Read Narrative Y5 T1 text version

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Y5 T1 T14 to map out texts showing development and structure, e.g. its high and low points, the links between sections, paragraphs, chapters.

Y5 T1 T15 to write new scenes or characters into a story, in the manner of the writer, maintaining consistency of character and style, using paragraphs to organise and develop detail.

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This unit of work requires the reading of a novel or story by a significant writer, e.g. Grandpa Chatterji by Jamila Gavin before the unit of work starts. This could be carried out whilst you are teaching a unit on poetry or non-fiction. Young writers can develop and internalise narrative patterns by exploring the ways in which stories are structured. These patterns may then be manipulated within their own writing. The close reading of a story will be needed in order for the children to write in new scenes or insert a new character. The work can be supported by the video version of the book by Book Box, Channel 4 Television.

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Read the short novel Grandpa Chatterji over a period of several weeks, outside the Literacy Hour. Use a simple time line to note the key events and incidents. On the time line mark highs and lows, complications, dilemmas, and resolutions as the story moves forward.

Stage 1: Capturing ideas - reading with a writer's eye ! In the Literacy Hour, revisit the key scenes and chapters. Collect paragraph and chapter openings that help to create links. These might be organised under a number of headings, e.g. New time New place New person New event

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Grandpa Chatterji, Jamila Gavin (Mammoth, 1994) ISBN 0749717165 Grandpa Chatterji, (4Learning, 2000) www.4learning.co.uk 742*/-)."=4C>4)*4"

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Write the various words or phrases that help the writer create links or make shifts from one scene to another onto strips of paper. Place these onto the time line to show how they help to structure the narrative.

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Add to the different types of paragraph/chapter openings from the children's own reading books. They should read through sections and chapter openings, adding extra words, phrases or sentences that help to create links or move the story forwards, for example: New time ­ meanwhile, a week later, in the afternoon ... New place ­ upstairs, on the other side of the road, behind the school ... New person ­ Sandy walked in, `Hi,' said Tom, as if from nowhere ... New event ­ Suddenly, without warning, at that moment ... Other ­ Silence, there was no doubt in Tim's mind, the deed was done ...

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Over time, investigate how the main characters are presented, recording ideas in the children's reading log (Y5 T1 T13). Create a simple grid for collecting quotes from the text that show how characterisation is built up (Y5 T1 T3). This could be through: Dialogue How they speak Thoughts in their head Physical description Actions What others say about them How others react to them

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Add to this some simple information about the characters, such as: Likes/dislikes Hobbies Favourite expressions Who they like What they think about another character Ambitions Best characteristic Worst characteristic Friends Enemies

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Work on two contrasting characters, such as Grandpa Chatterji and Grandpa Leicester; or the relationships between characters, e.g. Neetu/Sanjay and Grandpa Chatterji.

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Consider the ways in which the writer sets the scene in different chapters and keeps the readers interest, through: Narrative or descriptive passages Dialogue Powerful verbs and adverbs Specific vocabulary, e.g. words from other languages

Stage 2: Capturing ideas ! Use what has been learned about structuring narrative to create a simple time line as a method of planning a new scene or chapter into the story ­ a story within the story. Discuss how the chapters are mini-tales within the longer tale and how the chapter headings introduce the mini-tale. Quickly list some of the main `incidents': the rocket ride, the two grandpas cooking, the visit to the poppy fields. !

There are many places where you might stop the story and introduce a new scene. Ideas for new scenes might include: Grandpa Leicester takes Grandpa Chatterji shopping! The family help to tidy Mrs Bennet's garden. Mum and Dad plan a quiet night playing Scrabble!! Sanjay and Neetu have a farewell party for Grandpa Chatterji.

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The children should create a simple idea for the new scene or chapter. They then use a time line to plot out: An opening A build up A dilemma or exciting event Events that follow Resolution

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They should annotate the time line with any useful words, phrases or sentences that will help to link and shift the scene forwards.

Stage 3: Demonstration ! For a demonstration, identify a particular idea for a new scene. Demonstrate how to create a simple time line as a planning device:

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Plot idea: Grandpa Chatterji, Sanjay and Neetu play harmonium, flute and tabla at

the school concert. Timeline: ! ! ! ! ! ! ! Sanjay is invited to play his new flute at the school concert Grandpa Chatterji offers to help him practise He decides the flute needs to be accompanied by mum's harmonium The family arrive in school Mrs Hall is delighted that Grandpa and Sanjay will perform together Neetu feels left out Grandpa and Mrs Hall decide to introduce an extra event ­ impromptu family music ! ! ! Grandpa shows Neetu how to provide the beat with the school's new tabla The audience cheers as the three finish playing

Add on to this some useful connectives. Prior to writing remind the class what is known about the characters, as it will be important to maintain consistency. Review specific features of writing used by the author to develop the manner and style of writing.

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Demonstrate how to use the time line to write a simple chapter, turning each key scene into several paragraphs. Encourage the children to think of paragraphs in terms of scenes, and to think about the basic reasons for changing paragraph. Sanjay ran home with great excitement on Thursday afternoon. Mrs Hall had asked him to play his new flute at the school concert in the evening. Everyone would be there, and it was a great honour. Ben and Seema, responsible for designing the concert programme, were delighted with their success in inserting Sanjay's name at the last minute: A SPECIAL PERFORMANCE BY SANJAY: A FLUTE SOLO BY OUR VERY OWN MAESTRO.

"Your mother and I have chai and samosa ready for you" called out Grandpa Chatterji. "Haven't got time, I need to practise my flute," shouted Sanjay as he rushed upstairs. "I want to be perfect for the concert," he whispered to himself. Grandpa followed him with a cup of sweet, milky tea. "Two are always better than one when you need to be perfect. I will help by playing your mother's harmonium ­ it will be just like old times." He carried the harmonium to his bedroom and wiped it

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lovingly. He stretched his fingers and nodded to Sanjay to say that he was ready. Mum and Neetu sipped their tea and nibbled their samosas downstairs as the harmony filled the house. !

During demonstration keep returning to what is known about the characters to determine what they say and what they do, e.g. Grandpa charms everyone with his enjoyment of everything, Mum and Dad try to restrain his exuberance, the children are swept along by Grandpa's ideas. Talk through the writing of the first few paragraphs before shifting into shared composition. Draw on dialogue work (Y5 T1 S7), reflecting the different characters. Demonstrate how to fill in, between what is said, to avoid a list of speech. Show how to write in: What the speaker does What the listener does What else happens.

Stage 4: Supported writing ! On whiteboards, practise snippets of conversation, trying to reflect the different characters. Practise filling in between speech, imitating the simple model provided, showing what the characters do whilst speaking. !

Select from the connectives time line several connectives and practise inventing opening sentences to start new paragraphs or sections in the story.

Stage 5: Independent writing ! Children use their own plot ideas and timelines to write a simple new scene or chapter.

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Narrative Y5 T1

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