Lesson Eight: English, Yr 7/9

Identifying and Using Narrative Techniques in a Text

Curriculum links: Year 7 – ACELY1721 Year 9 – ACELA1770

Resources you will need

Lesson structure

  1. As a hook to this lesson, talk about the hair care product, shampoo. Explain that in some countries, chemical products like shampoo are tested on animals as a means of identifying the potential for harmful health side-effects in humans. Discuss as a class why Australia has decided to ban cosmetics testing on animals.
  2. Explain that we will be using a different type of ‘shampoo’ in today’s lesson. We will be using the acronym ‘SHAMPOO’ as a type of mnemonic device to help us remember some important figurative language techniques (Simile, Hyperbole, Alliteration, Metaphor, Onomatopoeia, Oxymoron). Check to make sure that students understand the meaning of both ‘acronym’ and ‘mnemonic device’.
  3. Display the acronym using the Lesson 8 Narrative Writing PowerPoint slides.
  4. Students should be encouraged to look up the meanings of these different figurative language techniques, filling in the Figurative language worksheet as they find the definitions.
  5. Explain to students that using rich language techniques is very important in narrative writing, as it helps to bring the words to life.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

AUSTRALIAN CURRICULUM ALIGNMENT

Learning Area: English
Year Levels: Year 7/Year 9
General Capabilities: CCT, L, PSC, EU, IU
Strands: Interpreting, Analysing, Evaluating/Text Structure and Organisation
Content Descriptions: 

Year 7 (English Literacy)

Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)

Year 9 (English Literature) 

Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Elaborations:

Year 7

Identifying the purpose and possible audience for a text.

Explaining the relationship between text features and structures and audience and purpose, such as identifying which group would be the most likely target for the information in an advertisement and justifying why on the basis of textual features.

Year 9

Sequencing and developing an argument using basic language structures that suggest conclusions (‘therefore’, ‘thus’ and ‘so’) or give reasons (‘since’, ‘because’) or suggest conditionals (‘if’… ‘then’).
Cross-Curricular Priority:

Sustainability
Acknowledgments

This Australian Curriculum alignment statement is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) materials, which are licensed under CC BY 4.0. The material has been modified from the Australian Curriculum website (accessed April 2019).

All activities have been created by educators for educators and are linked to the Australian Curriculum (Version 8.4). We advise teachers to consult the ACARA website for the most up-to-date curriculum outcomes.

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