Text Types - Argot Library | HotChalk's Lesson Plans Page

Text Types
For Stage 3 (usually Years 5 to 7, i.e. 9 – 12 year olds)

Literary Texts	Factual Texts
Narrative Literary Recount Observation Literary Description Personal Response Review	Factual Description Information Report Procedure Procedural Recount	Factual Recount Explanation Exposition Discussion

Narrative
To entertain, create, stimulate emotions, motivate, guide, teach Stage 3: Students listen to more diverse, longer narratives. Students read a variety of less familiar contemporary and traditional narratives. Students jointly and independently construct narratives. Teacher deconstructs and models stages. Focus on rile of dialogue in character development and how it can guide action in narrative. Students develop a critical literacy in respect of character development and subject matter.
See Also: The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Narrative

To entertain, create, stimulate emotions, motivate, guide, teach

Students listen to more diverse, longer narratives.
Students read a variety of less familiar contemporary and traditional narratives.
Students jointly and independently construct narratives.
Teacher deconstructs and models stages.
Focus on rile of dialogue in character development and how it can guide action in narrative.
Students develop a critical literacy in respect of character development and subject matter.

See Also:

The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Literary Recount
To entertain by dealing with a sequence of events that establish a relationship between a writer / reader / speaker / listener/ viewer. Stage 3: Students give longer more involved recounts. Oral recounts are more clearly developed. Teacher and students jointly, then students independently, construct and read recounts. Focus on character development and development of critical literacy in respect of values and attitudes incorporated in the text.

Literary Recount

To entertain by dealing with a sequence of events that establish a relationship between a writer / reader / speaker / listener/ viewer.

Students give longer more involved recounts.
Oral recounts are more clearly developed.
Teacher and students jointly, then students independently, construct and read recounts.
Focus on character development and development of critical literacy in respect of values and attitudes incorporated in the text.

Observation
To record events and respond to them in a personal way. Observation does not have a sequence of events. Stage 3: Students and teachers focus on recount and narrative rather than observation.

Observation

To record events and respond to them in a personal way. Observation does not have a sequence of events.

Students and teachers focus on recount and narrative rather than observation.

Literary Description
To describe, in literary terms, natural, physical, cultural and individual phenomena. Stage 3: Students give more detailed descriptions of a range of settings, people, etc. Students jointly and then independently construct and read detailed descriptions.
See Also: The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Literary Description

To describe, in literary terms, natural, physical, cultural and individual phenomena.

Students give more detailed descriptions of a range of settings, people, etc.
Students jointly and then independently construct and read detailed descriptions.

See Also:

The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Personal Response

To summarize and respond personally to a text.
Stage 3:

Students give spoken subjective responses to literary texts in preparation for review writing.

Review
To summarize / analyze a literary text and assess its appeal and value. Stage 3: Students give complex spoken and written reviews that include book knowledge, critical orientation to events, character development and assessment of dominant messages and values. Recommendation is made on the basis of the above information. Teacher and students jointly, then students independently, construct reviews.
See Also: KidSolutions

Review

To summarize / analyze a literary text and assess its appeal and value.

Students give complex spoken and written reviews that include book knowledge, critical orientation to events, character development and assessment of dominant messages and values.
Recommendation is made on the basis of the above information.
Teacher and students jointly, then students independently, construct reviews.

See Also:

KidSolutions

Factual Text Types

Factual Description

To describe a particular living, non-living or natural phenomenon.

Students give more detailed descriptions of a range of things.
Teacher and students jointly, then students independently, construct and read more detailed descriptions.
Focus on including technical language in descriptions.

See Also:

The Writing Process Unifies and clarifies the process, modes, and forms of writing that bring about quality written communication. Covers Descriptive, Narrative, Expository and Persuasive as well as the six traits scoring guides

Information Report
To classify and describe general classes of phenomena. Stage 3: Students research, listen to and give spoke information reports, often with the support of visual images. Teacher and students jointly, then students independently, construct more complex oral and written information reports based on unfamiliar researched topics. Texts are accompanied by diagrams and labeled sketches. Students may write about and present broadly based topics from KLAs.
See Also: Investigation Report

Information Report

To classify and describe general classes of phenomena.

Students research, listen to and give spoke information reports, often with the support of visual images.
Teacher and students jointly, then students independently, construct more complex oral and written information reports based on unfamiliar researched topics.
Texts are accompanied by diagrams and labeled sketches.
Students may write about and present broadly based topics from KLAs.

Investigation Report

You will also find this unit here.

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