and consistent control of appropriate level of OR: formality and use a varied range of stylistic devices to Task 2: achieve intended effect. Facilitate discussion around the topic of the (L7) essay given by teacher exploring Jamie’s the wide range of themes and ideas this topic could cover. Display ideas on the IWB Differentiate through: or class walls for pupils to Pairings/ groupings to ‘magpie’ later. scaffold initial ideas and to Pupils will be constructing their own short support planning of the narrative on this theme. Use a range of narrative; autobiographies or biographies of choice Choice of narrative style, (according to interests) to first or third person; pupils’ demonstrate how narrative is often Compilation of WOW word presented around this theme. Evaluate banks for use in the which texts are most effective and why. narrative; Draw out key features that a writer uses to The range of texts / create empathy for his/ her situation or the autobiographies provided situation of a character and use these as stimuli; features to negotiate the success criteria for Planning formats for this activity. Is it more effective when the narrative writing if needed text is written in the first or third person? e.g. story hands Focus closely on language choices how – do these convey a deeper meaning and *Additional challenge: draw the reader in to the situation? Transform a celebrity Encourage pupils to write PEE chains to biography into an demonstrate their understanding. Create a autobiography. Evaluate the word bank for pupils to utilise as difference in audience appropriate. empathy between the two styles. Initiate planning with pupils to help them decide on their own narrative content encouraging them to ideas. Their ‘magpie’ narrative could be concerning a struggle to overcome the odds in their own life, a family life, a character or member’s celebrity’s life. Completed stories could be compiled into a
and consistent control of appropriate level of formality and use a varied range of stylistic devices to achieve intended effect. (L7) Differentiate through: Pairings/ groupings to scaffold initial ideas and to support planning of the narrative; Choice of narrative style, first or third person; Compilation of WOW word banks for use in the narrative; The range of texts / autobiographies provided as stimuli; Planning formats for narrative writing if needed e.g. story hands *Additional challenge: Transform a celebrity biography into an autobiography. Evaluate the difference in audience empathy between the two styles. OR: Task 2: Facilitate discussion around the topic of the essay given by Jamie’s teacher exploring the wide range of themes and ideas this topic could cover. Display ideas on the IWB or class walls for pupils to ‘magpie’ later. Pupils will be constructing their own short narrative on this theme. Use a range of autobiographies or biographies of choice (according to pupils’ interests) to demonstrate how narrative is often presented around this theme. Evaluate which texts are most effective and why. Draw out key features that a writer uses to create empathy for his/ her situation or the situation of a character and use these features to negotiate the success criteria for this activity. Is it more effective when the text is written in the first or third person? Focus closely on language choices – how do these convey a deeper meaning and draw the reader in to the situation? Encourage pupils to write PEE chains to demonstrate their understanding. Create a word bank for pupils to utilise as appropriate. Initiate planning with pupils to help them decide on their own narrative content encouraging them to ‘magpie’ ideas. Their narrative could be concerning a struggle to overcome the odds in their own life, a family member’s life, a character or celebrity’s life. Completed stories could be compiled into a