NSW Department of Education English narrative learning sequence

NSW Department of Education English narrative learning sequence – Stage 2 Student activity resources

NSW Department of Education Activity 1 Student resources

NSW Department of Education Collect resources For the following 10 lessons you will need A device Access to your class's online platform narrative video (link: https: //vimeo. com/398136873) 3

NSW Department of Education Task a – vocabulary Consonants and Vowels You will have 5 minutes to make as many words as you can using 5 consonants and 3 vowels. Share you answers with your teacher and classmates on our online platform. 4

NSW Department of Education Task c – reading Independent Reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 5

NSW Department of Education Task d – understanding narrative What is 'narrative'? Why is it useful? Click to add text How might understanding 'narrative' help me? 6

NSW Department of Education Task d Share your thinking Record your answers to these questions on our online platform. • What is narrative? • Why is it useful? • How might understanding 'narrative' help me? Read your classmate and teacher's comments and help write a definition of narrative on our online platform. 7

NSW Department of Education Check your work Have you completed all the following activities? a) Vocabulary- consonants and vowels b) Independent reading c) Watched the narrative video and shared your thinking online Need help? Remember to ask your teacher! 8

NSW Department of Education Reflection Write a paragraph about an event that has changed the way you think about something. Have you included: • Where it happened • When it happened • Who was there • What happened • How this changed your thinking Record your paragraph as a comment on our online platform. 9

NSW Department of Education Activity 2 Student resources

NSW Department of Education Task a – vocabulary Headlines Sometimes newspapers, magazines or news shows want the title of their text to catch your attention. We call these catchy titles ’headlines’. They are short and snappy! You are going to improve some titles to make them shorter and to grab your audience's attention. You can find better words by asking an adult or looking in a thesaurus. 11

NSW Department of Education Task a – vocabulary Headlines You have 5 minutes to improve these news headlines! • Elephant found in school yard • Magpies are protective because they are nesting • People get sick from food • Farmers need dogs to help with sheep • Computers stopped working in schools Share you answers with your teacher and classmates online. 12

NSW Department of Education Task b – reading Independent reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – What happened? Did anything particularly interesting happen? 13

NSW Department of Education Task c – understanding narrative Narrative presents a view of the world Narrative can be used to help us understand all kinds of texts, even non-fiction. However, narrative always present a view of the world. In other words, narrative includes some things and leaves out others. One way to explore what is included or left out is to think about who gets to ‘tell' their story and who might not be included. 14

NSW Department of Education Task c Watch this video As you watch 'Magpie season' from the BTN website consider: • Who gets to ‘tell' their story? • Is there a group, person or animal whose story is not included? • Can you retell the story of Matt? The children? The magpies? • Why do you think the author used narrative to engage the audience in this text? Share your thoughts with your teacher and classmates online. 15

NSW Department of Education Check your work Have you completed all of these tasks? a) Vocabulary task b) Independent reading c) Narrative presents a view of the world ('Magpie season') Need help? Remember to ask your teacher! 16

NSW Department of Education Reflection Think about what you have learnt so far about narrative. Use the 3, 2, 1 structure below to guide your reflection. Record in your online platform: 3 things you have learnt today 2 things you want to know more about 1 question you still have 17

NSW Department of Education Activity 3 Student resources

NSW Department of Education Task a – Vocabulary Newspaper Article Read an online newspaper article. Choose a word that you are not familiar with and complete the document shared in our online platform. What is your tricky word? Which book did you find it in? Write the sentence from the story I think it means… Clues I used Dictionary definition: It makes me think of… Put it in a new sentence Share you answers with your teacher and classmates online. 19

NSW Department of Education Task b – reading Independent Reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 20

NSW Department of Education Task c – reading 'Stinky' Sid by Zoe Disher • Read ‘Stinky Sid’, by Zoe Disher. • Identify and highlight the orientation, complication/s and resolution. 21

NSW Department of Education Task c – reading 'Stinky' Sid by Zoe Disher • Find and highlight the description of the setting in the orientation of ‘Stinky Sid’, by Zoe Disher. • Now look further and use the highlighting tool to colour words that give more information about the setting. Can you make a really clear picture in your head of the setting for ‘Stinky Sid’? 22

NSW Department of Education Check your work Have you completed all the following activities? a) Newspaper article vocabulary b) Independent reading c) Reading 'Stinky Sid' Need help? Remember to ask your teacher! 23

NSW Department of Education Reflection Structure of a narrative • Share with an adult the structure of a narrative. • Discuss why structure is important to help an audience. • What is usually included in the orientation (setting, characters, time) • Can you think of a text where it does not start with an orientation? Record your thoughts in the online platform, determined by the teacher. 24

NSW Department of Education Activity 4 Student resources

NSW Department of Education Task a – description Vocabulary Look out your window or door. What do you see? Describe this to an adult. Remember to use great adjectives and imagery! Try to use language that helps the adult build a clear 'picture' in their mind. 26

NSW Department of Education Task b – reading Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 27

NSW Department of Education Task c – imagery Stinky Sid Focus on the imagery in ‘Stinky Sid’: ‘When Sid came into the house, flowers dropped their petals and the paint peeled off the walls. Bert’s feathers dropped out and fell in his birdseed. ’ Discuss with an adult, the images created in your mind. • What feelings does this imagery provoke? • Explain and record using your online platform the • purpose of this imagery • impact it has on the reader. Have a go at writing imagery yourself. Describe an object, family member or pet. Share your writing on our online platform. 28

NSW Department of Education Task d – punctuation marks Stinky Sid There are so many exclamation marks used in ‘Stinky Sid’ by Zoe Disher!!! What is the purpose of the exclamation marks used in ‘Stinky Sid’? Share your thoughts using our online platform. Remember to read and respond to the ideas of others before adding your own. 29

NSW Department of Education Check your work Have you completed all the following activities? a) Vocabulary activity b) Independent reading c) Imagery in ‘Stinky Sid’ d) Exclamation marks in ‘Stinky Sid’ Need help? Remember to ask your teacher! 30

NSW Department of Education Reflection Consider how the author created mood and feeling Who is telling the story of Stinky Sid? Could the story be told by the dog? Who else might tell this story? Would that change the mood or feeling of the narrative? Discuss with your class using your online platform. 31

NSW Department of Education Activity 5 Student resources

NSW Department of Education Task a – visual stimulus Description Describe the image below to an adult in your house. Remember to use adjectives and imagery. Try using a simile (comparing one thing to another). Example of a simile: The house was as dark as the night sky without any stars. 33

NSW Department of Education Task b – reading Independent reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 34

NSW Department of Education Task c – writing Independent narrative Using the image on the next slide to inspire you, write your own narrative. Remember to: • include an orientation, complication and resolution • describe the character, setting and time • use imagery to improve your writing Follow the instructions to share your writing in our online platform. 35

NSW Department of Education Task c – writing Who are your characters? What happens? When? Why? 36

NSW Department of Education Check your work Have you completed all the following activities? a) Description of a house b) Reading c) Writing Need help? Remember to ask your teacher! 37

NSW Department of Education Reflection Share the narrative you wrote with someone else. Show them where you have included: • an orientation • characters, setting and time • a complication • resolution Explain to them what imagery is and where you used it in your narrative. What would you improve in your writing for next time? 38

NSW Department of Education Activity 6 Student resources

NSW Department of Education Task a – editing task A teacher’s lament… Pay close attention. There is something wrong with the narrative that is attached to this slide! Can you fix the punctuation, spelling and grammar so it makes sense? Use a highlighter tool to locate the errors and write your corrections as comments next to the text. When you are finished submit your work using our online platform. . 40

NSW Department of Education Task b – reading Independent Reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 41

NSW Department of Education Task c – Word chain Sock Monster • Read or listen to the poem ‘Sock Monster’ by Beverley Mc. Williams from The School Magazine. • Construct a word chain describing your favourite socks in the document provided. • Share your work through our online platform. 42

NSW Department of Education Check your work Have you completed all the following activities? a) Editing task b) Independent reading c) Word chain Need help? Remember to ask your teacher! 43

NSW Department of Education Reflection Read your poem aloud to an adult and explain to them how you know it is a narrative. Remember to talk about: • the use of narrative to communicate with others in an organised way • how narrative is recognisable but changes in different kinds of texts • narrative structure (orientation, complication, resolution) • character, setting and imagery 44

NSW Department of Education Activity 7 Student resources

NSW Department of Education Task a – vocabulary cline Find just the right word! A word cline organises words with similar meanings from weak to strong. You use a word cline to think through what is just the right word to use to create an engaging text! This word cline is an example of weather. 46

NSW Department of Education Task a – Vocabulary Cline Words for cold Write down all the words you know that mean ‘big'. Examples include: huge, enormous Order the words from big up. . . big 47

NSW Department of Education Task b – reading Independent reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 48

NSW Department of Education Task c – imagery in poetry Imagery • Read “A Hairy Tank’ by Jenny Blackford, illustrated by Heidi Cooper Smith, which accompanies this workbook. As you read highlight examples of imagery you enjoy. Have a go at writing some similar examples of imagery. For example: ‘a wombat is a hairy tank’ could become ‘a giraffe is a beam of sunlight’ or ‘a horse is a whisper of wind’. Share with your teacher and classmates using our online platform. 49

NSW Department of Education Check your work Have you completed all the following activities? a) Vocabulary cline b) Independent reading c) Read ‘Hairy Tank’ by Jenny Blackford, illustrated by Heidi Cooper Smith Need help? Remember to ask your teacher! 50

NSW Department of Education Reflection We choose words for effect Using just the right word is a powerful way to communicate. Share some of your favourite new words for writing and why you like them using our online platform. Remember to follow our rules for sharing online and to read other student’s words too. 51

NSW Department of Education Activity 8 Student resources

NSW Department of Education Task a – reading Independent reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 53

NSW Department of Education Task b – writing poetry Imagery • Reread the poem, “A Hairy Tank’ by Jenny Blackford. • Use the online document to help you write your own poem. • Experiment, use figurative language and rhyme if you choose. • Share your poem with your teacher following the instructions in our online platform. 54

NSW Department of Education Check your work Have you completed all the following activities? a) Independent reading b) Write your own poem Need help? Remember to ask your teacher! 55

NSW Department of Education Reflection How is my poem a narrative? Read your poem aloud to an adult, with expression! Explain to them how you know it is a narrative. Remember to talk about: • the use of narrative to communicate ideas in an organised way • how narrative is recognisable but changes in different kinds of texts • narrative structure (orientation, complication, resolution) • character, setting and imagery Share some of your ideas with your classmates using our online platform. 56

NSW Department of Education Activity 9 Student resources

NSW Department of Education Task a – vocabulary Using great descriptions 1. Without letting them see it, describe the picture on the next slide to an adult. Try to use great words to create a clear picture in their mind of the image. 2. Show your adult the picture and ask them to describe it themselves. 3. See if you can combine your description with their description to create a great picture in your audience's mind. When you are happy that your description share it with your teacher and classmates using our online platform. 58

NSW Department of Education Task a – vocabulary Using great descriptions 59

NSW Department of Education Task b – reading Independent Reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about. • Was it fiction or non-fiction? • Who were the characters? What happened? • What new information have you learnt? • Have you changed the way you think about something? 60

NSW Department of Education Task c – narrative in comics Narrative is both recognisable and different in comics Read 'The Barber Shop: Episode 1' by Andrew Cranna from The School Magazine. Go on a treasure hunt to find: • The orientation • The resolution • The complication Identify them for your adult and discuss how you know! Share your thinking with your class using our online platform. 61

NSW Department of Education Task c – narrative in comics Narrative is both recognisable and different in comics Think about how the narratives you have read, 'Stinky Sid' and 'The Barber Shop'. Place them side by side on your screen if you can. What do you notice that is similar in both texts? What do you notice that is different in each text? You can draw a venn diagram like the on the next page to organise your thinking. Share what is the same and what is different on your online platform. 62

NSW Department of Education Task c – narrative in comics What is the same? What is different? Use a venn diagram to show it! Stinky Sid 63 The Barber Shop

NSW Department of Education Check your work Have you completed all the following activities? a) Vocabulary b) Independent reading c) Narrative in comics Need help? Remember to ask your teacher! 64

NSW Department of Education Reflection Narrative is both recognisable and different • Why might it be useful to understand how narrative is both recognisable and different depending on the kind of text? • Consider what changes in the way we create and understand narrative in nonfiction texts, novels or comics. • Can you think of another kind of text where narrative is both recognisable and different from a novel? What changes? Why? • Share your ideas with your class using our online platform. 65

NSW Department of Education Activity 10 Student resources

NSW Department of Education Task b – reading Independent reading Your teacher or adult will select a text for you to read. Remember everything you have been taught by your teacher when reading, including fluency (smooth reading) and expression. When finished, tell an adult what the text was about – who were the characters? What happened? Did anything interesting happen? 67

NSW Department of Education Task c – retell your narrative Can you recreate your story as a comic? Look closely at the ’The Barbershop’ by Andrew Cranna from The School Magazine. Consider: • The size and shape of the boxes. Why do they change? What shapes and sizes might work to retell your story? • How does the author and illustrator, Andrew Cranna, show who is speaking? How does he show the order in which characters speak? • How does Andrew explain where and when things happen in his comics? 68

NSW Department of Education Task c – retell your narrative Can you recreate your story as a comic? Re-create, as a comic, the orientation from the narrative that you wrote in Activity 5. Draw your comic using paper and pencils. You are able to edit to improve your story as you create your comic. Draw an arrow neatly from the side and label choices in your comic design you would like your teacher to notice. If you can, take a photo and share it with your teacher and classmates. If not contact your teacher for help about how to share it. 69

NSW Department of Education Check your work Have you completed all the following activities? a) Independent reading b) recreate your orientation as a comic Need help? Remember to ask your teacher! 70

NSW Department of Education Reflection Think about what you have learnt about narrative so far. Discuss these questions with an adult. • Has your understanding about narrative changed and grown? • Have you learnt something that will influence the way you read and respond to texts? • Have you learnt something that influences the way you create texts? • Have you learnt something that helps you when you are speaking and listening? Use the two stars and a wish document to guide your reflection and upload it to our online platform. 71

NSW Department of Education