A
Read fantasy story starters in a group
• Learners can let their imagination loose in this initial fun warm-up. Use one of the story starter sentences suggested, or develop your own with the class if you prefer. Check that the class can identify the unlikely/ fantasy element in the starter; then each learner adds a sentence in turn. It does not matter if the story becomes quite silly as this brainstorming is just to stimulate ideas and the story will not have to be written beyond the introduction. • Allow about five minutes for groups to brainstorm their own story starter sentence – the time pressure will help them get creative and add some competitive energy. They must write their sentences on a slip of paper to give to another group. Ask one or two confident groups to do a live creative session of adding another sentence each but do not force anyone to take part. You may prefer to put all the story starters in a hat and invite volunteers to participate. • Ensure learners develop the habit of using clear, joined-up handwriting, even for brief notes. • Use the adjectives on the scale in a fun way to demonstrate the degrees of intensity; read out the first sentence of several books for the class to rate. Learners could read out and rate the first sentence of their own readers. Brainstorm more words including a few they may not know: mundane, run-of-the-mill, electrifying, etc. • It may be useful to discuss the concept of an anti-climax. Answers:
Differentiation: • Allow less confident writers to use one of the story starters from Activity A. They can then work backwards to try to give more information on the character and setting. Assessment opportunities • Make notes on how well learners are able to plan and use original ideas. Check they included something unlikely or impossible in real life. Use PCM 12 Assessment sheet – Fantasy Fiction entry or PCM 4 General assessment sheet to negotiate appropriate criteria. Here are some suggestions: We have to design a form of our own for the competition. We have to include keywords and phrases on: a main character and the setting. We have to include adjectives, adverbs, or verbs to describe the mood of our fantasy story idea. We have to write an attention-grabbing sentence that includes something unlikely or impossible in real life. Activity Book A Discuss different ways of starting sentences, e.g. with a noun or an adverb. Learners should try to use different sentence structures in their answers. Answers: A 1–5 Learners’ own answers.
1–4 Learners’ own answers.
B
Enter the competition
• Encourage learners to enjoy designing the form but the main point of the activity is for them to write a story starter linked to a character and a setting. • Remind them to use key words and phrases, not full sentences. They can use illustrations if they wish, which can be used in later activities. • Writers tend to write better about something they know because they can visualise it. Model what you might include for a story set in the classroom. Brainstorm keywords and phrases focusing on what you see, hear, smell, and touch. • Use the story starters in Activity A to recap how small details can set the mood (e.g. cautiously, tree, barking, panicked). • Encourage learners to try out ideas on a talk partner first, although some may prefer to keep their ideas as a surprise. These forms will make an enjoyable display for the classroom wall – the display will also allow learners to see how others approach the same task. • You could give each form an excitement rating using one of the adjectives from the more encouraging end of the ratings chart. Answers: 1 Learners’ own answers; ensure answers include a fantasy element. 2–3 Learners’ own answers.
26
Unit 1 Storybook
Session 12: Write a story introduction Learner’s Book page: 23 Activity Book pages: 18–19
You will need: competition entry from previous session. ICT opportunity: consider learners writing/presenting their story introductions in an electronic slideshow presentation.
Learning objectives Learning intentions • to write three to four paragraphs of an introduction to a fantasy story • use peer group review on drafts • revise draft for spelling, punctuation, grammar and more descriptive verbs • present and illustrate the introduction. Learning outcomes Learners can: • write two to three paragraphs • give feedback to talk partners on each other’s draft • revise draft and make changes • neatly write out their introduction and illustrate it.