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Stage 3 Writing: Narrative Term: Weeks: 1 – 10

Stage Statement (extract)Students who have achieved Stage 3 have a sound basic knowledge of how to use English. his enables them to

ex!eriment with their talking" listening" reading and writing on different to!ics for an increasing range of

!ur!oses and a variet# of audiences.

Students structure their written texts coherentl# according to the social !ur!ose of the text t#!e. he# writewell$structured sentences and use a variet# of grammatical features effectivel#. he# tr# to ad%ust their

writing to meet readers& needs and !lan" review and !roofread their writing. he# can construct texts for

different !ur!oses and audiences" using com!uter technolog#. he# s!ell most common words accuratel# and use

a variet# of strategies to s!ell less common words. he# consistentl# use correct !unctuation and write in a

fluent" legible st#le.

Social 'ur!oseNarratives construct a !attern of events with a !roblematic andor unex!ected outcome that entertains and instructs the

reader or listener. Narratives entertain because the# deal with the unusual and unex!ected develo!ment of events. he#

instruct because the# teach readers and listeners that !roblems should be confronted" and attem!ts made to resolve them.

Narratives incor!orate !atterns of behaviour that are generall# highl# valued.

StructureNarratives are usuall# organised to include:

rientation * this stage +alerts& the listener andor reader to what is to follow" usuall# b# introducing the main

characters in a setting of time and !lace.

,om!lication * in this stage a se-uence of events" which ma# begin in a usual !attern" is disru!ted or changed in some

wa# so that the !attern of events becomes a !roblem for one or more of the characters" eg a visit to a deserted house

becomes a serious !roblem for the narrator when he finds himself locked in a house where there is no handle to the door.

he events are evaluated b# the characters" thus making it clear to the readerlistener that a crisis has develo!ed" eg +

was terrified when the door slammed shut. /ow was going to get out0 here was no handle on the inside and nobod# knew

where was. 1# heart was racing and felt sick with fear as banged on the door& .

2esolution * the !roblems of the com!lication are resolved or attem!ted to be resolved in the resolution. !attern of

normalc# is restored to the events" but the main characters has changed as a conse-uence of the ex!erience. ,oda * this stage is o!tional. t makes ex!licit how the characters has changed and what has been learned from the

ex!erience.

utcomes:

WS 3.

WS 3.4

WS 3.4

WS 3.4

WS 3.4

WS 3.4

ndicators:5 writes narratives that consider the interests and needs of !otential readers such as avoiding

terms that ma# be seen as sexist or racist

5 ex!eriments with usual structure

5 uses a range of t#!es of verbs" noun grou!.

ES6 Scales : 2eading and Writing

ES6 Scales levels: 2eading and 2es!onding" Writing 4" 7" 3 8se students& own transcri!ts of traditional stories and !icture books. ften a student is not willing to read and write words the# don&t

know orall#. 8se se-uencing and clo9e activities to focus on meaning (ie content words such as verbs and nouns onl#).

sk students to locate -uoted s!eech in narratives. Show a range of wa#s -uoted s!eech might be !resented.

1ake u! sim!le true and false (#es and no) statements based on their narratives" eg he !rincess is a girl.

1ake u! sim!le !honological awareness activities based onl# on the words students know.

1ake s!eech bubbles next to characters" for students to rec#cle vocabular#.ES6 Scales levels: 2eading and 2es!onding" Writing 3" ";

fter shared reading" involve students in a variet# of oral activities< discussion is re-uired before writing.

=uild word banks of s#non#ms ex!anding vocabular#< this is im!ortant as ES6 students often onl# need one word to communicate a

conce!t orall# at school and then ex!erience difficult# encountering s#non#ms in reading.

=uild word banks of action verbs and act out. ,ontrol amount of new vocabular# in a session (; or > maximum)" eg ghostl# verbs:

tremble" shake" -uake etc.

?ocus on use of !lurals.

/ighlight reference chains (who is s!eaking in a narrative" eg he" om) as ES6 learners often have difficult# tracking the sub%ect.

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,ontent C Earl# Stage 3

WS3.A

WS3.44

WS3.4@

WS3.44

WS3.47

'roducing exts

5 !artici!ate in fre-uent %oint and inde!endent activities

to construct a wide range of literar# and factual texts

5 consolidate skills in locating resources and accessing

information in !re!aration for writing

5 !roduce a variet# of texts" using a range of technolog#"

for different audiences

5 !roduce texts with attention to design" la#out and

gra!hics

Skills and Strategies

5 !roofread their own texts for meaning" s!elling and

!unctuation

5 use a variet# of s!elling resources and strategies to

s!ell unfamiliar words

5 use correct structure" grammar and !unctuation when

!roducing texts

5 use variet# of references to assist writing and editing

5 develo! fluent NSW ?oundation St#le handwriting

5 ex!eriment with com!uter technolog# to !roduce

different texts.

WS3.43

WS3.4

,ontext and ext

5 structure activities so that students write a variet# of

texts for different !ur!oses and audiences across a range

of to!ics

5 !rovide o!!ortunities for students to reflect" anal#se

and evaluate their own writing and that of others

6anguage Structures and ?eatures

5 model the editing of writing for consistenc# of !oint of

view" cohesive structure and a!!ro!riate use of language

for the intended audience

5 assist students to identif# the techni-ues used in

argumentative and !ersuasive texts to influence the

reader" and a!!l# these to writing where a!!ro!riate

5 model wa#s of !roviding s!ecific and constructive

comments about their own writing and the writing of

others during !eer conferencing sessions

5 discuss with students how cohesive texts are

constructed

5 model how to change the theme of a clause and discuss

the effects of such changes" linking change in theme to

the use of active and !assive verbs

5 design activities for students to recognise how grammaris used in constructing effective texts.

,ontent C 6ater Stage 3

WS3.A

WS3.4@

WS3.44

WS3.47

WS3.47

'roducing exts

5 !roduce well$!lanned" coherent" extended texts b#

a!!l#ing knowledge about the writing !rocess" eg

researching" drafting" revising" editing" !roofreading"

structuring !aragra!hs

5 write and creativel# mani!ulate a range of text t#!es

to more so!histicated levels" eg researched historical

recounts" detailed descri!tions" sustained arguments and

discussions with evidence" res!onses to artworks"

multimedia !ro%ects

5 relate to audiences through subtle use of language" eg

humour" modalit#" iron#

5 write texts that deal with more com!lex and detailed

sub%ect matter to high levels of technicalit# and

abstraction

5 combine various channels of communication in

multimedia texts" eg !oetr#" dramatic !erformance"

business letters" diagrams" illustrations

Skills and Strategies

5 gain control over a com!rehensive range of grammatical

features and !unctuation that contribute to the !ur!ose"

meaning and clarit# of texts

5 a!!l# knowledge of s!elling conventions and strategiesto ensure a high level of s!elling accurac#

5 ex!eriment with !ersonal handwriting st#le to enhance

fluenc#" s!eed" legibilit# and a!!eal

5 consolidate com!uter skills when using a range of

com!uter software and a!!lications" eg tables" borders

and gra!hics" word !rocessors" authoring software" web

!ages.

WS3.43

WS3.4

,ontext and ext

5 model how to reflect on written texts in order to

enhance the -ualit# of their own writing" eg use of

organisational !atterns to influence readers" use of

literar# devices to enhance stories and !oems" techni-ues

for taking into account the interests and needs of

audiences" strategies for selecting and working with a

range of to!ics

5 teach students to reflect criticall# on the effectiveness

of their own writing" eg how entertaining their stories are"

whether their ex!lanations are clear" how eas# it is to

retrieve information from their information re!orts

6anguage Structures and ?eatures

5 initiate discussions about the structure" grammatical

features and conventions in written texts with the view to

students a!!l#ing this knowledge in their own writing" eg

the use of de!endent clauses to add detail" the use of

ad%ectives and ad%ectival clauses to build character in

narratives" how the elements of a clause are ordered to

facilitate the flow of the text" how effective !unctuation

enhances readabilit#.


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Drammar ?ocus 8sing word chains.

8sing con%unctions and connectives to reorder events and create causal relationshi!s between events" eg so" because"

conse-uentl# .

8sing the structure of the noun grou! to build descri!tions" eg She had long black hair" which reached halfwa# down

her back .

8sing meta!hors" idiom and !ersonification in descri!tions" eg She was a tower of strength (idiom)< he warm ra#s of

the sun stroked her face (!ersonification) .

8sing com!lex sentences to build relationshi!s of time" !lace" reason" manner" condition between the events of clauses"

eg When she was alone in the house she heard a strange" creaking noise behind her< he# decided to take shelter in thedeserted house because the rain and hailstones were so heav#< f she could make somebod# hear her b# banging on the door

she might have a chance of getting out of the room .

,hanging the beginning focus of the clause" eg =ehind her she heard a strange creaking noise< She heard a strange

creaking noise behind her.

Drammar erminolog#Students at this stage should be using terms such as:

word chains

structure of sentence" eg com!ound sentence" com!lex sentence

theme of the clause

structure of clause" sub%ect" verb" indirect ob%ect" ob%ect (s#ntax)" doer" action" done to" receiver (meaning)

structure of noun grou!

meta!hor

idiom

!ersonification.

eaching and 6earning Ex!eriences

=ackground Notes: Encourage children to read a variet# of narratives. Start a record with the class of

all the narratives read so far this #ear and throughout this term. iscuss !ossible sub%ects for writing.

6esson 4:

?rom a variet# of texts choose a narrative to share with class (for exam!le" Fhe WitchesG b# 2oald

ahl). 2ead u! to the resolution. Students need to !redict !ossible resolutions for each of the

characters. n !airs or small grou!s" students write a resolution for the narrative.

Share with the class. Examine common thoughts and var#ing ones.

6esson 7:

1odelled Writing. =rainstorm !ossible sub%ects for narratives and as a class" !lan the Narrative.

Hointl# construct sections of the narrative that directl# relate to children&s needs. ?or exam!le" linking

the series of events with the resolution" utili9ing character dialogue.

,hildren either com!lete this narrative or have the choice of writing one of their own.

Date


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6esson 3:

Scanning the text: Ierbs. 'rovide children with a co!# of a narrative (!art or whole). sk children

to locate verbs in a section of narrative text. sk them to use different colours to highlight different

kinds of verbs" eg redCaction verbs" greenCthinking verbs" blueCsa#ing verbs" #ellowCrelating verbs.

iscuss which kinds of verbs are used most fre-uentl# and the !ur!ose of each grou! of verbs in

narratives" eg to tell what&s ha!!ening" to tell what&s going on in a character&s mind.

6esson :

Editing own Writing. Examine current editing !ractices and it&s effectiveness.

Hointl# construct an editing checklist for students& own narratives" eg oes orientation include

whowhere0 o descri!tions of characterslocations give a clear !icture0 o all details enhance the

narrative&s !ur!ose0 s dialogue included0 re characters& motivations ex!lained0

6esson ;:

,hoose #our own adventureJJJ 2eflect on a character from a familiar narrative. ,onsider the choices

and decisions that the character made in the narrative. 2ecord visuall# as a whole class. Now children

can go and choose their own adventure b# changing decisions that the character made that will

ultimatel# change the stor#.

Share as a whole class or in small grou!s.

6esson >:

nfluencing the readerJ Hointl# construct a narrative to encourage the reader to regard events or

characters in certain wa#s. ?or exam!le" feeling sorr# for a bank robber" etc.

6esson K:

2einventing NarrativesJ Ex!lore familiar stories and fair#tales and identif# the setting" characters"

etc. sk children to reinvent the stor# b# changing ke# features of the stor#" eg" ,inderella in 7@@7.

Encourage children to change the gender" age" !ersonalit# etc.

Sharing ,ircle. ,hildren share their reinvented stor# and as a class discuss the effect of the

changes.

© eachers Educational Software Solutions 't#. 6td. 7@@3 'age © =oard of Studies NSW 4AAB

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6esson B:

Writing for an audience. he teacher !rovides a descri!tion of an audience and reads them

to the children (it could be about their budd# class" 'rinci!al" etc). ,hildren need to consider

the audience and construct a narrative that will a!!eal to the targeted audience.

6esson A:

Iisual exts. iscuss the effect created b# the visual text in narratives" eg cover

illustration" si9e and st#le of font for title. /ave students select different fonts" la#out and

gra!hics to !ublish their own narratives and describe the intended effects.

6esson 4@:

Narrative 'la#. Hointl# construct a narrative !la# em!hasi9ing the different structure but

similar features. ivide children into grou!s. ,hildren write a short narrative !la# for

!erformance for their small grou! and !erform.

ssessment

necdotal bservations

eskgrid

agged Worksam!le: 6esson

Evaluation

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