Writing The National Literacy Strategy Narrative Writing

Writing The National Literacy Strategy Narrative Writing Aims: To revisit the teaching sequence from reading to writing; To revisit the teaching sequence from reading to writing; To provide ideas to cover the main aspects of story writing. To provide ideas to cover the main aspects of story writing.

Writing The National Literacy Strategy Activity What are the key features of narrative text types? Fill in the sheet looking at: Purpose Structure Language features Writer’s knowledge Story connectives

Writing The National Literacy Strategy The teaching sequence from reading to writing Reading and responding Analysing texts (reading for writing) Planning and writing

Writing The National Literacy Strategy Basics about stories Structure: Opening Structure: OpeningBuild-upProblemResolutionEnding Stages of development:Retelling Stages of development:RetellingInnovationInvention Opening Resolution Build Up Problem Ending

Writing The National Literacy Strategy Capturing stories Story Mountain Story Mountain Story Map Story Map Timeline Timeline Post its Post its Scene list Scene list Storyboard Storyboard Flowchart Flowchart

Writing The National Literacy Strategy Characterisation He came down the road. He came down the road. Simon stormed across the road without looking either way. Simon stormed across the road without looking either way.

Writing The National Literacy Strategy What has the author done to build up the character? Coral Ocean stood on the edge of the playground and waited. No one came near. All the other children seemed to be engrossed in their own games. She gazed through railings and pretended to notice something interesting in the distance. Blinking back tears, she roughly rubbed her eyes and hoped that no one would notice. Coral Ocean stood on the edge of the playground and waited. No one came near. All the other children seemed to be engrossed in their own games. She gazed through railings and pretended to notice something interesting in the distance. Blinking back tears, she roughly rubbed her eyes and hoped that no one would notice. “What’s up?” A tall boy had come across and stood bouncing a ball against the shed. “What’s up?” A tall boy had come across and stood bouncing a ball against the shed. “Clear off!”, snapped Coral, not yet even ready to try. “Clear off!”, snapped Coral, not yet even ready to try. “Keep your hair on”, muttered the boy. He spun round and raced back the playground bouncing his ball as he went. Coral could see him chatting to some other boys and pointing back at her. “Keep your hair on”, muttered the boy. He spun round and raced back the playground bouncing his ball as he went. Coral could see him chatting to some other boys and pointing back at her.

Writing The National Literacy Strategy Planning your character Names Names Special details Special details Feelings Feelings Type Type

Writing The National Literacy Strategy Characterisation techniques What characters say What characters say What characters do What characters do Showing rather than telling Showing rather than telling

Writing The National Literacy Strategy Characterisation through saying and doing Tim walked through the graveyard. He felt very scared. Tim walked through the graveyard. He felt very scared. Tim raced through the graveyard, his heart thudding. He paused by a tombstone and peered into the darkness. He could feel his legs shaking. What was that dark shape ahead of him.? Tim raced through the graveyard, his heart thudding. He paused by a tombstone and peered into the darkness. He could feel his legs shaking. What was that dark shape ahead of him.?

Writing The National Literacy Strategy Settings Creating settings: Think real Think real Be precise Be precise Time of day Time of day Weather Weather

Writing The National Literacy Strategy Liam’s Story Opening Burning like he was on fire Chris ran for shade he was dying to get out of this heat. He had a headache so he dashed for his warm sand-filled towel. When he woke up it felt like he was on a completely different beach but 10 times hotter.

Writing The National Literacy Strategy Scary settings checklist Use short sentences to create tension and Use short sentences to create tension and make the heart beat quickly make the heart beat quickly Balance short sentences with longer ones Balance short sentences with longer ones containing detail containing detail Keep the reader wondering Keep the reader wondering Pick out unusual details to describe the setting, creating atmosphere Pick out unusual details to describe the setting, creating atmosphere Mention dark, or cold Mention dark, or cold Have the character think aloud, e.g. ‘What was that?’ Have the character think aloud, e.g. ‘What was that?’ Describe the character’s reactions to show how they feel, e.g. His hand gripped the banister till his knuckles turned white. Describe the character’s reactions to show how they feel, e.g. His hand gripped the banister till his knuckles turned white.

Writing The National Literacy Strategy Different types of setting Rewrite this paragraph, changing the setting to science fiction… Rewrite this paragraph, changing the setting to science fiction… Tara walked into the next room. There was a long, silver table down the middle of the room. Pictures of elves, in green and red tunics, hung from the wall as well as a mirror edged with leaves of gold. On the floor lay a carpet woven with flying dragons... Tara walked into the next room. There was a long, silver table down the middle of the room. Pictures of elves, in green and red tunics, hung from the wall as well as a mirror edged with leaves of gold. On the floor lay a carpet woven with flying dragons...

Writing The National Literacy Strategy Openings time time name name exclamation exclamation question question dialogue dialogue warning warning wish wish scene setter scene setter traditional traditional the new arrival the new arrival dramatic action dramatic action introducing the monster introducing the monster

Writing The National Literacy Strategy Paragraphs Opening Resolution Build Up Problem Ending

Writing The National Literacy Strategy Tips for writing endings Describe, or show, the character’s feelings Describe, or show, the character’s feelings Reflect on events and perhaps provide a moral Reflect on events and perhaps provide a moral Look to the future Look to the future Revisit where the story began Revisit where the story began Comment on what has happened Comment on what has happened Show, or comment on, how the character has changed Show, or comment on, how the character has changed

Writing The National Literacy Strategy Showing character change Beginning: Jo gazed miserably at her breakfast. The fried egg seemed to be staring at her. It had a sneer on its sunny face. She stabbed it with her fork, spilling its eggy blood on to the white plate. Jo gazed miserably at her breakfast. The fried egg seemed to be staring at her. It had a sneer on its sunny face. She stabbed it with her fork, spilling its eggy blood on to the white plate. Ending: Jo’s mother slid the plate in front of her. Jo glanced at the fried egg, sunny side up, and grinned at her mum. Jo’s mother slid the plate in front of her. Jo glanced at the fried egg, sunny side up, and grinned at her mum. “I’m starving!” she said, picking up her fork and tucking in. “I could eat seven breakfasts!” “I’m starving!” she said, picking up her fork and tucking in. “I could eat seven breakfasts!”

Writing The National Literacy Strategy Time to go home!