Overview

These are the last three lessons in the ‘Short story’ sequence of learning. To finish this sequence, students will step into the shoes of a short story writer and create their own short piece of fiction. Students will use the form and features of ‘Paper Elephants’ and ‘Abuela’s Mark’ as a guide. 

In this sequence there is significantly more content than what would be required for three lessons. This has been provided in order to support differentiation in the Stage 4 classroom. It is highly recommended students are assigned or provided the resources and activities reflective of their areas of need. The learning sequence can be extended over three-six lessons depending on the tasks allocated for completion. When assigning tasks keep in mind the need to allocate students sufficient time to engage with each task and complete it to the best of their ability. 

Students will be supported to take time to plan, draft, edit and refine their piece of writing over the next three lessons. This will give them the opportunity to produce a refined and edited piece of writing.   

By engaging in this sequence of learning, students will come to understand the following:

• engage with the planning stage of the writing process by gathering ideas for a short story 

• apply knowledge of characterisation to develop characters (protagonist and antagonist) 

• apply their understanding of how to ‘explode a moment’ and begin drafting a short story 

• engage in the planning stage of the writing process by experimenting with various language forms and features 

• apply their understanding of setting, characterisation and plot to the planning of the contents of the short story. 

• plan, draft and edit the short story 

• draw on the skills and knowledge developed over this sequence of learning to compose and refine a well-crafted short story 

• self-reflect on the composition of the short story and the learning process. 

These lessons address the following outcomes – a student:

• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure 

• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts 

• EN4-5C  thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts   

• EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning  

In this lesson students will be supported to ‘explode a moment’. Students should have their learning resources from lessons 1-9 on hand. This will enable students to build upon their initial planning and drafting rather than starting from scratch. 

During this lesson, students will: 

• engage with the planning stage of the writing process by gathering ideas for their short story 

• apply their knowledge of characterisation to develop characters (protagonist and antagonist) 

• apply their understanding of how to ‘explode a moment’ and begin drafting a short story. 

Outcome and content points relevant to this lesson – a student: 

• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

• S4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts   

  • S401EP04 experiment with language forms and features to compose texts for pleasure and enjoyment  

  • S401UA05 use increasingly sophisticated verbal, aural, visual and/or written techniques, eg imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure 

  • S401RC01 respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for understanding, interpretation, critical analysis, imaginative expression and pleasure 

  • S405RC9 compose texts using alternative, creative and imaginative ways of expressing ideas, recognising, valuing and celebrating originality and inventiveness 

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4. 

This lesson builds on students’ planning from the previous lesson. They will continue working towards the completion of their imaginative writing task by planning the event to be explored in the short story. They will begin to bring together their setting, character and plot as they plan out the structure of their response. This is to prepare students for the next and final lesson in this sequence, which revolves around students writing their short story and collecting feedback. 

During this lesson, students will: 

• engage in the planning stage of the writing process by experimenting with various language forms and features 

• apply their understanding of setting, characterisation and plot to the planning of the contents of their short story. 

Outcome and content points relevant to this lesson – a student: 

• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure 

• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts 

• S4O1EP04 experiment with language forms and features to compose texts for pleasure and enjoyment 

• S401UA05 use increasingly sophisticated verbal, aural, visual and/or written techniques, eg imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure 

• S401RC05 recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) 

• S403UA14 interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) 

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4.  

Students will draw on their previous planning around setting, character and event (plot) and draft, edit and refine their short story. If possible, students should be supported to engage with teacher and peer feedback. 

During this lesson, students will: 

• plan, draft and edit the short story 

• draw on the skills and knowledge developed over this sequence of learning to compose and refine a well-crafted short story 

• self-reflect on the composition of the short story and the learning process. 

Outcome and content points relevant to this lesson – a student: 

• EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure 

• EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts 

• EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning 

  1. S4O1EP03 explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate information, ideas, feelings and viewpoints 

  2. S401UA05 use increasingly sophisticated verbal, aural, visual and/or written techniques, eg. imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure 

  3. S403DA7 recognise and use appropriate metalanguage in discussing a range of language forms, features and structures 

  4. S409RC8 reflect on and assess their own and others’ learning against specific criteria, using reflection strategies, eg learning logs, blogs and discussions with teachers and peers 

The coding for this content point comes from the English Textual Concepts and Learning Processes resources for Stage 4 English – Stage 4.