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M E L I S S A P H I L L I P S A N D A N N A L I S A VA S S A L L O
S E P T E M B E R 2 0 1 3
Functional Fiction Developing narrative language skills in the
Middle Years
Workshop Aims
Practical demonstration of how explicit teaching of functional grammar can be used to develop students’ language choices in the narrative genre
Demonstrate how strategies can be implemented to provide equitable access to the Australian Curriculum
Illustrate scaffolding of students’ understanding of sentence structure
Unit Background
This year is the first year our school is implementing the Australian Curriculum across the board from Year 8 to 10
2012 – creating units of work which meet the requirements of the Australian Curriculum
We identified a need amongst our Year 8 students for a more comprehensive unit on narrative with a more explicit focus on language
EAL strategies support all students’ needs – Professional Development involvement
2013 – currently implementing Australian Curriculum units
Aims of Unit
Build student understanding of processes, clauses and simple, compound and complex sentences
Reinforce prior understanding of narrative structure Building nominal groups to develop descriptive language Develop students’ ability to identify and apply the
learning in their own writing
Learning Items
1. Introduce narrative structure Begin with the big picture Explicit teaching of narrative structure: the orientation,
complication, episodes, climax and reorientation
Learning Items
2. What is a sentence? Build on Vygotsky’s theory of prior knowledge Students already maintain a basic understanding of
processes, participants and circumstances due to a previous unit on recount
Learning Items
3. Clauses – examine simple, compound and complex sentences, and coordinating conjunctions Students have the opportunity to engage in classroom
activities (independent and small group) and homework tasks
Analyse and examine how effective authors control and use a variety of clause structures including clauses embedded within the structure of a noun group/phrase or clause. (ACELA1545)
Refer to Teacher
Resources
Sentence Strip Activity
Refer to Teacher
Resources
Sentence Strip Activity
Learning Items
4. Introduce the model text – ‘Flood’ by Jackie French Examine students’ prior knowledge – before reading activity Examine the whole text – authentic reading of a
children’s book Student understanding of content and language choices –
independent after reading activity Discussion of author’s use of simple, compound and
complex sentences Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features in short stories, literary essays and plays. (ACELT1767)
Refer to Teacher
Resources
Learning Items
5. Nominal Groups – a group of words surrounding a noun which provides more information Introduce using PowerPoint, flashcards and charts Students identified noun groups in the picture book and then
selected nouns from their own narrative drafts and built nominal groups around the nouns – expectation that these would be in their polished narratives for assessment
Class discussion of natural disasters using flashcards with focus on descriptive language
Refer to Teacher
Resources
Creating Nominal Groups
Creating Nominal Groups
Creating Nominal Groups
Learning Items
6. Second model text – a narrative for an older audience Small group activity where each group is given a couple of
paragraphs containing errors in relation to the language and narrative features that were covered in the unit
Each group had time to correct the errors they identified on the smart board and explain their reasoning
As a class, we read through the complete correct text – explicit mention of fluidity and language choice, drawing comparisons to their own work Brief explicit teaching of direct speech
Refer to Teacher
Resources
Assessment
Students produce a 600-800 word narrative including the theme of a natural disaster
Target a teenage audience Planning and drafting process occurred throughout the
unit Final week, peer-editing and self-editing workshops Submission of word processed final copy
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects. (ACELT1632) Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts. (ACELY1733)
Refer to Teacher
Resources
Student Samples
• We heard the loudly crashing waves that caused the house to shake. It made us scream. A flash of blue flickered through my eyes.
• It is 3013 and the streets of Adelaide, Australia have never been
filled with so much shock and terror. This once peaceful city has become a panic zone for all. As my sister and I move through the mass of people we see praying, weeping and folks begging for a miracle from their gods, we all know that there’s no point, it’s the end. My sister Shia has tears pouring down her face; her red eyes and dry mouth mumble the words of sadness. Mum and Dad should have been here for her but they’re not. It’s up to me to protect Shia.
*** It’s just perfect, with its orchards of glistening fresh fruit, a sparkling creek of clean drinking water and a house that is strong. Humanity will be reborn here.
Student Samples
• Smoke, sparks, then fire. A bushfire. People panic. Homes and businesses were in the path of the almighty warrior. Nothing would be safe.
• All of a sudden the temperature rises. Hot days turn into hot weeks. The fire flares up again. It’s worse than ever. The debris fuels the powerful fire, pushing it on. It seems to pull energy from every little thing it burns.
• Exhausted people from the tiny town can finally return and start cleaning up the debris but they’re not alone. Again strangers come from far and wide to help. Homes can finally be rebuilt, but still the sorrow goes on. Forty seven lives lost. Heroes and everyday citizens are the victims of the monster.
Reflection
The unit did address the needs of the students and the requirements of the Australian Curriculum
Whilst students understand and identify most of the language concepts covered, some still struggle to apply it correctly in their own writing, e.g. – qualifiers in nominal groups
Filming and taking photos is useful for personal reflection and teaching practice
Thank you
Questions …
Teacher resource pack accessible online: https://drive.google.com/folderview?id=0B5BDxKAEWQdbbUw4dDNhdlZHa0E&usp=sharing
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