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Sneaky Story Steps
3 4 5 6 Pre & Primary Essentials Worksheets English Text Structure & Organisation Creating Texts 1 Page

Sneaky Story Steps

This tip sheet guides students through the typical Just Tricking! story format. It breaks down the narrative structure into three clear parts—Orientation, Complication, and Resolution—so students can plan and write short prank stories with humour and structure.

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Learning goals

  • We are learning to examine the effects of imagery, including simile, metaphor and personification and sound devices in narratives, shape poetry, songs, anthems and odes.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to identify stages and phases of texts and to understand how authors adapt text structure and language features to express humour, persuasion and other effects.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.
  • We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to understand, discuss and use poetic devices and how they create interest in text, such as nonsense words, spoonerisms, neologisms and puns.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to understand the structures and language features of text types, such as narratives, procedures, explanations, discussions, persuasive texts and information reports.
  • We are learning to present an opinion on a literary text, using metalanguage to describe the effects of literary devices, text structures and language features.
  • We are learning to use different language features and structures of a variety of text types relevant to their purpose.
  • We are learning to identify the features of online texts and use navigation bars, buttons, hyperlinks and site maps.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.
  • We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to use software, e.g. MS Word or PowerPoint to plan, sequence, compose and edit multimodal texts featuring visual, print and audio elements.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to understand, discuss and use poetic devices and how they create interest in text, such as nonsense words, spoonerisms, neologisms and puns.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features, and incorporate research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning to identify the features of online texts, including chapters, headings, subheadings, home pages and sub pages and how they assist with navigation.
  • We are learning to present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
  • We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
  • We are learning to understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.
  • We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to use software, e.g. MS Word or PowerPoint proficiently to construct, edit and publish multimodal texts featuring visual, print and audio elements.
  • We are learning to understand how authors innovate on texts and use language features of texts to express humour, persuasion and other effects.
  • We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
  • We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
  • We are learning to identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.

Curriculum alignment

AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation AC9E3LY06 9 Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words AC9E3LE03 9 Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative AC9E3LA05 9 Identify the purpose of layout features in print and digital texts and the words used for navigation AC9E4LA03 9 Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes AC9E3LA03 9 Describe how texts across the curriculum use different language features and structures relevant to their purpose AC9E5LE02 9 Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others AC9E5LA03 9 Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts AC9E4LE04 9 Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning AC9E5LE04 9 Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs AC9E4LE03 9 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions AC9E6LE04 9 Explain the way authors use sound and imagery to create meaning and effect in poetry AC9E6LE02 9 Identify similarities and differences in literary texts on similar topics, themes or plots AC9E6LA03 9 Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features ACELY1704 8.4 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience ACELT1609 8.4 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others ACELT1599 8.4

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

 ACELT1795 8.4 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences ACELA1797 8.4 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation. ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features ACELT1611 8.4 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes ACELA1504 8.4 Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELY1682 8.4 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELA1790 8.4 Identify the features of online texts that enhance navigation ACELY1685 8.4 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements ACELT1615 8.4 Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts ACELA1490 8.4 Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience ACELT1614 8.4 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots ACELA1478 8.4 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELT1605 8.4 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension ACELA1518 8.4 Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects ACELT1617 8.4 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse ACELT1606 8.4 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns ACELY1694 8.4 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure ACELY1707 8.4 Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements ACELY1697 8.4 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-3A old Uses effective handwriting and publishes texts using digital technologies EN2-10C old Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN3-7C old Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-2A old Composes, edits and presents well-structured and coherent texts EN3-1A old Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-CWT-03 new Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-HANDW-02 new Uses digital technologies to create texts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-CWT-01 new Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-CWT-02 new Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
VCELT344 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse VCELT342 Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts VCELT341 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots VCELA339 Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY289 Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other VCELA246 Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences VCELA247 Identify the features of online texts that enhance navigation VCELT253 Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative VCELY266 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose VCELY267 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELA277 Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience VCELT284 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques VCELT316 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes VCELT285 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELA309 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA310 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation VCELT336 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others VCELT314 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

Display as a writing reference poster.
Include in student writing folders.
Use as a mini-lesson anchor chart before drafting prank stories.

Teach it your way

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