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ENGLISH LITERATURE UNIT: Narrative writing

Topic or Theme: Point of View

Literature or text type/s: Narrative Year level: 3

The Literature Strand of the AC: English: Literature: Examining Literature: Discuss how language is used to describe the settings in texts, and explore how the
settings shape the events and influence the mood of the narrative (ACELT1599)

Relevant Achievement Standard:

Receptive modes- By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose
of the text. They understand how language features, images and vocabulary choices are used for different effects. They listen to others views
and respond appropriately using interaction skills.

Productive modes- Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and
characters. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They re-
read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.

Learning intentions: Throughout this unit, students will read and compare various stories and fairy tales to gain an understanding of how a story can be told
from different points of view. Students will explore the language being used and how it can contribute to and direct the readers feelings.
In this unit, students will recognise that all narratives have a similar structure and will show their understanding through a creative reconstruction piece.
Students will also learn the concepts of point of view in both narrative and illustrations shown within the chosen storys.
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WEEKLY TIMETABLE: Indicate teaching times for English activity i.e. talking, reading, drawing, spelling and writing

Time Monday Tuesday Wednesday Thursday Friday

8:50am English- Read Voices in English- Discussion on fairy-

The Park. Discuss the tales and how they have
images used and how they changed significantly over
can change the mood. time. Read a section from
10:10am English Reading of the English- Show students Students will then Roald Dahls Revolting
classic tale Cinderella. an original film of The compare and record their Rhymes. Students will then
Group recall of story. Three Little Pigs. Use thoughts in their journals. create their own version of
Students will then pictures to sequence Cinderella, setting the famous
independently write events of the story. tale in Australia.
what they have learnt Discuss orientation,
in their journals. complication,
resolution, character,
setting and title.
Explain point of view
to students. Students
will write the meaning
in their journals.
Recess Time

11:10am English- Discuss the English- Students will

language being used in complete a timeline
an excerpt from Piggy focussing on the
book. Examine the orientation,
verbs that are used. complication and
Have students record resolution of both The
these findings in their Three Little Pigs and
journals. The True Story of The
Three Little Pigs.
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Lunch Time
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SEQUENCING lessons
Un AC: English LINKS:
it Lesson Focus and Activity Resources to be used General Capabilities
We Flow Cross-curriculum Priorities
ek Curriculum Integration
Lesson 1: Introduction Cinderella (book Discuss texts in which characters,
1 Briefly read a short version or show a short video of Cinderella to or video) events and settings are portrayed in
students. different ways, and speculate on
T Allow students to work in pairs to re-tell the story. Have students write the authors reasons (ACELT1594)
E down the significant scenes in order.
A Students will then group with another pair and share their recollection. Draw connections between
C Discussion can then be had on how stories can be displayed differently personal experiences and the
around the world. worlds of texts, and share
H
Finish the lesson by allowing students to write in their journals what they responses with others (ACELT1596)
have learnt.
Reading, speaking and
E listening
X Literacy
P Critical and Creative
L Thinking
O Lesson 2: Point of View The Three Little Identify the point of view in
2 R Watch a traditional version of The Three Little Pigs (Silly Symphony). Pigs- Silly a text and suggest alternative
E As a class, sequence pictures from The Three Little Pigs in order. Symphony (video) points of view (ACELY1675)
Familiarise students with orientation, complication, resolution,
G character, setting and title. Piggy book by Literacy
R Read Piggy book by Anthony Browne to the class. Anthony Browne Ethical Understandings
O Introduce the term, Point of View. Explain that point of view means Critical and Creative
U seeing a story through the eyes of the person telling it. Thinking
P Have students write the definition of Point of View in their journals and Personal and Social
explain whose point of view the story was being told through in the film Capability
of The Three Little Pigs. Reading, writing, speaking
I
and listening
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N Lesson 3:Point of View continued. Piggy book By Understand that verbs represent
3 D Re-visit Piggy book by Anthony Browne. Anthony Browne different processes, for
I Ask students to explain what Point of View means. example doing, thinking, saying,
V Decide as a class whose point of view Piggy book is being told through. and relating and that these
D Choose an excerpt from the story and discuss the language being used. processes are anchored in time
U Discuss as a class, the verbs being used in the excerpt and how they are through tense (ACELA1482)
A used. Allow students to record these thoughts in their journals.
L Ask students if their thoughts towards whose point of view it is has Understand how different types of
changed by studying the storys language. texts vary in use of language
choices, depending on their
purpose and context (for
example, tense and types of
sentences) (ACELA1478)

Critical and Creative

Thinking
Reading, writing, speaking
and listening
Literacy
Lesson 4: Timeline Timeline of The Identify the point of view in
4 Re-visit The Three Little Pigs and discuss with students the sequence of Three Little Pigs. a text and suggest alternative
events. points of view (ACELY1675)
Ask students to think about how each character within the story may feel The True Story of
about the events that occur and whose point of view the story is told The Three Little Understand how different types of
through. Pigs by Jon texts vary in use of language
Students will complete a timeline on the story, describing the Scieszka. choices, depending on their
orientation, the complication and the resolution. purpose and context (for
Read, The True Story of The Three Little Pigs by Jon Scieszka. example, tense and types of
Students will then add to their timeline and compare the two stories sentences) (ACELA1478)
together.
Literacy
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Explain to students that both stories tell similar events but are told from Ethical Understandings
a different point of view. Critical and Creative
Have students recognise the different language used in both storys. Thinking
Students will then record in their journal why they think the author may Personal and Social
have chosen to use a different point of view rather than the classic. Capability
Reading, writing, speaking
and listening
Lesson 5: Voices in The Park Voices in The Discuss texts in which characters,
5 Read Voices in The Park by Anthony Browne. Park by Anthony events and settings are portrayed in
Discuss after each section, the images that are used to change the mood Browne. different ways, and speculate on
and point of view within the story. the authors reasons (ACELT1594)
Have students in their journals, draw a chart comparing the four
viewpoints shared in the story. Discuss how language is used to
Ask students to record in their journals what they know about Point of describe the settings in texts, and
View and to explain why they think authors use similar events in storys explore how the settings shape the
but change the point of view? Why did Anthony Browne write a story events and influence the mood of
with four different points of view? the narrative (ACELT1599)

Reading, speaking and

listening
Literacy
Critical and Creative
Thinking

Lesson 6: Concluding Activities Revolting Create imaginative texts based on

6 Explain to students that fairy-tales have been changed significantly over Rhymes by Roald characters, settings and events
many years and throughout countrys all over the world. Dahl from students own and other
Many reflect different countrys cultures with the moral of the story cultures using visual features, for
sometimes being changed too. Cinderella by example perspective, distance and
Explain to students how Disney changed the story of Snow White, so it Grimm Brothers angle (ACELT1601)
could then be enjoyed by young children.
Explore and discuss the various versions of Cinderella.
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Show various sections of the different storys and have students identify Discuss the nature and effects of
the differences. some language devices used to
Ask students to think about what would change if Cinderella was set in enhance meaning and shape the
Australia. readers reaction, including rhythm
Prompt questions and allow students to work in small groups to create and onomatopoeia in poetry and
the story of Cinderella set in Australia. prose (ACELT1600)
Students will then share their stories with the class
Intercultural Understanding
Critical and Creative
Thinking
Literacy
Reading, writing, speaking
and listening

LESSON PLAN
BIG IDEA: Point of View Literature or text type: Narrative Year Level: 3

Lesson Number: 5
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AC: English Standard: By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of
the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied
sentence structures, a range of punctuation conventions, and images that provide extra information. They listen to others views
and respond appropriately using interaction skills.

AC: English content descriptors: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors
reasons (ACELT1594)

Lesson Outcome/intentions: The focus of this lesson is to further the students understanding towards point of view in narratives. Students will show their
previous knowledge on point of view; but, will be somewhat challenged by being introduced to four different viewpoints within one narrative. This will
enable students to question the authors intention and establish the distinctive vocabulary used throughout the narrative to change the characters point of
view.

Code-breaker: As a class, whilst reading the narrative, Voices in The Park by
Anthony Browne, each section of the book will be discussed. As the point of
view is changed, students will decode the images used within the scene and
explain how it changes the perspective of the narrative.
Text participant: Reading the narrative, Voices in The Park by Anthony
Browne enables students to reflect on their previous experiences using
point of view and how it is sometimes vital to hear two different
perspectives to allow for greater insight regarding a story or
event.

Text user: Students will be able to understand how point of view is changed to Text analyst: Voices in The Park by Anthony Browne, will enable
gain different thoughts and meaning towards a text. students to question the intentions of the author and how the four points
of view can successfully describe the same events.

Lesson Outline:
Introduction:
Re-visit the previous lesson (lesson 4) and establish with students the definition of point of view and the importance of it within a narrative.
Introduce the book, Voices in The Park by Anthony Browne and explain to students that whilst reading the book, both students and the teacher will analyse the
vocabulary used, question the point of view and decode the images displayed in the book. Make note of students answers on the whiteboard throughout the
reading.
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Building the field:

On completing the narrative, re-visit the notes written on the white board and explain to students that using different perspectives within a story assists in
changing the mood and outlook of the narrative.
As a class, choose two pages in the book where students can easily recognise the differences used to set the characters feelings and change the narrators point
of view.
Demonstrate the students individual activity on the whiteboard by constructing a small chart where students can compare the characters attitudes, feelings and
attributes, as well as the font, sentence structure and word choice over the four varying viewpoints.
After students have completed their comparison on the four different perspectives, students can answer in their journals why they believe the author chose to
use four viewpoints within the narrative and how the reader can gain insight into each of the characters used.

Resources:
Voices in The Park by Anthony Browne
Journals

Teaching Strategy/Learning Activity:

Choosing to read, Voices in The Park by Anthony Browne will challenge student thinking towards point of view. Most narratives are written through one
perspective; whereas, the narrative chosen for this lesson challenges students thoughts and feelings towards the characters used, by providing readers with four
different perspectives.
Students will be deconstructing the narrative to understand how authors use point of view to set the mood and change thoughts towards various characters.
The teacher will be assessing students charts to ensure their understanding that not only images are important in decoding the narrators point of view, but text
and sentence structure included.

Pre-or post assessment strategies:

As this is the 5th lesson in the unit, students will have a significant understanding towards point of view. Each lesson, students will be quizzed on their prior
knowledge from the previous lessons to ensure a successful session.

Any special considerations:

Students who have difficulties in literacy will work as a group with the teacher during the individual comparison chart to ensure their understanding of
point of view.
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What will students produce?

Students will produce a four-columned chart labelled with the following headings: Point of view 1, 2, 3 and 4. In these columns students will list the notable
differences made in characters feelings, attitudes, attributes, font, sentence structure and word choice that indicate the various perspectives.

Point of View 1 Point of View 2 Point of View 3 Point of View 4

Feelings
Attitudes
Attributes
Font
Sentence Structure
Word Choice

LESSON PLAN
BIG IDEA: Point of View Literature or text type: Narrative Year Level: 3

Lesson Number: 6

AC: English Standard: By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of
the text. They understand how language features, images and vocabulary choices are used for different effects. They listen to others views
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and respond appropriately using interaction skills. Their texts include writing and images to express and develop, in some detail, experiences, events,
information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group
discussions, asking questions, providing useful feedback and making presentations.

AC: English content descriptors: Create imaginative texts based on characters, settings and events from students own and other cultures using visual
features, for example perspective, distance and angle (ACELT1601)

Lesson Outcome/intentions:
Within this lesson, students will focus on the big idea that is point of view and analyse various versions of Cinderella to understand how a modification to
the setting, can change readers view towards the characters immensely. Students will create their own version of Cinderella by practicing the correct
narrative structure that is orientation, complication and resolution.

Code-breaker: N/A Text participant: Students can think, pair and share the various fairy tales
which they have heard from different perspectives or from diverse
cultures. This can be used as a great introductory discussion.

Text user: Reading Roald Dahls, Revolting Rhymes to students will enable Text analyst: Revolting Rhymes by Roald Dahl enables
creative thinking towards the final written assessment. Allowing students to students to question how Roald Dahl was able to change readers
complete this task assists them in understanding how a change of perspective, outlook on Cinderella. By analysing the text, students can also question
setting or text can influence the mood throughout a narrative. how language has changed since Revolting Rhymes publication.

Lesson Outline:
Introduction:
Remind students of the short film that was shown to them in lesson 2, The Three Little Pigs (Silly Symphony).
Explain to students that fairy -tales have changed over time with the construction of different endings, diverse perspectives and various settings in
regards to different cultures.
Share with students the real events that were depicted in Snow White. Explain that Walt Disney changed the story slightly so that it could
accommodate for younger children.
As a class, discuss the main events that were told in Cinderella. Ask students to share how they portrayed Cinderella by listening to the traditional
version.
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Building the field:

Present to students the various versions of Cinderella: Grimm Brothers and Roald Dahl
Using Roald Dahls version of Cinderella, read sections of the poem and ask students to identify the differences between the traditional version and
Roald Dahls.
Present students with the ending of the Grimm Brothers, Cinderella and Roald Dahls, Cinderella; as a class read and compare the two fairy- tales.
These will be noted on the whiteboard for students to follow.
Ask students if they think the perspective of Cinderella would change if the setting was different.
Group students accordingly and allow for a creative writing task. Students are expected to create their own version of Cinderella which is set in
modern Australia.
Once completed, students will share their stories to the class.

Resources:
Revolting Rhymes by Roald Dahl
Cinderella by Grimm Brothers

Teaching Strategy/Learning Activity:

Roald Dahls, Revolting Rhymes will kindly support students in using their creative minds to produce an imaginative version of the traditional fairy-
tale, Cinderella.
Students will work collaboratively together to show critical and creative thinking when running comparisons and forming written texts.
The teacher will prompt questions, asking students if they notice tone, language and mood throughout Roald Dahls, Cinderella.

Pre or post assessment strategies:

Exit cards can be provided at the end of the lesson asking students about what they knew before, what they have learnt and one thing which they
enjoyed about the lesson.
The traditional version of Cinderella has been addressed in lesson 1 of the unit; therefore, students will have prior knowledge of the main events
which take place in the fairy-tale.

Any special considerations:

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As there are few students with literacy and numeracy difficulties, they will be grouped together where the teacher can support their written text.
These students can dot point their ideas, instead of writing an entire story.

What will students produce?

Students will be producing an Australian version of Cinderella in their groups to share with the class. This activity enables students to recognise
point of view and understand how a simple change within a narrative can greatly influence the mood portrayed.