unit plan - language - amy scott...amy!scott!–!a1608601!!! ! creative!writing!–!the!short!story!...

!!Amy!Scott!–!a1608601!

!! !

Creative!Writing!–!The!Short!Story!!Unit!Overview!

Unit!Overview!

Unit!Title!The!Short!Story!3!Fantasy!

Unit!Summary!This!unit!will!focus!on!students!employing!prior!creative!writing!knowledge!to!produce!their!own!piece!of!narrative!text.!As!a!class!we!will!work!through!elements!of!the!fantasy!genre,!planning!techniques,!and!what!is!required!in!a!short!story.!The!students!will!then!have!to!work!individually!on!their!creative!piece!both!in!class!and!during!homework!time.!

Year!Level!!SACE!Stage!1!3!Year!11!

Class!Outline!This!is!a!Year!11!English!class!with!30!students,!17!boys!and!13!girls.!They!are!generally!an!energetic!class!with!high!levels!of!creativity!shown!within!their!work.!It!is!sometimes!difficult!to!keep!them!on!track,!so!I!will!be!using!Edmodo!to!keep!them!up!to!date!with!classwork!and!homework!expectations!throughout!the!unit.!

Approximate!Time!Needed!!3!Weeks!–consisting!of!four!503minute!lessons!per!week!plus!homework!required!to!complete!their!text!production.!

Standards/Syllabus!Outcomes!!Stage!1!English!Design!Assessment!Criteria:!KU3:!Knowledge!and!understanding!of!the!ways!in!which!texts!are!composed!for!a!range!of!purposes!and!audiences.!AP1:!The!use!of!a!range!of!language!skills!to!analyse!and!solve!problems,!and!to!demonstrate!creativity.!AP3:!The!ability!to!locate,!record,!analyse,!use,!and!synthesize!knowledge.!C1:!Accuracy,!clarity,!and!fluency!of!expression.!C2:!The!use!of!an!appropriate!style!and!structure!for!the!audience!and!purpose!when!composing!texts.!

Unit!Breakdown!!Week!One!–!Understanding!the!fantasy!genre.!How!a!short!story!works.!Improving!writing!skills.!Lesson!One!–!Introduction!to!fantasy.!What!we!do!know!vs.!what!we!need!to!learn.!Creative!writing!prompt.!Lesson!Two!–!Introduction!to!the!short!story.!Find!out!what!the!students!know!about!creating!a!short!story.!Discuss!the!main!elements!that!are!needed.!We!will!look!at!Neil!Gaiman’s!short!story!Cinnamon.!Lesson!Three!and!Four!–!Assignments!handed!out!and!explained.!Students!will!individually!begin!the!plan!for!their!own!short!story!through!the!use!of!a!Facebook!character!profile!

!!Amy!Scott!–!a1608601!

!! !

activity.!Students!will!be!role3playing!with!the!main!character!in!their!short!story.!This!will!help!them!get!to!know!their!characters.!Students!will!have!to!complete!the!Facebook!character!profile!and!Mind!Meister!mind3map!activities!during!homework!on!the!weekend.!These!activities!must!be!completed!by!the!first!lesson!in!week!two,!and!will!be!handed!up!at!the!end!of!the!unit!with!the!short!story.!!Week!Two!–!Planning!the!story!and!building!elements!towards!the!final!product.!Lesson!One!–!Using!the!Mind!Map!and!Facebook!character!profile!students!need!to!create!a!SWOT!(Strengths,!Weaknesses,!Opportunities,!Threats)!analysis!for!their!story!ideas.!They!can!then!begin!work!on!their!text!production.!The!library!will!be!available!if!they!need!to!do!any!further!research.!!Lesson!Two!–!Students!will!be!expected!to!use!De!Bono’s!Six!Thinking!Hats!to!flesh!out!their!story!ideas.!They!will!spend!a!large!amount!of!class!time!working!on!their!draft.!Lesson!Three!–!Class!work!on!short!story!creation.!If!any!students!need!any!extra!help!I!will!get!them!together!in!a!group!and!work!through!any!issues.!Lesson!Four!–!Students!who!have!finished!their!draft!can!work!together!to!read!through!stories!and!give!each!other!feedback.!Students!who!need!more!time!must!complete!their!draft.!Draft!is!due!at!the!end!of!this!lesson.!!Week!Three!–!Editing!their!short!story!draft!based!on!feedback!from!teacher.!Lesson!One!–!Students!will!create!a!cover!for!their!story,!as!if!it!were!to!be!a!published!book.!This!can!be!drawn,!created!digitally,!or!in!any!other!way!which!is!approved!first.!If!any!students!clearly!need!more!help!with!their!draft!that!will!begin!in!this!lesson.!Lesson!Two!–!Students!will!receive!their!draft!back!with!feedback.!They!are!expected!to!take!on!the!feedback!and!work!on!the!sections!of!their!story!that!had!negative!feedback.!I!will!be!available!to!talk!through!feedback!for!the!whole!class.!Lesson!Three!and!Four!–!Students!will!work!on!completing!their!short!story,!and!collating!a!folder!with!all!of!the!pieces!of!work!required.!Students!are!expected!to!begin!reflecting!on!their!text!production!during!this!lesson.!They!will!have!the!weekend!to!write!their!short!reflective!piece!and!add!it!to!their!folder!for!assessment!next!week.!

CurriculumIFraming!Questions!!

Essential!Question! How!do!we!go!about!creating!our!own!unique!piece!of!text?!

Unit!Questions! Which!fantasy!elements!can!we!use!in!our!own!creative!pieces?!What!elements!make!up!a!short!story?!

Content!Questions! How!do!we!take!the!elements!of!fantasy!and!the!short!story!and!turn!them!into!our!own!piece!of!fiction!writing.!

Assessment!Plan!

Assessment!Timeline!Before!Learning!Activities!

begin!!

What!do!we!know?!What!do!we!need!to!find!out?!How!do!we!find!this!out?!What!did!we!learn?!

While!students!work!on!learning!activities!

!Writing!prompts!Mind!Map!3!MindMeister!Facebook!Character!profile!Adjectives!activity!

After!learning!activities!end!

!Evaluation!of!writing!!What!do!we!know?!What!did!we!learn?!How!did!we!learn!this?!

!!Amy!Scott!–!a1608601!

!! !

Assessment!Summary!!Formative:!

•! Facebook!Character!Profile!•! Mind!Meister!planning!piece!

Summative:!•! Text!Production!Piece!

Prerequisite!Skills!!

Students!Prior!Knowledge!

Students!will!have!prior!knowledge!of!creative!writing!elements!from!previous!years!English.!I!expect!that!they!will!know!the!basic!elements!that!make!up!a!short!story,!we!will!do!a!small!recap!on!this.!To!further!test!this!knowledge!I!will!organise!a!quiz!for!the!first!lesson!to!determine!if!any!students!need!extra!help!with!any!aspects!of!the!unit.!The!students!have!used!Mind!Meister!for!mind3mapping!in!the!past,!and!they!are!expected!to!be!confident!using!it!for!their!story!planning.!

Teachers’!Professional!Learning!

I!will!be!getting!a!more!detailed!knowledge!of!the!fantasy!genre!in!order!to!assist!the!students!to!the!best!of!my!ability.!If!there!are!specific!fantasy!elements!that!students!wish!to!include!in!their!piece!that!I!am!not!familiar!with!I!will!be!researching!those!in!much!more!detail.!

Teaching!and!Learning!Strategies!!1.! De!Bono’s!Six!Thinking!Hats!2.! Mind!mapping!3.! Group!work!4.! Role!playing!5.! Discussion!6.! Quizzes!

Teaching!and!Learning!Activities!!!1.!Bring!an!example!of!the!fantasy!genre,!2.!Visual!writing!prompts,!3.!Facebook!character!creation,!4.!Mindmap!creation,!5.!Role!playing!with!main!characters,!

Resources!Technology!–!Hardware! •! Computer(s)!

•! Internet!Connection!!•! Cameras!

Technology!–!Software! •! Web!Browser!•! Multimedia!•! Word!Processor!

Printed!Material!! •! Writing!prompt!activity!•! Adjectives!activity!•! Facebook!character!template!•! Cinnamon!–!Neil!Gaiman!

Supplies!! •! Whiteboard!Markers!

Internet!Resources! •! Mind!Meister!

!Amy$Scott$–$a1608601$

!! !

$$Working$in$groups,$use$detail$to$describe$the$scene$above.$It$is$important$that$you$keep$in$mind$the$elements$of$the$fantasy$genre,$which$we$have$on$the$board.$You$can$use$drawings$to$assist$with$the$description,$but$you$will$also$need$to$hand$in$a$short$written$piece.$$Who$might$live$there?$What$is$life$like$on$a$daily$basis?$Of$what$does$the$world$outside$of$this$image$consist?$

$ $


!! !

$

$$Working$in$groups,$use$detail$to$describe$the$scene$above.$It$is$important$that$you$keep$in$mind$the$elements$of$the$fantasy$genre,$which$we$have$on$the$board.$You$can$use$drawings$to$assist$with$the$description,$but$you$will$also$need$to$hand$in$a$short$written$piece.$$Who$might$live$there?$What$is$life$like$on$a$daily$basis?$Of$what$does$the$world$outside$of$this$image$consist?$$ $


!! !

“Harry$wished$he$had$about$eight$more$eyes.$He$turned$his$head$in$every$direction$as$they$walked$up$the$street,$trying$to$look$at$everything$at$once:$the$shops,$the$

things$outside$them,$the$people$doing$their$shopping.$A$plump$woman$outside$an$

Apothecary$was$shaking$her$head$as$they$passed,$saying,$“Dragon$liver,$sixteen$

Sickles$an$ounce,$they’re$mad.$$

A$low,$soft$hooting$came$from$a$dark$shop$with$a$sign$saying$Eeylops$Owl$Emporium$

—$Tawny,$Screech,$Barn,$Brown,$and$Snowy.$Several$boys$of$about$Harry’s$age$had$

their$noses$pressed$against$a$window$with$broomsticks$in$it.$“Look,”$Harry$heard$one$

of$them$say,$“the$new$Nimbus$Two$Thousand$—$fastest$ever$—”$There$were$shops$

selling$robes,$shops$selling$telescopes$and$strange$silver$instruments$Harry$had$

never$seen$before,$windows$stacked$with$barrels$of$bat$spleens$and$eels’$eyes,$

tottering$piles$of$spell$books,$quills,$and$rolls$of$parchment,$potion$bottles,$globes$of$

the$moon….”$

Harry$Potter$and$the$Sorcerer’s$Stone$(71X72).$$$$Read$through$the$passage$above$and$highlight$all$of$the$adjectives.$Once$you$have$done$this$move$to$your$workbooks$and$rewrite$the$passage$with$new$adjectives.$$What$sort$of$effect$does$this$have$on$the$piece$of$writing?$Can$you$change$the$meaning$behind$the$text?$Can$you$change$the$genre?$ $


!! !

$

Name: _____________________ Date: ________ Hour: ______

© 2013 Best Teacher Resources


!! !

Week!1,!Lesson!1!Phase:! Time!Frame:! Activity:!Starter:$ 10$mins$ Last$lesson$I$asked$every$student$to$bring$with$them$an$

example$of$a$fantasy$text,$preferably$one$that$they$have$read.$As$I$take$the$roll,$each$student$shows$their$example$and$gives$a$quick$30Gsecond$explanation$of$what$they$like$and$don’t$like$about$the$fantasy$genre,$relating$it$back$to$their$example$if$possible.$This$gives$the$students$a$chance$to$reflect$on$the$genre$elements$that$we$discussed$in$the$first$lesson$of$this$unit$and$think$about$where$they$would$like$to$go$with$their$writing$piece.$$I$will$bring$in$my$own$example$–$The$Harry$Potter$Series$by$J.K.$Rowling.$This$series$truly$began$my$journey$as$a$reader,$and$has$led$me$to$travel$in$an$attempt$to$experience$Platform$9$and$¾$and$the$Harry$Potter$Experience$in$Orlando,$Florida.$

Introduction:$ 10$mins$ Group$discussion$to$determine$what$the$students$know$about$the$fantasy$genre.$I$will$split$the$whiteboard$into$two$sections:$what$we$do$know$and$what$we$don’t$know.$$Key$elements$include:$

•! Magic$and$the$supernatural.$•! Often$involving$a$journey$or$quest,$with$a$lead$protagonist$who$has$strong$morals.$

•! We$are$not$bound$by$the$possibilities$of$the$‘realGworld’.$

•! Often$set$in$medieval$times.$•! There$can$be$two$worlds,$the$realistic$world$and$the$fantasy$world.$

•! It$can$provide$a$new$way$of$looking$at$the$real$world.$

•! Special$character$types,$imaginary$or$mythical$creatures.$

•! Fantastic$object$–$mythical,$powerful$objects.$Development:$ 20$mins$ We$will$be$working$towards$an$800Gword$short$story$in$

the$fantasy$genre,$and$to$get$the$students$thinking$creatively$I$will$be$using$an$image$as$a$writing$prompt.$There$are$two$different$images$they$can$choose$from,$with$the$aim$being$that$they$describe$the$scene$in$the$image,$the$world$beyond$the$image,$and$possible$characters$that$might$inhabit$this$world.$They$can$work$together$in$groups,$or$individually,$to$answer$these$questions,$and$expand$on$the$world$in$the$picture.$Before$we$move$on$to$the$plenary$they$will$bring$their$ideas$and$share$them$with$the$rest$of$the$class.$$$$$


!! !

Plenary:$ 10$mins$ We$will$return$to$the$board$from$the$Introduction$section$and$see$what$we$can$change.$$Using$a$different$marker$colour$we$will:$

•! Add$to$what$we$do$know,$•! Move$things$we$have$learnt$from$what$we$don’t$know$to$what$we$do$know,$

•! Add$any$new$questions$that$we$have$about$the$fantasy$genre$to$be$answered$in$the$next$lesson.$


!! !

Week!1,!Lessons!3!and!4!Phase:! Time!Frame:! Activity:!Starter:$ 20$mins$ In$order$to$get$the$students$thinking$about$the$

descriptions$that$will$be$needed$throughout$their$story$we$will$be$doing$a$quick$exercise$looking$at$adjectives$and$how$they$can$affect$a$story.$$Students$are$presented$with$a$piece$of$fantasy$text.$They$are$expected$to$recognise$all$of$the$adjectives,$and$underline$them.$They$will$then$reGwrite$the$piece$in$their$books,$switching$out$the$existing$adjectives$for$new$ones.$$Depending$on$time,$a$few$students$will$be$able$to$volunteer$and$read$out$their$new$stories$and$we$can$discuss$how$descriptions$really$do$make$a$story.$

Introduction:$ 15$mins$ Up$until$now$we$have$been$learning$about$the$elements$of$a$short$story$and$the$key$points$which$make$up$the$fantasy$genre.$Now$we$have$to$put$it$into$practice.$We$will$be$working$through$the$assignment$sheet$(explained$in$the$Development$section$below)$and$I$will$be$able$to$answer$any$questions$that$the$students$have.$$To$introduce$the$planning$stage$we$will$be$looking$into$what$the$students$need$to$be$looking$at$before$they$begin$the$writing$process.$We$will$have$a$discussion$about$character$planning$and$plot$planning.$There$is$an$assumed$knowledge$of$short$story$creation$from$last$year$so$this$will$serve$to$get$the$students$thinking$about$what$they$already$know.$

Development:$ 50$mins$ Students$will$work$individually$to$begin$planning$their$own$short$story$through$the$use$of$the$Facebook$character$profile$activity.$They$will$have$30$minutes$to$create$their$main$character$in$as$much$detail$as$possible.$If$they$fill$all$of$the$Facebook$character$profile$they$can$move$onto$the$MindMeister$online$mindGmapping$tool$to$continue$planning.$All$students$have$experience$with$this$software$from$their$media$class,$and$are$expected$to$move$into$using$it$without$any$further$instructions.$The$MindMeister$tool$is$used$to$further$develop$plot$ideas,$and$can$include$characters,$setting,$time,$and$events.$$For$the$last$20$minutes$of$this$section$students$will$be$roleGplaying$with$the$main$character$in$their$short$story.$This$will$help$them$get$to$know$their$characters.$They$will$get$into$groups$or$pairs$and$interact$with$each$other$as$their$character.$This$will$help$when$writing$to$disassociate$from$themselves$and$get$into$their$character.$$$


!! !

Students$will$have$to$complete$the$Facebook$character$profile$and$Mind$Meister$mindGmap$activities$during$homework$on$the$weekend$if$they$have$not$been$completed$in$class.$They$must$be$completed$by$the$first$lesson$in$week$two.$

Plenary:$ 15$mins$ Create$a$newspaper$headline$for$a$news$story$that$your$character$would$likely$be$involved$in.$This$can$be$something$you$plan$to$include$in$the$text$production,$or$something$that$is$totally$irrelevant$to$your$story$but$is$still$relevant$to$the$character.$It$does$not$have$to$be$a$bad$news$story.$Think$outside$the$box$for$this$one.$


!! !

Week!3,!Lesson!1!Phase:! Time!Frame:! Activity:!Starter:$ 10$mins$ As$the$students$are$waiting$on$their$drafts$to$be$returned$

we$will$begin$with$some$free$writing.$Students$are$free$to$write$about$anything$they$like.$It$can$be$fiction$or$nonGfiction,$any$genre,$any$style.$This$will$assist$in$keeping$their$brains$in$the$writing$mindset$for$when$they$get$back$into$editing$their$stories$in$the$next$lesson.$This$activity$will$not$be$marked,$and$can$be$kept$for$personal$records$inside$of$their$writing$workbooks.$

Introduction:$ 10$mins$ As$a$whole$class$we$will$discuss$what$makes$a$good$book$cover.$Students$have$been$asked$to$find$one$book$cover$example$that$contains$content$about$the$story,$but$doesn’t$give$away$the$major$plot$points,$to$discuss.$Students$are$encouraged$to$bring$forward$elements$of$their$own$stories$that$could$adorn$that$they$will$be$creating.$Key$ideas$that$they$should$be$thinking$about:$

•! What$message$do$you$want$to$send,$•! Subtlety,$•! Giving$insight$into$the$story,$but$not$giving$it$away,$

•! Pull$the$motivation$or$emotion$out$of$the$story$and$represent$that.$

Development:$ 20$mins$ The$class$will$be$split$into$two$groups$for$the$remainder$of$this$lesson.$$Group!One:$This$group$will$be$working$on$designing$their$own$cover$to$be$handed$up$with$their$story.$They$can$use$any$medium$to$design$it.$There$will$be$access$to$computers,$pencils,$paper,$and$cameras$in$class.$$Group!Two:$Drafts$for$students$who$are$often$struggling$in$this$class$will$be$marked$first.$If$any$of$these$students$clearly$need$extra$help$with$their$draft$that$will$begin$in$this$lesson.$I$will$be$working$with$them$in$a$separate$group$to$clearly$explain$feedback,$show$them$the$positives$in$their$writing,$what$needs$improvement,$and$how$they$can$get$the$best$grade$possible.$Any$students$who$are$able$to$work$on$the$cover$page$but$would$prefer$to$get$extra$help$with$their$draft$can$also$join$this$group$for$the$extra$support.$$Students$in$group$two$will$not$be$expected$to$hand$in$the$cover$page$with$their$folder.$It$is$important$that$they$feel$comfortable$asking$for$the$extra$help$at$this$point,$and$don’t$feel$like$there$will$be$a$lot$to$catch$up$on$after.$


!! !

Plenary:$ 10$mins$ Group!One:!Will$explain$their$cover$to$the$rest$of$the$class.$Why$they$chose$the$elements$that$they$included$on$their$cover.$Students$can$also$comment$on$what$they$would$expect$from$the$story$based$on$the$cover$design.$$Group!Two:$These$students$will$make$a$list$of$achievements$based$on$the$reGdrafting$process.$$

•! One$thing$which$they$had$done$well$already,$•! Two$things$that$they$have$improved$throughout$this$lesson,$

•! And$two$things$that$may$still$need$improvement.$This$will$help$the$students$to$see$what$they$have$achieved$so$far$and$what$they$have$left$to$achieve$in$the$next$week.$$The$group$two$activity$will$be$repeated$with$the$entire$class$in$the$next$lesson$after$all$drafts$have$been$returned$and$editing$has$begun.$

Assessment!Documents!

!!Amy!Scott!–!a1608601!

!! !

Text!Production!!Purpose:!This!creative!writing!task!is!used!to!demonstrate!your!skills!in!constructing!a!short!story.!It!will!need!to!show!your!ability!to!include!knowledge!of!the!fantasy!genre!into!your!planning!and!writing.!Creative!writing!can!come!in!a!wide!variety!of!forms,!but!for!this!task!you!are!expected!to!write!a!short!fictional!fantasy!story.!!This!will!be!marked!as!a!folder!with!planning!activities!included.!It!is!important!that!I!can!see!how!your!planning!leads!to!the!end!result.!!To!be!included!in!folder:!

•! Cover!page!(if!completed!in!class!time),!•! Facebook!character!profile,!•! Mind!Meister!plot!setup,!•! Short!story,!•! Short!reflective!piece.!

!Description:!We!will!be!working!through!key!elements!of!the!fantasy!genre!in!class.!A!key!element!to!creative!writing!is!planning,!and!we!will!be!using!mind!maps!and!character!outlines!to!begin!planning!your!creative!pieces.!!Your!story!must!include:!

•! Setup,!conflict,!resolution!•! Clear!plot,!characterisation,!setting,!tone,!•! Elements!of!fantasy!writing,!•! Clear!descriptions,!•! Sentence!structure,!•! A!minimum!of!one!draft!marked!before!final!submission.!

!Conditions!and!Length:!Approximately!800!words!in!length!+/3!10%!Drafting!and!editing!is!required,!and!I!will!be!available!to!mark!one!draft!per!student.!!Due!Date:!Week!Three,!Lesson!Four.!

Assessment!Documents!

!!Amy!Scott!–!a1608601!

!! !

! Knowledge)and)Understanding) Analysis) Application) Communication)

A) Detailed!knowledge!and!understanding!

of!the!ideas,!values,!and!beliefs!in!

familiar!and!unfamiliar!texts.!!

Knowledge!and!understanding!of!the!

ways!in!which!the!creators!and!readers!

of!familiar!and!unfamiliar!texts!use!a!

range!of!language!techniques!and!

conventions!to!make!meaning.!!

Comprehensive!knowledge!and!

understanding!of!the!ways!in!which!

familiar!and!unfamiliar!texts!are!

composed!for!a!range!of!purposes!and!

audiences.!

Analysis!of!complex!

connections!between!

personal!experiences,!ideas,!

values,!and!beliefs,!and!those!

explored!in!familiar!and!

unfamiliar!texts.!

Perceptive!analysis!of!a!

range!of!ways!in!which!

authors!use!language!

techniques!to!influence!

opinions!and!decisions!in!

familiar!and!unfamiliar!

contexts.!

Use!of!a!range!of!sophisticated!

language!skills!to!analyse!and!solve!

simple!and!complex!problems,!and!to!

demonstrate!creativity.!

Detailed!and!appropriate!use!of!

evidence!from!texts!to!support!

conclusions,!with!textual!references!

incorporated!fluently!in!responses.!

Location,!recording,!analysis,!use,!and!

synthesis!of!knowledge!relevant!to!

familiar!and!unfamiliar!contexts.!

Fluent!and!precise!

writing!and!!

speaking.!!

Use!of!appropriate!

style!and!structure!for!

a!range!of!mainly!

unfamiliar!audiences!

and!for!varied!

purposes.!!

B) Knowledge!and!understanding!of!some!

ideas,!values,!and!beliefs!in!familiar,!and!

some!unfamiliar,!texts.!!


ways!in!which!the!creators!and!readers!

of!mainly!familiar!texts!use!some!

language!techniques!and!conventions!to!

make!meaning.!


ways!in!which!mainly!familiar!texts!are!

composed!for!some!purposes!and!

audiences.!

Analysis!of!some!complex!




explored!in!familiar,!and!some!

unfamiliar,!texts.!

Analysis!of!a!range!of!ways!in!

which!authors!use!language!



familiar,!and!some!unfamiliar,!

contexts.!

Use!of!a!range!of!language!skills!to!

solve!simple!and!complex!problems,!

and!to!demonstrate!creativity.!

Use!of!evidence!from!texts!to!support!

conclusions,!with!textual!references!

incorporated!in!responses.!

Location,!recording,!analysis,!use,!and!

occasional!synthesis!of!knowledge!

relevant!to!mostly!familiar!contexts.!

Mostly!fluent!and!

precise!writing!and!

speaking.!

Use!of!appropriate!


a!range!of!mostly!

familiar!audiences!and!

purposes.!!

!

C) Knowledge!and!understanding!of!some!

simple!ideas,!values,!or!beliefs!in!familiar!

texts!(e.g.!identifies!relevant!information!

from!a!range!of!written!texts).!

Knowledge!and!understanding!of!a!

number!of!ways!in!which!the!creators!

and!readers!of!a!narrow!range!of!familiar!

texts!use!some!language!techniques!and!

conventions!to!make!meaning!(e.g.!

reads!a!range!of!texts,!noting!key!

differences!of!presentation!and!layout).!


ways!in!which!familiar!texts!are!

composed!for!familiar!purposes!and!

audiences!(e.g.!identifies!purpose!and!

audience!of!texts).!

Analysis!of!simple!




explored!in!familiar!texts!(e.g.!

explicitly!connects!new!

ideas/information!with!own!

knowledge,!using!techniques!

such!as!anecdotes!and!

analogies).!

Descriptive!analysis!of!a!

number!of!ways!in!which!

authors!use!language!



familiar!contexts!(e.g.!

recognises!that!the!author!

selects!the!structure!of!a!text!

to!serve!a!particular!purpose).!

Use!of!language!skills!to!solve!routine!

problems!in!familiar!contexts!or!to!

demonstrate!creativity!(e.g.!writes!a!

short!formal!letter,!outlining!instructions!

for!a!particular!purpose!such!as!closing!

a!bank!account).!!

Competent!use!of!evidence!from!texts!

to!support!conclusions!(e.g.!reads!short!

simple!narrative!of!choice!and!

discusses!how!text!reflects!author’s!

opinion).!

Location,!recording,!and!occasional!

analysis!and!use!of!knowledge!relevant!

to!a!familiar!context!(e.g.!reads!and!

interprets!diagrammatic/graphic!texts!

that!are!unambiguously!presented).!

Generally!fluent!and!

functional!writing!and!

speaking.!!

Use!of!an!appropriate!



purposes!(e.g.!

produces!a!range!of!

familiar!text!types,!

with!appropriate!

structuresJ!uses!

vocabulary!with!

increasing!precision!to!

show!how!words!carry!

particular!shades!of!

meaning).!

D) Identification!of!some!simple!ideas,!

values,!or!beliefs!in!some!familiar!texts.!

Knowledge!and!understanding!of!some!

of!the!ways!in!which!the!creators!and!

readers!of!a!narrow!range!of!familiar!

texts!use!language!techniques!and!

conventions!to!make!simple!or!factual!

meaning.!!

Knowledge!of!the!ways!in!which!familiar!

texts!are!composed!for!personally!

relevant!purposes!and!familiar!

audiences.!

Reference!to!simple!


uncomplicated!personal!

experiences,!ideas,!values,!

and!beliefs,!and!those!

explored!in!familiar!texts.!

Reference!to!some!ways!in!

which!authors!of!familiar!texts!

use!!language!techniques!to!

influence!opinions!and!

decisions!in!familiar!contexts.!!

Use!of!a!restricted!range!of!language!

skills!to!solve!simple!problems!in!

familiar!contexts!or!to!demonstrate!

some!creativity.!

Some!use!of!evidence!from!familiar!

texts!to!support!conclusions.!!

Location,!recording,!and!use!of!factual!

knowledge!relevant!to!a!familiar!context.!

A!level!of!fluency!in!

writing!and!speaking!

in!personally!relevant!

situations.!

Use!of!appropriate!


a!narrow!range!of!


purposes.!

E) Identification!of!a!simple!idea!in!a!highly!

familiar!text.!


way!in!which!a!creator!or!reader!of!a!

highly!familiar!text!uses!a!language!

technique!or!convention!to!make!factual!

meaning.!

Knowledge!of!the!ways!in!which!highly!

familiar!texts!are!composed!for!

personally!relevant!purposes!and!highly!

familiar!audiences.!

Recognition!of!a!simple!

connection!between!a!

straightforward!personal!

experience,!idea,!value,!or!

belief,!and!that!explored!in!a!

highly!familiar!text.!

Reference!to!the!way!in!which!

an!author!uses!language!


opinions!and!decisions!in!a!

highly!familiar!context.!

!

Use!of!a!restricted!range!of!language!

skills!to!solve!simple!problems!in!highly!

familiar!contexts!or!to!demonstrate!

creativity.!

Some!use!of!evidence!from!highly!

familiar!texts!to!support!a!simple!

conclusion.!

Location,!recording,!or!use!of!factual!

knowledge!relevant!to!a!highly!familiar!

context.!

Beginning!of!

development!of!fluent!

writing!and!speaking!

in!personally!relevant!

situations.!

Use!of!appropriate!


a!narrow!range!of!

highly!familiar!

audiences!and!

purposes.!

Bibliography!

!!Amy!Scott!–!a1608601!

!! !

Bibliography!!Best!Teacher!Reosurces!2013,!Fakebook!–!Create!Your!Own!Facebook!Profile,!viewed!14!March!2015,!<https://www.teacherspayteachers.com/Product/Fakebook3Create3Your3Own3Facebook3Profile3530413>.!!Gaiman,!Neil!1995,!Cinnamon,!Neil!Gaiman!Online,!viewed!18!March!2015,!< http://neilgaiman.net/cinnamon/page1.htm>.!!Intel!2015,!Intel!Education!for!Educators,!Intel,!viewed!11!March!2015,!< http://www.intel.com.au/content/www/au/en/education/educators.html>.!!MindMeister!2015,!Mind!Meister,!MeisterLabs,!viewed!21!March!2015,!< https://www.mindmeister.com/>.!!Morelli,!J!2012,!MorJer’s!Art,!viewed!14!March!2015,!<http://www.morjers3art.de/gallery.html>.!!Rowling,!J.K.!1997,!Harry!Potter!and!the!Sorcerer’s!Stone,!Scholastic!Press,!New!York.!!!