Purpose:

Narratives construct a pattern of events with a problematic and/or unexpected outcome that entertains or instructs the reader or listener. Structure: Narratives are usually organised to include: v Orientation this stage alerts the reader as to what is to follow, usually by introducing the main character/s in a setting of time and place. v Complication a sequence of events is disrupted or changed in some way so that it becomes a problem for one or more of the characters. v Resolution the problem or the complication is resolved or attempted to be resolved in the resolution. A pattern of normalcy is restored to the events, but the main character/s has changed as a consequence of the experience.

Grammar Focus: Building up descriptions of characters in the orientation Using a variety of action verbs to develop the complication Using words that express the feelings and attitudes of characters TERMINOLOGY: noun, adjective, verb, adverb, conjunction, sentence

Cover page replicated from TESS Stage 1 Writing: Narrative

Text Type Writing Program Narrative

Term 3- 2013

Narrative Writing Year 2 - Term 3 - 2013 Unit Outcomes

WS1.9: Plans, review and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10: Produces texts using the basic grammatical features and punctuation conventions of the type WS1.11: Uses knowledge of sight words and letter sound correspondences and a variety of strategies to spell unfamiliar words. WS1.12: Produces texts using letters of consistent size and slope in NSW Foundation style and using computer technology. WS1.13: Identifies how own texts differ according to their purpose, audience and subject matter WS1.14: Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language RS1.7: Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter

In this unit students will:

*Read and deconstruct a variety of narratives. *Gain an understanding of traditional narrative writing conventions (orientation, complication and resolution) and understand their role in creating entertaining narratives. *Construct own narratives and explore varying language techniques to entertain. *Gain confidence in editing and reworking original writing. Castle Cove Public School

Text Type Writing Program Narrative

Term 3- 2013

Understandings
Students will: *demonstrate current knowledge of narrative structures

Week 1 Pre-test Wednesday Pre-test

Students select a Little Miss or Mr. character and are prompted to write a story using the characters as a guide.

Big Writing
*Watch writers voice part of the Powerpoint presentation. *I believe I can fly picture prompt of girl flying in the sky. Who is this girl? What has happened to her? Write a story about her adventure in the sky.

Week 2 Introduction to the text type Understandings

Students will: *Identify features of a successful narrative *Begin to write simple narratives with support

Wednesday
*Brainstorm with the students what they think makes a good narrative. Display responses on cardboard so that they can be referred to throughout the unit. *Have a look at Jenny Eathers Writing is Fun to explain the conventions of the text type. You might also like to look at the pre-made PowerPoint displays. Watch YouTube animation (A cloudy lesson by Yezi Xue) and discuss how it fits within the framework of a narrative in terms of characters, setting, plot, etc.

Big Writing
Animation - A cloudy lesson by Yezi Xue http://www.youtube.com/watch?v=psZmAsH6I3Q *Re-watch the animation. *Students write the story to accompany the animation

Castle Cove Public School

Text Type Writing Program Narrative

Term 3- 2013

Week 3 Creating characters/settings Understandings

Students will: *develop an understanding of characterisation in narrative writing

Wednesday
*Read the students a narrative with a welldeveloped main character. Jointly construct a character wheel outlining the characters personality, appearance, mannerisms, profession etc. Discuss how the author conveys these characteristics in the narrative. *Students create their own character and write a mini-bio about that character. Encourage students to draw on people they know and to give lots of detail.

Big Writing
Characters and opening scenes Resource: The Literacy Shed La Luna Clip1 (Movie Trailer Shed). *Who are these characters? *What is there relationship? *Briefly describe the scene (TPS) Write an opening scene for this story.

Week 4 Orientations Understandings

Students will: *gain an understanding of the importance of orientations in narrative writing *understand that narratives can begin in many different ways

Wednesday
*Discuss the purpose and features of an orientation in narrative writing (hook the reader, introduce). *Watch the opening paragraphs section in the PowerPoint. *Discuss sizzling starts (7 Steps to writing). *Students can select an opening line from a given list (all well-known stories) and must continue the orientation part of the story. At the conclusion of the lesson, students work with a partner to read each others work and checklist various aspects of the orientation. Students reflect and discuss what could be improved for future development.

Big Writing

*Setting Enchanted forest with mystical tree house. *Where is this? *Who might live here? *Is it real or imagined? *Write a description of this setting and the person who you think might live there.

Castle Cove Public School

Text Type Writing Program Narrative

Term 3- 2013

Week 5 Complications/Tightening Tension Understandings

Students will: *develop an understanding of the features of good narratives *begin to include logical complications in writing

Wednesday
*Provide students with a copy of a good short narrative discuss the features and what makes this a good narrative. Students can highlight/colour WOW words, sentences that create tension, etc. *Display a range of normal situations and have students suggest complications for each situation.

Big Writing
*Picture prompts - complication Picture of girl searching underwater. *Who is she? *What is she doing there? *How is she able to breathe underwater? *What sort of complications could you include in a narrative about this girl. Write a story using the picture as a prompt.

Week 6 Complications/Tightening Tension Understandings

Students will: *begin to include logical complications in writing

Wednesday
* Read a story up until the complication students verbally discuss what the complications could be and then write this maybe a Paul Jennings story (the one about bugs!).

Big Writing
Animation Cloudy with a Chance of Meatballs 2 film trailer (You Tube). Watch up until 1.14. *Discuss the setting *What is the complication? *What could that noise be? Write a story from the point of hearing the loud noises.

Castle Cove Public School

Text Type Writing Program Narrative

Term 3- 2013

Week 7 Resolutions & Exciting Endings Understandings

Students will: *analyse texts and discuss resolutions in stories. *consider the effectiveness of resolutions

Wednesday
*Discuss the concept of resolutions in stories analyse some stories and their resolutions. Were they effective? How could they be improved? Do all stories have to have happy endings. * TBA

Big Writing

Week 8 Planning a narrative Understandings

Students will: *develop strategies for planning writing

Wednesday
*Students are given time to begin the planning process for their own narrative. Provide a range of templates for students to encourage character development, conflict and resolution. *TBA

Big Writing

Castle Cove Public School

Text Type Writing Program Narrative

Term 3- 2013

Understandings
Students will: *progressively and with teacher/peer assistance create their own narrative

Weeks 9 & 10 Drafting, editing and publishing Wednesday

*Students continue working on their narratives, at their own pace. Students partner with a creative buddy to assist with editing, using a checklist to ensure that the story meets narrative conventions. *Students publish and illustrate when happy with story personal choice in form of presentation (typing, writing, storybird, Ppt).

Big Writing

Read an Oliver Jeffers book to the students. Watch the Oliver Jeffers clip explaining his writing process. Students write an advice piece, explaining their writing process. Dos and donts of writing, etc.

Additional Web Resources http://www.barnesandnoble.com/w/the-day-the-crayons-quit-drew-daywalt/1113054468?ean=9780399255373 - Oliver Jeffers the writing process http://rainbowswithinreach.blogspot.com.au/2013/02/writing-picture-prompts-roundup-fine.html http://blog.biguniverse.com/tag/narrative/ http://visualwritingprompts.wordpress.com/category/types-of-writing/descriptive-expository-writing/ http://blog.biguniverse.com/2013/02/08/writing-prompt-giant-hungry-bunnies/ Castle Cove Public School

Text Type Writing Program Narrative

Term 3- 2013

Castle Cove Public School