UNIT PLANNER

Pre-service Teacher name: Highlight planning process: Date:

Danielle Monjean Planned collaboratively with ST
Planned collaboratively with peer
Year level/ age range & number of students: Planned independently based on ST lessons
Year 1 – 24 students Planned Independently
Unit title:
Narrative Writing
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The
Arts, Technologies and Languages & Australian Curriculum links)

English – Writing
 Discuss how authors create characters using language and images (ACELT1581)
 Discuss characters and events in a range of literary texts and share personal responses to these
texts, making connections with students' own experiences (ACELT1582)
 Discuss features of plot, character and setting in different types of literature and explore some
features of characters in different texts (ACELT1584)
 Recreate texts imaginatively using drawing, writing, performance and digital forms of
communication (ACELT1586)
 Recognise that different types of punctuation, including full stops, question marks and exclamation
marks, signal sentences that make statements, ask questions, express emotion or give commands
(ACELA1449)

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical understandings,
intercultural understandings, personal & social capabilities

Literacy
Personal and Social Capabilities.
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
_______ – language barrier, learning disability
________- learning difficulties
________- Lack of engagement
Learning intentions: Success criteria for students:

LO: Develop an understanding of narratives, the authors It will be evident that students have achieved the
purpose, the structure of narratives with a focus on the learning outcomes through their descriptive writing
orientation and the 5Ws. Describe each of the 5 W’s in during the orientation, including all 5 W’s (who, what,
detail. when, where, why).

Formative assessment: Summative assessment:

Observe and mark (train engine sheet, 5 W sort, View and mark their writing – orientation and
verbal communication, flap books, finalised description.
sentences, sticky notes, descriptive sentences).

Range of teaching strategies: preparation/ organisation/ resources:

- Whole class, small group and individual work.
Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

_____ and ______ will need more assistance, L/A – students will be provided more scaffolding
differentiated task for L/A and support from SSO or myself. L/A children can
focus on just one sentences and expanding and
_______- encouragement making this sentence more detailed. Have the
bubble poster alongside for support.

H/A – students will focus on using more of the

bubble words within their sentences. Conduct a
paragraph / multiple sentences about the one
characters or setting.

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK MON TUES WED THURS FRI
BEG.
Week 1 Show train anchor No Recap on 5 W’s through a No Watch video
chart. lesson sort. lesson Create flipbook
Introduce that the E.g. Who and meaning (narrative, who, what,
orientation or beginning Read book when, where, why)
contains the 5 W’s. Discuss answers on each of relating to the story.
Read book – write 5Ws the w’s and draw pictures.
in anchor chart.

Week 2 Recap on the bubbles - No Introduce character traits No No lesson

position, doing, texture,
shape, colour, size,
number
Discuss adjectives
Mystery Bag -Have
multiple paper bags with
mystery objects in them.
The children feel the
object and describe.
Join all words together.
Guess and reveal objects
Children write sentences/
story describing the object
of choice. Criteria –
address at least 5 bubble
words
lesson (outer and inner) term. lesson
Focussing on outer
appearance (looks and
actions).
In a circle, discuss the
differences in the appearance
of others (hair colours, skin
colours, what the are wearing,
hair styles, etc)
Read book
How does authors use of
images portray the
characters?
Write describing words on
the board.
Fold paper in thirds (ends
to the middle), children
draw a character on the
front- with descriptive
words on outer appearance
around picture.
Week 3 Recap on outer character No Recap on adjectives, nouns No Read book
traits. lesson and verbs through lesson Discuss features of the
Focussing on inner competition game book
appearance. Discuss the Demonstrate examples of Introduce setting
inner traits (thoughts, dressing up sentences (time, place,
personality traits, focusing on explaining the environment)
feelings). ‘what’. Read book again
Undertake their own
A3 paper with a face cut examples with reusable
hole in the middle. Split into groups
sleeves (time, place,
Children describe
themselves based on their environment).
personality, feelings,
thoughts etc). Each group writes
Use character flap book down clues of the
from last lesson. On the different elements
inside, children to write onto sticky notes and
descriptive words on sticks them into the
inner appearance book at corresponding
pages.
Children create their
own setting through a
drawing. Use descriptive
words around their
drawing to describe
their setting (where)
Week 4 Think about reasons why No Stretch a sentence poster No No lesson
people might do lesson Pair work- Verbally stretch lesson
something, responding to some examples
questions, – why did Stretch sentences ensuring
someone eat the cookies? all who what when where
Sticky notes. – 4 why is included.
different questions – Share their favourite
children stick their why sentence.
answers up for each.
Read story
Identify the reasons
why the character is
doing something.
Fill out who, what, when,
where, why graphic
organiser
Week 5 Choose story sticks Use story sticks Dani finished
Brainstorm what their Write their story. Focussing placement
story will be about on using the bubbles,
Begin writing story adjectives, verbs and
stretching sentences
Draw picture
Edit story
Create good copy.
SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
Lesson Check for
Learning Main Resources
sequence learning/
Experiences
Focus Assessment
 Monday Train anchor chart Diagnostic
Train engine anchor chart -observation of;
Wednesday Story Book – train engine
Writing books sheet
Week 1 Friday 5 W sort Formative - 5 w
Story Book- sort
Writing book
Narrative Video
Plain paper for flipbook Flip book
Monday Bubbles poster Observe their
Mystery Objects x 3 verbal
Week 2 Paper Bag x 3 communication
Mystery bag worksheet on describing
Wednesday Writing books the mystery
objects
Character trait posters
Story book
Smart board
Plain paper for character flip book
Character trait list
Monday Character trait posters Observe
Plain A3 posters complete flap
Week 3 Previous started flap books book
Wednesday Character traits list
Observe
Friday Dressing up sentence flashcards and poster finalised
Clear sleeves sentences
View sticky
Story book notes
Time, place and environment posters?
sticky notes
Plain paper or in writing books
Monday Sticky notes View sticky
Story book notes
Graphic organiser
Week 4 Wednesday Observe
Stretch sentence poster sentences
Sentence flash cards
Writing books
Monday Pop sticks (story sticks)
Brainstorm graphic organiser
Writing books
Wednesday Summative:
Week 5
Story sticks View their
Bubble poster orientations.
Writing books
Brainstorm papers
EVALUATION & REFLECTION: How effective was this unit?

Students
Level of Engagement
low high
Challenge for students
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions: What information did this unit provide about the future teaching/learning needs of these
students?

Assessment
difficult to carry out easy to carry out
allowed for range of student
unrelated to outcomes responses

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: If you were to use this unit again, what changes would you make?