Embedded Files
Learning Intention: Students are learning to understand narrative structures and that they can be told through a range of modes and media.
Learning Intention: Students are learning to understand narrative structures and that they can be told through a range of modes and media.
Success Criteria:
Success Criteria:
Students can:
Students can:
identify the beginning, middle and end in a narrative
identify the beginning, middle and end in a narrative
sequence ideas in a text
sequence ideas in a text
use time connectives to sequence events in a text
use time connectives to sequence events in a text
group and use vocabulary to clarify meaning
group and use vocabulary to clarify meaning
use prepositional phrases to indicate place
use prepositional phrases to indicate place
write compound sentences with the conjunction ‘and’
write compound sentences with the conjunction ‘and’
understand that narratives can be told using different modes and media
understand that narratives can be told using different modes and media
recount events in a narrative using symbols, pictures, words and numerals.
recount events in a narrative using symbols, pictures, words and numerals.
Introduce the text Clancy & Millie and the Very Fine House.
Introduce the text Clancy & Millie and the Very Fine House.
Explain that the text is a narrative and that narratives can be real or imagined stories that have a beginning, middle and end.
Explain that the text is a narrative and that narratives can be real or imagined stories that have a beginning, middle and end.
Display the front and back cover of the text. Read the title and ask students to make predictions about the characters and what might happen in the beginning, middle and end.
Display the front and back cover of the text. Read the title and ask students to make predictions about the characters and what might happen in the beginning, middle and end.
Read the text.
Read the text.
Discuss how the text reflects aspects of students’ own experiences (TEXT-TO-SELF).
Discuss how the text reflects aspects of students’ own experiences (TEXT-TO-SELF).
For example, making connections to their own house, moving house, meeting new friends, playing with other children in the neighbourhood and imaginative play.
Activity: Use prompting questions for students to identify what happened at the beginning, middle and end of the text. Model the use of time connectives (first, then, after) to summarise student responses. Questions might include:
Activity: Use prompting questions for students to identify what happened at the beginning, middle and end of the text. Model the use of time connectives (first, then, after) to summarise student responses. Questions might include:
- Where was Clancy at the start of the story? Who was he with? What happened? How did Clancy feel?
- Where was Clancy in the middle of the story? What did he do? How did he feel?
- Who did Clancy meet at the end of the story? Where did Millie come from? What did Clancy and Millie do together?
Hands-on Activity: In small groups, students use resources such as boxes or blocks as props to role-play the beginning, middle and end of the story. As students are role-playing, encourage them to use time connectives to explain when events occurred. Move between groups during the session to assess and support oral language skills
Hands-on Activity: In small groups, students use resources such as boxes or blocks as props to role-play the beginning, middle and end of the story. As students are role-playing, encourage them to use time connectives to explain when events occurred. Move between groups during the session to assess and support oral language skills
Draw, Talk, Write, Share
Draw, Talk, Write, Share
On poster paper, model writing simple sentences with a subject-verb-object structure to record key events from the beginning, middle and end of the text. For example:
On poster paper, model writing simple sentences with a subject-verb-object structure to record key events from the beginning, middle and end of the text. For example:
Clancy (subject) moved (verb) house (object).
Clancy (subject) moved (verb) house (object).
Clancy (subject) met (verb) Millie (object).
Clancy (subject) met (verb) Millie (object).
They (subject) built (verbs) houses (object).
They (subject) built (verbs) houses (object).
Discuss how the modelled sentences tell the reader what happened, but not when. Re-write the sentences using time connectives. For example, ‘First, Clancy moved house.’ Then... After...
Discuss how the modelled sentences tell the reader what happened, but not when. Re-write the sentences using time connectives. For example, ‘First, Clancy moved house.’ Then... After...
Too easy? Students write sentences using time connectives to sequence the beginning, middle and end of the narrative.
Too easy? Students write sentences using time connectives to sequence the beginning, middle and end of the narrative.
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