Pie Corbett 2007 - PBworkscalverleyparkside.pbworks.com/f/Pie+Corbett+Developing+Creative... · Pie Corbett Author and ... The ability to tell a story arises out of building up and

10th Anniversary SEN Conference 2007 Getting the Basics Right for Every Child

©2007 Learning Works +44 (0) 1672 512914 email [email protected] www.learning-works.org.uk

Friday 11 May Workshop 2

‘Developing Creative

Writing Skills’

Pie Corbett Author and

Independent Consultant


These notes are all ©Pie Corbett. For use in your class only Learning Works +44 (0) 1672 512914 email [email protected]

Storymaking - Pie Corbett

• ‘Narrative is a primary act of mind’, Barbara Hardy. • Reading/telling helps us to internalise language. • We learn language primarily through hearing and saying – memorable repetition. • Hear it – say it – see it –read it –explore it – write it…. • Key stories that act as - blueprints for the imagination – you cannot imagine or create

out of nothing. • ‘The same images, with very little variation, have served all the authors who have

ever written’, Samuel Johnson. • Releasing cognitive space – making writing easy.

The ability to tell a story arises out of building up and drawing upon a bank of well-known tales. The best writers in a class are always avid readers – drawing upon the narrative storehouse. Strugglers may have not yet built up that storehouse so they are unfamiliar with the language patterns…. It is not to do with ideas of being ‘unimaginative’ or ‘unintelligent’. There are three basic levels of patterning that children need: - the ‘schema’ or template of a story – the story frame; the flow of the sentences – syntax; words – especially connectives.

The Storymaking Process.

1. IMITATION – familiarisation.

• Getting to know the story through – storytelling or rereading. • MAKING IT MEMORABLE = Draw it + Drama, etc. • Spelling, sentence and paragraph work. • The Writer’s Toolkit.

2. INNOVATION – re-using a well-known text. • Substitution. • Addition. • Alteration. • Change of viewpoint. • Using the basic story pattern

3. INVENTION – making up a text. • Building up a story – drawing, drama, images, video, first-hand experience,

location, quality reading, etc.



.

1. Imitation - immersion

A. Retelling or rereading the text. You need a range of activities so that the children listen to the text type and also talk the text type many times. This could be through storytelling or by rereading for a range of interesting purposes (see drama). Use of either: -

• Storytelling. • Listen – join in – retell.

Or: - • Rereading a short story • Rereading parts of the ongoing novel for close study

NB – try to establish strategies for increasing the amount that children are read to in school, at home as well as increasing the amount that they read independently.

B. Draw it!! This helps children capture the whole text visually. Use of:

• Story map, mountain graph. • Cartoon, storyboard, • Flow chart, boxing up, paragraph planner.

Older children should do this for themselves – problem solving by listening carefully to the story/text. C. Comprehension – making it memorable - drama. You may wish to carry out a range of comprehension activities – discussion, response, close reading, DARTs activities, etc. Drama helps children get to know the text really well – often having to listen again to and reuse parts of the text. With older children, drama activities are especially useful for encouraging a return to the original text to internalise the patterns and interpretation…. Also, drama can help children begin to generate new ideas for their own writing.

Making storytelling special. Storyteller’s hat Storyteller’s chair Storyteller’s cloak Magic Carpet Story Music Story lights Story box or bag Storytelling Castle



STRATEGIES FOR LEARNING THE STORIES (for teachers). 1. Choose a story. 2. Adapt the story. 3. Decide on actions. 4. Draw a map. 5. Tape it and practise.

2. Innovation. Only move on to innovation when the story is in the long-term memory – otherwise, they will struggle to innovate. Each stage needs to be modelled by the teacher so that there is a whole class innovation. This then sets then scene for staging the children to gradually create their own innovation.

• Substitutions. • Additions. • Alterations. • Change of Viewpoint. • Re-use the basic plot.

The quality of the children’s innovations is in direct relation to the quality of the class innovation and shared writing.

Basic Craft of Writing games.

• Daily – written or oral; • In relation to text type and progress; • Begin by speaking/hearing sentences, using colour and kinaesthetic methods –

words on cards, forming big sentences, etc, before moving to whiteboards: - - hear it - say it – see/read it - move it - watch it being written - have a go

Louisa’s connective game

Once upon a time one day first then next after that

after a while a moment later the next day meanwhile

soon at that moment suddenly unfortunately unluckily

luckily so although however as soon as now finally eventually

Gita ran home because…. Sound & action sentences

? = ugh (scratch head) ! = whee bang . = bang , - raspberry “” = eee, eee



Make a sentence

dog

shark jelly

zebra humbug because

Boring sentences/improve a paragraph The cat went along the wall.

Sentence/paragraph doctor

He runned down the lain the men was behind him A new boy wos comeing to our school, we were exsited when Mrs Khan tolled us that he was extra speshul. In assembly she said “so were all going to make him feel welcome, arent we.” From How to win at football by Rachel Anderson.

Finish The old king….

…………. and laughed.

……….across the lake because……..

Drop in

Pie drove in his car to Bradford. Adjective, adverb…. or clause Pie, who was tired, drove in his car to Bradford. Pie, chewing a toffee, drove in his car to Bradford. Pie, disgusted by his family, drove in his car to Bradford. Join

The cart stopped. The hobbit got down.

Compare, e.g. strong/weak sentence Imitation Slowly, she crept into the room.



Angrily, he… Reminder Sheet. 1. Vary sentences to create effects: -

• Short, simple sentences – for drama and clarity: Tom ran. • Compound sentences for flow: Tom ran and Kitty walked. • Complex sentences to add in extra layers of information: As Tom ran, Kitty ate the

cake. • Questions to draw in the reader: What was that? • Exclamations for impact: Run for it! • Sentence of 3 for description: He wore a dark cloak, shiny shoes and red trousers.

The troll was tall, bony and very hairy. • Sentence of 3 for action: Tom ran down the lane, jumped over the hedge and

collapsed. 2. Vary sentence openings: -

• Adverb opener (how): Slowly,…. • Connective opener (when): Last thing at night, ….. • Prepositional opener (where): On the other side of the road…. • Adjective opener: Tall trees towered over the river. • Simile opener: as quick as a flash…. Like an eel…. • One word opener: Sad, ….. • ‘ing’ opener: Running for home, Tim tripped…. • ‘ed’ opener: Exhausted by the run, Tim fell over.

3. Drop in clauses: -

• Who: Tim, who was tired, ran home. • Which: The cat, which looked mean, ran home. • That: The car, that was made of metal, melted! • ‘ing’: Tim, hoping for silence, crept into the staffroom. • ‘ed’: Tim, frightened by class 4, ate another cream bun.

4. The ‘ing’ clause.

• Before: Laughing at the dog, Tim fell backwards. • During: Tim, laughing at the dog, fell backwards. • After: Tim fell backwards, laughing at the dog. • Stage direction for speech: “Hi,” muttered Tom, waving to Bill.

Practise – sentences types that relate to the text type and that will help progress. Provide spellings and sentence types on cards and mats, etc. and in display. List the key words and sentence features needed to make progress in your plans.



Spelling games. - hear it - chant it - see it - make it - watch it being written - have a go

• systematic, daily phonics – pushed into writing and reading • link spelling and handwriting • Daily – from R to Y3 – segment and blend. • Which one? • Picture it. • Speedwrite. • Finish. • Countdown. • Riddles. • Muddles + Common words and patterns – plurals, starts, middles and ends – ly, ing, ed. • Shannon’s game. • Rhyme it. Try using – train, wheel, bone, light, flies, soap, seed, snail, goat, cream, face, five, bowl, cake, hook, car, sock, back, shout, wood, led, bad, toy, day, gate, see, try, blow, true, game, gave, fine, moon, fool, boast, feet, cap, ash, rat, day, best, ill, bit, line, ring, ink, ship, shot, stop, hump, poke, mug. Use their errors – common words and patterns + words needed for the text type.

3. INVENTION. • Hold regular weekly story inventing sessions. These should be: - oral - guided by the teacher - reusing familiar characters, settings and patterns - reusing connectives, sentence patterns - an opportunity for new ideas, drawing on a range of stories and life

Capturing the story

1. Story map 2. Story mountain 3. Story boxes

1. Start from the basic Story Ingredients. • Who - Where - What - keep it simple;



- use props; - start with a character, place or event; - use a trigger if stuck. 2. Ignite the writing.

• Use objects, images, drama, video, interesting experiences to stimulate the

imagination. • Children should draw, decide and tell before writing.

3. Use a basic story frame – teach and practise planning. 1. Problem/resolution 2. Warning 3. Quest 4. Wishing 5. Lost/found 6. Defeating the monster 7. Facing fear 8. Cinderella 9. Magical – place, events, powers 10. Character flaw

Appendices. Reception Story Making Language Bank Model language in everyday class activities using emphasis and actions. Introduce Once upon a time Early one morning And Then Next Until/till But So Finally …..happily ever after ….. who ….. ‘Run’ (he walked and he walked …..) Description – a lean cat, a mean cat ….. Alliteration Adverbs: Luckily/unfortunately Prepositions: down, into, over, out, onto.



Year 1 Story Making Language Bank Model language in everyday class activities using emphasis and actions. Consolidate Introduce Once upon a time Early one morning And Then Next Until/till But So Finally

After/after that One day At that moment Soon/ as soon as Because Suddenly By the next morning To his amazement In the end First If…… Now

….. who …..

….. that ….. …. or …. …. so that …. ….. when ….. ….. where …..

• ‘Run’ (he walked and he walked …..)

• Description – a lean cat ….. • Alliteration • Adverbs: Luckily/unfortunately • Prepositions: down, into, over, out,

onto • …. happily ever after

Repetition for effect Adjectives to describe Simile – using ‘as’ Adverbs: Suddenly, immediately Prepositions: Inside, towards



Year 2 Story Making Language Bank Model language in everyday class activities using emphasis and actions. Consolidate Introduce Once upon a time Early one morning To his amazement Suddenly One day After/after that And So First By the next morning Next If Then Now Until/till Soon/ as soon as But In the end Because Finally At that moment

Although however

….. who …. .….. when ….. ….. that …. .….. where ….. …. or …. …. happily ever after …. so that ….

….. to …..

• ‘Run’ (he walked and he walked …..) • Description – a lean cat ….. • Alliteration • Simile – using ‘as’ • Adjectives to describe • Adverbs: Luckily/unfortunately, suddenly,

immediately • Prepositions: down, into, over, out, onto,

inside, towards

Repetition for effect Adjectives to describe Adverbs: eventually Prepositions Simile using ‘like’



Year 3/4 Story Making Language Bank Consolidate Introduce Once upon a time One day Early one morning First Next After/a while Before And As But At that moment Suddenly

Immediately Although However If ….. So Soon/as soon as Then ….. until/till While/meanwhile In the end Finally

later when whenever without warning eventually

Consolidate ….. who ….. ….. while ….. ….. when ….. ….. that ….. ….. to ….. ….. or ….. • ‘Run’ (he walked and he walked …..) • Description, eg a lean, grey cat • ‘How’ starter, eg Slowly, … • ‘Where’ starter, eg At the end of the lane ….. • Alliteration and similes Introduce • ‘ing’ clause starter, eg Running along, Tim tripped over. • drop in – ‘ing’ clause, eg Tim, running along, tripped over. • drop in ‘who’ clause, eg Tim, who was late, tripped over. • short sentences, questions, exclamations • sentence of 3 for description, e.g. He wore a red cloak, shiny shoes and a tall hat. • “” plus speech verb/adverb

.



Year 5/6 Story Making Language Bank Consolidate

Introduce Once upon a time One day Early one morning First Next After/a while Before But At that moment

Suddenly Immediately Without warning Although However Later If ….. So As/Soon/as soon as Then ….. until/till While/meanwhile/When/whenever Eventually/Finally/In the end

Elaborate, eg Early one frosty morning

Consolidate ….. who ….. ….. while ….. ….. when ….. ….. that ….. ….. to ….. ….. or ….. • ‘Run’ (he walked and he walked …..) • Description, eg a lean, grey cat • ‘How’ starter, eg Slowly, • ‘Where’ starter, eg At the end of the lane ….. • ‘ing’ clause starter, eg Running along, Tim tripped over. • drop in – ‘ing’ clause, eg Tim, running along, tripped over. • drop in ‘who’ clause, eg Tim, who was late, tripped over. • short sentences, questions, exclamations • “” plus speech verb/adverb • Alliteration and similes Introduce * ‘ed’ clause starter, eg Exhausted, Tom ran home. *drop in ‘ed’ clause, eg Tim, exhausted by so much effort, ran home. *sentence of 3 for action, eg Tim ran home, sat down and drank his tea. *speech plus stage direction ‘ing’ clause, “Stop,” he whispered, picking up his tea. *Personification Once upon a time there was a little boy called Charlie who lived on the edge of a big city.



Early one morning he woke up and his Mumma said, “Take this bag of goodies to your Grandma’s.” Into the bag she put – a slice of cheese, a loaf of bread and a square of chocolate. Next he walked, and he walked and he walked till he came to a bridge. There he met a cat – a lean cat, a mean cat. “I’m hungry,” said the cat. “What have you got in your bag?” “I’ve got a slice of cheese, a loaf of bread – but he kept the chocolate hidden!” “I’ll have the cheese please,” said the cat. So Charlie gave the cheese to the cat and it ate it all up. Next he walked, and he walked and he walked till he came to a pond. There he met a duck – a snowy white duck. “I’m hungry,” said the duck. “What have you got in your bag?” “I’ve got a loaf of bread – but he kept the chocolate hidden!” “I’ll have the bread please,” said the cat. So Charlie gave the bread to the duck and it ate it all up. Next he walked, and he walked and he walked till he came to a tall town clock – tick tock, tick tock, tick tock. There he met not one, not two but three scruffy pigeons. “We’re hungry,” said the pigeons. “What have you got in your bag?” Unfortunately, there was only the chocolate – Luckily, Charlie found some crumbs. So he scattered them on the ground and the pigeons ate them all up. Next he walked, and he walked and he walked till he came to a crossroads. There he met a …. Nobody. “Mmmm, I’m hungry ,” said Charlie. “What have I got in my bag?” “Mmmmmm, chocolate!” So, he ate it all up! Next he walked, and he walked and he walked till he came to Grandma’s house. There he Grandma. “I’m hungry ,” said the Grandma. “What have you got in your bag?” Unfortunately, there was only the chocolate wrapper – Luckily, grandma had pizza and chips for tea.



Suggested Story Bank Reception • Peter and the Wolf • Little Daisy • Greedy Jack • Little Red Hen • Billy Goats Gruff • The Enormous Turnip • Gingerbread man

Year 1 • Princess and the Pea • 3 Wishes • Little Jack • Rumplestiltskin • Magic Porridge Pot • 3 Bears + Bear Hunt • How tortoise got his shell

Year 2 • Little Charlie • 3 Pigs • The Smallest Tree • How the world was made • The unluckiest man • Red Riding Hood

Year 3 • Papaya • Magic Brush • Jack and the Beanstalk • Elves and the Shoemakers • The Boy Who Cried Wolf • Hare and tortoise

Year 4 • Why Spider has small waist • Mr Fox and His Bag • King of the Fishes • Stone Soup • Mouse and the Lion • Hobyahs

Year 5 • Skillywidden • Fox and the Raven • The Highwayman • Beowulf • Visitor • Theseus and Minotaur

Year 6 • Beddgelert • Secrets • Blue Fish (Cinderella) • Unluckiest Man • Giant’s Necklace • Jabberwocky

For ks2 anthologies of short stories use the VOYAGE series published by OUP, edited Pie Corbett and Chris Buckton. For ks1 use simple traditional tales.

Documents

Pie Corbett 2007 - PBworkscalverleyparkside.pbworks.com/f/Pie+Corbett+Developing+Creative... · Pie Corbett Author and ... The ability to tell a story arises out of building up and