Stage 3 English Unit Term 1

Storytelling
Unit Overview
Class Needs
This unit focuses on the different techniques authors use to tell a
story effectively. Students will explore a range of literary texts and
analyse the language devices used, particularly figurative language.
Students will also use skills such as summarising and inferring to
understand texts on a deeper level. Students will have the
opportunity to write their own imaginative texts using the language
devices analysed during reading tasks. Students will demonstrate
their understanding of a character from a story through the
presentation of a monologue and will use developed criteria to
provide quality feedback to their peers.
Learning Goals
Assessments
FOR:
Reading
*Observation
- Identify language features in imaginative texts such as similes,
metaphors and personification
*Anecdotal notes
- Explore inferences in imaginative texts and identify the
*Learning goals on bullseye
composers purpose.
AS:
*Self-reflection
Writing
- Compose an imaginative text using text structure and language
*Class journals
features such as similes, metaphors and personification
*Reflection booklets
- Compose imaginative texts that show evidence of developed and
OF:
cohesive ideas
*Imaginative text assessment
Speaking and Listening
*Creating criteria
- Describe text structures and language features used in imaginative *Representation of story
text to engage an audience.
- Experiment with how to strengthen spoken text to entertain an
audience.
Stage 3 Content
Speaking and Listening: EN3-1A
- discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience
- use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
Writing and Representing:EN3-2A
- identify and explore underlying themes and central storylines in imaginative texts
- compose imaginative and informative texts that show evidence of developed ideas experiment with text structures and language features
and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
- develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose
Reading and Viewing: EN3-3A
- understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives,
shape poetry, songs, anthems and odes
- analyse and evaluate ways that inference is used in a text to build understanding in imaginative, informative and persuasive texts
Spelling: EN3-4A
- recognise most misspelt words in their own writing and use a variety of resources for correction
- use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of letter patterns of words, when composing texts
Responding and Composing: EN3-5B
- discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout
conventions in print and digital texts
- compose more complex texts using a variety of forms appropriate to purpose and audience
Grammar, Punctuation and Vocabulary: EN3-6B
- understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description
of the person, place, thing or idea
- use complex punctuation to engage the reader and achieve purpose
- experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail
Thinking Imaginatively, Creatively, Interpretively and Critically: EN3-7C
- recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and
meaning
- adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice,
dialogue and events
Expressing Themselves: EN3-8D
-recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and
responses
Reflecting on Learning: EN3-9E
- reflect on own learning achievements against specific criteria

Speaking and Listening

*Introduce the learning goal for speaking and listening: Describe text structures
and language features used in imaginative text to engage an audience.

Shaun Tan books

*Explain the keyword to students

Inferencing equation

*Explain to students inference means making an educated guess with evidence

to back up a guess

*Introduce students to Inferencing equation (poster attached)

*Model equation using one page (visual) from book by Shaun Tan
*In pairs students, complete inferencing equation on a different
image in book.

*Students share ideas with another pair (quad share)

* Students share findings with class
*Review S & L learning goal

*Revise what O, P, I stand for in the Inferencing equation.

*Model using verbal language to observe a visual image from a Shaun Tan text.
Remind students that this is only what you see.

*Model using verbal language to predict what may have happened before this
picture.

*Model Inferencing by adding observation and prediction e.g I think

_____________ is happening because I can see that _____________.

*In pairs students, complete OPIs on a different image in book.

*Students share ideas with another pair (quad share)

* Students share findings with class book using modelled inferencing equation
as a guide.

*Review S & L learning goal

*Model using verbal language to observe a visual image from a Shaun Tan text.
Remind students that this is only what you see.

*Model using verbal language to predict what may have happened before this
picture.

*Model Inferencing by adding observation and prediction, ensuring using

different language from previous lesson e.g I can infer that ______________because
I see _____________ and that ______________has already happened.

*In pairs students, complete inferencing equation on a different image in book.

*Students share ideas with another pair (quad share)
* Students share findings with class

*In same pairs, students annotate new page from book using modelled

inferencing equation as a guide.

* Revisit briefly learning goal.

* Listen and view a story on You tube, teacher chooses a story for their class
from http://www.astorybeforebed.com/recordings/c19906bf35aed9c9

* Teacher discloses favourite story from childhood. Include: when it was told,
by whom, what made it interesting /entertaining, how did it make you feel,
what made it a good story? (Teacher lists these points on board)

* In pairs, using EEKK strategy, students discuss their favourite stories,

ensuring they tell their partner who told them, why it was good / interesting;
what was the story etc. As a class discuss responses.

*Discuss what makes a good story? Invite responses from students and record
some ideas.

*Use notebook / teacher share and go through definition of story telling and
why we teach it at school.

*In groups, students brains storm what makes a good story & record ideas to
display in class on A3 paper.

*Groups present their ideas as a group to the class. Encourage at least two
speakers from each group to participate.
*Revisit speaking and listening goals

*Watch you tube clip on how to tell effective stories

https://www.youtube.com/watch?v=mOA8mUflH-Q

*Based on what we saw, how can we improve our own story telling? Allocate

some planning time, teacher models how to plan for effective story telling (use
of sound, imagery words, omit pauses, include similes etc.)

*Students EEKK and share with a partner how they can improve their story
telling.

*In groups students take turn in sharing their stories. Listeners to take notes

on Key parts of the story (Orientation, Problem, Resolution, Coda so that they
can re-tell the stories to another). Students

*Watch a story being read on YouTube. The emperors new clothes

http://www.astorybeforebed.com/recordings/c19906bf35aed9c9
*Discuss what makes a good story teller.

*Teacher can select a few more stories to be read on the same website, based
on class interest levels. Discuss importance of eye contact, gesture, facial
expression, body language, and variety in tone of voice.

*Teacher optional extra: Teach Fluency / Use notebook file on teacher share
*In groups share your stories. Ensure good listening and being an attentive

audience.(Incorporate aspects of good story tellers)

*Practise fluency skills in guided reading groups.
*Review learning goal.

*Discuss the idea that literary texts can be conveyed rom different viewpoints,
which can lead to different types of interpretations and responses.

*Model storytelling. Model story telling from an alternate point of view e.g., the
wolf in Little Red Riding Hood, the ugly stepsisters in Cinderella, etc .
*Discuss other alternate viewpoints for other stories with the class.

*Students read and perform their story they have written to their group.

*Encourage students to bring props and dress up for their story telling time.
*Reflection of unit.

*Students share their opinions about the unit using..I give a star for(what

they thought was good about the unit) and I have a wish.(what theyd like to
learn in the future)

*Students record these views on coloured paper and then these are pasted on
A3 could display in the room.

Reading and Viewing

* Display reading goal Identify language features in written text such as

similes, metaphors and personification and Explore inferences in imaginative

texts and identify the composers purpose

Amy and Louis by

Libby Gleeson

* Analyse the goal closely, focusing on keywords/skills.

* Introduce students to the text Amy and Louis by Libby Gleeson. Focus on the
front cover and allow students to verbalise some of their predictions.

* Read the text. Discuss the main events, characters and messages/themes of
the text record on butchers paper.

*Model completing 3 circle story by placing hula hoops on the floor to

represent

Hula hoops
Paper

beginning, middle and end of story. Write student suggestions of key events on
paper and place in the correct hula hoop.

*Students draw 3 circles in books and write key events

* Revise reading goals

* Re-read Amy and Louis.

* Create a discussion about the main messages/themes that are present in the

Amy and Louis by

Libby Gleeson

text.

* Model how to use evidence from the text to support the intended
message/theme.

*Model listing the plot, theme, problem, solution, main idea, setting, primary

characters, secondary characters, key events, secondary events, point of view,

climax. Use evidence/examples from the text

*In pairs students create a memory game based on the elements of the story
Amy and Louis.

*Students need to match the story element with answer

* Introduce students to the texts Sunday Chutney and Stanley Paste by Aaron

Sunday Chutney

predictions. Ask: How do you think these characters vary?

by Aaron Blabey

Blabey. Focus on the front covers and allow students to verbalise some of their
*Read through Sunday Chutney, pausing to highlight problems, solutions,
characteristics, setting, events.

*Record this information on an outline of a hand, with each element written on

a finger.

*Discuss the intended authors message.

*Write this in the palm of the hand
*Read Stanley Paste.

and Stanley Paste

*Discuss: problems, solutions, characters, setting, events and theme.

*Students write down the elements of the story Stanley Paste on an outline of
a hand

*Reread the two text from previous lesson.

*Revise information collected about the two characters.

*Model writing an opinion about which character you preferred. The opinion
should include evidence from the text to support your opinion.
*Students complete Compare and Contrast worksheet

Compare and

*Explain to students stories come on many different forms including picture

Pictures from

*Students share opinions with the class.

books, novels, short stories, songs, movies etc.

*Display the title, pictures of the two main characters and the remote control
from the short story Spaghetti Pg-out by Paul Jennings to the students

*Ask for students to predict what the story may be about. Explain to students
the difficulty of inferring when there is not enough information.

contrast worksheet
Spaghetti Pig-out
Spaghetti Pig-out by
Paul Jennings

*Tell students that Spaghetti Pig-Out was actually a competition held in a

school to see who could eat the most spaghetti bolognese in fifteen minutes.

The winner would receive a free trip to London for two. It was not just a fun

activity but a charity activity as entrance money to this competition would help
the needy.

*Ask for more predictions

*Read the story for students and highlight the elements of the story: Title,
setting, Characters, problem, event 1, event 2, event 3, event 4, solution.

Students use information discussed to complete a story map of the story

Story map

*Revise the element of the story to Spaghetti Pig-Out.

Story reflection

*Reread if necessary.

*Model completing the worksheet Story reflection

*Model verbalising reasoning of why you chose those words. The evidence
and/or examples should be from the text.

*Students independently complete worksheet Story reflection

*Students share answers with partners focusing on giving evidence from the
text to support their answers.

worksheet

Spaghetti Pig-Out

Matthew lived with his parents and his cat, Bad Smell. He was a lonely child with no one to play
with. His mean classmate, Guts Garvey, asked other kids not to hang around with him. All he
could do was to watch T.V. after school. Since there werent too many kids shows on before
tea, so Matthew had always wanted to have a video player.
One day, Matthews dad came home with a video player. It was funny-looking and had no cables.
Nobody believed it worked at first. Later when Matthew gave it a try by pressing on the
licorice-like buttons on the remote control, the video started playing. Not only did Matthew
find out that it worked, he also discovered accidentally that when he pointed the remote
control at Bad Smell and pressed the PAUSE button, the cat froze. Off she went when the
FORWARD button was pressed. Matthew tried the various buttons on a fly and on his dad. He
did not tell his parents for fear they would take it from him.
He planned to take it to school to impress Guts Garvey. He hoped that Guts would make friends
with him and the other kids would want to have a go with the remote control.
Matthew could not wait and set out to find Guts on Saturday. He found him at the corner of
one street with his mate Rabbit. Matthew passed the remote control to Guts and urged him to
press the buttons. When Guts discovered what the remote control could do, he kept it to
himself. He even pointed it at Matthew and froze him into a statue. After some time, Matthew
was able to move. He then realized that the pause effect wore off after four or five minutes.
The day for the Spaghetti Pig-Out finally arrived. Matthew had won all the heats. His record
was 10 bowls of spaghetti bolognese and he stood a good chance of winning. His only worry was
Guts Garvey who seized the remote control from him. Matthew had no idea what he would do
but he was sure Guts was up to something. Matthew was right. When he was up to 7 bowls, Guts
had only eaten 4. Rabbit, his mean mate, then took the remote control from his pocket and
pointed it at Guts. He pressed FAST FORWARD and Guts started to eat at an enormous speed.
He ate a total of 40 bowls, beating Matthew who ate 10. Guts would be the winner if he did not
throw up.
You should now guess how the story ends. Besides winning a free trip to London for two, which
he gave to his parents, Matthew won the respect of other kids in school. On the other hand,
Guts was not very popular. As for the magical remote control, the story does not mention whats
going to happen to it.

Grammar, Vocabulary and Punctuation

* Introduce the learning goal related to grammar, Compose an imaginative text
using text structure and language features such as similes, metaphors and
personification

* Ask student about prior knowledge or understanding of Similes (Write

suggestions

on butchers paper this may be used as a reference point that could be added
upon in future lessons). List examples of similes.

*Explain to students a simile is a language feature that compares one thing to

another

to build on a description.

*View simile video on youtube https://www.youtube.com/watch?v=q8gcYYxDUU

*Students complete a simile worksheet

*Revise learning goal. Discuss why this learning goal is considered a writing

Find a simile
worksheet

learning goal.

*Revise student understanding of similes. You may need to add to class simile
chart.

*View You Tube video that highlights similes in pop culture.

https://www.youtube.com/watch?v=JB0HrNdqJKQ
*Pause and discuss information from video.

*Display four stanzas from different songs containing similes. Model finding and
highlighting the simile then explaining the meaning

*Listen to the song Fireworks by Katy Perry and ask students to identify similes.
Each group will receive one set of Katy Perry Fireworks lyrics.
1. Identify similes by highlighting

2. Explain meaning/symbolism of simile

*Revisit writing goal

*Compose an imaginative text using text structure and language features such as
similes, metaphors and personification

*Define a metaphor as a class with an example which highlights the different

parts.

*Read Flood by Jackie French.

*Display the page of the flood where the water is the enemy.

Stanzas of songs
with similes
Katy Perry

Firework video
Katy Perry

Firework lyrics
Flood by Jackie
French

Journey by

*Discuss the image this creates for the reader. Draw a picture of what it might
look like.

*Display the image of the city in the text Journey. Model writing a metaphor by
identifying the noun. Eg. The town is a maze.

* List nouns from the text and model writing a metaphor using the images to help.
*Students complete metaphor worksheet

Find worksheet

*Revisit definition of similes and metaphor.

Youtube clip

*Student select 5 nouns and write metaphors to show a picture.

*View the youtube clip about similes and metaphors

https://www.youtube.com/watch?v=uoSBVNUO2LU
*Identify some similes and metaphors

*Students view videos and list similes and metaphors.

A4 paper

*Revisit writing goal - Compose an imaginative text using text structure and

Flood by Jackie

*Students select a simile or metaphor to create a poster

language features such as similes, metaphors and personification

*Explain to students that we are going to look at personification.

French

*Define personification by pulling person out of the word. Read the book Flood
by Jackie French, stopping at examples of personification. Discuss with students
how it creates a picture for the reader by adding description.

*Students complete work sheet where they identify what is being personified and
the quality given from a variety of sentences.

*Revisit definition of personification and its impact within stories

Personification
worksheet

*Go through the text Flood and highlight examples of personification. Make sure
everyday nouns and personified verbs are in separate colours.

*Make a list of nouns from Journey on butchers paper and a list of verbs if
needed.

*Students choose a variety of nouns from Journey to turn into personification

*Revisit examples of personification

*Model writing (think aloud) a sentence of personification using picture stimulus.

Stimulus pictures

*Model and collaboratively create 2/3 sentences based on different picture

stimulus.

*Assessment: Using an iPad Students take a picture of an item and write a

personification sentence.

iPads

ELTON JOHN
And is seems to me you lived your life
Like a candle in the wind
Your candle burned out long before
You legend ever did
Let it Go Frozen
My power through the air into the ground.
My soul is spiralling in frozen fractals all around
And one thought crystallizes like an icy blast
Im never going back; the past is in the past!
The Beetles
Its been a hard days night
And Ive been working like a dog
Its been a hard days night
I should be sleeping like a log
Bon Jovi
My heart is like an open highway
Like Frankie said I did it my way
I just wanna live while Im alive.
Its my life.

Personification Worksheet
Directions: In each sentence, an object or idea is personified. Identify the object or idea that is being
personified and explain which human trait or action is applied to the object or idea.
Personification: a figurative language technique where an object or idea is given human traits or
characteristics.
1. The wind whispered through the dark and gloomy forest.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

2. The gardener lovingly added the manure to his crops believing he was making happy flowers.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

3. As we walked through the scorching desert, the sun beat down on us.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

4. Time crawled as Tim sat in the hot detention room painfully watching the clock tic.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

5. The lumberjack leveled the many trees into a clearing and his chainsaw sang its deadly song.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

6. When Monica walked through the shoe store, each shiny pair of high heels called out to her.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

7. When the patriots defeated the redcoat army, freedom rang across the fruited plains.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

8. As Alice searched for her missing pencil, she said sarcastically, Well, I guess it just walked off of my
desk. She looked at her classmates accusingly.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

9. Kelly was so happy that Tom and she were moving in together, but when she walked into her new residence,
she dropped her suitcase. She had never seen the inside of the house which Toms grandmother had given
them, and though she was grateful to receive such a nice gift, the ugly yellow wallpaper in the kitchen screamed
at her. She knew she would have a lot of work to do to make her new house livable.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

10. William knew that he shouldnt have eaten the last cookie out of the cookie jar. He knew that his father
loved to eat chocolate chip cookies after work, but William ate the last one anyway. Now as he waited for his
father to come home, guilt poked and chewed at William. As delicious as the cookie was, William now wished
that he had never opened that cookie jar.
What is being personified? _______________________________________________________________
Which human trait or quality is given? ______________________________________________________

After playing in the snow all day,

Johns skin was as cold as ice

The room is a dark cave.

Tiffanis eyes are as blue as

the ocean.

The table sighed under the

weight of Jaydens books.

Kevin sneezes as loud as a lions

roar.

Ryan jumps like a kangaroo.

Matthew is as hungry as a bear

after hibernation.

Annies eyes were two

diamonds sparkling in the
sunshine.

Books are airplanes ready to take

the passengers to any
destination.

Its hot enough outside to boil

water.

It will take a million years to

finish this assignment.

The phone yelled at Carmen to

answer it.

The stack of books is bigger than

my house.

The tree nodded to John as

he walked by.

The chocolate cake begged to be

eaten.

The tree is a solider guarding the

entrance.

The sun grinned at Jane as

she walked to school.

Simile

Metaphor

Personification

Hyperbole

My dog is as smelly as dirty

socks.

My teacher is as mad as a
hornet because our class
would not work.

Teresa is so hungry she could eat

one hundred pizzas!

Writing and Representing

Lesson 0 - Deconstruct

Learning goals

that show evidence of developed and cohesive ideas.

Good Writers chart

friendly language

WAGOLL TBA

*Introduce and deconstruct writing goals Compose imaginative text using

*Discuss key terms in learning goals. Rewrite learning goals using student
*Review Good Writers Chart

*Explain that a stimulus can come in different forms (song, video, book,
website etc)

and that in this writing session the stimulus will be a short animation.

*Explain that the end product to this writing cycle will be a written story.

*Deconstruct WAGOLL Matildas father extract from Matilda. Discuss

language features, character development, structure etc
*Create a checklist for a story.

Photocopy same text deconstructed as a class, students deconstruct

Matlidas Father

Lesson 1 - Gather

https://www.literacys

*Brainstorm purpose and features of stories.

shed.html

similarly to modelled lesson in groups using highlighters and markers.

*Re-visit writing goals

*Watch stimulus and stop when egg drops on book. Discuss theme,

hed.com/the-fantasy-

storyline, characters, setting on notebook etc.

https://www.literacyshed.com/the-fantasy-shed.html

*a written story with themselves as main characters to go with stimulus. To

do this, they need to have a sound understanding of the main characters and
setting of their story.

Watch video again. Students take notes on theme, storyline, characters and
setting as discussed during modelling session.
Lesson 2- Plan

*Revise learning goals

*Review Good Writers Chart.

*Use a scaffold to jointly construct an imaginative text in eyes of boy in

space suit.

Students use scaffold to plan imaginative text in the eyes of their own
character.

Lesson 3&4- Joint Construction

*Review Good Writers Chart

SCAFFOLD modify as
needed for class

*Joint construction of setting of scene

*Ensure to model similes, metaphors, personification

*Students write own setting of scene
*Joint construction of complication

*Ensure to model similes, metaphors, personification

*Students write complication

*Joint construction of resolution

*Ensure to model similes, direct speech

*Students write resolution
Lesson 5 - Editing

EDITING CODE

*Review Good Writers Chart

*Model editing of joint construction using editing code.

*Model using the checklist to demonstrate that all elements have been
included.

Students edit own work using editing code and checklist.

Peer editing using editing code.
Lesson 6 Publishing

* Teacher may demonstrate publishing skills such as inserting pictures,

borders, title, font etc.

*Students will be at different stages in writing cycle

Lesson 0 DECONSTRUCT

SECOND SEQUENCE

*Read writing learning goal.

*Revisit writing cycle

Journey by _____ or
Wordless text

*View a copy of the book Journey.

*Inform students that they will be writing a story based on the illustrations
of the book Journey.

*Deconstruct a WAGOLL

*Student deconstruct own text

Lesson 1 and 2 GATHERING and PLANNING

*Review with students what planning is and why it is important.
*Students start their plan using planning proforma.
*Share plan with the class.

Students view text again and begin planning their own narrative
Lesson 3 and 4 JOINT CONSTRUCTION
*Review Good Writers Chart

Planning Performa

*Review the work done in previous lessons

*Review WAGOLL

*Model to students the opening paragraph. Use the opening picture of

Journey of the girl sitting outside her house. Focus on the use of descriptive
language. (telling the pictures through words)
*Students review their plan.
*Start draft copy.

*Remind students to tick off their plan as they go.

*Review Good Writers Chart

*Take a paragraph from a student sample and model to students on how to

make the paragraph more descriptive (show not tell)

*Model the use of the editing code.

*Students review their draft from previous day and continue writing
*Edit writing. Use editing code.

*Teacher Conferencing/Publishing
*Reflection

Model marking against a developed criteria, then have another students do

the same for their narrative.

*Students mark each others stories against class created criteria and
develop writing goals for term 2.

Student Assessment Of Imaginative Writing

Planning:
I have planned my writing.
Purpose:
I have written about characters with a problem to entertain or instruct the
reader.
Structure:
I have written an orientation including who, when and where.
I have introduced a problem or complication and elaborated on it.
I have written a resolution or events to solve the problem.
Grammar:
I have used adjectives to describe people and places.
I have used complex noun groups to describe people and places.
I have used time connectives to link my ideas.
I have used similes
I have used a variety of pronouns.
I have used past tense consistently through my writing.
I have used quoted or reported speech correctly where
appropriate.
Writing Features:
I have used paragraphs correctly to organise my writing.
I have used compound and complex sentences.
The subjects and verbs agree.
I have used plurals and articles correctly.
I have used capital letters, full stops and other punctuation markers
correctly.
I have checked my spelling carefully and corrected any mistakes.
I have re-read my work to edit it carefully.
Comments On My Writing: