Using Narrative Frameworks to Support Written Communication · Using Narrative Frameworks to...

Secondary Talk © 2010, R.Shanks, I CAN, Black Sheep Press 3

Using Narrative Frameworks to Support Written Communication

This resource pack has been developed by Bec Shanks in collaboration with I CAN and produced with the support of Helen Rippon and Black Sheep Press. When originally written this pack formed part of the resources for ICAN Secondary Talk. However, it may be used independently of this programme. It provides information about how oral narrative underpins written language and why using narrative frameworks can be helpful for pupils with poor levels of oral narrative to have more success in written tasks.

This resource is designed to help school staff to achieve the following outcomes:

• To be aware of the need to provide a range of frameworks that scaffold written tasks across the secondary curriculum.

• To be aware of the types of narrative styles required across the secondary curriculum.

• To have a range of narrative templates that can be further adapted according to individual need.

The resource pack contains:

• A basic introduction explaining the importance of narrative development.

• Information in grid form illustrating the types of narrative styles required across the secondary curriculum and how to support these using the narrative templates.

• A ‘pick and mix’ range of example templates that can be used as they stand and/or further adapted for use in other tasks/settings.

How to use this resource:

This resource has background information, supporting references, aspects to consider, ideas for ways to support young people and suggestions for resources to use or find. To make best use of this resource:

• Read through the whole resource, noting aspects which relate to your situation and activities which you feel could be relevant.

• Discuss these notes with the Secondary Talk consultant and/or your colleagues.

• Choose one or two strategies or approaches that you want to try – being focused is better than trying to do too much at once, you can always add something else later.

• Think how you are going to introduce this change and discuss with colleagues.

• Look through the following suggestions of how you can measure.

Low resolution sample for viewing on the web



Types of narrative and their application

Narrative type Key characteristics and learning points for pupils Curriculum applications (examples only)

Narrative templates

Template No.

Recounts and accounts

• Are written to retell events with a purpose of either informing or entertaining the reader

• Are non-fictional but can also be imaginary

• Are written in chronological order

• Are written in the past tense in either the 1st person or the 3rd person

Sentences in 1st person recounts begin with ‘I’ or ‘We’.

To create a piece in the 3rd person:

1. All personal pronouns should be replaced with their first person equivalent. “I” and “We” become “He”, “She”, “It” or “They”.

2. If writing about yourself in a report use a noun such as “The reporter” or “The researcher” rather than a pronoun.

3. If writing a press release or fictional piece names can be substituted for the personal pronoun. E.g. “Today the Prime Minister announced the Government’s new policies on education”.

Geography; an eye witness account of a natural disaster.

English; a report based on a event covered in the news either recent or past e.g. an oil disaster and its implications.

Science; writing a report about an experiment.

English; a newspaper article about an event in a coursework novel.

RE; an imaginary newspaper account of a particular religious festival.

History; writing a diary or letter from an imaginary perspective such as a soldier.

1st Hand Account

3rd Person Incident Report

Science Account

Newspaper Article

Newspaper Article

Letter

1, 2

3

4

5

5

6, a, b, c




Symbol Key:

Symbol Key

To Dowho

where

when

end

what

happened?

problem

solution

looks like

feels like

(emotion)

feels like

(touch)

sounds like

tastes like

dialogue/plan

question

exclamation

what should I

do?

how?

why?

same

different



Secondary Talk © 2010, R.Shanks, I CAN, Black Sheep Press Template No. 31

ResolutionHow does your

story end? Does your

character solve the

problem or not?

CharacterDescribe the characters

SettingSet the scene. Describe when and where the story takes place.

ProblemIs there a problem or

something that happens that means the main character has to

act?

Use

exciting describing

words to help people imagine the

scene.

Use

words to

describe what the

characters look like and what

kind of people they are, e.g.

kind, mean.

It might

be a change in

the environment or something the

character does.

Use words like ‘suddenly’, ‘out of

nowhere’.

Plan/ReactionWhat does the character feel about the problem?

Do they have a plan to solve it?

Think about how the character feels

and what they could do. Use words like -

he thought, he felt.

Include dialogue and speech marks.

ActionWhat happens

next?

Describe what the character does - other

characters may be involved.

Explain the links

between each event.

Do not forget to use linking words like :

if, because, and so, then, finally.

Make sure

your ending links to your

problem. Do not forget to say how the characters

feel at the end of the story. Choose the type of ending suitable

for your story, eg. happy, sad, exciting, cliff hanger.

Story Outline for Creative Writing Tasks14



Story Planner, landscape

Problem

Secondary Talk © 2010, R.Shanks, I CAN, Black Sheep Press Template No. 3517 a

Plan/ Reaction Action Resolution

Character(s) Setting



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