*Due to this lesson being the last of the day, there will be a lot of disengagement from the work. Because of this, the
students will not begin their Analysis of the short film until next week.

Week 3
Monday, Lesson 1 (Single)-
Introduce lesson (2 minutes): Introduce what is required of the students this lesson. Remind students of the due date
for this summative assessment.
Independent study (45 minutes): Students will be working independently on their creative narratives.
Lesson closure (2 minutes): Check for understanding of literary terms and figurative language (mini quiz). Use an exit
card (possibly).

Wednesday, Lesson 2 (Single)-
Introduce lesson (2 minutes): Greet students and instruct them on todays task.
Independent study (45 minutes): Students will be working independently on their creative pieces.
Lesson closure (2 minutes):

Thursday, Lesson 3/4 (Double)-
Introduce lesson (5 minutes): Reiterate what the students should have learnt so far in this unit and what they should
understand. Instruct students of todays tasks.
Novel reading (30 minutes): Students will listen to me read from the novel (or an audio recording). They will be
instructed to take notes, follow along with the reading or work on their story maps during the reading (especially
those who may have already read these chapters).
Independent study (60 minutes): Students will be instructed to continue on with their creative narrative assessment
pieces.

Friday, Lesson 5 (Single)-
Introduce lesson (2 minutes): Students are required to have their final assessment pieces completed by the end of
today, ready for their presentations during Mondays lesson.
Independent study (45 minutes): Students will work on finishing their final assessment pieces by the end of todays
lesson.
Lesson closure (2 minutes): Answer any questions students may have about the presentations on Monday. Organise if
they would prefer to present it to the whole class or have an Exhibition display of the work. This will allow those who
are not as confident a choice to not orally present but allow their work to still be viewed by class members.

Week 4
Monday, Lesson 1 (Single)-
Introduce lesson (2 minutes): Students will be greeted and instructed about what is required of them this lesson.
Presentations (35-40 minutes): As this is the last lesson in the unit, students are to present their creative pieces to the
class.
Unit closure (10 minutes): Students will participate in a class discussion about what they have learnt throughout this
unit and how they would apply some of the techniques learnt to other forms of text production.
*If they are reluctant to show the class as a whole, stations can be set up with each of the pieces (some will require a
laptop to run-Photostory), and students are free to walk around and look at other students work.
Resources

Task sheets:
Formative Tasks
Brainstorm Task sheet (x5 types: one each for Plot, Setting, Characterisation, Themes, and Literary
techniques and Figurative Language)- asks questions prompting discussion of a certain convention of
narrative in order to fill out the Brainstorm worksheet more effectively Developed by Kamellia Steens
Character Profile Task sheet Developed by Kamellia Steens
Film analysis Task sheet Developed by Kamellia Steens
Summative Task
RAFT Task sheet
Task sheets for each individual RAFT strip (x 6)
Worksheets:
Formative Tasks
Brainstorm worksheet Developed by Kamellia Steens
Character Profile worksheet Developed by Kamellia Steens
Film analysis worksheetAdapted by Kamellia Steens from the British Film Techniques and Greens 3D Model
Cheat Sheets and Examples:
Expert Cards (x5 types)- Clear and concise information and examples of the narrative conventions (Plot,
Setting, Characterisation, Themes, Literary techniques & Figurative language)
Narrative Conventions cheat sheet made with ideas adapted from:
Common genres in senior secondary schooling: structures and some important language features. (2008,
November). DECS Curriculum Services, Numeracy and Sciences Portfolio, (pp. 12-13).
Character Profile example sheets (Hermione Granger, Sterling Archer, Rick Grimes, Sheldon Cooper, Katniss
Everdeen, and Bart Simpson)
Videos:
The Gift
https://www.youtube.com/watch?v=5eIMafROjyo
The Lost Thing
https://www.youtube.com/watch?v=t1YG7ZXfC6g
Exit Cards:
Continuous assessment cards focusing on students gained knowledge and understanding







Appendices:
Task sheets and rubrics, etc.
RAFT: Creative Story Production

ROLE AUDIENCE FORMAT TOPIC
Animator for Pixar


Director and Producer of an up
and coming new film
Story Board: Can be hand drawn or
made on the computer using
http://www.storyboardthat.com/.
Must be annotated and include
captions.

People keep dying in very strange
ways
Your character as: An adolescent
Facebook user

Your friends and family Fake Facebook Profile: Create a
Fakebook profile and a series of
status updates that tell a story

You tend to over exaggerate
everything
Screenwriter


Film maker Script: Write a script, preparing your
character for the silver screen.

Your main character finds a time
machine
Your character as:
A civilian
Any remaining survivors Epistolary: Tell your characters story
in a series of letters or diary entries.

Surviving the zombie apocalypse.
You Other students in your class Digital storytelling: Using Photostory 3,
produce your own story accompanied
by pictures, sound effects and voice
narration.

You have woken up in someone
elses body
Student choice: Negotiable


Student choice: Negotiable

Student choice: Negotiable Student choice: Negotiable


Assessment Rubric for Stage 1 English Pathways Creative Text Production (Criteria
that will be assessed has been shaded grey)

Knowledge and
Understanding
Analysis Application Communication
A
Detailed knowledge and
understanding of the ideas,
values, and beliefs in familiar
and unfamiliar texts.
Knowledge and understanding
of the ways in which the
creators and readers of familiar
and unfamiliar texts use a range
of language techniques and
conventions to make meaning.
Comprehensive knowledge and
understanding of the ways in
which familiar and unfamiliar
texts are composed for a range
of purposes and audiences.
Analysis of complex connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar and
unfamiliar texts.
Perceptive analysis of a range of
ways in which authors use
language techniques to
influence opinions and decisions
in familiar and unfamiliar
contexts.
Use of a range of sophisticated
language techniques to convey
thoughts and ideas in both
familiar and unfamiliar
contexts.
Use of sophisticated and
appropriate language skills to
interact cooperatively with
other people and to solve
complex problems.
Fluent and precise writing and speaking,
using appropriate style and structure for a
range of mainly unfamiliar audiences and
contexts.
Appropriate use of language to produce a
range of texts for familiar and unfamiliar
purposes and audiences.
B
Knowledge and understanding
of some ideas, values, and
beliefs in familiar, and some
unfamiliar, texts.
Knowledge and understanding
of the ways in which the
creators and readers of mainly
familiar texts use some language
techniques and conventions to
make meaning.
Knowledge and understanding
of the ways in which mainly
familiar texts are composed for
some purposes and audiences.
Analysis of some complex
connections between personal
experiences, ideas, values, and
beliefs, and those explored in
familiar, and some unfamiliar,
texts.
Analysis of a range of ways in
which authors use language
techniques to influence
opinions and decisions in
familiar, and some unfamiliar,
contexts.
Use of a range of language
techniques to convey thoughts
and ideas in familiar, and some
unfamiliar, contexts.
Use of appropriate language
skills to interact with other
people and to solve some
complex problems.
Mostly fluent and precise writing and
speaking, using appropriate style and
structure for a range of mostly familiar
audiences and contexts.
Appropriate use of language to produce a
range of texts for familiar, and some
unfamiliar, purposes and audiences.

Knowledge and
Understanding
Analysis Application Communication
C
Knowledge and understanding
of some simple ideas, values, or
beliefs in familiar texts (e.g.
identifies relevant information
from a range of written texts).
Knowledge and understanding
of a restricted number of ways
in which the creators and
readers of a narrow range of
familiar texts use some language
techniques and conventions to
make meaning (e.g. reads a
range of texts, noting key
differences of presentation and
layout).
Knowledge and understanding
of the ways in which familiar
texts are composed for familiar
purposes and audiences (e.g.
identifies purpose and audience
of texts).
Analysis of simple connections
between personal experiences,
ideas, values, and beliefs, and
those explored in familiar texts
(e.g. explicitly connects new
ideas/information with own
knowledge, using techniques
such as anecdotes and
analogies).
Descriptive analysis of a number
of ways in which authors use
language techniques to
influence opinions and decisions
in familiar contexts
(e.g. recognises that the author
selects the structure of a text to
serve a particular purpose).
Use of language techniques to
convey thoughts and ideas in
mainly familiar contexts (e.g.
uses email for day-to-day
communication with work
colleague, teacher, friend).
Use of appropriate language
skills to interact with other
people and to solve problems
(e.g. writes a short formal
letter, outlining instructions for
a particular purpose such as
closing a bank account).
Generally fluent and precise writing and
speaking, using appropriate style and
structure for familiar audiences and
contexts (e.g. produces a range of familiar
text types, with appropriate structures; uses
vocabulary with increasing precision to
show how words carry particular shades of
meaning).
Appropriate use of language to produce a
narrow range of texts for familiar and
unfamiliar purposes and audiences
(e.g. uses introductory phrases indicating
that an opinion, or a fact, is being offered).
D
Identification of some simple
ideas, values, or beliefs in some
familiar texts.
Knowledge and understanding
of some of the ways in which
the creators and readers of a
narrow range of familiar texts
use language techniques and
conventions to make simple or
factual meaning.
Knowledge of the ways in which
familiar texts are composed for
personally relevant purposes
and familiar audiences.
Reference to simple
connections between
uncomplicated personal
experiences, ideas, values, and
beliefs, and those explored in
familiar texts.
Reference to some ways in
which authors use language
techniques to influence
opinions and decisions in
familiar contexts.
Use of a restricted range of
language techniques to convey
thoughts and ideas in familiar
contexts.
Use of mainly appropriate
language skills to interact with
other people and to solve
simple problems.
A level of fluency in writing and speaking in
personally relevant situations, using
appropriate style and structure for a narrow
range of familiar audiences and contexts.
Occasionally appropriate use of language to
produce texts for familiar purposes and
audiences.
E
Identification of an idea, a value,
or a belief in a highly familiar
text.
Knowledge and understanding
of the way in which a creator or
reader of a highly familiar text
uses a language technique or a
convention to make factual
meaning.
Knowledge of the ways in which
highly familiar texts are
composed for personally
relevant purposes and highly
familiar audiences.
Recognition of a simple
connection between a
straightforward personal
experience, idea, value, or
belief, and that explored in a
highly familiar text.
Reference to the way in which
an author uses language
techniques to influence
opinions and decisions in a
highly familiar context.
Use of a restricted range of
language techniques to convey
thoughts in highly familiar
contexts.
Use of some appropriate
language skills to interact with
other people and to solve a
simple problem.
Beginning of development of fluent writing
and speaking in personally relevant
situations, using appropriate style and
structure for a narrow range of highly
familiar audiences and contexts.
Occasionally appropriate use of language to
produce texts for highly familiar purposes
and audiences.
Task Card-RAFT Strip 1: Produce your
own story board
DUE DATE: Week 3, Friday
Role- An Animator from Pixar
Audience- The director and the producer for
a new film
Format- A fully annotated storyboard
Topic- Your main character has noticed that people around them have been dying in strange ways.
Task explanation-
*You are to use the main character that you created earlier in this unit for this task.
As an animator for Pixar, write a creative short story featuring your fictional character as the
protagonist. The topic of your story is People keep dying in strange ways. These slides may be
produced by hand (drawing or painting), using photographs (taken by you), using a variety of
images (sourced from the internet and/or books), or by using an online story boarding program
(http://www.storyboardthat.com/). The creative story must follow the standard structure of a
short story by having a beginning, a
climax point or problem, and a
resolution or conclusion.
Storyboard criteria-
The final presentation must include
the 20-40 finished slides (preferably
coloured) and 350-500 words of
annotations to accompany the
storyboard to explain what is
happening to the reader. You must
also hand up your draft stories as well,
so that your processes can be noted
and an overall context to the
storyboard/s is given.
*Note: If your story is quite long then
you can select two or three scenes to
represent on your story board-just make
sure you have specified which scenes are being represented in your title.


Above: This is an example storyboard. Your final product
must include notations similar to this, explaining the scene.
Task Card-RAFT Strip 2: Create a fake Facebook profile
DUE DATE: Week 3, Friday
Role- Your character as an adolescent Facebook user
Audience- your characters friends and family
Format- A fake Facebook profile using Fakebook
Topic- Your character posts many status updates and tends to
over exaggerate everything
Task explanation-
*You are to use the main character that you created earlier in this unit for this task.
You are to put yourself in the shoes of your character (the one you created earlier in this unit). In
this situation your character is an adolescent that tends to over exaggerate everything. For this
task you will need to create a fake Facebook profile on Fakebook
(http://www.classtools.net/FB/home-page), telling your short story through a series of status
updates. Your story must be written in chronological order and in a standard structure featuring a
beginning, a climax point and a resolution. You are to include wall posts from your Fakebook
friends and family commenting on your status updates (your story) to make the profile seem
authentic.
If you are unable to access Fakebook, you will provided with a digital template to work with.
Fakebook profile criteria-
Your Fakebook profile must include the following:
Your characters personal information, e.g. name profile picture, date of birth, relationship
status, place of residence, etc.
Create 6 Fakebook friends
and/or family
4 x 150-200 word status
updates, all of which tell your
story in chronological order over a
few days.
2 x 50-100 word wall posts
from family and/or friends
commenting on your status
updates


Above: This is an example of a Fakebook Profile page.
Task Card-RAFT Strip 3: Produce a short film
script
DUE DATE: Week 3, Friday
Role- A screenwriter
Audience- A filmmaker
Format- A short film script
Topic- Your character finds a time machine
Task explanation-
*You are to use the main character that you created
earlier in this unit for this task.
You are to write a script for a short film about your character (the one you created earlier in this
unit) finding a time machine and what happens when they do find it. The script must include a
beginning to the story, a climax point/a problem, and a resolution. For more help with this task
view this video on screenwriting
https://www.youtube.com/watch?v=pS
836WCf1lI
Script writing criteria-
For this task you must write a 750-800
word short film script. This creative
writing piece must include a title page,
a character description page and then a
short story written as a short film script.
The script must include character
dialogue and short descriptions of the
setting and of what the character is
doing when relevant. The format for the
script must be similar to the example
shown to the right. Do not forget to
proofread and edit your work!




Above: This is an example of a script. The main
features of a script are character dialogue and
descriptions of what the characters are doing.
Task Card-RAFT Strip 4: Create an epistolary
of a survivor of the apocalypse
DUE DATE: Week 3, Friday
Role- Your character as a civilian (someone not in the
armed services, e.g. a police officer)
Audience- Any remaining survivors that may find this
journal/set of letters
Format- An epistolary (series of journal/diary entries
or a series of letters)
Topic- Surviving the zombie apocalypse
Task explanation-
*You are to use the main character that you created
earlier in this unit for this task.
You are to write an epistolary from your characters perspective as a civilian surviving through the
zombie apocalypse. You are to write a short story which includes a beginning, a climax point/a
problem and a resolution in an epistolary format.
Epistolary criteria-
For this task you are required to write approximately 4-6 letters or journal entries. The final
product must equate to 750-800 words
in total. Each journal entry or letter
must be dated and signed with your
characters name. You are to present
your epistolary of letters or journal
entries in a creative way, this may
include you writing it by hand. Despite
this, you must proofread and edit your
work before submitting the final
product.





Above: An example of a journal entry. Unlike this journal
entry, make sure your epistolary can be read if you are
writing it by hand!
Task Card-RAFT Strip 5: Produce a digital storytelling
DUE DATE: Week 3, Friday
Role- You
Audience- The students in your class
Format- Digital short story produced on Photo Story 3
Topic- Your character wakes up in someone elses body
Task explanation-
*You are to use the main character that you created earlier
in this unit for this task.
How do you think your character would react if they woke up in the body of someone else? You
are to write a short story and turn it into a digital storytelling experience on Photo Story 3. Your
story must include a beginning, a climax point/a problem, and a resolution. Remember that you
are creating a digital storytelling experience for your audience and, therefore, you should include
pictures and/or video, narration (voice narration and written), sound effects, and music. View the
following video if you are a novice at using Photo Story 3, and need some extra help
https://www.youtube.com/watch?v=k1rJm5HqN9A.
Digital storytelling criteria-
For this task you are required to produce a visual storytelling experience for your audience using
Photo Story 3. You will need to create a complete short story of 15-20 slides. The finished product
must have between 500-800 words presented through voice and written narration. Each slide
must have music and/or sound
effects accompanying a picture
(either hand drawn or
photographed by you). The entire
storytelling must run for
approximately 5-10 minutes.






Above: This picture describes some functions used in Photo
Story 3 that could enhance your storytelling experience.
Task Card-RAFT Strip 6: Negotiated
student choice
DUE DATE: Week 3, Friday
Role- Student choice
Audience- Student choice
Format- Student choice
Topic- Student choice
Task explanation-
*You are to use the main character that you created earlier in this unit for this task.
If none of the other RAFT strips are for you, you can make your own RAFT strip. You may also like
to mix and match rows from the existing RAFT strips to create your own unique RAFT strip. Just
remember, you must discuss your ideas with your teacher first before beginning your creative
short story.
Student choice criteria-
Your creative short story must consist of 750-800 words written, 3-5 minutes spoken or a mixture
of both. Please discuss the criteria further with the teacher.














3-2-1 Exit Card
Name:
List and discuss 3 things you have learnt throughout this summative assessment task:
1.


2.


3.



List 2 ways in which you could apply what you have learnt about creative writing to the real
world:
1.

2.

Ask 1 question you still may have about creative writing or short story production (we will
discuss these in class next week):
1.




3-4 Week Unit Plan for Year 11 English Pathways
Week Monday, Lesson 1
(single)
Wednesday, Lesson 2
(single)
Thursday, Lesson 3/4
(double)
Friday, Lesson 5 (single) Notes
1 No lessons
T&D day for teachers
-Introduction to whole term unit
-Introduction to creative writing
unit: purposes and aims
-Collect class novel from the
library: The Hunger Games
-Class discussion on the class
novel
-Class reading (chapter 1-2)
-Introduction to story mapping
-Expert brainstorm activity
-Introduction to Summative
Assessment: RAFT
-Novel reading (Chapter 3-4)
-Independent work on Summative
Assessment piece
-Students will begin making their
own character profiles
-Independent work on
Summative Assessment piece
Character profiles: Students
will choose a few of their
favourite characters from
books, movies, and/or
television, and using the
templates, they will create
their own characters with the
help of the examples they have
been given from the teacher
and from the examples they
have collected of their
favourite characters.

2 -Students should finish their
character profiles during this
lesson
-Those students that are
finished will continue reading
the class novel or work
independently on their
Summative Assessment piece
-Students will watch a short film
and be asked to write a quick
short story on how their
(previously) made up character
would deal with that situation
(setting) and how they would
react to what happened in the
film (plot)
-Analysis of short film (The Lost
Thing): Students will each work
with a partner and together look at
Greens 3D Model of Literacy and
The British Film Techniques to
analyse a short film (narrative)
-Independent work on Summative
Assessment piece

-Independent work on
Summative Assessment piece

3 -Independent work on
Summative Assessment piece
-Independent work on Summative
Assessment piece
-Independent work on Summative
Assessment piece
Creative writing summative
assessment task due today
-Independent work on
Summative Assessment piece


4 -Students present their work
to the class in a class
exhibition during todays
lesson
-Whole class discussion on
unit and produced works
-Student reflection on unit
(Exit card)