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English Unit Plan
English Unit Plan
ENGLISH PROGRAM
Rationale
This program allows students to explore traditional fairy
tales, alongside fractured fairy tales in order to see stories
Australian Curriculum: Content Descriptions
from a different perspective. The focus will be on teaching LITERATURE
students the structure and sequence of narrative writing. • Make connections between the ways different authors may represent
Students will identify common conventions of fairy tales, similar storylines, ideas and relationships (ACELT1602)
create exciting characters, sequence events, create and • Create literary texts by developing storylines, characters and settings
solve problems. (ACELT1794)
LANGUAGE
Learning intention: By the end of the program students will • Understand that the meaning of sentences can be enriched through the use
be able to write their own narrative in the form of a of noun groups/phrases and verb group/phrases and prepositional phrases
fractured fairy tale. (ACELA1493)
LITERACY
Guiding question: How does perspective affect the way we • Re-read and edit for meaning by adding, deleting or moving words or word
view/understand stories? groups to improve content and structure (ACELY1695)
• Use a range of software including word processing programs to construct,
The program aims to be inclusive of all cultures, as edit and publish written text, and select, edit and place visual, print and
refugee/EALD students are given opportunities to share and
audio elements (ACELY1697)
work with tales they are familiar with.
ASSESSMENTS
SUMMATIVE ASSESSMENT: Narrative
FORMATIVE ASSESSMENT: Comparisons
Students will create their own narrative text in the form of a
This will be assessed across a number of different activities, as
fractured fairy tale. Students select an original fairy tale and
students explore a number of different fairy tales alongside a
twists the story in their own way.
fractured version. They will identify key differences and
similarities in both stories.
CRITERIA
• Uses narrative structure
CRITERIA
• Alters original (either by changing characters/roles, plot,
• Able to identify characters and their key roles
or perspective)
• Able to identify narrative structure in stories – events,
• Selects and uses interesting adjectives and a range of
complication and resolution
different processes (verbs)
• Interprets, compares and contrasts characters and stories
TEACHING-LEARNING CYCLE
Drama Activity
- Using the list of fairy tales students are familiar with the students will form small groups and create a 5-minute
play and perform it to the class
- Links in with oral tradition of fairy tales, this will also help EALD students/refugee students become familiar with
the fairy tales, and working in small groups will help them build friendships with their classmates
Introduction to Perspective
- Students will create a list of characters they are familiar with from fairy tales
- They will use this list to play a perspective game – students will all stand along a line, one side represents ‘Like
and the other ‘Dislike’
- The teacher will call out a character from the list and students choose whether they like or dislike the
character, students will be encouraged to share their points of view to demonstrate how different people perceive
the same things differently
- Teacher introduces technical terms: Perspective
Introduction to Narratives
- What is a narrative? What does a narrative need?
- Students look at fairy tale conventions (characters, narrative structure, language)
- Students are shown extracts from The Three Little Pigs narrative and will use the ‘narrative mountain’ to identify
the different sections of the story
- Prior knowledge: Students will already have prior knowledge of narratives as they are studied in previous years
in the English Australian Curriculum from Reception to Year 3
Narrative Structure
- Teacher maps out the tale of The Three Little Pigs and explains typical narrative structure using both drawings and
dialogue: orientation, complication, resolution
- Explains purpose of narratives and other important features (setting, characters, dialogue, etc.)
- Still involve students through questioning: When/Where is the story set? Who are the characters? Why do you think
the first part of the story is called the orientation? Why is the middle the complication? What is a resolution?
Narrative Structure
- As a class students are shown a narrative sequence jumbled up
- Students work together to sequence events in the correct order: orientation, complication, resolution (images are
included in each section to help EALD students with understanding of events)
- Discuss and have students identify storyline, characters, setting
Create Narrative
- Students plan their own fractured fairy tale, create a story map detailing characters, setting, what’s happening in the
story, and how it will end
- Students will have the opportunity to research, using websites such as ‘ABOUT PIGS’ to enhance their storylines
- ‘The True Story of the Tortoise and the Hare’ is used as an example text
- Provide EALD students with a planning sheet, setting out structure of narrative and elements needed (characters,
setting, etc.)/students may also initially plan using drawings to organise their ideas
- Students develop their narrative over a series of lessons drafting, editing and creating a final copy
- Encourage students to use Magic Bean Word Stalk to edit their writing and use more interesting words
- Students will have the option to type their final copy, create a picture book, short story, poem, etc.
- Add illustrations and images