Text Types: Book 1 - Narrative by Teacher Superstore

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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

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Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

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Publications

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Text Types Book 1 Imaginative Narrative © 2009 Ready-Ed Publications Printed in Australia Author: June Keir

Published by:

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Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www. microsoft.com/permission.

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ISBN: 978 1 86397 766 1

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

Contents

Teachers’ Notes

Tense 1

Outcome Links

Tense 2

Point of View 1

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Text Types Table

What is a Narrative?

Point of View 2

Let’s Look at Introductions 1

Dialogue 1

Let’s Look at Introductions 2

Dialogue 2

Creative Complications 1

Dialogue 3

Creative Complications 2

Writers’ Tricks: Titles

Creative Complications 3

Writers’ Tricks: Hooks

Creating Characters 2

Exploring Narrative 1

Creating Characters 3

Exploring Narrative 2

Super Settings 1

So, Now You’re a Writer

Super Settings 2

Writing From Your Own Interests 46

Super Settings 3

Excellent Editing

Planning Plots 1

Let’s Put It All Together 1

Planning Plots 2

Let’s Put It All Together 2

Genre 1

Let’s Put It All Together 3

Answers

Resources

Text Type Crossword

Show, Don’t Tell

35 36 37 38 39

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Genre 2 Audience

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Writers’ Tricks: Twists 40 16 © R e a d y E d P u b l i c a t i o n s Coda 41 Riveting Resolutions 2 17 Sample Monkey Business 42 Creating 1 i • f oCharacters rr ev ew 18pur poNarrative: ses on l y• Riveting Resolutions 1

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Text Types: Table 1 & 2 Book 1: Imaginative Narratives Text Type

Social Purpose

Structural Features

• Construct a pattern of events

• Use of word chains to • Orientation – gives a build topic information setting for the events to follow; background • Extensive use of nouns, information about adjectives, verbs and who, what, where adverbs to enhance and when the plot, setting and characters • Complication – begins a sequence of • Use adjectives to events that present build noun groups problems and create • Use time connectives tension and gives to sequence events an evaluation of complication events • Use thinking and saying

• Amuse or entertain

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• Deal with the unusual or unexpected

• Teach readers that problems should be resolved • Incorporate generally valued patterns of behaviour

• Resolution – problems resolved in some way

verbs to show how characters are saying, feeling and thinking

Applications •

Fairy tales

•

Anecdotes

•

Short stories

•

Plays

•

Personal letters

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Narrative

Language Features

•

Picture books

Book 2: Imaginative Poetry Structural Features

Language Features

Applications

• Express feelings and reflections on experiences and about people

• Subject – what the poem is about

• Action verbs

• Books/ anthologies

Poetry

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Social Purpose

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• Noun groups

• Theme – idea developed • Adverbs throughout text • Adverbial • Mood or tone – what phrases the author wants the reader to feel about the poem; the emotional atmosphere

• Greeting cards

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• An aesthetic experience – works through emotion, sensory experiences and imagination • May tell a story

• May describe things in an unusual way

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Text Type

• Poetic language • Sound patterns

• Rhythmic qualities

• Magazines

Text Types: Table 3 Book 3: Informative Texts Social Purpose

Structural Features

Report

• Use present tense • Use technical terms • Use adjectives – how, when, where • Use nouns • Use words that show cause and effect

• Recipe • Instruction manual • Itinerary • Agenda • Game rules • Directions

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• Tell how and why things occur in technical or scientific fields • Tell how things work • Tell how things are alike or different • Give reasons for why and how things occur

• Begin with general • Use technical language • Science texts introductory statement • Use words to establish • Speeches • Identify the subject cause and effect - because, • Newspaper • Give a sequential as a result of and magazine explanation • Simple present tense articles • Concluding statement

• Retell a series of events • Entertain • Tell what happened – described in order, e.g. time • Evaluate what happened • Tell who was involved • May express feelings or attitudes

• Orientation • Statement of significance • Tell who was involved, what happened, where and when, sequentially • A reorientation that sums up what happened

• Use words such as “I” or “we” • Use of passive voice such as “by a driver” • Use of abstract words such as computer, washingmachine • Use conjunctions, time connectives and adverbial phrases to connect events and build topic information • Descriptive language • Use past tense

• Classify or describe • Present information • Generally describe an entire class of things

• Begin with a general statement including the topic • Give facts – qualities, habits, behaviours

• Technical language • Past tense • Use relating and action verbs • Generalised terms • Use technical terms

• Letter • Newspaper report • Television interview • Journals and diaries

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Description

Applications

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Recount

Tea Explanation Procedure ch er

• Tell/show how to do • Begin by outlining the goal something • Give steps in order • Include a series of steps or • May include a list of actions equipment or materials • Include “how to” instructions

Language Features

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Text Type

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• Describe characteristics of • Introductory paragraph • Verbs in the present tense a particular thing about the subject • Adjectives to describe • May be about a person, • Series of paragraphs features animal or an imaginative describing different thing aspects of the subject • Concluding paragraph

• Lecture • Research assignment • Documentary • Current affairs program • Can set the scene for a text • May be part of a dramatic text or narrative

Text Types: Table 4 Book 4: Argumentative Texts Social Purpose

Structural Features

• Argue a case for or against a particular position • Advance or justify an argument

• Point of view is • Simple present stated tense • Justification • Words that link of arguments • Words that presented in logical qualify – usually, order probably • Words that express attitudes or feelings

• Summarise, analyse and respond to artistic or literary text • May be reviews • May be personal responses

• Introductory paragraph • Give background information on the text • Give a reaction or opinion • Express personal feelings

• Look at more than one side of an issue • Present opinions and give reasons for them • Allow exploration of various perspectives before coming to a decision • Make recommendations based on evidence

• Opening statement • Words that presenting the compare or issue contrast • Arguments for and against • Supporting evidence • Summary • Conclusion

r o e t s Bo r e p ok u S • Introductory paragraph • Nouns and verbs to convey opinion/emotion • Descriptive language

• Thesis • Advertisement • Legal defence • Debate/Public speaking • Editorial

• Editorials • Letters • Newspaper or magazine articles

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• Debates • Interviews • Newspaper articles • Essays

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Response Discussion

Applications

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Language Features

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Text Type

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Teachers’ Notes: Teaching Writing In interactive writing students have the opportunity to take over the role of the teacher and write a text for the class to see. During a shared writing session, different text types may be explored and more complex writing structures can be used.

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Teachers should give students the time to write and a purpose to write at every opportunity. Students need to write to express themselves in meaningful ways and to have fun doing so. Students who have positive writing experiences will want to write. Children need to see a purpose for their writing other than to receive a mark out of ten, or to see their work displayed on the classroom walls. The wider the audience for their written work, the more motivated the children will be to write. It is not difficult to provide this range of audience. Within the school, within the local community and in the wider community there is an endless supply of willing and eager readers.

Students also need opportunities for independent writing where they can practise the skills they have learnt during more guided writing sessions. Writing based on shared experiences gives the students opportunities to select texts and audiences appropriate to those experiences.

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When teaching how to write, it is important to create an atmosphere in which children feel confident enough to experiment with, and conform to, the accepted conventions of writing. In order to do this, teachers should provide their students with a range of authentic writing opportunities across all genres. When children feel supported in their writing and can see value in, and a purpose for, their writing, they will become able writers. It is important that teachers encourage a love of writing and an appreciation of different types of writing so that children will develop into adults who are not only literate, but who enjoy writing in all its forms.

Writing is a process involving the steps of gathering ideas and/or information, organising those ideas, then making a draft which will later be edited and revised.

When planning their writing sessions, teachers should take into account the various learning styles of their students. While some students are visual learners and need to see pictures, images or diagrams to assist their learning, others are auditory learners who take in the spoken message quite readily. Auditory learners fall into two categories; those who are able to listen to others and learn and those who need to hear themselves vocalise the message or discuss it with others. Kinaesthetic learners need to experience what they are learning through touch and practical experiences.

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Writing, however, is a complex activity. Writers must make decisions about purpose, context, and content, while at the same time trying to conform to the conventions of grammar, structure, punctuation and style. It is not possible for children to manage all of this and produce legible text. It is important that these tasks are broken down as children learn to write. Focusing on only a few aspects of writing during each writing session will reduce the complexity of the task and will enable children to come to grips with the targeted skills.

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There are several components in a balanced writing program: modelled writing, interactive writing, shared writing, guided writing and independent writing. These components are interdependent.

In modelled writing the teacher demonstrates the explicit points of the exercise.

When a writing session begins with the class being told to “Write a story”, it’s a bit like saying to many of them, “Now go and fly …”. It’s an impossible task. Most children will be able to put some words on paper, but many will have difficulty with the specific requirement of the task. By breaking the task into smaller chunks, by giving them examples of text types and by isolating and demonstrating what is required, teachers will provide structure for children to follow. For students to write a story that follows the specific requirements of narrative structure they need exposure to stories that clearly demonstrate orientation, complication and resolution.

Teachers’ Notes: Teaching Writing Rather than beginning to write with no clear plan in mind, it is helpful to encourage students to plot the story first. By providing a scaffolding in which to plot the story, teachers encourage clarity of ideas which leads to a well constructed plot.

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Students need to understand the purpose of the text that they are writing. The purpose of a narrative is to entertain, so they should be exposed to stories that entertain (e.g. the picture books listed above) and compare them with something boring (see the example on Page 10). Students will see the difference.

Students should be encouraged to write a first draft of their work and to edit and rewrite it in order to produce a polished copy. Providing an editing/proofreading check list (Page 47) will assist with what is a very difficult part of the story writing procedure. While editing and polishing are an essential part of producing good writing, students will quickly become disenchanted with creative writing if every piece of their work has to be edited and polished. Time should be set aside for students to write for pleasure without having to edit and polish every time.

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Regardless of the stage students are at, picture books are a good way to demonstrate these things in a short and enjoyable session. Books such as John Brown, Rose and the Midnight Cat, by Jenny Wagner and Shutting the Chooks In, by Libby Gleeson and Ann James are good examples of narratives that follow a simple structure. The orientations in these books show who, when, what and where. It is easy to see the complications and what they lead to in all of these texts. There are satisfactory resolutions that show some character growth has occurred as a result of solving problems. It is a simple task for students to deconstruct these stories and isolate the specific narrative components.

Through reading, discussion and deconstruction of good examples of writing, students will gain an understanding of the requirements of narrative. Students who comprehend that the primary purpose of a narrative is to entertain are well on their way to producing texts that are enjoyable for others to read. Reading, and being read to, helps students gain an understanding of the components of great narrative. The more examples of good literature that are read and enjoyed, the more understanding will be gained. Good books should be read for the pure enjoyment of the stories that they tell. It would be counterproductive to tear every story apart to examine its components. The love of reading may well lead to a love of writing.

“Where’s Papa going with that axe?” Charlotte’s Web

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“There’s only one thing worse than walking home from school with your Mum.” Away with the Birds “Our home’s gone. Bulldozed. Bloke that owned it, sold it. Bloke that bought it, knocked it down.” Njunjul the Sun.

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Teacher guided writing • Teacher reads a variety of texts in genre • Teacher models writing

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Studying active beginnings in well loved stories will help students with their writing. Some examples are:

The Process of Teaching Writing Teacher & Students

Teacher and students writing together • Teacher and students discuss the writing process • Students and teachers construct texts together

Students

Students writing independently • Students plan, write and edit

Outcome Links Northern Territory • Reading and Viewing: (3.1, 3.2, 3.3) Learners read and view a wide range of texts with purpose. They use developing language structures and features to comprehend and compose. They develop understandings of the contextual nature of all language transactions and the relationship between readers, viewers, written and visual texts and audience. • Writing: (3.1, 3.2, 3.3) Learners write for a range of purposes. They control and produce texts of developing complexities in many forms. Formal spelling, punctuation and grammatical structures are integrated in contextual writing.

South Australia • Text and Context: (3.4, 4.4) Students learn about the relationships between text and context, including the influence of aspects such as purpose, audience, subject and mode. • Language: (3.7, 3.8, 4.7, 4.8) Students use higher order thinking and problem solving skills to exercise the language features of different texts. • Strategies: (3.11, 3.12, 4.11, 4.12) Students develop a repertoire of familiar strategies that they are able to draw on when listening to, speaking, reading, viewing and writing a range of longer and more complex texts.

ACT • ELA8: The student listens and speaks with purpose and effect. (8.EA.6, 8.EA.5) • ELA9 - The student reads effectively. (9.EA.1, 9.EA.3, 9.EA.5, 9.EA.8, 9.EA.10, 9.EA.14) • ELA10: The student writes effectively. (10.EA.1, 10.EA.3, 10.EA.4, 10.EA.5, 10.EA.6, 10.EA.7, 10.EA.13, 10.EA.14, 10.EA.17) • ELA11: The student critically interprets and creates texts. (11. EA.1, 11.EA.4, 11.EA.12, 11.EA.13)

evaluate information, explore perceptions and possibilities, create new knowledge, reflect on their learning and evaluate their thinking. (Standards 3&4) Western Australia • Understanding Language: Students understand that the way language is used varies according to context. • Conventions: Students use the conventions of Standard Australian English with understanding and critical awareness. • Processes and Strategies: Students select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. • Speaking and Listening: Students speak and listen with purpose, understanding and critical awareness in a wide range of contexts. • Reading: Students read a wide range of texts with purpose, understanding and critical awareness. • Writing: Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. New South Wales Stage 3 • Writing: WS3.9, WS3.10, WS3.11, WS3.13, WS3.14. • Reading: RS3.6, RS3.7, RS3.8. • Talking and Listening: TS3.1. • Values and Attitudes: V1, V2, V3, V4. Stage 4 • Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. • Outcome 2: A student uses a range of processes for responding to and composing texts. • Outcome 4: A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts. • Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence. • Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

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Victoria • Reading: (Level 4&5) Students understand, interpret, critically analyse, reflect upon and enjoy written and visual, print and non-print texts. • Writing: (Level 4&5) Students engage in the active process of conceiving, planning, composing, editing and publishing a range of texts. Uses appropriate language for a particular purpose. • Speaking and Listening: (Level 4&5) Students develop active listening strategies and an understanding of the conventions of different spoken texts, including everyday communication, group discussion and storytelling.

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Queensland • Reading and Viewing: Students use a range of strategies to interpret, evaluate and appreciate written, visual and multi-modal texts. • Writing and Designing: Students use language elements to construct literary and nonliterary texts for audiences. • Language Elements: Interpreting and constructing texts involve selecting and controlling choices about grammar, punctuation, vocabulary, audio and visual elements in print based modes. • Literary and Non-Literary Texts: Evaluating literary and non-literary texts involves understanding the purpose, audience, subject matter and text structure.

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Tasmania • Writing and Representing: Students use language to construct written and visual texts. They learn to write effectively, using the structures and features of Standard Australian English. They write and represent for personal, social, educational and other purposes that meet the expectations of different audiences. (Standards 3&4) • Reading and Viewing: Students appreciate, analyse, use and learn from imaginative texts. They read, view and interpret texts for enjoyment and to make meaning, meeting the demands of daily life. (Standards 3&4) • Speaking and Listening: Students listen to, interpret and create spoken texts. They learn to speak and listen effectively in informal and formal contexts for different purposes and audiences. (Standards 3&4) • Thinking: Students use logical, critical, creative and reflective thinking skills. They process and

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• • • Text Types Book 1 • • •

What is a Narrative?

What is a narrative?

Why did the teacher wear dark glasses? Because the class was so bright.

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Come on, narrative writing is easy. Make your teacher put on dark glasses.

Read this:

A narrative is a story. A narrative is a series of events that gets interrupted in some way. A narrative entertains. A narrative has three parts: • An introduction (sets the scene.) • A complication (A problem occurs. This is the part that makes your writing entertaining.) • A resolution (solving the problem/complication.)

Amos got out of bed. He put on his school clothes. He ate his breakfast. He brushed his teeth. He went to school. He did his lessons. He came home. He did his homework. He watched telly. He went to bed.

q Yes q No

Does it have a complication?

q Yes q No

Does it have a resolution?

q Yes q No

Is the story about Amos a narrative?

q Yes q No

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Is it entertaining?

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q Turn Amos’ story into a short narrative.

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• • • Text Types Book 1 • • •

Let’s Look at Introductions 1 • An introduction usually tells “who”, “where”, “what”, and sometimes “why”.

Introductions

• An introduction sometimes puts the reader right into a scary part of the story.

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• An introduction needs to grab your interest straight away.

In the Amos story (on Page 10) we know “who” the story is about. We know what Amos is doing and we know where he is. But if you read a story that started in this way, would you want to read the rest?

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• An introduction should make you want to read more of the story.

*8Read the introductions and complete the table below by ticking the boxes. Introduction

James sat up in bed. The horrible noise seemed to be coming from outside his door.

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Who is this story about?

© ReadyEdPubl i cat i ons Jenny’s horse bolted. q Who q Yes q Yes Jenny grabbed the front of q Where • f o r r e v i e w p u r p o s e s o n l y • the saddle. She clung on q What q No q No tightly, but it was no use.

What does this tell you?

Do you want to read more?

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Mitch got into his swimmers. He jumped into the pool. He had a nice swim. Then he went to watch telly.

q Why

q Yes q No

q Who q Where q What q Why q Who q Where q What q Why

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The puppy was cold, wet and shivering. Shian bent down to pick it up. “Leave it there,” her dad said. Shian left the puppy where it was, but later she went back for it. The giant was huge. Harry had never seen anything like it.

q Yes q No

q Who q Where q What q Why

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Does this grab your interest?

q No

q Yes q No

• • • Text Types Book 1 • • •

Let’s Look at Introductions 2

• The introduction to a narrative is often what makes the reader decide whether to read on or to pick up a different book. • The reader’s attention must be caught right at the beginning of the story.

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Look at all the interesting things that the reader discovers in the first sentence of the novel Through the Shimmering by Cheryl Norman. “A chill wind swirled about Goran’s campsite, threatening to blow out the little fire he had lit to stave off the cold.”

List 5 things that the reader learns in this sentence.

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There’s a lot of interesting information in this first sentence.

• __________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• * Write some narrative introductions. See what information you can include to attract • __________________________________________________________

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the attention of your audience. Use the noun at the beginning of each section for ideas.

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• • • Text Types Book 1 • • •

Creative Complications 1

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The problems need to be related to the age of the characters. A story about a child who loses his teddy probably won’t interest most 12 year olds. A more interesting narrative would be about an adventure with lots of complications such as losing the way, having an accident or discovering lost treasure.

* List the complications (problems) that could occur if ...

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A narrative is like a sandwich and a complication is like the meat in the middle of the sandwich. Complications are important and if well written, will ensure your reader keeps on reading your story. You need to give your main character real problems to solve.

1. Tessa is about to enter her first horse show with her new horse but _ ______________________

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2. Simon finds a stray dog. He takes it home but_________________________________________

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3. Rachael and her family are out fishing in their boat. Suddenly ____________________________

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4. Jason makes friends with Harry; a new boy at school. But Harry is not a safe friend_ __________

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Creative Complications 2

• • • Text Types Book 1 • • •

A complication happens when a series of (ordinary)events is interrupted in some way.

Example

A complication has: • An introduction to the problem – a series of events is interrupted. The main character is presented with a challenge or series of challenges.

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• A reaction – attempts are made to solve the problem.

Tim and Jack are exploring in the bush. A trap in the ground opens and they fall in. Evaluation of the problem:

Tim and Jack look for a way to get out of the trap. But the walls are too steep and slippery. They become frantic. They try to solve the problem: 1. They shout for help.

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• An evaluation of the problem – the main character or the narrator evaluates the problem and responds in some way. Usually the character’s feelings, (e.g. sadness, worry, fear, anger or disappointment) are shown.

Introduction to the problem:

2. Tim climbs on Jack’s back to try to reach the top. 3. They use their fingers to try to dig steps into the walls.

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Sally is expecting an invitation to Tamika’s birthday party.

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________________________________________________________________________________ An evaluation of the problem

________________________________________________________________________________ ________________________________________________________________________________ Attempts Sally makes to solve the problem (reaction) 1. _____________________________________________________________________________ 2. _____________________________________________________________________________ 3. _____________________________________________________________________________

• • • Text Types Book 1 • • •

Creative Complications 3

Complications interrupt the sequence of events in narratives. Characters evaluate what has happened. They react to what has happened. events

interruption

evaluation

reaction

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How does this work?

The phone rings. “Hi Nick, wanna shoot some hoops?” Nicholas thinks for a moment. “Nah, sorry, Alec. I’ve gotta study.” Nicholas continues studying.

How your characters react drives the narrative along. What other choices could Nicholas have made after the phone call?

Series of Events Complication/ interruption Evaluation

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Nicholas turns the page. He rubs his eyes and wonders if he will ever learn all these facts for his exam tomorrow. Muttering to himself, he keeps on reciting the names of the cities.

Reaction

ReadyEdPubl i cat i ons the story above from the fourth line with Nicholas * Rewrite ©

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reacting to the phone call in a different way.

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Here’s another narrative with a complication/interruption.

Zara and Fiona turned the rope as fast as they could. Jaya kept skipping. The skip-a-thon was only a week away and there wasn’t much time left to practise.

Event

Suddenly Otto appeared. Zara groaned.

Complication

Otto nearby could only mean trouble.

Evaluation

* List three possible reactions Zara could have. Reaction 1________________________________________________________________________ Reaction 2________________________________________________________________________ Reaction 3________________________________________________________________________ 15

• • • Text Types Book 1 • • •

Riveting Resolutions 1

The resolution is when the complication in the story is resolved. It is usually the main character who solves the problem. In working to solve the problem the main character usually changes in some way. Often the main character overcomes his or her fears, or becomes a better person.

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* Read these very, very short stories. Write a short resolution for each.

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1. Ramon crept up to the window of the haunted house. Spiderwebs hung over the window. Ramon was terrified of spiders. He cleared the webs so he could see inside. He knew the treasure was hidden inside. As his eyes focused on the gloom, he felt a hand grab his collar. The next thing he knew he was trussed like a turkey and all alone with the spiders and rats.

© ReadyEdPubl i cat i ons 2. Marta flushed under the principal’s stern gaze. “Iu didn’t take the money, Sir, ”n shel said, but she • f o r r e v i e w p r p o s e s o y • knew he didn’t believe her. She saw the disappointment in his face. The money had been

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found in her desk. Until today Marta had never been in trouble. Her parents were proud of her school marks. What would they say when they heard that she was to be suspended?

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3. Sara dived deeper trying to see the ocean floor. She opened her eyes. It was still there where she had last seen it. Her lungs felt as if they would burst at any moment. She made a grab for the dark shape. Suddenly it came to life. Its huge jaws opened and grabbed her arm. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Riveting Resolutions 2

• • • Text Types Book 1 • • •

Resolutions need to solve problems in ways that are satisfying for your audience. Your reader doesn’t want to read all the way through your story only to be disappointed at the end.

Read this:

Clever writers add a twist to the resolution by writing an unexpected ending.

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* Tick the resolutions that are the most satisfying for the following scenario. Orientation

Complication

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The rain turned to hail and soon thunder shook the earth beneath her clogs. A sudden howl close by made the hairs on Raja’s skin rise up in goose bumps. Raja began to run. The howls followed her, getting closer all the time.

Raja finally reached home. She had a hot bath and went to bed.

Raja found a stick and chased the wild dogs away.

Raja turned to face the wild dogs. She looked into the leader’s eyes and spoke firmly. “Sit down, you beast.” The leader sat and the others followed suit. Raja opened her pack and took out her biscuits and fed them to the dogs.

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Raja tugged at her soggy dress. Blue had never been her favourite colour, and now the colour was even more drab. She still had a long way to go before she left the forest and the shadows were lengthening.

Resolution choices

* Write your own resolution.

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_________________________________________________________________________________ _________________________________________________________________________________

* List the four most important things to remember when writing resolutions. 1. _ ____________________________________________________________________________ 2. _ ____________________________________________________________________________ 3. _ ____________________________________________________________________________ 4. _ ____________________________________________________________________________

• • • Text Types Book 1 • • •

Creating Characters 1

Creating interesting characters is part of writing a great narrative. • Your audience needs to care about your characters and what happens to them. • Not all characters are heroes. Not all princesses are beautiful. Not all dragons are evil.

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• If your main character has some faults, it’s easier to show how he/she changes as a result of his/her attempts to overcome the problems in the text.

Character Name Age Appearance

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By creating a character profile you can make sure that you know your character before you begin writing your narrative. Look at the example below. Description

Jordie 12 Gender: Female Eye colour: Blue Hair colour: Black Clothes: Daggy Likes Loves horses Dislikes Bullies Friends The helpful witch, the friendly dragon. Enemies Harry, the boy next door. Personality/fears/faults Shy, unsure of herself. Afraid of storms. Tells lies.

Character

Description

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Name Age

Appearance

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Likes Dislikes Friends Enemies Personality/fears/faults

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* Use the profile outline below to create your own hero or heroine.

o c . che e r o t r s super Gender: Clothes:

Eye colour:

Hair colour:

Creating Characters 2

• • • Text Types Book 1 • • •

Interesting!

A good way to create interesting characters is to collect pictures from magazines or newspapers.

* Collect two pictures or photos from magazines and paste them into the spaces

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below. Fill in the boxes. Try to create two completely different characters.

Name

Gender

Appearance:

Eye colour: Hair colour: Build: Clothing:

Goals

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Age

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Name Age

Gender

Appearance:

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Eye colour: Hair colour: Build: Clothing:

Goals Enemies Fears/Faults

Creating Characters 3

• • • Text Types Book 1 • • •

Example Jordie wanted to travel with the dragon to the witch’s lair, high in the mountains. (Goal.) Her parents wouldn’t let her go.(Problem 1.) Jordie thought and thought. She knew the witch could help her be braver.

r o e t s Bo r e p ok u S How it works

Character Name Age Appearance

The next morning she told her parents she was going to school. But instead she crept off to the dragon’s cave. (Shows her lying.) Harry, watching from the school bus, saw her go.(Problem 2.)

Description Jordie 12 Gender: Female Eye colour: Blue Hair colour: black Clothes: Daggy Likes Loves horses Dislikes Bullies Friends The helpful witch, the friendly dragon Enemies Harry, the boy next door. Personality/fears/faults Shy, unsure of herself. Afraid of storms. Tells lies.

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When you are planning your narrative you can begin by profiling a character or by outlining the plot. Remember the character you created on Page 18. You can now take this hero/heroine and write a narrative around him or her.

Jordie climbed on the dragon’s back. Away they flew. But soon a fierce storm blew up. (Jordie’s worst fear.) The raging wind tore Jordie from the dragon’s back. The dragon, not knowing she was no longer with him, continued on his way. Jordie landed wet and bedraggled. She set off for home. Her father was waiting for her. Harry had dobbed. Jordie apologised for lying and was forgiven. She asked her dad to help her learn about the weather and storms. She learnt not to fear storms and she learnt that lying doesn’t pay.

* The character you created was a hero. Now there are four things to think about.

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1. Think of something your hero/heroine really wants. (goal)

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_________________________________________________________________________________ 2. Then think about what could stop your hero/heroine achieving his or her goal. (complication)

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_________________________________________________________________________________ _________________________________________________________________________________ 3. How would your hero/heroine overcome this problem? Remember your hero/heroine’s personality. Is he/she brave and bold or is he/she a scaredy cat? (evaluation and reaction) _________________________________________________________________________________ _________________________________________________________________________________ 4. How would your hero/heroine change as a result of solving his or her problem? (resolution) _________________________________________________________________________________

Super Settings 1

• • • Text Types Book 1 • • •

Setting

The setting for your narrative is very important. This is how you show the reader where your story takes place. Include enough detail so that the reader can picture where your characters are. You don’t want to bore your reader, so remember to make your descriptions of the setting seem natural.

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Read this extract from Battle of the Rats by Sue Whiting. It concentrates on establishing setting.

We traipse up the verandah steps. Jake drops his skateboard onto the decking. His eyes snap to the surf. A wide grin spreads across his face. “Hey, ya can see Sharkies Point from ‘ere,” he says. “And right down to the south end. I’ll haveta ring you each morning for a surf report.”

Can you see how the author has skilfully woven the setting into this paragraph?

* List all the pieces of information about the setting in this paragraph.

•____________________________________ _ •___________________________________

* Try weaving the following list into a piece of action about a haunted house.

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• creaky floor • spider webs • dirt and dust

• flapping curtains • two twelve year old boys • deathly smell • a small dog • ghosts • a wizard

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Use dialogue to help show the scene.

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_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 21

Super Settings 2

• • • Text Types Book 1 • • •

Writers often describe the setting from the point of view of a character who is in the place being described. Think about what your character can see, hear, smell, taste or touch. In some situations characters may feel something that’s not really there. Try this in spooky stories.

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Complete the table below. Think about the five senses and imagine a setting at a zoo.

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e.g. lions roaring gates clanging

Sight

e.g. long necks, long trunks

Smell

e.g. animal droppings, disinfectant

Taste

e.g. flies on your tongue, icecream

Touch

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Hearing

e.g. dust between your toes, hot cage bars

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* Write a short narrative about a boy lost at the zoo. Use as many of the

senses as you can to describe the setting – remember, don’t just make lists. Make the setting disappear into the action and the dialogue.

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_ ______________________________________________________________________________

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_ ______________________________________________________________________________ _ ______________________________________________________________________________ _ ______________________________________________________________________________ _ ______________________________________________________________________________ _ ______________________________________________________________________________ _ ______________________________________________________________________________ _ ______________________________________________________________________________ _ ______________________________________________________________________________ 22

• • • Text Types Book 1 • • •

Super Settings 3

Before you begin to write a narrative, think about the setting in which the story will take place. If you have a clear idea about the setting before you begin, it will help you to show your readers where your characters are. If you’re having trouble imagining the place, look at pictures in magazines or books and imagine yourself there.

* Fill in the boxes below to create a super setting.

r o e t s Bo r e What my characters can see … What my characters can hear … p ok u S

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(Setting = time and place.) You can use words and/or pictures.

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can touch …

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can taste …

o c . che e r o What my characters t r s su r e p can smell …

Planning Plots 1

• • • Text Types Book 1 • • •

Many good writers plot their stories in detail before they begin to write. This allows them to create believable characters.

Planning helps Imagine spending to make sure the a year writing a novel characters’ goals are and then finding there’s achievable. It also makes no way the complication sure that complications in the story can can be solved. be resolved!

r o e t s Bo r e p ok u S Main Character Character 2 (Friend)

* Plan an adventure story.

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Make sure you include all the details you need to create a believable and achievable adventure.

Name:

_________________________

Name:

_________________________

Age:

_________________________

Age:

_________________________

Fears:

_________________________

Appearance:

_________________________

Faults:

_________________________

Relationship to main character: © ReadyEdP ubl i cat i ons Dislikes: _________________________ ______________________________________ •f orr evi ew pu r posesonl y• Appearance: _________________________ How do they help main character? _________________________

_________________________

_____________________________________

Other:

_________________________

_____________________________________

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Likes:

Character 3 (Enemy)

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_________________________

Age:

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Appearance:

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Relationship to main character:

______________________________________ How do they prevent the main character from achieving their goal? _____________________________________ _____________________________________

Planning Plots 2

• • • Text Types Book 1 • • •

Remember: A good plot consists of an introduction which grabs the reader’s attention straight away, a complication, a resolution and a super setting.

Super Setting Where:

Introduction

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_____________________________________ _____________________________________

_____________________________________

When:

_____________________________________

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_____________________________________

What it’s like:

_____________________________________

© ReadyEdPu bl i cat i ons _____________________________________ _____________________________________ _____________________________________ •f orr evi ew pur p osesonl y• _____________________________________

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Resolution

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Complication

_____________________________________

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• • • Text Types Book 1 • • •

Genre 1

Genre refers to the type of story that you have written. There are many different genres: fantasy, adventure, science fiction, mystery, historical and so on. Your setting and characters might be different for each different genre.

Creating different worlds

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J.R.R. Tolkien created a very different world in his book, The Hobbit. His descriptions of the hobbit are very clear. The reader can clearly “see” this little hobbit.

“I suppose hobbits need some description nowadays, since they have become rare and shy of the big people, as they call us. They are, or were, a little people, about half our height, and smaller than bearded dwarves. Hobbits have no beards. There is little or no magic about them, except the ordinary everyday sort which helps them to disappear quietly and quickly when large stupid folk like you and me come blundering along making a noise like elephants which they can hear a mile off.”

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Have you ever wondered how difficult it was for J. K. Rowling to create Hogwarts and all the different characters there? The most important thing to remember when creating a new world in your writing is to be consistent. Once again you need a plan, otherwise you’ll forget the details of what you’ve created.

* Find a fantasy novel and copy the description of either a character or place from this

novel. It must be a description which helps the reader clearly “see” the character or place.

_ ________________________________________________________________________________

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_ ________________________________________________________________________________

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_ ________________________________________________________________________________ _ ________________________________________________________________________________

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* Describe a setting or a character for a fantasy narrative of your

own. The reader must be able to “see” the setting or character.

• • • Text Types Book 1 • • •

Genre 2

* Find four books from different genres in your class or school library. Complete the tables below.

Title of Book

Author: Character(s):

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Setting:

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Genre:

Title of Book

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Author:

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Setting:

Title of Book

Author:

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Character(s):

Setting:

• • • Text Types Book 1 • • •

Audience

Writers have a particular audience in mind when they begin writing. Book publishers need to know who will buy the books they publish. Both writer and publisher need to know who will be interested in reading their books. The people who read their books are their audience. Some people are interested in reading all types of books. Other people only like to read certain types of books.

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* What types of stories do you like to read? * Conduct a survey. Readers

Your best friend Your teacher

What they like to read

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_________________________________________________________________________________

Your parents

Someone from the kindy class at your school A Year Three student

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A trusted neighbour A relative

Grandparents

Your school or local librarian

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The school bus driver

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* List two of your favourite books. Explain why you like them so much.

1. ��

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2. �� 28

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• • • Text Types Book 1 • • •

Text Type Crossword 1. 2. 3.

5. 6.

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11.

12.

13.

14.

15.

16.

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10.

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Across

Down

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17.

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2. Written to entertain

1. Helps the writer convey meaning

3. Things that happen

4. Words written correctly

6. Describing words

5. Modify verbs

8. Who you are writing for

7. Stops character achieving goals

15. What happens in the story

9. Tells about people or things

16. Sets the scene

10. Solution for the complication

17. Where the action happens

11. The people in your story

18. What the characters want

12. Action words

13. Past, present and future

14. Naming words

• • • Text Types Book 1 • • •

Show, Don’t Tell

Writers use different techniques to make their narratives more interesting. One of these is to “show” rather than “tell” what is happening. You can be the narrator and “tell” your readers what is happening. You can “show” what is happening by the way your characters speak and act. “Showing” brings your writing to life.

Telling

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Showing

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Wandi ran into the kitchen. She told her mum that she had got into the basketball team.

In the showing example the reader can “see” what is happening. The reader feels happy for Wandi and shares her excitement.

Wandi skipped into the kitchen, hugged her mum and shouted, “Yay! I did it. I made the team.”

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* The sentences below tell the reader what is happening. Re-write and show what is

happening by including actions and dialogue. One example has been done for you.

Jaya felt angry.

It was a happy day for Otto.

Jaya stamped his feet. “I hate you,” he screamed at his brother.

The noise surprised Flynn.

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Stephan is afraid of dogs.

* Write a paragraph about someone who is waiting for something special to happen.

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Show how this character feels when he or she is waiting for the exciting event to happen. Then show what happens and how the character feels when it happens.

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• • • Text Types Book 1 • • •

Tense 1

Writers choose a particular tense in which to write their story. There are three main tenses: past, present and future. It is important to be consistent with tense so that your audience knows when the action is taking place.

Present

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Past

Future

Past tense:

Tara ate her lunch. She wasn’t very hungry and she hated her cheese sandwiches.

r o e t s Bo r e p ok u S Present tense:

Tara eats her lunch. She isn’t very hungry and she hates her cheese sandwiches.

Future tense:

Tara will eat her lunch. She won’t be very hungry and she will hate her cheese sandwiches.

This sentence from, The Black Bandit by Jenny Mounfield is written in the past tense.

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“Then, as I opened my mouth to scream another warning, the mannequin hit a pothole. It somersaulted, skidded about five metres, bounced off the side of a bus and rolled into the gutter.”

* List the words that show that this sentence is written in the past tense.

•_______________________ •_______________________ •_ ______________________

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“I’m raising one cheek off the seat, slapping my butt. She’s choking, those tears flooding down again. This time it’s from too much laughing. I better go easy on this one with the jokes, I’m thinking. She might pass out.”

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* List the words that show this sentence is written in the present tense.

•_______________________ •_______________________ •_ ______________________

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•_______________________ •_______________________ •_ ______________________

This sentence is written in the future tense,

“I don’t care what happens, I will never trust her again. She will have to manage without me. From now on I will go riding alone. In six months time, or even in five years time I will be alone when I ride.”

* List the words that show this sentence is written in the future tense.

•_______________________ •_______________________ •_ ______________________

•_______________________ •_______________________ •_ ______________________ 31

• • • Text Types Book 1 • • •

Tense 2

* Which tenses are used in the following sentences? ____________________

2. Michael is hopping on one leg, his arms flapping by his side.

____________________

3. I’m holding my breath for the big dive.

____________________

4. It’s going to be a long wait, but it will be worth waiting for.

____________________

5. I’m thinking about ghosts and my skin is prickling.

____________________

6. Last year I loved school because our teacher read us lots of stories.

____________________

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This sentence is written in the future tense.

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1. Jade ran as fast as she could.

“When next spring comes we will all go swimming at the beach. We’ll go in the bus. Dad’s car won’t last that long. It will have gone to the car graveyard by then. It will be difficult dragging all our gear onto the bus, but we’ll manage. We’ll have to if we want to get to the beach.”

* Rewrite the above passage in the past tense.

© ReadyEdPubl i cat i ons _ ________________________________________________________________________________ •f orr evi ew pur posesonl y• _ ________________________________________________________________________________

_ ________________________________________________________________________________

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* Now rewrite the passage in the present tense.

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_ ________________________________________________________________________________

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* Write about something that you are looking forward to in the future. _ ________________________________________________________________________________ _ ________________________________________________________________________________ _ ________________________________________________________________________________ 32

• • • Text Types Book 1 • • •

Point of View 1 Writers have to decide whose point of view they will tell their story from. Point of view is a bit like looking through the lens of a camera. Who do you see when you look through this lens? Who will the reader see when he or she reads this story? There are several points of view that can be used. The most common are first person and third person.

r o e t s Bo r e p ok u S • The narrator tells the story as if it is happening to himself or herself • Uses the words ‘I’ or ‘We’ to describe actions and feelings

Third Person Point of View:

• The narrator tells the story from the point of view of a main character • Uses the words ‘he’, ‘she’ or ‘they’

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First Person Point of View:

In Raspberries on the Yangtze, Karen Wallace uses the first person point of view.

“I don’t look wary. My mother says I should try it some time. Maybe she’s right. I always seem to be in some sort of trouble. Not big tornado trouble, you understand. Just a few whirly gusts that always knock something over. And somehow it’s always my fault.”

In her book, Through the Shimmering, Cheryl Norman uses the third person point of view.

“Bern bit his lip to stop himself smiling. The rivalry between the two farmers was well known, and Bern could never resist an innocent mention of one farmer’s name to the other. “How goes it today?” he asked.”

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First person point of view: “I am reading to the little boy.” Third person point of view: “The lady is reading to the little boy.”

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* Write about this picture using the first person point of view.

I_ ___________________________________________________

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* Write about this picture using the third person point of view.

The cowboy___________________________________________

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• • • Text Types Book 1 • • •

Main Character

Point of View 2 Writers usually tell a story from the main character’s point of view. It is this character who the reader wants to know about. The reader can be made to feel for this character and made to care what happens to him or her.

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In the following paragraph Tommy is the main character. The story is told from Tommy’s point of view.

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The writer shows Tommy’s point of view in two ways: 1. By describing Tommy’s feelings – “he hated”, “he really wanted.” 2. By using dialogue – “Oh Mum, I don’t want to garden. I’ve got other plans.”

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Tommy sat up suddenly. His mother was standing at his bedroom door. “Get up, Tommy,” she said. “You promised you’d help me in the garden today.” Tommy hated gardening. “Oh, Mum, I don’t want to garden. I’ve got other plans.” Tommy’s mother glared at him. “You promised to help me today. Now get up out of that bed.” Tommy really wanted to go out today. “But, Mum,” he moaned, “I want to go swimming with Jake today.”

paragraph from Tommy’s mother’s point of view. Show how she * Rewrite this© ReadyEdPubl i cat i ons feels by her actions and by what she says. You can also describe her feelings.

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Mrs Richard opened Tommy’s bedroom door. She_________________________________________ _________________________________________________________________________________

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* Write a short piece from one character’s point of view. Show how he or she feels by describing his or her feelings and by what he/she says and does.

Dialogue 1

• • • Text Types Book 1 • • •

“What did you say?”

Readers like to “hear” what characters say to each other. Readers learn how characters feel by what they say and how they say it. Characters come to life through their dialogue. Characters show how they are not the same as one another by the different ways in which they speak.

“I said what did you say?”

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* Read this dialogue and answer the questions.

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“Come on, ya geek,” yelled Charlie. “Are ya chicken, or what?” Liam tried to make his voice firm. “I’m not chicken. I just think that’s a silly thing to do.” “Nah, ya just a chicken. That’s all there is to it,” sneered Charlie. “I’m not gunna hang out with you any more. I hate chickens.” “Don’t be like that, Charlie,” Liam pleaded. “We could get hurt jumping off that bridge.” Charlie ran to the side of the bridge. “Chicken!” he yelled as he jumped over the edge.

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1. What sort of character is Charlie?

_________________________________________________________________________________ 2. How does his speech show this?

© ReadyEdPubl i cat i ons _________________________________________________________________________________ •f orr evi ew pur posesonl y• 3. What sort of character is Liam? _________________________________________________________________________________

4. How does his speech show this?

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_________________________________________________________________________________

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* Write a short piece of dialogue between a policeman and a thief.

Show their different characters and attitudes by what they say and how they say it.

• • • Text Types Book 1 • • •

Dialogue 2 Writers use many different words to show how their characters express themselves. The word “said” is the word that is most often used. These words are called speech tags. There are many other words that can be used instead of the word “said”.

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Here are some examples of speech tags: whispered, shouted, voiced.

* List at least five speech tags that can be used instead of “said”. •_________________________ •_________________________

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•_________________________ •_________________________ •_ ________________________

Sometimes using another word instead of “said” helps the reader to understand how the speaker feels.

* How does each speaker below feel? Write the correct word in the space provided. •interested •stubborn •angry •excited •scared

1. “I hate you,” screamed Allison.______________________________________________________

3. “Yes, yes, yes,” yelled the boys as they watched the footy game. _ _________________________

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4. Michele watched in fascination. “Why did you do that?” she murmured. ____________________

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5. “No way,” bellowed Finney. ________________________________________________________

Readers can get distracted if too many speech tags are used. Save speech tags for when you really want to show how someone speaks because they’re uninterested, frightened or deliriously happy.

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* Using one of the novels in your classroom, read at least five

pages and count how many times the word “said” is used.

______________

* Then list at least eight other speech tags that are used instead of “said”. You might have to read several chapters until you find eight other speech tags.

•____________________ •____________________ •_ ___________________•____________________

• • • Text Types Book 1 • • •

Dialogue 3

Setting out dialogue

It is important to set out dialogue correctly. Then your readers always know exactly who is saying what. If you do this correctly you don’t always have to use a speech tag.

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Here are six easy-to-remember rules for setting out dialogue: 3. Everything that is related to one character’s speech goes in one paragraph. 4. If there’s a speech tag put a comma inside the speech mark and a full stop after the speech tag.

5. If there’s no speech tag put the full stop before the final speech mark. 6. Put the important part of the sentence last.

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1. Put speech marks around what the character says. (“ ”) 2. Start a new line each time a different character speaks.

Read this dialogue between Jane and her mother. Can you tell when Jane is speaking and when her mother is speaking? Oh no I don’t want to go with you but you have to we are going to have a good time I hate going to the shops we’ll buy you a new dress I have a new dress I don’t want to go shopping.

“I hate going to the shops,” said Jane. Mum tried harder. “We’ll buy you a new dress.” “I have a new dress and I don’t want to go shopping,” Jane screeched.

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Look at it now:

* Rewrite the following dialogue remembering the six rules of dialogue writing. Use

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different speech tags if you think they will help show how the characters are feeling.

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You can’t keep it said Dad. But Dad, it followed me all the way home said Felix. I’ve told you before, we can’t keep dogs in our small yard said Dad. I’ll take it for a walk every day and I’ll clean up after it said Felix. Don’t argue with me said Dad. I’ve already said you’ll have to take the dog back. Back where? said Felix. He doesn’t have a home.

• • • Text Types Book 1 • • •

Writers’ Tricks: Titles The title of a book is usually what makes a reader decide whether or not to open the book. A title needs to be catchy. A title needs to give the reader an idea of what is inside the cover.

Book Titles

Sound as a Bell by A. Clanger The Frozen South by M. Y. Winterbottom Ouch! by A. B. Sting

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* Write a title for each of the following book ideas.

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1. Two boys go into the bush searching for a sick wombat that they know is there. While in the bush they discover a poacher stealing birds’ eggs.

_ ___________________________________________________________________ 2. Shelley has been training hard for the swimming championships. A week before the big day Shelley breaks her leg.

_ ___________________________________________________________________ 3. A surfer who is in trouble in big seas is helped by a dolphin. The surfer and the dolphin become friends.

_ ___________________________________________________________________

Draw a line from the title to the most likely audience for each book.

Teddy and his Boy

Horse lovers

Farming in the Drought

Three year olds

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Letters from the Antarctic

Gardeners

Pony Tails

Teenagers

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The Witch’s Cauldron

Adventure lovers

* Look at the bookshelves in your classroom, home or library. List four books you

would like to read. Give reasons why the titles of these books grabbed your interest. Title

Why title grabbed your interest

• • • Text Types Book 1 • • •

Writers’ Tricks: Hooks Hooks are what keep the reader interested. Hooks make the reader want to read the next chapter. Hooks keep the reader guessing …

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A chapter hook is one or more sentences at the end of a chapter that makes the reader really want to read the next chapter to find out what happens next. Look at the following chapter hooks from popular books.

“My heart is pounding so hard it feels like it has moved house into my head.” Battle of the Rats. “Without hesitation, and before either of them could stop me, I reached down and took the golden bird between my fingers.” Hannah’s Winter

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“Oh great, I was going to be deader than a frozen chook.” The Black Bandit.

© ReadyEdPubl i cat i ons * Using your favourite book, find three great chapter hooks. Copy • them below explain why youo want to read then next chapter. f o rand r e vi e wtheypmade ur p se so l y • Book Title:

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1. Chapter hook 1 –________________________________________________________________

Why this hook made you want to read further.

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2. Chapter hook 2 –_ ______________________________________________________________

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Why this hook made you want to read further.

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3. Chapter hook 3 –________________________________________________________________

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Why this hook made you want to read further.

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* On the back of this sheet, write a great chapter hook for a story you’d like to write. 39

• • • Text Types Book 1 • • •

Writers’ Tricks: Twists One of the things that turns an ordinary narrative into one that the reader will remember is a twist at the end of the story. A twist is an unexpected ending. A twist has to be satisfying. Nothing is as disappointing to a reader as a story that ends like this: “… and it was all a dream.”

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* Read this opening paragraph of a short, short story.

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* How would you end this story?

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Ryan woke with a start. What was that noise? He put his head under his pillow so he wouldn’t hear it. But the noise was still there. He cuddled his teddy tightly in case teddy was afraid. The noise became louder and louder. The noise was still there. Finally Ryan got out of bed. He searched his room until he found where the noise was coming from. He flung open his wardrobe door and there, huddled in the corner was a dragon.

* Write endings with a twist for the following very short stories.

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Well done if you wrote that Ryan called for help. Well done if you wrote that Ryan captured the dragon. But … what if Ryan gave the dragon a pillow and a spare doona and told it to stop snoring? Extra, extra well done if you came up with an unexpected ending like that.

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1. Troy followed the trail deep into the forest. All was quiet. Not even the birds were stirring so early in the morning. When he stood still he heard, in the distance, a faint roar. Sleathily he crept on bending low to the ground to follow the tracks. Suddenly there was a roar so loud that he thought his eardrums would burst. He looked up into the red, red eyes of the biggest dinosaur he’d ever seen.

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_ ________________________________________________________________________________ _ ________________________________________________________________________________ _ ________________________________________________________________________________ 2. Sally opened the box with trembling fingers. Inside the box was another, smaller box. Carefully she lifted the smaller box out. She set it on the table and opened it. Inside that was a smaller box. Now she could hear a faint buzzing. Her knees shook as she took the lid off this box, and then the one that was inside that one. The buzzing grew louder all the time. _ ________________________________________________________________________________ _ ________________________________________________________________________________ _ ________________________________________________________________________________ 40

• • • Text Types Book 1 • • •

Coda

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Sometimes the author will add a coda to the narrative. A coda can be an evaluation of events in the narrative. A coda may reveal the main character’s feelings or opinion about what has happened to him or her. In the coda the main character may also indicate what his or her future actions will be as a result of how he/she feels.

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Sam was looking forward to the sleepover at Troy’s house. He knew there would be a great video to watch. He remembered that Troy’s dad was a fantastic cook. There were two strangers at Troy’s house. These boys were bigger and older. When it was time for bed the older boys began a game of dares. Sam felt sick as the dares became more and more dangerous. Finally Sam took the most dangerous dare of all. He was more afraid of the older boys than the risk. The terrible thud when he landed on the concrete knocked the wind out of him and broke his leg.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Later, when he thought about it, he knew he’d been cowardly. He knew he should have stood up to those boys. Next time he’d be braver. Next time he’d speak up. It wasn’t worth a broken leg just to show off.

* The last paragraph in the narrative above is the coda.

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1. What is Sam’s evaluation of the events that happened at the sleepover?

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_________________________________________________________________________________ 2. What are Sam’s feelings about what happened to him?

• • • Text Types Book 1 • • •

Sample Narrative: Monkey Business Jake’s behaviour was typical of everyone’s attitude to William. No one thought he was good for anything. As he trudged along the road on his way home he tried to work out what had gone wrong. He’d fed those pandas first every day, even before the monkeys. He knew they were special. He knew they had to have special food. He’d loved having the responsibility for them.

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It all happened so quickly. Yesterday he was an unofficial zoo keeper’s assistant and today he was out of a job. And although it wasn’t his fault, no one was going to believe that. Probably even his dad wouldn’t believe him. His dad had always said William was a no-good, lazy, useless oaf. If his mum had still been alive she’d believe him. He was sure of that.

Then he stopped in his tracks. His mind reeled backwards. A memory flashed like a light behind his eyes. He turned on his heel and ran back to the zoo.

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William stormed out of the zoo. Tears spilled down his cheeks but he brushed them angrily away. He could still hear the lions roaring, but only just. There was a pounding in his ears that had nothing to do with animal calls. He could no longer smell the usual comforting smell of hay and animal droppings. His nose was stuffed with a backlog of tears. He grabbed a tuft of his red hair and tugged it hard. Maybe the pain of that would take away the pain in his heart. His greatest wish had ended in tatters. Now he’d never be a zoo keeper.

He flashed the gate keeper a wry grin as he flew in the gate. “Sorry, Thomas, I’ll pay on my way out. Gotta hurry.”

He took the back way around to the monkey enclosure. He didn’t want to meet Jake on the way. He stopped behind the monkey enclosure to catch his breath. Listening carefully, he edged around to the side of the enclosure. The monkeys spotted him and began to chatter excitedly. William knew they recognised him immediately. He knew they’d be expecting their treats. He ignored them. If he was going to get his job back, he had to stay focused.

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He made his way around the cage scanning the wire from top to bottom. It wasn’t long before he saw it – just as he’d seen it over a week ago, but had forgotten to tell Jake about it. There was a small hole right at the top of the cage; a hole just big enough for a small monkey to climb through. He counted the monkeys. Only ten were in the cage. There should have been sixteen.

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When the red pandas started to lose weight and one of their young died, Jake had discovered they were underweight. “It’s no use, mate,” he’d said sadly. “I can’t keep you on. You’re not responsible enough.” “I did feed them. I fed them every day,” William had replied. “They’re underweight. There’s no reason for that except lack of food. You’re irresponsible. Go on, get out of here.” William knew it was no use arguing. 42

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During his time at the zoo William had started to believe he could do things right. It was easy for him to remember that the monkeys liked fruit, the lions ate meat and the smaller birds liked seeds. The monkeys were his favourites. They were so mischievous. They liked to pull his hair. They ran up his legs, clinging tightly with their tiny hands to his jeans. They were terrible thieves and would steal any food they could find. But William only played with them when all his jobs were done. Jake, the zoo keeper, had trusted him. Jake had given him the special responsibility of looking after the red pandas.

William ran to find Jake. “You need to come with me, Jake, please,” he begged. “There’s something you need to see.” With a reluctant nod, Jake followed William to the pandas.

• • • Text Types Book 1 • • •

Exploring Narrative 1

* Read the narrative Monkey Business on page 42 and answer the questions. 6. How does William solve his problem and resolve the complication?

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2. Which of the five senses does the author use to describe how William is feeling in the orientation?

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1. In the orientation, (first paragraph), what setting details does the author give?

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7. Do you think William changed as a result of solving the problem? Give reasons for your answer.

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© ReadyEdP ubl i cat i ons _______________________________________ _______________________________________ •f orr evi ew pur posesonl y• _______________________________________ _______________________________________ _______________________________________

8. What clue does the author give earlier in the story to show the reader what might have happened to the panda’s food?

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3. Write a description of William’s character before he became a zoo keeper’s assistant.

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4. What is the major complication in this narrative?

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_______________________________________ _______________________________________ _______________________________________ 9. Write a concluding sentence for this narrative. _______________________________________ _______________________________________

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Exploring Narrative 2

• • • Text Types Book 1 • • •

* Read the narrative Monkey Business on page 42 and answer the questions. 1. Is this narrative written from the first person or third person point of view?

7. Why did William give up so easily when Jake accused him of not feeding the pandas?

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2. From whose point of view is the narrative written?

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_______________________________________ 8. Why do you think the monkeys are William’s favourite animals at the zoo?

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3. Is the narrative written in the past, present or future tense?

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4. List ten words that show which tense the narrative is written in.

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•____________________•___________________

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© ReadyEdPfind ub l i c at i o s in this narrative? List n them. •____________________•___________________ •____________________•___________________ • f o r r e v i e w p u r posesonl y• •____________________•___________________ •____________________•___________________

9. How many action verbs can you

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5. How does the author show how Jake feels? List two ways.

•____________________•___________________ •____________________•___________________ 10. Write a coda for this narrative.

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•_______________________________________ _______________________________________ 6. Which adjectives has the author used to describe feelings throughout the narrative?

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• • • Text Types Book 1 • • •

So, Now You’re a Writer

Read, Read and Read

There’s a lot to remember, isn’t there. Do you know the very best way to become a great writer? Well, you do what other great writers do, you read, read and read. That’s the way to install in your brain everything you need to know about writing.

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* Now, plan that winning narrative. You can use the plan you filled in on pages if this person had an accident? What if this person saw a ghost? What if this person had to move to a different school? What if this person had to deal with a tragedy?

Where will you get your ideas from? Remember to think about your intended audience.

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24 and 25 or ask your teacher for a blank copy to begin a new story.

• A joke you’ve heard.

• A dream, but remember not to end your narrative with boring old, “and it was all a dream”. That is a weak ending.

• A great way to get story ideas is to look at pictures in magazines and plan your narrative around what might be happening in a picture or series of pictures. • A news item.

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• Start with a character (maybe from a photo) and ask a “what if?” question: What if this person got lost? What

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sometimes an idea will pop into your mind from this.

• Sometimes the best ideas seem to come from nowhere in particular; they’re just there in your head when you need them.

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• Maybe your teacher will set a topic.

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* Here are some pictures to get you started with your next story.

• • • Text Types Book 1 • • •

Writing From Your Own Interests

* Collect two pictures from magazines. Select pictures that are about things

you are interested in. Paste them in the squares below and write a short, short narrative based on each picture. You’ll have to work hard to make sure you have an orientation, complication and resolution in such short narratives.

Picture 1:

Narrative 1:

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Narrative 2:

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Picture 2:

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Excellent Editing

• • • Text Types Book 1 • • •

Good writers edit their work thoroughly. This often means doing several re-writes. Use this editing sheet to make sure your work is edited to perfection.

r o e t s Editing Checklist Bo r e p ok u S (Tick boxes when completed)

• • • Grammar and Writing skills • • •

Capital letters q

Commas q

Spell check q

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Full Stops q

Use of complete sentences q

Have you used good descriptions to bring your story to life? q Is there a new paragraph for new actions, ideas or scenes? q Have you remembered “Show, Don’t Tell”? q Have you shown your characters’ thoughts and feelings? q

Does he or she change as a result of solving the problems? q

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Setting

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Have you given good details of physical and emotional characteristics? q

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Have you helped your reader to know this character? q

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Have you created a setting that will allow your reader to really see where the action is taking place for each change of scene? q

Have you included details of:

Orientation

Where? q

When? q What? q

How? q

Complication/s

Have you given your main character some tough problems to overcome? q Are they cliffhangers? q Resolution Have all of the problems been solved in a satisfactory way? q Coda If the story has a coda, is it satisfactory? q

• • • Text Types Book 1 • • •

Let’s Put It All Together 1

Do you remember the two points to consider before you write a narrative?

Kids like to read about …

• The purpose of your narrative writing is to entertain.

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Purpose: to entertain

Writing a picture book.

Audience: the kindergarten class at your school

Research: What do five year olds like to read about? Do you remember what you liked to read when you were five years old? You could ask your school librarian what stories five year olds enjoy.

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• You must write for an intended audience.

Narrative 1

Pictures are important in stories for young children. Books for this age group are usually called picture books.

Picture books have very few words, so keep this in mind when planning your narrative. Much of the story can be told through the pictures. Use a large sheet of art paper divided into sections (as shown below) to write and illustrate your narrative. You should only have a few sentences on each page. You can cut and staple the pages into a book to give to your school’s kindy class.

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Title page 1

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• • • Text Types Book 1 • • •

Let’s Put It All Together 2

10 – 12 year olds like to read about …

Do you remember the two points to consider before you write a narrative? • The purpose of your narrative writing is to entertain.

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Purpose: to entertain

Audience: 10-12 year olds

Ideas: Where will they come from?

Narrative 2

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• You must write for an intended audience.

* Conduct a class survey to find the most commonly enjoyed genres

(types of stories) in your class. Some genres have been placed in the table to help you start your survey. See how many more you can add.

Number Of Students who enjoy these books

(type of story)

Fantasy

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Science fiction

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What is the most popular genre?______________________________________________ What is the least popular genre?______________________________________________ What is your favourite genre? How many other students like this genre?

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* Write your own narrative using the genre that is the most popular in your class.

Let’s Put It All Together 3

• • • Text Types Book 1 • • •

Do you remember the two points to consider before you write a narrative?

Adults like to read about …

• The purpose of your narrative writing – to entertain.

r o e t s Bo r e p ok u S Narrative 3 • Write for an intended audience.

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Audience: an adult

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Purpose: to entertain

Where will you get your ideas from for this story?

•

Use your survey on page 49.

•

Look in magazines read by adults.

•

Perhaps you’ve been to the movies, or watched a video with your parents.

•

Remember that really well written narratives will be enjoyed by any age group.

© ReadyEdPubl i cat i ons * List ideas for a narrative for an adult. Beside the idea, brainstorm the topic f o rappeals r evtoi e wcreative pu r pThen os es onl y• and see• which one your brain. start planning Ideas for a narrative topic

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Brainstorming the topic

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and write your narrative in full. You could illustrate this narrative too.

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• • • Answers • • • P 10 Yes No No No No No P 11 A. Who, What, Why, Jenny B. Who, Where, Why, James C. Who, Where, What, Mitch D. Who, What, Why, Shian & the puppy E. Who, What, The giant & Harry

P 36 How does each speaker feel? 1. Angry 2. Scared 3. Excited 4. Interested 5. Stubborn

5. To be a good zookeepers assistant and feed the pandas first every day before the monkeys, because they were special. 6. William uses his brains to work out the problem, and proves that he wasn’t at fault. He proves to Jake that the monkeys have been taking the pandas’ food. 7. Yes. He will know that he is responsible and can prove it if necessary. 8. The monkeys are mischievous and would steal any food they could find. 9. Student response.

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P 15 1. They ignore Otto 2. They tell Otto to go away 3. They invite Otto to be part of their team P 17 Four important things to remember when writing resolutions 1. They need to solve problems 2. They need to be satisfying 3. Readers don’t want to be disappointed by the ending. 4. They need a twist or unexpected ending

P 37 “You can’t keep it,” said Dad. “But, Dad, it followed me all the way home,” said Felix. “I’ve told you before, we can’t keep dogs in our small yard,” said Dad. “I’ll take it for a walk every day and I’ll clean up after it,” said Felix. “Don’t argue with me,” said Dad. “I’ve already said you’ll have to take the dog back.” “Back where?” said Felix. “He doesn’t have a home.”

P 44 1. Third person. 2. William’s point of view. 3. Past tense. 4. Stormed, spilled, brushed, stuffed, grabbed, tugged, ended, happened, yesterday, had started, liked, ran, played, jobs were done, trusted, had given, started, died, did, fed, replied, knew, he’d, he’d, stopped, reeled backwards, turned, flashed, took, stopped, edged, spotted, recognised, ignored, made, seen, forgotten, counted, were, followed. 5. By his actions, by his speech: teacher to check examples. 6. Angrily, tatters, no-good, lazy, useless, mischievous, terrible, responsible, irresponsible, special, wry, excitedly, reluctant. 7. Because he didn’t expect to be believed. He was used to people thin king he did the wrong thing. 8. Because they were mischievous and liked to play with Jake. 9. Stormed, brushed, roaring, grabbed, tugged, pull, ran, clinging, steal, played, fed, arguing, trudged, stopped, ran, flashed, stopped, catch, edged, spotted, chatter, focused, scanning, climb, ran, begged, followed. 10. Student response.

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P 12 5 things the reader learns 1. The excerpt is about Goran 2. It’s cold weather 3. Goran is camping 4. Goran had lit a fire 5. The wind is threatening to blow out the fire

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P 35 1. Charlie is unpleasant 2. By the names he calls the other children 3. Liam wants to please others 4. He pleads with the others

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P 21 Setting information Verandah, steps, decking, surf, Sharkies Point, South End

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P 31 Black Bandit excerpt - Past tense words – opened, hit, somersaulted, skidded, bounced, rolled Ninjul The Sun excerpt – Present tense words – I’m, raising, slapping, she’s, choking, flooding, it’s, laughing, go easy, I’m, thinking. Future tense sample – I will, she will, from now on, I will go, in six months time, in five years time, I will be, when I ride. P 32 1. Past 2. Present 3. Present 4. Future 5. Present 6. Past

P 38 Match the title to the audience Teddy and his Boy – Three year olds Farming in the Drought - Gardeners Letters from the Antarctic – Adventure lovers Pony Tails - Horse lovers The Witch’s Cauldron – Teenagers

P 41 1. It wasn’t worth a broken leg to show off. 2. Sam knew he’d been cowardly. He should have stood up to the boys. 3. Next time he’d be braver, he’d speak up.

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o c . che e r o t r s super P 43 1. It describes inside and outside of the zoo. Inside the zoo the lions are roaring, animals are calling and it smells of animal droppings and hay. Outside the zoo the lions’ roars are quieter and the smell has disappeared. 2. Sound, smell, touch. 3. His dad said he was a no-good, lazy, useless oaf. William wanted to be a zoo keeper and prove his worth to others and himself. 4. Jake thinks William has failed in his job because the red pandas have been underfed, so he fires William. William has to prove that he didn’t forget to feed the red pandas.

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Resources Bradman, Tony. 2003, Fiction Hodder Children’s Sydney. Bregley-Smith, Kevin. 1997, Language Matters: reading and writing about Australian Animals (Kit) Film Australia. Collis, Katy. 2005, All You Need To Teach MacMillan Education, Australia. Collins, Paul. 2002, Book People MacMillan Education, Australia. Corbett, Pie. 2004, Write Your Own Fantasy Chrysalis Children’s CA. Corbett, Pie. 2004, Write Your Own Mystery Chrysalis Children’s CA. Dahlberg, Moira. 1996, Stories Unlimited: an imaginative Writing Game (Computer software) Wizard. Derewianka, B. 1998, A Grammar Companion Primary English Teaching Association, NSW. Evans, Alwyn. (ed) 2002, Life Byte Fremantle Arts Centre Press. How the News is Made (Electronic resource) 2005, Australian Broadcasting Corporation. McCarthy, Shaun. 2003, Write That Play Heinemann Library, USA. Morris, Jill. 2000, Endangered!: play scripts and drama springboards for primary teachers about endangered animals Greater Glider, QLD. Once Upon a Fairytale (Book and CD Set) 2001, Penguin, Vic. Pohl, Michael. 2000, Learning to Think, Thinking to Learn Hawker Brownlow Education Australia, Vic. Storybook Weaver (Computer software. Softkey) 1995, Cambridge, Mass, USA. Walsh, R. D. and Wheeler Phyllis M. 2000, Mastering Words Longman, Vic. World Genius (Electronic resource) 2005, Eurofield Information Solutions. Chaffey, N. 2004, All About Authors Heinemann Library, USA.

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Bibliography Broome, E. 2000, Away with the Birds Fremantle Arts Centre Press, Fremantle, WA. Gleeson, L. 2003, Shutting the Chooks In Scholastic, Lindfield, NSW. McDonald, Meme and Prior, Monty. 2002, Njunjul the Sun Allen and Unwin, Crows Nest, NSW. Meehan, K. 2001, Hannah’s Winter Puffin, Camberwell, Vic. Mounfield, J. 2006, The Black Bandit Lothian Books, South Melbourne, Vic. Norman, C. 2004, Through the Shimmering Writer’s Exchange E-publishing, Atherton, QLD. Tolkien, J.R.R. 1999, The Hobbit Harper Collins, London, UK. Wagner J. 1979, John Brown, Rose and the Midnight Cat Penguin, London, UK. Wallace K. 2000, Raspberries on the Yangtze Simon and Schuster, London, UK. Whiting S. 2004, Battle of the Rats Koala Books, Mascot, NSW.

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Websites | www.curriculumsupport.education.nsw.gov.au | wwwfp.education.tas.gov.au/english/targeting.htm | www.peta.edu.au Primary English Teaching Association | www.aate.org.au Australian Association for the Teaching of English | www.alea.edu.au Australian Literacy Educators’ Association | www.nla.gov.au/libraries/resource/bookpub.html National Libraries of Australia | www.edna.edu.au/edna/go Education Network of Australia

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