STAGE 1- TERM 1- LITERACY – COMPONENT B

NARRATIVES- UNIT 2

A BAG AND A BIRD

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How to use this resource​

• This is not an official NSW DoE resource. It is intended to support teachers using the sample Stage 1 units of work.​
• This slideshow contains animations. For the animations to work, the slideshow should be displayed in Present mode. 
• The Resource Links may not work ( security issue) but ​

the resources will be found in the next slide following the lesson. It has been adapted from DET Units to make them more user friendly.

Each new lesson is a different colour code.

There is an annotations page at the beginning of unit.

• Narelle Georgouras (Burraneer Bay Public School, 2023)

Lesson 1: Going on a narrative journey

Lesson 2: Sequencing narrative journeys

Lesson 3: Prepositional phrases

Lesson 4: Planning a narrative journey

Lesson 5: Creating a narrative journey

Lesson 6: Building character descriptions

Lesson 7: Sequencing events with time connectives

Lesson 8: Connecting to characters and places along the journey

Lesson 9: Present tense and past tense verbs

Lesson 10: Using story maps to retell a journey

Resources

• Allen P (2019) A Bag and a Bird, Puffin, Australia. ISBN: 9780143784289
• https://www.yout-ube.com/watch?v=9uJzOiXDy_s
• Resource 1: Talking strip (enlarged copy and copies for students) SEE FOLLOWING  SLIDES
• Resource 2: Writing strip (enlarged copy and copies for students)
• Resource 3: Story map (copies for students)
• Google Earth image of Sydney Opera House
• Mini whiteboards
• Paper for labels
• Poster paper
• Props such as a plastic bag, bucket for a bin, backpacks, hat
• Unlined scrap book, student workbook or blank paper

Component B teaching and learning

The following teaching and learning sequence has been designed to address Component B outcomes and content. Adapt the sequence as required to best meet the needs of your students.

Learning intention and success criteria

Learning intentions and success criteria are best co-constructed with students.

Learning intention

Students are learning to understand the elements of a narrative through texts that include a journey, and use planning tools and prepositional phrases to create a narrative.

Success criteria

Students can:

• identify the sequence of a narrative
• use planning tools to plan a narrative
• create mental models using known words in text
• create simple prepositional phrases.

Lesson 1: Going on a narrative journey

1. Introduce the text concept, narrative. A narrative is an account of events which may be real or imagined. A narrative has elements including characters, setting, and events.
2. Introduce the text A Bag and a Bird by Pamela Allen as a narrative about a journey. Ask students to See, Think, Wonder about the visual elements on the cover. Using mini whiteboards, students write or draw their predictions about the events that may take place in the story. Students share their predictions and explain their reasoning.
3. Read the text, stopping occasionally at key points to predict what may happen next. Review students’ predictions from their whiteboards. Invite students to self-assess their predictions. Students use thumbs up, down, or sideways to indicate how accurate their predictions were.
4. Use the map from inside the text cover and Google Earth image of Sydney Opera House, to revisit the journey John and his mother take in the text. Discuss where they travelled (the setting) and what John and his mother saw. Explain that they were in Sydney Harbour, the traditional lands of the Gadigal people of the Eora Nation. Compare the 2 maps. Discuss any similarities to highlight text-to-world connections.

5.Discuss the places in the text. Write place names on paper labels and display around the classroom, in order of the journey taken in the story.

6.Discuss the characters in the text. Create a list of characters.

7. Divide the class into small groups and assign each group of students to a character. Select students to role play characters including John, his mother, a group of birds, the elderly couple, and onlookers at the park. Students sit or stand at the place where their character appears in the text. For example, the group of birds stand or sit next to the Botanic Gardens label.

8. Students act out events from the narrative as you retell the story. Use props to enhance the retell. For example, a plastic bag, a bucket for a bin and back packs.

9. Discuss the sequence of events in the story, the complication that arose from the bird being caught in the plastic bag and the resolution of the man freeing the bird. Make text-to-self connections by discussing the need to care for our environment. Highlight that students will continue to understand narrative elements throughout the week.

Lesson 2: Sequencing narrative journeys

1. Re-read the text A Bag and a Bird.
2. Re-visit pages of the text with Tier 2 vocabulary. For example, esplanade, harbour, ferry, parachute, waded, elderly and exhausted. Draw students’ attention to how these words appear in the text and the illustrations. Highlight how the illustration helps to understand the meaning of the word and create a mental model.
3. Discuss how narratives have a sequence of events.
4. In groups of 3 to 4, students create an oral retelling of 4 to 6 main events in the text. Invite groups to share their retell as you monitor and check in with each group.

5. As a whole class, record 4 to 6 main events of the text onto poster paper or the board. For example:

• John and his mother making sandwiches and storing them in a plastic bag.
• John and his mother walking to the gardens.
• The plastic bag flying away and the birds eating the bread.
• The bag getting caught on the bird and dragging it into the water.
• The elderly man rescuing the bird and untangling the bag from the bird.
• John putting the bag in the bin and walking home with his mother.

6. Students are given paper to draw a story map of the journey in the text. Show the map from the inside cover as an example.

7. Students write 3 to 4 events in sequence that took place in the text by adding a sentence to a place on their map.

Too hard? Use a text walk through to explicitly show the main events. Scaffold and co-construct an oral retell of the beginning, middle and end. Students draw 3 events on the map.

Too easy? Students write 4 to 6 sentences to retell the sequence of events.

8. Students share their completed map in a gallery walk.

Stage 1 Assessment task 1 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

• initiate, listen and/or respond in partner and group conversations
• organise key ideas in logical sequence.

EN1-RECOM-01 – comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

• use known vocabulary to build a mental model of the content of the text
• make text-to-self, text-to-text or text-to-world connections when reading
• recount relevant ideas from texts in the form of a written, visual or oral summary.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• use a variety of planning strategies and tools for creating texts organise key ideas in logical sequence.

EN1-UARL-01 – understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

• identify the sequence of events that make up a narrative in own and others’ texts.

Lesson 3: Prepositional phrases

1. Revise simple sentences as subject-noun group, verb-verb group, and object-noun group (subject-verb-object structure). Introduce prepositions. Explain that authors use prepositions to tell the reader where (place) or when (time) something is in relation to something else. Create a class definition of prepositions on poster paper.
2. Give students examples of prepositions in relation to place such as on, in, up, down, under. Ask students to brainstorm other prepositions for place. Record and add student responses to the class definition.
3. Explain that when a preposition and noun group are added, they form a prepositional phrase in a sentence.
4. Write on poster paper ‘They climbed the steps onto the bridge’. Using colour coding, highlight the subject (they), verb (climbed), preposition (onto) and noun-object (the bridge). Repeat for the following sentences:
1. They walked past the Opera House, along the esplanade beside the sea wall, until at last they came to the Botanic Gardens.
2. He climbed over the wall.
3. He waded into the water.
5. Model how to use Resource 1: Talking strip, SEE FOLLOWING SLIDE
6. to create a sentence with a prepositional phrase. Using an enlarged copy of the resource, select and say a subject-noun group, for example ‘the dog’, then choose a verb-verb group ‘is running’, add a position and noun group ‘across the road’.
7. Teach how to listen and respond to a partner by inviting 2 students to sit in the centre of a class circle and demonstrate how to use Resource 1: Talking strip. Explain one student is the listener and the other is the speaker, they sit knee to knee, looking at each other. The listener uses non-verbal cues to show that they are listening, such as small nods. The speaker uses voice, pitch, and pace to deliver a sentence in a clear voice. Students swap roles.

7. Divide students into small groups. Give each group a copy of Resource 1: Talking strip. One student creates a sentence with a prepositional phrase while the other students listen. Students take turns being the speaker and the listener

8. Using an enlarged copy of the Resource 2: Writing strip, (SEE BELOW) model how to write a sentence with a prepositional phrase.

9. Using Resource 2: Writing strip, students write a sentence with a prepositional phrase. Encourage students to add an illustration to match the image. Create a class display of students’ published sentences.

Too hard? Jointly construct a sentence with students. Create a small, guided writing group, use interactive writing strategies to co-construct sentences with a prepositional phrase.

Too easy? Students write a sentence with a prepositional phrase without the resource scaffold.

Stage 1 Assessment task 2 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

• initiate, listen and/or respond in partner and group conversations
• organise key ideas in logical sequence.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• use contextually precise prepositional phrases when creating texts

Lesson 4: Planning a narrative journey

1. Share an oral narrative of a journey, for example a journey to or around the school. Create a simple map as you retell the journey. Identify the main characters and the problem, which may be related to a simple environmental problem.
2. Discuss 3 to 6 main events. These can be real or imagined. Link the main events to places on the journey.
3. With a thinking partner, students take turns to create an oral narrative about their journey to or around the school and listen to each other’s oral narrative. Encourage students to include 3 to 6 main events, linking them to a place on the journey.

Too hard? Join a thinking pair and scaffold the structure of an oral retell using prompts about what happens and where.

4. Explicitly model how to complete Resource 3: Story map to plan a narrative journey retell from activity 1. Model drawing the event linked to a place in sequence. Use arrows or number boxes to show the sequence of the narrative. Add a title to the story map.

5. Students draw 3 events and the places on their journey to or around the school in sequence. Encourage students to use arrows or number boxes to show the structure of their narrative and write an appropriate title.

6. Use interactive writing to model writing sentences for the orientation of the oral narrative. Use the think aloud strategy and colour coding to highlight the subject-noun group, verb-verb group, preposition, and noun-noun group.

7. Students add sentences to 3 events on their copy of Resource 3: Story map.

Too hard? Students draw 3 events, scribe or jointly construct sentences to support their illustrations.

8. Invite students to share an event from their map with the class.

Lesson 5: Creating a narrative journey

1. Revise the text concept narrative.
2. Explain that students are going to create a narrative about a journey. Using a hat as a prop, explain that the hat is magical, and it has the power to make whoever is wearing it fly. Co-construct a title for the narrative journey.
3. Ask students to create a mental model of where they could fly to while wearing the hat.
4. Brainstorm and record the different places on a class mind map, for example to school, a park, bushlands, beach, a city. Students choose a place (setting) for their narrative journey.
5. Give students time to think about their narrative journey and create a mental model of 3 to 4 events that might occur while flying to that place. Ask students to visualise what could happen on this journey. Revise prepositions about place, such as over, through, along, past. Encourage students to think about how prepositions can be used to add details to their narrative journey.
6. In small groups, students discuss where they will go and what will happen (events).
7. Students plan their narrative using Resource 3: Story map SEE ABOVE

or plain paper to draw 3 to 4 events in sequence. Students draw a map of where they will travel to while wearing the hat, linking the events to a place on the map.

8. Brainstorm words with students that they may need to write in their narrative. Create a class word bank.

9. Students write a short narrative using their plans.

Too hard? Jointly construct or scribe for students. Create a guided writing group and engage students in interactive writing.

Too easy? Ask students to write sentences with prepositional phrases.

1. In pairs, students take turns retelling their narrative journey. Remind students to talk about their writing, their drawings, and their ideas. Encourage students to ask each other questions and make comments.

Stage 1 Assessment task 3 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

• initiate, listen and/or respond in partner and group conversations
• organise key ideas in logical sequence.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• write texts that describe, explain, give an opinion, recount an event, tell a story
• use a logical order to sequence ideas and events in sentences across a text
• use appropriate tense across a text
• use contextually precise prepositional phrases when creating texts
• use a variety of planning strategies and tools for creating texts organise key ideas in logical sequence.

ENGLISH STAGE 1 UNIT 2 NARRATIVES

BOOK 2

* THE GREAT RABBIT CHASE

BY F BLACKWOOD

* DUCK ON A BIKE BY D SHANNON

​

How to use this resource​

• This is not an official NSW DoE resource. It is intended to support teachers using the sample Stage 1 units of work.​
• This slideshow contains animations. For the animations to work, the slideshow should be displayed in Present mode. 
• The Resource Links may not work ( Security issue) but ​

the resources will be found in the next slide following the lesson. It has been adapted from DET Units to make them more user friendly.

Each new lesson is a different colour code.

• Narelle Georgouras (Burraneer Bay Public School, 2023)

The following teaching and learning sequence has been designed to address Component B outcomes and content. Adapt the sequence as required to best meet the needs of your students.

Learning intention and success criteria

Learning intentions and success criteria are best co-constructed with students.

Learning intention

Students are learning to understand narrative elements including character, setting and story structure through viewing, planning, and creating narratives that include a journey.

Success criteria

Students can:

• describe people and things using nouns, adjectives, verbs, and prepositions
• use time connectives to retell a sequence of events in order
• change present tense verbs into past tense verbs and use them in a sentence
• use story maps to retell and plan a narrative.

Resources

• Blackwood F (2017) The Great Rabbit Chase, Scholastic Australia. ISBN: 9781743811641
• Shannon D (2021) Duck on a Bike, Scholastic Inc, USA. ISBN: 9781338744903
• Resource 4: Gumboots escapes (enlarged copy, cut sentences and time connectives into individual pieces prior to the lesson)
• Resource 5: Character conversations (teacher copy)
• Resource 6: Transformations (enlarged copy or write onto sentence strips prior to lesson)
• Resource 7: Duck on a Bike story map (enlarged copy)
• Video: Let's Learn About Rabbits (2:58)
• T-chart
• Coloured pencils, markers
• Large sticky notes
• Mini whiteboards
• Poster paper for anchor charts and story maps
• Unlined scrap book, student workbook or blank paper

Resource 4: Gumboots escapes

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Resource 5: Character conversations

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Resource 6: Transformations

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Resource 7: Duck on a Bike story map

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All images are licenced in accordance with the Canva Pro Content License Agreement.

Too easy? Students write predictions about their rabbit character.

Lesson 6: Building character descriptions

1. Activate students’ background knowledge of rabbits to support their understanding of the character Gumboots in The Great Rabbit Chase. Using mini whiteboards or paper, students draw or write known facts about rabbits. If needed, watch the video Let's Learn About Rabbits (2:58). Share and record student responses using a mind map.

1. Using online photos of wild and domestic rabbits, as well as students’ background knowledge, model and co-construct descriptive sentences about rabbits. Use simple subject-verb-object structure and simple sentences with prepositional phrases. Ask students to identify capital letters, spaces, and full stops.
1. Example sentences demonstrating subject-verb-object: Rabbits have soft fluffy fur; Some pet rabbits have long floppy ears.
2. Example simple sentences with prepositional phrases: Wild rabbits live in burrows; Pet rabbits sleep in a hutch.

3. Students complete a directed drawing of a rabbit. Read rabbit descriptions aloud one at a time:

• My body is the size and shape of a large football.
• I have 2 front legs with small paws and 2 back legs with long paws.
• I have an egg-shaped head with a small pink nose at the tip, 2 small round black eyes, a pink mouth and long whiskers.
• I have 2 long ears that stand up tall and are on the top of my head. They are rounded at the tips.
• I have short, soft fur. It is grey on my body and head and back. My paws and ears are black.
• I have a small grey and white fluffy tail.

4. Explain that the rabbit described in activity 3 is a character in a book. Avoid sharing the character’s name. With a thinking partner, students make predictions about the character. Ask students to predict if it is a pet or wild rabbit, what its name might be, and what it could do. Share and record several responses.

Lesson 7: Sequencing events with time connectives

1. Introduce the text The Great Rabbit Chase. Ask students to think about what type of text this book might be by looking at the illustrations on the front and back cover and reading the title. Explain that the rabbit character described in the previous lesson is the rabbit on the front cover. Revisit previous predictions about the rabbit.
2. In small groups, students draw or write predictions about narrative elements including the characters, setting and events using the information on the cover. Ask one student from each group to share their predictions with the class. Record student predictions on large sticky notes. Ask students to classify predictions according to narrative elements, for example, placing all setting or complication predictions together.
3. Display the inside cover of the text showing the gameboard to make connections with narrative as a journey. Highlight the start, finish, and other landmarks. Ask students to add to their predictions about the characters, setting and events, giving reasons for their answers. Record several responses to add to predictions from activity 2.
4. Complete an uninterrupted read of The Great Rabbit Chase. Ask students to compare their predictions about the characters, setting and events to those in the narrative.

5. On a sheet of poster paper, create a quickly drawn story map, like the gameboard at the beginning of the text. Add key landmarks and the location of characters connected to Gumboots’ escape journey.

6. Shuffle and read aloud the events from Resource 4: Gumboots escapes. Ask students to sort the events into the sequence of the narrative and stick on the story map in the correct position.

7. Explain that time connectives are used to sequence events in a narrative and can be used instead of phrases like ‘and then’ and ‘next’. Model retelling part of the story with the accentuated repetition of ‘and then’. Shuffle and read the time connectives from Resource 4: Gumboots escapes. Ask students to identify where in the story could they use the time connective, then match each time connective to an event on the story map.

8. Students chorally retell the story using the story map, labels, and time connectives.

9. Use the Draw, Talk, Write, Share process for students to recount relevant ideas about Gumboots’ journey in the form of a written or visual summary. Students label each event with a time connective to sequence their ideas.

Resource 5: Character conversations

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Stage 1 Assessment task 4 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-RECOM-01 – comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

• recount relevant ideas from texts in the form of a written, visual or oral summary.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• use a logical order to sequence ideas and events in sentences across a text
• use time connectives to sequence information and events in texts.

EN1-UARL-01 – understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

• identify the sequence of events that make up a narrative in own and others’ texts.

Lesson 8: Connecting to characters and places along the journey

1. Explain that the characters are an important part of a narrative and that, in this story, along the journey or chase, the author has included interesting characters at each location. These characters want to help find Gumboots so much that they join the chase.
2. Re-read The Great Rabbit Chase using the think aloud strategy to highlight the characters’ actions. Ask students to recall the characters in the text in the order they were introduced. Record a list of characters in their order of appearance in the text. Ask students how the author makes the reader think that the characters want to help find Gumboots.
3. Allocate characters to students: the girl, Mum, Norman, Edith, Mr Kirkpatrick, John, Mrs Finkel and the important man. Read the text until Gumboots reaches the big park. As each character is introduced, students create a freeze frame of the character. Using Resource 5: Character conversations, ask questions to help build a mental model of each character’s personal traits. Students can adjust their freeze frame as the narrative progresses.
4. Model using an enlarged copy of Resource 6: Transformations to explain use of sentence structures such as a subject (who the character is), verb group (what the character was doing), prepositional phrase (where the character was) and noun group to describe narrative events in the text involving characters.

Lesson 8: Connecting to characters and places along the journey

5. Deconstruct sentences one at a time, to separate and discuss the subject, verb, and prepositional phrase. Ask students to identify the who, what, and where parts of each sentence. Explore changing the word order and how prepositional phrases can be used at the beginning of end of the sentence. Briefly discuss the use of a comma after a prepositional phrase at the beginning of a sentence.

6. As a class, imagine what it would be like if Gumboots ran through their school as part of his escape journey. Create an anchor chart with the headings such as who (subject), what (verb) and where (prepositional phrase). Brainstorm people and places in the school familiar to students. Add verbs or verb phrases to describe people’s actions.

7. Select vocabulary from the anchor chart to co-construct events including characters involved in Gumboots journey through the school. Students can compose their own sentences to add to the narrative on mini whiteboards.

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Stage 1 Assessment task 5 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

• initiate, listen and/or respond in partner and group conversations.

EN1-RECOM-01 – comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

• use known vocabulary to build a mental model of the content of the text.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• use contextually precise prepositional phrases when creating texts.

Lesson 9: Present tense and past tense verbs

1. Ask students if they think the narrative The Great Rabbit Chase is a real or imagined story. Prompt students to give reasons for their answers. Explain that authors can write narratives about real life or imagined experiences that have happened in the past, or about something that is happening now (present). Explain that The Great Rabbit Chase is written in the present. Read the text on the page where Norman is at the front door waiting to play. Highlight the words ‘But today’, indicating the present.
2. Introduce past, present, and future tense using a large, blank timeline. Label end points as past and future, and a middle point as present. Write last year, last week, yesterday, now, today, tomorrow, next week and next year on sticky notes. Students position sticky notes on the timeline and give an example of a real-life event that happened, or could happen, at each label on the timeline.
3. Read selected pages from the text demonstrating the use of present tense verbs. On a T-chart, write the headings ‘present tense’ and ‘past tense’. Record present tense verbs from the text that describe the actions of the characters as they chase Gumboots. For example, race, tiptoe, follow and help.
4. Explain that the beginning of the text gives hints that Gumboots has escaped before. Ask students to imagine that Gumboots escaped last week. Re-read 3 to 4 sentences from the text, substituting present tense verbs with a past tense verbs, beginning each sentence with ‘Last week...’. Ask students to identify the word that changed. Record past tense vocabulary on an anchor chart to match each present tense word. Discuss the use of the suffix -ed for past tense.

1. Using mini whiteboards, explicitly teach and model spelling processes to create word families for past tense verbs for words from the text and CVCC and CCVC verbs. For example, jump + ed = jumped. Discuss any unusual spelling patterns such as double consonants, only adding ‘d’ when a word ends in ‘e’ and irregular past tense words that change, such as run and ran, as needed.
2. Revisit the part of The Great Rabbit Chase when everyone reaches the park. Select sentences from the text that describe what the characters were doing and read sentences in past tense. For example: We explored the trees; Norman giggled at the cherubs; Edith and John watched tadpoles in the little creek and dropped leaf boats into the water.
3. Ask students to recall a place they have journeyed to in the past. With a thinking partner, students share what they did using past tense. Encourage students to use time connectives taught in the previous lesson. Students give 3 to 4 examples of things they did. Select students to share their responses with the class.
4. Using the Draw, Talk, Write, Share process, students record what they did in the form of a written or visual summary using past tense verbs to describe their journey or actions.

Stage 1 Assessment task 6 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-VOCAB-01 – understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

• use taught morphemic knowledge to create word families.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• use appropriate tense across a text
• use time connectives to sequence information and events in texts.

Lesson 10: Using story maps to retell a journey

1. Remind students that the text The Great Rabbit Chase is a narrative about a rabbit escaping and going on a journey and it included characters who were chasing him. Display the front cover of the text Duck on a Bike and read the title. Ask students why the text might be a narrative that also includes a journey. Ask students to predict if it is a real or imagined narrative, giving reasons for their answers.
2. Complete an uninterrupted read of the text Duck on a Bike. Discuss the features of the narrative that are real or imagined including the characters and their actions, the setting, and events.
3. Allocate students to characters from the text (duck, cow, sheep, dog, cat, horse, chicken, goat, 2 pigs, mouse, children on bikes). Select 2 students as narrators. Support students with each animal’s thoughts about Duck by giving the spoken text and asking students to repeat it. Encourage the use of expressions, actions, and body language to portray each character. Briefly discuss what the other characters thought about Duck’s journey.

Lesson 10: Using story maps to retell a journey

4. Display Resource 7: Duck on a Bike story map and explain that the story map can be used to recall details of the story and give an oral summary of the narrative. In pairs, students give an oral retell of the narrative using the story map. Encourage the use of time connectives and verbs in past tense.

5. Explain that story maps can be used to plan a narrative as well as giving a summary of the sequence of events. Ask students to imagine another animal using some form of transport to go on a journey. Discuss what or who they will see on the way, where they could go, and what they could do. Co-construct and create a story map with narrative elements of characters, setting, and events. Model drawing to create the story map. Add labels to images if needed to support meaning. Give the narrative a title.

6. In small groups, students develop their own narrative story map about an animal using some form of transport to go on a journey. Record plans on poster paper to display in classroom. Students share their story map with the class and give an oral retell of their story.

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Too hard? Students use loose objects to represent characters or places and create a model of their story before recording their plan. Use sticky notes for initial drawings, which students then manipulate into the correct position before drawing on their story map.

Stage 1 Assessment task 7 – Observations and work samples from this lesson allow students to demonstrate achievement towards the following syllabus outcomes and content points:

EN1-OLC-01 – communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

• organise key ideas in logical sequence.

EN1-RECOM-01 – comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning

• make text-to-self, text-to-text or text-to-world connections when reading
• recount relevant ideas from texts in the form of a written, visual or oral summary.

EN1-CWT-01 – plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

• use a logical order to sequence ideas and events in sentences across a text
• use a variety of planning strategies and tools for creating texts organise key ideas in logical sequence.

EN1-UARL-01 – understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

• identify the sequence of events that make up a narrative in own and others’ texts.