This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.

Introduction

These lessons are designed to build on the learning from the previous sequence. Students draw on their understanding of perspective as they expand their planning notes to compose their own short piece of historical fiction. They apply their knowledge of the context of their chosen poem and understanding of language features as they draft, refine and edit their composition. This sequence concludes with students being supported to write a reflection statement on their piece.  

As a reminder, the four poems students have studied are:  

• ‘The Charge of the Light Brigade’ by Alfred, Lord Tennyson 

• ‘Dulce et Decorum Est’ by Wilfred Owen 

• ‘Casabianca’ by Felicia Dorothea Hemans 

• ‘The Black Rat’ by Iris Clayton

During these lessons, students will: 

• draft their piece of historical fiction​ 

• annotate their draft​ 

• edit their draft​ 

• write a refined copy of their piece​ 

• reflect on their learning. 

These lessons address the following outcomes:  

A student:  

• EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

  • S505RC1: respond to and compose a range of sustained imaginative, informative and persuasive texts which are increasingly demanding in terms of ideas, arguments and linguistic, structural, cognitive, emotional and moral complexity 

  • S505RC6: understand and explain the ways in which composers transform ideas and experience into and within texts, including consideration of their insight, imaginative powers and ingenuity  

  • S506RC1: create imaginative texts that make relevant thematic and intertextual connections with other texts. 

• EN5-6C: investigates the relationships between and among texts 

  •  S506UA5: investigate and describe the recurring features of particular genres, eg westerns or science fiction, focusing on their storylines, iconography, value systems and techniques  

  • S506UA8: compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas. 

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 5 English – Stage 5. 

Lesson four – Drafting your response

Students experiment with writing within the historical fiction genre. They work toward completing a draft of their historical fiction piece. They refer to the plan made in lesson 3 to guide their writing and are reminded to revisit the sample explored in the previous sequence for further support. 

Learning intentions

Students will:

• draft their piece of historical fiction.