All You Need to Teach: Narrative Text Types Ages 10+

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Narrative Text Types

All you need to teach . . . Nonfiction Text TypesAges 5–8 ISBN 978 0 7329 9962 9Ages 8–10 ISBN 978 0 7329 9963 6Ages 10+ ISBN 978 0 7329 9964 3

Macmillan Wall Charts: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6213 1Ages 8–10 ISBN 978 1 4202 6214 8Ages 10+ ISBN 978 1 4202 6215 5

Macmillan Interactive: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6816 4Ages 8–10 ISBN 978 1 4202 6817 1Ages 10+ ISBN 978 1 4202 6818 8

Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0

Narrative Text Types Ages 8-10 ISBN 978 1 4202 6138 7

Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2

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Discover, explore

and

narrativeswrite

AGES10+

Katy Collis

All the tools a smart teacher needs!

NarrativeText Types

Na

rr

ativ

eTex

t TypesAll you need to teach . . . Narrative Text Types contains essential booklists,

checklists, writing frames and more to support you and your students as they

explore, discover and write narrative text types.

Genre Summary Tables — a ready reference to the structure and

features of the different narrative text types

Assessment Rubric — in line with the NAPLAN marking criteria that

will make it easier to assess narrative writing in a measurable, meaningful and

objective way

Student Checklists — allowing students to self-assess and check their

own writing

Worksheets — to help students analyse narratives and then create their own

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Discover, explore and

write narratives

Ages 10+

Katy Collis

NarrativeText Types

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First published in 2010 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141

Visit our website at www.macmillan.com.au

Associated companies and representatives throughout the world

Copyright © Katy Collis/Macmillan Education Australia 2010All You Need to Teach Narrative Text Types Ages 10+ISBN 978 1 4202 6139 4

Publisher: Sharon DalgleishManaging Editor: Polly HennessyEditor: Jess Ní ChuinnProofreader: Adriana Martinelli-SciaccaDesign: Trish Hayes and Stephen Michael KingIllustrations: Stephen Michael King

Printed in Australia by Docklands Press

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All the teAching tips You need

Teaching Narrative Text Types ..............................................................5

The Stages in the Writing Process .........................................................6

The Traits of Good Writing ...................................................................6

The General Elements of Narrative ........................................................8

Narrative Text Structures and Genres ....................................................9

All the literArY terms You need ..............................................10

All the genres You need

Narrative ............................................................................................15

Play Scripts, Film and Dialogue ...........................................................16

Narrative Poetry .................................................................................17

Adventure ..........................................................................................18

Fantasy ...............................................................................................19

Historical ............................................................................................20

Humour ..............................................................................................21

Mystery or Detective .........................................................................22

Realistic ..............................................................................................23

Scary ..................................................................................................24

Science Fiction ....................................................................................25

Traditional: Fable ................................................................................26

Traditional: Fairy Tale or Folk Tale .......................................................27

Traditional: Legend .............................................................................28

Traditional: Myth ................................................................................29

All the genre Booklists You need ...........................................30

All the Assessment sheets And checklists You need

Assessment Sheets ..............................................................................39

Student Checklists: Narrative Genres ..................................................41

Student Checklists: Traits ....................................................................48

Student Checklists: Process .................................................................52

Student Checklists: Word Lists ............................................................53

All the Worksheets You need

Exploring Narratives ............................................................................60

Writing Narratives ..............................................................................69

Co n t e n t sCo n t e n t s

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teaChing

tips

teaChing

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5

This book contains essential booklists, checklists, writing frames and more to support you and your students as they explore, discover and write narrative text types. Dip in, take what you need, or adapt to fit your own individual writing classroom.

Ex p lo r i n g nar rat i v E tE xt typ EsThere is a strong connection between reading and writing. Readers infer meaning from a text. Writers write meaning into a text. Give your students the opportunity to explore and analyse a variety of different narrative text types or genres. The genre booklists on pages 31 to 37 provide a starting point to find texts suitable for reading aloud. These books have been selected because they offer models of good narrative writing in the different genres. Space has been left so you can add to the lists as you find your own favourites.

As you read aloud, make reference to the structure, the language feature, the narrative element or the trait you want students to focus on. Ask questions to help students:

• identify the structure• look at language features• see differences in theme and characterisation.

Don’t forget to also read aloud for the sheer pleasure of enjoying the story!

The genre summary tables on pages 15 to 29 can be used as a ready reference to the structure and features of the different narrative text types or genres you might read. The exploring narrative worksheets on pages 60 to 68 will also help students think about the different narrative types they read or listen to. They can then internalise the techniques used by authors and incorporate them in their own writing.

Wr it i n g nar rat i v E tE xt typ EsOn pages 69 to 80 you’ll find writing narrative worksheets for the different narrative genres. Use these during modelled, shared and guided writing lessons, thinking aloud to help students understand your thought processes and exactly what you are doing. Then have copies available for students to use during independent writing.

ass Essi n g nar rat i v E Wr it i n g The student checklists on pages 41 to 52 are a quick and easy way for students to take control of their own work or self-assess. A blank line has been left on each one so you can add your own criteria if you wish. Have students check off each statement once they have drafted their writing. This will allow them to see if they have met the criteria for the genre or trait. They can then attach the checklists to their writing and refer to them in conferences, using the information when discussing revision ideas.

On page 39 you’ll find a writing conference record sheet. Try to hold a writing conference with each student before they move on to their final draft. During the conference, look for skills the student has used well. Note these on the record sheet. Also look for one or perhaps two skills the student needs to work on. Record these in the ‘Skills to practise’ column. Focus on the elements of narrative and the traits of good writing appropriate to the level of the individual student. Be sure to list no more than two practice skills per piece of writing, so that the student has a chance to master each one. Taking these elements or traits and applying them to their own work will have much more meaning for students than a worksheet editing someone else’s words.

The rubric on page 40 can be used to score individual pieces of narrative writing. It is organised into ten criteria in line with the NAPLAN marking criteria for writing narrative. It should make it easier to assess narrative writing in a measurable, meaningful and objective way. Score each criterion from 1 to 5. Space is also left to add a more detailed or specific comment next to each one. Then add up all the scores to get a mark out of 50. Double this mark to get a percentage.

teAching nArrAtive text tYpes

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These stages reflect the process writers go through as they write any text.

1 Prewriting involves discussing and brainstorming to gather thoughts and ideas about a topic, and to define the purpose and audience.

2 Drafting is the first attempt at writing. Writers get their ideas down on paper and shape them according to the chosen text type.

3 Revising involves finetuning. Writers improve their work. They might clarify ideas, check the organisation, consider voice, check word choice or review sentence fluency.

4 Proofreading is the mechanical stage. Writers double-check conventions.

5 Publishing can provide motivation for revising and proofreading. Writers share their work.

Remember—the writing process is messy and not necessarily linear. Writers move in and out, backwards and forwards through the stages. They can have more than one piece of writing in progress at a time. And they do not take every piece of writing through every stage to the published form.

Learning about text types and writing process gives students a useful framework to work within. Text types give students an overall structure for their writing. The writing process gives students a way to get the words on paper. But there is much more to writing than this. Teaching your students about the traits of good writing (ideas, organisation, voice, word choice, sentence fluency, conventions and presentation—see page 7) will help them to develop their writing. On pages 48 to 51 there are checklists for each of the traits. To further help with word choice, word lists for different genres are included on pages 53 to 58. Use these to give students a starting point for inspiration and ideas, or to keep them on track with the chosen genre. Space has been left in the lists so that students can add their own word ideas. Finally, the worksheets on pages 69 to 80 include activities for teaching the traits.

Fi r st pu r po s E, th E n pr o c Ess, th E n traitsWith text types, process and traits to consider, the writing classroom can feel overwhelming. But putting the three models together is easy. Encourage students to use these simple steps:

1 First think, ‘What is my purpose and audience?’ This will give you the text type, or in the case of narrative the specific genre.

2 Next, decide what stage you are up to in the writing process.

3 Finally, look to the traits to support that stage and help you use the text type effectively.

The following table is a guide only. Writers can think about any of the traits at any of the writing stages. However, certain traits do most logically fit with certain stages.

the stAges in the Writing process

the trAits of good Writing

Purpose? Audience? Stage Writing trait/s that support it

Prewriting Ideas

Narrative genre Drafting

Ideas Organisation Word choice

Revising Word choice Voice Fluency

Proofreading Conventions

Publishing Conventions Presentation

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Traits of Good Narrative WritingTraits of Good Narrative Writing

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Ideas The message or theme at the heart of

the writing

V Identify the purpose.

V Choose a fresh and original idea.

V Write from experience.

V Focus on the main message.

V Add important details.

OrganisationThe internal structure or framework

V Put things in order in a way that matches your genre.

V Write an original orientation.

V Add a clever complication.

V Write a sizzling series of events.

V End with an excellent resolution.

VoiceHow you hear the author in the writing

V Bring the writing to life.

V Engage the reader.

V Match your voice to the genre.

V Show emotion, energy, conviction, integrity.

V Try writing as if you were a different character.

Word choiceThe use of rich language

V Use specific nouns.

V Use precise verbs.

V Use vivid adjectives.

V Match word choice to genre and audience.

FluencyThe music created by the words

V Read the writing aloud.

V Think about the sound of the words.

V Think about the beat of each paragraph, line and word.

V Vary sentence length to create rhythm.

V Vary sentence structure to create rhythm.

ConventionsThe good manners that help guide readers

through the writing

V Make your writing easier to read.

V Use standard punctuation, capitalisation, spelling and grammar.

V Use effective paragraphing.

V Proofread carefully.

V Make sure any errors are intentional for stylistic effect.

PresentationTime to show off and share the writing

V Make the writing look good.

V Choose appropriate font and font size for the genre and audience.

V Or make sure handwriting is neat and easy to read.

V Think about margins, illustrations, extra font features.

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the generAl elements of nArrAtive

Narrative writing can be found in novels, short stories, television shows, movies, plays and traditional tales, as well as poems such as epics and ballads. Some biographical or historical accounts also combine narrative with recount. Most narratives share a common purpose—to tell a story and entertain in some way. Most also share the following general elements.

plot

Plot is the structure of the story—the series of actions that make the story. The usual narrative structure is:

Orientation: the introduction or start of the story in which the characters (Who?), time (When?) and setting (Where?) are established.

Complication: the main character has a problem to overcome. (What?)

Series of events: the series of events and actions as the character tries to resolve the problem. (How?)

Resolution: the ending, when the complication is resolved for better or worse and all the threads are tied together. (Why?)

conflict

Without conflict, there is no plot. Conflict provides the complication, the problem or the dramatic struggle in the story. It is the tension that exists between the forces in the character’s life. There are four types of conflict:

Character versus character: the main character is in conflict with another character. (Characters can be human or non-human.)

Character versus society: the main character is in conflict with a larger group, such as society, a community or a school, and must overcome the pressures of that society.

Character versus nature: the main character is in conflict with the forces of nature or has to fight nature, such as in stories of survival in the wilderness.

Character versus self: the main character experiences inner conflict and must work out inner feelings of conflict.

setting

Where does the story take place? When does the story take place? Setting can affect the plot, the characters, the conflict and the theme.

chArActerisAtion

Readers learn about characters by descriptions of what they look like, by what they say, by what others say about them, and by their actions. Depending on the type of narrative, characters can be round (fully developed and multifaceted), flat (not so well-developed), or stereotypical (a fixed type rather than an individual). In some narratives, the characters also develop and change (dynamic). In others, the characters stay the same from beginning to end (static).

climax (turning point, point of highest tension)

rising action (series of conflicts a

nd crisis)

falling actionbeginning end

orientation resolution

middle

series of events

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point of vieW

Point of view is the perspective of the narrator or storyteller. Different points of view have different advantages and disadvantages.

Third person (he, him, she, her, it, them) is the most common point of view. The narrator is a central observer who knows everything and can describe the actions, thoughts and feelings of all the characters. Third person is usually objective and unobtrusive.

Second person (you) is not often used in narrative, although it is used in choose-your-own-adventure stories.

First person (I, me, mine, we, our) is when a character (usually the main character) tells the story. This usually draws the reader into the narrative by creating a relationship between the character/narrator and the reader. However, the narrator may not be presenting a reliable account of the action because characters in a story narrate events from their own point of view.

theme

Theme is the central idea in a story. It holds the story together. To find the theme, think about the message the writer is attempting to communicate. Identifying the theme of a narrative is also a personal response. Each reader brings their own personal experiences and meaning to a story.

tone

The way the writer uses language, sentence structure, word choices, and other literary devices establishes the tone. Tone contributes to the way a reader feels. The author’s attitude or tone gives extra meaning to the words, just as the tone of voice in speech can give extra meaning to what we say.

literArY devices

Literary devices, such as imagery, metaphor, alliteration, onomatopoeia, figurative language, voice and so on, make up the writer’s style.

lAnguAge choices

The particular words, phrases and grammatical constructions of the text work to create characters, setting and the action of the narrative.

nArrAtive text structures And genres

Students need to read and write many different types of narrative. Even though most narratives share common elements, it can be helpful to group types of narrative texts and to give students specific knowledge about those groups or genres. Writers and readers share a set of expectations for different genres. A reader is not surprised to find a dragon in a fantasy, but would not expect to find one in a detective story.

The genre summary tables on pages 15 to 29 will support your planning, so that you can expose students to a range of narrative genres and a progression of skills. These genres have been chosen because they are the genres common in narratives for children and the genres students are expected to be familiar with.

They are a guide only and they can overlap. A single text can also include a range of text types, including nonfiction text structures, for example a story might have added diary entries, letters or emails, a fantasy can also be an adventure, or an adventure can contain a mystery. Some narratives are told using only pictures. ICT texts tell stories using interactive combinations of images, sounds and words.

Knowing the conventions of each genre gives writers a structure to work within. When students are familiar with the rules, they can start to break them as many authors do in the real world. They can mix things up. They can challenge the conventions. They can parody writers or style or satirise events.

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Literary

terms

Literary

terms

You Need

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adventure a form of narrative with physical action

alliterationrepetitive use of a letter or sound at the beginning of words, focuses attention on the sound rather than the meaning

antagonistthe character who is the opposing force in a conflict

anticlimaxthe high point in a narrative that appears to be the climax, but is not; this literary device is used to build tension or create humour

archetype a character, symbol or theme which recurs in mythology or literature

assonancethe repetition of a vowel sound for a specific effect

atmospherethe mood of the story conveyed by the language used to describe the setting and the characters, in much the same way as background music in film tells whether a scene will be funny, scary or romantic

ballad a traditional song or poem which narrates dramatic events, often in dialogue

charactera created or imagined participant in a story

climax the point of crisis or highest tension in a narrative, usually towards the end and followed by the resolution, also called the turning point

codaan extra passage at the end of a piece of writing to bring it to a satisfactory close, such as the moral stated at the end of fable

complication a disruption, problem or change that affects the sequence of events in a narrative

conflict the tension that exists between the forces in a character’s life, it provides the complication

conventions trait the good manners that help guide readers through the writing

cumulative talea narrative in which events build upon one another, each event added in the chain being repeated until the end

denouementthe resolution of events after the climax when the plot is untangled and issues explained

dialogueconversation between two or more characters, can reveal character or move plot forward

dynamic charactera character that changes during a story

empathywhen a reader, listener or viewer unconsciously responds to the feelings or situation of a character (involuntarily clenching stomach muscles when a character is hurt) as opposed to sympathy which is the conscious understanding of another’s situation

epic an extended narrative poem that recounts dramatic actions, adventures, travels or heroic deeds

epilogue a short section at the end of a narrative which acts as a conclusion

fable a short, clever narrative tale with a moral

fairy talean imaginative story about fairies, elves or magical deeds

fantasya form of narrative in which fantastic or unreal things happen

figurative language language that goes beyond literal meaning to create particular moods, can include metaphors, similes and personification

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first personwhen the narrator is a character in the narrative and the story is told from that point of view (uses I, me, mine, we, our)

flashbackwhen reference is made to events prior to the story currently being told, techniques include memories, dreams, characters recounting past events

flat charactera character that is not well-developed

fluency trait the music created by the words

foil charactera character with the opposite personality traits of the main character

folk talea short tale about people or animals, handed down from one generation to the next in the oral tradition

genrean accepted style or structure of writing, such as science fiction or adventure

historical fictiona form of narrative that is a made-up account of a real event or time, with fictional characters interacting with real people

hyperbolethe use of gross exaggeration to describe something that could never happen in real life

ideas trait the message or theme at the heart of the writing

idyll a short poem with a rural setting

imagery words which create an imaginative visual picture in the mind of the reader, can use figurative language

ironya subtle form of humour where the literal meaning is different from the implied (often opposite) meaning

legendan oral tale about an actual or supposed historical figure or place

metaphor describes one thing in terms of another unlike thing by saying x ‘is’ y and describing x in terms of y (eg the night is my friend)

morala message from the story that readers, viewers or listeners can reflect on and use as a model for conducting their own lives in a certain way

mysterya form of narrative in which characters try to discover a vital piece of information which is kept hidden until the climax

mytha story, from a particular culture, about gods

monologueone character speaking alone

moralthe lesson that a story or fable teaches

motifa recurring image, concept or theme

narrative a story with an orientation, complication and resolution

narrator the explicit or implicit presenter of a story

omniscient narrator a narrator who knows everything, even things the characters don’t know

onomatopoeiaa suggestion of sound through words (eg crackle, ooze, pitter-patter)

organisation trait the internal structure or framework of the writing

orientation gives the background and setting for a narrative and introduces the characters

parodyto mock the style of an author, text or genre by exaggeration

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personification to give personal nature, character or emotions to an object, animal or idea

plot the events in a story, and the causal links between them

point of viewthe perspective from which the narrator tells the story, the most common is third person

pourquoi storiesshort narratives that have been passed on orally in different cultures to explain why things are so, particularly in nature

presentation trait the use of good layout and fonts to make the work visually appealing

prologue a short section at the beginning of a narrative which acts as an introduction

protagonistusually the main character involved in a conflict

punsword play and double meanings

realistic storya form of narrative containing events that could actually happen in real life

resolution when the complication is resolved in a narrative

rhyme when two or more words have the same ending sound

rhythm a pattern of accented and unaccented syllables

round character a character that is fully developed and multifaceted

satirea form of humour that ridicules its subject with mock-serious treatment, can also be used with parody and irony

scary storya form of narrative with frightening content

science fiction a form of narrative about imagined but possible worlds, sometimes called a sub-genre of fantasy

second persona difficult point of view not often used in narrative, although it is used in choose-your-own-adventure stories (uses you)

settingwhere and when a story takes place

simile likens one thing to another different thing, often using the words ‘like’ or ‘as’

static charactera character that does not change during the story, can be round or flat

stereotype charactera character that represents a fixed type rather than an individual

storyboarda sequenced plan in pictures which shows the key moments in a narrative

suspensea technique in narrative that delays fulfilling a reader’s expectations

symbolism representing things with symbols, or giving things symbolic meaning

themethe central idea in the story, or the message that the author wants the reader, listener or viewer to get from the story

third personwhen the narrator is not part of the story and is therefore able to look down on the story and see and report on all events or from different points of view (uses he, him, she, her, it, them)

tonethe way a writer uses language to indicate their attitude and give extra meaning to the words, just as the tone of voice in speech can give extra meaning

voice trait how you hear the author in the writing

word choice trait the use of rich language

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genresgenres

You Need

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NARRATIVEA story with a plot presented by a narrator. There are many different forms, or genres, of narrative.

PurposeTo tell a story

To entertain

To engage or challenge thinking of the reader or viewer

Structure1 Orientation establishes setting and introduces

characters

2 Complication—characters have a problem

3 Series of events arising from the complication

4 Resolution

LanguageTold in first person (I, we) or third person (she, he, it, they)

Usually narrated in past tense

Sometimes narrated in present tense

Dialogue, in differing tenses

Nouns and noun groups to accurately describe people, places and things

Verbs for actions, thoughts and feelings

Adverbs to tell how

Connectives to:

• sequence events in time (and, then)

• link cause and effect (because)

SettingAnywhere

CharactersMade-up characters who act the way people do in real life

Characters can be stereotypesgood/evilhero/villain

Characters have particular qualities brave clever

Readers or viewers can:

• understand why characters act the way they do

• empathise with characters

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PLAY SCRIPTS, FILM and DIALOGUE A story told through storyboards and scripts for film, television, stage, radio or digital; or by using images and speech bubbles

PurposeTo tell a story

To entertain

To emotionally engage, or challenge the thinking of, the listener or viewer

StructureCan follow structure of any narrative type. In general:

1 Orientation establishes setting and introduces characters

2 Complication or problem


4 Resolution

Set out according to the conventions for scripts:

• organisational information Scene 1 An empty schoolyard. Morning

• stage directions often written as a procedure Enter left, creeping

• name of character and words they speak ROVER: Woof!

Digital animations and comic strips include speech bubbles and images

Digital interactive texts can include speech bubbles on screen as well as audio dialogue

LanguageDirect speech (but with no speech marks)

Dialogue (two or more characters)

Monologue (when a character thinks out loud, or speaks to self or audience)

No narrative text as reported speech he saidshe said

Narrative information given:

• in stage directions (play scripts)

• through images (comic strips, animations)

• below each picture (comic strips)

SettingAnywhere

CharactersMade-up characters who act the way people do in real life

Characters can be stereotypeshero/villain

Characters have particular qualities brave clevergood/evil

Readers, viewers or listeners can:



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NARRATIVE POETRYA poem that tells a story

PurposeTo tell a story with poetic flair

To entertain

Sometimes to relate historical events


characters

2 Complication and action of the event

3 Resolution to conclude and summarise the story

LanguagePoetic devices such as:

• rhythm

• rhyme

Attention to sound:

• alliteration

• assonance

• onomatopoeia

Imagery and figurative language such as:

• simile

• metaphor

• personification

• hyperbole

Rich vocabulary:

• nouns

• adjectives

• verbs

• adverbs

• invented words

• unusual word combinations

SettingAny setting

Can be historical setting

Setting may be implied rather than obvious

CharactersCan be one character or many characters

Can be real people if narrating a real event

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ADVENTURE A story with physical action, often built around a quest or mission

PurposeTo entertain

To create a sense of excitement or suspense for the reader


characters

2 Complication that sets the adventure in motion

3 Chronological series of events to solve the problem

4 Resolution

Usually fast-moving, with cliffhangers to build suspense

Occasional slow-moving descriptions or dialogue to build tension

Can use time shifts or flashbacks





Some use of short sentences to build tension

Action verbs

She charged down the gangplank, leaped onto the wharf and threw herself onto the back of the speeding motorcycle.

Adverbs to tell how or add meaning to verbsthrew herself recklessly

Nouns for people, places and things

Adjectives to add meaning to nouns the rickety gangplank

Dialogue to move action forward or to build suspense“What was that?”

SettingCan be set in the past, present or future

Can involve journeys across different countries or to dangerous places

Descriptions of the setting add to the excitement or tension

CharactersCharacters can be stereotypes

good/evil

One character may be in danger or need rescuing

An everyday character may become a heroine or hero

Same characters often used across a series

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FANTASYA story in which fantastic or unreal things happen

PurposeTo entertain

To offer readers an escape from reality

Structure1 Often begins in the normal world

2 Complication—main character can be reluctant to accept the call to danger or to enter the fantasy world

3 Series of challenges or battles with evil villains

4 Successful completion of the task, quest or challenge

5 Return to normal life

Often includes a journey or quest to find or claim something




Detailed descriptions of characters and places:

• give picture of fantasy elements

• build suspense

• include nouns and adjectives

Imagery:

• simile

• metaphor

• symbolism (red for danger, flame for hope)

SettingWhole story can be set in an invented fantasy world

Can also have an entry to the fantasy world from our own worldthrough the back of a wardrobeon a magical trainby looking in a mirror

The fantasy world has social rules and routines

Objects can have magical properties

CharactersCharacters reluctantly caught up between good and evil

Characters can be stereotypes heroes villains guides

Supernatural or magical creaturesdragonsfairieselvesmonsters

Unusual invented characters

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HISTORICAL A made-up account of a real event or time

PurposeTo entertain and, sometimes, to inform

Structure1 Orientation to establish historical setting and

introduce characters

2 Complication

3 Series of events about something that has already happened

4 Resolution or ending

Can begin with the final event and then move back in time to tell the whole story and what led up to that event

Time frames can be manipulated so the narrative moves backwards and forwards in time


Narrated in past tense


Noun groups to accurately describe people, places and things from the past


Old-fashioned words and sentence structures appropriate to the time of the story “Find it we will, sire.”

SettingSet in the past

Includes accurate historical detail

CharactersCan include real people and made-up characters

Characters are true-to-life©

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HUMOUR A story that makes the reader or viewer laugh, often at human behaviour or weaknesses

PurposeTo entertain and amuse

To help readers recognise human qualities and failings


characters

2 Complication

3 Events are often unexpected and surprise the reader

4 Happy resolution or ending, even if it is unrealistic

Humour can come from:

• plot

• situation

• character

• language





Noun groups to represent people, places and things


Witty dialogue

Use of:

• jokes

• puns

• exaggeration

• parody

• hyperbole

• satire

• irony

SettingAnywhere

CharactersCharacters with exaggerated failings or foibles

Characters sometimes try to resolve problems in surprising ways

Readers can:



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MYSTERY or DETECTIVE A story in which characters try to discover a vital piece of information which is kept hidden until the climax

PurposeTo entertain

To intrigue


characters

2 Complication that triggers the mystery

3 Series of events to solve the mystery, often with clues

4 Solution and resolution

Facts or clues help the reader try to solve the mystery

Can have false clues to mislead the reader

Can use flashbacks to:

• fill in detail

• give clues

• add to suspense so the reader knows what is going to happen and then reads about it

Can include a series of anticlimaxes or plot twists to build tension




Nouns and adjectives describe how people, things or situations are mysterious


Adjectives and adverbs to intensify the mystery

Pronouns used to avoid naming characters when they first appear Then I saw it . . .First line: She opened the door . . .

Questions to exaggerate the mystery Why had they gone?

SettingOften a place unfamiliar to main characterdark forestold deserted houselonely rural area

Can be a familiar place, but something unusual happens to trigger the mystery a stranger or parcel arrives

CharactersEveryday character drawn into a mysterious situation

Characters can be stereotypes detective

Same characters sometimes used across a series

Can have non-human characters

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REALISTIC A story containing events that could actually happen in real life

PurposeTo entertain

To raise a serious issue

To create empathy for a character or show character development


characters

2 Complication


4 Resolution

Stories are often about personal experiences and can be structured as a recount:

1 Orientation

2 Complication

3 Series of events in time order, including personal comments or evaluative remarks

4 Conclusion with a personal comment





Noun groups to represent people, places and things

Feeling and saying verbs to tell how characters are feeling

Thinking verbs for thoughts and emotions

Connectives to link ideas and events:

• in time

• through cause

Informal or contemporary language

Can use slang or colloquialism

Dialogue to:• move the action forward • give information the reader needs to know• tell how a character is feeling• tell what a character is thinking

SettingOften set in present day

Often familiar settinghomeschool

CharactersCharacters are true-to-life

Characters are not always what they seem A shy boy who speaks out about an injusticeA nervous girl who saves the day as a brave heroine

Readers can:



Characters usually develop, grow or change in some way by the end

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SCARY A story with frightening content

PurposeTo evoke fascination, fear or revulsion in the reader or listener


characters

2 Complication

3 Series of events arising from the complication—each one building suspense to a frightening climax






Saying verbs and adverbs for speech “Run!” he shouted urgently.


Adverbs tell how and build horror and suspense She crept quietly along the dark corridor.

Adjectives and noun groups to describe people, places and things

Some use of short sentences to build tensionShe stopped. Nothing moved. Nothing breathed. Even the air was still.

Language to emphasise feelings and senses

SettingOften in stereotypically frightening places old deserted housesgraveyardsruinsforest

Often at night

Descriptions which relate to the senses (sight, smell, hearing, taste, touch) to build a scary atmosphere

CharactersCharacters can be stereotypesgood/evil

Can be everyday adults or children

Can include supernatural characters or creatures

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SCIENCE FICTION A story about imagined but possible worlds

PurposeTo entertain

To stretch the imagination

To think creatively about the future or how technology or science might advance

StructureCan follow structure of any narrative type. In general:

1 Orientation establishes setting and introduces characters

2 Complication

3 Series of events arising from the complication, usually with fast-moving action


Often structured around:

• a quest or journey

• a fight against evil

Can use structures that play with time sequence:

• flashbacks

• time travel






Adjectives to describe imagined:

• settings

• characters

• technology

• processes

Noun groups with technical terms to represent imagined or real science and technology

Dialogue can use unusual forms and vocabulary, or even different language for:

• aliens

• futuristic characters

SettingMust be credible

Often set in the future

Can be set in future version of Earth

Can be set in outer space or on other planets

Can have human settlements in other galaxies

Uses science and technology

CharactersLife forms from other planets

Non-human and/or human characters

Characters can be stereotypesgood/evil

Likeable hero or heroine

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Traditional FABLE A short, witty tale with a moral

PurposeTo teach a moral lesson


characters

2 Series of events

3 Ends with a lesson learned

4 Moral often explicitly stated in coda

LanguageTold in third person (she, he, it, they)


Nouns for characters and settings

Connectives to show:

• cause and effectifbecause

• when things happened or time passingas the donkey was . . .and then . . . when the sun came out . . .

SettingSettings less important than events that take place

CharactersSimple stereotypesgreedysimpletricksterkindgoodevilselfish

Usually two main characters, with one of them learning an important lesson

Humans

Animals with human characteristics

Animals reveal human weaknesses

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Traditional FAIRY TALE or FOLK TALE An imaginary tale told from one generation to the next

PurposeTo entertain, often with a moral element

Originally to pass on traditional knowledge or share cultural beliefs

StructurePlot often follows a formula or pattern and is predictable

1 Begins with a traditional opener to set the scene Once upon a time . . .There once was a . . .

2 Complication tells that a character is in danger

3 A number of events threaten the character

4 The character survives

5 Often a happy ending but can also be darker and have sad ending

Events often in a pattern of three or seven three wishesthree pigs building three housesseven dwarfsseven princesses

LanguageTold in third person (she, he, it, they)


Some dialogue, in differing tenses

Repeated phrases with strong rhythm or rhyme “Who is that trap-trapping over my bridge?” asked the troll.“I’ll huff and I’ll puff and I’ll blow your house down.”

Language of fairy world:

• charms

• magic spells

• incantations

Rich vocabulary

Imagery:

• simile

• metaphor


SettingOften vague Long, long ago in a dark wood . . .

Usually set in the past

Often woods, palaces, cottages

Can include magical objectsmagic beansmagic mirror

CharactersRealistic characters alongside fantasy characters who perform magical acts

Usually good characters versus evil characters

Archetypal charactersevil stepmotherswise old man or womangiantsprincesses and princestrickstersresourceful children with trials or tests to overcome

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Traditional LEGEND An oral tale about an actual or supposed historical figure or place

PurposeTo reveal information about the way people live and what they believe

To help the reader or listener to reflect on their own life

Structure1 Orientation

2 Complication

3 Events in chronological order

4 Resolution, may or may not be happy

Events are often stages in a journey, quest or ongoing battle told one episode after another

Can tell the whole life story of the hero with each linked episode as a self-contained story

LanguageTraditional openings and endings

Literary, formal language

Rich vocabulary

Rhythm and repetition

Imagery:

• simile

• metaphor


SettingSet in the distant past

Recognisable features of daily life

Can be embellished and exaggerated

Can include magic

Laws governing the world may not be conventional ones

Includes cultural elements

CharactersHeroic characters

Archetypal opposites:good and evil hero and villainstrong and weakwise and foolishfriend and foe

Can include mythical or supernatural beings

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Traditional MYTH A story from a particular culture about heroes and their dealings with gods and monsters

PurposeTo explain natural phenomena or the world and its mysteries

To pass on cultural, religious or spiritual beliefs or traditions

Structure1 Orientation

2 Complication

3 Series of events

4 Ending not always a happy one

Often longer than other traditional narratives

Events can be tasks or trials in a journey, quest or ongoing battle

Sometimes the hero must answer a riddle

LanguageNarrated in past tense

Rich vocabulary

Imagery:

• simile

• metaphor


Less dialogue than other traditional narratives

SettingA different or imaginary world, or world of the gods

Laws governing the world may not be conventional ones

Often dramatic setting wide oceanfoggy mountaindense forest

Includes cultural and religious elements

CharactersGods personifying power in nature Thor

Powerful humans

Larger than life characters with supernatural powers or exaggerated characteristics cunningstrongcourageouswise

Characters can have a fatal weaknessAchilles (heel)

Fabulous creatures and monstersMedusaMinotaur

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genre

BookLists

genre

BookLists

You Need

All the

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Narrative Poetry

Cautionary Verses by Hilaire Belloc, illustrated by Quentin Blake

‘The Charge of the Light Brigade’ by Alfred Lord Tennyson

‘The Highwayman’ by Alfred Noyes

Jabberwocky by Lewis Carroll, illustrated by Graeme Base

‘Inchcape Rock’ by Robert Southey

Waltzing Matilda by A B Paterson, illustrated by Desmond Digby

Adventure

The Call of the Wild by Jack London

Hatchet by Gary Paulsen

Island of the Blue Dolphins by Scott O’Dell

Journey to the River Sea by Eva Ibbotson

Julie of the Wolves by Jean Craighead George

My Side of the Mountain by Jean Craighead George

Skydive! (World of Adventure series) by Gary Paulsen

The Thief Lord by Cornelia Funke

Treasure Island by Robert Louis Stevenson

The Voyage of the Frog by Gary Paulsen

The Wanderer by Sharon Creech

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Fantasy

The Carpet People by Terry Pratchett

The Dark is Rising by Susan Cooper

Deltora Quest series by Emily Rodda

Dragonkeeper (Dragonkeeper series) by Carole Wilkinson

Dreamwalker by Isobelle Carmody

The Earthsea Quartet by Ursula Le Guin

Harry Potter series by J K Rowling

The Hobbit by J R R Tolkien

The Indian in the Cupboard by Lynne Reid Banks

The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) by C S Lewis

The Lord of the Rings by J R R Tolkien

Northern Lights (His Dark Materials trilogy) by Philip Pullman

Ranger’s Apprentice series by John Flanagan

With My Knife by Andrew Lansdown

A Wrinkle in Time by Madeleine L’Engle

Historical

The Camel Who Crossed Australia by Jackie French

The Goat Who Sailed the World by Jackie French

Goodnight Mr Tom by Michelle Magorian

Little Brother by Allan Baillie

Macbeth and Son by Jackie French

Mahtab’s Story by Libby Gleeson

No Gun for Asmir by Christabel Mattingley

Once by Morris Gleitzman

Pagan’s Crusade (Pagan Chronicles series) by Catherine Jinks

Playing Beatie Bow by Ruth Park

Ramose: Prince in Exile by Carole Wilkinson

Ratwhiskers and Me by Lorraine Marwood

Roll of Thunder, Hear My Cry by Mildred D Taylor

Somewhere around the Corner by Jackie French

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Humour

The Big Bahzoohley by Peter Carey

Captain Underpants series by Dav Pilkey

Freaky Friday by Mary Rodgers

Funniest Stories by Paul Jennings

Just Tricking (Just series) by Andy Griffiths

Lockie Leonard, Human Torpedo by Tim Winton

Schooling Around series by Andy Griffiths

The Twits by Roald Dahl

Worry Warts by Morris Gleitzman

Mystery

The Dollhouse Murders by Betty Ren Wright

Emil and the Detectives by Erich Kästner

From the Mixed-Up Files of Mrs Basil E. Frankweiler by E L Koningsburg

The Maze of Bones (The 39 Clues series) by Rick Riordan

The Midnight Horse by Sid Fleischman

The Mysteries of Harris Burdick by Chris Van Allsburg

The Mystery of the Cupboard by Lyn Reid Banks

Nancy Drew series by Carolyn Keene

The Westing Game by Ellen Raskin

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Realistic

All We Know by Simon French

Bridge to Terabithia by Katherine Paterson

Buddy by V M Jones

Flour Babies by Anne Fine

Hazel Green (Hazel Green series) by Odo Hirsch

Hoot by Carl Hiaasen

Maniac Magee by Jerry Spinelli

Millie and the Night Heron by Catherine Bateson

Onion Tears by Diana Kidd

Someone Like Me by Elaine Forrestal

Storm Boy by Colin Thiele

Two Weeks with the Queen by Morris Gleitzman

Scary

Chills Run Down My Spine by Jackie Vivelo

Ghost Abbey by Robert Westall

Goosebumps series by R L Stine

The Haunting of Nadia (Chillers series) by Julia Jarman

Scared by Anthony Horowitz

Scary Stories for Brave Boys and Girls by Christopher Milne

Spookiest Stories by Paul Jennings

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Science Fiction

Bobo Crazy (Zenon: Girl of the 21st Century series) by Marilyn Sadler

Brother in the Land Robert Swindells

Children of the Dust by Louise Lawrence

Edsel Grizzler: Voyage to Verdada by James Roy

The Giver by Lois Lowry

Mrs. Frisby and the Rats of NIMH by Robert C O’Brien

Space Demons (Space Demons trilogy) by Gillian Rubinstein

Taronga by Victor Kelleher

Traditional Fable

Aesop (Greek)Aesop’s Fables illustrated by Rodney McRae

A Sip of Aesop by Jane Yolen

The Very Best of Aesop’s Fables retold by Margaret Clark, illustrated by Charlotte Voake

Jean de la Fontaine (French)The Hare and the Tortoise illustrated by Brian Wildsmith

The Lion and the Rat illustrated by Brian Wildsmith

The North Wind and the Sun illustrated by Brian Wildsmith

The Panchatantra and Jataka Tales (India) Panchatantra: The Complete Version by Pandit Vishnu Sharma, translated by G L Chandiramani

Twenty Jataka Tales by Noor Inayat Khan, illustrated by H Willebeek Le Mair

Modern retakesAesop’s Funky Fables by Vivian French and Korky Paul

The Boy Who Cried Wolf by Tony Ross (based on Aesop)

ContemporaryFables by Arnold Lobel

Frederick’s Fables by Leo Lionni

Blueback: A Fable for All Ages by Tim Winton

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Traditional Fairy Tale or Folk Tale

By countryThe Arabian Nights retold by Brian Alderson, illustrated by Michael Foreman (Arabia, India and Persia)

The Complete Fairy Tales of Charles Perrault by Charles Perrault (France)

English Fairy Tales collected by Joseph Jacobs, illustrated by Margery Gill (England)

Folk Tales from Africa: The Baboons Who Went This Way and That by Alexander McCall Smith

Folk tales of Japan (Folk tales around the World Series) by Shirlee Petkin Newman (Japan)

Grimms’ Fairy Tales by Jakob and Wilhelm Grimm (Germany)

Tatterhood and Other Tales by Ethel Johnston Phelps (World)

Recurring plot structuresCumulative: The Enormous Turnip (Russia), Henny Penny (Great Britain), The Fat Cat (Sweden), The Pancake (Sweden)

Sequential (single event repeated): Jack and the Beanstalk (Great Britain)

The power of three and seven: Three Billy Goats Gruff (Scandanavia), The Wolf and the Seven Little Kids (Germany)

Pourquoi stories (why stories): Tales of the Ashanti Father (Ghana), Coyote stories (North America)

Wasted wishes: The Fisherman and His Wife (Germany)

Trickster: The Fantastic Lying Contest (Ghana), Hodja tales (Turkey), Tales of Mouse-Deer (Indonesia), Brer Rabbit (North America)

Noodlehead: Lazy Jack (Great Britain), The Silence Match (Japan)

Rags to riches: Cinderella (thousands of variants throughout world: popular version by Charles Perrault, France)

LiteraryHans Andersen’s Fairy Tales by Hans Christian Andersen (Denmark)

Stories for Children by Oscar Wilde, illustrated by P J Lynch (Ireland)

Modern retakesArchie—the Big Good Wolf by Allan Baillie

Beware of the Storybook Wolves by Lauren Child

The Paper Bag Princess by Robert Munsch

Prince Cinders by Babette Cole

Revolting Rhymes by Roald Dahl

The Rose and the Beast: Fairy Tales Retold by Francesca Lia Block

The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka

The Three Little Wolves and the Big Bad Pig by Eugene Trivizas

The True Story of the Three Little Pigs by Jon Scieszka

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Traditional Legend

CollectionsThe Great Deeds of Heroic Women by Maurice Saxby, illustrated by Robert Ingpen (includes tales from legend, myth, history and folklore)The Great Deeds of Superheroes by Maurice Saxby, illustrated by Robert Ingpen (includes tales from legend, myth, history and folklore)

Legendary People (novels)The Adventures of Robin Hood by Roger Lancelyn Green (Robin Hood, Great Britain)Beowulf: Dragonslayer by Rosemary Sutcliff (Beowulf, Great Britain)Gilgamesh the Hero by Geraldine McCaughrean (Gilgamesh, Sumeria)The High Deeds of Finn Mac Cool by Rosemary Sutcliff (Fionn Mac Cumhaill, Ireland)King Arthur King of Britain by Michael Morpurgo (King Arthur, Great Britain)Paul Bunyan by Esther Shephard (Paul Bunyan, North America)Robin Hood by Margaret Early (Robin Hood, Great Britain)Song for a Dark Queen by Rosemary Sutcliff (Boudicca, also known as Boadicea, Great Britain)The Sword in the Stone by T H White (King Arthur, Great Britain)William Tell by Margaret Early (William Tell, Switzerland)

Legendary PlacesAtlantisShangri-la

Traditional Myth

Collections

Beginnings: Creation Myths of the World by Penelope Farmer (world)D’Aulaire’s Book of Greek Myths by Ingri D’Aulaire and Edgar Parin D’AulaireFavourite Greek Myths retold by Mary Pope Osborne, illustrated by Troy Howell (ancient Greece)Gods and Men: Myths and Legends from the World’s Religions by John Bailey (world)The Great Deeds of Heroic Women by Maurice Saxby, illustrated by Robert Ingpen (world—includes tales from legend, myth, history and folklore)The Great Deeds of Superheroes by Maurice Saxby, illustrated by Robert Ingpen (world—includes tales from legend, myth, history and folklore)Myths and Legends of China by E T C Werner (China)The Orchard Book of Greek Myths edited by Geraldine McCaughrean, illustrated by Emma Chichester Clark (ancient Greece)

NovelsJason and the Gorgon’s Blood by Jane Yolen and Robert J Harris (Jason, ancient Greece)Odysseus in the Serpent Maze by Jane Yolen and Robert J Harris (Odysseus, ancient Greece)The Wanderings of Odysseus by Rosemary Sutcliff (Odysseus, ancient Greece)

EpicThe Iliad by Homer (the Trojan War, Odysseus, ancient Greece)The Odyssey by Homer (Odysseus, ancient Greece)

Legendary ObjectsExcaliburHoly GrailPhilosopher’s stone

Legendary CreaturesChupacabraBig Foot/SasquatchLoch Ness monsterYeti

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You Need

All the

assessment

sheets and

CheCkLists

assessment sheets and

CheCkLists

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39All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia

nArrAtive Writing conference record

Student name Class

Narrative Assessment BLM 1

Date

Title

Genre

Skills used well . . . Skills to practise . . .

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nArrAtive Writing ruBricBLM 2 Narrative Assessment

Criteria1 2 3 4 5

Comments

IdeasAre original ideas generated and selected?

Are selected ideas developed to make the story?

OrganisationDoes the narrative structure include an orientation, a complication, a series of events and a resolution?

Is the resolution satisfying? (eg not a contrived ending or sudden unexplained ending)

Does the writer use any more sophisticated plot devices appropriate for the genre? (eg flashback, circular, cliffhanger, clue, twist, moral)

ThemeDoes the writer have a central message?

Does the writing stay focused on the message?

CharacterAre characters developed through descriptions, speech, thoughts and feelings?

Is dialogue used well?

Do characters grow or change by the ending?

SettingAre details given to develop place, time or atmosphere?

Does the writing maintain the setting throughout?

Voice Is the writer aware of the audience?

Does the writing engage and affect the reader?

Word choiceWhat is the range and precision of vocabulary and language choices?

Does the word choice match the genre?

FluencyIs the writing cohesive? Does it use suitable connectives, conjunctions and accurate referring words?

Does paragraphing assist the reader to negotiate the narrative?

ConventionsAre sentences grammatically correct and meaningful?

Is conventional spelling used?

Is correct and appropriate punctuation used to aid meaning and reading?

PresentationDoes presentation match the genre and audience?

Total score 50 = %

Score

Student name Class DateTitle Genre

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"

Name

My purpose was to:

r Tell a story

r Entertain

I thought about:

r Genre

r Setting

r Characters

r Theme

r Point of view

I remembered to include:

r Orientation

r Complication

r Series of events

r Resolution

r

NarrativeChecklist

Name

My purpose was to:

r Tell a story


r Orientation

r Complication

r Series of events

r Resolution

I remembered to give narrative information:

r In stage directions (play scripts)

r Through images (comic strips, animations)

r Below each picture (comic strips, animations)

My theme was:

Play Scripts, Film and Dialogue Checklist

BLM 3Student Checklists

All You Need to Teach Narrative Text Types Ages 10+ © Katy Collis/Macmillan Education Australia

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"

Name

My purpose was to:

r Tell a story with poetic flair


r Orientation

r Complication

r Series of events

r Resolution

I remembered to use:

r Rhyme

r Sound

r Simile

r Metaphor

r Rich vocabulary

r

My theme was:

Narrative PoemChecklist

Name

My purpose was to:

r Create excitement


r Orientation

r Complication that leads to adventure

r Series of events

r Resolution


r Short sentences to build tension

r Nouns and adjectives

r Action verbs

r Adverbs to tell how

r Cliffhangers

r Dialogue

r

My theme was:

Adventure Narrative Checklist



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"

Name

My purpose was to:

r Offer an escape from reality


r Orientation

r Complication

r Series of challenges or battles

r Successful completion of challenges

r Return to normal life


r A journey or quest

r Descriptions of made-up places and characters

r Nouns for people, places, things

r Adjectives to describe

r Similes or metaphors

r Symbolism

r

My theme was:

Fantasy NarrativeChecklist

Name

My purpose was to:

r Tell a story to inform


r Orientation

r Complication

r Events about something that has already happened

r Resolution


r Real and made-up characters


r Adjectives to describe

r Verbs for actions, thoughts and feelings

r Old-fashioned words

r Accurate historical detail

r

My theme was:

Historical Narrative Checklist



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"

Name

My purpose was to:

r Amuse

r Show something about human qualities or failings


r Orientation

r Complication

r Unexpected events

r Resolution


r Characters with exaggerated failings



r Witty dialogue

r Jokes or puns

r Exaggeration

r Hyperbole

r

My theme was:

Humour NarrativeChecklist

Name

My purpose was to:

r Keep the reader guessing


r Orientation

r Complication

r Events to solve the mystery

r Resolution


r Unusual event to trigger the mystery

r Detective character

r Nouns and adjectives to describe mysterious people or things

r Verbs for actions, thoughts or feelings

r Clues

r False clues

r Plot twist

r

My theme was:

Mystery Narrative Checklist



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"

Name

My purpose was to:

r Raise a serious issue

r Show character development


r Orientation

r Complication

r Series of events

r Resolution


r Familiar setting

r True-to-life characters

r Main character who changes or grows by the end

r Nouns and adjectives for people, places, things

r Verbs for thoughts and feelings

r Realistic dialogue

r

My theme was:

Realistic NarrativeChecklist

Name

My purpose was to:

r Frighten the reader


r Orientation

r Complication

r Series of events getting more frightening

r Resolution


r Scary setting

r Nouns and adjectives for people, places, things


r Descriptions of feelings and senses

r Short sentences to build tension

r Dialogue

r

My theme was:

Scary Narrative Checklist



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"

Name

My purpose was to:

r Imagine the future


r Orientation

r Complication

r Events in a journey or quest

r Resolution


r Credible setting

r Likeable hero or heroine

r Made-up or real science

r Descriptions of technology

r Technical words

r Dialogue

r

My theme was:

Science Fiction Narrative Checklist

Name

My purpose was to:

r Teach a moral lesson


r Orientation

r Events

r Resolution

r Moral in coda


r Simple setting

r Characters as stereotypes

r Animals acting like humans

r Characters to reveal a human weakness

r Nouns for characters and settings

r

My theme was:

Traditional Fable Checklist



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"

Name

My purpose was to:

r Pass on knowledge or teach a moral

r Share cultural beliefs


r Traditional opener

r Complication

r Events that threaten main character

r Ending, happy or sad


r Archetypal characters

r Pattern of three or seven

r Repeated phrases

r Rhythm or rhyme

r Simile or metaphor

r Symbolism

r

My theme was:

Traditional Fairy TaleChecklist

Name

My purpose was to:

r Tell a story about a legendary character

r Help the reader think about their life or beliefs


r Orientation

r Complication

r Events in stages

r Resolution


r Heroic character

r Archetypal opposites

r Journey, quest or ongoing battle

r Traditional opening and ending

r Formal language

r Simile or metaphor

r Symbolism

r

My theme was:

Traditional Legend Checklist



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"

Name

My purpose was to:

r Explain a natural phenomenon

r Pass on cultural or religious beliefs


r Orientation

r Complication

r Series of events

r Resolution


r Gods

r Monsters

r Hero or heroine with exaggerated characteristics

r Dramatic setting

r Tasks, trials, journey or quest

r Rich vocabulary

r Symbolism

r

My theme was:

Traditional MythChecklist

Name

I remembered to:

r Think about my purpose

r Generate original ideas

r Select an idea to develop

r Add detail to develop my ideas

r Have a clear theme

r Stay focused on my theme

r

Ideas Checklist



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"

Name

I remembered to:

r Choose a narrative genre to match my purpose

r Write an orientation

r Add a complication

r Write a series of events

r End with a resolution

r Try a different plot device eg: circular story within a story flashback cliffhanger moral clue or false clue twist

r

OrganisationChecklist

Name

I remembered to:

r Think about my audience

r Choose a voice to match my narrative genre

r Try writing as different characters

r Bring my writing to life

r Affect my reader in some way

r

Voice Checklist



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"

Name

I remembered to:

r Choose words to match my narrative genre

r Choose words to suit my audience

r Choose words to develop my theme

r Revise my writing and try some new words

r Think of just the right word

r Deliberately choose words because of their:

rhythm rhyme sound

r Try simile, metaphor, personification or hyperbole

r

Word ChoiceChecklist

Name

I remembered to:

r Use sentences

r Use suitable connectives and conjunctions

r Use accurate referring words

r Read my writing aloud

r Think about the sounds of the words

r Use paragraphing to help my reader

r

Fluency Checklist



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"

Name

I remembered to:

r Make my writing easy to read

r Use grammatically correct and well-structured sentences

r Use sentences that make my meaning clear

r Use sentences that enhance my meaning

r Use correct spelling

r Use punctuation to help my reader

r

ConventionsChecklist

Name

I remembered to:

r Think about the best format to suit my narrative genre

r Make my narrative look good

r Use my best handwriting

or

r Choose a font and layout to suit the genre and audience

r Add pictures to suit the genre

r Share my writing

r

Presentation Checklist



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Name Date



r The setting is clear.

r The structure makes sense.

r I have kept to my theme.

r I have thought about voice.

r I have checked my word choices.

r My writing is fluent.

Step 4 Proofreading

I have polished my narrative and checked:

r Spelling

r Punctuation

r Grammar

r Fluency

Step 5 Publishing

r I have shared my narrative.

I have reflected on my narrative:

r What I have learned

r What I want to try next

Name

Date I began writing this piece

Title

Narrative genre

Purpose

Audience

Setting

Characters

Theme

Point of view

Step 1 Prewriting

r I know my purpose and audience.

r I know my narrative genre.

r I have ideas about setting and characters.

r I have thought about a theme.

r I have thought about point of view.

Step 2 Drafting

r I have put my selected ideas on paper.

r I have developed my ideas and added details.

r I have shaped them to match my narrative genre.

Step 3 Revising

r I have read my narrative to a friend.

r I have read my narrative to a teacher.

r I have improved my narrative.

r My characters suit the genre.

Narrative Writing Process Checklist

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"BLM 15

Student Checklists


Name

AdventureNarrative Word List

action

attempt

binoculars

brave

challenge

dangerous

daring

determination

disaster

explosive

journey

leap

lost

mission

reckless

rescue

rugged

tense

threaten

Name

FantasyNarrative Word List

battle

contest

creature

curse

deed

dragon

evil

fabulous

good

guide

honour

honourable

hero

ogre

magical

mystical

quest

triumph

unicorn

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"BLM 16

Student Checklists


Name

HistoricalNarrative Word List

abode

bonnet

buggy

camel

carriage

charcoal

cobblestone

clipper

crusade

famous

garrison

gaslight

knight

lamp

letter

omnibus

quill

servant

shawl

slate

soldier

telegram

wagon

war

Name

HumourNarrative Word List

absurd

annoying

crazy

banana skin

disguise

embarrassing

hilarious

joker

laugh

maniac

mortified

outwit

perplex

prank

pretend

stunt

trouble

tricking

unlikely

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"BLM 17

Student Checklists


Name

MysteryNarrative Word List

clue

code

crime

detective

evidence

interview

missing

mysterious

police

proof

prove

question

revealed

seek

sidekick

sneaky

solve

suspect

suspicious

top-secret

undisclosed

victim

Name

RealisticNarrative Word List

bully

diary

emotion

family

feelings

friendship

home

alone

issue

journal

lonely

playground

principal

problem

school

teacher

tragedy

true

understanding

worry

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"BLM 18

Student Checklists


Name

ScaryNarrative Word List

apparition

cemetery

chilling

creeping

curse

eerily

ghastly

ghost

gloomy

graveyard

haunt

rasping

scraping

scratching

shadows

spectre

spine-chilling

spooky

terrified

terror

vanish

whispers

Name

Science FictionNarrative Word List

alien

atmosphere

Earth

experiment

galaxy

intelligence

laboratory

laser

life form

machine

microscope

satellite

spaceship

spacesuit

teleportation

telescope

test tube

thermometer

time travel

universe

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"BLM 19

Student Checklists


Name

Traditional FableNarrative Word List

clever

crow

deserve

donkey

farmer

fox

greedy

hare

honesty

kind

lazy

moral

mouse

people

revenge

selfish

silly

simple

tortoise

trickster

wolf

Name

Traditional Fairy Tale

Narrative Word List charm

cottage

curse

fairy godmother

giant

hag

magical

moat

once

porridge

potion

resourceful

spell

wicked

wise

wish

witch

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"BLM 20

Student Checklists


Name

Traditional Legend

Narrative Word List battle

challenge

champion

epic

episode

foe

friend

hero

heroine

journey

legendary

quest

saga

strong

villain

weak

wise

Name

Traditional MythNarrative Word List

avenge

battle

courageous

creature

cunning

journey

lightning

monster

oracle

prophecy

quest

spiritual

strength

task

talisman

thunder

trial

vanquish

vengeance

weakness

wise

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You Need

WorksheetsWorksheets

All the

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BLM 21Exploring Narratives

Narrative genre: All Element: All Trait: All

Genre Reading Log

Plot

Dia

gram

Read as many different genres as you can. Keep a record in the reading log. Write the purpose of each genre.

Genre Purpose Titles I have read from this genre

Adventure

Fantasy

Historical

Humour

Mystery or Detective

Realistic

Scary

Science Fiction

Traditional Legend

Traditional Myth

My favourite genre is because

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Narrative genre: All Element: Plot Trait: Ideas, Organisation

Exploring Narratives

BLM 22Pl

ot D

iagr

amRe

ad a

nar

rativ

e. T

hink

abo

ut im

port

ant

even

ts in

the

sto

ry.

Writ

e th

e ev

ents

on

the

plot

dia

gram

. Th

e fir

st li

nes

have

bee

n dr

awn

for

you

to w

rite

on.

Add

as

man

y m

ore

poin

ts a

nd li

nes

as y

ou n

eed.

Orie

ntat

ion

Reso

lutio

n

Clim

ax

Title

Aut

hor

Gen

re

Rising actio

nFalling

action

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Narrative genre: All Element: Conflict, Character, Theme, Point of view Trait: Ideas, Organisation

Narrative FrameRead a narrative. Fill in the narrative frame.

Author Title

Genre Theme Point of view

The story takes place

is a character in the story who

is another character in the story who

The main conflict

Another problem occurs when

Then

The conflict is resolved when

In the end

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Narrative genre: All Element: Conflict Trait: Ideas


BLM 24

Conflict SummaryRead a narrative.

Title

Author

Genre

The main conflict in the narrative was

This was an important conflict because

Some attempts to resolve the conflict that did not work were:

1

2

3

The conflict was finally resolved when

The conflict type was character against

character ❑society ❑nature ❑himself or herself ❑

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Narrative genre: All Element: Plot, Conflict, Character Trait: Ideas, Organisation

Conflict MapRead a narrative.

Title

Author

Genre

Main character

How this character felt when . . .

Main conflict

Event

Feelings

Extra problem 3

Event

Feelings

Extra problem 1

Event

Feelings

Extra problem 2

Event

Feelings

Resolution

Event

Feelings

Orientation

Event

Feelings

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Narrative genre: All Element: Character Trait: Ideas, Word choice


BLM 26

Character WebRead a narrative. Think about a character. Write words or phrases on the lines around the circles to complete the web.

Title Author

Genre Theme

Character’s name

How

this character changes or grows

by the end

What

others say about this character

Appearance Actions

Personality

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Narrative genre: Scary Element: All Trait: All

Scariness FactorsRead or listen to a scary narrative. What makes it so scary? Think about:• the setting• the characters• the conflict• the way the author tells the story.Describe and then rate the scariness factor of each of these elements.

Title

Author

Scary setting Scary characters Scary conflict Scary way the author tells the story

Circle the scariness factor:

1 2 3 4


1 2 3 4


1 2 3 4


1 2 3 4

Key to scariness factor:

1 Not scared at all 2 Starting to worry 3 Spine-tingling 4 Hair standing on end

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Narrative genre: Humour Element: All Trait: All


BLM 28

Funny Factors

Title

Author

Funny plot Funny characters Funny situations Funny language

Circle the funny factor:

1 2 3 4


1 2 3 4


1 2 3 4


1 2 3 4

Read or listen to a humorous narrative. What makes it so funny? Think about:• the plot• the characters• the situations• the language.Describe and then rate the funny factor of each of these elements.

Key to funny factor:

1 Yawn 2 Starting to giggle 3 LOL 4 Side-splitting

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Narrative genre: Narrative poetry Element: All Trait: Ideas, Word choice, Voice

Reading Narrative PoetryRead or listen to a narrative poem.

Poem

Poet

What is the setting of the poem?

Time:

Place:

Who are the characters?

What is the conflict? What is the theme?

What are the characters doing? Why is this happening?

How are the characters affected by the events?

What did you learn from the poem?

What literary devices or interesting language did the poet use?

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Narrative genre: All Element: Plot Trait: Ideas Process: Prewriting

Writing Narratives

BLM 30

Plot GeneratorAdd more idea cards of your own.

Then choose one idea from each column to use in a story.

Setting CharacterWants . . . But . . . (obstacle)

school weird teacher to go home bully

forest rusty robot to make friends no friends

past alien in a lunch box

to solve the mystery

annoying brother or sister

future talking dog to find family getting into trouble

castle happy baby to go to school growing up

dark girl with a special power a birthday party new school

under water mysterious man the latest game family argument

in space smart gorilla to escape moving house

ruins loyal boy to pass a test horrible neighbour

Complication

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BLM 31Writing Narratives

Narrative genre: All Element: Setting Trait: Ideas, Word choice Process: Prewriting

Create a Setting

Con

flic

ting

Set

ting

s

Create a setting for a narrative. Base it on a place you know—then add invented details.

Title Genre

Known place Name for invented setting

I see

I hear

I smell

I taste

I touch

AtmosphereDescribe the:

Season

Weather

Time of day

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Narrative genre: All Element: Setting, Conflict Trait: Ideas Process: Prewriting

Writing Narratives

BLM 32C

onfl

icti

ng S

etti

ngs

Con

flict

pro

vide

s th

e dr

amat

ic st

rugg

le in

a n

arra

tive.

With

out

confl

ict t

here

is n

o st

ory.

Add

tw

o id

eas

of y

our

own

for

setti

ngs.

The

n co

mpl

ete

the

char

t by

bra

inst

orm

ing

poss

ible

con

flict

s.

Cho

ose

one

setti

ng a

nd o

ne o

f yo

ur c

onfli

ct id

eas

to d

evel

op in

to a

nar

rativ

e.

Play

grou

ndSp

ace

stat

ion

Des

erte

d ol

d ho

use

Cha

ract

er

agai

nst

char

acte

r

Cha

ract

er

agai

nst

socie

ty

Cha

ract

er

agai

nst

natu

re

Cha

ract

er

agai

nst

self

Type

of

con

flict

Setti

ng

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Narrative genre: All Element: Character Trait: Ideas Process: Prewriting

Create a CharacterPlan a character for a narrative.

Name Genre

Human or non-human Age

Looks like Sounds like

Strengths Weaknesses

Personality Any other details

When the story starts . . .

The character is

The character feels

In the middle . . .

The character is

The character feels

At the end . . .

The character has grown or changed in this way

Because

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Narrative genre: All Element: All Trait: Ideas, Organisation Process: Prewriting

Writing Narratives

BLM 34

Plan a NarrativeWrite ideas in the circles. Add details around the circles.

Theme

Characters

Title

Genre

Resolution

Setting

Conflict

Rising action

Climax

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Narrative genre: Adventure Element: All Trait: Ideas, Organisation Process: Prewriting

Plan an Adventure Narrative

Setting

Main character’s name

Description at beginning Description at end

Other characters

Conflict Theme

How might the problem be solved?

Ideas for cliffhangers

How did the main character get into the predicament?

Title

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Narrative genre: Fantasy Element: All Trait: Ideas, Organisation Process: Prewriting

Writing Narratives

BLM 36

Plan a Fantasy Narrative

Real world Fantasy world

Characters (Include a main character, a villain, a guide and supernatural or magical creatures)

Setting

Real world Fantasy world

How does the main character get from the real world to the fantasy world?

Title

Plot

What does the character do when back in the real world?

Will the character ever go back to the fantasy world?

Why does the character go to the fantasy world?

Ideas for challenges or tasks to be completed there

How is the character changed by the journey to the fantasy world?

Conflict Theme

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Narrative genre: Historical Element: All Trait: Ideas, Word choice, Organisation Process: Prewriting

Plan a Historical NarrativeTitle

Research a real event

Description of historical place

Everyday items people used then

Language characters use

Real characters

Conflict Theme

Ideas for invented additions

Invented characters

Sens

e of

tim

e an

d pl

ace

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Narrative genre: Legend Element: All Trait: Ideas, Organisation Process: Prewriting

Writing Narratives

BLM 38

Plan a Modern Legend

Legendary character’s name

Characteristics Best known for

Legendary character’s main opponent

Legendary character’s followers

Setting

Theme Conflict

Journey, quest or ongoing battle

Exaggerated elements (It is hard to believe that . . .)

Title

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Narrative genre: All Element: All Trait: All Process: Drafting

Draft a NarrativeRemember, the first draft does not have to be perfect. You will revise it later.

Title

Genre Theme

Orientation (Establish the setting and introduce the main characters.)

Complication (Describe the conflict, what the character wants and what the obstacle is.)

Rising action (Detail the events building toward the climax. Include at least two failed attempts to resolve the conflict.)

Climax (Describe the climax. Make this part exciting.)

Falling action (Tell what happens after the climax.)

Resolution (Explain how the conflict is finally resolved and what happens to the main characters.)

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A good way to improve your writing is to get feedback from a partner in a writing conference. Give your story and this form to your conference partner.

Title

Genre Theme

Peer reviewer’s name

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Narrative genre: All Element: All Trait: All Process: Revising

Writing Narratives

BLM 40

Peer Reviewer

Two things I liked best about this story are

What made me want to keep reading this story was

What I didn’t expect was

Two questions I have are

1

2

Two suggestions I have for this writer are

1

2

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Narrative genre: All Trait: Conventions Process: Proofreading

Proofreading Chart

Use these marks to show where changes need to be made in your draft writing.

Mark What it means Example

Add a full stop. A dog was crossing a river

Make a capital letter. in his mouth he was carrying a piece of meat.

Make a lower-case letter. When he saw his reflection in the water, He thought it was another dog.

Put it in. It looked like this dog was carrying

an even piece of meat than his own.

Take it out. The dog quickly dropped his piece of big meat to make a grab for the bigger piece.

Begin a new paragraph. Of course, he ended up with nothing. His own piece of meat was swept away by the river.

Don’t start a new paragraph.

The other piece of meat was just a reflection.

Wrong spelling. Morale:

Change the order. Greedy people end up less with.

Make a space. A fable fromAesop

bigger

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www.macmillan.com.au

Narrative Text Types

All you need to teach . . . Nonfiction Text TypesAges 5–8 ISBN 978 0 7329 9962 9Ages 8–10 ISBN 978 0 7329 9963 6Ages 10+ ISBN 978 0 7329 9964 3

Macmillan Wall Charts: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6213 1Ages 8–10 ISBN 978 1 4202 6214 8Ages 10+ ISBN 978 1 4202 6215 5

Macmillan Interactive: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6816 4Ages 8–10 ISBN 978 1 4202 6817 1Ages 10+ ISBN 978 1 4202 6818 8

Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0

Narrative Text Types Ages 8-10 ISBN 978 1 4202 6138 7

Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2

Plus!

Discover, explore

and

narrativeswrite

AGES10+

Katy Collis

All the tools a smart teacher needs!

NarrativeText Types

Na

rr

ativ

eTex

t TypesAll you need to teach . . . Narrative Text Types contains essential booklists,

checklists, writing frames and more to support you and your students as they

explore, discover and write narrative text types.

Genre Summary Tables — a ready reference to the structure and

features of the different narrative text types

Assessment Rubric — in line with the NAPLAN marking criteria that

will make it easier to assess narrative writing in a measurable, meaningful and

objective way

Student Checklists — allowing students to self-assess and check their

own writing

Worksheets — to help students analyse narratives and then create their own

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Documents

All You Need to Teach: Narrative Text Types Ages 10+