Narrative Review
YEAR LEVEL DESCRIPTION- Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
Judging Standards
Let's get faster at writing a story!
Learning Intentions
Use the Seven Steps for Writing Success to write a narrative.
Use the correct text structure to write a narrative.
Write a narrative using descriptive language.
Punctuate correctly.
Lesson 1 | Organisation | Plan for Success
Learning Intentions
Define the parts of the story graph
Plot the key parts onto the story graph
Activate Prior Knowledge
What are the different parts of the Narrative Story Graph and what is their purpose?
N_Step1_SG_template_editable_RB.pdfLet's Read
While I am reading, think about what information belongs to the different parts of the story graph.
I will read it again! On your whiteboards, write down the sequence of the main events which occur in the story.
Lets Plot!
Wrap Up
Why do you think the structure of a narrative is so important?
Lesson 2 | Sentence Fluency | Sizzling Starts
Learning Intentions
Define what is in a sizzling start.
Write a sizzling start.
Prior Knowledge
A sizzling start is a punchy and exciting opening within a narrative that grabs the readers attention.
Sizzling starts are essential in creating stories which drop the reader right in the middle of the action and do not allow them to get bored or stop reading.
Activity
sizzling_start.pdfReview
Share your sizzling start.
Week 2 | L1 | We Do | Ideas and Organisation
Learning Intentions
Answer who, what, where and how for ideas for a narrative.
Plan and plot a narrative onto a story graph.
Activate
Use the picture to answer the questions
Plot
Write the information into the story graph
The problem will now need to be split into three parts.
Leave the Sizzling Start for next lesson.
N_Step1_SG_template_editable_RB.pdfWrap Up
Share your different levels of the problem.
Week 2 | L2 | We DO | Excellent Word Choice and Voice
Learning Intentions
Brainstorm interesting topic specific words to include in your story.
Create an engaging Sizzling Start.
Brainstorm
Let's brainstorm some interesting topic specific words to use in our narratives.
Let's brainstorm some descriptive language (adjectives and adverbs).
Sizzling Start
Use the words we have brainstormed to write a Sizzling Start
Start with action
Use humour
Start with a sound
Start with dialogue (speech)
Review
Share your Sizzling Starts
Week 2 | L3 | We DO | Sentence Fluency | You Do
Learning Intentions
Understand what good writing looks like.
Begin writing the narrative.
Activate
Let's read a short story.
The Prince Who Wrote Stories
Once upon a time, there was a prince who loved writing stories. Every day, he would write and write and write. He wrote stories about bears, he wrote stories about foxes and he wrote stories about giants.
Late one night, the prince fell asleep. He dreamed and he dreamed and he dreamed of a princess dressed in a shimmering, blue dress. “Help!” shouted the princess. The prince woke at once.
He could hear a buzzing noise from the corner of the room. Something was trapped on a sticky spider’s web. It was a shimmering, blue butterfly, but a hungry spider was creeping closer and closer and closer across the sticky web.
Carefully, the prince rescued the butterfly and placed it on a piece of paper. First, the butterfly dipped its spindly legs into the ink pot. Next, the butterfly walked across the paper, leaving strange marks. Finally, it spread its shimmering, blue wings and flew out of the window.
The prince stared at the paper because the butterfly had written a message. Can you guess what the butterfly had been writing?
The butterfly had written the words, ‘Thank you’.
Pie Corbett
What do you think makes this a good story?
What has been included to make the writing interesting?
What would you like to include in your writing?
Task
Begin writing the rest of your pirate story. You will only have the rest of this lesson and half of tomorrow's lesson to try and finish it all.
It doesn't need to be long! Each section of your story graph (paragraph may only have one or two sentences).
Week 2 | L4 | You DO | Sentence Fluency
Learning Intentions
Complete writing the narrative.
Use a checklist to edit your work for the conventions we have learned.
Task
Finish writing the rest of your pirate story. You will only have half of the lesson to try and finish it all.
It doesn't need to be long! Each section of your story graph (paragraph may only have one or two sentences).
Conventions
Conventions
Conventions in writing is the editing process.
This includes spelling, punctuation, grammar, capitalisation and paragraphing.
I use capital letters at the beginning of sentences and for people and place names.
I use grammar correctly so my writing makes sense.
I use punctuation correctly.
.,!? ““:;
I leave space between words and my best handwriting so my writing is easy to read.
Editing
Have a go at editing your own work.
Don't worry if you can't find everything!
Use a red pencil to edit the mistakes you have made. Do the things you can find, such as capital letters, full stops and repeated words or ideas.
Week 3 | L1 | We Do | Ideas and Organisation
Learning Intentions
Answer who, what, where and how for ideas for a narrative.
Plan and plot a narrative onto a story graph.
Activate
Use the picture to answer the questions
Plot
Write the information into the story graph
The problem will now need to be split into three parts.
Leave the Sizzling Start for next lesson.
N_Step1_SG_template_editable_RB.pdfWrap Up
Share your different levels of the problem.
Week 3 | L2 | We DO | Sentence Fluency
Learning Intentions
Understand what good writing can look like.
How to edit your work.
Activate
Let's read a class members writing.
Remember, the writing is not perfect. No one is ever perfect the first time.
Please make sure you are being respectful to your class member who's work it is.
The Island of lost BoBs
Woooooo! Pirate Bob could hear a sound from the treasure chest. All of a sudden King Boo came out of the chest!! Pirate Bob steped back and got his sword out while he was at the very eage of the rock. Pirate Bob could hear the waves crashing behind him.
Pirate Bob didn’t know that King boo was invinsible until Pirate Bob stabs the Island monster heart. Pirate Bob was getting very nervous because King Boo was getting closer and closer. Pirate Bob was thinking if he should go left or right or forward and Pirate Bob went forward and he noticed he could Just go threw the ghost and he was right! So Pirate Bob went to the Island monster heart and stabbed it very hard so he died strait away.
What do you think makes this a good story?
What has been included to make the writing interesting?
Let's Edit
Let's work together to help edit the story.
What is missing? Are there spelling errors? Do all sentences make sense?
Review
Read the new version of the story together.
Week 3 | L3 | We Do | Excellent Word Choice and Voice
Learning Intentions
Brainstorm interesting topic specific words to include in your story.
Create an engaging Sizzling Start.
Brainstorm
Let's brainstorm some interesting topic specific words to use our narratives.
Let's brainstorm some descriptive language (adjectives and adverbs).
Sizzling Start
Use the words we have brainstormed to write a Sizzling Start
Start with action
Use humour
Start with a sound
Start with dialogue (speech)
Review
Share your Sizzling Starts
Week 3 | L4 | You DO | Sentence Fluency
Learning Intentions
Complete writing the narrative.
Use a checklist to edit your work for the conventions we have learned.
Conventions
Conventions
Conventions in writing is the editing process.
This includes spelling, punctuation, grammar, capitalisation and paragraphing.
I use capital letters at the beginning of sentences and for people and place names.
I use grammar correctly so my writing makes sense.
I use punctuation correctly.
.,!? ““:;
I leave space between words and my best handwriting so my writing is easy to read.
Editing
Have a go at editing your own work.
Don't worry if you can't find everything!
Use a red pencil to edit the mistakes you have made. Do the things you can find, such as capital letters, full stops and repeated words or ideas.
Week 4 | L1 | We DO | Sentence Fluency
Learning Intentions
Where to put full stops and capital letters.
Activate
Practise
T-L-5185-Capital-Letters-and-Full-Stops-with-Phase-5-Words-Activity-Sheet.pdfActivity
I Do/We Do On the Farm
You Do At the River
Week 4 | L2 | You Do | Ideas and Organisation
Learning Intentions
Answer who, what, where and how for ideas for a narrative.
Plan and plot a narrative onto a story graph.
Activate
Use the picture to answer the questions.
Let's brainstorm some ideas together.
Complete the template on your own.
Plot
Write the information into the story graph
The problem will now need to be split into three parts.
Leave the Sizzling Start for next lesson.
N_Step1_SG_template_editable_RB.pdfWrap Up
Share your story idea with the class.
Week 4 | L3 | You Do | Vocabulary | Sentence Fluency
Learning Intentions
Brainstorm interesting topic specific words to include in your story.
Complete writing the narrative.
Excellent Word Choice
Let's brainstorm some interesting topic specific words to use our narratives.
Writing
Begin writing your pirate story. You will have time tomorrow to finish.
It doesn't need to be long! Each section of your story graph should have at least two sentences. Three would be best!
Week 4 | L4 | You DO | Sentence Fluency
Learning Intentions
Complete writing the narrative.
Use a checklist to edit your work for the conventions we have learned.
Conventions
Conventions
Conventions in writing is the editing process.
This includes spelling, punctuation, grammar, capitalisation and paragraphing.
I use capital letters at the beginning of sentences and for people and place names.
I use grammar correctly so my writing makes sense.
I use punctuation correctly.
.,!? ““:;
I leave space between words and my best handwriting so my writing is easy to read.
Editing
Have a go at editing your own work.
Don't worry if you can't find everything!
Use a red pencil to edit the mistakes you have made. Do the things you can find, such as capital letters, full stops and repeated words or ideas.
Week 5 | L5 | You Do | Publishing
Learning Intentions
To format and type a piece of writing onto an iPad.
Activity
Using last week's writing, type your narrative onto an iPad.
Follow my instructions for how to set up your document.
Make sure your story has:
- a title; don't forget to use capital letters
- missed lines between paragraphs
Airdrop your work to me for printing
Follow my instructions to learn how to airdrop.