Teaching Sequence

Work through this resource material in the following sequence:

10 minutes – Part A: Lesson Hook
10 minutes – Part B: Writing Mini-Lesson
40 minutes – Part C: Writing Skill Practice
50 minutes – Part D: Independent Writing Task
10 minutes – Reflection

Part A: Lesson Hook

Just as we teach students to 'hook' their readers or their audience. This part of the lesson is focused on hooking in the students. It includes a prompt to get students thinking about the topic and a discussion designed to ensure they have activated prior knowledge.

Step 1.

Explain to students that this lesson will begin with a clip to start them thinking about writing then show them the following clip:

‘How to write descriptively - Nalo Hopkinson’ (https://www.youtube.com/watch?v=RSoRzTtwgP4)

Step 2.

Write the following question on the board: ‘What are the most important points made in the video about narrative writing?’

Ask students to respond to the question using the Inside-Outside Circle visible thinking routine:

Invite students to form two circles (one within the other) with an equal number of people in each. The students in each circle face each other. The teacher then provides a specified amount of time for students to speak to the person opposite them before having the outer circle rotate clockwise so that each student has a new partner to speak to. Once students have discussed the topic with three partners, invite them to share key points from their discussions and record them on the board for reference throughout the lesson.

Students should have time to share with at least 3 partners.

Part B: Writing Mini-Lesson

The writing mini-lesson is designed to explicitly demonstrate skills to students in a clear manner. The mini-lesson should occupy no more than 10 minutes. It enhances students' ability to focus and ensures they have adequate time to practise demonstrated skills independently.

Step 1.

Ensure that the Learning Intentions and Success Criteria are displayed or written on the board and read them aloud to students.

Learning Intention:

I will write narratives which use imagery to engage the senses of the reader.

Success Criteria: I can…

explain the term imagery.
recall senses that can be engaged.
include descriptions in my writing which engage each of my senses.

Step 2.

Explain to students that you will be writing a description of what is happening in the present moment to demonstrate how to use figurative language to engage the senses and draw in the reader. On the board, write the following:

‘The students were sitting and listening attentively as the teacher explained how to write an engaging story.’

Explain that this is the literal description of what is happening. As discussed in the video, this tells us what is happening but doesn’t make the reader feel like they are a part of the scene.

Explain that to improve your writing and draw in the reader more, you are going to use imagery by adding figurative language which engages the senses. First, watch the following clip to help you think about what figurative language techniques can be used:

Similes, Metaphors, Onomatopoeia, Personification and Alliteration (https://www.youtube.com/watch?v=98l2gZh-2X0)

Step 3.

Explain that you will now re-write the paragraph on the board, attempting to use the figurative language techniques described in the clip. Now, write the following text on the board:

‘The students sat still and silent on the floor, aside from the slight movement of feet, making it sound as though someone was moving through the room sweeping the carpet. The teacher’s marker slid across the board like a slithering snake, rushing towards its prey. Some students raised their hands enthusiastically, adding ideas to the conversation, others murmured in agreement. As the teacher continued writing, the smell of their marker began to permeate the air, fighting off the scent of jasmine that had been flowing in through the windows. As the teacher’s tone began to change from the booming of a commentator to the nurturing tone of a supportive parent, the students focused on the instructions for the lesson. The students moved from the floor to venture further into the realm of learning.’

Step 4.

Display the enlarged copy of the Imagery Checklist. Stating your thinking aloud, read back through your writing and check off senses that have been engaged and strategies that have been used.

Senses		Techniques
sight		sight simile	✔
sound	✔	metaphor	✔
taste		onomatopoeia
touch		personification	✔
smell	✔	alliteration
movement	✔

Write the reflective statement on the board:

I included descriptions of sound, smell and movement. I will need to work on including sight, taste and touch.
I used simile and metaphor. I would like to try to use onomatopoeia next.

Part C: Writing Skill Practice

Step 1.

Support students to organise themselves into pairs, provide each pair with the Imagery Tasks Cards Worksheet and allow time for them to complete the activity. The task requires students to rewrite paragraphs, developing use of imagery to enhance the impact of the text:

Students will work in pairs to select two task cards to complete.
Of the remaining two task cards, select one each to complete independently.
After writing each paragraph, students should reflect using the associated checklist.

Provide 30 minutes for students to complete this task.

Step 2.

Support students to organise themselves into new pairs, bringing with them one of the paragraphs written in their original pair and the one they wrote themselves. Invite students to reflect on their writing, by sharing it with their new partner.

Explain that students will take turns to read their work to their partner and share their checklists. Their partner should provide a positive comment and make one suggestion for something that could be added or changed. Begin this peer feedback activity.

PART D: The Writing Task

Step 1.

Explain to students that they will be writing a narrative on a specific stimulus. Introduce the context and task using the Royal Melbourne Show Narrative Presentation.

State the following parameters:

The task will be completed independently, without the support of the teacher.
Writing must be completed within 40 minutes.

Note: It is recommended that students complete this task independently to provide practise for a NAPLAN style context, however you may support students, as needed, by discussing possible writing ideas to assist them to get started.

Step 2.

Provide a copy of the Writing Stimulus Sheet for each student and allow 40 minutes for them to write their narrative (writing may be completed in writing books or on loose paper at your discretion).

Reflection

Step 1.

Provide students with the Independent Writing Reflection Template and allow 5 minutes for them to complete it.

Step 2.

Support students to organise themselves into pairs to share their reflection. Encourage students to provide suggestions to their partner as to how they could practise or improve upon the areas they found challenging.

Differentiated Learning

As a NAPLAN practice lesson, a key focus of the independent task is to support students to become comfortable completing tasks on their own. While students can be both supported and extended through peer discussion in the initial stages of the lesson, students should be encouraged to complete the written component independently. If any student needs additional support with the task, you can assist them to develop ideas they can use in their writing.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The Show - NAPLAN - Imagery

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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