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