D.
Teaching and assessment rationale:
1. Summarise, by lesson, the key content knowledge you want the students to learn and
the teaching strategies you will employ.
Identify the key concepts, and learning, teaching, and assessment strategies
Lesson Key Concepts
1. Understand what is a
dialogue Tag?
Understand what is a simple,
compound, complex, or
complex-compound
sentence?
Be able to identify, explain,
and justify an author’s use of
nouns, verbs and adjectives.
Be able to identify, explain,
and justify an author’s use of
personification, simile,
metaphor, and hyperbole.
2. Understand what is a
narrative?
Understand what are the
components of a narrative?
Understand how to identify
the various parts of a
narrative and their typical
characteristics
3. Understand what is
creativity?
Understand what literary
techniques authors use to
communicate effectively.
Understand how authors
effectively use setting,
characters, themes, style
and plot.
Learning, teaching and assessment strategies
Task-based approach- Teach what the students need to know to
accomplish their task.
Differentiation- Set different expectations for students and scaffold
for everyone to succeed.
Cooperative learning- Allow students to work together to solve
problems.
Behaviour management- create and maintain a safe and
productive learning environment.
Peer teaching- presenting narratives and offering constructive
feedback to peers
Universal design for learning- Allow students to play to their
strengths
Formative assessment- inspect what students have done and offer
feedback.
Task-based approach- Teach what the students need to know to
accomplish their task.
Differentiation- Set different expectations for students and scaffold
for everyone to succeed.
Cooperative learning- Allow students to work together to solve
problems.
Behaviour management- create and maintain a safe and
productive learning environment.
Peer teaching- presenting narratives and offering constructive
feedback to peers
Universal design for learning- Allow students to play to their
strengths
Formative assessment- inspect what students have done and offer
feedback.
Task-based approach- Teach what the students need to know to
accomplish their task.
Differentiation- Set different expectations for students and scaffold
for everyone to succeed.
Cooperative learning- Allow students to work together to solve
problems.
Behaviour management- create and maintain a safe and
productive learning environment.

4. Understand what makes a
good setting description.
Understand what literary
techniques authors use to
communicate effectively.
Understand how authors
effectively use setting in
their narratives.
5. Understand how a writer
effectively uses ‘show don’t
tell’ to make their narratives
interesting.
2. Explain why you chose to organise the content into the lesson sequence this way. (GTS
2.2.1)
Beginning each class with the silent creative-narrative-writing task is to set a routine of beginning
work as soon as students arrive which will allow them to settle quickly and practice techniques
which they have learnt in previous lessons.
Peer teaching- presenting narratives and offering constructive
feedback to peers
Universal design for learning- Allow students to play to their
strengths
Formative assessment- inspect what students have done and offer
feedback.
Task-based approach- Teach what the students need to know to
accomplish their task.
Differentiation- Set different expectations for students and scaffold
for everyone to succeed.
Cooperative learning- Allow students to work together to solve
problems.
Behaviour management- create and maintain a safe and
productive learning environment.
Peer teaching- presenting narratives and offering constructive
feedback to peers
Universal design for learning- Allow students to play to their
strengths
Formative assessment- inspect what students have done and offer
feedback.
Task-based approach- Teach what the students need to know to
accomplish their task.
Differentiation- Set different expectations for students and scaffold
for everyone to succeed.
Cooperative learning- Allow students to work together to solve
problems.
Behaviour management- create and maintain a safe and
productive learning environment.
Peer teaching- presenting narratives and offering constructive
feedback to peers
Universal design for learning- Allow students to play to their
strengths
Formative assessment- inspect what students have done and offer
feedback.
Using a workbook and pen is deliberate to encourage students to keep writing rather than spend too
much time editing.

Allowing students to explain what they already know and write it on the board, allows students to
feel a sense of ownership about what is being learned, while having the answers remain up for the
whole lesson for all students to see and refer to. This also allows the teacher to not waste time
teaching things that students are already familiar with.

Using a combination of group and individual tasks is to add variety, improve engagement and allow
peer supported learning.
Videos are used to employ multimodal approaches to content.

The five narrative lessons chosen, do not necessarily have to be delivered in this order, but each
element offers an additional foundational concept which the students will need to understand
before their summative assessment. During the narrative writing at the start of each lesson, the
teacher will use previously learned concepts as prompts to be included in that day’s work. However,
day 5’s ‘show don’t tell’ task was deliberately chosen to be lesson number five since it requires the
most creativity to complete and is less formulaic or mechanical. This is to allow students more
opportunities to be exposed to it in other narrative tasks before they are asked to attempt it
themselves.

Each lesson has a deliberate eb and flow to make lessons predictable in structure, but varied within
that structure, this is to help students understand how much work is expected within certain time
frames.

Finally, my mentor teacher suggested this order, and since I did not disagree with it, I was happy to
comply.

3. Explain how the selected strategies will be effective in teaching the content,
(syllabus links and objectives) and identify the strategies that will involve student
problem solving, critical and creative thinking. (GTS 3.3.1)

Task-based approach
Narrative writing in and of itself may not be a core life skill that every person needs to thrive in the modern
world, however, each student in the class watches movies, plays games, reads books which all benefit from
effective story telling. To allow students to have the option to work in one of many creative occupations, these
narrative writing skills are important and students will be shown how they can make their narrative writing
more effective.

Differentiation
By planning work which assumes that students are at different levels, allows for different standards of work to
be completed, is based on qualitative data from assessments, and appealing to different approaches each
student is afforded the best opportunity to understand what is being taught. This student centred approach
will be used by modifying what is expected of different students based on how they perform with the set tasks.

Cooperative learning
By allowing students to complete a number of group tasks, students are more likely to be more motivated,
engage more, offer and receive support from and to peers, and work together showing problems solving skills
to solve problems.

Behaviour management
Helps to create and maintain a safe and productive learning environment.

Peer teaching
Allows students to receive even more individualised support, promotes active learning, benefits the student-
teacher and the recipient, and some students feel more comfortable receiving help from a peer.
Universal design for learning
Promotes flexibility, variety of expression and engagement.
Formative assessment
Offers students opportunities to demonstrate and practice learned skills, allows the teacher to
gather information about how students are learning, improves performance on subsequent
summative tasks, and allows the teacher to address misunderstandings in a timely manner.
4. What assessment strategies will you employ in your lesson sequence? (GTS 5.1.1, 5.2.1)
Lesson Assessment Strategy
1 Set the students a 10-
minute silent narrative
writing task.
2 10-Minute Narrative writing
with prompts from previous
lessons content.
Class discussion and
constructive peer feedback.
3 10-Minute Narrative writing
with prompts from previous
lessons content.
Class discussion and
constructive peer feedback.
4 10-Minute Narrative writing
with prompts from previous
lessons content.
Class discussion and
constructive peer feedback.
5 10-Minute Narrative writing
with prompts from previous
lessons content.
Class discussion and
constructive peer feedback.
Type of Assessment
Pre-Assessment
Formative Assessment
Ipsative assessment
Formative Assessment
Ipsative assessment
Formative Assessment
Ipsative assessment
Formative Assessment
Ipsative assessment
Purpose (How will you use
the data?)
Determine the strengths
and weaknesses of the
students in the class.
Determine how many
students were able to
demonstrate a working
understanding of the
previous lessons learning.
Ask students to reflect on
their own progress and
track their growth from
lesson to lesson.
Determine how many
students were able to
demonstrate a working
understanding of the
previous lessons learning.
Ask students to reflect on
their own progress and
track their growth from
lesson to lesson.
Determine how many
students were able to
demonstrate a working
understanding of the
previous lessons learning.
Ask students to reflect on
their own progress and
track their growth from
lesson to lesson.
Determine how many
students were able to
demonstrate a working
understanding of the
previous lessons learning.
Ask students to reflect on
their own progress and
 track their growth from
lesson to lesson.

5. How will you ensure consistency in your judgements about the learning of the three
students you have identified? (GTS 5.3.1)
I will compare each student’s work with their previous work to determine individual growth.
I will consult my mentor teacher to have her moderate my assessments.

6. Explain how you have demonstrated curriculum, assessment and reporting knowledge in
your design of the lesson sequence. (GTS 2.3.1)
By beginning with the required outcomes in the AC I worked backwards to develop a
sequence which covered all criteria in a way which grouped similar outcomes together while
allowing discrete topics which are logically connected. These were designed to provide
students with scaffolding of all of the necessary skills to successfully complete the
assessment at the end of the unit.

7. What literacy and numeracy strategies will you incorporate into your teaching of the
lesson sequence? How will you do this? (GTS 2.5.1)
The Gradual Release of responsibility Model, allows students to take more responsibility for their
own learning by the teacher giving the students more and more independence with their learning
and choices, see (Pearson & Gallagher, 1983) and (Duke & Pearson, 2002, p. 211). This sequence will
do this by giving the students more tools to use in their narrative writing tasks, while reminding
them what they are but giving students the freedom to chose what they use and how they use it if at
all.