EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Closer focus area: Narratives- Hating Alison Ashley
Key: T= teacher, Ss= students
Week 1:
1.
30
mi
n

Outcomes
EN3-1A
Communicates
effectively for a variety
of audiences and
purposes using
increasingly challenging
topics, ideas, issues and
language forms and
features

Designing, Selecting and Sequencing Activities

Building knowledge of the field

Introduce closer focus area: narrative.

T asks Ss what is a narrative? She listens to what Ss
know.
T asks Ss to think pair share in their table groups and
conduct narrative research on iPads (appendix 4
contains web pages students should search).
Ss in table groups are to create a mind map on
Google docs, therefore Ss groups can enter
information researched. Focusing on discovering what
is narrative? Ss will identify: What is a narrative? The
main purpose, what is it used for? Who is the
audience and who writes them? Plus find an example.
Each group of Ss will discuss key ideas on their mind
map to the class (Ss lead discussion), T ensures Ss
discuss all key elements above.
As Ss discuss an allocated Ss writes ideas on the
SMARTboard, creating a large class mind map which
will be saved for later reference.
T will recap on narrative definition
T will ask each Ss group to print their Google docs
and hand it in.

Resources

iPad
SMARTboar
d
Google doc

Assessment

Listens and
observe Ss
ideas walking
around

Work sample
collectioncheck Ss
research and
discovery on
their Google
doc

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

2.
30
mi
n

EN3-5B
Discusses how language
is used to achieve a
widening range of
purposes for a widening
range of audiences and
contexts

Modelling the genre

T lead discussion, recapping of lesson one, discussing

yesterdays key points using the saved SMARTboard
class mind map created in lesson one.
T will then discuss the structure and organisation of a
narrative on the SMARTboard. Three parts:
Orientation (who, where, when), complication and
resolution (appendix 1).
T questions what orientation, complication and
resolution mean?
T asks Ss what typical language is use in narratives.
Ss answer writing in first and third person, dialogue in
differing tenses (past and present), use of verbs,
nouns, adjectives, use of figurative language such as
metaphor, simile, personification, symbolism,
hyperbole, repetition, onomatopoeia, alliteration and
mixture of short and long sentences.
As a class T will choose alternative readers to read a
short narrative The Two Goats, Ss will identify and
discuss the different language features from above.
Then T will model where the orientation, complication
and resolution of the text is for Ss.
Ss will then receive a narrative text to work on called
Gordons Garden, Ss will quietly read and individually
identify key features of the text including language
and structure; orientation, complication and
resolution. Ss are to write notes on the text.
T asks Ss to think, pair, share, why this structure is
important and how it influences the text?
T will recap on the lesson on key features to conclude

SMARTboar
d
Narrative
writing
sheet
(appendix
1)

2x reading
work sheets
(appendix
2):
The Two
Goats and
Gordons
Garden
Pen or
pencil

Make anecdotal
notes and
listen as Ss
recap and
discuss
narratives.

Work sample
collectionCheck Ss
understanding
of narrative
structure
through
Gordons
Garden.

Listening and
observe Ss
answers on
why structure
is important?

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3.
30
mi
n

EN3-4A
Draws on appropriate
strategies to accurately
spell familiar and
unfamiliar words when
composing texts
EN3-3A
Uses an integrated
range of skills, strategies
and knowledge to read,
view and comprehend a
wide range of texts in
different media and
technologies

the lesson.
T adds structure and language features learnt in
lesson to the SMARTboard mind map that was
created in lesson one.
T asks Ss to define narrative again (quick reminder)
T hands out Hating Alison Ashley book, one per
student
T introduces narrative Hating Alison Ashley. Ss guess
what the story maybe about from title, picture and
reading the back of the book. Ss justify their
predictions by answer why they think that? (Openended questioning)
Ss read chapter 1, alternate reading as a class.
T is reinforcing readers and assisting in the
pronunciation difficult words.
T writes difficult words on the SMARTboard where
students will look up the definition and thesaurus for
homework.
After reading novel, as a class we discuss the chapter
asking upon different students
Ss are separated into 6 groups and assigned one
character per group from the main characters seen in
chapter one (Erica Yurken, Barry Hollis, Miss Belmont,
Mrs Orland, Mr Nicholson and Mr Kennard). Ss will
create a character analysis/profile on the assigned
character on google doc (which will be added to the
class unit Weebly) and discuss to the class what they
have identified so far about each assigned character.
T will explain to Ss this is the orientation part of the
narrative- answering who, where, when.

Book
Hating
Alison
Ashley
SMARTboar
d

Make anecdotal
notes on Ss
vocabulary,
fluency in
reading and
understanding
of the text.
Observe and
walk around
the room
listening to
discussions on
creating their
character
profile.

Google doc
and Weebly
www.haauni
t.weebly.co
m

Listening and
observing- Ss
reading
analysis before
uploading to
Weebly. T will
then mark
character
profile and

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

4.
30
mi
n

EN3-3A
Uses an integrated
range of skills, strategies
and knowledge to read,
view and comprehend a
wide range of texts in
different media and
technologies

As a conclusion we will recap on chapter one, ask Ss

to write down the key words on the board to define
and look up in the thesaurus for homework.
Ss are also to read chapter two and three for
homework
Ss lead discussion for chapters one, two and three as
a class. T listens to Ss.
T asks Ss to think of five questions comprehension
questions and answers focusing on the orientation
(who, what, when, where, why, how) over the three
chapters and write them down. T specifies at least
one has to be an open ended question.
Ss form groups of three and ask created questions to
each other.
Questions Ss may think of; Where does Erica go to
school and what grade? What medical conditions
does Erica have? Why does Erica like sickbay? What
information does Erica she with Alison Ashley? What
complaint ford Alison Ashley have about the
librarian? Identify similarities and differences of
Alison and Erica.
Opened-ended questions Ss may think of are; How
would you feel living in Barringa East? What are your
first impressions of Alison Ashely? Define and discuss
what uniqueness means to you? How can we respect
someone elses ideas and beliefs if they differ from
our own?
T questions Ss on what is a narrative voice, then
discuss first person and third person.
T ask Ss to think pair and share why the author would

keep as work
sample.

A4 paper

Observe and
make
anecdotal
notes on who is
comprehending
the text and
creating
complex
comprehension
questions

Collect work
samples- A4
questions
sheet and
assess the
complexity of
the questions
and answers.

Observe and
listen to Ss
discussion

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5.
30
mi
n

EN3-5B
Discusses how language
is used to achieve a
widening range of
purposes for a widening
range of audiences and
contexts
EN3-3A
Uses an integrated range
of skills, strategies and
knowledge to read, view
and comprehend a wide
range of texts in different
media and technologies

use a variety of voices in the text and discuss the

purpose? Ss are to give an example each in the pair
of first and third person.
T asks Ss to predict what will happen in chapter 4
and why?
Ss homework is to read chapter four and write a
chapter review.
Joint Construction
T will collect chapter review
Ss will discuss what happen in chapter four.
T revises what is a smile?
T describes and defines simile and gives an example.
T asks Ss to open book to page 30 and identify a
simile on the page. T asks Ss to raise their hand when
they have found it. Once T sees most Ss have their
hand up she chooses a Ss to answer and asks the
class if that's what they got or something different.
T asks Ss to think, pair, share, why similes are used in
the narrative? What sort of effect does it give? T give
an example of a simile. Ss think of similies in pairs, T
will choose pairs at random to say their simile.
As a class, read chapter five of book, alternative
readers, T will write down difficult words on the
SMARTboard (Ss define and use thesaurus later for
home work).
As a class identify language features such as, noun,
adjectives, verbs, similes and short and long
sentences.
Discuss chapter five and talk about how language in
narrative can influence the story.

make
anecdotal
notes on their
example of
third and first
person.
Book
Hating
Alison
Ashley

Collect work
sample and
mark chapter
review.
Anecdotal
records on who
understands
simile.

SMARTboar
d

Listen to Ss
read and write
anecdotal
notes and
ensure to assist
in
pronunciation
and fluency.
Listens and
observes Ss
summary and
discussion on

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Homework Ss to read chapter six and seven, as well

as look up in the dictionary and thesaurus the words
on the board that were difficult to extend vocabulary.

language
features.