Narrative Unit Plan Placement 2015. G.

Cooney

Year Level: 8

Study: English Narrative

Duration (weeks): 2

No. of Periods (50 mins): 8

Stage 1 Desired Results

AC or AusVELS Standard:
-

Understand how cohesion in texts is improved by strengthening the internal

structure of paragraphs through the use of examples, quotations and substantiation

of claims (ACELA1766)
Explore the ways that ideas and viewpoints in literary texts drawn from different
historical, social and cultural contexts may reflect or challenge the values of

individuals and groups (ACELT1626)

Apply increasing knowledge of vocabulary, text structures and language features to

understand the content of texts (ACELY1733)

Understand the use of punctuation conventions, including colons, semicolons,

dashes and brackets in formal and informal texts (ACELA1544)

Share, reflect on, clarify and evaluate opinions and arguments about aspects of
literary texts (ACELT1627)

Student Outcomes:
Students will be able to:
-

Identify narrative elements throughout the text

Evaluate certain narrative elements impact upon the novel critically
Use metalanguage to discuss the text in relation to context and narrative

components
Create links between different narrative elements and how they shape the text to

present a certain point of view

Recognise the importance of characterisation to the development of a narrative
Evaluate the way texts develop characterisation to present specific ideas
Compare how different characters are presented to position readers, i.e. heroic and

villainous figures
Use a template to create a Facebook profile depicting one of the characters out of

the text
Evaluate how themes created meaning in the text
Discuss thematic influence and how this positions a reader
Analyse narrative elements in shaping specific meaning throughout the text
Create sentences using appropriate grammar and language suitable for a text
response essay

Narrative Unit Plan Placement 2015. G.Cooney

Analyse sections of text and decipher their meaning and context

Stage 2 Assessment Evidence

Formal Assessment task

Other Evidence (Informal assessment)

Students will be required to produce

Informal assessment will take place through

pieces of collaborative work to show their

roaming the classroom and keeping students

understanding of the text. They will also

on track, It is hoped that through group work

be required to create responses to

students will learn from one another,

different readings throughout the text to

promoting collaborative learning.

promote analysis and the creation of links

and context both in the text and in reality.
While these will not be formally assessed
they will be looked at to see how students
are progressing. It is for this reason that
there is no summative assessment, The
summative will take place after they study
another text and chose between the two
to create a text response on.
As there will be a text response written
down the track, a TEEL refresher lesson
will be taken to promote language choices
and structure.

Narrative Unit Plan Placement 2015. G.Cooney

Stage 3 Learning Plan

Less

Timin

Resourc

on

Expected

Teacher

es

Student

responses to

Student

Introduction to unit, overview and reading

Reactions
Students are

students
Teacher should

Assessment will

booklet,

analysis

expected to be

be prompting

be formative for

novel

Lesson will begin through outlining the

actively

students when

this lesson.

10

coming weeks and how the unit will pan

participating

responses are

Understanding

min

out. Students will then receive their

when needed

needed and

will be gauged

booklets and be taken quickly through the

and listening

maintaining

on how the

use of them

when

classroom control students

participation is

when students

progress in the

Then students will need to show their

not needed.

are meant to be

reading

15

knowledge of the text (an easy way to see

For reading

listening/working

analysis task

min

if theyve read it) through participating in a

analysis they

- Students are

brainstorm that goes into plot, characters,

should be

allowed to talk

possible themes, point of view, purpose,

working quietly

quietly and may

audience etc.

and effectively.

confer with each

Task

other if needed
Then students will complete the first

so the class can

reading analysis task individually. Reading

be a little noisy

20

sections can be found in the student

as the goal of this

min

booklet. Page numbers and beginning and

unit is to have

end of exert are included to make sure

the students

Assessment

Narrative Unit Plan Placement 2015. G.Cooney

5 min

students can find sections. A copy of which

collaboratively

is attached to this document.

work with each

If there is time left then groups will be

other.

allocated for the following classes (if not

that will be done at the beginning of the
Student

next class)
Reading analysis and chapter summaries

Students are

Teacher should

Assessment will

15

booklet,

The class will begin with a reading

expected to be

be making sure

be formative.

min

novel,

analysis. Once that it complete students

actively

students are on

Just walking

role cards

will move into chapter summary groups

engaged in

task and aiding

around and

and begin working on that. Teacher will

their group and when needed.

checking on

clarify instructions if needed and make

working

student

sure students are working efficiently

collaboratively.

progress.

Students to be in groups of 5, there will be

For reading

With the reading

35

one group of four due to only having 29

analysis they

analysis, teacher

min

students. Students will be given two-three

should be

should make sure

chapters to do per group.

working quietly

students are

Aim of activity is for students to work

and effectively.

working

collaboratively and ultimately help each

effectively.

other in understanding
3
5 min

Student

See appendix 1 for role card descriptions

Reading analysis and chapter summaries

Students are

Teacher should

Assessment will

booklet,

Class will begin with a short discussion of

expected to be

be making sure

be formative.

novel,

what was accomplished last lesson,

actively

students are on

Just walking

role cards

students are encouraged to let teacher

engaged in

task and aiding

around and

Narrative Unit Plan Placement 2015. G.Cooney

know about difficulties so that teacher can

their group and when needed.

checking on

attempt to clarify these

working

student

collaboratively.

progress.

30

Then students will move straight into their

min

groups to continue their work

15

For reading

With the reading

analysis they

analysis, teacher

At the end of this class a reading analysis

should be

should make sure

will take place

working quietly

students are

and effectively.

working

min
4
15min
35
min

Student

Reading analysis and chapter summaries

Students are

effectively.
Teacher should

Assessment will

booklet,

The beginning of this class will be another

expected to be

be making sure

be formative.

novel,

reading analysis.

actively

students are on

Just walking

role cards

Then students will move into their groups

engaged in

task and aiding

around and

and continue their chapter summaries. The

their group and when needed.

checking on

aim of this class is for them to be

working

student

compiling everything into a document

collaboratively.

progress.

which is then to be emailed or printed out

and given to the teacher so that they can

For reading

With the reading

When compiling

compile them all together and create one

analysis they

analysis, teacher

the document

document that can be accessed by all

should be

should make sure teacher can

students through SIMON.

working quietly

students are

formatively

If students have not compiled their chapter

and effectively.

working

assess how

effectively.

students went

summaries by the end of this class they

will need to do the rest for homework

and the
possible

Narrative Unit Plan Placement 2015. G.Cooney

strengths and
Student

Reading analysis and chapter summaries

Students are

Teacher should

weaknesses.
Assessment will

35

booklet,

The aim of this class if for students to

expected to be

be making sure

be formative.

min

novel

teach each other about the other chapters

actively

students are on

Just walking

and what they learnt.

engaged in

task and aiding

around and

For this to work students will be jigsawed

their group and when needed.

checking on

and they will each talk about their

working

student

designated chapters

collaboratively.

progress.

At the end of the class students will do

For reading

With the reading

another reading analysis.

analysis they

analysis, teacher

should be

should make sure

working quietly

students are

and effectively.

working

15
min

Student

Reading analysis and characterization

Students are

effectively.
Teacher to make

35

booklet,

The next two classes will deal with

expected to be

sure students are be formative.

min

novel

characterisation. To get students thinking

working

on task and quiet Just walking

about how the author creates characters,

effectively.

any disturbances

students will need to create Facebook

Talking is

that are bound to checking on

pages about characters. The link for this

allowed but at a occur with such

student

template can be seen in appendix 2. It is in

minimal level

an inquiry-based

progress.

PowerPoint for so students will need

as this is not a

activity.

access to PowerPoint or keynote.

group task.

With the reading

Assessment will

around and

Narrative Unit Plan Placement 2015. G.Cooney

Students will replace the information with

task teacher to

15

that of a character. The templates are

make sure

min

filled out to show students what is

students are

expected of them

working
effectively

At the end of this class another reading

analysis will take place.
7

Student

Characterisation

Students are

Teacher to make

Assessment will

booklet,

This is the final class for studying narrative

expected to be

sure students are be formative.

novel

elements.

working

on task and quiet Just walking

50

This class will be used to finalise

effectively.

any disturbances

min

characterisation profiles and any reading

Talking is

that are bound to checking on

analysis that they may have not

allowed but at a occur with such

student

completed yet

minimal level

an inquiry-based

progress.

as this is not a

activity.

around and

group task.
8

Student

TEEL refresher

Students to be

Teacher to

Assessment will

10-15

booklet,

The beginning of this class will be used as

actively

prompt students

be formative.

min

novel

a study overview. Students will need to

engaged and

for opinions when Just walking

participate in the creation of another

participating

needed and

around and

brainstorm, looking at theme, plot etc. to

when needed.

ensure students

checking on

see how their understanding has changed

are working

student

35-40

and how their language use is different.

effectively when

progress.

min

The rest of the class will serve as a TEEL

creating their

Narrative Unit Plan Placement 2015. G.Cooney

refresher. As students will need to write an

own sentences

essay on either this text or the text studied

and paragraphs

after this one it is important to refresh

their memory on the structure and
elements of a text response.
Students will need to write
sentences/paragraphs on given prompts,
both If I Stay related and random topics.
For the purpose of the modeling the
structure, a random topic can be chosen to
make it a little more fun than focusing on
the novel.
Reflections:
Lesson
1

8A
8E worked really well today. They were a bit quiet and

8E
8E worked really well today. They bounced off one

reserved but they had some great ideas. Im hoping that

another and came up with great ideas about the text.

they get used to me soon as the tasks I have planned for

They seem enthused by the work and the fact that they

them will need discussion and so on.

get to work in groups. Naturally there are a few of them

The tasks I set worked well. While 8A are quite reserved

that are unenthused by this, the ones that prefer to

and dont give much away they still worked very well. I

work alone but Im hoping by the end of this they will

would do this lesson again in a heartbeat. Brainstorms

have become more social in the classroom.

are a great way to get them collaboratively learning

I am putting lesson 2, 3, 4 and 5 together in my

I am putting lesson 2, 3, 4 and 5 together in my

reflections, as they are a part of the same task that

reflections, as they are a part of the same task that

spanned over 5 lessons. 8A are worked very

spanned over 5 lessons. 8E are a very social class, they

Narrative Unit Plan Placement 2015. G.Cooney

productively. Once again they were quiet and it seemed

are often distracted, and however in saying that they

a little awkward for me as I had hoped they would be

all got the work done in the time I allotted them. As I

discussing more. As I only had these two weeks to teach

only had these two weeks to teach them the unit

them the unit everything is a bit cramped. I had hoped

everything is a bit cramped. I had hoped to have a bit

to have a bit more time, ideally it should take more time

more time, ideally it should take more time but thats

but thats something that I cant control. They class

something that I cant control. They class worked very

worked very well though and got all the elements done

well though and got all the elements done by the

by the allotted time. My only issue is that their wasnt

allotted time. My only issue is that their wasnt enough

enough time to introduce them fully to literature circles,

time to introduce them fully to literature circles, as a

as a result I was constantly having to repeat myself. The

result I was constantly having to repeat myself. The

booklet I created helped with that though. A lot of them

booklet I created helped with that though. A lot of them

used that before querying me.

used that before querying me.

Jigsaw went well. They completed all aspects in allotted

Ideally they would work a little bit more productively in

time. Many negative students in that class though, that

groups and not call to friends and such but once again I

are just plain rude. Do not know how my AT puts up with

havent had enough time to work through this and get

it, I was not impressed

it out of their system. As they have not worked in

groups before, as my AT doesnt like group work, it
makes it difficult to expect a perfect outcome straight
away.
The jigsaw activity went well. Majority of the class
finished the first side. There was slight issue with two
groups not having copies of the completed work from
the lit circles, even though they knew this was needed.
It just comes down to laziness. They still got the work

This lesson was on characterization

done; it just took a while for them to settle down.

This lesson was on characterisation

Narrative Unit Plan Placement 2015. G.Cooney

The students worked really well and there were some

The students really enjoyed this. They loved being able

great final products. I would definitely do this again

to make a Facebook profile and really got into trying to

think like the character
I only wish Id had more time to explore this. Ideally
there would be more time spent on characterisation but
with only 2 weeks spent on a novel and narrative in

This lesson was a quiz to test their knowledge

total it makes it pretty impossible

This lesson was a quiz to test their knowledge

The quiz was great fun, a good way to end a unit and

The quiz was great fun, a good way to end a unit and

test their knowledge at the same time. I would definitely

test their knowledge at the same time. I would

do it again

definitely do it again

Appendices
Appendix 1:

Director
Your job is to lead the discussion and
introduce the chapter to be discussed
You must:

Narrative Unit Plan Placement 2015. G.Cooney

- Keep the discussion going

- Introduce each person to take their turn in both reading the chapter and
discussing the results of their task
- Make sure everyone is participating to the best of their ability

Connector
It is your job to create links between text and its overall
meaning, audience and context as well as connecting the text
to values and attitudes you can see throughout the text
You must:
- Think about the authors message of the text and how this may be shown
throughout the section being read
- Think about the links between the text and its audience;
o What can you find in this section that shows how the author made the
text interesting for you as a reader?

Narrative Unit Plan Placement 2015. G.Cooney

Are there any values or attitudes being presented in this section?

Vocabulary Detective
It is your job to find words new words
You must:
- Choose word/s that you do not know and that you do not think others may
be aware of
- Find the meaning of the word/s and be ready to share that meaning to the
group
o Make sure you understand the meaning before trying to explain it to
others, as if you do not understand the meaning you will not be able to
teach the rest of your group properly

Narrative Unit Plan Placement 2015. G.Cooney

Question
Master
It is your job to think of some interesting discussion questions
Try to think of questions that will get your group to share their
own thoughts about the book

Narrative Unit Plan Placement 2015. G.Cooney

Some examples are:

- What did you think about?
- What would you do if?
- How would you feel if?

Summariser
Your job is to provide a summary of what has occurred
You are aiming to write 50-100 words explaining what has happened.
Remember to take note of any flashbacks, when they occur and when the story
returns to the present

Narrative Unit Plan Placement 2015. G.Cooney

Appendix 2:
Facebook template website.
The PowerPoint can be accessed by these URLs.
http://tinyurl.com/q4lbrjl
http://tinyurl.com/q2bp3cz
Appendix 3:
Student Booklet

Narrative Unit Plan Placement 2015. G.Cooney

If I Stay Narrative Unit Student

Booklet

Narrative Unit Plan Placement 2015. G.Cooney

Narrative Unit Plan Placement 2015. G.Cooney

Housekeeping
This booklet has been made to aid you in your studies of If I
Stay and Narrative.
This is the only copy of this booklet that you will get so do not
lose it!
If you lose it you will have to copy it out word for word into
your workbook from someone who has it.
This booklet includes:
- A unit outline
- A timeline so you can keep on top of things if you are absent
- Instructions and expectations for activities
- Role descriptions
- Definitions of important terms for narrative structure
- First and last parts of reading analysis sections (in case page numbers do
not match your text)

Narrative Unit Plan Placement 2015. G.Cooney

We do not have a lot of time to get through all this so it is very important that
you work to the best of your ability and do not get distracted too often. We only
have 8 lessons to finish studying the novel so you will all need to work hard.

Unit Outline
Lesson
1
8A 14/7
8E 14/7

2
8A 16/7
8E 15/7

3
8A 16/7

Outline

Homework

Overview of unit and If I Stay activity

Reading analysis #1
Organisation of first activity
Chapter summaries
Reading analysis #2

Read designated
chapters for homework

Chapter summaries
Reading analysis #3

If you miss class:

You should be working
on your role for the
group and completing
reading analysis
If you miss class:
You should be working

Narrative Unit Plan Placement 2015. G.Cooney

8E 15/7

4
8A 17/7
8E 17/7

5
8A 20/7-21/7
8E 20/7

6
8A 21/7-23/7
8E 21/7

7
8A 23/7
8E 22/7

8
8A 23/7
8E 22/7

Chapter summaries
- By here you should be collating your
work into a document
Reading analysis #4
Chapter Summaries (collation)
- Here we will be teaching each other
about the chapters we worked on
Reading analysis #5
Characterisation
Reading Analysis #6

on your role for the

group and completing
reading analysis
If you miss class:
You should be working
on your role for the
group and completing
reading analysis
If you miss class:
Do reading analysis
activity
If you miss class:
Do reading analysis
activity

Characterisation
Study Overview
Game and TEEL (if we have time)

If you miss class:

Have a go at writing
sentences/paragraphs
in TEEL formation

Narrative Unit Plan Placement 2015. G.Cooney

Reading Analysis Sections

For these sections you will need to read them and then write a
response on why you think it is an important section.
Some questions you may want to answer in your response are
- What was this section about?
- What do you think was the message of this section?
- What did you feel when reading this section?
- Why do you think this was an important section of the text?
- Were there parts of the text that you liked/disliked? Why?
- Was there anything in this section that you didnt understand? From the
reading what do you think this might have meant?
When writing your responses remember to keep an eye on your grammar and
punctuation.
The sections you need to read are listed below. The first segment and last
segment of the exert are included to make sure you can locate it in case the
pages do not match up to your edition.

Narrative Unit Plan Placement 2015. G.Cooney

Reading #1: First section of 3:47 p.m. (page 44-47)

They just moved me out of the recovery room into the trauma intensive-care unit, or
ICU. Its a horseshoe-shaped room with about a dozen beds and a cadre of nurses,
who constantly bustle around, reading the computer printouts that churn out from the
feet of our beds recording our vital signs. In the middle of the room are more
computers and a big desk, where another nurse sitsI stand over the bleeping tubed
lifeless form that is me. My skin is gray. My eyes are taped shut. I wish someone would
take the tape off. It looks like it itches. The nice nurse bustles over. Her scrubs have
lollipops on them, even though this isnt a paediatric unit. Hows it going,
sweetheart? she asks me, as if we just bumped into each other in the grocery store.

Reading #2: First section of 5:40 p.m. (page 76-78)

I am a little freaked out right now. Gran and Gramps left a while ago, but I stayed
behind here in the ICU. I am sitting in one of the chairs, going over their conversation,
which was very nice and normal and non-disturbing. Until they left. As Gran and
Gramps walked out of the ICU, with me following, Gramps turned around to Gran and
asked: Do you think she decides?Where the hell is Adam?

Reading #3: First section of 10:40 p.m. (page 142-146)

I run awayIm not sure this is a world I belong in anymore. Im not sure that I want to
wake up.

Reading #4: Section of 2:48 a.m. (page 159-162)

I try to meditate to the sound of grans voice, to be carried away by her happy babble.
Sometimes I can almost fall asleep while sitting on the bar stool at her kitchen counter

Narrative Unit Plan Placement 2015. G.Cooney

and listening to her, and I wonder if I could do that here today. Sleep would be so
welcome. A warm blanket of black to erase everything else. Sleep without dreams. Ive
heard people talk about the sleep of the dead. Is that what death would feel like? The
nicest, warmest, heaviest never-ending nap? If thats what its like, I wouldnt mind. If
thats what dying is like, I wouldnt mind that at allGramps doesnt leave me. He
slumps back into the chair. Its quiet now. So quiet that you can almost hear other
peoples dreams. So quiet that you can almost hear me tell Gramps, Thank you.

Reading #5: Section of 5:42 a.m. (page 195-197)

I know Kims telling me this to try to keep me alive. She probably doesnt realize that
in a weird way, her remark frees me, just like Grampss permission did. I know it will
be awful for Kim when I die, but I also think about what she said, about not being
scared, about jail being easy compared to losing me. And thats how I know Kim will
be OK. Losing me will hurt; it will be the kind of pain that wont feel real at first, and
when it does, it will take her breath away. And the rest of her senior year will probably
suck, what with her getting all that cloying your-best-friends-dead sympathy that will
drive her so crazy, and also because really, we are each others only close friend at
school. But shell deal. Shell leave Oregon. Shell go to college. Shell make new
friends. Shell fall in love. Shell become a photographer, the kind who never has to go
on a helicopter. And I bet shell be a stronger person because of what shes lost today.
I have a feeling that once you live through something like this, you become a little bit
invincible She stops now. Leans over me so that the wisps of her hair tickle my face.
She kisses me on the forehead. You still have a family, she whispers.

Reading #6: Section of 7:16 a.m. (page 207-210)

Narrative Unit Plan Placement 2015. G.Cooney

Then it is Adam who lets go. His sobs burst like fists pounding against tender
fleshMia? he asks.

Narrative Unit Plan Placement 2015. G.Cooney

Chapter Summaries
For these chapter summaries you will be working in groups of
4/5 that will not be chosen by you.
The goal of this activity it to refresh your memory on the text
and to start creating links between the text and narrative
elements, such as plot, theme, characters etc.
In your groups you will each have a role, these roles are:
- Director;

Narrative Unit Plan Placement 2015. G.Cooney

Connector;
Vocabulary detective;
Question master; and
Summariser

Individually (or designate someone from your group) you need to take down
some important quotes from each chapter that you read. Copy them and their
page number down. This will help you when you need to provide evidence for
an assessment task.
You will need to create a document that has your responses in it and this
document will need to be emailed or given to your teacher.
Once the given chapter summaries have been completed you will teach each
other about the chapters you read and what you found through the use of a
jigsaw activity.
It is important that you complete the work you have been assigned and that you
do it well, as if you dont you will not only be letting down your group but the
whole class.

Narrative Unit Plan Placement 2015. G.Cooney

Narrative Unit Plan Placement 2015. G.Cooney

Example Layout for Chapter

Summaries
In order to have your responses flow you might choose to set
your summaries out in this order:
Summary: (summariser)
This chapter is about
Connection to narrative parts: (connector)
As this chapter focuses on this event we found that it linked to this
theme
Vocabulary (new words): (Vocabulary Detective)

Narrative Unit Plan Placement 2015. G.Cooney

Some words we came across that we needed to define were

Questions raised (and some responses): (Question Master)
Some questions raised by this section and their responses were
Quotes:
Note: Someone will need to collate it all into one document, typed or hand
written. This may be a job for the director, as it has to do with organising the
group.

Role Descriptions
Director
Your job is to lead the discussion and

Narrative Unit Plan Placement 2015. G.Cooney

introduce the chapter to be discussed.

Role
Descriptions

Connector
It is your job to create links between text
and its overall meaning, audience and
context as well as connecting the text to
values and attitudes you can see
throughout the text
You must:
- Think about the authors message
of the text and how this may be
shown throughout the section being
read
- Think about the links between the
text and its audience;
o What can you find in this
section that shows how the
author made the text
interesting for you as a
reader?
Are there any values or attitudes being
presented in this section?

You must:
- Keep the discussion going
- Introduce each person to take their
turn in both reading the chapter and
discussing the results of their task
- Make sure everyone is participating
to the best of their ability

Vocabulary Detective
It is your job to find words new words
You must:
- Choose word/s that you do not know
and that you do not think others
may be aware of
- Find the meaning of the word/s and
be ready to share that meaning to
the group
Make sure you understand the meaning
before trying to explain it to others, as if
you do not understand the meaning you
will not be able to teach the rest of your
group properly

Narrative Unit Plan Placement 2015. G.Cooney

Question Master

Summariser

It is your job to think of some interesting

discussion questions

Your job is to provide a summary of what

has occurred

Try to think of questions that will get your

group to share their own thoughts about
the book

You are aiming to write at least 50-100

words explaining what has happened.
Remember to take note of any flashbacks,
when they occur and when the story
returns to the present

Some
-

examples are:
What did you think about?
What would you do if?
How would you feel if?

Characterisation
For this activity you are going to chose at least one character
and create a Facebook profile on them.
The aim of this task is to get you thinking about how the author has created the
character

Narrative Unit Plan Placement 2015. G.Cooney

There are two links you can use. These are:

http://tinyurl.com/q4lbrjl
http://tinyurl.com/q2bp3cz
You then want to open the link in either PowerPoint or Keynote and edit from
there.
The template is filled out so you can see what is expected of you

Narrative Unit Plan Placement 2015. G.Cooney

Narrative Terms
Here you will find some definitions of key narrative terms.
Plot

Plot refers to how the narrative progresses. What is its beginning, middle
and end like?
Other terms linked to plot are flashbacks, sequence and order (e.g. the
flashbacks in the novel are not in chronological order)
When discussing plot you need to think about the conflict, the key moment
where this conflict explodes, and how it works out.
Setting also has to do with plot. Think about where and when the story takes
place.

Narrative Unit Plan Placement 2015. G.Cooney

Character

Character refers to the people in the novel. There are different

terms to describe different characters.
If they are the main character, they are known as the protagonist.
If there is more than one main character then they are called central characters.
If there is a bad character, or one who is opposite to the main character they
are called the antagonist.
Other characters in the story may also be known as supporting characters, if
they appear often.

Narrative Unit Plan Placement 2015. G.Cooney

Theme

Theme refers to an idea that is often seen throughout the text. It

might be love, war, peace or something completely different. Often they are
more than one word and written like a sentence.
Themes present in If I Stay might be:
- The power of love
- The difficulty of decision making
You are encouraged to think of some of your own themes as well.

Symbol

Symbols in texts refer to objects in the text that refer to something

else. For example a flower may represent the beauty of life.
Symbols present in the text might be:
- Music
- Cello
What else can you see as symbols?

Values/Attitudes

Our attitudes are the expression of our values, they are

expressed through what we say or do.Our values make us accept certain things
and reject others.
Values that may be present in the text might be:
- The existence of God and all He entails (Heaven, Hell, Angels etc.)
- The importance of family
Can you think of any more?

Narrative Unit Plan Placement 2015. G.Cooney

Point of view

Point of view refers to how the story is told. There are four
main ways to describe point of view. These are:
- First person: Here the narrator participates in the story as one of the
characters. As they are involved in the story their opinion is subjective, not
objective. It is clouded by their relationship with the story.
- Second Person: Here the narrator refers to his/herself as you in a way to
suggest distance from the events of the text. Not overly common in fiction.
- Third Person: Here the narrator is not a character in the story and they only
focus on the lives of one of the character. Like Harry Potter, the narrator
only focuses on what is happening around Harry. We learn about the
characters through an outside voice. Often the narrator is objective as they
are detached from the story.
- Third Person Omniscient: Here the narrator is not a character in the story
and they focus on all the characters in the story and what is happening in
their lives. Game of Thrones is an example of this. The narrator knows
everything about all of the characters; they are all knowing like a God-like
figure, they are omniscient. Often the narrator is objective as they are
detached from the story.

Audience

Audience refers to whom the text is written for, who is reading it

and what makes it so. Think about whom you think the novel was written for

Narrative Unit Plan Placement 2015. G.Cooney

and what makes you think this. Is If I Stay written for young adults as it deals
with common young adult issues like fitting in, falling in love for the first time,
struggling with identity etc.?

Meaning

Meaning refers to what you think the meaning behind the text is.
What was the message the author was trying to put across?

TEEL
What is TEEL?

Narrative Unit Plan Placement 2015. G.Cooney

TEEL is an easy way to help you remember how to structure your paragraphs
when writing an essay.

What does TEEL stand for?

T Topic Sentence
The Topic sentence is the first sentence in a paragraph and tells the reader what
you will be talking about

Explanation
In the explanation part you explain your argument. Why do you think your
argument is true?

Evidence
Once you have explained your argument you find evidence from the text, often
quotes, to support your statements

Linking Sentence
The linking sentence is used at the end of a paragraph to link your argument
back to the question at hand.
Note: When writing your essays, evidence and explanation can be swapped and
are often used multiple times. You may have evidence that needs to be
explained to show how it agrees with your stance.

Narrative Unit Plan Placement 2015. G.Cooney

If we were writing an essay on the topic of school the question might be: Is
school fun?
If we decided to answer no to this, arguing that school was boring, how would
we go about it?
We would need to come up with a topic sentence, stating our point of view,
provide evidence backing up our opinion, explain this evidence and link it back
to the big question. We also need to do this remembering to maintain proper
grammar and punctuation and making sure our language use is formal (no I,
me, we, our, you)
Note: when writing in TEEL structure, there is no need to say It is my opinion
that/I think that school is boring because just state why School is all work
and no play and that makes it boring.