The To explore features of Pupils can explore and The about El Mestre (pages 198-9) Peer assessment: is the Truth! narrative that will evaluate narrative features writing engaging and does it engage the reader. that will engage the reader. Characters whom the reader knows have a sense of realism? very little are often those who are of most To incorporate these Pupils can incorporate interest. Before reading pages 198-9, pupils features into their own these features into their should look back in the text to explore the writing. own writing. ways in which Dan Freedman creates this air of mystery around the Master (e.g. pages Curriculum links: 97-980 Writing for a wide range of purposes reading pages 198-9,facilitate and audiences discussion around the real truth behind the including: Master. Is it what pupils were expecting? Any surprises? Did they guess that Rosaria well-structured was his daughter? Any clues given by the formal expository author? and narrative essays, stories, Pupils play a game of two truths and a scripts, poetry and lie with a small group or partner to introduce other imaginative the idea of exaggeration (pupils must make writing up one lie and give two truths about themselves). writing for a wide Pupils now select any celebrity of their range of purposes choice (or themselves if they prefer) and and audiences, create a fictional background for this person. considering how The background story should be completely their writing reflects exaggerated but contain a sense of realism the audiences and so that a reader might just believe this story. purposes for which it was Plan, draft, edit and proof-read through: the vocabulary, grammar and structure of their writing to improve its coherence and
The Truth! To explore features of narrative that will engage the reader. To incorporate these features into their own writing. Pupils can explore and evaluate narrative features that will engage the reader. Pupils can incorporate these features into their own writing. Curriculum links: Writing for a wide range of purposes and audiences including: well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing writing for a wide range of purposes and audiences, considering how their writing reflects the audiences and purposes for which it was Plan, draft, edit and proof-read through: the vocabulary, grammar and structure of their writing to improve its coherence and The about El Mestre (pages 198-9) Characters whom the reader knows very little are often those who are of most interest. Before reading pages 198-9, pupils should look back in the text to explore the ways in which Dan Freedman creates this air of mystery around the Master (e.g. pages 97-980 reading pages 198-9,facilitate discussion around the real truth behind the Master. Is it what pupils were expecting? Any surprises? Did they guess that Rosaria was his daughter? Any clues given by the author? Pupils play a game of two truths and a lie with a small group or partner to introduce the idea of exaggeration (pupils must make up one lie and give two truths about themselves). Pupils now select any celebrity of their choice (or themselves if they prefer) and create a fictional background for this person. The background story should be completely exaggerated but contain a sense of realism so that a reader might just believe this story. Peer assessment: is the writing engaging and does it have a sense of realism?