Writing Narrative

EN2-7B Identify and analyse the purpose and audience of imaginative, informative and persuasive texts

EN2-8B Identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images

EN2-10C Share responses to a range of texts and identify features which increase reader enjoyment

EN2-10C Justify interpretations of a text, including responses to characters, information and ideas

EN2-10C Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques eg character development and plot tension

EN2-9B Understand that choice of vocabulary impacts on the effectiveness of texts (Grammar)

EN2-9B Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research

EN2-7B Understand how a range of language features can shape readers’ and viewers’ understanding of subject matter

Lesson 1 (week 1)

Did you know you can think much faster than you can write?

BUT writing is such a necessary skill so we can COMMUNICATE effectively with other people.

We usually write for these three purposes (you may have learnt about this in Year 2):

This is what each of the letters P I E stand for...

Entertaining stories can also be called Narratives.

Your teacher will introduce your writing books and you will glue a cover page into it.

Glue the following graphic organiser about PIE into your writing books and write down what each letter represents from the "Author's Purpose" chart.

Piece of Pie for students to fill out.docx

Selfie recount

Draw a selfie snapshot of yourself doing something on the holidays.

Then spend 10 minutes describing your senses about this situation in your writing books.

Can another person work out where you are?

Lesson 2-4

Learning content: Identify audience and purpose of imaginative, informative and persuasive texts

Discuss Alphabet books - why do people write them or read them? Your teachers will show you some different kinds of alphabet books.

Read through these books, including A - My Name is Alice. Notice what makes these alphabet books different from other alphabet books you have read.

Working in groups of 3, you will choose to create your own alphabet book, following one of the styles of alphabet book you have explored. Your group is to produce their own book.

Lesson 5 (week 2)

We can read and write in different ways. Your teacher will read to you the book "Tuesday" by David Wiesner in the following way:

Preview the cover - what do you predict the book is about?
Turn and talk with a neighbour - what do they think?
Read the book. Below are some online books if you need to listen on your own.

An animated version of "Tuesday"

Your teacher may ask you some of the following questions and get you to do some of the activities from the discussion questions:

David Wiesner is both author and illustrator and he uses very few words. Is it possible to tell or write a story without words?

Wiesner invites you -the reader- to be a problem solver, using clues from pictures and your own imagination to create the story.

THINK and DISCUSS - How could YOU write the story in words?

Extra activities:

You may look at the Jeannie Baker books "Window" and "Belonging" for further examples of wordless stories.

Lesson 6

Read the book "Owl Babies" by Martin Waddell (turn off sound)

Or watch the animated story here

Discuss: What made this narrative so interesting and entertaining?

ALL writers must PLAN FOR SUCCESS when they begin writing. In other words, they know what the story will be about before they write.

Have a look at how the narrative story "Owl Babies" has been planned on what is called a graphic organiser. A graphic organiser helps you to organise your information and ideas.

Read through this graphic organiser. Can you think of what each part of the graphic organiser means?

Discuss these pictures and words:

Sizzling Start

Start right in the action - what are the characters doing? Authors need to get people excited about the story straight away.

Backfill

Background information about the characters - Who, What, Where

Pebble

Stories usually have problems to solve! Start with the smallest.

Rock

What is the next sized problem?

Boulder

The biggest problem of all! This is the part that makes you scared or excited so you HAVE to know what happens next!

Exciting Ending

The "hooray" bit!

Character Wrap-up

What are the characters doing now that the problem has been solved? What emotions do they show?

Give class a variety of narratives in groups (Bible stories - one of the stories in The Wilderness Unit-, fairy tales and other narratives that are part of the shared, guided or individual reading program, or class library). Get students to identify the sizzling start, backfill (who - as well as character traits, what, where), pebble, rock, boulder, exciting ending and wrap-up and as well as interesting vocabulary.

Lesson 7

Add into Term 4 in 2024 this snowball idea:

Do a quick 5 finger retell of the story of The Three Little Pigs.

Get into groups of 3. Your teacher will give you a set of cards about the story of the Three Little Pigs as well as a graphic organiser.

In your groups see if you can place the cards in the correct planning sequence on the graphic organiser. Look for clue words such as "begins" and "The first".

Below is the correct sequence - check it out against what your group came up with!

Lesson 8

Re-read the book 'Tuesday' by David Wiesner.

Here is a graphic organiser you can use to help you plan narrative story writing. In groups of 3 or 4 write out how the narrative story "Tuesday" was planned.

Think of some of these ideas to help you:

Where is the story taking place? Is it real or imaginary? What makes you think that?
Who are the characters in the story? How do their facial expressions help us understand how the characters are feeling?
How quickly does it start with the action?
Plot how Wiesner moves the story along keeping you wanting to know more.

Narrative MODIFIED graphic organisers - simple and regular.docx

You may decide to choose one of these graphic organisers

In the first graphic organiser, notice how the Sizzling Start and Backfill are together as well as the Exciting Ending and Character Wrap up.

Click the right arrow to see how your plan compared with this plan...

Lesson 9

In groups of 5, come up with your own plan to write on a graphic organiser together about next Tuesday when the pigs fly!

Work on the plan together - use dot points
One person will write out one paragraph each on separate writing paper from the plan:
1. Sizzling Start and Backfill
2. Pebble problem
3. Rock problem
4. Boulder problem
5. Exciting Ending and Character wrap-up
Make sure each paragraph flows on from the one before it!
Read the stories out with your group to the class

Narrative MODIFIED graphic organisers - simple and regular.docx

Choose your preferred graphic organiser!

Use these pages to review the sequence of the story:

Integrate with the Encounter Bible units. Gifts from God - what in God’s creation can fly? Could God have made anything fly? What gift has God given you to make you feel you can fly?

Provide an alternative narrative planning scaffold for those who want to add extra information"

Lesson 9 + 10

Dialogue

Act out the online play of "The Three Little Pigs"

When characters speak in writing, the "speaking" does 3 things:

it moves the idea (or plot) of the story along
it shows who characters are
it makes the story more interesting and alive (dynamic)

In writing, when characters speak, it is called Dialogue.

Dialogue in stories is usually used with speech marks that look like this: "hello".

The following Powerpoint will help you to practise how dialogue can be used to bring dynamic interest and excitement to writing:

Dialogue can help your voice come alive!

Speech Bubbles

You will be given a double-page spread from the book 'Tuesday'. Instead of writing dialogue with speech marks, you will be creating some dialogue with speech bubbles - just like they do in cartoons, comics or graphic novels.

Do the following:

Share your picture with a partner and discuss what is going on - what do you notice?
On your own, look at the facial expressions shown and imagine what the frogs or other characters are thinking or saying to one another.
Create speech bubbles coming out of the characters' mouths - remember you are wanting to show what the characters are thinking and move the plot along!

TUESDAY pictures for speech bubbles.pdf

Extension 1:

Creating Characters

In pairs, one person will draw a picture of a hero and the other person will draw a picture of a villain.

Write dialogue speech bubbles for each character that shows something about their superpower.

Share what you did with the class

Extension 2:

Look at a range of comic or graphic novels from the library. Look at how they use speech bubbles to show dialogue between characters.

Lesson 11

Think about the Read-Aloud of Flat Stanley from our reading lesson.

Finish reading the rest of the Flat Stanley chapters.

Discuss what makes a narrative fiction story different from non-fiction texts.
Discuss whether the dialogue in these chapters helped to show the characters and move the story along.
Discuss the planning features of a chapter from the Flat Stanley narrative. What was the:

sizzling start,
backfill (who, what, where),
pebble,
rock,
boulder,
exciting ending,
wrap-up

Generating Ideas:

Imagine if you were going to write your own Flat Stanley chapter. Let's think of ideas to help.

Find 6 sheets of large paper around the room labelled as-

Things that are flat
Hero/heroine
Villain
Setting (where)
Other characters
Problem

Go around the room and write one thing on each piece of large paper, to generate writing Flat Stanley ideas.

Here are some ideas for the title of "Flat Stanley the Kite"

Things that are Flat: Flat Stanely becomes a kite (which is flat)
Hero: Stanley (wants to help Arthur)
Villain: Arthur (jealous of/forgets about Stanley)
Setting: Park
Characters: Flat Stanley, Mr Lambchop, Arthur and Arthur's friends
Problem: Flat Stanley becomes a kite and gets stuck in a tree

Now come up with your own ideas!

We do: as a class discuss all of the ideas generated on the butchers' paper.

You do: on your own write out ideas for your own Flat Stanley story on this organiser.

Flat Stanley Ideas.docx

Extension:

Practise coming up with 10 extra ideas for an alternate story to "flying pigs" from the end of Tuesday!

Lesson 12 (not completed in 2023)

Here is a sample of how the "kite" ideas were turned into a plan for Flat Stanley the Kite:

NOW it is your turn to write a plan and draft!

Choose which Story Graph to use and begin to put your ideas about your own Flat Stanley story onto your planning sheet.

You have 10 minutes to write your plan - just use dot points!

You may decide to choose one of these graphic organisers

In the first graphic organiser, notice how the Sizzling Start and Backfill are together as well as the Exciting Ending and Character Wrap up.

Narrative MODIFIED graphic organisers - simple and regular.docx

2. When you have finished planning, turn your ideas into sentences in your writing books as a draft.

There should be at least 5 paragraphs written for each section of your plan with a space left between the paragraphs.

You have 20 minutes to write your draft. Your teacher will make sure you are leaving a space between your paragraphs.

We will return to this draft in Week 8!

Lesson 13 - Week 5 work on Persuasive writing techniques.

Complete writing your Flat Stanley narrative draft for 10 minutes

2. Remember how Joshua and Caleb tried to persuade the Israelites that God would look after them in the Promised Land? Unfortunately, the Israelites believed the opinions of the other 10 spies - about the giants and walled cities - and ended up spending the next 40 years in the wilderness!

We are now going to think about how persuasion works...

3. Watch three advertisements. For each advertisement ask:

What is this ad selling?
Which kind of audience would take notice of this ad?
What is it using to persuade you to buy or believe it?

4. FACTS or OPINIONS? What are they?

Advertisers have the opinion that their product is the best!

But they use factual evidence and other ways to persuade you that they are correct:

DHL with cat & bird: humour
Toyota: expert

Qantas : emotions

*Advertisers spend a lot of time and money planning advertisements to persuade people to buy their product.

*These advertisements are persuasive - trying to persuade people to believe their opinion

5. Humour, expert knowledge and emotions are used to persuade people that their own opinion is the best.

Watch the video to revise what an opinion is and how it is different from facts.

6. We can persuade with our writing as well. Watch the following clip:

7. Have a look at the page of opinions and play the argument (reason) game.

HOW TO PLAY:

Close your eyes and point to a square. Read what the square says and give 3 reasons to explain why you agree or disagree.

Play with someone else. Can you persuade them to agree with you?

Lesson 14 - Week 5 work on Persuasive writing techniques.

Watch these two videos about Persuasive writing:

2. Lesson

Your teacher will talk you through the Powerpoint “Plan for Success” for Persuasive writing to introduce and practise how to formulate your own persuasive writing:

3. Books are better than TV

Altogether as a class together come up with ideas and the teacher will write the following on the Persuasive Writing graphic organiser on the screen

strong reason
lower impact reason
strongest reason

4.NOW come up with an explanation for each of your reasons.

For example if you said the reason that books are better is because:

"You can read them anywhere",

then your explanation would be:

"You can take them camping as they don't need electricity,

or in the car as they are small,

or in the park, so you can enjoy the fresh air while you read"

5. When you have finished planning together, then in groups of 5 come up with your own 3 reasons and explanations to write on an A3 size planning sheet.

6. After that write your opinion in the Sizzling Start and see if you can make it a question.

For example, if your opinion is "TV is better than books", you could write:

"Do you enjoy sharing stories with people? Then watch TV so you can enjoy stories together. Read on to find out why TV is better than books."

Persuasive graphic organiser final.docx

7. Finally, come up with an Exciting Ending that links back to the Sizzling Start.

For example:

"So enjoy watching TV with your family and remember that TV is better than books!"

Lesson 15 - Week 5 work on Persuasive writing techniques.

In groups of 5 come up with your own 3 reasons and explanations to write on an A3 size planning sheet.

After that write your opinion in the Sizzling Start and see if you can make it a question.

For example, if your opinion is "TV is better than books", you could write:

"Do you enjoy sharing stories with people? Then watch TV so you can enjoy stories together. Read on to find out why TV is better than books."

Persuasive graphic organiser final.docx

Finally, come up with an Exciting Ending that links back to the Sizzling Start.

For example:

"So enjoy watching TV with your family and remember that TV is better than books!"

Each person in your group will write one paragraph from your plan to sequence your writing together.

Lesson 16 - 18 (Week 6) In Week 6 practise Naplan stimuli writing samples (both narrative and persuasive) in readiness for Naplan in Week 7.

REVISION FOR NAPLAN:

Your teacher will review the structure of a narrative and persuasive piece of writing.
You will be shown past NAPLAN samples of narrative and persuasive questions.
You will be given time to plan and write either a narrative or persuasive piece of writing over the next 3 writing lessons to be ready for NAPLAN.
You will NOT be given a planning sheet but will write your plan on a blank piece of paper and do your writing on another sheet of lined paper.

Discuss and practise with the following stimulus questions:

After NAPLAN, continue with the following program:

Lesson 14 reminder of sizzling starts

LESSON:

Now that you have planned your writing, it's time to work on your Sizzling Start!

The start of your writing needs to SIZZLE to make your reader read on!

Writers use hooks to try to lure readers to read on.

The two main hooks to use to make your story starts sizzle are with:

ACTION
MOMENT OF CHANGE (something unexpected).

Other sizzling hooks include:

The backfill (who, what and where)
Dialogue (characters speaking)
A question or exclamation
Humour

Look at these examples from real books:

Your teacher will hand out a box of narrative books from the Year 3 library.
With a partner read the opening paragraph or lines of each book as you share them around.
Tick what hook was used to begin each story on the Sizzling Starts - Hook Hunt sheet. Some starts may use more than one hook.
Altogether as a class vote on what made a good opening (made you want to read more) and say why.

Lesson 15

The Microlab protocol helps students learn to listen to each other and think deeply about their choices.

Discuss

EB White, the author of the book "Charlotte's Web" wrote eight different drafts of Charlotte's Web!

He had great difficulty getting the beginning right because he knew he had to instantly excite the reader.

Here are two drafts that he wrote for the beginning of the book. After reading them, decide which is the one that sounds more exciting to engage you as a reader, so you want to read more:

Draft 1:

The barn was very large.

It was very old. It smelled of hay and it smelled of manure.

It smelled of the perspiration of tired horses and the wonderful sweet breath of patient cows.

It often had a sort of peaceful smell - as though nothing bad could ever happen again in the world.

Draft 2:

"Where's Papa going with that ax"? said Fern to her mother as they were setting the table for breakfast.

"Out to the hog house," said Mrs. Arable. "Some pigs were born last night."

"I don't see why he needs an ax," continued Fern, who was only eight.

"Well," said her mother, "One of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it."

"Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the others?"

What do you:

Notice, Think, Wonder?

Using the Microlab protocol, get into groups of 3 and decide which is the better opening? Only give 30 seconds for discussion (instead of 1-2 minutes).

Draft 1 was what EB White originally wanted to use but he didn't think it was exciting enough to capture the reader's attention, so he used that opening for Chapter 3 instead.

Draft 2 is the one he ended up using.

Discuss with your class why draft 2 is an exciting and engaging way to start the story - what makes it sizzle?

Think of these features of draft 2:

Begins change in the form of a question - our brains want to read on to find the answer!
Begins with dialogue - we love to "hear" what other people are saying!
Begins with a ticking clock action - if Fern does not get out to the barn within minutes a little piglet will die! We have to read on to see if Fern can save the piglet.

On your Flat Stanley planning sheet, write down what type of Sizzling Start you would like to use:

Action

Moment of Change

Dialogue

Lesson 16

Write 3 different Sizzling Starts to your Flat Stanley story.

Choose your best and then share it with another person to see if they agree!

Lesson 17 - reminder of exciting endings

BEGIN at THE END! You want an ending that excites the reader so when you are planning, think of the end.

This story will inspire you.

Read the story "Arabella" from the Teachers' library...

WERE YOU SURPRISED? How did the illustrations help to make the ending surprising?

The ending may come as a surprise to the reader, but the clues are always there! Look back over the pages to find the clues.

When we write, we start Exciting Endings at the beginning as the ending must have the greatest impact that leaves a lasting impression on readers.

So after organising the plan, begin at the end to have a good resolution to work towards.

Exciting Endings must:

Solve the problem
Show what the character has learnt or how they have changed or how they feel
Leave the reader satisfied

With a partner, look at the ending of a book from the Year 3 library.

Can you find the exciting part?

Can you find where it says how the character feels? Share with the class.

Think about your own Flat Stanley story.

On the graphic organiser, write what the main idea of your own story is about.

Then write what exciting scene you would like at the end after the problems have grown.

Finally, write down how your character feels after the exciting ending.

Graphic Organiser

Here is a sample of how the planning was done for "Flat Stanley the Kite"

Lesson 18

Complete the graphic organiser about your own Flat Stanley story.

Think about your own Flat Stanley story.

On the graphic organiser, write what the main idea of your own story is about.

Then write what exciting scene you would like at the end after the problems have grown.

Finally, write down how your character feels after the exciting ending.

Graphic Organiser

Here is a sample of how the planning was done for "Flat Stanley the Kite"

Now you can...

Write 2 different Exciting Endings to your Flat Stanley story:

a happy ending
a sad or unexpected ending

Choose your best and then share it with another person to see if they agree!

Lessons 19

Writing a whole draft together

Get into groups of 5
In your groups, choose a Flat Stanley idea, problem and characters - different to your own (look at the ideas you wrote on your butcher's paper around the room)!
Choose who will write the:

Sizzling Start
Pebble paragraph
Rock paragraph
Boulder paragraph
Exciting Ending/Character Wrap-up

You will be given 5 minutes to plan your narrative on a narrative graphic planner sheet
Then 10 minutes to write your own paragraph
At the end read through your writing together to see if it flows and makes sense - it could be a lot of fun!

Simplified and Regular Graphic Planning Sheets

Narrative MODIFIED graphic organisers - simple and regular.docx

Lesson 20

Write out the draft of the pebble, rock and boulder problems for your own Flat Stanley Stories - don't forget to add the Sizzling Start that you liked the most as well as the Exciting Ending!

Lesson 21

Remember how the book "Arabella" showed snippets of information about Matthew through the illustrations?

We are going to see if we can show snippets of information about our characters and their problem to make our Flat Stanley narratives come ALIVE!

Look at these pictures. What do they show?

The pictures above show you what is going on.

As a writer, you also have to show what is going on but with words, not pictures, so the reader can visualise the story.

You need to EXPAND your ideas into showing sentences so your writing is exciting to read.

Practise showing: Anger, joy, fear and sadness

Now watch the video Show, Don't Tell

Read the following sentences and work out whether they SHOW or TELL in each instance:

Suzy was very tired; it had been a busy day and she really needed a rest.
The hot melted cheese oozed between his teeth as he bit into the freshly baked pizza.
The sleek, black cat stared at me with its bright yellow eyes.
I was very nervous on my first day of school, I really didn't want to go.

In pairs, rewrite the sentences that tell rather than show.

Finish writing your drafts or see if you can improve your Flat Stanley stories.

See if you can show what is happening and improve some of your words with this "Other Ways to Say" sheet.

Lesson 22

Action Activity for Show, Don't Tell

Write random nouns on paddle pop sticks.
Ask students to pick one stick each and read the word written on it.
Get students to form groups of four and then take it in turns to describe the thing on the paddle pop stick without naming it.
Can the other students guess what they are describing?

Keep working on your Flat Stanley stories. See if you can show what is happening and improve some of your words with this "Other Ways to Say" sheet.

For those wanting extra help:

Use the "Show, Don't Tell" sheet to help improve your 3 problem paragraphs by using senses to help make the reader feel they are really there.

Narrative show don't tell.docx

Lesson 23+

Here is a Flat Stanley narrative some students created in Year 3, but there are some mistakes!

Revise and edit it together to see how you can revise and edit your own draft writing.

Now work on finishing your drafts, then revising and editing them!

The Flat Stanley Narratives are Term 1's writing assessment

For teachers to work through with students:

Show editing and revising sheets. Revise how to edit and revise work - you could do a sample on now of the simple co-constructed Flat Stanley stories made by the groups in Week 7, using a green or blue pencil.

Hand out laminated editing and revising plus proofreading sheets for own writing folders. State that when revising and editing ALWAYS reread your work. You do not have to publish all your work, but you will select your best piece to improve, revise and edit before publishing.

The teacher will not help you to spell while you are writing. You must think about the sounds in the words according to what we learn in spelling. Any unknown word during the revision phase you can write in your have-a-go books and then check the words with the teacher.

Place a poster on the wall that states "What to do when you have finished":

Read your work aloud (to a friend or iPad)
Check your work using the Revising and Editing checklist and Proofreading Code.
Sign up for a conference to check proofreading with the teacher.
While you are waiting to be called to the teacher conference, begin a new piece of writing. This new piece might be even better!

Review proof-reading editing symbols. Edit/proofread for spelling, punctuation, strong vocabulary. Self-assess/peer edit.

Extra:

If you finish publishing your writing, have a look at this topic "Found". Write your own narrative.

Make sure you have at least 5 paragraphs:

Sizzling Start and back fill
Pebble problem
Rock problem
Boulder problem
Exciting Ending and character wrap-up

Use either one of the planning sheets:

Narrative MODIFIED graphic organisers - simple and regular.docx

Writing Narrative

Lesson 1 (week 1)

Entertaining stories can also be called Narratives.

Selfie recount

Draw a selfie snapshot of yourself doing something on the holidays.

Then spend 10 minutes describing your senses about this situation in your writing books.

Can another person work out where you are?

Lesson 2-4

Learning content: Identify audience and purpose of imaginative, informative and persuasive texts

Lesson 5 (week 2)

We can read and write in different ways. Your teacher will read to you the book "Tuesday" by David Wiesner in the following way:

Your teacher may ask you some of the following questions and get you to do some of the activities from the discussion questions:

Extra activities:

You may look at the Jeannie Baker books "Window" and "Belonging" for further examples of wordless stories.

Lesson 6

Discuss: What made this narrative so interesting and entertaining?

Read through this graphic organiser. Can you think of what each part of the graphic organiser means?

Sizzling Start

Backfill

Pebble

Rock

Boulder

Exciting Ending

Character Wrap-up

Lesson 7

Get into groups of 3. Your teacher will give you a set of cards about the story of the Three Little Pigs as well as a graphic organiser.

In your groups see if you can place the cards in the correct planning sequence on the graphic organiser. Look for clue words such as "begins" and "The first".

Below is the correct sequence - check it out against what your group came up with!

Lesson 8

Re-read the book 'Tuesday' by David Wiesner.

Here is a graphic organiser you can use to help you plan narrative story writing. In groups of 3 or 4 write out how the narrative story "Tuesday" was planned.

You may decide to choose one of these graphic organisers

Lesson 9

In groups of 5, come up with your own plan to write on a graphic organiser together about next Tuesday when the pigs fly!

Choose your preferred graphic organiser!

Use these pages to review the sequence of the story:

Provide an alternative narrative planning scaffold for those who want to add extra information"

Lesson 9 + 10

Dialogue

Speech Bubbles

Extension 1:

Creating Characters

Extension 2:

Look at a range of comic or graphic novels from the library. Look at how they use speech bubbles to show dialogue between characters.

Lesson 11

Think about the Read-Aloud of Flat Stanley from our reading lesson.

Generating Ideas:

Now come up with your own ideas!

Lesson 12 (not completed in 2023)

NOW it is your turn to write a plan and draft!

Choose which Story Graph to use and begin to put your ideas about your own Flat Stanley story onto your planning sheet.

You may decide to choose one of these graphic organisers

2. When you have finished planning, turn your ideas into sentences in your writing books as a draft.

Lesson 13 - Week 5 work on Persuasive writing techniques.

Complete writing your Flat Stanley narrative draft for 10 minutes

We are now going to think about how persuasion works...

3. Watch three advertisements. For each advertisement ask:

4. FACTS or OPINIONS? What are they?

Advertisers have the opinion that their product is the best!

But they use factual evidence and other ways to persuade you that they are correct:

5. Humour, expert knowledge and emotions are used to persuade people that their own opinion is the best.

6. We can persuade with our writing as well. Watch the following clip:

7. Have a look at the page of opinions and play the argument (reason) game.

Lesson 14 - Week 5 work on Persuasive writing techniques.

Watch these two videos about Persuasive writing:

2. Lesson

3. Books are better than TV

4.NOW come up with an explanation for each of your reasons.

5. When you have finished planning together, then in groups of 5 come up with your own 3 reasons and explanations to write on an A3 size planning sheet.

6. After that write your opinion in the Sizzling Start and see if you can make it a question.

7. Finally, come up with an Exciting Ending that links back to the Sizzling Start.

Lesson 15 - Week 5 work on Persuasive writing techniques.

In groups of 5 come up with your own 3 reasons and explanations to write on an A3 size planning sheet.

After that write your opinion in the Sizzling Start and see if you can make it a question.

Finally, come up with an Exciting Ending that links back to the Sizzling Start.

Each person in your group will write one paragraph from your plan to sequence your writing together.

Lesson 16 - 18 (Week 6) In Week 6 practise Naplan stimuli writing samples (both narrative and persuasive) in readiness for Naplan in Week 7.

REVISION FOR NAPLAN:

After NAPLAN, continue with the following program:

Lesson 14 reminder of sizzling starts