Stage 2 Year A Creating Written Texts Teaching Bundle Unit 7 - Component A

Creating Written Texts 5 Week Teaching Bundle

Designed to complement the NSW English Sample Unit of Work - Stage 2 Year A Unit 7 Narrative, this comprehensive teaching bundle provides everything you need to deliver five full weeks of engaging, curriculum-aligned English lessons.

Mentor Text: Our Dreaming by Kirli Saunders

This resource directly aligns with:

• NSW English Sample Units of Work (Department of Education)
• NSW English Syllabus
• Australian Curriculum V9

Please note: This is for CREATING WRITTEN TEXTS ONLY.

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NSW Outcomes:

• Maintain appropriate, consistent past, present or future tense across a text (CrT8, GrA4)
• Maintain noun-pronoun referencing across a text for cohesion (CrT7)
• Maintain correct subject-verb agreement throughout a text (GrA5)
• Use language to create imagery or humour, including idioms, puns, simile and personification (CrT8)
• Use adverbial phrases or clauses to add information to the verb or verb group of the main or other clauses, to provide reasons for or circumstances (GrA5)
• Select and use precise saying, thinking, acting, and relating verbs and verb groups to align with text purposes (GrA5, CrT8)
• Use capital letters to indicate the beginning of a sentence, proper nouns, headings and subheadings, to indicate the beginning of a poetry line, for emphasis, and when using acronyms (PuN5)
• Use commas between words in a list or to separate adjectives when more than one is used (PuN4, PuN6)
• Create imaginative texts to engage an audience, using first person or third person narrative voice (CrT8)
• Experiment with using and punctuating dialogue in texts (PuN5)
  

This resource isn’t just for NSW teachers - it’s fully aligned with the Australian Curriculum Version 9 too! The bundle also includes a complete unit of work with outcomes matched to the Australian Curriculum.

Australian Curriculum Outcomes:

• describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes
• discussing words used as headings and subheadings in digital and print information texts
• identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.”
• identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.”
• learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.”
• learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.”
• recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures
• drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts
• adapting texts read, viewed and listened to by changing the setting or revising an ending
• discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing
• using digital tools to plan, sequence, compose and edit texts
  selecting text structure and planning how to group ideas into paragraphs to sequence content
• using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose
• revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text
  

Why Teachers Love It

• Load-and-go: Everything is ready to teach with minimal prep.
• Engaging: Activities include interactive slides, digital games, joint construction, and open-ended writing tasks.
• Comprehensive: Covers Vocabulary in depth with built-in assessment and reflection.
• Flexible: Open-ended activities allow you to adapt to your class context.

Stay tuned - this is just one of many comprehensive units available for the full school year!