All You Need to Teach: Narrative Text Types Ages 8-10

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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

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All 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

Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0

Narrative Text Types Ages 10+ ISBN 978 1 4202 6139 4

Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2

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AGES8-10

Katy Collis

All the tools a smart teacher needs!

NarrativeText Types

Na

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ativ

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t Types

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Discover, explore and

write narratives

Ages 8-10

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 8–10ISBN 978 1 4202 6138 7

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 ..............................................................................70

Co n t e n t sCo n t e n t s

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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 69 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 70 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 58 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 70 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 and crisis)falling action

beginning 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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10

You Need

All the

10

Literary

terms

Literary

terms

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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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14

You Need

All the

14

genresgenres

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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

Nouns for people, places and things

Verbs for actions, thoughts and feelings

Adverbs to tell how

Connectives to sequence events and ideas

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 DIALOGUEA 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


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)

No narrative text as reported speech he said, she 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


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 such as:

• simile

• metaphor

• personification

Rich vocabulary:

• nouns

• verbs

• adjectives

• 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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ADVENTUREA story with physical action, often built around a quest or mission

PurposeTo entertain

To create a sense of excitement or suspense for the reader


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 and flashbacks



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 verbsraced quickly


Adjectives to add meaning to nouns the speeding motorcycle

Dialogue to move action forward or to build suspense“What was that?”“Did you see that shadow?”

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 stereotypesgood/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



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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HISTORICALA 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


Narrated in past tense




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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HUMOURA 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


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


Usually narrated in past tense, but can be present tense

Nouns and adjectives to represent people, places and things


Witty dialogue

Use of:

• jokes

• puns

• parody

• irony

• satire

• exaggeration

SettingAnywhere

CharactersCharacters with exaggerated failings

Characters sometimes try to resolve problems in surprising ways

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MYSTERY or DETECTIVEA story in which characters try to discover a vital piece of information which is kept hidden until the climax

PurposeTo entertain

To intrigue


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




Nouns and adjectives describe how people, things or situations are mysterious


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 mysteryWhy 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

Can have non-human characters

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REALISTICA 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


characters

2 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



Nouns and adjectives

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

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 settinghome school

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

Characters usually develop, grow or change in some way by the end

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SCARYA story with frightening content

PurposeTo evoke fascination, fear or revulsion in the reader or listener


characters

2 Complication

3 Series of events arising from the complication—each one building suspense to a frightening climax





Adjectives and noun groups to describe


Adverbs tell how and build horror and suspense He painfully dragged his twisted foot.

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 FICTIONA 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


Often structured around:

• a quest or journey

• a fight against evil

Can use structures that play with time sequence:

• flashbacks

• time travel




Adjectives to describe imagined:

• settings

• characters

• technology

• processes

Technical terms for 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 FABLEA short, witty tale with a moral

PurposeTo teach a moral lesson


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)


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 TALEAn 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)


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


SettingOften vague Long, long ago in a dark wood . . .

Usually set in the past

Often woods, palaces, cottages

Can include magical objectsmagic bean magic 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 LEGENDAn oral tale about an actual or supposed historical figure or place

PurposeTo reveal information about the way people live and their beliefs

To help the reader or listener to reflect on their own life

Structure1 Orientation

2 Complication

3 Events in chronological order

Events are often stages in a journey, quest or ongoing battle told one episode after another

4 Resolution, may or may not be happy

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


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 oppositesgood and evil hero and villainstrong and weakwise and foolishfriend and foe

Can include mythical or supernatural beings

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Traditional MYTHA 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

LanguageNarrated in past tense

Rich vocabulary

Imagery:

• simile

• metaphor


Less dialogue than other traditional narratives

SettingA different or imaginary world

Laws governing the world may not be conventional ones

Often dramatic setting wide oceanfoggy mountaindense forest

CharactersGods personifying power in nature

Powerful humans

Larger than life characters with supernatural powers or exaggerated characteristics strong courageous wise

Fabulous creatures and monsters

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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

Do-wrong Ron by Steven Herrick

Jabberwocky by Lewis Carroll, illustrated by Graeme Base

Mulga Bill’s Bicycle by A B Paterson, illustrated by Kilmeny and Deborah Niland

Owls and Pussy-cats: Nonsense Verse by Lewis Carroll and Edward Lear, illustrated by Nicki Palin

Revolting Rhymes by Roald Dahl, illustrated by Quentin Blake

The Tale of Custard the Dragon by Ogden Nash, illustrated by Lynn Munsinger

Waltzing Matilda by A B Paterson, illustrated by Desmond Digby

Adventure

Bartlett and the Ice Voyage by Odo Hirsch

February Dragon by Colin Thiele

Fort Island by David Metzenthen

Frozen Stiff by Sherry Shahan

Help! I’m a Prisoner in the Library by Eth Clifford

Horrendo’s Curse by Anna Fienberg

Kensuke’s Kingdom by Michael Morpurgo

Nim’s Island by Wendy Orr

The Quicksand Pony by Alison Lester

Stone Fox by John Reynolds Gardiner

The Whipping Boy by Sid Fleischman

White Water by P J Petersen

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Fantasy

Alice in Wonderland by Lewis Carroll

The Amazing Maurice and his Educated Rodents by Terry Pratchett

Babe: The Gallant Pig by Dick King-Smith

The Borrowers by Mary Norton

Finn Family Moomintroll by Tove Jansson

The Hobbit by J R R Tolkien

James and the Giant Peach by Roald Dahl

The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) by C S Lewis

Lily Quench and the Dragon of Ashby by Natalie Jane Prior

The Little Prince by Antoine de Saint-Exupéry

The Phantom Tollbooth by Norton Juster

Pigs Might Fly by Emily Rodda

Rowan of Rin (Rowan of Rin series) by Emily Rodda

Runestone (Viking Magic series) by Anna Ciddor

Tashi (Tashi series) by Anna and Barbara Fienberg

Historical

Across the Dark Sea by Wendy Orr

Boy Overboard by Morris Gleitzman

Daughter of the Regiment by Jackie French

The First Fleet by Alan Boardman and Roland Harvey

Midnite: The Story of a Wild Colonial Boy by Randolph Stow

Number the Stars by Lois Lowry

Pharaoh: The Boy Who Conquered the Nile by Jackie French

Turning the Page (Making Tracks, Museum of Australia series) by Felicity Pulman

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Humour

The Big Bahzooley by Peter Carey

The Bugalugs Bum Thief by Tim Winton

The Diary of a Killer Cat by Anne Fine

The Eighteenth Emergency by Betsy Byars

4F for Freaks: Miss Corker’s Revenge by Leigh Hobbs

George’s Marvellous Medicine by Roald Dahl

The Gizmo by Paul Jennings

The Gorilla Suit by Victor Kelleher

Jason Prince by Max Dann

Just Tricking (Just series) by Andy Griffiths

Selby’s Secret by Duncan Ball

The Twenty-Seventh Annual African Hippopotamus Race by Morris Lurie

Mystery

Brian the Giant by Vivian French

Carlotta’s Kittens and the Club of Mysteries by Phyllis Reynolds Naylor

Emily Eyefinger by Duncan Ball

Encyclopedia Brown, Boy Detective (Encyclopedia Brown series) by Donald J Sobol

Humpty Dumpty Jr Hardboiled Detective: The Case of the Fiendish Flapjack Flop by Nate Evans, Paul Hindman and Vince Evans

The Maze of Bones (The 39 Clues series) by Rick Riordan

The Mysteries of Harris Burdick by Chris Van Allsburg

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Realistic

Callie’s Castle by Ruth Park

Dear Mr Henshaw by Beverly Cleary

Don’t Pat the Wombat by Elizabeth Honey

Hating Alison Ashley by Robin Klein

How to Eat Fried Worms by Thomas Rockwell

Judy Moody (Judy Moody series) by Megan McDonald

Someone Like Me by Elaine Forrestal

Storm Boy by Colin Thiele

Tales of a Fourth Grade Nothing by Judy Blume

Scary

Araminta Spook: Ghostsitters by Angie Sage

Ghost Abbey by Robert Westall

Ghost Writer by Julia Jarman

Goosebumps series by R L Stine

One Night at Lottie’s House by Max Dann

Scare Yourself to Sleep (Creepies series) by Rose Impey

Scared by Anthony Horowitz

Spookiest Stories by Paul Jennings

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Science Fiction

Alan the Alien by Penny Hall

Bobo Crazy (Zenon: Girl of the 21st Century series) by Marilyn Sadler

Café on Callisto by Jackie French

Cinderfella by Dianne Bates

Finders Keepers by Emily Rodda

Georgie and the Planet Raider by Julia Jarman

The Iron Man by Ted Hughes

Mo by Geraldine McCaughrean

Sleepless in Space by Sally Odgers

A Wrinkle in Time by Madeline L’Engle

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)

The Monkey and the Crocodile illustrated by Paul Galdone

Modern retakesAesops’ Funky Fables by Vivian French and Korky Paul

The Boy Who Cried Wolf by Tony Ross (based on Aesop)

Contemporary

Fables by Arnold Lobel

Frederick’s Fables by Leo Lionni

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Traditional Fairy Tale or Folk Tale

By country

The 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

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)

Literary

Hans Andersen’s Fairy Tales by Hans Christian Andersen (Denmark)

Stories for Children by Oscar Wilde, illustrated by P J Lynch (Ireland)

Recurring plot structures

Cumulative: The Enormous Turnip, The Gingerbread Man, Henny Penny, The Fat Cat

Sequential (single event repeated): Jack and the Beanstalk

The power of three: Three Little Pigs, Three Billy Goats Gruff, Goldilocks and the Three Bears

Pourquoi stories (why stories): Why Mosquitoes Buzz in People’s Ears, Coyote stories, Tales of the Ashanti father

Wasted wishes: The Fisherman and His Wife

Trickster: Anansi the Spider tales, Hodja tales

Noodlehead: Seven Foolish Fishermen, The Three Sillies

Rags to riches: Cinderella

Modern retakes

Archie—the Big Good Wolf by Allan Baillie

The Paper Bag Princess by Robert Munsch

Prince Cinders by Babette Cole

Revolting Rhymes by Roald Dahl

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

Collections

The 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

The Adventures of Robin Hood by Roger Lancelyn Green (Robin Hood)

King Arthur King of Britain by Michael Morpurgo (King Arthur)

Paul Bunyan by Esther Shephard (Paul Bunyan)

Robin Hood by Margaret Early (Robin Hood)

The Sword in the Stone by T H White (King Arthur)

William Tell by Margaret Early (William Tell)

Legendary Places

Atlantis

Shangri-la

Legendary Objects

Excalibur

Holy Grail

Philosopher’s stone

Legendary Creatures

Chupacabra

Big Foot/Sasquatch

Loch Ness monster

Yeti

Traditional Myth

Beginnings: Creation Myths of the World by Penelope Farmer (World)

Favourite 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 and Robert Ingpen (World—includes tales from legend, myth, history and folklore)

The Great Deeds of Superheroes by Maurice Saxby and 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)

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You Need

All the

assessment

sheets and

CheCkLists

assessment sheets and

CheCkLists

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39All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia

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?

Are original ideas selected to make the story?

OrganisationDoes the narrative structure include an orientation, a complication, a series of events and a resolution?

ThemeDoes the writer have a central message?

CharacterAre characters developed through descriptions, speech, thoughts and feelings?

Is dialogue used well?

SettingAre details given to develop place, time or atmosphere?

Voice Is the writer aware of the audience?

Does the writing engage the reader?

Word choiceWhat is the range 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

All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia

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"

Name

My purpose was to:

r Tell a story

r Entertain

I thought about:

r Setting

r Characters

r Theme

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


r Orientation

r Complication

r Series of events

r Resolution

I remembered to give narrative information:

r In stage directions (play scripts)

r Through pictures (comic strips, animations)

r Below each picture (comic strips, animations)

My theme was:

Play Scripts, Film and Dialogue Checklist

BLM 3Student Checklists


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"

Name

My purpose was to:

r Tell a story with poetic flair


r Orientation

r Complication

r Series of events

r Resolution

I remembered to use:

r Rhythm

r Rhyme

r Simile

r Rich vocabulary

r

My theme was:

Narrative PoemChecklist

Name

My purpose was to:

r Create excitement


r Orientation

r Complication that leads to adventure

r Series of events

r Resolution


r Short sentences to build tension

r Nouns and adjectives

r Action verbs

r Adverbs to tell how

r Cliffhangers

r

My theme was:

Adventure Narrative Checklist



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"

Name

My purpose was to:

r Offer an escape from reality


r Orientation

r Complication

r Series of challenges or battles

r Successful completion of challenges

r Return to normal life


r Descriptions of made-up places and characters

r Nouns for people, places, things

r Adjectives to describe

r Journey or quest

r

My theme was:

Fantasy NarrativeChecklist

Name

My purpose was to:

r Inform


r Orientation

r Complication

r Events about something that has already happened

r Resolution



r Adjectives to describe

r Old-fashioned words

r Accurate historical detail

r

My theme was:

Historical Narrative Checklist



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"

Name

My purpose was to:

r Amuse

r Show something about human qualities or failings


r Orientation

r Complication

r Unexpected events

r Resolution



r Verbs for actions, thoughts and feelings

r Jokes or puns

r Characters with exaggerated failings

r

My theme was:

Humour NarrativeChecklist

Name

My purpose was to:

r Keep the reader guessing


r Orientation

r Complication to trigger mystery

r Events to solve the mystery

r Resolution


r Nouns and adjectives to describe mysterious people or things

r Verbs for actions, thoughts or feelings

r Clues

r False clues

r

My theme was:

Mystery Narrative Checklist



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"

Name

My purpose was to:

r Raise a serious issue

r Show character development


r Orientation

r Complication

r Series of events

r Resolution


r Nouns and adjectives for people, places, things

r Verbs for thoughts and feelings

r Realistic dialogue

r Familiar setting

r True-to-life characters

r

My theme was:

Realistic NarrativeChecklist

Name

My purpose was to:

r Frighten the reader


r Orientation

r Complication

r Series of events getting more frightening

r Resolution


r Nouns and adjectives for people, places, things

r Descriptions of feelings and senses

r Short sentences to build tension

r

My theme was:

Scary Narrative Checklist



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"

Name

My purpose was to:

r Imagine the future


r Orientation

r Complication

r Events in a journey or quest

r Resolution


r Made-up or real science

r Descriptions of technology

r Technical words

r Credible setting

r

My theme was:

Science Fiction Narrative Checklist

Name

My purpose was to:

r Teach a moral lesson


r Orientation

r Events

r Resolution

r Moral in the coda


r Nouns for characters and settings

r Animals acting like humans

r Characters as stereotypes

r

My theme was:

Traditional Fable Checklist



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"

Name

My purpose was to:

r Pass on knowledge or teach a moral

r Share cultural beliefs


r Traditional opener

r Complication

r Events that threaten main character

r Ending, happy or sad


r Pattern of three or seven

r Repeated phrases

r Rhythm or rhyme

r Imagery

r

My theme was:

Traditional Fairy TaleChecklist

Name

My purpose was to:

r Give information about the way people live

r Help the reader think about their life or beliefs


r Orientation

r Events in stages

r Resolution


r Journey, quest or ongoing battle

r Traditional opening and ending

r Formal language

r Heroic character

r

My theme was:

Traditional Legend Checklist



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"

Name

My purpose was to:

r Explain a natural phenomenon

r Pass on cultural or religious beliefs


r Orientation

r Complication

r Series of events

r Resolution


r Rich vocabulary

r Imagery

r Gods or characters with supernatural powers

r Dramatic setting

r

My theme was:

Traditional MythChecklist

Name

I remembered to:

r Think about my purpose

r Generate original ideas

r Choose an idea to develop

r Have a clear theme

r Add detail

r

Ideas Checklist



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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

cliffhanger moral

r

OrganisationChecklist

Name

I remembered to:

r Think about my audience

r Bring my writing to life

r Choose a voice to match my narrative genre

r Try writing as different characters

r

Voice Checklist



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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 Try some new words

r Think of just the right word

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

Fluency Checklist



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"

Name

I remembered to:

r Make my writing easy to read

r Use grammatically correct and meaningful sentences

r Use correct spelling

r Use correct punctuation

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

r Choose a font to suit the genre and audience

r Add pictures to suit the genre

r Share my writing

r

Presentation Checklist



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r I have improved my narrative.

r The structure makes sense.r I have kept to my theme.r My characters suit the genre.r The setting is clear.r I have thought about voice.r I have checked my word

choices.

Step 4 ProofreadingI have polished my narrative and checked:r Spellingr Punctuationr Grammar

Step 5 Publishingr I have shared my narrative.

NameDate I began writing this pieceTitle Narrative genrePurposeAudienceSettingCharactersTheme

Step 1 Prewritingr 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.

Step 2 Draftingr I have put my ideas on

paper.r I have shaped them to

match my narrative genre.

Step 3 Revisingr I have read my narrative to

a friend.r I have read my narrative to

a teacher.

Narrative Writing Process Checklist

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"BLM 15

Student Checklists


Name

AdventureNarrative Word List

camp site

compass

danger

daring

desert

discover

fire

flood

island

mountain

rapids

river

storm

succeed

suddenly

survive

trail

Name

FantasyNarrative Word List

challenge

curse

dragon

evil

fortune

goblin

hero

journey

kingdom

mirror

monster

ogre

quest

villain

wardrobe

wizard

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"BLM 16

Student Checklists


Name

HistoricalNarrative Word List

carriage

convict

explorer

famous

history

homestead

horse

knight

lamp

long ago

omnibus

past

servant

soldier

time

wagon

Name

HumourNarrative Word List

fun

clown

crash

crazy

foolish

giggle

joke

laugh

problem

slapstick

slip

surprise

trick

trouble

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"BLM 17

Student Checklists


Name

MysteryNarrative Word List

clue

code

crime

detective

evidence

hidden

interview

missing

robber

search

secret

sneak

solve

spy

stolen

top-secret

track

Name

RealisticNarrative Word List

anger

bully

diary

family

feelings

friendship

home

honest

pet

playground

school

shy

teacher

understanding

worry

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"BLM 18

Student Checklists


Name

ScaryNarrative Word List

dark

frighten

ghost

gloomy

graveyard

haunted

night

scream

forest

fright

creeping

scraping

scratching

scream

shadow

spooky

Name

Science FictionNarrative Word List

alien

blast off

colonise

computer

experiment

future

galaxy

journey

laboratory

laser

planet

quest

robot

rocket

space

spaceship

universe

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"BLM 19

Student Checklists


Name

Traditional FableNarrative Word List

clever

deserve

donkey

greedy

hare

kind

lazy

lion

moral

mouse

selfish

silly

simple

tortoise

trickster

Name

Traditional Fairy Tale

Narrative Word List castle

charm

cottage

curse

evil

fairy godmother

frog

hero

magic

palace

potion

princess

seven

spell

stepmother

three

wise

wood

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"BLM 20

Student Checklists


Name

Traditional Legend

Narrative Word List evil

foe

foolish

friend

good

hero

journey

laws

past

quest

strong

supernatural

villain

weak

wise

Name

Traditional MythNarrative Word List

belief

courageous

gods

human

monster

nature

power

strong

supernatural

tradition

world

wise©

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BLM 21Exploring Narratives

Narrative genre: All Element: Plot, Theme Trait: Word choice, Organisation

Pick the GenreRead or listen to a narrative. Complete the table.

Title

Author

Now you have all the information, what’s the genre?

Characters Setting

Complication

Events Resolution

Interesting language

Author’s purpose Theme

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Narrative genre: All Element: Plot Trait: Ideas

Exploring Narratives

BLM 22

Plot the PlotRead or listen to a narrative.

Title

AuthorList the main events or actions.

Orientation

First problem

Second problem

Climax (turning point)

Falling action

Resolution

Now rate how calm or exciting each event or action was.

10987654321

Orie

ntat

ion

Firs

t pr

oble

m

Seco

nd

prob

lem

Clim

ax

Fallin

g ac

tion

Reso

lutio

n

Exciting

Calm

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Narrative genre: All Element: Character, Setting, Conflict, Theme Trait: Ideas

Compare and Contrast Narratives Read or listen to a variety of narratives. Complete the chart.

Title

Cha

ract

ers

Sett

ing

Prob

lem

Solution

Them

eGen

re

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Narrative genre: Narrative Poetry Element: Character, Plot, Theme Trait: Ideas


BLM 24

Reading Narrative Poetry

Title

Cha

ract

ers

Sett

ing

Prob

lem

Solution

Them

eGen

re

Read or listen to a narrative poem.

Poem

Poet

What is the setting of the poem? Time:Place:

Who are the characters?

What are the characters doing?

How are the characters affected by the events?

Why is this happening?

So the theme was . . . What did you learn from the poem?

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Narrative genre: Fable Element: Conflict, Theme Trait: Ideas

Fable LessonsRead or listen to as many fables as you can. Complete a row in the chart for each one.

Fabl

eC

hara

cter

sM

oral

Less

on

(Wha

t do

es t

he m

oral

mea

n?)

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Narrative genre: Traditional Fairy Tale Element: Literary devices Trait: Ideas


BLM 26

Fairy Tale MotifsFa

iry

Tale

Trad

ition

al

open

erAn

imal

sM

agica

l po

wers

Mag

ical

obje

cts

Trick

ery

Test

sTr

ansf

orma

tions

Read or listen to as many fairy tales as you can. Write each title in the first column. Tick the column if the tale has that motif.

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Narrative genre: Traditional Fairy Tale Element: Character, Literary devices Trait: Ideas

Archetypal CharactersRead or listen to as many fairy tales as you can.

Then think of a fairy tale character to match each of the archetypal characteristics in the table.

Characteristic Character Fairy tale

evil

wise

trickster

foolish

resourceful child

greedy

kind

brave

Fairy tale beginnings I have read . . .

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Narrative genre: All Element: Conflict Trait: Ideas


BLM 28

Conflict Flow ChartRead or listen to a narrative. Complete the flow chart to show the conflict.

Title

Author

Genre

Character wanted . . .

but . . .so . . .

What type of conflict was it? Tick the box.

Character against

character ❑society ❑nature ❑himself or herself ❑

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Narrative genre: All Element: Setting Trait: Word choice

Sensory SettingRead or listen to a narrative. Inside each finger, write words to describe the setting.

Title

Author

Genre

Taste

Sight

Sound

Smell

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Narrative genre: All Element: Character Trait: Ideas


BLM 30

Character BubblesRead or listen to a narrative.

Title

Author Genre

Fill in the ovals with the character’s qualities. Fill in the circles with actions from the story that show that quality. Add more ovals and circles if you need to.

Character’s name

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BLM 31Writing Narratives

Narrative genre: All Element: Plot Trait: Ideas Process: Prewriting

Plot GeneratorChoose one idea from each column to use in a story. Add more idea cards of your own.

Setting CharacterWants . . . But . . . (obstacle)

skateboard park grumpy troll to find dog new teacher

beach wild leprechaun to get rich no money

museum brave girl to find way home flying pigs

haunted houseforgetful

school teachera birthday party evil frog

zoofunny

computer whiza cat bus broken down

schooldisorganised button

collectorto be famous storm

caravan park cowardly ghost a computer vicious dog

opera housescruffy

boat captaina friend bully

Complication

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Narrative genre: All Element: Conflict Trait: Ideas Process: Prewriting

Writing Narratives

BLM 32C

onfl

ict M

apPl

an a

con

flict

for

a n

arra

tive.

The

confl

ict w

ill be

cha

ract

er

agai

nst

The

confl

ict is

It oc

curs

bec

ause

It co

uld

be r

esol

ved

by

Con

flict

ca

n be

ch

arac

ter

agai

nst

char

acte

rso

ciety

natu

rehi

mse

lf or

her

self

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Narrative genre: All Element: Setting Trait: Ideas, Word choice Process: Prewriting

Sett

ing

Map

Plan

a s

ettin

g fo

r a

narr

ativ

e.

Dra

w t

he s

ettin

g

Gen

re

Whe

re t

he s

tory

tak

es p

lace

Whe

n th

e st

ory

take

s pl

ace

Wor

ds t

o de

scrib

e

the

setti

ng

sight

:

soun

d:

smel

l:

touc

h:

tast

e:

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Narrative genre: All Element: Character Trait: Ideas Process: Prewriting

Writing Narratives

BLM 34

Character MapPlan a character for a narrative.

Genre

Name

Human or non-humanAge

Looks like

Sounds like

Personality

Strengths

Weaknesses

Any other details

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Narrative genre: All Element: All Trait: Ideas, Organisation Process: Prewriting

Narrative OrganiserWhen you can fill in all the boxes you are organised and ready to write your story!

Title

Genre

Theme

Time

Conflict

Quality

Quality Quality

Quality

Main character Second character

Place

Setting

Characters

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Name Date

Narrative genre: All Element: All Trait: All Process: Drafting

Writing Narratives

BLM 36

Narrative ScaffoldDraft your story.

Title

Genre

Theme

Orientation (Introduce the setting and main characters.)

Complication (Tell what the character wants and what the obstacle is.)

Rising action event 1 (Tell how the character tries to solve the problem but doesn’t succeed.)

Event 2 (Tell what the character tries next.)

Event 3 (Tell what the character tries next.)

Climax (Describe the turning point.)

Falling action (Tell what happens next.)

Resolution (Explain how the problem is finally solved.)

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Narrative genre: Traditional Fable Element: All Trait: All Process: Drafting

Fable ScaffoldTitle

Character Character

Qualities Qualities

Problem

Type of conflict: Character against

Simple beginning

Problem

One or two events to solve the problem

Resolution which leads to moral

Moral

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Narrative genre: Fantasy Element: All Trait: All Process: Drafting

Writing Narratives

BLM 38

Fantasy ScaffoldBefore you begin:• plan your characters• plan your real world and your fantasy world settings.

How will the main character move into the fantasy world?

Orientation (Introduce the setting and main characters.)

Complication (Tell about the main character’s problem.)

Initiating event (Tell how the character enters the fantasy world or begins the quest.)

Challenge 1

Challenge 2

Challenge 3

Successful completion of quest

Resolution (Explain how life returns to normal.)

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Narrative genre: Mystery Element: All Trait: All Process: Drafting

Mystery ScaffoldCharacter Role

Victim

Detective

Villain

Another suspect

Orientation (Introduce the setting and main character.)

Complication that triggers mystery to be solved

Resolution (How is the mystery solved?)

Event Clue or helpful fact False clue

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Narrative genre: All Element: All Trait: All Process: Revising

Writing Narratives

BLM 40

Conference BuddyA 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

Buddy reader’s name

What I liked best about this story

What made me want to keep reading this story

A question I have is

What I would improve in this story

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Narrative genre: All Element: N/A Trait: Conventions Process: Proofreading

Proofreading ChartUse these marks to show where changes need to be made in your draft writing.

Mark What it means Example

Add a full stop. Once there was a dark, dark wood

Make a capital letter. in the dark, dark wood there was a dark, dark path.

Make a lower-case letter.

Down the dark, dark path there was a dark, dark Garden.

Put it in. In the dark, dark garden there

was a dark, house.

Take it out. In the dark, dark dark house there was a dark, dark hallway.

Begin a new paragraph.

In the dark, dark hallway there was a dark, dark cupboard. In the dark, dark cupboard

Don’t start a new paragraph.

there was a dark, dark shelf.

Wrong spelling. On the dark, dark shelve there was a dark, dark box.

Change the order. In the dark, box dark there was . . .

Make a space. amouse!

dark

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Plus!

Discover, explore

and

narrativeswrite

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

All 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

Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0

Narrative Text Types Ages 10+ ISBN 978 1 4202 6139 4

Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2

Plus!

AGES8-10

Katy Collis

All the tools a smart teacher needs!

NarrativeText Types

Na

rr

ativ

eTex

t Types

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