EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Narrative Text Fractured Fairy tales Unit
Week 1:

1.

Outcomes
Designing, Selecting and Sequencing Activities
EN3-3A:
Lesson objective: To elicit and build background knowledge of fairy tales,
Uses an
examining typical language, setting, characterisation and plot features of
integrated
traditional fairy tales.
range of
skills,
Lesson Indicators:
strategies
Analysing how text structures and language features work together to meet
and
the purpose of a text (ACELY1711).
knowledge to
Identify the ways in which language used in imaginative texts, including use
read, view
of figurative language, character development, event and setting, creates
and
interest for the reader. (Board of Studies, 2012)
comprehend
a wide range
of texts in
Teacher provides students with a blank bibliography template, and asks students to
different
record in the template all texts read over the course of the unit (TES Australia,
media and
2013).
technologies.
EN3-5B:
Discusses
how
language is
used to
achieve a
widening
range of
purposes for
a widening
range of
audiences

Students brainstorm as many different fairy tales as they can think of. Questions to
facilitate class discussion:
-What do you think makes a fairy tale, a fairy tale? E.g. the orientation, complication
and resolution happy ending, good (hero) vs bad (villain), fantasy / magical
(witches, fairies, royalty), Once upon a time etc.
-What is the purpose of a fairy tale?
-What are some characteristics that fairy tales have in common? What kind of
characters, plots and settings do we expect to find in fairy tales?
Teacher reinforces the oral nature and tradition of fairy tales (Read Write Think,
2015).
Teacher captures answers on butchers paper to be placed up in classroom for
duration of the unit.

Resources

Assessment

Bibliography
template
Butchers
papers
Interactive
whiteboard
(IWB)
E-book Little
Red Riding
Hood by
Charles
Perrault
Fairy tale
Language
Features
worksheet

Formative
Assessment:
Competence
demonstrated
through
participation in
discussion and
responses to
posed
questions.
Teacher
listening
assessment of
student
reading ability,
pronunciation
and fluency.
Effective
completion of
independent
task i.e.
identifying the
language
features of the
fairy tale on
worksheet.
(ACARA,
2010)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

and
contexts.
(Board of
Studies,
2012)

Teacher brings up on IWB an e-book version of Little Red Riding Hood by Charles
Perrault, to read as a class. Prior to reading teacher asks students to take note of
the characters, setting, plot, language and illustrations used (Perrault, 2002).
Students are each provided a copy of Fairy tale Language Features (see appendix
A) worksheet and must tick the language features they identify whilst reading the
story. Students have prior knowledge of such language features.
Various students are selected to read aloud, as guided by the teacher to foster and
assess fluency. Reading is paced to give students adequate time to answer
questions, and identify language features (Tompkins, Campbell & Green, 2011).
To monitor meaning and comprehension throughout the reading, the following
inferential questions are asked:
-How do you think Little Red Riding Hood might be feeling talking to the wolf?
-What do you think the wolf is thinking?
-Are you noticing there are good and bad characters? Who are they? How do you
know?
-How are the illustrations helping to tell the story?
-Do you think Red Riding Hood made a good choice? Why/ why not?
-What is the setting of the story? Are there other fairy tales that this type of setting is
common to? E.g. Hansel and Gretel etc.
-Do you notice any vocabulary that may be common to other fairy tales? Are there
any repeated phrases? (Conley & Wise, 2011).
Following the book reading, teacher asks students to think, pair, share:
-What do you think the moral of the story is?
Students share answers with the class. Reinforce that connections can be made
between fairy tales and real life, through their morals and messages (Young, 2004).
Class discussion regarding language features identified (Fairy tale Language
Features worksheet). Teacher establishes fairy tale word wall with relevant
vocabulary (Gibbons, 2002).

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

2.

EN3-1A:
Communicat
es effectively
for a variety
of audiences
and
purposes
using
increasingly
challenging
topics, ideas,
issues and
language
forms and
features.

Lesson objective: To model a fractured fairy tale, and to define and identify the
features of a fractured fairy tale.
Lesson Indicators:
Analysing how text structures and language features work together to meet
the purpose of a text (ACELY1711).
Use interaction skills, varying conventions of spoken interactions such as
voice volume, tone, pitch and pace, according to group size and needs of
audience (ACELY1816). (Board of Studies, 2012)

Collaboratively as a class, students re-tell in their own words Little Red Riding

EN3-3A:

Uses an
integrated
range of
skills,
strategies

and
knowledge to
read, view

and
comprehend
a wide range
of texts in
different
media and
technologies.

Hood story from previous lesson to revise background knowledge. Teacher draws
student names out randomly to tell next section of the story. Students use the word
wall to assist, and must try to use the relevant vocabulary (Success for All
Foundation, 2005).
Class reads The True Story of Little Red Riding Hood by Agnese Baruzzi and
Sandro Natalini. Prior to reading, teacher clarifies with students vocabulary
definitions in the text they may be unsure of, and places this vocabulary on the
word wall. Teacher also asks students to make note of what is different about this
story, as compared to the original (Baruzzi & Natalini, 2009).
Throughout the story, teacher encourages students to predict what they think might
happen next, and asks various students to summarise the story to assist with
comprehension (NCTE, 2004).
Following the reading, teacher facilitates class discussion as guided by these
questions:
-What was different about the second story?
-What do the two stories of Little Red Riding Hood have in common?
-What is the purpose of this story? Who is the intended audience?
Teacher draws attention to language features and structure. Revises the language
features from lesson 1.
Teacher uses Venn diagram on IWB to record similarities and differences (TES
Australia, 2013).
Teacher asks students to think about the term fractured fairy tale, records on IWB
what students think it might mean.

Interactive

whiteboard
(IWB)
The True
Story of
Little Red
Riding
Hood by
Agnese
Baruzzi and
Sandro
Natalini.
Story Map
worksheet

Formative
Assessment:
Competence
demonstrated
through
participation in
discussion and
responses to
posed
questions.
Teacher
listening
assessment of
students
speaking
ability.
Effective
completion of
independent
writing task i.e.
story map.
(ACARA, 2010)
(Board of
Studies, 2012)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

(Board of
Studies,
2012)

3.

EN3-3A:
Uses an
integrated
range of
skills,
strategies
and
knowledge to
read, view
and
comprehend
a wide range
of texts in
different
media and
technologies.
EN3-5B:
Discusses
how
language is
used to
achieve a
widening
range of
purposes for
a widening
range of
audiences

Teacher defines fractured fairy tale, and discusses characteristics of fractured fairy

tales i.e. change in setting, characters, points of view, plot, ending etc.
Students independently complete a story map (See appendix B) of The True Story

of Little Red Riding Hood. Once completed class discuss and reflect on whether
the excitement scale would remain similar for the original story (Buehl, 1995).
Lesson objective: Compare and contrast fairy tale and fractured fairy tale.
Examine and identify some of the language, grammatical and structural
features of fractured fairy tale.
Lesson Indicators:
Analysing how text structures and language features work together to meet
the purpose of a text (ACELY1711). Recognises how grammatical features
help to build meaning in texts.
Identify and explain characteristic text structures and language features used
in imaginative texts to meet the purpose of the text (ACELY1701).
Identify and explain how choices in language, influence personal response to
texts (ACELT1615). (Board of Studies, 2012)

Teachers asks students to brainstorm what they know about the story of The
Three Little Pigs. Class discusses the plot, characters and setting of the fairy
tale (Fairy Tales.co, 2015).
Class then reads The True Story of the Three Little Pigs by Jon Scieszka. Prior
to reading, teacher clarifies with students vocabulary definitions in the text they
may be unsure of, and places this vocabulary on the word wall. Teacher also
asks students to note the differences between this story and the original fairy
tale (Scieszka, 1989). Various students are selected to read aloud to foster and
assess fluency.
Following the reading, teacher asks students to think, pair, share:
-What elements of the story make this a fractured fairy tale?
-How is it different to the original story?
-What is the purpose of the story?
Teacher captures a compare and contrast on the IWB (Young, 2004).
Teacher then places a section of the story up onto the IWB, as well as hands a
hard copy of the section to each student. Teacher re-reads section to the class.

Interactive

whiteboard
(IWB)
The True
Story of the
Three Little
Pigs by Jon
Scieszka
2 scanned
pages of
book to be
placed on
IWB, and 1
copy per
student
printed.

Formative
Assessment:
Competence
demonstrated
through
participation in
discussion and
responses to
posed
questions.
Teacher
listening
assessment of
student
reading ability,
pronunciation
and fluency.
Effective
identification of
text language,
grammatical
and structural
features.
(ACARA, 2010)
(Board of
Studies, 2012)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

and
contexts.
EN3-6B:
Uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary
to respond to
cohesive
texts in
different
media and
technologies.

4.

(Board of
Studies,
2012)
EN3-3A:
Uses an
integrated
range of
skills,
strategies
and
knowledge to
read, view
and
comprehend
a wide range
of texts in
different

Teacher asks students to examine the language, and grammar used in the
passage. Teacher then has students come up to the IWB and circle certain
language, grammatical and structural features identified including, emotive
language/ language of persuasion; parts of speech such as nouns, verbs,
adverbs, adjectives, prepositions, and interjections etc.; repeating phrases
and/or words; tense; conjunctions and connective words; direct and indirect
speech; language features (as referred to in previous lessons) etc. T also
highlights the structure of the story i.e. repetitive events with first pig, second
pig, third pig etc (Gibbons, 2002).
Teachers asks students to label these features on their hard copy sheet.
Whole class discussion about the authors purpose for using such features in
the story, and why such features are commonly used in narrative text.

Lesson objective: Effectively identify some of the language, grammatical and

structural features of fractured fairy tales. Examine and understand point of
view and persuasive language.
Lesson Indicators:
Analysing how text structures and language features work together to meet
the purpose of a text (ACELY1711). Identify and explain characteristic text
structures and language features used in imaginative texts to meet the
purpose of the text (ACELY1701).
Analyse strategies authors use to influence readers (ACELY1801).
Identify and explain how choices in language, influence personal response to
texts (ACELT1615). (Board of Studies, 2012)

5 printed

sections of
The True
Story of the
Three Little
Pigs by Jon
Scieszka.
Interactive
whiteboard
(IWB)
Blu tac

Formative
Assessment:
Competence
demonstrated
through
participation in
discussion and
responses to
posed
questions.
Effective
identification of
text language,
grammatical

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

media and
technologies.
EN3-5B:
Discusses
how
language is
used to
achieve a
widening
range of
purposes for
a widening
range of
audiences
and
contexts.
EN3-6B:
Uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary
to respond to
cohesive
texts in
different
media and
technologies.

Students work in groups, and each is provided with a different hard copy section
of The True Story of the Three Little Pigs by Jon Scieszka.
Teacher explains the class will be playing Fractured Fairy tale Language and
Grammar Bingo.
Teacher places on IWB the various language and grammatical features specific
to narratives (fairy tales) as discussed in previous lessons. This is to assist
students during the bingo game.
Teacher randomly reads out a specific feature e.g. direct speech, adjective,
Hyperbole, personification etc. Techer also provides definition and example to
assist students.
Students must highlight/ label on their section of the story each language/
grammar feature if identified. After reading out 10 features, the group with the
highest number of matches wins the bingo game.
To reinforce comprehension and the structure of the story, students must then
complete a jigsaw activity of correctly sequencing their sections, in order to recreate the complete story. Groups must stick their section in the correct order
on the whiteboard (Mclaughlin, 2012).
T then facilitates class discussion examining point of view and persuasive
language:
-Whos point of view is the story written from? How do you know?
-Do you believe the wolfs story? Why/ Why not?
-What sort of language does the wolf use to try and convince the reader?
In a joint construction on IWB, teacher discusses the key events of the story
and has students indicate whether they are opinion or fact, and what phrases
or words are used to persuade the reader (Gibbons, 2002).

and structural
features, as
well as
persuasive
language.
Observation of
ability to work
cooperatively
with group.
(ACARA, 2010)
(Board of
Studies, 2012)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5.

(Board of
Studies,
2012)
EN3-5B:
Discusses
how
language is
used to
achieve a
widening
range of
purposes for
a widening
range of
audiences
and
contexts.
EN3-8D:
Identifies
and
considers
how different
viewpoints of
their world
are
represented
in texts.
EN3-7C:
Thinks
imaginatively
, creatively,
interpretively
and critically

Lesson objective: To explore points of view in writing, and how points of view
can persuade and influence the reader. To utilise persuasive language in point
of view writing.
Lesson Indicators:
Identify and explain how choices in language, influence personal
response to texts (ACELT1615).
Plan, draft and publish an imaginative and persuasive text, choosing
and experimenting with language features appropriate to purpose and
audience. (ACELY1704, ACELY1714).
Identify and explain characteristic text structures and language features
used in imaginative, informative, persuasive texts to meet the purpose
of the text (ACELY1701).
Analyse strategies authors use to influence readers. (ACELY1801).
Understand the uses of objective and subjective language and bias
(ACELA1517).
Recognise that ideas in literary text can be conveyed from different
viewpoints, which can lead to different kinds of interpretations and
responses (ACELT1610). (Board of Studies, 2012)

Teacher places Daily Pig article up on IWB, and various students are selected to
read the article aloud to foster and asses fluency (Read Write Think, 2015) (NCTE,
2004).
Teacher facilitates whole class discussion as guided by these questions:
-Where do you think an article like this might appear?
-What do you think the purpose of the article is? To inform or persuade readers?
- What does persuade mean? What does opinion mean? What does fact mean?
Techer discusses with class and provides definitions for each. All vocabulary and
definitions are added to the word wall.
Teacher has students think, pair, share about the following inferential questions:
-Whose opinion is put forward in this article? How do we know?

Daily Pig
article
Interactive
whiteboard
(IWB)
The Story
of the
Three Little
Pigs 1
printed
copy per
student

Formative
Assessment:
Competence
and ability to
identify and
critically
analyse
persuasive
language in
the text
demonstrated
through
participation
in discussion
and
responses to
posed
questions.
Observation
of task
completion,
participation
and
collaboration.
Students
compose a
sound and
creative text
from an
alternative
point of view
demonstratin

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

about
information
and ideas
and identifies
connections
between
texts when
responding
to and
composing
texts.
EN3-2A:
Composes
edits and
presents
wellstructured
and coherent
texts.
EN3-6B:
Uses
knowledge of
sentence
structure,
grammar,
punctuation
and
vocabulary
to respond to
and
compose
cohesive
texts.

-What evidence is there (what words or sentences) that indicate how Piggy Trotter
(author) feels about the verdict?
-What do you think he feels about the pigs and the wolf (do you think he likes the
wolf?)? Why/ Why Not
-Who do you think the authors intended audience is?
-Do you think Piggy Trotter writes an unbiased account of the events of Mr. A. Wolfs
trial? What does biased/ unbiased mean?
Students share answers with the class, and teacher asks students to highlight on
the IWB some of the bias statements in the article. Students must indicate why
they are biased.
Teacher focusses on building comprehension by further inferential questioning:
-Do you think Piggy Trotter believes the wolf? How do you know?
-In the article is there any sympathy for the wolf? If not, how do you know?
-In the article what are the ways the wolf tries to make us believe his point of view?
(Stahl, 2004).
Teacher asks students to highlight some of the persuasive language in the article.

Teacher then takes class poll to see which students were persuaded by the article
and which students were not. Teacher records results on whiteboard.
Students are given an independent writing task to re-write the story of The Three
Little Pigs, outlining a different version of events from the wolf (Young, 2004).
Teacher reinforces that students should be creative and use persuasive language
in their writing, as well as some of the language features examined in previous
lessons. Teacher provides some examples and suggested vocabulary (Tompkins
et. Al, 2011).
Following the task, students are given the opportunity to share their stories with the
class and to receive feedback from other students on their stories.

g persuasive
writing
techniques.
(ACARA, 2010)
(Board of
Studies, 2012)

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Appendix A

Tick the language features below that you can identify in the fairy tale and provide an
example.
Language Feature
Alliteration
The author uses the same letter at the beginning of a
number of words placed close together e.g. green grass
grew.
Hyperbole
Dramatic exaggeration e.g. I am so hungry I could eat a
horse.
Imagery
Graphic imaginative images created by the use of colourful
and descriptive language e.g. The top of the car was
glistening in the sun like a polished bit of silver.
Personification
When an author transforms a non-human object into a
human, by giving the object human qualities e.g. He was in
love with the curvaceous lines of his red Porsche.
Metaphor
When a comparison is made between two people, objects
or places, to suggest they are similar e.g. The snow is a
white blanket; the classroom was a zoo.
Repetition
Repeating key words or phrases.
Symbolism
When the author uses an image to represent something
else e.g. winter symbolising death, or a dark shadow
symbolising danger.
Simile
When the author uses the words like or as, to compare
one object or idea with another, to show they are alike e.g.
busy as a bee.
Emotive language
Language that is emotional and makes the audience feel
something e.g. humorous, descriptive, harsh etc.

Identified
()

Example

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Appendix B

(Buehl, 1995)