Narrative

Teacher Planning

Stage 2 English Studies Design Assessment Criteria:

KU1 KU2 KU3 AN1 AN2 AN3 AP1 AP2 AP3 AP4 C1 C2

Assessment Design Criteria:

Knowledge and Understanding

The specific features are as follows:

KU1 Knowledge and understanding of authors’ use of stylistic features and language techniques to communicate ideas and influence the reader’s response.

KU2 Knowledge and understanding of ideas, values, and beliefs in texts.

KU3 Knowledge and understanding of the textual conventions of different text types.

Analysis

The specific features are as follows:

An1 Analysis of the interplay between what authors present in texts and the experiences, ideas, values, and beliefs of readers.

An2 Analysis of the similarities and differences in texts, in comparative exercises.

An3 Analysis of the ways in which language techniques are used to influence opinions and decisions in texts.

Application

The specific features are as follows:

Ap1 Use of language skills and techniques to create coherent texts that address the meaning and intention of the task.

Ap2 Recognition of connections between texts, and an integrated approach to comparing and contrasting texts.

Ap3 Use of evidence from texts to develop and support a response.

Ap4 Use of textual, structural, and conventional features of selected text types and forms of presentation to convey meaning.

Communication

The specific features are as follows:

C1 Accuracy, clarity, and fluency of expression.

C2 Appropriate form and register for audience and purpose.

Narrative Writing A narrative may include fairy stories, dramas, mysteries, science fiction, romances, horror stories, adventure stories, myths and legends, historical narratives, or personal experience.Narrative writing tells a story and usually present characters involved in some action or conflict. Narrative writing aims to entertain the reader but can also seek to inform or challenge the reader. Narratives can be imagined, factual or a combination of the two. Well structured narratives typically include:

Orientation (who, where, when) Complication (need for action) Resolution (response by characters) Evaluation (what has been learnt from story)

Core techniques/ideas focused on in this unit: Skill in recognising the structural, conventional and linguistic features of different

narrative styles How to construct a narrative and play around with its traditional conventions Voice/ point of view: first, second and third person narration Expression Structure Descriptive language Language techniques – similes, metaphors, personification, onomatopoeia, rhetorical

questions, pace, sentence variety, imagery/symbolism/motifs, humour, mystery, suspense etc.

Creativity

What makes narrative great to explore in class? Language techniques are repeated in many lessons ensuring students understand them

and know how to apply them. Challenges students’ writing especially if they choose to experiment with the

traditional conventions of narrative. Formative assessment invites students to reflect on past experiences encouraging them

to develop an emotional connection between their experience and writing.

Develops student’s skills in recognising the structural, conventional and linguistic features of different text types by reproducing them in their own texts.

Encourages imagination, versatility and originality in the composition of their own texts.

Requires students to write with accuracy and fluency of expression in an appropriate form and register.

Narration enables students to consider complex ways of conveying an event in an entertaining/ engaging/challenging way to their reader.

Easy to incorporate visual, auditory and kinaesthetic elements by relating to films, allowing students to present mini plays and doing a poster activity.

Learning about narrative styles and language techniques can be adapted into many formative or summative assessments including group or pair work, group discussions and individualised assessments.

Tasks can be adapted for students of different learning capabilities i.e. struggling and gifted students.

Useful websites http://www.teachit.co.uk/index.php?CurrMenu=searchresults&keyword=narrative http://en.wikipedia.org/wiki/Narrative http://www.slideshare.net/mungo13/writing-narratives http://www.teachit.co.uk/index.php?

CurrMenu=searchresults&keyword=persuasive+writing http://www.freethought-forum.com/forum/showthread.php?t=9764

Long Term Plan This unit of work will run for three weeks, beginning in Term 1 Week 7 and finishing at the end of Week 9.

Medium Term PlanThis unit is aimed to run for three weeks at the beginning of the year, Term 1 week 7-9. Only two pieces of work would have been completed before going straight into this one, that being a short text response (critical reading) and a text analysis of a film. The purpose of the critical reading to begin the year is to see where students are at in their analytical skills as well as going through with students the different literary techniques used in order to get across an idea. The film study which follows, aims to develop students analytical skills further by visual and auditory analysis of film techniques. The purpose of having the text production narrative writing straight after the film study is to extend their knowledge on language techniques, form, structure and how to engage/ challenge their reader. Students will be encouraged to seek out language techniques and word phrases and be able to apply them in their own creative and original way to their own work. It will make a good transition into a comparative study of a film and novel– students will understand the literary components which make up a story and the film techniques which make up a film. They will then be able to put these skills into practice by connecting, comparing and contrasting techniques, themes and ideas.

The unit will include 4x 50 minute lessons per week, allowing for an in-depth study of narrative style and language techniques. The unit will include a few formative assessments and one main summative assessment (text production i.e.1000 word narrative). The work sheets in the Student Work Pack will be used as formative assessment as well as group work (mini plays and poster activity) and weekly homework. For the purposes of this assignment, the classroom is made up of 24 students; three of which are from non-English speaking backgrounds, two that don’t really enjoy English all that much and need extra encouragement and two that are gifted and need to be challenged more than other students.

[N.B: Alison-Jane, the work sheets will also be handed out with more space for students to write but for the purpose of this assignment I made them shorter so you can see the layout easier and also so I don’t waste as much paper.]

Short term plan: Lesson plans and objectives – for students to gain a greater under understanding and knowledge of language techniques, how to engage their reader and how different styles of writing / narrative voice can position the reader to react and respond in different ways. Short term plans consist of formative and summative assessments as well as setting time aside to read through an example narrative as a whole class.

Narrative task topics/options for students:

1) If only she’d known then what she knew now

2) Families; are they worth it?

3) Use the following sentence to either start or finish a narrative essay: "So much for telling the truth."

4) Write about an experience which taught you something important about life.

5) Write about a journey, real or imagined.

6) “From that moment on, I knew that I couldn’t trust anyone with my secret…”

7) If you have strong idea for a narrative which cannot be worked into any of the above options you write one of your own choice (run it past your teacher first).

Unit Aims The aim of this unit is for all students of different learning abilities to be able to excel in both formative and summative work, to understand the content and become analytical and creative thinkers, writers and storytellers. Students will explore 10 different styles of narration (six ways of writing in first person, three in third person and one for stream of consciousness), and develop and employ language techniques/stylistic features (theme, setting, pace, mood/tone, imagery, character) to strengthen their writing. This narrative task will aim to

develop and challenge students’ creativity and their ability to challenge/engage/entertain their reader.

Studies of different styles of writing and voice should engage students to observe, listen, understand, break down, analyse, discuss and demonstrate ideas about the style of writing and language techniques used useful for their summative assessment. Formative work will encourage students to participate in groups and think creatively, while homework activities will challenge their individual learning. The learning aims of this unit are linked with

Learning TargetsUnit enduring understandings

How to structure a narrative How technique, structure and word choice impact a story and its ideas and themes Language techniques and their effects on narrative and the reader Structural, conventional and linguistic features of narrative writing To recognise language devices and appreciate their emotional power How to play around with conventions of a traditional narrative Difference between first, second and third person narration What is stream of consciousness What language techniques/stylistic features are used for different genres of writing How to engage/challenge/intrigue/inform a reader through literary devices, techniques

and structure

Unit essential questions (essential question(s) for brainstorming) What are the conventions of a traditional narrative and how can they be

challenged/broken? What is first, second and third person narration? How do language techniques strengthen a piece of writing/engage a reader? What effects do specific language techniques have on an overall text? What role does structure and style play on a narrative? How do you respond to different forms of writing? How do authors get you to feel

that way by using language, punctuation, sentence variety, pace and mood? Which techniques would you use to effectively engage/ entertain/ challenge your

reader?

Knowledge Student learning outcomes

Students will know how to structure a narrative Students will know the conventions of a traditional narrative and know how to

challenge these conventions Students will study narrative in-depth; focusing on structural, conventional and

linguistic/language techniques and be able to creatively reproduce them in their own text.

Students will know and understand how textual conventions make meaning

Students will know the definitions of numerous language techniques and be able to identify and analyse them in selected text samples and other literary works i.e. similes, metaphors, hyperbole, alliteration, assonance, personification, onomatopoeia, imagery, symbolism, irony, oxymoron, tone/mood, rhetorical questions, direct/indirect speech etc.

Students will be able to perceive and analyse the ways in which authors use language techniques to influence opinions and decisions in the text and of their reader.

Students will know a variety of different narrative voices/ point of views including first, second, third person narration and stream of consciousness.

Students will have a new knowledge and insight into the ways authors play around with conventional narrative techniques.

SkillsStudent objectives

Students will be able to further their mastery of language and writing. Students will be able to identify language techniques easily in an extract of writing. Students will be able to identify if a piece of writing is written in first, second or third

person. Students will be able to apply language techniques and stylistic features to their own

writing in an imaginative, versatile and original way. Students will able to make connections between language techniques and different

styles of writing/ literary genres. Students will be equipped to pick up on similar and different language techniques in

the future when studying other pieces of literature.

Prior knowledge/ prerequisite skills Basic understanding of narrative and language techniques How to write for a specific audience How techniques, word choice, structure and punctuation can entice a reader How to be consistent when writing in past, present or future tense; first, second or

third person narration. How to use simple, compound and complex sentences for effect

Evidence of learningFormative assessmentsIndividual assessment (homework): Analyse your favourite piece of writing i.e. an extract from your favourite novel, favourite poem or article and bring it into class. Group work (class work): Poster on students’ chosen genre – demonstrating their understanding of language techniques and stylistic features which make up different styles of writing.Work sheets in Student Work Pack

Summative assessmentA piece of up to a maximum of 1000 words.

Teaching Sequence

Week One Schedule:Introducing narrative, unit aims, going through Student Work Pack as a class. Teacher goes through Todorov’s Narrative Structure (pg 19) and narrative samples (getting them to fill out their ‘Analysis of text sample’ table (page 7-9) in their Student Work Pack).

Homework:Choose a short passage from your favourite novel or a piece of writing that you really love (can be a poem, short story or article). Summarise it and bring it to class next lesson. Your summary needs to include:

What have you chosen and why do you love it? What voice is it written in? What 2 language techniques stood out to you? Does its form reflect its content?

“You did something really wrong and got caught.”Write two paragraphs describing what happened to you using a serious voice and then in a funny voice. One paragraph must be in first person and the other, third person. BE CREATIVE!

Week Two Schedule:Overview of ‘Analysis of text sample’ table (pages 7-9), going over key points as a class and answering any questions students may have about the samples given. Introducing language techniques that weren’t covered in the examples (pages 10-11 Student Work Pack). What are the conventions of a traditional narrative/ how these can be broken/ challenged. Students will play the ‘Three Little Words’ game and come up with a mini play to show they understand the structure of a narrative and to exercise quick thinking.

Homework:Write an opening sentence for one of these stories and then try two other ways of starting the same story:

A mysterious stranger An accident An act of bravery The arrival of a new pet A win A loss

Clearly identify each style of writing for all three topic sentences and your brief reason behind each decision.

Choose a narrative topic and write a detailed outline on what you are planning to include in each stage of your story and what narration style (first, second or third person). If students want to start writing their draft, they may do so!

Week Three Schedule:Formative group work: making a poster to visually display students’ connections between language techniques and form with different literary genres. (What technical, structural, conventional and language techniques make a piece of writing match its genre/purpose.)Working on narratives: students handing up drafts, teacher editing, helping and answering students’ questions.

Homework:Draft needs to be finished and handed up. Polishing off drafts for submission.

Lesson Plans

[N.B: All follow a similar format to Hunter’s Cider House Rules (page 13) sample lesson plan in Approaches to Senior English. Parts 1 and 6 have been taken directly and the rest has been adapted to cater for this specific unit of work.]

Lesson Plan OneIntroducing unit of work (Week 1)

Part 1. 5 minutes.StarterI explain what we’re going to do and how it fits in to the sequence for the course. This gives them a reason to engage in each task in the lesson. Here I also pick up the overarching theme of the lesson. My thread through this unit of work is narrative writing; how language techniques and stylistic features are used to match the purpose/genre of a text and engage/challenge/inform a reader. I start by handing out Student Work Packs and getting students to agree on a movie they have all seen. Ask students to open their Student Work Packs to the Todorov’s Narrative Structure (page 19). Here they would decipher the storyline and list any narrative techniques/ narration styles they can remember which relate to the film genre/ themes and ideas. As a class I would write them up on the white board as we go along. We keep this list for later consideration. By exploring what we already know, we are more ready to take on board new ideas and link up our knowledge. If you can, use an interactive white board and document the thoughts of the class on an electronic copy of the worksheet. Save the file and share electronically to the class so they have a record of the discussion. This also stops them from making notes and avoiding joining in. as these are their thoughts it gives them ownership of the thinking.

Part 2. 5 minutes.Teacher-led teaching/discussion.Introduce narrative: its definition and structure and go through the rest of the Student Work Pack together as a class; making students aware of the text production assignment and work sheets to fill out while reading narrative samples.

Part 3. 35 minutes.Student independent work. Begin reading through narrative samples. Students have their Student work Packs open and ready to write in when the teacher pauses at relevant moments to discuss certain language techniques and stylistic features.

Part 4. 5 minutes.Student Review.

We come back together as a class to discuss how narration style and certain language techniques can affect the reader. We share ideas and I share answers to any questions students may have about the film, assignment or Student Work Pack.

Part 5. 40 minutes.Homework.

Choose a short passage from your favourite novel or a piece of writing that you really love (can be a poem, short story or article). Summarise it and bring it to class next lesson. Your summary needs to include:

What have you chosen and why do you love it? What voice is it written in? What 2 language techniques stood out to you? Does its form reflect its content/purpose?

Part 6. 5 minutes.Personal Review. I write notes to myself about anything that has cropped up as a common problem so I can address it in the started section of the next lesson in my planner/diary. I try and look for three common questions and three great ideas so that students are both taught and affirmed. I also note any adjustment of pace, content or style I’ll need to make to the next lesson in the light of this one.

Lesson Plan TwoMiddle of Unit (Week 2)

Part 1. 5 minutes.StarterPowerPoint on conventions of a traditional narrative; its structure and what the reader expects and then how these conventions can be challenged/ broken. Review the Todorov’s Narrative Structure worksheet from the beginning of the unit and compare it to past student narrative samples (PSNE) which show how a story doesn’t always have to have a resolution or a chronological story-line. Students can see how much they have already learnt from a week ago about the conventions of narrative structure and how authors choose a form to enhance their purpose – this should boost students’ confidence as they can already see a progression in their learning.

Part 2. 20 minutes.Teacher-led teaching/discussion.Here I go through the task for the day, guiding the discussion through a series of questions (using the ‘Analysis of text samples’ table [pages 7-9] as a template – most of it would have been filled during in-class readings, any remaining squares will be done in this time.) Every time, I ask for an analytical answer – for students to imagine they are the author of the text and have to explain why they used a particular technique or form and what effect they wanted it to have on the reader. I do this because this is how I want them to think when they’re writing their own narratives – I want them to understand that their use of language needs to match the purpose of their story. I link everything back to the task so they see relevancy in the discussion and the starter has already got them engaged quickly in the lesson. As I use the “chalk and talk” teaching method I mark out the different types of sentences and voice being used (simple, compound and complex, first, second or third person narration). The final part of the teacher led section is a focus on voice and how first, second and third person narration impact on meaning. Again, I save the file and share it electronically with the students so they have a record of the discussion.

Part 3. 20 minutes.Student independent work. The students will now get to play the ‘Three Little Words’ game; individually and then in a small group. The teacher throws out three words at random and gives the students a limited amount of time (between 30 seconds and two minutes) to create a mini narrative including the words. (Teacher may repeat this 2-3 times). This exercise helps to speed up thinking and engenders an astonishing amount of creativity! Students can then get into small groups of 3-4 and act out their three little words in a mini play. This generates kinaesthetic energy which can lift student’s ideas considerably.

Part 4. 5 minutes.Student Review.

We come back together as a class to discuss what we’ve learnt and some of the short stories students came up with. A student who is brave enough to share or show the class their mini play can do so. Any questions about the lesson can be asked in this time slot.

Part 5. 30 minutes of work at home.Homework. Homework is to write an opening sentence for one of these stories and then try two other ways of starting the same story (and then email it to me):

A mysterious stranger An accident An act of bravery The arrival of a new pet A win A loss

Students must keep in mind they are the author in charge of enticing/ engaging/ challenging/shocking their reader. Think about all the different ways you could start it using simple and/or complex sentences and first and/or third person narration. Clearly identify each style of writing for all three topic sentences and your brief reason behind each decision. This should be preparing them for their narrative as well as showing me how well they are understanding the content and ability to write. I review their work ready for the next lesson to make sure everyone is up to date and understanding the task fully.

Part 6. 5 minutes. Personal Review. I write notes to myself about anything that has cropped up as a common problem so I can address it in the started section of the next lesson in my planner/diary. I try and look for three common questions and three great ideas so that students are both taught and affirmed. I also note any adjustment of pace, content or style I’ll need to make to the next lesson in the light of this one.

Lesson Plan Three End of Week 2 Scaffolded lesson plan: Catering for different learning abilities

Formative group work: making a poster to visually display students’ connections between language techniques and form with different literary genres.

Part 1. 5 minutesStarterI go over any questions students have from previous lesson. Start by explaining the poster activity, hand out task sheet (see below) and also have it written up on the board before students walk into the room.Split students into groups of similar learning capabilities and get them to begin. The purpose of the poster activity is to get students to look further in depth to how technical, structural, conventional and langue techniques connect to genre and the purpose of a text. By grouping ideas together in a visual way hopefully students will gain a greater understanding and confidence to tackle their narrative. This follows on nicely from Lesson Plan Two: an extension of language techniques and thinking of audience.

Part 2. 5 minutesTeacher-led teaching/discussion.

In groups of 3, create a poster which focuses on one literary genre and the language techniques and narration style (first, second or third person) which might be used to either engage/inform or challenge a target audience. Your thoughts and ideas should be presented under three headings: LANGUAGE TECHNIQUES, POINT OF VIEW and AUDIENCE. Don’t forget to include a title of your chosen genre.

LANGUAGE TECHNIQUES

Includes:

Any from pages 10-11 in the Student Work Pack Minimum of 15 with brief explanations where are why you would use them – what

effect they you want them to have on the reader

POINT OF VIEW

First person:

Clueless Multiple narrators The narrator who is hiding something picking up the pieces

Narrator who is questioning reality Monstrous narrators

Third person:

Third person omniscient Third person limited Third person shifting

AUDIENCE:

Do you want to challenge them? Is the purpose of your text to entertain and engage? Are you planning to shock the reader? If so, why? Or are you writing to inform them? Other? Please explain.

Part 3. 35 minutesStudent independent work. Students separate into their groups and use their Student Work Pack as a reference point to group their ideas together. Each group grabs a piece of poster card and markers (this is more of a brainstorming activity – does not have to be in lots of detail).

Part 4. 5 minutesStudent Review.Students pack up and return to their seats. Brief class discussion on how students are feeling about the narrative, answer any last minute questions.

Part 5. 40 (+) minutes of work at home Homework. Choose a narrative topic and submit a detailed outline of your structure including brief ideas on purpose of story, setting, characters, genre and voice (first or third person narration?). If you would like to start writing your essay draft then please do! Students may use the mind map/ story planner to help construct their story if they are struggling (page 18 Student Work Pack).

Part 6. 5 minutes.Personal Review. I write notes to myself about anything that has cropped up as a common problem so I can address it in the started section of the next lesson in my planner/diary. Have I made the work challenging for the capable learners and adapted/ made it engaging enough for the struggling/uninterested students? What ways can I improve this and tailor more to their needs?I try and look for three common questions and three great ideas so that students are both taught and affirmed. I also not any adjustment of pace, content or style I’ll need to make to the next lesson in the light of this one