Lesson Plan for If Pictures Could Speak

By Kathryn Wells,2014-05-27 18:40
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Lesson Plan for If Pictures Could Speak

    Lesson Plan for If Pictures Could Speak

Narrative Writing If Lesson Intention

    Pictures Could Speak

    We are learning to write a story where the writer is the Whole Class

     main character

    Success Criteria:

    ; To write using time connectives to sequence the story Resources: copy of the task,

    (gradually, suddenly, Later, Sometime later...) highlighter pens, whiteboards

    ; Use descriptive language to create a setting and and pens, writing books.

    characters Narrative Writing Checklist ; Write using the first person

    Children to work in mixed ability pairs during direct teaching

    time and independently during writing.

    Time: 1hr 30mins 2hrs


    Tell the children that they will be writing a story for this task Ask children to discuss with

    their partner the key features of narrative writing and take some feedback making notes on the board/sugar paper as you go. The checklist for narrative writing is very detailed,

    alternatives for a timed story could be:

    ; Opening/build-up ; Beginning

    ; Dilemma/event ; Middle 1 Event

    ; Event ; Middle 2 Event

    ; Conclusion ; Ending


    Begin by asking children to read through the task independently twice and quietly generate a

    few ideas through discussion with their partner. Write up some questions on the board for the children:

    ; Why are you visiting an exhibition of paintings?

    ; Are you alone when you hear the voice?

    ; Do you like the idea of a painting speaking to you?

Ask the children to think about the questions for a minute and then discuss with their partner

    ideas they have come up with. Give the children about two minutes. Take some feedback

    encouraging children to identify genre e.g. fantasy, suspense, adventure which will help them with the direction of their story. Ask for suggestions about what kind of painting might speak e.g. portrait and also what might it say this will help others who find it difficult to generate ideas independently. (5mins)


    Year 6 Spring Term Writing Tutorials/Narrative

Planning quickly and effectively is key to producing a finished piece of writing that is well

    organised. In many of the tasks the planning sheets are often unhelpful or confusing for

    some children, which is why for story writing the most helpful method is a flowchart or key scenes, both offer a sequential method of planning.

Explain to the children that you are going to generate a class plan taking ideas from different

    pairs to make a flow chart which will outline the whole story. Remind the children this

    should be done quickly. In pairs give the children two minutes to brainstorm ideas and make notes, encourage them to use questioning as a tool for planning. In the meantime begin

    an outline of your flowchart on the board. At the end of two minutes pick on someone

    they will be your character, write their name on the board at the beginning of the flowchart.

    Questions to different pairs:

    ; Where are you? Alone?

    ; Who is speaking? What is said?

    ; What do you do?

    ; What is the painting asking/telling you to do?

    Quickly write up responses discourage the children from going into detail at this point. Continue building up the story by asking questions/taking ideas from different pairs

    (remember to reject ideas if they don’t fit in with the story so far explain that this is an

    important part of the writing process) until you have got a sequenced story. It is important

    that you go back and tell the outline of the story using the flowchart it helps both

    thinking and writing if writers have a clear sense of their story mapped out.

Ask the children if any parts of the plan feel unclear this is an opportunity to add more

    detail if necessary. It may not be you don’t want them writing too much detail in the plan.

    A good idea at this point is to ask the children where it would be useful to put in detailed description in their writing and discuss what is meant by good description at Level 4 and Level 5 e.g. description of feelings, building tension, settings, using figurative language. (15mins)

    The Opening/Build-up

    Remind the children that a good opening is essential and ask for different ways of starting a

    story (Narrative Checklist should be displayed).

    ; Dialogue

    ; Describing setting e.g. place, weather, time of day

    ; Character’s thoughts and feelings

    ; Make your character do something

    ; Create atmosphere; what is unusual, odd etc

    ; Ask the reader a question

    They are all useful and effective ways of planning a story. Read the opening and build-up

    from your plan. Ask for suggestions for beginning the story using dialogue complete

    sentences only! Edit as you go!

    e.g. “Turn around, come back,” said a voice. This could become: “Please turn around, come back,” urged a small voice.

    This is a good point for reviewing the layout and punctuation of direct speech.

    Year 6 Spring Term Writing Tutorials/Narrative

Try again with the setting.


    Independent Work

    Children are going to return to their table and work independently for 40 minutes, remind

    them to write up their plan and to think and write in sentences using at least one piece of

    detailed description in their writing. Give time checks along the way so they can pace

    themselves. (40mins)

Writing the ending

    Stop the children after 35 minutes and remind them it is very important to try to end their story within the time set so discuss a few ways of ending (write up the bullet points below on the board for support and go through these.

    ; Help could arrive unexpectedly

    ; The character could do something quite unexpected

    ; Using a mysterious remark

    ; Using a question

    ; Using one word or an exclamation

    Allow five more minutes for finishing the story.



    Ask children to read through their work slowly checking each sentence is making sense and is correctly punctuated. Now go through it again making sure that all proper nouns

    have been given a capital letter. If children have used direct speech is it correctly set out

    and punctuated? Other checks:

    ; to, too and two

    ; there, their and they’re

    ; our/are

    Now swap with a partner and ask them to read it through, they should point out any parts

    that are not clear or need fixing. (5-10mins)

Link to text types:

    Year 6 Spring Term Writing Tutorials/Narrative

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