Lost in the Desert

  • Lost in the Desert
  • Course: English
  • Grade: Year 7
  • Section: Writing
  • Outcome: Writing a Narrative: Lost In The Desert
  • Activity Type: Printable
  • Activity ID: 17594

Testimonials

“What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!”
Patricia Celikbilek, Teacher
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United Kingdom – National Curriculum expand/collapse

  • KS2 – Key Stage 2
    • KS2.En3 – Reading
      • Breadth of study

        • KS2.En3.10 – Pupils should also be taught to use writing to help their thinking, investigating, organising and learning.

        • KS2.En3.12 – The range of forms of writing should include narratives, poems, playscripts, reports, explanations, opinions, instructions, reviews, commentaries.

        • KS2.En3.9 – The range of purposes for writing should include:

          • KS2.En3.9.a – To imagine and explore feelings and ideas, focusing on creative uses of language and how to interest the reader

      • Knowledge, skills and understanding

        • Composition

          • KS2.En3.1 – Pupils should be taught to:

            • KS2.En3.1.a – Choose form and content to suit a particular purpose [for example, notes to read or organise thinking, plans for action, poetry for pleasure]

            • KS2.En3.1.b – Broaden their vocabulary and use it in inventive ways

            • KS2.En3.1.c – Use language and style that are appropriate to the reader

            • KS2.En3.1.d – Use and adapt the features of a form of writing, drawing on their reading

        • Planning and drafting

          • KS2.En3.2 – To develop their writing on paper and on screen, pupils should be taught to:

            • KS2.En3.2.a – Plan - note and develop initial ideas

            • KS2.En3.2.b – Draft - develop ideas from the plan into structured written text

            • KS2.En3.2.c – Revise - change and improve the draft

            • KS2.En3.2.d – Proofread - check the draft for spelling and punctuation errors, omissions and repetitions

            • KS2.En3.2.e – Present - prepare a neat, correct and clear final copy

            • KS2.En3.2.f – Discuss and evaluate their own and others' writing.

        • Language structure

          • KS2.En3.7 – Pupils should be taught:

            • KS2.En3.7.d – The purposes and organisational features of paragraphs, and how ideas can be linked.

    • KS2.En2 – Reading
      • Knowledge, skills and understanding

        • Literature

          • KS2.En2.4 – To develop understanding and appreciation of literary texts, pupils should be taught to:

            • KS2.En2.4.c – Identify how character and setting are created, and how plot, narrative structure and themes are developed

Australia – Australian Curriculum expand/collapse

  • Year 6
    • Literature
      • Creating literature

        • ACELT1618 – Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

        • ACELT1800 – Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

    • Literacy
      • Interpreting, analysing, evaluating

        • ACELY1711 – Analyse how text structures and language features work together to meet the purpose of a text

      • Creating texts

        • ACELY1714 – Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

New Zealand – National Standards expand/collapse

This activity is not included in New Zealand–National Standards

You can go to an overview of all the curricula here.

United States – Common Core State Standards expand/collapse

  • 5 – Grade 5
    • W.5 – Writing
      • Literacy

        • W.5.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

      • Literacy

        • W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.5.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

          • W.5.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

          • W.5.3.b – Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

          • W.5.3.e – Provide a conclusion that follows from the narrated experiences or events.