Students develop a piece of writing describing their memory of journeys they have taken.
| Writer:
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Phil Coogan, Mike Fowler
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| Year level
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11
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| Who are my learners and what do they already know?
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See: Planning using inquiry
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| School curriculum outcomes
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How your school’s principles, values, or priorities will be developed through this unit
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Learning Outcomes (What do my students need to learn)
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| Curriculum achievement objectives (AOs) for:
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Processes and strategies Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:
- seeks feedback and makes changes to texts to improve clarity, meaning, and effect
Ideas Select, develop, and communicate connected ideas on a range of topics:
- works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details
Language features Select and use a range of language features appropriately for a variety of effects:
- uses a wide range of oral, written, and visual language features with control to create meaning and effect and to sustain interest
Structure Organise texts, using a range of appropriate, effective structures:
- achieves a sense of coherence and wholeness when constructing texts
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| Achievement Standard(s) aligned to AO(s)
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1.4 Produce creative writing
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Teaching and Learning (What do I need to know and do?)
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| 1-2 related professional readings or links to relevant research
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Effective Practices in Teaching Writing in NZ Secondary Schools Planning using inquiry English Teaching and Learning Guide NCEA Rules and Procedures
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| Learning Task 1
| Learning intention(s) Exploring how a narrative could be crafted using thoughts and feelings.
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| KCs/ Principles/Values focus
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KCs: Thinking – make connections Relate to others – explore different perspectives; peer discussion
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Learning task 1 Reading about journeys
- Read a selection of texts undertaken for different reasons.
- As well as describing a physical journey from one place to another, several of these texts include their emotions, reactions or thoughts in relating the story of the journey.
Developing ideas
- Use the planning chart to note down key details about a journey you have taken.
- Using the chart for reference, retell the experience of the journey to a partner. Your partner should ask questions to help you draw out details and clarify points. This approach could also be extended with student directed theatre.
Reading about one student's journey
- Read exemplar D. Note how the writer has structured the piece as well as the details selected.
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| Learning task 2
| Learning intention(s) Drafting and polishing a narrative.
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| KCs/ Principles/Values focus
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KCs: Thinking – explore and develop ideas Use language, symbols and texts – structure and develop ideas Relate to others – work collaboratively
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Learning task 2 Drafting a piece about a journey
- Read the four exemplars: exemplar A, exemplar B, exemplar C, exemplar D. Identify where the writer has included their thoughts, emotions or reactions to events in their narratives.
- Consider other aspects of each narrative, including the style and details the writer has included. Discuss which aspects of the writing are successful and those which could be developed further. Look at the assessment schedule which is also linked to the exemplars.
- Use ideas from the planning chart from learning task 1 to draft a piece describing memories of a journey. Write at least 350 words. Material from the exemplars should not be included.
- After writing a first draft, you should read your piece aloud to help identify parts of the writing that require reworking, then complete the first set of revisions.
- Working with a partner, use the feedback guide as part of a focused drafting process. Consider the feedback given and complete further revising.
- Prior to writing the final draft, return to the assessment schedule and the exemplars to help reflect on whether any changes or additions are needed in your own final draft.
- Begin developing the final draft. You should view this as much more than a proof reading exercise, although you should improve on technical accuracy. This is an opportunity to craft and reshape - to polish your sentences and to try forming some sentences in different ways in order to improve them.
- Complete a final version.
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Assessment and Evaluation (What is the impact of my teaching and learning?)
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| Formative and/or Summative assessment task(s), including how will feedback be provided
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1.4 Produce creative writing. Refer to the assessment schedule.
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| Provision for identifying next learning steps for students who need:
- further learning opportunities
- increased challenge
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This piece of writing should be an integrated part of the year’s writing programme. English Teaching and Learning Guide Conditions of Assessment Guidelines for creative writing Effective Practices in Teaching Writing in NZ Secondary Schools
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| Tools or ideas which, for example might be used to evaluate:
- progress of the class and groups within it
- student engagement
leading to :
- changes to the sequence
- addressing teacher learning needs
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See: Planning using inquiry
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