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 Printable Version
for your convenience!
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| For Stage 3 (usually Years 5 to 7, i.e. 9 -
12 year olds) |
| 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.
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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
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| 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.
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| 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.
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| 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.
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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
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| 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.
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| 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.
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| See Also:
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| Factual Description
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To
describe a particular living, non-living or natural phenomenon.
Stage 3:
- 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.
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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
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| 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.
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You will also find this unit here.
E-Mail Helen!
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Math
Language Arts
Science
Social Studies
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Multi-Disciplinary
