Narrative Poster (How To Write A Narrative)

Narrative Poster (How To Write A Narrative)

Course
English
Grade
Year 7
Section
Writing
Outcome
Writing a Narrative: The Great Discovery
Activity Type
Printable
Activity ID
19423

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This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • Year 6
    • Literature
      • Creating literature

        • ACELT1618 – Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

        • ACELT1800 – Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

    • Literacy
      • Interpreting, analysing, evaluating

        • ACELY1711 – Analyse how text structures and language features work together to meet the purpose of a text

      • Creating texts

        • ACELY1714 – Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

  • Y5&6 – Year 5 and 6
    • Y5&6 – Writing
      • They draw on knowledge and skills that include:

        • Y5&6.W.1 – Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)

        • Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)

        • Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience

        • Y5&6.W.6 – Organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting detail) and beginning to use cohesive devices to link paragraphs

        • Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically

        • Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)

        • Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).

  • 6 – Year 6
    • 6.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 6.WS.1 – These texts will include, when appropriate:

          • 6.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points

          • 6.WS.1.b – Paragraphs that group ideas

          • 6.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically

          • 6.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose,including subject-specific vocabulary.

  • 5 – Grade 5
    • W.5 – Writing
      • Literacy

        • W.5.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

        • W.5.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

        • W.5.6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

      • Literacy

        • W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

      • Literacy

        • W.5.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

          • W.5.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

          • W.5.3.b – Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

          • W.5.3.c – Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

          • W.5.3.d – Use concrete words and phrases and sensory details to convey experiences and events precisely.

          • W.5.3.e – Provide a conclusion that follows from the narrated experiences or events.

    • SL.5 – Speaking & Listening
      • Literacy

        • SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

          • SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

      • Literacy

        • SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

    • L.5 – Language
      • Literacy

        • L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

      • Literacy

        • L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.5.1.a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

          • L.5.1.b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

          • L.5.1.c – Use verb tense to convey various times, sequences, states, and conditions.

          • L.5.1.d – Recognize and correct inappropriate shifts in verb tense.*

          • L.5.1.e – Use correlative conjunctions (e.g., either/or, neither/nor).

        • L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.5.2.a – Use punctuation to separate items in a series.*

          • L.5.2.b – Use a comma to separate an introductory element from the rest of the sentence.

          • L.5.2.d – Use underlining, quotation marks, or italics to indicate titles of works.

          • L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.