All You Need to Teach: Narrative Text Types Ages 10+
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Transcript of All You Need to Teach: Narrative Text Types Ages 10+
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Narrative Text Types
All you need to teach . . . Nonfiction Text TypesAges 5–8 ISBN 978 0 7329 9962 9Ages 8–10 ISBN 978 0 7329 9963 6Ages 10+ ISBN 978 0 7329 9964 3
Macmillan Wall Charts: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6213 1Ages 8–10 ISBN 978 1 4202 6214 8Ages 10+ ISBN 978 1 4202 6215 5
Macmillan Interactive: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6816 4Ages 8–10 ISBN 978 1 4202 6817 1Ages 10+ ISBN 978 1 4202 6818 8
Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0
Narrative Text Types Ages 8-10 ISBN 978 1 4202 6138 7
Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2
Plus!
Discover, explore
and
narrativeswrite
AGES10+
Katy Collis
All the tools a smart teacher needs!
NarrativeText Types
Na
rr
ativ
eTex
t TypesAll you need to teach . . . Narrative Text Types contains essential booklists,
checklists, writing frames and more to support you and your students as they
explore, discover and write narrative text types.
Genre Summary Tables — a ready reference to the structure and
features of the different narrative text types
Assessment Rubric — in line with the NAPLAN marking criteria that
will make it easier to assess narrative writing in a measurable, meaningful and
objective way
Student Checklists — allowing students to self-assess and check their
own writing
Worksheets — to help students analyse narratives and then create their own
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Discover, explore and
write narratives
Ages 10+
Katy Collis
NarrativeText Types
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First published in 2010 by
MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141
Visit our website at www.macmillan.com.au
Associated companies and representatives throughout the world
Copyright © Katy Collis/Macmillan Education Australia 2010All You Need to Teach Narrative Text Types Ages 10+ISBN 978 1 4202 6139 4
Publisher: Sharon DalgleishManaging Editor: Polly HennessyEditor: Jess Ní ChuinnProofreader: Adriana Martinelli-SciaccaDesign: Trish Hayes and Stephen Michael KingIllustrations: Stephen Michael King
Printed in Australia by Docklands Press
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All the teAching tips You need
Teaching Narrative Text Types ..............................................................5
The Stages in the Writing Process .........................................................6
The Traits of Good Writing ...................................................................6
The General Elements of Narrative ........................................................8
Narrative Text Structures and Genres ....................................................9
All the literArY terms You need ..............................................10
All the genres You need
Narrative ............................................................................................15
Play Scripts, Film and Dialogue ...........................................................16
Narrative Poetry .................................................................................17
Adventure ..........................................................................................18
Fantasy ...............................................................................................19
Historical ............................................................................................20
Humour ..............................................................................................21
Mystery or Detective .........................................................................22
Realistic ..............................................................................................23
Scary ..................................................................................................24
Science Fiction ....................................................................................25
Traditional: Fable ................................................................................26
Traditional: Fairy Tale or Folk Tale .......................................................27
Traditional: Legend .............................................................................28
Traditional: Myth ................................................................................29
All the genre Booklists You need ...........................................30
All the Assessment sheets And checklists You need
Assessment Sheets ..............................................................................39
Student Checklists: Narrative Genres ..................................................41
Student Checklists: Traits ....................................................................48
Student Checklists: Process .................................................................52
Student Checklists: Word Lists ............................................................53
All the Worksheets You need
Exploring Narratives ............................................................................60
Writing Narratives ..............................................................................69
Co n t e n t sCo n t e n t s
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teaChing
tips
teaChing
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All the
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This book contains essential booklists, checklists, writing frames and more to support you and your students as they explore, discover and write narrative text types. Dip in, take what you need, or adapt to fit your own individual writing classroom.
Ex p lo r i n g nar rat i v E tE xt typ EsThere is a strong connection between reading and writing. Readers infer meaning from a text. Writers write meaning into a text. Give your students the opportunity to explore and analyse a variety of different narrative text types or genres. The genre booklists on pages 31 to 37 provide a starting point to find texts suitable for reading aloud. These books have been selected because they offer models of good narrative writing in the different genres. Space has been left so you can add to the lists as you find your own favourites.
As you read aloud, make reference to the structure, the language feature, the narrative element or the trait you want students to focus on. Ask questions to help students:
• identify the structure• look at language features• see differences in theme and characterisation.
Don’t forget to also read aloud for the sheer pleasure of enjoying the story!
The genre summary tables on pages 15 to 29 can be used as a ready reference to the structure and features of the different narrative text types or genres you might read. The exploring narrative worksheets on pages 60 to 68 will also help students think about the different narrative types they read or listen to. They can then internalise the techniques used by authors and incorporate them in their own writing.
Wr it i n g nar rat i v E tE xt typ EsOn pages 69 to 80 you’ll find writing narrative worksheets for the different narrative genres. Use these during modelled, shared and guided writing lessons, thinking aloud to help students understand your thought processes and exactly what you are doing. Then have copies available for students to use during independent writing.
ass Essi n g nar rat i v E Wr it i n g The student checklists on pages 41 to 52 are a quick and easy way for students to take control of their own work or self-assess. A blank line has been left on each one so you can add your own criteria if you wish. Have students check off each statement once they have drafted their writing. This will allow them to see if they have met the criteria for the genre or trait. They can then attach the checklists to their writing and refer to them in conferences, using the information when discussing revision ideas.
On page 39 you’ll find a writing conference record sheet. Try to hold a writing conference with each student before they move on to their final draft. During the conference, look for skills the student has used well. Note these on the record sheet. Also look for one or perhaps two skills the student needs to work on. Record these in the ‘Skills to practise’ column. Focus on the elements of narrative and the traits of good writing appropriate to the level of the individual student. Be sure to list no more than two practice skills per piece of writing, so that the student has a chance to master each one. Taking these elements or traits and applying them to their own work will have much more meaning for students than a worksheet editing someone else’s words.
The rubric on page 40 can be used to score individual pieces of narrative writing. It is organised into ten criteria in line with the NAPLAN marking criteria for writing narrative. It should make it easier to assess narrative writing in a measurable, meaningful and objective way. Score each criterion from 1 to 5. Space is also left to add a more detailed or specific comment next to each one. Then add up all the scores to get a mark out of 50. Double this mark to get a percentage.
teAching nArrAtive text tYpes
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These stages reflect the process writers go through as they write any text.
1 Prewriting involves discussing and brainstorming to gather thoughts and ideas about a topic, and to define the purpose and audience.
2 Drafting is the first attempt at writing. Writers get their ideas down on paper and shape them according to the chosen text type.
3 Revising involves finetuning. Writers improve their work. They might clarify ideas, check the organisation, consider voice, check word choice or review sentence fluency.
4 Proofreading is the mechanical stage. Writers double-check conventions.
5 Publishing can provide motivation for revising and proofreading. Writers share their work.
Remember—the writing process is messy and not necessarily linear. Writers move in and out, backwards and forwards through the stages. They can have more than one piece of writing in progress at a time. And they do not take every piece of writing through every stage to the published form.
Learning about text types and writing process gives students a useful framework to work within. Text types give students an overall structure for their writing. The writing process gives students a way to get the words on paper. But there is much more to writing than this. Teaching your students about the traits of good writing (ideas, organisation, voice, word choice, sentence fluency, conventions and presentation—see page 7) will help them to develop their writing. On pages 48 to 51 there are checklists for each of the traits. To further help with word choice, word lists for different genres are included on pages 53 to 58. Use these to give students a starting point for inspiration and ideas, or to keep them on track with the chosen genre. Space has been left in the lists so that students can add their own word ideas. Finally, the worksheets on pages 69 to 80 include activities for teaching the traits.
Fi r st pu r po s E, th E n pr o c Ess, th E n traitsWith text types, process and traits to consider, the writing classroom can feel overwhelming. But putting the three models together is easy. Encourage students to use these simple steps:
1 First think, ‘What is my purpose and audience?’ This will give you the text type, or in the case of narrative the specific genre.
2 Next, decide what stage you are up to in the writing process.
3 Finally, look to the traits to support that stage and help you use the text type effectively.
The following table is a guide only. Writers can think about any of the traits at any of the writing stages. However, certain traits do most logically fit with certain stages.
the stAges in the Writing process
the trAits of good Writing
Purpose? Audience? Stage Writing trait/s that support it
Prewriting Ideas
Narrative genre Drafting
Ideas Organisation Word choice
Revising Word choice Voice Fluency
Proofreading Conventions
Publishing Conventions Presentation
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Traits of Good Narrative WritingTraits of Good Narrative Writing
7
Ideas The message or theme at the heart of
the writing
V Identify the purpose.
V Choose a fresh and original idea.
V Write from experience.
V Focus on the main message.
V Add important details.
OrganisationThe internal structure or framework
V Put things in order in a way that matches your genre.
V Write an original orientation.
V Add a clever complication.
V Write a sizzling series of events.
V End with an excellent resolution.
VoiceHow you hear the author in the writing
V Bring the writing to life.
V Engage the reader.
V Match your voice to the genre.
V Show emotion, energy, conviction, integrity.
V Try writing as if you were a different character.
Word choiceThe use of rich language
V Use specific nouns.
V Use precise verbs.
V Use vivid adjectives.
V Match word choice to genre and audience.
FluencyThe music created by the words
V Read the writing aloud.
V Think about the sound of the words.
V Think about the beat of each paragraph, line and word.
V Vary sentence length to create rhythm.
V Vary sentence structure to create rhythm.
ConventionsThe good manners that help guide readers
through the writing
V Make your writing easier to read.
V Use standard punctuation, capitalisation, spelling and grammar.
V Use effective paragraphing.
V Proofread carefully.
V Make sure any errors are intentional for stylistic effect.
PresentationTime to show off and share the writing
V Make the writing look good.
V Choose appropriate font and font size for the genre and audience.
V Or make sure handwriting is neat and easy to read.
V Think about margins, illustrations, extra font features.
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the generAl elements of nArrAtive
Narrative writing can be found in novels, short stories, television shows, movies, plays and traditional tales, as well as poems such as epics and ballads. Some biographical or historical accounts also combine narrative with recount. Most narratives share a common purpose—to tell a story and entertain in some way. Most also share the following general elements.
plot
Plot is the structure of the story—the series of actions that make the story. The usual narrative structure is:
Orientation: the introduction or start of the story in which the characters (Who?), time (When?) and setting (Where?) are established.
Complication: the main character has a problem to overcome. (What?)
Series of events: the series of events and actions as the character tries to resolve the problem. (How?)
Resolution: the ending, when the complication is resolved for better or worse and all the threads are tied together. (Why?)
conflict
Without conflict, there is no plot. Conflict provides the complication, the problem or the dramatic struggle in the story. It is the tension that exists between the forces in the character’s life. There are four types of conflict:
Character versus character: the main character is in conflict with another character. (Characters can be human or non-human.)
Character versus society: the main character is in conflict with a larger group, such as society, a community or a school, and must overcome the pressures of that society.
Character versus nature: the main character is in conflict with the forces of nature or has to fight nature, such as in stories of survival in the wilderness.
Character versus self: the main character experiences inner conflict and must work out inner feelings of conflict.
setting
Where does the story take place? When does the story take place? Setting can affect the plot, the characters, the conflict and the theme.
chArActerisAtion
Readers learn about characters by descriptions of what they look like, by what they say, by what others say about them, and by their actions. Depending on the type of narrative, characters can be round (fully developed and multifaceted), flat (not so well-developed), or stereotypical (a fixed type rather than an individual). In some narratives, the characters also develop and change (dynamic). In others, the characters stay the same from beginning to end (static).
climax (turning point, point of highest tension)
rising action (series of conflicts a
nd crisis)
falling actionbeginning end
orientation resolution
middle
series of events
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point of vieW
Point of view is the perspective of the narrator or storyteller. Different points of view have different advantages and disadvantages.
Third person (he, him, she, her, it, them) is the most common point of view. The narrator is a central observer who knows everything and can describe the actions, thoughts and feelings of all the characters. Third person is usually objective and unobtrusive.
Second person (you) is not often used in narrative, although it is used in choose-your-own-adventure stories.
First person (I, me, mine, we, our) is when a character (usually the main character) tells the story. This usually draws the reader into the narrative by creating a relationship between the character/narrator and the reader. However, the narrator may not be presenting a reliable account of the action because characters in a story narrate events from their own point of view.
theme
Theme is the central idea in a story. It holds the story together. To find the theme, think about the message the writer is attempting to communicate. Identifying the theme of a narrative is also a personal response. Each reader brings their own personal experiences and meaning to a story.
tone
The way the writer uses language, sentence structure, word choices, and other literary devices establishes the tone. Tone contributes to the way a reader feels. The author’s attitude or tone gives extra meaning to the words, just as the tone of voice in speech can give extra meaning to what we say.
literArY devices
Literary devices, such as imagery, metaphor, alliteration, onomatopoeia, figurative language, voice and so on, make up the writer’s style.
lAnguAge choices
The particular words, phrases and grammatical constructions of the text work to create characters, setting and the action of the narrative.
nArrAtive text structures And genres
Students need to read and write many different types of narrative. Even though most narratives share common elements, it can be helpful to group types of narrative texts and to give students specific knowledge about those groups or genres. Writers and readers share a set of expectations for different genres. A reader is not surprised to find a dragon in a fantasy, but would not expect to find one in a detective story.
The genre summary tables on pages 15 to 29 will support your planning, so that you can expose students to a range of narrative genres and a progression of skills. These genres have been chosen because they are the genres common in narratives for children and the genres students are expected to be familiar with.
They are a guide only and they can overlap. A single text can also include a range of text types, including nonfiction text structures, for example a story might have added diary entries, letters or emails, a fantasy can also be an adventure, or an adventure can contain a mystery. Some narratives are told using only pictures. ICT texts tell stories using interactive combinations of images, sounds and words.
Knowing the conventions of each genre gives writers a structure to work within. When students are familiar with the rules, they can start to break them as many authors do in the real world. They can mix things up. They can challenge the conventions. They can parody writers or style or satirise events.
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Literary
terms
Literary
terms
You Need
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adventure a form of narrative with physical action
alliterationrepetitive use of a letter or sound at the beginning of words, focuses attention on the sound rather than the meaning
antagonistthe character who is the opposing force in a conflict
anticlimaxthe high point in a narrative that appears to be the climax, but is not; this literary device is used to build tension or create humour
archetype a character, symbol or theme which recurs in mythology or literature
assonancethe repetition of a vowel sound for a specific effect
atmospherethe mood of the story conveyed by the language used to describe the setting and the characters, in much the same way as background music in film tells whether a scene will be funny, scary or romantic
ballad a traditional song or poem which narrates dramatic events, often in dialogue
charactera created or imagined participant in a story
climax the point of crisis or highest tension in a narrative, usually towards the end and followed by the resolution, also called the turning point
codaan extra passage at the end of a piece of writing to bring it to a satisfactory close, such as the moral stated at the end of fable
complication a disruption, problem or change that affects the sequence of events in a narrative
conflict the tension that exists between the forces in a character’s life, it provides the complication
conventions trait the good manners that help guide readers through the writing
cumulative talea narrative in which events build upon one another, each event added in the chain being repeated until the end
denouementthe resolution of events after the climax when the plot is untangled and issues explained
dialogueconversation between two or more characters, can reveal character or move plot forward
dynamic charactera character that changes during a story
empathywhen a reader, listener or viewer unconsciously responds to the feelings or situation of a character (involuntarily clenching stomach muscles when a character is hurt) as opposed to sympathy which is the conscious understanding of another’s situation
epic an extended narrative poem that recounts dramatic actions, adventures, travels or heroic deeds
epilogue a short section at the end of a narrative which acts as a conclusion
fable a short, clever narrative tale with a moral
fairy talean imaginative story about fairies, elves or magical deeds
fantasya form of narrative in which fantastic or unreal things happen
figurative language language that goes beyond literal meaning to create particular moods, can include metaphors, similes and personification
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first personwhen the narrator is a character in the narrative and the story is told from that point of view (uses I, me, mine, we, our)
flashbackwhen reference is made to events prior to the story currently being told, techniques include memories, dreams, characters recounting past events
flat charactera character that is not well-developed
fluency trait the music created by the words
foil charactera character with the opposite personality traits of the main character
folk talea short tale about people or animals, handed down from one generation to the next in the oral tradition
genrean accepted style or structure of writing, such as science fiction or adventure
historical fictiona form of narrative that is a made-up account of a real event or time, with fictional characters interacting with real people
hyperbolethe use of gross exaggeration to describe something that could never happen in real life
ideas trait the message or theme at the heart of the writing
idyll a short poem with a rural setting
imagery words which create an imaginative visual picture in the mind of the reader, can use figurative language
ironya subtle form of humour where the literal meaning is different from the implied (often opposite) meaning
legendan oral tale about an actual or supposed historical figure or place
metaphor describes one thing in terms of another unlike thing by saying x ‘is’ y and describing x in terms of y (eg the night is my friend)
morala message from the story that readers, viewers or listeners can reflect on and use as a model for conducting their own lives in a certain way
mysterya form of narrative in which characters try to discover a vital piece of information which is kept hidden until the climax
mytha story, from a particular culture, about gods
monologueone character speaking alone
moralthe lesson that a story or fable teaches
motifa recurring image, concept or theme
narrative a story with an orientation, complication and resolution
narrator the explicit or implicit presenter of a story
omniscient narrator a narrator who knows everything, even things the characters don’t know
onomatopoeiaa suggestion of sound through words (eg crackle, ooze, pitter-patter)
organisation trait the internal structure or framework of the writing
orientation gives the background and setting for a narrative and introduces the characters
parodyto mock the style of an author, text or genre by exaggeration
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personification to give personal nature, character or emotions to an object, animal or idea
plot the events in a story, and the causal links between them
point of viewthe perspective from which the narrator tells the story, the most common is third person
pourquoi storiesshort narratives that have been passed on orally in different cultures to explain why things are so, particularly in nature
presentation trait the use of good layout and fonts to make the work visually appealing
prologue a short section at the beginning of a narrative which acts as an introduction
protagonistusually the main character involved in a conflict
punsword play and double meanings
realistic storya form of narrative containing events that could actually happen in real life
resolution when the complication is resolved in a narrative
rhyme when two or more words have the same ending sound
rhythm a pattern of accented and unaccented syllables
round character a character that is fully developed and multifaceted
satirea form of humour that ridicules its subject with mock-serious treatment, can also be used with parody and irony
scary storya form of narrative with frightening content
science fiction a form of narrative about imagined but possible worlds, sometimes called a sub-genre of fantasy
second persona difficult point of view not often used in narrative, although it is used in choose-your-own-adventure stories (uses you)
settingwhere and when a story takes place
simile likens one thing to another different thing, often using the words ‘like’ or ‘as’
static charactera character that does not change during the story, can be round or flat
stereotype charactera character that represents a fixed type rather than an individual
storyboarda sequenced plan in pictures which shows the key moments in a narrative
suspensea technique in narrative that delays fulfilling a reader’s expectations
symbolism representing things with symbols, or giving things symbolic meaning
themethe central idea in the story, or the message that the author wants the reader, listener or viewer to get from the story
third personwhen the narrator is not part of the story and is therefore able to look down on the story and see and report on all events or from different points of view (uses he, him, she, her, it, them)
tonethe way a writer uses language to indicate their attitude and give extra meaning to the words, just as the tone of voice in speech can give extra meaning
voice trait how you hear the author in the writing
word choice trait the use of rich language
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genresgenres
You Need
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NARRATIVEA story with a plot presented by a narrator. There are many different forms, or genres, of narrative.
PurposeTo tell a story
To entertain
To engage or challenge thinking of the reader or viewer
Structure1 Orientation establishes setting and introduces
characters
2 Complication—characters have a problem
3 Series of events arising from the complication
4 Resolution
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Sometimes narrated in present tense
Dialogue, in differing tenses
Nouns and noun groups to accurately describe people, places and things
Verbs for actions, thoughts and feelings
Adverbs to tell how
Connectives to:
• sequence events in time (and, then)
• link cause and effect (because)
SettingAnywhere
CharactersMade-up characters who act the way people do in real life
Characters can be stereotypesgood/evilhero/villain
Characters have particular qualities brave clever
Readers or viewers can:
• understand why characters act the way they do
• empathise with characters
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PLAY SCRIPTS, FILM and DIALOGUE A story told through storyboards and scripts for film, television, stage, radio or digital; or by using images and speech bubbles
PurposeTo tell a story
To entertain
To emotionally engage, or challenge the thinking of, the listener or viewer
StructureCan follow structure of any narrative type. In general:
1 Orientation establishes setting and introduces characters
2 Complication or problem
3 Series of events arising from the complication
4 Resolution
Set out according to the conventions for scripts:
• organisational information Scene 1 An empty schoolyard. Morning
• stage directions often written as a procedure Enter left, creeping
• name of character and words they speak ROVER: Woof!
Digital animations and comic strips include speech bubbles and images
Digital interactive texts can include speech bubbles on screen as well as audio dialogue
LanguageDirect speech (but with no speech marks)
Dialogue (two or more characters)
Monologue (when a character thinks out loud, or speaks to self or audience)
No narrative text as reported speech he saidshe said
Narrative information given:
• in stage directions (play scripts)
• through images (comic strips, animations)
• below each picture (comic strips)
SettingAnywhere
CharactersMade-up characters who act the way people do in real life
Characters can be stereotypeshero/villain
Characters have particular qualities brave clevergood/evil
Readers, viewers or listeners can:
• understand why characters act the way they do
• empathise with characters
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NARRATIVE POETRYA poem that tells a story
PurposeTo tell a story with poetic flair
To entertain
Sometimes to relate historical events
Structure1 Orientation establishes setting and introduces
characters
2 Complication and action of the event
3 Resolution to conclude and summarise the story
LanguagePoetic devices such as:
• rhythm
• rhyme
Attention to sound:
• alliteration
• assonance
• onomatopoeia
Imagery and figurative language such as:
• simile
• metaphor
• personification
• hyperbole
Rich vocabulary:
• nouns
• adjectives
• verbs
• adverbs
• invented words
• unusual word combinations
SettingAny setting
Can be historical setting
Setting may be implied rather than obvious
CharactersCan be one character or many characters
Can be real people if narrating a real event
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ADVENTURE A story with physical action, often built around a quest or mission
PurposeTo entertain
To create a sense of excitement or suspense for the reader
Structure1 Orientation establishes setting and introduces
characters
2 Complication that sets the adventure in motion
3 Chronological series of events to solve the problem
4 Resolution
Usually fast-moving, with cliffhangers to build suspense
Occasional slow-moving descriptions or dialogue to build tension
Can use time shifts or flashbacks
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Sometimes narrated in present tense
Dialogue, in differing tenses
Some use of short sentences to build tension
Action verbs
She charged down the gangplank, leaped onto the wharf and threw herself onto the back of the speeding motorcycle.
Adverbs to tell how or add meaning to verbsthrew herself recklessly
Nouns for people, places and things
Adjectives to add meaning to nouns the rickety gangplank
Dialogue to move action forward or to build suspense“What was that?”
SettingCan be set in the past, present or future
Can involve journeys across different countries or to dangerous places
Descriptions of the setting add to the excitement or tension
CharactersCharacters can be stereotypes
good/evil
One character may be in danger or need rescuing
An everyday character may become a heroine or hero
Same characters often used across a series
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FANTASYA story in which fantastic or unreal things happen
PurposeTo entertain
To offer readers an escape from reality
Structure1 Often begins in the normal world
2 Complication—main character can be reluctant to accept the call to danger or to enter the fantasy world
3 Series of challenges or battles with evil villains
4 Successful completion of the task, quest or challenge
5 Return to normal life
Often includes a journey or quest to find or claim something
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Dialogue, in differing tenses
Detailed descriptions of characters and places:
• give picture of fantasy elements
• build suspense
• include nouns and adjectives
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
SettingWhole story can be set in an invented fantasy world
Can also have an entry to the fantasy world from our own worldthrough the back of a wardrobeon a magical trainby looking in a mirror
The fantasy world has social rules and routines
Objects can have magical properties
CharactersCharacters reluctantly caught up between good and evil
Characters can be stereotypes heroes villains guides
Supernatural or magical creaturesdragonsfairieselvesmonsters
Unusual invented characters
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HISTORICAL A made-up account of a real event or time
PurposeTo entertain and, sometimes, to inform
Structure1 Orientation to establish historical setting and
introduce characters
2 Complication
3 Series of events about something that has already happened
4 Resolution or ending
Can begin with the final event and then move back in time to tell the whole story and what led up to that event
Time frames can be manipulated so the narrative moves backwards and forwards in time
LanguageTold in first person (I, we) or third person (she, he, it, they)
Narrated in past tense
Dialogue, in differing tenses
Noun groups to accurately describe people, places and things from the past
Verbs for actions, thoughts and feelings
Old-fashioned words and sentence structures appropriate to the time of the story “Find it we will, sire.”
SettingSet in the past
Includes accurate historical detail
CharactersCan include real people and made-up characters
Characters are true-to-life©
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HUMOUR A story that makes the reader or viewer laugh, often at human behaviour or weaknesses
PurposeTo entertain and amuse
To help readers recognise human qualities and failings
Structure1 Orientation establishes setting and introduces
characters
2 Complication
3 Events are often unexpected and surprise the reader
4 Happy resolution or ending, even if it is unrealistic
Humour can come from:
• plot
• situation
• character
• language
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Sometimes narrated in present tense
Dialogue, in differing tenses
Noun groups to represent people, places and things
Verbs for actions, thoughts and feelings
Witty dialogue
Use of:
• jokes
• puns
• exaggeration
• parody
• hyperbole
• satire
• irony
SettingAnywhere
CharactersCharacters with exaggerated failings or foibles
Characters sometimes try to resolve problems in surprising ways
Readers can:
• understand why characters act the way they do
• empathise with characters
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MYSTERY or DETECTIVE A story in which characters try to discover a vital piece of information which is kept hidden until the climax
PurposeTo entertain
To intrigue
Structure1 Orientation establishes setting and introduces
characters
2 Complication that triggers the mystery
3 Series of events to solve the mystery, often with clues
4 Solution and resolution
Facts or clues help the reader try to solve the mystery
Can have false clues to mislead the reader
Can use flashbacks to:
• fill in detail
• give clues
• add to suspense so the reader knows what is going to happen and then reads about it
Can include a series of anticlimaxes or plot twists to build tension
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Dialogue, in differing tenses
Nouns and adjectives describe how people, things or situations are mysterious
Verbs for actions, thoughts and feelings
Adjectives and adverbs to intensify the mystery
Pronouns used to avoid naming characters when they first appear Then I saw it . . .First line: She opened the door . . .
Questions to exaggerate the mystery Why had they gone?
SettingOften a place unfamiliar to main characterdark forestold deserted houselonely rural area
Can be a familiar place, but something unusual happens to trigger the mystery a stranger or parcel arrives
CharactersEveryday character drawn into a mysterious situation
Characters can be stereotypes detective
Same characters sometimes used across a series
Can have non-human characters
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REALISTIC A story containing events that could actually happen in real life
PurposeTo entertain
To raise a serious issue
To create empathy for a character or show character development
Structure1 Orientation establishes setting and introduces
characters
2 Complication
3 Series of events arising from the complication
4 Resolution
Stories are often about personal experiences and can be structured as a recount:
1 Orientation
2 Complication
3 Series of events in time order, including personal comments or evaluative remarks
4 Conclusion with a personal comment
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Sometimes narrated in present tense
Dialogue, in differing tenses
Noun groups to represent people, places and things
Feeling and saying verbs to tell how characters are feeling
Thinking verbs for thoughts and emotions
Connectives to link ideas and events:
• in time
• through cause
Informal or contemporary language
Can use slang or colloquialism
Dialogue to:• move the action forward • give information the reader needs to know• tell how a character is feeling• tell what a character is thinking
SettingOften set in present day
Often familiar settinghomeschool
CharactersCharacters are true-to-life
Characters are not always what they seem A shy boy who speaks out about an injusticeA nervous girl who saves the day as a brave heroine
Readers can:
• understand why characters act the way they do
• empathise with characters
Characters usually develop, grow or change in some way by the end
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SCARY A story with frightening content
PurposeTo evoke fascination, fear or revulsion in the reader or listener
Structure1 Orientation establishes setting and introduces
characters
2 Complication
3 Series of events arising from the complication—each one building suspense to a frightening climax
4 Resolution or ending
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Sometimes narrated in present tense
Dialogue, in differing tenses
Saying verbs and adverbs for speech “Run!” he shouted urgently.
Verbs for actions, thoughts and feelings
Adverbs tell how and build horror and suspense She crept quietly along the dark corridor.
Adjectives and noun groups to describe people, places and things
Some use of short sentences to build tensionShe stopped. Nothing moved. Nothing breathed. Even the air was still.
Language to emphasise feelings and senses
SettingOften in stereotypically frightening places old deserted housesgraveyardsruinsforest
Often at night
Descriptions which relate to the senses (sight, smell, hearing, taste, touch) to build a scary atmosphere
CharactersCharacters can be stereotypesgood/evil
Can be everyday adults or children
Can include supernatural characters or creatures
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SCIENCE FICTION A story about imagined but possible worlds
PurposeTo entertain
To stretch the imagination
To think creatively about the future or how technology or science might advance
StructureCan follow structure of any narrative type. In general:
1 Orientation establishes setting and introduces characters
2 Complication
3 Series of events arising from the complication, usually with fast-moving action
4 Resolution or ending
Often structured around:
• a quest or journey
• a fight against evil
Can use structures that play with time sequence:
• flashbacks
• time travel
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Sometimes narrated in present tense
Dialogue, in differing tenses
Verbs for actions, thoughts and feelings
Adjectives to describe imagined:
• settings
• characters
• technology
• processes
Noun groups with technical terms to represent imagined or real science and technology
Dialogue can use unusual forms and vocabulary, or even different language for:
• aliens
• futuristic characters
SettingMust be credible
Often set in the future
Can be set in future version of Earth
Can be set in outer space or on other planets
Can have human settlements in other galaxies
Uses science and technology
CharactersLife forms from other planets
Non-human and/or human characters
Characters can be stereotypesgood/evil
Likeable hero or heroine
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Traditional FABLE A short, witty tale with a moral
PurposeTo teach a moral lesson
Structure1 Orientation establishes setting and introduces
characters
2 Series of events
3 Ends with a lesson learned
4 Moral often explicitly stated in coda
LanguageTold in third person (she, he, it, they)
Narrated in past tense
Nouns for characters and settings
Connectives to show:
• cause and effectifbecause
• when things happened or time passingas the donkey was . . .and then . . . when the sun came out . . .
SettingSettings less important than events that take place
CharactersSimple stereotypesgreedysimpletricksterkindgoodevilselfish
Usually two main characters, with one of them learning an important lesson
Humans
Animals with human characteristics
Animals reveal human weaknesses
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Traditional FAIRY TALE or FOLK TALE An imaginary tale told from one generation to the next
PurposeTo entertain, often with a moral element
Originally to pass on traditional knowledge or share cultural beliefs
StructurePlot often follows a formula or pattern and is predictable
1 Begins with a traditional opener to set the scene Once upon a time . . .There once was a . . .
2 Complication tells that a character is in danger
3 A number of events threaten the character
4 The character survives
5 Often a happy ending but can also be darker and have sad ending
Events often in a pattern of three or seven three wishesthree pigs building three housesseven dwarfsseven princesses
LanguageTold in third person (she, he, it, they)
Narrated in past tense
Some dialogue, in differing tenses
Repeated phrases with strong rhythm or rhyme “Who is that trap-trapping over my bridge?” asked the troll.“I’ll huff and I’ll puff and I’ll blow your house down.”
Language of fairy world:
• charms
• magic spells
• incantations
Rich vocabulary
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
SettingOften vague Long, long ago in a dark wood . . .
Usually set in the past
Often woods, palaces, cottages
Can include magical objectsmagic beansmagic mirror
CharactersRealistic characters alongside fantasy characters who perform magical acts
Usually good characters versus evil characters
Archetypal charactersevil stepmotherswise old man or womangiantsprincesses and princestrickstersresourceful children with trials or tests to overcome
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Traditional LEGEND An oral tale about an actual or supposed historical figure or place
PurposeTo reveal information about the way people live and what they believe
To help the reader or listener to reflect on their own life
Structure1 Orientation
2 Complication
3 Events in chronological order
4 Resolution, may or may not be happy
Events are often stages in a journey, quest or ongoing battle told one episode after another
Can tell the whole life story of the hero with each linked episode as a self-contained story
LanguageTraditional openings and endings
Literary, formal language
Rich vocabulary
Rhythm and repetition
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
SettingSet in the distant past
Recognisable features of daily life
Can be embellished and exaggerated
Can include magic
Laws governing the world may not be conventional ones
Includes cultural elements
CharactersHeroic characters
Archetypal opposites:good and evil hero and villainstrong and weakwise and foolishfriend and foe
Can include mythical or supernatural beings
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Traditional MYTH A story from a particular culture about heroes and their dealings with gods and monsters
PurposeTo explain natural phenomena or the world and its mysteries
To pass on cultural, religious or spiritual beliefs or traditions
Structure1 Orientation
2 Complication
3 Series of events
4 Ending not always a happy one
Often longer than other traditional narratives
Events can be tasks or trials in a journey, quest or ongoing battle
Sometimes the hero must answer a riddle
LanguageNarrated in past tense
Rich vocabulary
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
Less dialogue than other traditional narratives
SettingA different or imaginary world, or world of the gods
Laws governing the world may not be conventional ones
Often dramatic setting wide oceanfoggy mountaindense forest
Includes cultural and religious elements
CharactersGods personifying power in nature Thor
Powerful humans
Larger than life characters with supernatural powers or exaggerated characteristics cunningstrongcourageouswise
Characters can have a fatal weaknessAchilles (heel)
Fabulous creatures and monstersMedusaMinotaur
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genre
BookLists
genre
BookLists
You Need
All the
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Narrative Poetry
Cautionary Verses by Hilaire Belloc, illustrated by Quentin Blake
‘The Charge of the Light Brigade’ by Alfred Lord Tennyson
‘The Highwayman’ by Alfred Noyes
Jabberwocky by Lewis Carroll, illustrated by Graeme Base
‘Inchcape Rock’ by Robert Southey
Waltzing Matilda by A B Paterson, illustrated by Desmond Digby
Adventure
The Call of the Wild by Jack London
Hatchet by Gary Paulsen
Island of the Blue Dolphins by Scott O’Dell
Journey to the River Sea by Eva Ibbotson
Julie of the Wolves by Jean Craighead George
My Side of the Mountain by Jean Craighead George
Skydive! (World of Adventure series) by Gary Paulsen
The Thief Lord by Cornelia Funke
Treasure Island by Robert Louis Stevenson
The Voyage of the Frog by Gary Paulsen
The Wanderer by Sharon Creech
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Fantasy
The Carpet People by Terry Pratchett
The Dark is Rising by Susan Cooper
Deltora Quest series by Emily Rodda
Dragonkeeper (Dragonkeeper series) by Carole Wilkinson
Dreamwalker by Isobelle Carmody
The Earthsea Quartet by Ursula Le Guin
Harry Potter series by J K Rowling
The Hobbit by J R R Tolkien
The Indian in the Cupboard by Lynne Reid Banks
The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) by C S Lewis
The Lord of the Rings by J R R Tolkien
Northern Lights (His Dark Materials trilogy) by Philip Pullman
Ranger’s Apprentice series by John Flanagan
With My Knife by Andrew Lansdown
A Wrinkle in Time by Madeleine L’Engle
Historical
The Camel Who Crossed Australia by Jackie French
The Goat Who Sailed the World by Jackie French
Goodnight Mr Tom by Michelle Magorian
Little Brother by Allan Baillie
Macbeth and Son by Jackie French
Mahtab’s Story by Libby Gleeson
No Gun for Asmir by Christabel Mattingley
Once by Morris Gleitzman
Pagan’s Crusade (Pagan Chronicles series) by Catherine Jinks
Playing Beatie Bow by Ruth Park
Ramose: Prince in Exile by Carole Wilkinson
Ratwhiskers and Me by Lorraine Marwood
Roll of Thunder, Hear My Cry by Mildred D Taylor
Somewhere around the Corner by Jackie French
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Humour
The Big Bahzoohley by Peter Carey
Captain Underpants series by Dav Pilkey
Freaky Friday by Mary Rodgers
Funniest Stories by Paul Jennings
Just Tricking (Just series) by Andy Griffiths
Lockie Leonard, Human Torpedo by Tim Winton
Schooling Around series by Andy Griffiths
The Twits by Roald Dahl
Worry Warts by Morris Gleitzman
Mystery
The Dollhouse Murders by Betty Ren Wright
Emil and the Detectives by Erich Kästner
From the Mixed-Up Files of Mrs Basil E. Frankweiler by E L Koningsburg
The Maze of Bones (The 39 Clues series) by Rick Riordan
The Midnight Horse by Sid Fleischman
The Mysteries of Harris Burdick by Chris Van Allsburg
The Mystery of the Cupboard by Lyn Reid Banks
Nancy Drew series by Carolyn Keene
The Westing Game by Ellen Raskin
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Realistic
All We Know by Simon French
Bridge to Terabithia by Katherine Paterson
Buddy by V M Jones
Flour Babies by Anne Fine
Hazel Green (Hazel Green series) by Odo Hirsch
Hoot by Carl Hiaasen
Maniac Magee by Jerry Spinelli
Millie and the Night Heron by Catherine Bateson
Onion Tears by Diana Kidd
Someone Like Me by Elaine Forrestal
Storm Boy by Colin Thiele
Two Weeks with the Queen by Morris Gleitzman
Scary
Chills Run Down My Spine by Jackie Vivelo
Ghost Abbey by Robert Westall
Goosebumps series by R L Stine
The Haunting of Nadia (Chillers series) by Julia Jarman
Scared by Anthony Horowitz
Scary Stories for Brave Boys and Girls by Christopher Milne
Spookiest Stories by Paul Jennings
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Science Fiction
Bobo Crazy (Zenon: Girl of the 21st Century series) by Marilyn Sadler
Brother in the Land Robert Swindells
Children of the Dust by Louise Lawrence
Edsel Grizzler: Voyage to Verdada by James Roy
The Giver by Lois Lowry
Mrs. Frisby and the Rats of NIMH by Robert C O’Brien
Space Demons (Space Demons trilogy) by Gillian Rubinstein
Taronga by Victor Kelleher
Traditional Fable
Aesop (Greek)Aesop’s Fables illustrated by Rodney McRae
A Sip of Aesop by Jane Yolen
The Very Best of Aesop’s Fables retold by Margaret Clark, illustrated by Charlotte Voake
Jean de la Fontaine (French)The Hare and the Tortoise illustrated by Brian Wildsmith
The Lion and the Rat illustrated by Brian Wildsmith
The North Wind and the Sun illustrated by Brian Wildsmith
The Panchatantra and Jataka Tales (India) Panchatantra: The Complete Version by Pandit Vishnu Sharma, translated by G L Chandiramani
Twenty Jataka Tales by Noor Inayat Khan, illustrated by H Willebeek Le Mair
Modern retakesAesop’s Funky Fables by Vivian French and Korky Paul
The Boy Who Cried Wolf by Tony Ross (based on Aesop)
ContemporaryFables by Arnold Lobel
Frederick’s Fables by Leo Lionni
Blueback: A Fable for All Ages by Tim Winton
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Traditional Fairy Tale or Folk Tale
By countryThe Arabian Nights retold by Brian Alderson, illustrated by Michael Foreman (Arabia, India and Persia)
The Complete Fairy Tales of Charles Perrault by Charles Perrault (France)
English Fairy Tales collected by Joseph Jacobs, illustrated by Margery Gill (England)
Folk Tales from Africa: The Baboons Who Went This Way and That by Alexander McCall Smith
Folk tales of Japan (Folk tales around the World Series) by Shirlee Petkin Newman (Japan)
Grimms’ Fairy Tales by Jakob and Wilhelm Grimm (Germany)
Tatterhood and Other Tales by Ethel Johnston Phelps (World)
Recurring plot structuresCumulative: The Enormous Turnip (Russia), Henny Penny (Great Britain), The Fat Cat (Sweden), The Pancake (Sweden)
Sequential (single event repeated): Jack and the Beanstalk (Great Britain)
The power of three and seven: Three Billy Goats Gruff (Scandanavia), The Wolf and the Seven Little Kids (Germany)
Pourquoi stories (why stories): Tales of the Ashanti Father (Ghana), Coyote stories (North America)
Wasted wishes: The Fisherman and His Wife (Germany)
Trickster: The Fantastic Lying Contest (Ghana), Hodja tales (Turkey), Tales of Mouse-Deer (Indonesia), Brer Rabbit (North America)
Noodlehead: Lazy Jack (Great Britain), The Silence Match (Japan)
Rags to riches: Cinderella (thousands of variants throughout world: popular version by Charles Perrault, France)
LiteraryHans Andersen’s Fairy Tales by Hans Christian Andersen (Denmark)
Stories for Children by Oscar Wilde, illustrated by P J Lynch (Ireland)
Modern retakesArchie—the Big Good Wolf by Allan Baillie
Beware of the Storybook Wolves by Lauren Child
The Paper Bag Princess by Robert Munsch
Prince Cinders by Babette Cole
Revolting Rhymes by Roald Dahl
The Rose and the Beast: Fairy Tales Retold by Francesca Lia Block
The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
The True Story of the Three Little Pigs by Jon Scieszka
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Traditional Legend
CollectionsThe Great Deeds of Heroic Women by Maurice Saxby, illustrated by Robert Ingpen (includes tales from legend, myth, history and folklore)The Great Deeds of Superheroes by Maurice Saxby, illustrated by Robert Ingpen (includes tales from legend, myth, history and folklore)
Legendary People (novels)The Adventures of Robin Hood by Roger Lancelyn Green (Robin Hood, Great Britain)Beowulf: Dragonslayer by Rosemary Sutcliff (Beowulf, Great Britain)Gilgamesh the Hero by Geraldine McCaughrean (Gilgamesh, Sumeria)The High Deeds of Finn Mac Cool by Rosemary Sutcliff (Fionn Mac Cumhaill, Ireland)King Arthur King of Britain by Michael Morpurgo (King Arthur, Great Britain)Paul Bunyan by Esther Shephard (Paul Bunyan, North America)Robin Hood by Margaret Early (Robin Hood, Great Britain)Song for a Dark Queen by Rosemary Sutcliff (Boudicca, also known as Boadicea, Great Britain)The Sword in the Stone by T H White (King Arthur, Great Britain)William Tell by Margaret Early (William Tell, Switzerland)
Legendary PlacesAtlantisShangri-la
Traditional Myth
Collections
Beginnings: Creation Myths of the World by Penelope Farmer (world)D’Aulaire’s Book of Greek Myths by Ingri D’Aulaire and Edgar Parin D’AulaireFavourite Greek Myths retold by Mary Pope Osborne, illustrated by Troy Howell (ancient Greece)Gods and Men: Myths and Legends from the World’s Religions by John Bailey (world)The Great Deeds of Heroic Women by Maurice Saxby, illustrated by Robert Ingpen (world—includes tales from legend, myth, history and folklore)The Great Deeds of Superheroes by Maurice Saxby, illustrated by Robert Ingpen (world—includes tales from legend, myth, history and folklore)Myths and Legends of China by E T C Werner (China)The Orchard Book of Greek Myths edited by Geraldine McCaughrean, illustrated by Emma Chichester Clark (ancient Greece)
NovelsJason and the Gorgon’s Blood by Jane Yolen and Robert J Harris (Jason, ancient Greece)Odysseus in the Serpent Maze by Jane Yolen and Robert J Harris (Odysseus, ancient Greece)The Wanderings of Odysseus by Rosemary Sutcliff (Odysseus, ancient Greece)
EpicThe Iliad by Homer (the Trojan War, Odysseus, ancient Greece)The Odyssey by Homer (Odysseus, ancient Greece)
Legendary ObjectsExcaliburHoly GrailPhilosopher’s stone
Legendary CreaturesChupacabraBig Foot/SasquatchLoch Ness monsterYeti
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You Need
All the
assessment
sheets and
CheCkLists
assessment sheets and
CheCkLists
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nArrAtive Writing conference record
Student name Class
Narrative Assessment BLM 1
Date
Title
Genre
Skills used well . . . Skills to practise . . .
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nArrAtive Writing ruBricBLM 2 Narrative Assessment
Criteria1 2 3 4 5
Comments
IdeasAre original ideas generated and selected?
Are selected ideas developed to make the story?
OrganisationDoes the narrative structure include an orientation, a complication, a series of events and a resolution?
Is the resolution satisfying? (eg not a contrived ending or sudden unexplained ending)
Does the writer use any more sophisticated plot devices appropriate for the genre? (eg flashback, circular, cliffhanger, clue, twist, moral)
ThemeDoes the writer have a central message?
Does the writing stay focused on the message?
CharacterAre characters developed through descriptions, speech, thoughts and feelings?
Is dialogue used well?
Do characters grow or change by the ending?
SettingAre details given to develop place, time or atmosphere?
Does the writing maintain the setting throughout?
Voice Is the writer aware of the audience?
Does the writing engage and affect the reader?
Word choiceWhat is the range and precision of vocabulary and language choices?
Does the word choice match the genre?
FluencyIs the writing cohesive? Does it use suitable connectives, conjunctions and accurate referring words?
Does paragraphing assist the reader to negotiate the narrative?
ConventionsAre sentences grammatically correct and meaningful?
Is conventional spelling used?
Is correct and appropriate punctuation used to aid meaning and reading?
PresentationDoes presentation match the genre and audience?
Total score 50 = %
Score
Student name Class DateTitle Genre
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"
Name
My purpose was to:
r Tell a story
r Entertain
I thought about:
r Genre
r Setting
r Characters
r Theme
r Point of view
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
r
NarrativeChecklist
Name
My purpose was to:
r Tell a story
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to give narrative information:
r In stage directions (play scripts)
r Through images (comic strips, animations)
r Below each picture (comic strips, animations)
My theme was:
Play Scripts, Film and Dialogue Checklist
BLM 3Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Tell a story with poetic flair
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to use:
r Rhyme
r Sound
r Simile
r Metaphor
r Rich vocabulary
r
My theme was:
Narrative PoemChecklist
Name
My purpose was to:
r Create excitement
I remembered to include:
r Orientation
r Complication that leads to adventure
r Series of events
r Resolution
I remembered to use:
r Short sentences to build tension
r Nouns and adjectives
r Action verbs
r Adverbs to tell how
r Cliffhangers
r Dialogue
r
My theme was:
Adventure Narrative Checklist
BLM 4Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Offer an escape from reality
I remembered to include:
r Orientation
r Complication
r Series of challenges or battles
r Successful completion of challenges
r Return to normal life
I remembered to use:
r A journey or quest
r Descriptions of made-up places and characters
r Nouns for people, places, things
r Adjectives to describe
r Similes or metaphors
r Symbolism
r
My theme was:
Fantasy NarrativeChecklist
Name
My purpose was to:
r Tell a story to inform
I remembered to include:
r Orientation
r Complication
r Events about something that has already happened
r Resolution
I remembered to use:
r Real and made-up characters
r Nouns for people, places, things
r Adjectives to describe
r Verbs for actions, thoughts and feelings
r Old-fashioned words
r Accurate historical detail
r
My theme was:
Historical Narrative Checklist
BLM 5Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Amuse
r Show something about human qualities or failings
I remembered to include:
r Orientation
r Complication
r Unexpected events
r Resolution
I remembered to use:
r Characters with exaggerated failings
r Nouns for people, places, things
r Verbs for actions, thoughts and feelings
r Witty dialogue
r Jokes or puns
r Exaggeration
r Hyperbole
r
My theme was:
Humour NarrativeChecklist
Name
My purpose was to:
r Keep the reader guessing
I remembered to include:
r Orientation
r Complication
r Events to solve the mystery
r Resolution
I remembered to use:
r Unusual event to trigger the mystery
r Detective character
r Nouns and adjectives to describe mysterious people or things
r Verbs for actions, thoughts or feelings
r Clues
r False clues
r Plot twist
r
My theme was:
Mystery Narrative Checklist
BLM 6Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Raise a serious issue
r Show character development
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to use:
r Familiar setting
r True-to-life characters
r Main character who changes or grows by the end
r Nouns and adjectives for people, places, things
r Verbs for thoughts and feelings
r Realistic dialogue
r
My theme was:
Realistic NarrativeChecklist
Name
My purpose was to:
r Frighten the reader
I remembered to include:
r Orientation
r Complication
r Series of events getting more frightening
r Resolution
I remembered to use:
r Scary setting
r Nouns and adjectives for people, places, things
r Verbs for actions, thoughts and feelings
r Descriptions of feelings and senses
r Short sentences to build tension
r Dialogue
r
My theme was:
Scary Narrative Checklist
BLM 7Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Imagine the future
I remembered to include:
r Orientation
r Complication
r Events in a journey or quest
r Resolution
I remembered to use:
r Credible setting
r Likeable hero or heroine
r Made-up or real science
r Descriptions of technology
r Technical words
r Dialogue
r
My theme was:
Science Fiction Narrative Checklist
Name
My purpose was to:
r Teach a moral lesson
I remembered to include:
r Orientation
r Events
r Resolution
r Moral in coda
I remembered to use:
r Simple setting
r Characters as stereotypes
r Animals acting like humans
r Characters to reveal a human weakness
r Nouns for characters and settings
r
My theme was:
Traditional Fable Checklist
BLM 8Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Pass on knowledge or teach a moral
r Share cultural beliefs
I remembered to include:
r Traditional opener
r Complication
r Events that threaten main character
r Ending, happy or sad
I remembered to use:
r Archetypal characters
r Pattern of three or seven
r Repeated phrases
r Rhythm or rhyme
r Simile or metaphor
r Symbolism
r
My theme was:
Traditional Fairy TaleChecklist
Name
My purpose was to:
r Tell a story about a legendary character
r Help the reader think about their life or beliefs
I remembered to include:
r Orientation
r Complication
r Events in stages
r Resolution
I remembered to use:
r Heroic character
r Archetypal opposites
r Journey, quest or ongoing battle
r Traditional opening and ending
r Formal language
r Simile or metaphor
r Symbolism
r
My theme was:
Traditional Legend Checklist
BLM 9Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Explain a natural phenomenon
r Pass on cultural or religious beliefs
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to use:
r Gods
r Monsters
r Hero or heroine with exaggerated characteristics
r Dramatic setting
r Tasks, trials, journey or quest
r Rich vocabulary
r Symbolism
r
My theme was:
Traditional MythChecklist
Name
I remembered to:
r Think about my purpose
r Generate original ideas
r Select an idea to develop
r Add detail to develop my ideas
r Have a clear theme
r Stay focused on my theme
r
Ideas Checklist
BLM 10Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
I remembered to:
r Choose a narrative genre to match my purpose
r Write an orientation
r Add a complication
r Write a series of events
r End with a resolution
r Try a different plot device eg: circular story within a story flashback cliffhanger moral clue or false clue twist
r
OrganisationChecklist
Name
I remembered to:
r Think about my audience
r Choose a voice to match my narrative genre
r Try writing as different characters
r Bring my writing to life
r Affect my reader in some way
r
Voice Checklist
BLM 11Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
I remembered to:
r Choose words to match my narrative genre
r Choose words to suit my audience
r Choose words to develop my theme
r Revise my writing and try some new words
r Think of just the right word
r Deliberately choose words because of their:
rhythm rhyme sound
r Try simile, metaphor, personification or hyperbole
r
Word ChoiceChecklist
Name
I remembered to:
r Use sentences
r Use suitable connectives and conjunctions
r Use accurate referring words
r Read my writing aloud
r Think about the sounds of the words
r Use paragraphing to help my reader
r
Fluency Checklist
BLM 12Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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"
Name
I remembered to:
r Make my writing easy to read
r Use grammatically correct and well-structured sentences
r Use sentences that make my meaning clear
r Use sentences that enhance my meaning
r Use correct spelling
r Use punctuation to help my reader
r
ConventionsChecklist
Name
I remembered to:
r Think about the best format to suit my narrative genre
r Make my narrative look good
r Use my best handwriting
or
r Choose a font and layout to suit the genre and audience
r Add pictures to suit the genre
r Share my writing
r
Presentation Checklist
BLM 13Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
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Name Date
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BLM 14Student Checklists
r The setting is clear.
r The structure makes sense.
r I have kept to my theme.
r I have thought about voice.
r I have checked my word choices.
r My writing is fluent.
Step 4 Proofreading
I have polished my narrative and checked:
r Spelling
r Punctuation
r Grammar
r Fluency
Step 5 Publishing
r I have shared my narrative.
I have reflected on my narrative:
r What I have learned
r What I want to try next
Name
Date I began writing this piece
Title
Narrative genre
Purpose
Audience
Setting
Characters
Theme
Point of view
Step 1 Prewriting
r I know my purpose and audience.
r I know my narrative genre.
r I have ideas about setting and characters.
r I have thought about a theme.
r I have thought about point of view.
Step 2 Drafting
r I have put my selected ideas on paper.
r I have developed my ideas and added details.
r I have shaped them to match my narrative genre.
Step 3 Revising
r I have read my narrative to a friend.
r I have read my narrative to a teacher.
r I have improved my narrative.
r My characters suit the genre.
Narrative Writing Process Checklist
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"BLM 15
Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Name
AdventureNarrative Word List
action
attempt
binoculars
brave
challenge
dangerous
daring
determination
disaster
explosive
journey
leap
lost
mission
reckless
rescue
rugged
tense
threaten
Name
FantasyNarrative Word List
battle
contest
creature
curse
deed
dragon
evil
fabulous
good
guide
honour
honourable
hero
ogre
magical
mystical
quest
triumph
unicorn
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"BLM 16
Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Name
HistoricalNarrative Word List
abode
bonnet
buggy
camel
carriage
charcoal
cobblestone
clipper
crusade
famous
garrison
gaslight
knight
lamp
letter
omnibus
quill
servant
shawl
slate
soldier
telegram
wagon
war
Name
HumourNarrative Word List
absurd
annoying
crazy
banana skin
disguise
embarrassing
hilarious
joker
laugh
maniac
mortified
outwit
perplex
prank
pretend
stunt
trouble
tricking
unlikely
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"BLM 17
Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Name
MysteryNarrative Word List
clue
code
crime
detective
evidence
interview
missing
mysterious
police
proof
prove
question
revealed
seek
sidekick
sneaky
solve
suspect
suspicious
top-secret
undisclosed
victim
Name
RealisticNarrative Word List
bully
diary
emotion
family
feelings
friendship
home
alone
issue
journal
lonely
playground
principal
problem
school
teacher
tragedy
true
understanding
worry
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"BLM 18
Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Name
ScaryNarrative Word List
apparition
cemetery
chilling
creeping
curse
eerily
ghastly
ghost
gloomy
graveyard
haunt
rasping
scraping
scratching
shadows
spectre
spine-chilling
spooky
terrified
terror
vanish
whispers
Name
Science FictionNarrative Word List
alien
atmosphere
Earth
experiment
galaxy
intelligence
laboratory
laser
life form
machine
microscope
satellite
spaceship
spacesuit
teleportation
telescope
test tube
thermometer
time travel
universe
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"BLM 19
Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Name
Traditional FableNarrative Word List
clever
crow
deserve
donkey
farmer
fox
greedy
hare
honesty
kind
lazy
moral
mouse
people
revenge
selfish
silly
simple
tortoise
trickster
wolf
Name
Traditional Fairy Tale
Narrative Word List charm
cottage
curse
fairy godmother
giant
hag
magical
moat
once
porridge
potion
resourceful
spell
wicked
wise
wish
witch
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"BLM 20
Student Checklists
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Name
Traditional Legend
Narrative Word List battle
challenge
champion
epic
episode
foe
friend
hero
heroine
journey
legendary
quest
saga
strong
villain
weak
wise
Name
Traditional MythNarrative Word List
avenge
battle
courageous
creature
cunning
journey
lightning
monster
oracle
prophecy
quest
spiritual
strength
task
talisman
thunder
trial
vanquish
vengeance
weakness
wise
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You Need
WorksheetsWorksheets
All the
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 21Exploring Narratives
Narrative genre: All Element: All Trait: All
Genre Reading Log
Plot
Dia
gram
Read as many different genres as you can. Keep a record in the reading log. Write the purpose of each genre.
Genre Purpose Titles I have read from this genre
Adventure
Fantasy
Historical
Humour
Mystery or Detective
Realistic
Scary
Science Fiction
Traditional Legend
Traditional Myth
My favourite genre is because
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: Plot Trait: Ideas, Organisation
Exploring Narratives
BLM 22Pl
ot D
iagr
amRe
ad a
nar
rativ
e. T
hink
abo
ut im
port
ant
even
ts in
the
sto
ry.
Writ
e th
e ev
ents
on
the
plot
dia
gram
. Th
e fir
st li
nes
have
bee
n dr
awn
for
you
to w
rite
on.
Add
as
man
y m
ore
poin
ts a
nd li
nes
as y
ou n
eed.
Orie
ntat
ion
Reso
lutio
n
Clim
ax
Title
Aut
hor
Gen
re
Rising actio
nFalling
action
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 23Exploring Narratives
Narrative genre: All Element: Conflict, Character, Theme, Point of view Trait: Ideas, Organisation
Narrative FrameRead a narrative. Fill in the narrative frame.
Author Title
Genre Theme Point of view
The story takes place
is a character in the story who
is another character in the story who
The main conflict
Another problem occurs when
Then
The conflict is resolved when
In the end
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: Conflict Trait: Ideas
Exploring Narratives
BLM 24
Conflict SummaryRead a narrative.
Title
Author
Genre
The main conflict in the narrative was
This was an important conflict because
Some attempts to resolve the conflict that did not work were:
1
2
3
The conflict was finally resolved when
The conflict type was character against
character ❑society ❑nature ❑himself or herself ❑
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 25Exploring Narratives
Narrative genre: All Element: Plot, Conflict, Character Trait: Ideas, Organisation
Conflict MapRead a narrative.
Title
Author
Genre
Main character
How this character felt when . . .
Main conflict
Event
Feelings
Extra problem 3
Event
Feelings
Extra problem 1
Event
Feelings
Extra problem 2
Event
Feelings
Resolution
Event
Feelings
Orientation
Event
Feelings
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: Character Trait: Ideas, Word choice
Exploring Narratives
BLM 26
Character WebRead a narrative. Think about a character. Write words or phrases on the lines around the circles to complete the web.
Title Author
Genre Theme
Character’s name
How
this character changes or grows
by the end
What
others say about this character
Appearance Actions
Personality
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 27Exploring Narratives
Narrative genre: Scary Element: All Trait: All
Scariness FactorsRead or listen to a scary narrative. What makes it so scary? Think about:• the setting• the characters• the conflict• the way the author tells the story.Describe and then rate the scariness factor of each of these elements.
Title
Author
Scary setting Scary characters Scary conflict Scary way the author tells the story
Circle the scariness factor:
1 2 3 4
Circle the scariness factor:
1 2 3 4
Circle the scariness factor:
1 2 3 4
Circle the scariness factor:
1 2 3 4
Key to scariness factor:
1 Not scared at all 2 Starting to worry 3 Spine-tingling 4 Hair standing on end
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: Humour Element: All Trait: All
Exploring Narratives
BLM 28
Funny Factors
Title
Author
Funny plot Funny characters Funny situations Funny language
Circle the funny factor:
1 2 3 4
Circle the funny factor:
1 2 3 4
Circle the funny factor:
1 2 3 4
Circle the funny factor:
1 2 3 4
Read or listen to a humorous narrative. What makes it so funny? Think about:• the plot• the characters• the situations• the language.Describe and then rate the funny factor of each of these elements.
Key to funny factor:
1 Yawn 2 Starting to giggle 3 LOL 4 Side-splitting
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 29Exploring Narratives
Narrative genre: Narrative poetry Element: All Trait: Ideas, Word choice, Voice
Reading Narrative PoetryRead or listen to a narrative poem.
Poem
Poet
What is the setting of the poem?
Time:
Place:
Who are the characters?
What is the conflict? What is the theme?
What are the characters doing? Why is this happening?
How are the characters affected by the events?
What did you learn from the poem?
What literary devices or interesting language did the poet use?
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: Plot Trait: Ideas Process: Prewriting
Writing Narratives
BLM 30
Plot GeneratorAdd more idea cards of your own.
Then choose one idea from each column to use in a story.
Setting CharacterWants . . . But . . . (obstacle)
school weird teacher to go home bully
forest rusty robot to make friends no friends
past alien in a lunch box
to solve the mystery
annoying brother or sister
future talking dog to find family getting into trouble
castle happy baby to go to school growing up
dark girl with a special power a birthday party new school
under water mysterious man the latest game family argument
in space smart gorilla to escape moving house
ruins loyal boy to pass a test horrible neighbour
Complication
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All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 31Writing Narratives
Narrative genre: All Element: Setting Trait: Ideas, Word choice Process: Prewriting
Create a Setting
Con
flic
ting
Set
ting
s
Create a setting for a narrative. Base it on a place you know—then add invented details.
Title Genre
Known place Name for invented setting
I see
I hear
I smell
I taste
I touch
AtmosphereDescribe the:
Season
Weather
Time of day
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: Setting, Conflict Trait: Ideas Process: Prewriting
Writing Narratives
BLM 32C
onfl
icti
ng S
etti
ngs
Con
flict
pro
vide
s th
e dr
amat
ic st
rugg
le in
a n
arra
tive.
With
out
confl
ict t
here
is n
o st
ory.
Add
tw
o id
eas
of y
our
own
for
setti
ngs.
The
n co
mpl
ete
the
char
t by
bra
inst
orm
ing
poss
ible
con
flict
s.
Cho
ose
one
setti
ng a
nd o
ne o
f yo
ur c
onfli
ct id
eas
to d
evel
op in
to a
nar
rativ
e.
Play
grou
ndSp
ace
stat
ion
Des
erte
d ol
d ho
use
Cha
ract
er
agai
nst
char
acte
r
Cha
ract
er
agai
nst
socie
ty
Cha
ract
er
agai
nst
natu
re
Cha
ract
er
agai
nst
self
Type
of
con
flict
Setti
ng
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All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 33Writing Narratives
Narrative genre: All Element: Character Trait: Ideas Process: Prewriting
Create a CharacterPlan a character for a narrative.
Name Genre
Human or non-human Age
Looks like Sounds like
Strengths Weaknesses
Personality Any other details
When the story starts . . .
The character is
The character feels
In the middle . . .
The character is
The character feels
At the end . . .
The character has grown or changed in this way
Because
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: All Trait: Ideas, Organisation Process: Prewriting
Writing Narratives
BLM 34
Plan a NarrativeWrite ideas in the circles. Add details around the circles.
Theme
Characters
Title
Genre
Resolution
Setting
Conflict
Rising action
Climax
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
BLM 35Writing Narratives
Narrative genre: Adventure Element: All Trait: Ideas, Organisation Process: Prewriting
Plan an Adventure Narrative
Setting
Main character’s name
Description at beginning Description at end
Other characters
Conflict Theme
How might the problem be solved?
Ideas for cliffhangers
How did the main character get into the predicament?
Title
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: Fantasy Element: All Trait: Ideas, Organisation Process: Prewriting
Writing Narratives
BLM 36
Plan a Fantasy Narrative
Real world Fantasy world
Characters (Include a main character, a villain, a guide and supernatural or magical creatures)
Setting
Real world Fantasy world
How does the main character get from the real world to the fantasy world?
Title
Plot
What does the character do when back in the real world?
Will the character ever go back to the fantasy world?
Why does the character go to the fantasy world?
Ideas for challenges or tasks to be completed there
How is the character changed by the journey to the fantasy world?
Conflict Theme
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BLM 37Writing Narratives
Narrative genre: Historical Element: All Trait: Ideas, Word choice, Organisation Process: Prewriting
Plan a Historical NarrativeTitle
Research a real event
Description of historical place
Everyday items people used then
Language characters use
Real characters
Conflict Theme
Ideas for invented additions
Invented characters
Sens
e of
tim
e an
d pl
ace
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Name Date
All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: Legend Element: All Trait: Ideas, Organisation Process: Prewriting
Writing Narratives
BLM 38
Plan a Modern Legend
Legendary character’s name
Characteristics Best known for
Legendary character’s main opponent
Legendary character’s followers
Setting
Theme Conflict
Journey, quest or ongoing battle
Exaggerated elements (It is hard to believe that . . .)
Title
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BLM 39Writing Narratives
Narrative genre: All Element: All Trait: All Process: Drafting
Draft a NarrativeRemember, the first draft does not have to be perfect. You will revise it later.
Title
Genre Theme
Orientation (Establish the setting and introduce the main characters.)
Complication (Describe the conflict, what the character wants and what the obstacle is.)
Rising action (Detail the events building toward the climax. Include at least two failed attempts to resolve the conflict.)
Climax (Describe the climax. Make this part exciting.)
Falling action (Tell what happens after the climax.)
Resolution (Explain how the conflict is finally resolved and what happens to the main characters.)
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A good way to improve your writing is to get feedback from a partner in a writing conference. Give your story and this form to your conference partner.
Title
Genre Theme
Peer reviewer’s name
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All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia
Narrative genre: All Element: All Trait: All Process: Revising
Writing Narratives
BLM 40
Peer Reviewer
Two things I liked best about this story are
What made me want to keep reading this story was
What I didn’t expect was
Two questions I have are
1
2
Two suggestions I have for this writer are
1
2
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BLM 41Writing Narratives
Narrative genre: All Trait: Conventions Process: Proofreading
Proofreading Chart
Use these marks to show where changes need to be made in your draft writing.
Mark What it means Example
Add a full stop. A dog was crossing a river
Make a capital letter. in his mouth he was carrying a piece of meat.
Make a lower-case letter. When he saw his reflection in the water, He thought it was another dog.
Put it in. It looked like this dog was carrying
an even piece of meat than his own.
Take it out. The dog quickly dropped his piece of big meat to make a grab for the bigger piece.
Begin a new paragraph. Of course, he ended up with nothing. His own piece of meat was swept away by the river.
Don’t start a new paragraph.
The other piece of meat was just a reflection.
Wrong spelling. Morale:
Change the order. Greedy people end up less with.
Make a space. A fable fromAesop
bigger
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Narrative Text Types
All you need to teach . . . Nonfiction Text TypesAges 5–8 ISBN 978 0 7329 9962 9Ages 8–10 ISBN 978 0 7329 9963 6Ages 10+ ISBN 978 0 7329 9964 3
Macmillan Wall Charts: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6213 1Ages 8–10 ISBN 978 1 4202 6214 8Ages 10+ ISBN 978 1 4202 6215 5
Macmillan Interactive: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6816 4Ages 8–10 ISBN 978 1 4202 6817 1Ages 10+ ISBN 978 1 4202 6818 8
Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0
Narrative Text Types Ages 8-10 ISBN 978 1 4202 6138 7
Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2
Plus!
Discover, explore
and
narrativeswrite
AGES10+
Katy Collis
All the tools a smart teacher needs!
NarrativeText Types
Na
rr
ativ
eTex
t TypesAll you need to teach . . . Narrative Text Types contains essential booklists,
checklists, writing frames and more to support you and your students as they
explore, discover and write narrative text types.
Genre Summary Tables — a ready reference to the structure and
features of the different narrative text types
Assessment Rubric — in line with the NAPLAN marking criteria that
will make it easier to assess narrative writing in a measurable, meaningful and
objective way
Student Checklists — allowing students to self-assess and check their
own writing
Worksheets — to help students analyse narratives and then create their own
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