2014 T2 Year 7 Program

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7 term 2 | Stage 4 | English

Summary Duration

Students will explore the role of the storyteller by responding to avariety of stories in a a range of modes and media. They will identifythe narrative conventions and stylistic features of engaging storytellingand create their own imaginative texts.

Types of texts: ction, poetry, spoken texts, print texts, media,multimedia and digital texts websites, audio!.

Term "

# weeks $ days%etail: &'(&" hours

Focus Questions Outcomes

)ow are stories told*

+hy do we tell stories*

+hat are the ualities of a good storyteller*

+hat are the language techni ues used byauthors to show us their characters and plotsettings*

)ow does context cultural, historic, personal!in-uence sub ect and theme*

+hat value are stories to society*

+hat makes a good story* +hat evidence doyou have to ustify your opinion*

)ow have / applied my prior knowledge andskillsduring this unit*

)ow can / apply the knowledge and skills

English K-10

01$(23 responds to and composes texts for understanding, interpretation, critical analysis,imaginative expression and pleasure

01$("3 e4ectively uses a widening range of processes, skills, strategies and knowledge forresponding to and composing texts in di4erent media and technologies

01$(&5 uses and describes language forms, features and structures of texts appropriate to arange of purposes, audiences and contexts

01$($5 makes e4ective language choices to creatively shape meaning with accuracy, clarityand coherence

01$(67 thinks imaginatively, creatively, interpretively and critically about information, ideasand arguments to respond to and compose texts

01$(87 identi es and explains connections between and among texts

Board o Studies! "eaching and Educational Standards #S$ - %rogram Builder - &'('os(ns)(edu(auProgram Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crowncopyright. 1

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Focus Questions Outcomes

gained in this unit to other learningopportunities*

01$(9% demonstrates understanding of how texts can express aspects of their broadeningworld and their relationships within it

01$(#% identi es, considers and appreciates cultural expression in texts

01$( 0 uses, re-ects on and assesses their individual and collaborative skills for learning

*earning +cross the curriculum

;iteracy

7ritical and creative thinking

3boriginal and Torres Strait /slander histories and cultures

/nformation and communication technology

+ssessment o and or *earning

,esources

Pedagogy

8 ways story sharing, learning maps, community links, non verbal, symbols and images, land links, non linear, deconstruct and construct!

http:

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,esources

http:Teaching

# ways and uality teaching

Context

oral histories3ustralia(3boriginal rock paintings view http:

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,esources

Tell me a story

3esopIs tales http:

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,esources

writer$# palette %. CcCahon!

=erbs and adverbs

http:

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/nit o er ie)

respond to feedback and connect with theirauthority as a storyteller. @oetry anddescriptive short paragraphs will be used tomodel the writerIs concept of IshowingI ascene and character and creating tone.Quick, write! , word portraits, writer's

palette and learning maps are designed toshow students that planning and re-ection areimportant parts of a successful writingprocess. The class novel and studentpresentations of their own stories will provideother opportunities for students to engagewith storytelling.

Outcomes ontent "3* Strategies Di erentiation ,egistration 3 Date

E "#$ responds toand composes textsfor understanding,interpretation, criticalanalysis, imaginativeexpression andpleasure

E "%E uses, re-ectson and assesses theirindividual andcollaborative skills forlearning

13@;31 preparation(weeks 2(" familiarisestudents with format and test strategies!

language conventions

comprehension

Accessing students' creative writingskills

students respond to writing task 2 lesson!step 2 planning

step " writing response

step & editing and proofreading

applying super 8 comprehension strategiestest strategies time management, multiplechoice...!

work through sections of past papers 26("'minute segments of lesson!

teacher thinks aloud the process

teacher guides if appropriate

planning

may include decision(making re promptselection, collaborative discussion,?uick,writeR, making connections,visualising, thinking aloud, drawing


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students and teacher share responses andexperience of process 2lesson!

editing and proofreading

may include monitoring, reading aloud, focuson area of weakness, dictionary, thesaurus,conferencing with partner

Adjustments

teacher

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E "#$ responds toand composes textsfor understanding,interpretation, criticalanalysis, imaginativeexpression and

pleasureE "&C identi es andexplains connectionsbetween and amongtexts

E " identi es,considers andappreciates culturalexpression in texts

)torytelling* making connections

teacher tells of her

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these stories are being written down, or madeinto animated lms, to preserve them.

1ot all may be shared, though. Some aresacred, passed on only to speci c people withthe responsibility for keeping this knowledge.

@assing stories down through generations is animportant way to maintain culture.

The 5e Can, a Pirrit a story from 3rnhem ;andin the 1orthern Territory told in %alabonlanguage, reminds us about the value offamily and belonging, and the strongconnection between humans, animals andplace.http:

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view The agalak !i#ter#

oral tradition(Mreece

The ancient Mreeks had a strong storytellingtradition. The myths and legends of ancientMreece were shared orally, often in the form of epic poems.

These stories explain the creation of the world,the lives of gods and heroes and theirinteractions with humans. 3ncient Mreeksconsidered these stories their history andculture ( a signi cant part of daily life andworship.

Two epic poems, the I/liadI and the I dysseyI,are the earliest recorded works of westernliterature. Storytellers would learn these epics

and entertain listeners over the course ofseveral evenings.http:

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3ustralia(spinning yarns Telling tales has been part of the I3ussieIcultural identity since colonisation. 5ushballads and other stories captured thedi culties and triumphs of those early settlersbattling a challenging landscape.

3longside these grew the tradition of tall talesUoutrageous stories that drew on humour andexaggeration to celebrate the pioneeringspirit. ISpinning a yarnI became a popularpastime, one that continues. 3s a tradition, itcelebrates a self(deprecating making fun ofyourself! sense of humour and laid(backnature.

3..5. @atterson The Man from ronbark ,

interview 357 radio Storytelling makes ushuman $:$' min

record studentsI ideas, as individuals

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+hy do we tell stories

Storytelling unites people. /n all cultures, fromas early as about the age of one, we begin tocreate worlds of dreams and pretence. 5utwhy do we tell stories*

Stories have many uses. Some can help usmake sense of the world around us byexplaining natural phenomena.

Stories also help to keep our culture, historyand traditions alive and they entertain us.

Some people believe that storytellingdeveloped as a way of IpractisingI reality, ofworking things through before facing them inthe real world.

+hatever the origins of our storytelling ability,narratives continue to fascinate ustoday.http:

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audiences andcontexts

emphasis, pause, gestures and otherfeatures of a performance.

students all participate in tell me a storystudents memorise short story and present

it to the class!

me a story

$d ustments

length of story to be recounted

paired story sharing


good story writing in close"up explicitteaching, modelling, thinking out loud!

read and deconstruct short stories

focus:1. #tr&'t&re/organi#ational feat&re#

orientation, complication, climax,resolution!

2. narrati,e 'on,ention# genre, characters,setting

3. #t"li#ti' feat&re# voice, word choice,language devices, intertextual referencing,foreshadowing, dramatic irony... !

super 8 comprehension skills

annotate structural and stylistic features

teacher thinks aloud and models process

guided and independent work

stories selected according to studentsIabilities

use information gathered explicit teaching!to make learning maps about good storywriting symbols and images!

$d ustments

use post(it notes to mark features

identify limited number of features

E "0$ e4ectivelyuses a wideningrange of processes,skills, strategies andknowledge forresponding to and

developing writing superpowers#howing 'hara'ter# and #etting

1. read and de'on#tr&'t poetr" %ylan Thomasportraits, simile, metaphor, onomatopoeia

super 8 reading strategiesteacher thinks aloud and models strategy

colour code gurative devices

construct and share as an individual, pair


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composing texts indi4erent media andtechnologies

E ".- uses anddescribes languageforms, features andstructures of textsappropriate to arange of purposes,audiences andcontexts

E " - makese4ective languagechoices to creativelyshape meaning withaccuracy, clarity andcoherence

based poems2. 'on#tr&'t and share poetr" %ylan Thomas

portraits, simile, metaphor, onomatopoeiabased poems

3. read and de'on#tr&'t #hort descriptive

paragraphs similes, metaphors,personi cation, alliteration, onomatopoeia,emotive words!

4. 'on#tr&'t and share #hort descriptiveparagraphs

5. annotate own work language features!using words and symbols

ac uiring language to describe tonevocabulary lists available online!

1. re-ect on the tone of a piece of their writing wo&ld de#'ribe m" tone a# ... want the

reader to feel( think... ha,e a'hie,ed thi#b" ...!

ac uiring language and skills to create tone

1. read and deconstruct word portrait

2. construct and share word portrait based onkey word and its synonyms, antonyms andassociations

group, whole class

di4erentiated selection of poems and shortdescriptive paragraphs features will dependon selection(extended metaphors,collocations, assonance, rhymingpattern, sentence beginnings, anaphora,cohesive elements...adapt poems into prose, prose into poems

display studentsV responses

simile duels

display poster for future reference

add new vocabulary and example

word portrait can take the form ofdescription, micro story, ?uick, writeR poster

wanted

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create a learning map symbols and images!that records what has been learnt indeveloping writing superpowers

$d ustments

sub ect of word portrait

student given list of synonyms andantonyms

scenario for word portrait supplied


E "1C thinksimaginatively,creatively,interpretively andcritically about

information, ideas andarguments to respondto and compose texts

story writing based on promptsstep2

planning processes

step "drafting narrative

teach models thinking aloud( selection ofprompt

models thinking aloud( planning response

Quick, write R

+riter's palette students use sca4old torecord vocabulary and language devices tobe used in narrative!

Author/scri e

students paired

one tells their story author! to the other whoacts as the scribe and records the story. ifnecessary

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and clarify!

scribe reads story to author and best line ischosen teacher and other student can be partof this process!

author rewrites their story beginning with the

most interesting sentence

adapting narrative

adapt own

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2. dialogue punctuation and paragraphing3. sentence punctuation capitals, full stop,

comma, apostrophe ofpossession

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E "&C identi es andexplains connectionsbetween and amongtexts

E "4 demonstratesunderstanding of howtexts can expressaspects of theirbroadening world andtheir relationshipswithin it

!eading 2or en oyment class novel or self(selected novel!

use visual design metalanguage to describebook cover

read novel

speaking and writing activities based onimaginative, factual and persuasiveresponses(as appropriate

super 8 reading strategies

reciprical teaching(reading groupspredicting, uestioning, clarifying,

summarising!

$d ustments

audio storyteacher read novel aloud

teacher asks uestions, models predicting,uestioning, monitoring...

E aluation omments ariations


Documents

2014 T2 Year 7 Program