Rationale

The main focus of my three lessons was creating a compelling narrative in relation to what
Atwell (1998) calls crafts. These lessons were designed for a year 9 stage 5 class that had an
extract of James Dashners novel The Maze Runner as the model text for the following lesson
plans. Each lesson plan has been designed to revise narrative writing, with a focus on a
specific feature of narratives which help students create and edit their work while developing
the skills to write a compelling beginning to a narrative. The lessons correlate with the NSW
syllabus which is designed to meet specific outcomes throughout them, and develop student
learning.
Dashners novel throws the reader into a whirlwind predicament which engages the
reader through this in the conjunction of descriptive language allowing the reader to imagine,
feel and immerse themselves in this narrative, making it a compelling beginning. The use of
an extract of Dashners novel shows students one way Atwell describes as a lead, as well as
the language it uses in order for it to be a compelling beginning to a narrative. Students
identify these through the extract, which allows them to see the theories of narrative writing
in practice. This can be an effective tool for students who may be unsure as a way to
conference with themselves (Atwell, 1998) through the model text and its identified features.
The main focus of the lesson plans is based around Atwells craft, which she
describes as mini lesson presentations that touch on matters of technique style and genre
(Atwell, p.223) specifically on writing a compelling beginning to a narrative. Atwell (1998)
highlights the different ways students can begin a narrative piece, and shows examples of
each to her classes so that they have visuals of these leads. Students learn how to use and
identify these leads through attempts of writing, similar to what Atwell (1998) conducted in
her mini lessons. Students build upon or edit their writing pieces to slowly illustrate the
learning and improvements students have made throughout the lessons. These are also
achieved through teacher and student discussions, allowing students to have support as
Atwell (1998) believed it helped students focus on their writing more.
Throughout the lesson plans the gradual release of responsibility (GRR) model is used
to assist students in their learning. This teaching pedagogy allows students to slowly build
their independence and turn the teacher from a dependent source of information, to a source
of guidance and insight. Howard describes GRR as gradually, purposefully and
systematically transitioning the completion of a task or process from being the responsibility
of teachers, as they model it to the class to the students independently applying the
acquired skill (cited in Boas & Gazis, 2016, p.83). This is a basic principle of the lesson
plans, as students are equipped with the skills and knowledge which are then implemented
and used in every lesson as they slowly begin creating a compelling beginning to a narrative.
Writing is a fundamental aspect of the created lesson plans. Gannon (2010) similar to
Atwell also highlights the opinion that writing does not occur enough in schools. The lessons
are designed to teach students to not only write as a writer but as a reader too (Atwell, 1998).
The building and editing of students work as lesson progress allows them to view their
progression, almost as another type of conference with the self as Atwell (1998) suggest is
necessary to make decisions. Each lesson is created to teach students another aspect of
narrative, with specific focus of compelling narrative beginnings, which students attempt to
create with their own inspiration, while using the leads taught suggested by Atwell (1998) in
lesson two, and show not tell with conjunction with choice of language learnt in lesson
three. As they practice writing with what theyre comfortable they also learning to be a
reader, and editing their work.
Each lesson was developed around syllabus outcomes and aimed to teach students and
create engagement while creating compelling beginning to narrative pieces. In lesson one,
outcome 1 in relation to analyse and explain the ways language forms and features, ideas,
perspectives and originality are used to shape meaning (BOS, 2012, p.134) students have a
brief lesson on the main elements of narrative, which is imperative for students to have
knowledge in identifying terms, then move to using these skills to annotate the except. The
discussion of the except allows students to not only identify, but understand and explain what
those identified features do in order for Dashners text to be a compelling beginning to a
narrative. This allows students to also put the theory they have leant into practice
Lesson two is based upon outcome 1: identify and explore the purposes and effects of
different text structures and language features of spoken texts, and use this knowledge to
create purposeful texts that inform, persuade and engage (BOS, 2012, p.134), as well as
outcome 4: evaluate how particular forms and features of language and structures of texts can
be adapted, synthesised and transformed for new and different purposes, audiences and
contexts (BOS, 2012, p. 140). The first outcome is achieved by students learning about
Atwells (1998) show not tell. This perspective of writing forces students to think about the
language they are using, and how that may influence or engage a reader. When students
consider this when writing, they begin exploring writing while creating purposeful texts. The
second outcome is achieved through students learning the different kinds of leads students
can use in order to begin writing a compelling beginning to a narrative, and how each lead
when used can give a different kind of meaning or feeling to writing
The final lesson plan focus on outcome1: explore and explain the combinations of
language and visual choices that authors make to present information, opinions and
perspectives in different texts as well as outcome 3: analyse and explain how text structures,
language features and visual features of texts and the context in which texts are experienced
may influence audience response (BOS, 2012, p. 138). The first outcome is achieved by
student learning about the language used in the exemplar, and then applying the knowledge
of their personal narrative writing. Students learn how the language is used and how they
themselves can create it. The second outcome is achieved as students create their own
narrative beginning by thinking concisely about the words they are using and how that may
influence the response of the reader.
References
Atwell, N. (1998). In the middle: Writing, reading, and learning with adolescents.
(1st ed.). 316 Hanover St., Portsmouth, NH 03801: Heinemann Educational Books.
Board of Studies, NSW (2012) NSW Syllabus for the Australian Curriculum: English

K-10 Syllabus: Vol 2: English Years 7-10. Available:

https://syllabus.bostes.nsw.edu.au/assets/englishk10/downloads/englishk10_full.pdf
Boas, E. and Gazis, S. (eds)(2016), The Artful English Teacher: Over 100 Practical
Strategies for the English Classroom, Adelaide: Australian Association for the Teaching of
English.
Dashner, J. (2009). The Maze Runner. Retrieved http://phs-trusd-
ca.schoolloop.com/file/1376458795212/1376109107651/2950334268317218313.pdf
Gannon, S., Howie, M. and Sawyer, W. (eds) (2010) Charged with Meaning Putney:
Phoenix Education.
Model Text: The Maze Runner by James Dashner.
Dashner, J. (2009). The Maze Runner. Retrieved http://phs-trusd-
ca.schoolloop.com/file/1376458795212/1376109107651/2950334268317218313.pdf

He began his new life standing up, surrounded by cold darkness and stale, dusty air.
Metal ground against metal; a lurching shudder shook the floor beneath him. He fell down at
the sudden movement and shuffled backward on his hands and feet, drops of sweat beading
on his forehead despite the cool air. His back struck a hard metal wall; he slid along it until
he hit the corner of the room. Sinking to the floor, he pulled his legs up tight against his body,
hoping his eyes would soon adjust to the darkness.
With another jolt, the room jerked upward like an old lift in a mine shaft. Commented [SB1]: Simile used to describe the motion of
the room
Harsh sounds of chains and pulleys, like the workings of an ancient steel factory, echoed
through the room, bouncing off the walls with a hollow, tinny whine. The lightless elevator Commented [SB2]: Simile used to describe the noise of the
chains
swayed back and forth as it ascended, turning the boys stomach sour with nausea; a smell
like burnt oil invaded his senses, making him feel worse. He wanted to cry, but no tears Commented [SB3]: Descriptive language shows the
character emotions and actions
came; he could only sit there, alone, waiting.
Commented [SB4]: Atwells types of leads: Character is
My name is Thomas, he thought. reacting. The narrative enters with a character in a dark
room not knowing where he is or what is happening and is
That that was the only thing he could remember about his life reacting as so. Draws the reader into the action straight
away.
He didnt understand how this could be possible. His mind functioned without flaw, trying to
calculate his surroundings and predicament. Knowledge flooded his thoughts, facts and
images, memories and details of the world and how it works. He pictured snow on trees,
running down a leaf-strewn road, eating a hamburger, the moon casting a pale glow on a
grassy meadow, swimming in a lake, a busy city square with hundreds of people bustling
about their business.
And yet he didnt know where he came from, or how hed gotten inside the dark lift, or who
his parents were. He didnt even know his last name. Images of people flashed across his
mind, but there was no recognition, their faces replaced with haunted smears of color. He
couldnt think of one person he knew, or recall a single conversation. Commented [SB5]: Character is reacting and thinking
about the previous actions that have taken place. These
The room continued its ascent, swaying; Thomas grew immune to the ceaseless rattling of the descriptions draw the reader in more are he cant
remember personal information.
chains that pulled him upward. A long time passed. Minutes stretched into hours, although it
was impossible to know for sure because every second seemed an eternity. No. He was
smarter than that. Trusting his instincts, he knew hed been moving for roughly half an hour.
Strangely enough, he felt his fear whisked away like a swarm of gnats caught in the wind,
Commented [SB6]: Simile used to describe the characters
replaced by an intense curiosity. He wanted to know where he was and what was happening. sudden change of emotions
With a groan and then a clonk, the rising room halted; the sudden change jolted Thomas from
his huddled position and threw him across the hard floor. As he scrambled to his feet, he felt
the room sway less and less until it finally stilled. Everything fell silent. Commented [SB7]: Again character is doing something as
the story creates a scene
A minute passed. Two. He looked in every direction but saw only darkness; he felt along the
walls again, searching for a way out. But there was nothing, only the cool metal. He groaned
in frustration; his echo amplified through the air, like the haunted moan of death. It faded, Commented [SB8]: Simile used to describe the sound of his
frustration
and silence returned. He screamed, called for help, pounded on the walls with his fists.
Nothing.
Thomas backed into the corner once again, folded his arms and shivered, and the fear
returned. He felt a worrying shudder in his chest, as if his heart wanted to escape, to flee his
body. Commented [SB9]: Character is reacting again, making the
readers invested into why hes in this box still
Someone ... help ... me! he screamed; each word ripped his throat raw.
Lesson 1
Class: Year 9 Stage: 5

Syllabus Outcomes
Outcome 1: responds to and composes increasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure

Students learn to:

Develop and apply contextual knowledge
analyse and explain the ways language forms and features, ideas, perspectives and
originality are used to shape meaning (BOS, 2012, p.134).

Objectives
Students will understand and know the key features of narrative writing and how to identify
it.
Students will be able to analyse an excerpt from James Dashners fiction novel The Maze
Runner with the key features of narrative writing.
These skills are essential as basic understanding is needed before work is done. It helps
students be more thoughtful of their writing. They learn this by identifying features of
narratives and trying to write a beginning themselves. Atwell highlights how students must
write in order to learn how to write.

Materials
Students work books
Excerpt from novel

Procedures
Time Organisation Teaching/ learning activities Purpose
5-10 mins of Students enter the Teacher is to mark the roll. Teacher is Teacher is fulfilling
lesson classroom. to inform students of the topic and attendance
Students bags are class activities they will undertake requirements. The
placed towards during the lesson and what they aim to information of lesson
the back of the achieve. activities gives
classroom, students a chance to
 ensuring no Teacher is to answer any questions gather their thoughts
tripping may students may have about the lesson. and understand the
happen. Students purpose of the lesson.
are to take their
workbooks out of
their bags and sit
in their seats.
10- 15 mins Students are at Teacher is to instruct students to write This gathers students
of lesson their desks ideas of what they think a compelling ideas of narrative
writing. narrative has, what ideas they think of writing and helps the
about narratives . teacher also know
what ideas kids have
to guide future
lessons.
15-30 mins Students are at Students and teachers are to discuss Gives students the
of lesson their desks with their answers. Teacher is to give a short tools for them to be
their books out lesson on the main features that make able to identify and
up a good narrative such as use the main features
descriptive language that of a narrative, as well
creates an image in a readers as why they are used
mind and what they create
intriguing introduction that when they are used
pulls a reader in correctly.
introduction of the main This also helps them
character that engages the understand why
audience certain things are

a complication or twist of written the way they

events that changes the course are. This is necessary

of the main character for students as without

a resolution for the basic knowledge

complication students may struggle

stories can and do include dialogue more when completing

between characters a narrative.

 the choosing of a tense; such as past
tense and present
these are to be discussed in detail to
students so that they can grab an idea
of what these features do and why they
do it.

30-40 mins Teacher is to Teacher will firstly read out the extract This allows students to
of lesson hand out to to students while students listen. begin testing their
students a blank Students will then be given 5 minutes knowledge and skills.
copy of the to read an annotate any language A small scaffold for
extract. Students features they noticed such as similes, them to build
are to glue this metaphors, descriptive language and so knowledge lesson by
into their books on. Teacher is then to discuss line by lesson. Also begins
line what language features are present their writing and
and open up discussion on why the though process. They
extract is a good beginning to a learn this through
narrative identify language
features and how the
author uses them to
engage the reader.
40-55 Students have Students are to begin planning their Allows students to
their workbooks narratives; such as story line, character create a clear structure
and the copy of and problems the character may face. of their story and
the extract They are to write ideas of how their begin thinking of how
stories may begin. Teacher is to go to to start it. This is
every students and assist them, as well essential as it stops
as making sure they are on task. students going on a
Students are to consider the annotated tangent or being
notes of the extract when gathering unclear about their
their thoughts direction.
55-60 mins Students are to Teacher is to recap the lesson on the The use of telling
of lesson ask questions on main features of narrative and tell students to prepare for
the lesson if there students to start writing all ideas down the next lesson while
is any. Pack away in the back of their books as a recapping previous
books when journal for the next lesson one can help students
instructed better connect lesson
and the contents of
them. It also helps
scaffold.
Lesson 2
Class: Year 9 Stage: 5

Syllabus Outcomes
Outcome 1: responds to and composes increasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure
Students learn to:
Respond to and compose texts
identify and explore the purposes and effects of different text structures and language
features of spoken texts, and use this knowledge to create purposeful texts that
inform, persuade and engage (BOS, 2012, p.134).

Outcome 4:
Students learn to: effectively transfers knowledge, skills and understanding of language
concepts into new and different contexts
Understand and apply knowledge of language forms and features
evaluate how particular forms and features of language and structures of texts can be
adapted, synthesised and transformed for new and different purposes, audiences and
contexts (BOS, 2012, p. 140)

Objectives
Students learn the various types of ways Atwell suggests narratives can lead with, which is
the most important part of engaging a reader. Students learn this by seeing in practice through
Dashners extract, as well as through the simple examples the teacher presents. They then
practice and use the new learnt skills. This is essential for a narrative writer as it helps them
identify why they used that type of beginning, as well as how they believe the reader will be
engaged.

Materials
Students workbook
Annotated extracts from previous lesson
Procedures
Time Organisation Teaching/ learning activities Purpose
5-10 mins Students Teacher is to mark the roll. Teacher is to Teacher is fulfilling
of lesson enter the instruct students of the activities that are attendance requirements.
classroom. going to complete during the lesson, and The information of lesson
Students what the lesson aims to achieve. Teacher is activities gives students a
bags are to give students a recap of previous lesson chance to gather their
placed and answer any questions students may thoughts and understand
towards the have the purpose of the lesson.
back of the The recap of the previous
classroom, lesson allows students to
ensuring no remember what they
tripping may achieved last lesson and
happen. understand where they are
Students are going next.
to take their
workbooks
out of their
bags and sit
in their seats
10-25 Students are Teacher is to write up on the board main Allows students to focus
mins of to copy the narrative components when writing a on one aspect of narrative
lesson notes on the narrative introduction such as writing. Teaches them how
board engagement from the get go: throw to construct a good lead
the reader into a situation with no such as Atwell (1998)
explanation suggests.
use descriptive words to introduce
the scene
mention the main character but
dont go in depth
include a rundown of what Atwell (1998)
presents as a good leads or beginning of
narratives i.e.
 Typical info of what is happening
Action: character does something
Character says something
Character reacts
as well as create a small 3 sentence
introduction with the class of a narrative
with the 4 different leads for them to get
an idea.
25-35 Students Students and teacher are to go through the Allows to see a written
mins of have their annotated extract and evaluate what lead narrative using one of the
lesson extract from The Maze Runner has. Teacher is to show leads, while having the
previous and demonstrate why that lead was chosen four small previous
lesson and discuss the effect it has for the examples
narrative piece
35-40 Students are Students are to choose a type of narrative Challenges students to be
mins of to work in lead and use the information they gathered creative, while engaging in
lesson their work to begin writing their narrative the beginning a narrative
books taking introduction, or compelling narrative process, allows them to
ideas from beginning. gather their thoughts and
their notes plan
40-55 Students are Students are to begin writing their Allows students to start
mins of writing in narratives. Teacher is to encourage exploring their skills, and
lesson their students to write concisely, and refer to the creative process. Theyre
workbooks extract if unsure. able to start putting their
Teacher is to walk around the room talking thoughts to paper
to each student about their direction and
chosen lead, ensuring they are on task.
Teacher is to remind students that its a
draft and therefore perfection is not
expected.
55-60 Students Teacher is to summarise class. Allows students to be
mins of have their Students are to ensure they have a start to a organized and confident in
lesson workbooks narrative begun their work. the building of
Teacher answers any questions they may this can highlight their
have improvement
Lesson 3
Class: Year 9 Stage: 5

Syllabus Outcomes
Outcome 1: responds to and composes increasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure
Students learn to:
Respond to and compose texts
explore and explain the combinations of language and visual choices that authors
make to present information, opinions and perspectives in different texts.

Outcome 3: selects and uses language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts, describing and explaining their effects on
meaning
Students learn to:
Engage personally with texts
analyse and explain how text structures, language features and visual features of texts
and the context in which texts are experienced may influence audience response
(BOS, 2012, p. 138)

Objectives
Students will be able to begin writing a narrative beginning using persuasive words and
perspectives to engage the reader.
The previous lesson built upon narrative contents and beginning structure. This lesson
provides the skills for students to use engaging language in the beginning of their narratives
to make it compelling. Using the extract as an example for students to identify, as well as
Atwells show not tell, students can edit or recreate their work using the language and skill
they have gained to continue constructing their work (BOS, 2012, p.134).

Materials
Students workbook
Annotated extracts from previous lesson
Draft of previous attempt of writing a compelling beginning to a narrative
Procedures
Time Organisation Teaching/ learning activities Purpose
5-10 mins Students Teacher is to mark the roll. Teacher is to Teacher is fulfilling
of lesson enter the instruct students of the activities that are attendance requirements.
classroom. going to complete during the lesson, and The information of lesson
Students what the lesson aims to achieve. Teacher is activities gives students a
bags are to give students a recap of previous lesson chance to gather their
placed and answer any questions students may thoughts and understand
towards the have the purpose of the lesson.
back of the The recap of the previous
classroom, lesson allows students to
ensuring no remember what they
tripping may achieved last lesson and
happen. understand where they are
Students are going next.
to take their
workbooks
out of their
bags and sit
in their
seats.
10-25 Students are Teacher is to go through the extract and Allows students to gain
mins of to copy the discuss the language used in the beginning further understanding of
lesson notes on the of the narrative. Highlight the features of the narrative creation
board language that are used that make the process and gains more
beginning of the narrative so compelling skills to implement in their
as well as what the language accomplishes. own narratives. Students
A focus on Atwells idea of show not learn this by seeing it in a
tell such as Dashner does a lot on in the written extract and then
beginning. identifying it.
25-35 Students are Students are to do a quick match the Students have a refresher
mins of given term activity. This is a refresher for year for terms and what they
lesson 9 students and include terms such as simile are so they may have more
 activity and onomatopoeia which are visible in the tools to use when creating
packs extract a compelling beginning to
a narrative i.e. using
similes to describe a
feeling such as the extract
does.
35-55 Students Students are given the choice of other Allows students to correct
mins of have their writing a new narrative beginning or edit or recreate narratives using
lesson workbooks their old work. They can change their lead, further knowledge. It also
with but must also consider the use of language allows students to use
previous when writing. more precise and engaging
draft, ideas Teacher is to remind students that the language.
from journal reader must be able to see it, feel it and
and extract imagine it.
as guide
55-60 Students Teacher is to summarise class. Allows students to be
mins of have their Students are to ensure they have a start to a organized and confident in
lesson workbooks narrative begun their work. the building of
Teacher answers any questions they may this can highlight their
have improvement