Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Part A: Recycling Phones

30 minutes

Part B: Writing Stories

10 minutes

Part C: Sharing Stories

Part A: Recycling Phones

Step 1

Ask your class to respond using 'thumbs up' or yes, 'thumbs down' for no and 'thumbs sideways' for not sure to answer the question, 'can a mobile phone be recycled?'

Step 2

Then, play the following video for your class:

MobileMuster Promise Video (https://vimeo.com/88409992)

Step 3

Facilitate a class discussion around the benefits of recycling printer cartridges and mobile phones. Students may draw on information in the video, facts they already know or they may speculate about possible benefits. Be prepared to Google answers to questions that could arise during this discussion. The Planet Ark, MobileMuster and Cartridges 4 Planet Ark websites are great sources of information, if needed.

Step 4

Distribute the Student Worksheet read the text and the task instructions with the class. Clarify any questions that students may have about the text and the task.

Part B: Writing Stories

Step 1

Assign 30 minutes for the students to complete the writing activity on a separate piece of paper.

Part C: Sharing Stories

Step 1

Invite students to exchange their writing with another student (or more than one if time allows) and read for 10 minutes. Alternatively, use your preferred method to share students’ work.

* PLEASE NOTE: This lesson plan is not an officially endorsed publication of NAPLAN’s creators and administrators – ACARA – but is designed to provide practice for the Australian Curriculum’s compulsory NAPLAN testing scheme.

Additional teacher information about NAPLAN

The following information about narrative writing has been extracted from the National Assessment Program website which is designed to support the teaching of literacy in schools. To view this text in its original form, please click here.

"Narrative writing tells a story. Narrative text types include, for example, short stories, fairy-tales, fables and myths. They can take a variety of styles including adventure stories or mysteries. Stories can be realistic or imaginative. Many story writers base their stories on real life events. The main purpose of a narrative is to entertain a reader, but stories can also contain a universal theme or moral, or teach the reader a lesson.

A NAPLAN narrative writing test requires students to write a complete story that has an orientation, a complication and a resolution. These are sometimes called the beginning, middle and ending. Each of these structural components serve a function.

An orientation (or beginning) sets the scene and introduces the characters in the story. It lets the reader know what the story is going to be about.

The building up of a complication (or middle) is usually the largest part of the story. It is made up of a series of events that presents a problem or conflict that needs to be solved. The problem, often in the form of an obstacle that needs to be overcome, introduces tension or excitement into the story. The problem or complication needs a response from the main character in the story that leads to the resolution.

The resolution (or ending) brings the story to an end. It lets the reader know how the problem was solved or sometimes, in more sophisticated stories, how it couldn’t be solved and how the main characters deal with this.

Unlike other text types that have a definite order to their structure, the structure of a narrative can be very flexible. For example, a beginning writer is likely to use the beginning, middle and ending structure, in that order. However, some very experienced story writers may choose to begin with the resolution or ending and then tell the reader how this ending was arrived at by building the complication, and in the process of doing so will reveal the scene, characters and purpose of the story - the orientation."

The table below summarises how marks are allocated in the narrative writing task.

Marking criterion	Description of narrative writing marking criterion	Marks
Audience	The writer’s capacity to orient, engage and affect the reader	0-6
Text structure	The organisation of narrative features including orientation, complication and resolution into an appropriate and effective text structure	0-4
Ideas	The creation, selection and crafting of ideas for a narrative	0-5
Character and setting	Character: The portrayal and development of character Setting: The development of a sense of place, time and atmosphere	0-4
Vocabulary	The range and precision of contextually appropriate language choices	0-5
Cohesion	The control of multiple threads and relationships across the text, achieved through the use of grammatical elements (referring words, text connectives, conjunctions) and lexical elements (substitutions, repetitions, word associations)	0-4
Paragraphing	The segmenting of text into paragraphs that assists the reader to negotiate the narrative	0-2
Sentence structure	The production of grammatically correct, structurally sound and meaningful sentences	0-6
Punctuation	The production of grammatically correct, structurally sound and meaningful sentences The use of correct and appropriate punctuation to aid the reading of the text	0-5
Spelling	The accuracy of spelling and the difficulty of the words used	0-6

For further information about how narrative writing is assessed in NAPLAN, please refer to the Narrative writing marking guide.

Differentiated activities

Provisions for Learning Support: Students with special needs may require a reader/writer to assist them. They may also find it easier to write in a more specific style: e.g. diary entry or letter.

Extension activity: Teachers may invite advanced students to construct a more complex text containing a form shift: e.g. a story containing a short newspaper article.

National Recycling Week - Recycle Rescue (NAPLAN Writing Practice)

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