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Teacher Notes

Teacher Notes. Narrative/Creative Writing using a slow process This is a four week scheme of work

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Teacher Notes

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  1. Teacher Notes • Narrative/Creative Writing using a slow process • This is a four week scheme of work • It is designed to build from poor examples using the I – WE – YOU modelling process to build the writing into developed and detailed prose with a range of sentences types/openers and techniques embedded in them. • I use the classroom and a very short time frame as the inspiration • The first slide is a previously completed success criteria for ideas to build • I’d probably put more emphasis on character description development this time • This blog was about the first time I tried this: https://susansenglish.wordpress.com/2018/07/06/why-i-love-creative-writing-as-a-slow-process

  2. Introduction: • How can we make it engaging? • Withhold information • Short sentences for dramatic effect • Question to start • Open on a cliff-hanger – in the middle of the action • Use pathetic fallacy (the weather to set the mood) • Show what is happening don’t just tell • Climax: • Dramatic scene • Some kind of fight/argument • Something needs to happen • Something unexpected happens • Something naughty The Title: A Memorable Event Conclusion: Needs to link to the rest of your story Be memorable Can resolve the problem or leave it on a cliff-hanger Leave your story with something memorable Use a technique: ellipsis, question or exclamation mark • Build Up: • Key points for interesting writing: • Not to give away too much information • Imagery – E.g. – personification, imagery, simile and metaphor • Use the senses throughout • How for emotions = use adverbs to develop what feelings you want to create • Building a mood using pathetic fallacy • Vary sentence starters effectively: no I, the, it, she, he to open • Use PANIC for opening sentence starters – Preposition, Adjective/adverb, Noun, ‘Ing’ words, Connective • You must self-edit WHOLE STORY: Develop detailed description across the story You want your reader to be engaged with your character/events Check SPAG Sentences are varied – simple, complex and compound Check you have not missed words out of the sentence TIPTOP your paragraphs It must be believable and engaging

  3. Lesson 1 - Slow Planning – Narrative/Creative • Title: A Memorable Event • Planning: Overall structure – introduction – rising action – climax – resolution • Year 10 classroom – something must happen – it is restricted to one lesson only so the action must happen in the space of 1 hour • I will model on the board my planning/thought process for a story with the title memorable event that happens in my classroom. • We will discuss some ideas about this type of story and create a group plan. • You will come up with your own plan.

  4. Lesson 2 – The Power of Nouns Noun – words that give names to objects Building an image through nouns – showing not telling Stella Artois – Fist – Tattoos – Pub Merlot – Manicure – Handbag – Mobile Phone – Purse Squash – Football – Boots – Grass Rocking Horse – Lullaby – Cry Tail – Black – Ears – Meow Wrinkles – Doctor –Coat - Stethoscope Scarred – Long Hair – Motorbike – Leathers Task: Think – What do these nouns make you think and why? Apply – Write a character description using these nouns to show not tell what the character is like.

  5. Lesson 3 - Slow Planning – Narrative/Creative • Title: A Memorable Event • Character Development • Explore real examples of character description • Annotate how they show not tell • Explore what different authors do to create believable and interesting characters Respond: • How do authors create interesting characters? • How can you embed this in your writing

  6. Lesson 3 - Slow Planning – Narrative/Creative Success Criteria • Title: A Memorable Event • Character Development • I will show a poor example of how to do this • We will improve the description of character • You will create your own character and decide when/how to add this to your introduction or where they will come into your story

  7. Lesson 4 - Slow Planning – Narrative/Creative • Story Openings can use: • A statement • Dialogue • Description of setting and character • A question • Action • Description of setting • Description of character • Intrigue • What are the advantages and disadvantages of these types of openings? • Title: A Memorable Event • Introductions • Explore real examples of introductions • Explain ways authors introduce their stories • Explore what different authors do to create interesting introductions Respond: • How do authors open introductions effectively? • How can you embed this in your writing

  8. Lesson 4 - Slow Introductions – Narrative/Creative Success Criteria • Title: A Memorable Event • Introductions • I will model on the board my very bad example of an introduction. • We will make it better as a group. • We will create a success criteria for a successful introduction. • You will use your plan from last lesson and write your introduction including the success criteria.

  9. Lesson 5 - Slow Introductions Peer Assessing – Narrative/Creative Success Criteria • Title: A Memorable Event • Introductions • Peer assess • Swap your introductions • Tick the good points • Explain which parts of the success criteria they have used • Explain what they need to improve, how to improve and why they need to improve • I will go through how to do this • We will decide how to be critically analytical in a polite and helpful way • You will do this on a partners work – make sure you are being critically analytical and helpful in your feedback • Next Step: You will improve your introduction by re-writing it and making the improvements your partner asked for

  10. Lesson 6 – Vocabulary for emotions Task Learn – 3 of the synonyms for each of the emotions Understand – define these in your books Apply – Write the words in sentences to show you understand what they mean Word spectrum – which word is strongest in feeling?

  11. Lesson 6 – Vocabulary for emotions Task:E.G Understand - Loathing = a deep seated dislike for someone or something Apply – My loathing for marmite knew no boundaries, to me it was a creation from the devil himself, created to disgust me every time.

  12. Lesson 6 – Vocabulary for emotions Task: Explain– Get together with another student in pairs and explain the synonyms you have learnt, understood and applied. Rate your mate – Have they explained well the meaning and embedded in sentences effectively?

  13. Lesson 7 - Slow Planning – Narrative/Creative • Title: A Memorable Event • Rising Action • Explore real examples of rising action • Explain how authors develop the action or allow their story to unfold • Explore what different authors do to create Respond: • How do authors build the action effectively? • How can you embed this in your writing

  14. Lesson 7 - Slow Rising Action – Narrative/Creative Success Criteria • Title: A Memorable Event • Rising Action – Build Up • I will model on the board my very bad example of an introduction. • We will make it better as a group. • We will create a success criteria for a successful introduction. • You will use your plan from last lesson and write your introduction including the success criteria.

  15. Lesson 8 - Slow Introductions Self Assessing – Narrative/Creative Success Criteria • Title: A Memorable Event • Rising Action – Build Up • Self assess • Tick the good points • Explain which parts of the success criteria you have used • Explain what you need to improve, how to improve and why you need to improve • I will go through how to do this • We will decide how to be critically analytical about your own work without ‘trashing’ it • You will do this on your work – make sure you are being critically analytical and helpful in your feedback • Next Step: You will improve your rising action by re-writing it and making the improvements you decided on

  16. Lesson 9 - Slow Planning – Narrative/Creative • Title: A Memorable Event • Climax • Explore real examples of the climax • Explain how authors create this high point in the action • Explore what different authors do to create this high point Respond: • How do authors create the climax effectively? • How can you embed this in your writing

  17. Lesson 9 – Climax – Narrative/Creative Success Criteria • Title: A Memorable Event • Climax • I will model on the board my very bad example of an climax. • We will make it better as a group. • We will create a success criteria for a successful introduction. • You will use your plan from last lesson and write your introduction including the success criteria.

  18. Lesson 10 - Climax - Peer Assessing – Narrative/Creative Success Criteria • Title: A Memorable Event • Climax • Peer assess • Tick the good points • Explain which parts of the success criteria they have used • Explain what they need to improve, how to improve and why they need to improve • I will go through how to do this • We will decide how to be critically analytical about their work without ‘trashing’ it • You will do this on their work – make sure you are being critically analytical and helpful in your feedback • Next Step: You will improve your rising action by re-writing it and making the improvements you decided on

  19. Lesson 11 – Resolution – Narrative/Creative Success Criteria • Title: A Memorable Event • Resolution • I will model on the board my very bad example of an climax. • We will make it better as a group. • We will create a success criteria for a successful introduction. • You will use your plan from last lesson and write your introduction including the success criteria.

  20. Lesson 12 – Resolution Self Assessing – Narrative/Creative Success Criteria • Title: A Memorable Event • Resolution • Self assess • Tick the good points • Explain which parts of the success criteria you have used • Explain what you need to improve, how to improve and why you need to improve • I will go through how to do this • We will decide how to be critically analytical about your own work without ‘trashing’ it • You will do this on your work – make sure you are being critically analytical and helpful in your feedback • Next Step: You will improve your rising action by re-writing it and making the improvements you decided on

  21. Lesson 13 – The power of reflecting on vocabulary Vocabulary sharing Read the character descriptions you have been given: What can you borrow? What do you notice? Why is it engaging? Swap books and read at least five of your classmates work. Don’t comment. On the post it note write down words or phrases you think are really effective. Share your findings – Explain why they are really effective words or phrases. Consider – How could you adapt your writing to include these?

  22. Lesson 14 – Re-draft Re-write your story in full adapting it to improve it as you do

  23. Lesson 15 – Go Blind Apply the combined success criteria to this new title: Write a story about a childhood memory

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