Narrative Writing
YEAR LEVEL DESCRIPTION- Students create written and/or multimodal texts, including texts to tell stories, inform, express opinions, explain and present arguments, for purposes and audiences, developing ideas using details from learnt topics, topics of interest or texts. They use language features, including paragraphs, to create coherence and add detail to their texts. They use language features, complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They spell words, including multisyllabic and multimorphemic words with more complex spelling patterns using phonic, morphemic and grammatical knowledge.
Judging Standards
WRITE AN ENGAGING NARRATIVE
Learning Intentions
To use the Seven Steps for Writing Success to write a narrative.
To use the 6 Traits (VOICES) to write a narrative.
Success Criteria
A cohesive story utilising Seven Steps and 6 Traits.
Must
- Write a story using most of the text structure from Seven Steps with 2 forms of figurative language with simple punctuation.
Should
Write a story using all features of the text structure from Seven Steps with 3 forms of figurative language which adds some detail, with mostly correct punctuation.
Could
Write a mostly cohesive story using all features of the text structure from Seven Steps and appropriately applying 3 detailed forms of figurative language, including accurate punctuation with some experimentation of quotation marks.
Could (wow)
Write a cohesive story using all features of the text structure from Seven Steps and appropriately applying at least 4 forms of figurative language with rich detail, including consistent and accurate punctuation with use of quotation marks which enhances meaning.
Lesson One | 6 Traits | Ideas
Learning Intentions
To understand the importance of cohesive ideas.
Success Criteria
Write the beginning of a story using one main idea.
Knowledge is Power
Ideas
Ideas are the content of the writing piece. They are the “heart and soul” of good writing.
"The idea of a story" refers to the central concept or main theme that the author wants to convey through their narrative.
Tools to Help You
I think and talk about my ideas before I write or plan.
My ideas are topic specific.
My ideas are interesting with rich detail.
I think big, but work small and focus on one idea at a time.
Notice and Name It (Whiteboard work)
Rescue at Sea
A desperate call for help had been received by the Rescue Helicopter at Jandakot. A fishing boat was floundering in huge seas off the coast near Hillarys. The rescue team sprang into action.
Within a short time, John and his crew from RAC Rescue had their helicopter hovering over the scene. As they peered through the gloomy rain-swept haze, searching for a glimpse of the two fishermen, a massive wave swamped the boat and capsized it.
“There they are!” yelled Julia. The men were clutching the upturned hull.
“The weather’s deteriorating quickly,” John said in a worried tone. “A rescue’s going to be extremely difficult in these conditions.”
“You keep the chopper as steady as possible and I’ll control the winch,” replied Julia confidently.
The winch cable writhed like a gigantic snake in the fierce wind. To Julia’s relief, one of the men on the boat grabbed the harness on the cable and strapped it on. Soon both men were safely winched into the helicopter.
“Welcome aboard,” said John, glancing at the fuel gauge. “We’ll just make it back to headquarters.”
Turn and Talk
What is the main idea of the above story?
Don't forget!
"The idea of a story" refers to the central concept or main theme that the author wants to convey through their narrative.
What evidence from the text can you use to back your answer?
Whiteboard Work
Write down the topic specific vocabulary in the text which supports and adds detail to the main idea.
Write down words or any figurative language which makes the story more interesting.
BE READY TO SHARE!
Don't forget!
Types of Figurative language include:
similes, metaphors, personification, and hyperbole.
Try It (Writing books)
Adrift
Free Write
Using the picture prompt and the main idea/theme of 'Survival' from above, spend 10 minutes writing the beginnings of a narrative. Don't worry about spelling and punctuation. Just get your ideas down.
You may like to use the words on your whiteboard to support your writing.
Tools to Help You
My ideas are supported with topic specific words.
My ideas are interesting with rich detail; use a simile (like or as).
Plough Back
Check your writing.
Has it remained within the main idea- SURVIVAL?
Have you used topic specific vocabulary?
In red, draw a star above 2 topic specific words in your writing.
Have you used interesting words?
🟨 Highlight a sentence that includes rich detail.
Share it
Would anyone like to share their writing with the class?
Lesson Two | Seven Steps | Step 2:Sizzling Starts | Notice and Name It | Try It
Learning Intention
Be able to engage the reader by starting with action or at a moment of change.
Know how to use backfill to explain Who, What, Where, When and Why.
Success Criteria
Imitate a sizzling start example.
Notice and Name It | Prior Knowledge
Turn and Talk
What is a Sizzling Start?
What is its purpose?
Do you think this is a sizzling start and why do you think that?
Which sizzling start technique has been used?
Try It | Class Example on Butcher's Paper
Plough Back
Have we engaged the reader by starting with action or at a moment of change?
What is the evidence to support your answer?
What backfill has been included? Who, What, Where, When and Why.
Lesson Three | Seven Steps | Step 2:Sizzling Starts | Apply It
Learning Intention
Be able to engage the reader by starting with action or at a moment of change.
Know how to use backfill to explain Who, What, Where, When and Why.
Success Criteria
Innovate a mediocre start into a Sizzling start.
Prior Knowledge
A sizzling start is a beginning to a piece of writing that immediately grabs the reader's attention and makes them want to read more.
Let's read last lesson's imitated sizzling start we created.
What technique did we use?
Apply It
In your writing books:
Try making this start a Sizzling Start.
First, let's whiteboard brainstorm:
What topic specific vocabulary will we need?
What vibrant words can you use?
🫥 How you are feeling?
🤓 What can you see?
👃 What can you smell?
👂What can you hear?
🤌 What can you touch and how does it feel?
Don't Forget!
Sentence One
Start where the action is.
Sentence Two (or more)
Add backfill using vibrant words and detail.
Sentence Three (or more)
Go back to the action. Add some dialogue.
Who would like to share?
Plough Back
Have you?
❎ Started with action
❎ Added backfill
❎ Went back to the action
❎ Added dialogue
❎ Used topic specific words
❎ Used vibrant words
Use a red pencil and do a CUPS check.
Have you improved your writing?
Lesson Four | Six Traits | Voice | Notice and Name It
Learning Intention
understand what voice means in narrative writing
understand and recognise pronouns to determine narrative voice
Success Criteria
identify perspective in narrative writing using pronouns
Activate
Voice- Narrative
Voice within writing is created when a sense of the writers’ personality comes out in the writing piece. The author adds a sense of feelings, enthusiasm, individuality and/or passion that forms a bond between the reader and the writer.
Tools to Help You
My reader can tell I care about the story.
My writing is my own.
I match my voice to my audience.
My voice matches the purpose of my writing.
Watch
Turn and Talk
How can our narrative writing be more intentional?
(53seconds)
Narrative Voice (Perspective)
First Person Narrative
The first-person perspective is created when the narrative is told by someone within the story, such as the leading character.
The pronouns 'I', 'my,' and 'we' are common features of the first-person narrative voice.
Third Person Narrative
The third-person perspective relies on the narrative being told by someone outside of the story being told.
They tell the story as an observer.
Pronouns include 'he', 'she', and 'they'.
Rescue at Sea
A desperate call for help had been received by the Rescue Helicopter at Jandakot. A fishing boat was floundering in huge seas off the coast near Hillarys. The rescue team sprang into action.
Within a short time, John and his crew from RAC Rescue had their helicopter hovering over the scene. As they peered through the gloomy rain-swept haze, searching for a glimpse of the two fishermen, a massive wave swamped the boat and capsized it.
“There they are!” yelled Julia. The men were clutching the upturned hull.
“The weather’s deteriorating quickly,” John said in a worried tone. “A rescue’s going to be extremely difficult in these conditions.”
“You keep the chopper as steady as possible and I’ll control the winch,” replied Julia confidently.
The winch cable writhed like a gigantic snake in the fierce wind. To Julia’s relief, one of the men on the boat grabbed the harness on the cable and strapped it on. Soon both men were safely winched into the helicopter.
“Welcome aboard,” said John, glancing at the fuel gauge. “We’ll just make it back to headquarters.”
Turn and Talk
What narrative voice (perspective) has our exemplar text been written from?
How do you know? What is the evidence to support your answer?
Activity- Identify Narrative Voice and Vocabulary
Narrative Voice.pdfPlough Back
Why is it important for narrative writing to have a voice?
Lesson Five | Seven Steps | Step 3: Tightening Tension | Notice and Name It
Learning Intention
recognise tension in a narrative through descriptive detail such as noun groups
Success Criteria
identify sentences and words from a text which builds tension
stretch a sentence to including more detail using noun groups
Lesson Six | Seven Steps | Step 3: Tightening Tension | Try It
Lesson Seven | Seven Steps | Step 3: Tightening Tension | Apply It
Learning Intention
recognise tension in a narrative
define the five (+1) senses to add detail
Success Criteria
brainstorm of the five (+1) senses related to a soccer finals match
Let's Learn
Let's Do
Edit to Improve
Rule off a new section in your writing book.
Find your sizzling start for the narrative 'At the Zoo'.
Choose a sentence which relates to what your character can see,
and write it again.
Using the 'What do you see?' brainstorm, edit your original sentence to include more supporting detail which creates greater tension.
Describe what your character can see so it makes it feel like the reader is right there with the character.
If you finish early, do the same activity with one other sense (hear, touch or smell)