Essay Narrative – A Story About Castles – Arts & Humanities Assignment Help

Assignment Task

The activity;A physical game (based on the “Sink the Ship” game), where 2 to 4 students (single or team of opponents) have to find their opponents “ships” (words) and sink them. Each student plays on two grids of 5 x 10 squares (larger or smaller as the need arises). Upon agreement of the length and number of the words to be used, the students chose a set of words (ships) and places then onto one of their own numbered boards, which is kept hidden from their opponent. One grid contains their “ships” and the other grid, a log of their guesses of the location of the opponent’s ships.
One side says a number between 1 and 50. If their opponent has a letter on that square, they name that letter. If it is a miss, then they call out missed. The guesser writes on his log grid, the outcome of his guess. Opponents take turns calling out a number. To sink a word, each individual letter of the full word must be guessed and the word called out. The goal being, to uncover all the words hiding on their opponent’s board. The sunken ship is then presented to the opponent, so that they may keep track of all the words sunk.
The winner is the player who successfully sinks all their opponent’s ships.

A side benefit in this game is that when students are working with numbers in this format, they end up with a sounder understanding of numbers.
Explicit teaching approaches/strategies,
Words which the student is having particular issues, could be chosen by the student themselves or given to them by the teacher.
Sight words could be chosen or words which have been spelt incorrectly that week (e.g. misspelt but spelt phonetically)
Spelling rules words could be used.
To encourage participation, class competitions could be run.
The game could be made into different scenarios for example, a pirate scenario and students would be allowed to dress up as such.
Students could be told verbally the word and letter which they have hit, and they can use strategies to guess where the remaining letters of the word are.
Teacher questioning

Differentiated learning tasks and teachers approaches
The size and complexity of the words could be changed to provide a challenge and scaffold the learning of the student
The size of the board could be changed to accommodate larger words, or smaller ones, to meet the needs of the student.
Weaker students with smaller easier words could be paired off against brighter students with more complex words.
The rules could be altered, such that the student must, when they hit a word, they are given the word, but now must guess the remaining letters location correctly, (e.g. square 34 is the letter t)
Feedback would be provided to the student as soon as possible after the activity, by the teacher or even peer to peer.
Activity two; Interactive story telling with Jack and Jill

Learning intention;
By editing the story of Jack and Jill, I will be able to create a new version of this story
Success criteria;I will create a new story that flows and has a storyline.
I will create new scenarios for the story Jack and Jill by choosing a different word from the options offered.
Curriculum link;Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements (VCELY194)

The activity;The story Jack and Jill is written/printed into a book. A number of the words have options which the student can flip from and choose, thus putting together a new story and expanding their vocabulary.
The students can then read their story out aloud to the class and copy their story into their writing journals. They will have an option of illustrating their story

Explicit teaching approaches/strategies,
Teacher completes one story and reads it aloud to the class or to members of their group.
The story chosen can be from many different rhymes or mini stories.
A story could be made up to reflect a child past experience in some scenario.
A story reflecting current or historical world events could be made up by the teacher or students brainstorming.
A story one student has created could be completed and modified by another student.
Word options could be chosen to cover sight words, words that the student has problems with.

Teacher questioning
The student’s choice of words.
What type of word changes the motivation of a character?
What words change the mood of a character and make them more detailed, cleverer, funnier, or sadder.
Can we change a whole narrative by changing only one word?
Assessment of the activity and a measure of the success criteria would be done by formative and summative means, through fluency of the student’s story, teacher observation, listener reactions to the new story, spelling logs and writing journals.
Differentiated learning tasks and teachers approaches
Changing the length and complexity of the story and the words used.
The student is given a task of writing a story with boundaries.
Providing word options which change the outcome of a story.
Students can be given instructions on a particular path the story is to take (e.g. make the story funnier, sadder, more emotive etc.).
Students get given the opportunity to brainstorm with other students or family on a story or on the words they offer as options.
Students can brainstorm random words, write them on the whiteboard, then chose from that list, words that could replace those in their story
Feedback would be provided to the student as soon as possible after the activity, by the teacher or even peer to peer.
Activity three; Three games teaching punctuation,
Learning intention;
I will be able to write a sentence using a period, question mark, and an exclamation mark.
Success criteria;I will write a short story using correct punctuation.
Curriculum link;Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (VCELA190)
The activity;57035707366000#1: Period/Exclamation Mark Hold Up;Provide every student in the class, a card with a period written and draw on it and a card with exclamation written and drawn on it
The teacher says a sentence with flourish and exaggeration and students are to hold up one of the two cards. The students respond with a card depending on the manner in which the sentence is read.

Explicit teaching approaches/strategies,
Words can be chosen by the group (blank cards are needed.
A story one student has created could be completed and modified by another student.
A number of students can be chosen to be the narrator in game 1.
Students can chose their own sentences of game 2
Words that create funny sentences can be chosen by either the teacher or the students
Assessment of the activity and a measure of the success criteria would be done by formative and summative means, through fluency of the student’s inflection, teacher observation, listener reactions to the narrator and writing journals.
Differentiated learning tasks and teachers approaches
Changing the complexity and number of words from 3 to 4 or 5
Students get given the opportunity to brainstorm with other students or family on a story or on the words they offer as options.
Providing word options which change the outcome of a story.