Transcript Narrative Writing

Narrative Writing
Year One 2008
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VELS levels: Writing
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0.5 writing can communicate ideas, feelings and information
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use of a variety of writing tools, including crayons, pencils and
computer software
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1.0 write texts to describe familiar topics or convey ideas
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use a range of writing implements and software
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1.25use a greater range of ideas in a co-ordinated way
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text has beginning, middle and end & tells a story
combine personal writing with supportive drawings
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1.5
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sequence at least four ideas in short texts logically
combine writing with drawings & computer graphics to support
meaning
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1.75 ideas are sequenced logically with more detailed vocabulary
for the writer’s purpose and intended audience
Integrated Curriculum
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Domain: English / Science
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Theme: Comparison between the Wimmera
Region and the Victorian Coastal Region.
- plants / animals / environment and the
interrelationship between them
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Writing: Authorial
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TUNING IN: PLANNING THE NARRATIVE:
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Beginning / Middle / Ending
Read the picture fiction story about a whale:
Shared Writing: With the children’s
contributions we retold the story with a beginning,
middle and ending together on a large sheet of
paper.
Brainstorming
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Brainstormed verbs
– how the whale might move
Brainstormed adverbs
extension on how the whale might move
** Already story starters and endings on display in
the room from previous sessions.
Verbs for our Whale
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Verbs are action words to show how the whale
moved.
swim
roll
splash
twist
glide
laugh
float
smile
race
jump
kick
rise
dive
play
blow
wave
Adverbs for our Whale
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Adverbs add to the verbs to make our writing
more interesting when we say how the whale
moved.
quickly
swiftly
slowly
happily
lazily
quietly
hurriedly
peacefully
gently
calmly
smoothly
sleepily
excitedly
Planning
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Preparation: The children decided on the name of
their whale and think about the adventure it was
going to have.
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Planning: Folded A3 paper into 8 – using greylead
only children wrote the title, which included the
whale’s name, the beginning, five pages for the
middle of the story, and an ending as their first
draft.
Each of the five middle pages was to include a verb
and an adverb.
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Secretarial: Editing
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Children read to a partner
discussed changes and additions to their story to
improve it
Children read to a different partner
checked spelling, grammar and punctuation
* Teacher checked editing, made some teaching
groups according to need (help developing story /
those continuing / those moving to publishing)
Secretarial: Publishing
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Children proceeded to write a good copy including
illustrations.
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Once completed to a high standard, children
published stories again using the computer
software ‘2 Create a Story’ program on desktops
and IWB.
Typed stories themselves
Created pictures, adding movement, sound effects
and narration.
* 2 Create a Story
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Sharing Meaningfully
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Finished stories were viewed on the classroom
IWB, then added to our class blog.
http://jjohns.edublogs.org/
Feedback
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Children gave positive feedback orally after viewing
on IWB.
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Parents, grandparents, friends and other classes in
the school sent comments via the blog, which we
viewed on the IWB.
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Children, during small group time in the Writing part
of the Literacy Block, viewed peers’ stories, wrote
and submitted feedback.
* see blog
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Progress Over Time
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Stories were added to children’s files and accessed
during ICT lessons, as each child had their own
folder on the school server.
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These could have gone on a CD at the end of the
year for children to have their personal copy.
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ICT competencies became more sophisticated with
successive stories – great skills developed and
very easy for assessment.
Where To From Here?
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This planning could be used with other programs,
photo story, publisher, etc.
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Digital cameras or movie maker could be used to
photograph students or their artwork, which could
replace drawings.