1. 1 Narrative Writing Year One 2008

2.  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

3.  Domain: English / Science  Theme: Comparison between the Wimmera Region and the Victorian Coastal Region.  - plants / animals / environment and the interrelationship between them Integrated Curriculum

4.  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

5.  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

6.  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

7.  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

8.  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

9.  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

10.  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

11.  Finished stories were viewed on the classroom IWB, then added to our class blog. http://jjohns.edublogs.org/ Sharing Meaningfully

12.  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

13.  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

14.  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?