2014 T2 Year 7 Program

7 term 2 | Stage 4 | English
Summary Duration
Students will explore the role of the storyteller by responding to a
variety of stories in a a range of modes and media. They will identify
the narrative conventions and stylistic features of engaging storytelling
and create their own imaginative texts.

Types of texts: fction, poetry, spoken texts, print texts, media,
multimedia and digital texts websites, audio!.

Term "
# weeks $ days
%etail: &'(&" hours
Focus Questions Outcomes
)ow are stories told*
+hy do we tell stories*
+hat are the ,ualities of a good storyteller*
+hat are the language techni,ues used by
authors to show us their characters and plot
settings*
)ow does context cultural, historic, personal!
in-uence sub.ect and theme*
+hat value are stories to society*
+hat makes a good story* +hat evidence do
you have to .ustify your opinion*
)ow have / applied my prior knowledge and
skillsduring this unit*
)ow can / apply the knowledge and skills
English K-10
01$(23 responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
01$("3 e4ectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in di4erent media and technologies
01$(&5 uses and describes language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts
01$($5 makes e4ective language choices to creatively shape meaning with accuracy, clarity
and coherence
01$(67 thinks imaginatively, creatively, interpretively and critically about information, ideas
and arguments to respond to and compose texts
01$(87 identifes and explains connections between and among texts
Board o Studies! "eaching and Educational Standards #S$ - %rogram Builder - &'('os(ns)(edu(au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright. 1
Focus Questions Outcomes
gained in this unit to other learning
opportunities*

01$(9% demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it
01$(#% identifes, considers and appreciates cultural expression in texts
01$(:0 uses, re-ects on and assesses their individual and collaborative skills for learning
*earning +cross the curriculum
;iteracy
7ritical and creative thinking
3boriginal and Torres Strait /slander histories and cultures
/nformation and communication technology
+ssessment o and or *earning
,esources
Pedagogy
8 ways story sharing, learning maps, community links, non verbal, symbols and images, land links, non linear, deconstruct and construct!
http:<<#ways.wikispaces.com<=isual>culture>way
http:<<#ways.wikispaces.com<#way>planning>checklist
0xcellent focus ,uestions for teachers
copyright. 2
,esources
http:<<#ways.wikispaces.com<#ways>and>?uality>Teaching
# ways and ,uality teaching

Context
oral histories
3ustralia(3boriginal rock paintings view http:<<splash.abc.net.au<collection<(<c<82&'&6<storytelling
watch The Be or The +agalak Sisters
5eowulf
http:<<myths.e"bn.org<mythsandlegends<userstory#6#$(beowulf.html

3ussie yarns
)enry ;awson The Loaded Doghttp://www.readbookonline.net/readOnLine/13005/
The Man from ronbark 35 @atterson
audio http:<<www.youtube.com<watch* vA9/:3BC)0h2s
words http:<<ebooks.adelaide.edu.au<p<paterson<ab<man DfromDsnowyDriver<chapter2$.html

The oral tradition
http:<<www.storyarts.org<library<nutshell<index.html
https:<<archive.org<stream<childrenshomerad''coluEpage<n29<mode<"up
interview 357 radio Storytelling makes us human $:$' min
What makes a good storyteller?
http:<<www.youtube.com<watch*vA5s#2F.+$kvs
view introduction to the series, The !tor"teller ':&# sec
storytelling box for a model view http:<<www.youtube.com<watch*vAG,,9uHc8cl/ 8:"9min
copyright. -
,esources
Tell me a story
3esopIs tales http:<<www.storyit.com<7lassics<Stories<aesop.htm
writing a narrative
6 elements of a narrative
http:<<www.-ocabulary.com<fvethings<
plot elements
http:<<www.-ocabulary.com<plot(elements<
2st, "nd, &rd person perspective
http:<<www.-ocabulary.com<point(of(view<
Cicro stories
JKor sale: 5aby shoes. 1ever worn.L 0rnest )emingway
http:<<www.sixwordstories.net<
http:<<preGi.com<e."kva6lhmDt<sixty("6(word(stories<
http:<<larkhill.wilts.sch.uk<wp<*pageDidA62"
http:<<www.postcardshorts.com<
http:<<espressostories.com<

developing writing superpowers
teachers to share personal resources descriptive poetry, prose!
words to describe tone many available online!
http:<<www.irsc.edu<uploadedKiles<Students<3cademicSupport7enter<+riting;ab<Tone(and(@urpose.pdf
http:<<ourenglishclass.net<class(notes<writing<the(writing(process<craft<tone(and(mood<
word portrait# examples available from %.CcCahon!
copyright. 4
,esources
writer$# palette %. CcCahon!
=erbs and adverbs
http:<<splash.abc.net.au<media<(<m<&2829<super(stories(the(sea(cave(verbs(and(adverbs
fgurative language
http:<<www.-ocabulary.com<fgurative(language<
ways to show a characterIs emotions
http:<<writerswrite.co.Ga<
http:<<generator.acmi.net.au<
Menerator for storyboard
http:<<generator.acmi.net.au<storyboard<interactive

editing and proofreading
http:<<www.teachingacenglish.edu.au<%i4erentiation(reading, spelling, punctuation and grammar0xplicit teaching(reading, spelling, punctuation
and grammar

7onstructing digital stories
http:<<digitalstorytelling.coe.uh.edu<page.cfm*idA"9NcidA"9NsublinkidA&2 important points!
http:<<uow.libguides.com<digitalstorytelling
http:<<digitalstorytelling.ci.,ut.edu.au<index.php<stories<summerD"'2$EsplashesDwithDred
http:<<digitalstorytelling.ci.,ut.edu.au<stories<
Kilm trailers movie maker!

English resource room
copyright. .
,esources
for novels and picture books see %ngli#h re#o&r'e room regi#ter
short stories
Bedtime #torie#( 1ora 7larke chapter stories!
The n#ide !tor": an antholog" of )'tion and non*)'tion te+t#, 0laine and @eter Fobins

online short stories
http:<<www.lovereading$kids.co.uk<genre<ebk<e5ooks.html free subscription, frst chapter only high interest, low ability, dyslexia section!
%le,en
http:<<www.perfectionlearning.com<images<products<pdfs<mv<themesDsamp.pdf
The dog of -ompeii
http:<<www.globalwords.edu.au<units<1eighboursDOSP9Dhtml<documents<Cakato.pdf
Cakato and the cowrie shell
http:<<issuu.com<petaa<docs<makatoDandDtheDcowrieDshell
-ip book!
https:<<mskmoodle.Gis.ch<pluginfle.php<2"68:<modDresource<content<2<TheQ"'%ogQ"'ofQ"'@ompeii.pdf
/nit o0er0ie)
Students explore the role and features of
successful storytelling, through oral and
written modes of communication. 5y
rehearsing and presenting anotherIs story (tell
me a story!, students can hear the rhythm
and sentence organisation of good storytelling
as well as practise their public speaking skills.
The immediacy created between composer
and audience with the author/scribe
activity allows students to think out loud, edit,
copyright. 1
/nit o0er0ie)
respond to feedback and connect with their
authority as a storyteller. @oetry and
descriptive short paragraphs will be used to
model the writerIs concept of IshowingI a
scene and character and creating tone.
Quick, write!, word portraits, writer's
palette and learning maps are designed to
show students that planning and re-ection are
important parts of a successful writing
process. The class novel and student
presentations of their own stories will provide
other opportunities for students to engage
with storytelling.
Outcomes 2ontent "3* Strategies4Dierentiation ,egistration 3 Date
E!"#$ responds to
and composes texts
for understanding,
interpretation, critical
analysis, imaginative
expression and
pleasure
E!"%E uses, re-ects
on and assesses their
individual and
collaborative skills for
learning
13@;31 preparation(weeks 2(" familiarise
students with format and test strategies!
language conventions
comprehension

Accessing students' creative writing
skills
students respond to writing task 2 lesson!
step 2 planning
step " writing response
step & editing and proofreading
applying super 8 comprehension strategies
test strategies time management, multiple
choice...!
work through sections of past papers 26("'
minute segments of lesson!

teacher thinks aloud the process
teacher guides if appropriate
planning
may include decision(making re prompt
selection, collaborative discussion,
?uick,writeR, making connections,
visualising, thinking aloud, drawing

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students and teacher share responses and
experience of process 2lesson!

editing and proofreading
may include monitoring, reading aloud, focus
on area of weakness, dictionary, thesaurus,
conferencing with partner

Adjustments
teacher<aide works through plan with
student
?uick, writeR only

discussion
whole class, pair(share
studentsI work displayed on class notice
board, scanned and pro.ected on
smartboard, ipad
students use format for comment("
complements > 2 wish

re-ection
?uick, writeR
note to self
re read own work and use green mark to
indicate something they did well, red mark
something they did less well

copyright. 5
E!"#$ responds to
and composes texts
for understanding,
expression and
pleasure
E!"&C identifes and
explains connections
between and among
texts
E!"'( identifes,
considers and
appreciates cultural
expression in texts
)torytelling* making connections
teacher tells of her<his passion for
storytelling, gives examples
others from the school community share
their personal stories, preferences
students make connections with self, texts,
world
Context* +ays stories were told
oral histories
.&#tralia*.boriginal ro'k painting#
Sral histories are central to the cultures of
3boriginal and Torres Strait /slander
3ustralians. This includes %reaming stories
that are crucial to our shared history, culture
and future.
%reaming stories include spiritual narratives of
3ncestral 5eings walking the earth, creating
people and landscapes across 3ustralia.
%reaming stories also impart a system of law
and a set of values and beliefs for each
/ndigenous language group.
These stories can be conveyed through
artworks, dance, song, music and storytelling
to ensure the survival of the stories that are
passed on from generation to generation.
http:<<splash.abc.net.au<collection<(<c<82&'&6<
storytelling!
view rock painting
Dreamtime #torie#
3ustralian /ndigenous cultures have a strong
tradition of oral storytelling. Today, many of

# ways(story sharing, construct, community
links
teacher shows students favourite books

construct story for cave painting

copyright. 6
these stories are being written down, or made
into animated flms, to preserve them.
1ot all may be shared, though. Some are
sacred, passed on only to specifc people with
the responsibility for keeping this knowledge.
@assing stories down through generations is an
important way to maintain culture.
The 5e Can, a Pirrit.a story from 3rnhem ;and
in the 1orthern Territory told in %alabon
language, reminds us about the value of
family and belonging, and the strong
connection between humans, animals and
place.
storytelling!
view The Be
Some %reaming stories are spiritual narratives
that exist to explain the origins and creation of
life and the land.
7reation stories exist across many cultures
and religions as a way for people to explain
the world around them.
The story of the +agaluk Sisters is a creation
story told across 3rnhem ;and. /t is a Pirrit.a
story told in %alabon language. 3s well as
explaining the creation of the landscape of this
region of the 1orthern Territory, the story of
the +agaluk Sisters reminds its listeners to
keep the law. /n it, the Sisters are distracted
from their sacred duty with signifcant
conse,uences.
storytelling

partner partner re(tell
construct Icave paintingI for story

read extracts liad( Od"##e", )omer

copyright. 10
view The /agalak !i#ter#

oral tradition(Mreece
The ancient Mreeks had a strong storytelling
tradition. The myths and legends of ancient
Mreece were shared orally, often in the form of
epic poems.
These stories explain the creation of the world,
the lives of gods and heroes and their
interactions with humans. 3ncient Mreeks
considered these stories their history and
culture ( a signifcant part of daily life and
worship.
Two epic poems, the I/liadI and the ISdysseyI,
are the earliest recorded works of western
literature. Storytellers would learn these epics
and entertain listeners over the course of
several evenings.
storytelling!
3nglo(Saxon
5eowulf
I5eowulfI is the only surviving complete 3nglo(
Saxon heroic poem. /t was written in the #th
century by an 3nglo(Saxon minstrel or IscopI
pronounced IshopI!. /t is very long and tells
the story of a great hero from Sweden called
5eowulf who fghts monsters across
Scandinavia:
http:<<www.earlybritishkingdoms.com<kids<be
owulfDpoem.html!
read or listen to story

partner re(tell
group tableau of key scene
/ wonder...statements

The Loaded Dog, )enry ;awson
spinning a yarn story
1. students stand in a circle
2. students take it in turns to add to story
I/tIs well known that on foggy nights, +oy +oy
tip comes to life...I
&. when student completes turn they remove
one of the many pieces of paper covering an
image of a scary scene.

student makes a list of true and false
statements for partner to work through
make a comic strip based on one of the
stories
compose a script for a conversation where
you use one of the above sources to make a
point to a friend
Adjustments
students sort statements into true and false
act out other studentIs script
copyright. 11

3ustralia(spinning yarns
Telling tales has been part of the I3ussieI
cultural identity since colonisation. 5ush
ballads and other stories captured the
diTculties and triumphs of those early settlers
battling a challenging landscape.
3longside these grew the tradition of tall talesU
outrageous stories that drew on humour and
exaggeration to celebrate the pioneering
spirit. ISpinning a yarnI became a popular
pastime, one that continues. 3s a tradition, it
celebrates a self(deprecating making fun of
yourself! sense of humour and laid(back
nature.
3..5. @attersonThe Man from ronbark,

interview 357 radio Storytelling makes us
human $:$' min

record studentsI ideas, as individuals<group
rank ideas
?uick, writeR

copyright. 12

+hy do we tell stories,
Storytelling unites people. /n all cultures, from
as early as about the age of one, we begin to
create worlds of dreams and pretence. 5ut
why do we tell stories*
Stories have many uses. Some can help us
make sense of the world around us by
explaining natural phenomena.
Stories also help to keep our culture, history
and traditions alive and they entertain us.
Some people believe that storytelling
developed as a way of IpractisingI reality, of
working things through before facing them in
the real world.
+hatever the origins of our storytelling ability,
narratives continue to fascinate us
today.http:<<splash.abc.net.au<collection<(<c<82
&'&6<storytelling!
-egin discussion* what makes a good
story ,

E!".- uses and
describes language
forms, features and
structures of texts
appropriate to a
range of purposes,
what makes a good storyteller,
view the introduction to The !tor"teller, ':&#
sec
Students consider the role and voice of the
storyteller and examine the rhythm, tone,
complete worksheet 2
teacher models telling the class a story with
a moral
construct storytelling box to accompany tell
copyright. 1-
audiences and
contexts
emphasis, pause, gestures and other
features of a performance.
students all participate in tell me a story
students memorise short story and present
it to the class!

me a story

$d/ustments
length of story to be recounted
paired story sharing

E!"#$ responds to
and composes texts
for understanding,
expression and
pleasure
good story writing in close"up explicit
teaching, modelling, thinking out loud!
read and deconstruct short stories
focus:
1. #tr&'t&re/organi#ational feat&re#
0orientation, complication, climax,
resolution!
2. narrati,e 'on,ention# genre, characters,
setting
3. #t"li#ti' feat&re# voice, word choice,
language devices, intertextual referencing,
foreshadowing, dramatic irony... !

super 8 comprehension skills
annotate structural and stylistic features
teacher thinks aloud and models process
guided and independent work
stories selected according to studentsI
abilities
use information gathered explicit teaching!
to make learning maps about good story
writing symbols and images!

$d/ustments
use post(it notes to mark features
identify limited number of features

E!"0$ e4ectively
uses a widening
range of processes,
skills, strategies and
knowledge for
responding to and
#howing 'hara'ter# and #etting
1. read and de'on#tr&'t poetr" %ylan Thomas
portraits, simile, metaphor, onomatopoeia
super 8 reading strategies
teacher thinks aloud and models strategy
colour code fgurative devices
construct and share as an individual, pair
copyright. 14
composing texts in
di4erent media and
technologies
E!".- uses and
describes language
forms, features and
structures of texts
appropriate to a
range of purposes,
audiences and
contexts
E!"!- makes
e4ective language
choices to creatively
shape meaning with
accuracy, clarity and
coherence
based poems
2. 'on#tr&'t and share poetr" %ylan Thomas
portraits, simile, metaphor, onomatopoeia
based poems
3. read and de'on#tr&'t #hort descriptive
paragraphs similes, metaphors,
personifcation, alliteration, onomatopoeia,
emotive words!
4. 'on#tr&'t and share #hort descriptive
paragraphs
5. annotate own work language features!
using words and symbols
ac,uiring language to describe tone
vocabulary lists available online!
1. re-ect on the tone of a piece of their writing
wo&ld de#'ribe m" tone a#... want the
reader to feel( think... ha,e a'hie,ed thi#
b"...!
ac,uiring language and skills to create tone
1. read and deconstruct word portrait
2. construct and share word portrait based on
key word and its synonyms, antonyms and
associations
group, whole class
di4erentiated selection of poems and short
descriptive paragraphs features will depend
on selection(extended metaphors,
collocations, assonance, rhyming
pattern, sentence beginnings, anaphora,
cohesive elements...
adapt poems into prose, prose into poems
display studentsV responses
simile duels
display poster for future reference
add new vocabulary and example

word portrait can take the form of
description, micro story, ?uick, writeR poster
wanted<lost<found!, telephone number story
Cicro stories this or other formats!
1. Kirst sentenceW
2. Second sentenceW
3. BnfortunatelyW
4. KortunatelyW
5. KinallyW
telephone number stories write phone
number, replace ' number with 6V construct
short story using numbers as guide to word
count in sentences!
learning map ( individual, pair, whole class

copyright. 1.
create a learning map symbols and images!
that records what has been learnt in

$d/ustments
sub.ect of word portrait
student given list of synonyms and
antonyms
scenario for word portrait supplied

E!"#$ responds to
and composes texts
for understanding,
expression and
pleasure
E!"1C thinks
imaginatively,
creatively,
interpretively and
critically about
information, ideas and
arguments to respond
to and compose texts
story writing based on prompts
step2
planning processes

step "
drafting narrative

teach models thinking aloud( selection of
prompt
models thinking aloud( planning response
Quick, writeR
+riter's palette students use sca4old to
record vocabulary and language devices to
be used in narrative!

Author/scrie
students paired
one tells their story author! to the other who
acts as the scribe and records the story. if
necessary<appropriate the scribe can prompt
copyright. 11

and clarify!
scribe reads story to author and best line is
chosen teacher and other student can be part
of this process!
author rewrites their story beginning with the
most interesting sentence

adapting narrative
adapt own<other studentsI stories(change
genre
create digital story
create flm trailer for narratives

$d/ustment
prompts (video<audio<static images
teacher acts as scribe
word process story
reciprocal teaching

E!"!- makes
e4ective language
choices to creatively
shape meaning with
accuracy, clarity and
coherence
editing and proo2 reading
role of punctuation explicit teaching,
modelling!
editing
1. paragraphing begin a new paragraph(
change of time, place, speaker!
read samples where punctuation changes
meaning
proofread paragraph without punctuation
explicit teaching
peer conferencing
copyright. 17
2. dialogue punctuation and paragraphing
3. sentence punctuation capitals, full stop,
comma, apostrophe of
possession<contraction,
,uestion<exclamation marks, semi colon,
colon
4. cohesion text connectives, collocations,
noun(verb agreement, ellipsis, redundancy,
pronouns...!

$d/ustments
editing and proofreading selected sections
peer or teacher read studentIs work to them
word processor

E!"%E uses, re-ects
on and assesses their
individual and
collaborative skills for
learning
re3ection and review
what makes a good story*
create a learning map symbols and images!
recording what has been learnt
how can / apply these skills to other
situations*
add symbols, images and words to learning
map to indicate how knowledge and skills
have cross(curriculum and general
capabilities attitudes, behaviours!
application

Students publish their work for peer
en.oyment, modelling and review

teacher models, thinking aloud
individually, in pairs, as whole class
share and compare

online translation program
pair sharing, static display, public reading
$d/ustments
symbols provide for use

copyright. 15
E!"&C identifes and
explains connections
between and among
texts
E!"4(
demonstrates
understanding of how
texts can express
aspects of their
broadening world and
their relationships
within it
!eading 2or en/oyment class novel or self(
selected novel!
use visual design metalanguage to describe
book cover
read novel
speaking and writing activities based on
imaginative, factual and persuasive
responses(as appropriate

super 8 reading strategies
reciprical teaching(reading groups
predicting, ,uestioning, clarifying,
summarising!
$d/ustments
audio story
teacher read novel aloud
teacher asks ,uestions, models predicting,
,uestioning, monitoring...

E0aluation 2omments 7ariations
copyright. 16

2014 T2 Year 7 Program

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7 term 2 | Stage 4 | English

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