STAGE 4 YEAR 7 ESL PROGRAM
TOPIC: FANTASY
Syllabus
outcomes
9. A student
demonstrates
understanding
that texts
express views
of their
broadening
world and their
relationship
within it
ESL Scales
outcome:
4.6 Relates
own culture,
knowledge and
experience to
information in
the text.
1. A student
responds to
and composes
texts for
understanding,
interpretation,
critical analysis
and pleasure.
-Syllabus ContentStudents
Students
learn to:
learn about:
9.1
9.8 The ways
Recognise,
in which their
reflect on and experiences
explain the
and
connections
perspective
between their shape their
own
response to
experience
texts.
and the world
of texts
9.9 The ways
their
experiences
and
perspectives
are
represented
in texts.
1.1
respond to
imaginative,
factual and
critical texts,
including the
required
range of texts,
through wide
and close
listening,
reading and
viewing
ATESOL NSW AGQTP funded unit
Language to
be taught
Vocabulary:
fantasy,
characters,
Setting - literal
and cultural
meanings,
Internet
vocabulary: eg
www/
Teaching and learning
sequence
1(a)- Concept of Fantasy:
Students brainstorm the idea
of ‘Fantasy’. Have students
understand the difficulties
with literal
meanings/translations
Resources
Assessment
1a – Use of bilingual
dictionaries (eg:
personal electronic
dictionaries) and
English dictionaries
Informal
assessment
of verbal
participation
and note
taking skills
Student task (pairs): use
www. to source and read
examples of fantasy stories
from other cultures.
Note: teacher directs
students to particular
websites.
Sample printouts from
Scholastic website:
teacher.scholastic.com, of
stories from Oceania,
South East Asia,
China, Egypt, and
India.
Students also look at
other websites:
aesopfables.com and
Quality
teaching
Significance:
Background
knowledge
Cultural
knowledge
Quality
Learning
Environment:
Engagement
cln.org/themes/fairytales
Listening
skillsunderstanding
the main idea
Teacher reads aloud
Australian Aboriginal
Dreamtime story: Morning
Star. Students identify main
idea.
Dreamtime story:
Morning Star
(Skill builders level C
page 14)
Intellectual
Quality:
Problematic
Knowledge
Teacher points out that
fantasy for one culture may
be truth for another.
1
Stage 4 English Year 7 – Fantasy
Peter Lawrence, Toongabbie Christian School
Syllabus
outcomes
Students
learn to:
Students
learn about:
9. A student
demonstrates
understanding
that texts
express views
of their
broadening
world and their
relationship
within it
9.6
assess
representation
s of people,
places and
events in film
and the
media.
9.7
the ways in
which ‘story’
creates a
world within
which
characters
interact and
shape action
ESL Scales
outcome:
4.6 Relates
own culture,
knowledge and
experience to
information in
the text.
Language to
be taught
Metalanguage:
character,
fiction and nonfiction; setting
Vocabulary
related to
settings eg
castles,
mysterious
forests, etc
Teaching and learning
sequence
1(b) – Understanding the
difference between fantasy
and real characters
Students classify names as
fictional or real characters:
eg John Howard,
Shakespeare, Wizard of Oz,
Harry Potter, Red Riding
Hood, John Laws, Bruce
Lee, Shrek, Ronaldo.
Similar classification of
animals: eg vampire,
unicorn, dog, dragon, snake,
gnome.
Students to add to list.
Resources
Assessment
Worksheet 1: Real
and Fantasy
Characters
1(c) – Fantasy settings
Group discussion Understanding Fantasy
settings that are either place
names from their
experiences or general
locations of fantasy stories –
eg as in Lord of the Rings,
Harry Potter.
Significance:
Background
knowledge
Cultural
knowledge
Students share examples of
settings from stories in their
own cultures.
ATESOL NSW AGQTP funded unit
2
Quality
teaching
Intellectual
Quality:
Metalanguage
Stage 4 English Year 7 – Fantasy
Peter Lawrence, Toongabbie Christian School
Syllabus
outcomes
4. A student
uses and
describes
language
forms and
features and
structures of
texts
appropriate to
different
purposes,
audiences
and contexts.
4. A student
uses and
describes
language
forms and
features and
structures of
texts
appropriate to
different
purposes,
audiences
and contexts.
Students learn
to:
4.2
create
and ensure
coherence of
medium, form
and content
through specific
language
conventions and
vocabulary
appropriate to
particular subject
matter or
contexts
4.5 Selectively
use dictionaries,
thesauruses,
spell checks
and other
reference texts.
ATESOL NSW AGQTP funded unit
Students
learn about:
4.8
the
ways in which
specific
language
forms and
features and
structures of
text are used
to shape
meaning
4.13 the
metalanguage
of subject
English used
to describe,
discuss and
differentiate
texts and their
language
forms,
features and
structures.
Language to
be taught
Skill: Reading
comprehension
at literal level.
Grammar:
Textual
cohesion:
pronoun
reference
Vocabulary:
Revise the
terms genre,
fantasy
Introduce terms
legend, myth,
allegory, fable,
fairy tale
Teaching and learning
sequence
1(d) – Reading
comprehension
Students read Dreamtime
story: Morning Star from
printed copies.
Tasks:
1. identify what each
underlined pronoun refers to.
2. True/false exercise
3. ‘Use the clues’ sentence
completion using information
from the text.
2 – Fantasy Sub-Genres
Investigation:
Examine a range of fantasy
sub genres to understand
the cultural context and
positioning of the audience
in each use of fantasy.
Dictionary task: look up
meanings of fantasy ‘genre’
and write definitions in their
workbooks. Whole group
discussion of differences:
Fairy tales - used to present
a message to children
Fables - used to present a
warning to adults
Folk tales and Myths –good
is rewarded and bad
punished.
3
Resources
Assessment
Quality
teaching
Worksheet 2:
printed copy of
Dreamtime story:
Morning Star
(Skill builders
level C, page
14)
Teacher
correction and
feedback on
written tasks.
Intellectual
Quality:
Metalanguage
Australian
English
dictionaries
Resource sheets
Fantasy Writer:
page 5
Stage 4 English Year 7 – Fantasy
Informal
assessment of
student
participation in
teacher led
discussions.
Peter Lawrence, Toongabbie Christian School
Syllabus
outcomes
10. A student
identifies,
considers and
appreciates
cultural
expressions
in texts.
ESL Scales
outcome: 4.6
Relates own
culture,
knowledge
and
experience to
information in
the text.
4. A student
uses and
describes
language
forms and
features and
structures of
texts
appropriate to
different
purposes,
audiences
and contexts
Students learn
to:
10.1 recognise
and consider
cultural factors,
including
background and
perspective,
when
responding to
and composing
texts
Students
learn about:
10.10 Key
cultural
stories
including
Dreaming,
myths and
allegories,
what they
represent and
the way they
have
influenced
other texts
Language to
be taught
Purposes of
different texts
4.1 Identify and
describe the
purpose,
audience and
context of texts
4.13 the
metalanguage
of subject
English used
to describe,
discuss and
differentiate
texts and their
language
forms,
features and
structures.
Vocabulary:
fable
moral
anthropomorphism
ESL Scales
outcome:
5.8 Applies
basic text
access
strategies to
enhance
comprehension
and learning
ATESOL NSW AGQTP funded unit
Teaching and learning
sequence
2(a) – Fairy tales/ Fables/
Folk tales and Myths
Resources
Assessment
Quality
teaching
IntellectuaI
Quality:
Metalanguage
Resource sheet:
Fantasy Writer
page 5
Students to
show their
understanding
of the morals:
‘Slow but sure
wins the race’
and
‘Little friends
may prove
great friends’.
Deep
Understanding
Teacher explanation:
These types of story are
linked by common purpose:
to provide a moral or a
warning about foolish
behaviour to the audience.
Fairy tales are distinctive for
their use of magical events
or characters, whereas
fables are distinguished by
the presence of non-human
or animal characters that can
speak.
3 – Fables
History of fables
Reading task:
What is a fable?
A short animal story, in
which creatures behave like
humans. A story with a
moral.
Teacher reads aloud two
examples:
The Hare and the Tortoise
The Lion and the Mouse
Fantasy Writer
pages 5-6
Students identify the
purpose of each fable.
4
Stage 4 English Year 7 – Fantasy
Peter Lawrence, Toongabbie Christian School
Syllabus
outcomes
4. A student
uses and
describes
language
forms and
features and
structures of
texts
appropriate to
different
purposes,
audiences
and contexts
Students learn
to:
ESL Scales
outcomes:
5.8 Applies
basic text
access
strategies to
enhance
comprehensio
n and
learning.
6.6 Relates a
text’s format,
structure and
choice of
language to
its purpose.
Students
learn about:
4.9
the ways
tense, active
and passive
voice,
sequencing,
semantic links,
synonyms,
antonyms and
affixes shape
meaning
4.3
adapt texts for
different
purposes,
audiences and
contexts and
articulate the
effects on
meaning
ATESOL NSW AGQTP funded unit
Language to
be taught
Skills:
- Identifying the
main idea
- theme
- inferential
level
comprehension
Vocabulary:
balmy
scoffed
toil
Colloquial
language eg ‘no
way!’
Grammar:
- synonyms and
antonyms
- conjunctions
-adjectives
- ‘Recount’ text
type
-first and third
person
-verb ending
changes
Teaching and learning
sequence
The Ant and the
Grasshopper:
Teacher reads the story
while students follow on their
copies. (If time permits,
teacher may employ
repeated reading
strategies to encourage
students to achieve
confidence and control of the
reading process.)
Students:
- read the story again to find
the main ideas of the fable.
- interpret the moral of the
fable.
- complete cloze activity
- dictionary skills and
crossword tasks
-Venn diagram activity
True/false activity
Resources
Assessment
Resource sheets
from Read,
Understand and
Write – Fables
page 1
Teacher notes:
page ii
(RIC Publications
www.ricgroup.co
m.au)
Teacher and
student marking
of comprehension answers
Quality
Learning
Environment:
Engagement
Significance:
Background
knowledge
Cultural
knowledge
Resource sheets:
STARS Book 3
Page 12
Teacher and
student marking
of cloze
answers
Intellectual
Quality:
Metalanguage
Teacher models retelling
from a different point of view
and points out language
features that change.
Students retell the story:
“Pretend you are the ant or
the grasshopper. Write a
recount from your point of
view”.
5
Quality
teaching
Stage 4 English Year 7 – Fantasy
Student sharing
of responses
Peter Lawrence, Toongabbie Christian School
Syllabus
outcomes
6: A student
draws on
experience,
information and
ideas to
imaginatively
and
interpretively
respond to and
compose texts.
Students
learn to:
6.4
use
the features
and
structures of
imaginative
texts to
compose
their own
texts and
engage their
audience
ESL Scales
outcomes:
4.9
Communicates
for a range of
purposes on a
variety of
familiar topics,
using a basic
repertoire of
text types.
6.6 Relates a
text’s format,
structure and
choice of
language to its
purpose
ATESOL NSW AGQTP funded unit
Students
learn about:
6.10 the
structures
and features
of
imaginative
texts
including
characterisati
on, setting,
tension and
climax,
chronology
and time,
narrative
voice,
effective
beginnings
and endings
Language to be
taught
Vocabulary:
fairies,
gnomes,
elves,
mermaids,
Pegasus,
dragons,
unicorns
Teaching and learning
sequence
4 – Fairy Tales
Teacher explanation: Most
‘fairy stories’ have no fairy
characters at all, though all
have some magical element.
The word ‘fairy’ in fact
means ‘magical’ or
supernatural.
Resources
Students read The Frog
Prince.
Group tasks:
-joint text deconstruction
- jig-saw reading task on
fairy tale characters
ibid. pages 16,17
Skills:
-reading
-speaking
-guided listening
- note taking
Students take notes on each
section eg.
-Orientation
who? Characters
where? Setting
when? Time
-Complication;
What was the problem?
Why?
-Resolution;
How was the problem
solved?
Worksheet 3:
Structure of a
fairy tale
Text structure:
Narrative—
-orientation
beginning with ‘once
upon a time’
-complication
-resolution
6
Stage 4 English Year 7 – Fantasy
Assessment
Quality
teaching
Resource sheets
Fantasy Writer
page 36
Informal
assessment
of group work
Quality
Learning
Environment:
Engagement
Substantive
communication
Intellectual
Quality:
Problematic
knowledge
Peter Lawrence, Toongabbie Christian School
Syllabus
outcomes
10. A student
identifies,
considers and
appreciates
cultural
expressions in
texts
Students
learn to:
10.4
identify and
describe the
ways
assumptions
underlying
cultural
expressions
ESL Scales
in texts can
outcome:
lead to
4.6 Relates own different
culture,
reading
knowledge and positions.
experience to
information in
the text.
4. A student uses
and describes
language forms
and features, and
structures of texts
appropriate to
different
purposes,
audiences and
contexts.
4.2 create and
ensure
coherence of
medium, form
and content
through
specific
language
conventions
and
vocabulary
appropriate to
particular
subject matter
or contexts
Students
learn about:
10.9
the ways
culture and
personal
experience
position
composers
and
responders
and influence
response to
and
composition
of texts
Language to be
taught
Skill:
Extended listening
for comprehension of story.
Teaching and learning
sequence
The Enchanted Princess:
Teacher to read the story
because of length.
Vocabulary
extension:
Language that
positions the reader:
Adjectives and noun
groups
-positive and
negative
connotations
Teacher models how to
identify adjectives and noun
groups that make the reader
approve or disapprove.
In pairs, students identify
others in the story.
Grammar:
Textual cohesion Language of
sequencing
eg. time markers,
pronoun referencing
(eg ‘these),
conjunctions
5 – Folk tales and myths:
Sequencing task using
introductory reading on folk
tale.
Teacher then gives out copy
of the original text.
Teacher to clarify any
concerns/errors
Oral reading skills:
- pronunciation
- intonation
- interpretation of
punctuation
Teacher reads The Blind
Men and the Elephant
Models pronunciation,
intonation etc
Resources
Assessment
Resource
sheets:
Fantasy
Writer,
pages 18-20
Significance:
Inclusivity
Quality
Learning
Environment:
Engagement
Explicit quality
criteria
I
Fantasy
Writer, page 5
ibid. page 9
Resource
sheets: ibid.
pages 10-13
Teacher models oral reading
of The Fisherman and his
wife.
ATESOL NSW AGQTP funded unit
7
Stage 4 English Year 7 – Fantasy
Quality
teaching
Peter Lawrence, Toongabbie Christian School
Quality
Learning
Environment:
Engagement
1. A student
responds to and
composes texts for
understanding,
interpretation,
critical analysis and
pleasure.
1.1
respond to
imaginative,
factual and
critical texts,
including the
required range
of texts,
through wide
and close
listening,
reading and
viewing
Homework task:
Each student is allocated
one section of the text to
prepare (pronunciation;
understanding vocabulary)
for oral reading in class
-Discussion of content and
reading skills.
Students read their section
of the story in sequence
1.11
the ideas,
information,
perspectives
and points of
view
presented in
imaginative,
factual and
critical texts
Reading skills:
- comprehension
- text structure
6. A student
draws on
experience,
information and
ideas to
imaginatively
and
interpretively
respond to and
compose texts.
6.1
compose
coherent,
imaginative
texts that
use and
explore
students’
own
experiences,
thoughts
and feelings
and their
imaginings
ATESOL NSW AGQTP funded unit
6.11 verbal,
aural and
visual
techniques
used to
create
imaginative
texts, such as
imagery,
figures of
speech,
selective
choice of
vocabulary,
rhythm,
sound
effects,
colour and
design
Individual reading and
comprehension of
Daedalus and Icarus
followed by story analysis
worksheet
Resource
sheet
Resource
sheets:
Read,
Understand
Write – Myths,
pages 6 and 9
Informal
assessment:
Verbal
participation,
prepared
reading
Quality
Learning
Environment:
Explicit quality
criteria
Marking of
comprehension
answers
Intellectual
Quality:
Deep
understanding
6. Application
Speaking skills:
- Turning taking
- hypothesising
Grammar:
Third person to first
person
Revision
Group discussion and
problem solving
Writing task:
Retelling story as a different
character
Practise reading story aloud
Oral retelling of written task
Peer
assessment
sheet
Interpreting fantasy map
Viewing skill:
Interpreting story
map
Writing task:
Write a fantasy story using
Story mind map as stimulus.
8
Stage 4 English Year 7 – Fantasy
Significance:
Inclusivity
Knowledge
integration
Resource
sheets:
Read,
Understand
Write – Myths,
pages 9-10
ibid. pages 4445, 48
Marking
feedback sheet
Peer
assessment by
listening to
each other
Formal
assessment
ESL teacher to
mark
Peter Lawrence, Toongabbie Christian School
Intellectual
Quality:
Problematic
knowledge
Substantive
communication
Quality
Learning
Environment:
Explicit quality
criteria
Engagement
Worksheet 1
REAL AND FANTASY CHARACTERS
Which of the following are real people? Which ones are fantasy characters?
John Howard
William Shakespeare
The Wizard of Oz
Harry Potter
John Laws
Bruce Lee
Ronaldo
Red Riding Hood
Nicolai Lenin
Cate Blanchett Snow White
Shrek
Classify the names under the two headings below.
Real People
Fantasy Characters
Now classify the following creatures in the same way:
vampire
centaur
unicorn
snake
troll
antelope
dragon
wolf
platypus
Real Animals
ATESOL NSW AGQTP funded unit
capybara
orc
bat
Fantasy Creatures
Stage 4 English Year 7 – Fantasy
Peter Lawrence Toongabbie Christian School
Worksheet 3
Structure of a fairy tale
Fairy tales are examples of narrative texts. The purpose of a narrative is to tell a story. Narrative texts all have a
similar structure:
1.
The orientation introduces the story. It tells us who the story is about (the characters), where the events
happen (the setting), and when the events happened (the time).
2. In the middle part of the story the characters have to deal with one or more problems (these are called
complications). Sometimes we find out what they think and feel about these problems – this is the
evaluation stage of the story.
3. Then we find out how each problem was solved – this is called the resolution. Sometimes the story ends
with a comment or moral, and we call this ending the coda.
Now, work with a partner to identify the sections in the story The Frog Prince.
ORIENTATION (Who? When? Where?)
COMPLICATION 1 (What was the problem? Why?)
EVALUATION 1 (What did the character think and feel about the problem?)
RESOLUTION 1 (How was the problem solved?)
COMPLICATION 2 (What was the problem? Why?)
EVALUATION 2 (What did the character think and feel about the problem?)
RESOLUTION 2 (How was the problem solved?)
CODA (Does the story end with a comment or moral?)
ATESOL NSW AGQTP funded unit
Stage 4 English Year 7 – Fantasy
Peter Lawrence Toongabbie Christian School
Peer Assessment of Oral Retelling
Name of student you are assessing: ………………………… Your name: ……………………..
Tick the boxes in the table below to give feedback to your classmates on the way they retell the story.
Add a helpful comment below the boxes if you wish.
Assessment
criteria
1. Not yet
developed
2. Developing
3. Competent
4. Very good
5. Excellent
Pronunciation
Intonation
Fluency
Use of correct
person
Pace
Eye contact
Body language
Comment: …………………………………………………………………………………………………………...…
………………………………………………………………………………………………………………………..…
Peer Assessment of Oral Retelling
Name of student you are assessing: ………………………… Your name: ……………………..
Tick the boxes in the table below to give feedback to your classmates on the way they retell the story.
Add a helpful comment below the boxes if you wish.
Assessment
criteria
1. Not yet
developed
2. Beginning
to develop
3. Competent
4. Very good
5. Excellent
Pronunciation
Intonation
Fluency
Use of correct
person
Pace
Eye contact
Body language
Comment: …………………………………………………………………………………………………………...…
………………………………………………………………………………………………………………………..…
ATESOL NSW AGQTP funded unit
Stage 4 English Year 7 – Fantasy
Peter Lawrence Toongabbie Christian School
Fantasy narrative feedback sheet
Student’s name: ………………………………………..
Marking criteria
You have written a highly imaginative fantasy narrative.
You have made excellent use of the fantasy map.
Your writing is fluent and you have shown excellent control of grammar.
You have written an imaginative narrative.
You have made very good use of the fantasy map.
Your writing is quite fluent and you have shown good control of grammar.
You have written a narrative that shows some imagination.
You have made good use of the fantasy map.
Your writing is sometimes fluent and you have shown some control of grammar.
You have attempted to write a narrative.
You have made some use of the fantasy map.
Your writing is not very fluent and you have not shown much control of grammar.
You have attempted the task.
You have made little use of the fantasy map.
Your writing is not yet fluent or grammatical.
You have not attempted the task or not handed it in.
Level of
achievement
A – 9-10 marks
B – 7-8 marks
C – 5-6 marks
D – 3-4 marks
E – 1-2 marks
N – 0 (not done)
Teacher’s comment: ………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………..
Fantasy narrative feedback sheet
Student’s name: ………………………………………..
Marking criteria
You have written a highly imaginative fantasy narrative.
You have made excellent use of the fantasy map.
Your writing is fluent and you have shown excellent control of grammar.
You have written an imaginative narrative.
You have made very good use of the fantasy map.
Your writing is quite fluent and you have shown good control of grammar.
You have written a narrative that shows some imagination.
You have made good use of the fantasy map.
Your writing is sometimes fluent and you have shown some control of grammar.
You have attempted to write a narrative.
You have made some use of the fantasy map.
Your writing is not very fluent and you have not shown much control of grammar.
You have attempted the task.
You have made little use of the fantasy map.
Your writing is not yet fluent or grammatical.
You have not attempted the task or not handed it in.
Level of
achievement
A – 9-10 marks
B – 7-8 marks
C – 5-6 marks
D – 3-4 marks
E – 1-2 marks
N – 0 (not done)
Teacher’s comment: ………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………..
ATESOL NSW AGQTP funded unit
Stage 4 English Year 7 – Fantasy
Peter Lawrence Toongabbie Christian School
Fantasy:
Bibliography, Websites and Acknowledgements:
Thomas M., FANTASY WRITER. Wizard Books,Ballarat, Australia. 1999
Aylward R,. SKILLS BUILDERS, READING COMPREHENSION, LEVEL C. a Holmes
McDougall Australia – Dominie Publication, published by Educational Supplies Pty. Ltd,
Sydney. 1984.
Henderson D, Snell J. READ, UNDERSTAND and WRITE – FABLES- (BOOK 3). R.I.C.
Publications. 2001.
Henderson D, Snell J. READ, UNDERSTAND and WRITE – MYTHS- (BOOK 4).
R.I.C. Publications. 2001.
Sotoohi M. Strategies To Achieve Reading Success, Book 3. Hawker Brownlow Education,
Australia. 2000.
www.acmeanimation.com
www.mythicalrealm.com
www.ricgroup.com.au
www.teacher.scholastic.com
ATESOL: For promoting this program
JUDITH MEE: For mentoring me and putting so much into organising this program.
With thanks,
Peter K. Lawrence
Toongabbie Christian School.
ATESOL NSW AGQTP funded unit
Stage 4 English Year 7 – Fantasy
Peter Lawrence Toongabbie Christian School