Narratives Pre-Assessment
Date: 8 November 2016
Learning Outcomes: To see what types of stories students prefer to share. What features are they familiar with and what do they need to work on.
Task: Students looked at an image of a wilted flower. Together they came up with adjectives to describe it. From there, they discussed different ways to share stories. The students, then had to choose one style of story to share and write a story about the flower.
Assessment Tool: Next steps in learning
Date: 8 November 2016
Learning Outcomes: To see what types of stories students prefer to share. What features are they familiar with and what do they need to work on.
Task: Students looked at an image of a wilted flower. Together they came up with adjectives to describe it. From there, they discussed different ways to share stories. The students, then had to choose one style of story to share and write a story about the flower.
Assessment Tool: Next steps in learning
Reflection: This was fun when I get to say my word so Ms.Debbie can write it on the board.
The REAL Story of The Three Little Pigs Performance
Date: 24 March 2017
Learning Outcomes:
Reading:
• Compare the structures and features of different versions of the same story, e.g. retelling from different times and countries, adaptations for different age groups. Note repeated patterns of events- climax, resolution, extended narratives.
Identify the audience that the author had in mind for a particular story. Explore how narration relates to events.
• Look at characters’ appearance, actions and relationships in older literature and make deductions about differences in patterns of relationships and attitudes in comparison to children’s own experience. Look at examples and degrees of formality and consider what this shows about relationships.
• Explore aspects of an author’s style by comparing themes, settings, and characters in different stories. Look for evidence of narrative viewpoint.
• Recognise that characters may have different perspectives on the story and explore different points of view. Review ways to vary pace by using direct and reported speech at different points in the story.
• Look for evidence of the author’s perspective and examples of them addressing the reader directly.
Consider the time and place where a ‘classic’ story is set and look for evidence of differences that will effect the way that characters behave or the plot unfolds.
Writing:
• Climax or conflict
• Resolution and ending
• Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
• Begin to manipulate typical characters, settings and events to surprise the reader (e.g., ensure device usage – figurative tools as metaphors, simile, onomatopoeia, pathetic fallacy, hyperbole, etc.)
• Vary pitch, pace, volume, expression and use pauses to create impact
Task: Students adapted the children’s book The True Story of The 3 Three Little Pigs, by Jon Scieszka, and created a skit to perform during assembly. The skit showed how the story of The Three Little Pigs was very different when it was told from the point of view of the wolves.
Assessment tool: checklist
Date: 24 March 2017
Learning Outcomes:
Reading:
• Compare the structures and features of different versions of the same story, e.g. retelling from different times and countries, adaptations for different age groups. Note repeated patterns of events- climax, resolution, extended narratives.
Identify the audience that the author had in mind for a particular story. Explore how narration relates to events.
• Look at characters’ appearance, actions and relationships in older literature and make deductions about differences in patterns of relationships and attitudes in comparison to children’s own experience. Look at examples and degrees of formality and consider what this shows about relationships.
• Explore aspects of an author’s style by comparing themes, settings, and characters in different stories. Look for evidence of narrative viewpoint.
• Recognise that characters may have different perspectives on the story and explore different points of view. Review ways to vary pace by using direct and reported speech at different points in the story.
• Look for evidence of the author’s perspective and examples of them addressing the reader directly.
Consider the time and place where a ‘classic’ story is set and look for evidence of differences that will effect the way that characters behave or the plot unfolds.
Writing:
• Climax or conflict
• Resolution and ending
• Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
• Begin to manipulate typical characters, settings and events to surprise the reader (e.g., ensure device usage – figurative tools as metaphors, simile, onomatopoeia, pathetic fallacy, hyperbole, etc.)
- Use techniques such as recap and repetition of a catchphrase.
- Appreciate that language is not always used literally; understand and use the figurative language of their own culture.
- Experiment with a range of devices to enhance meaning of spoken texts, e.g, volume, simile, rhyme, common sayings.
- Listen effectively to obtain specific information from informational and expressive spoken texts.
- Listen and respond appropriately to instructions, questions and explanations.
- Select listening behaviours to suit purpose and audience
• Vary pitch, pace, volume, expression and use pauses to create impact
- Show how body language, e.g., facial expression, gesture, movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning.
- Use action, sound effects, musical patterns, images and dramatic interpretation
- Analyse and interpret the ways in which visual effects are used to establish context
Task: Students adapted the children’s book The True Story of The 3 Three Little Pigs, by Jon Scieszka, and created a skit to perform during assembly. The skit showed how the story of The Three Little Pigs was very different when it was told from the point of view of the wolves.
Assessment tool: checklist
Reflection: This make me very nervous.
Plan and write a complete short story – Narratives Rubric
Date: 18 March 2017-03-06
Learning Outcomes:
Writing
• An interesting opening.
• Experiment with different ways to open a story.
• Organised paragraphs
• Climax or conflict
• Resolution and ending
• Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
• Use a range of connectives to introduce scenes and link events.
•Vary sentence length and include examples of complex sentences.
•Use dialogue to build character.
Task: Students had to come up with a problem, three-four attempts to solve it and a problem. From there, they worked on a good opening sentence for their story. Then, they added more detail and devices to each event. Finally, they created complex sentences and put the story together in organised paragraphs.
Assessment tool: Checklist and teacher notes
Date: 18 March 2017-03-06
Learning Outcomes:
Writing
• An interesting opening.
• Experiment with different ways to open a story.
• Organised paragraphs
• Climax or conflict
• Resolution and ending
• Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
• Use a range of connectives to introduce scenes and link events.
•Vary sentence length and include examples of complex sentences.
•Use dialogue to build character.
Task: Students had to come up with a problem, three-four attempts to solve it and a problem. From there, they worked on a good opening sentence for their story. Then, they added more detail and devices to each event. Finally, they created complex sentences and put the story together in organised paragraphs.
Assessment tool: Checklist and teacher notes
Reflection: This was hard when planning it.
Narratives Story from an Alternative Point of View
Date: 25 May 2017
Learning Outcomes:
• An interesting opening.
• Experiment with different ways to open a story.
•Organised paragraphs
•Climax or conflict
•Resolution and ending
•Vary sentence length and include examples of complex sentences.
• Adapt sentence length and vocabulary to meet the needs of the reader.
• Use a range of connective effectively to create links and indicate changes in time and place.
• Use spoken language imaginatively to entertain the listener.
• Use improvisation and role-play to explore different characters’ point-of-view. Retell a familar story from an alternative point of view.
•Tell stories orally
•Use dialogue to build character.
•Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
•Begin to manipulate typical characters, settings and events to surprise the reader (e.g., ensure device usage – figurative tools as metaphors, simile, onomatopoeia, pathetic fallacy, hyperbole, etc.)
Task: Students chose a traditional children’s story and considered how it could be told from a different character’s perspective. They used a graphic organizer to plan their outline, then wrote their story considering the learning outcomes required.
Date: 25 May 2017
Learning Outcomes:
• An interesting opening.
• Experiment with different ways to open a story.
•Organised paragraphs
•Climax or conflict
•Resolution and ending
•Vary sentence length and include examples of complex sentences.
• Adapt sentence length and vocabulary to meet the needs of the reader.
• Use a range of connective effectively to create links and indicate changes in time and place.
• Use spoken language imaginatively to entertain the listener.
• Use improvisation and role-play to explore different characters’ point-of-view. Retell a familar story from an alternative point of view.
•Tell stories orally
•Use dialogue to build character.
•Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
•Begin to manipulate typical characters, settings and events to surprise the reader (e.g., ensure device usage – figurative tools as metaphors, simile, onomatopoeia, pathetic fallacy, hyperbole, etc.)
Task: Students chose a traditional children’s story and considered how it could be told from a different character’s perspective. They used a graphic organizer to plan their outline, then wrote their story considering the learning outcomes required.
Reflection: I feel sad for Hare because he was bully by Tortoise.
Narratives Summative Assessment
Date: 8 June 2017
Learning Outcomes:
· Experiment with different ways to open a story.
· Organised paragraphs
· Climax or conflict
· Resolution and ending
· Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
· Use a range of connectives to introduce scenes and link events.
· Vary sentence length and include examples of complex sentences.
· Use dialogue to build character.
· Use spoken language imaginatively to entertain the listener.
· Use dialogue to build character.
Task: Students were given a picture to write a story about. They could choose the type of story as long as it has been covered in class this year.
Date: 8 June 2017
Learning Outcomes:
- Plan, draft, edit, revise and publish a story.
- Apply a variety of language features.
· Experiment with different ways to open a story.
· Organised paragraphs
· Climax or conflict
· Resolution and ending
· Use language to create a particular comic or dramatic effect (e.g., devices – metaphor, similes, personificiation).
· Use a range of connectives to introduce scenes and link events.
· Vary sentence length and include examples of complex sentences.
· Use dialogue to build character.
· Use spoken language imaginatively to entertain the listener.
· Use dialogue to build character.
Task: Students were given a picture to write a story about. They could choose the type of story as long as it has been covered in class this year.
Reflection: This was hard when doing the 1 graft.
WWAIPAT Pre-Assessment
Date: 3 May 2017
Learning Outcomes: To learn students’ prior knowledge about significant events.
Task: Students had to consider and briefly describe 3 significant events for self, community/country, and global.
Assessment Tool: Teacher notes
Date: 3 May 2017
Learning Outcomes: To learn students’ prior knowledge about significant events.
Task: Students had to consider and briefly describe 3 significant events for self, community/country, and global.
Assessment Tool: Teacher notes