Year 1 Room 7 HPS Arielle Nunis

Talk for Writing Program: Term 2, 2022

Goldilocks and the Three Bears
Narrative (Focus: Setting)
Week Lessons
1 Cold Task Hook/Imitate
 Picture stimulus: ‘Afterwards’ (Pobble 365  Hook
Cold Task https://www.pobble365.com/afterwards/) o Letter from Mumma Bear (Goldilocks has
Hook  Students write an opening paragraph to a narrative, broken in again and ate Baby Bear’s porridge) –
Imitate focussing on setting using the picture stimulus. brainstorm as a class how to prevent this from
happening again.
 Story map and actions
Resources:
o Teach the text orally with actions and story map
 Dotted third
as you go.
paper
 Model text
story map

2 Imitate Imitate Imitate

 Rehearse the text using story map and actions.  Rehearse the text using story map and actions.  Rehearse the text using story map and actions.
Imitate  Setting toolkit: Choose a name for a setting  Setting toolkit: Include the time of day and weather  Setting tool kit: Use two adjectives, separated by a
o Identify the name of the setting in the model text. o Identify the time of day and weather in the model comma
o Introduce tools: text. o Identify the adjectives in the model text.
Resources:
 Use an adjective followed by a noun (place). o Introduce tools: o Introduce tools:
 Model text
 Names of places are proper nouns, therefore  Use a time word (morning, afternoon,  Use adjectives to accurately describe a noun.
story map
need capital letters. evening).  Use commas to separate two adjectives.
 Setting toolkit
o Brainstorm: Setting names as a class using  Use one or two adjectives to describe the o Brainstorm: Adjectives to describe different
picture stimuluses. weather. types of settings.
 Short burst writing: o Brainstorm: Time and weather vocabulary as a  Short-burst writing:
o Provide students with picture stimuluses to class. o Provide students with setting picture stimuluses
choose from.  Short burst writing: to choose from.
o Students write a name to match the setting o Students write a sentence that includes the time o Students write a sentence including two
chosen. of day and weather to describe a setting of choice adjectives separated by a comma to describe the
using picture stimulus. setting.

3 Imitate Imitate Innovate

 Rehearse the text using story map and actions.  Rehearse the text using story map and actions.  Introduce the full written model text using actions.
Imitate  Narrative rule kit: Narrative structure – opening,  Narrative rule kit: Punctuation – capital letters and full  Box-up model text:
Innovate problem, events, climax, solution/ending stops o Identify the plot structure.
Year 1 Room 7 HPS Arielle Nunis
o Identify the opening, problem, events, climax, o Identify the punctuation in the model text. o As a class write a text summary in dot point form
Resources: solution/ending in the model text. o Introduce rules: on butcher’s paper.
 Model text o Introduce rules:  Capital letters at the start of the sentence and  Innovate the orientation:
story map  A narrative always follows a storyline pattern for proper nouns. o Whole class innovation on boxed up text (change
 Model text eg. story mountain.  Full stops at the end of a sentence. animal characters and setting).
written version o Brainstorm: Problems, climaxes and solutions in  Commas to separate two adjectives and after o Students write their own orientation innovation
 Setting toolkit popular Disney/Pixar movies. openers or conjunctions other than ‘and’ in dot point form on their boxed-up A3 copy.
 Narrative rule  Short-burst writing:  Short-burst writing:
kit o Unjumble the model text, put in the correct order o Sentence doctor – find the punctuation errors in a
 Jumbled model and identify the opening, problem, events, sentence from the model text.
text and climax, solution/ending. o Write your own ‘sick’ sentence and have your
pictures partner fix the punctuation errors.
 Boxed-up A3
copy of model
text

4 Innovate Innovate Innovate

 Read the full written model text using actions.  Read the full written model text using actions.  Read the full written model text using actions.
Innovate  Innovate the problem:  Innovate first event:  Innovate second event:
o Whole class innovation on boxed up text (change o Whole class innovation on boxed up text (change o Whole class innovation on boxed up text (change
reason why characters left their house and chairs to another house item). porridge to another type of food).
Resources:
character going for a walk). o Students write their own first event innovation in o Students write their own second event innovation
 Model text
o Students write their own problem innovation in dot point form on their boxed-up A3 copy. in dot point form on their boxed-up A3 copy.
story map
dot point form on their boxed-up A3 copy.
 Model text
written version
 Boxed-up A3
copy of model
text

5 Innovate Innovate Innovate

 Read the full written model text using actions.  Read the full written model text using actions.  Read the full written model text using actions.
Innovate  Innovate third event:  Innovate climax:  Innovate solution:
o Whole class innovation on boxed up text (change o Whole class innovation on boxed up text (change o Whole class innovation on boxed up text (change
Year 1 Room 7 HPS Arielle Nunis
Resources: beds to another house item). how characters discover something is wrong). how the character gets out of the situation).
 Model text o Students write their own third event innovation o Students write their own third climax innovation o Students write their own third solution
story map in dot point form on their boxed-up A3 copy. in dot point form on their boxed-up A3 copy. innovation in dot point form on their boxed-up
 Model text A3 copy.
written version
 Boxed-up A3
copy of model
text

6 Independent Application Independent Application Hot Task

 Read the full written model text using actions and the  Read the full written model text using actions and the  Picture stimulus: ‘Afterwards’ (Pobble 365
Independent whole class innovation. whole class innovation. https://www.pobble365.com/afterwards/)
Application  Write innovation  Write innovation  Students write an opening paragraph to a narrative,
Hot Task o Students begin writing their narrative innovation o Students continue writing their narrative focussing on setting using the picture stimulus.
good copy. innovation good copy.
Resources:
 Boxed-up A3
copy of model
text
 Dotted-third
lined paper