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