Tired Words / Sentences

Narrative Writing Activities

1. Tired Words/Boring Sentences (DC Pg 66)  Children chose overused words from their own and other people’s writing and they brainstorm alternatives  Read sentence carefully  Brainstorm alternative words for each word in the sentence / List  Create a new sentence using some words from the alternative list.  Compare original sentence and new sentence 2. Connecting Words (Resource Book Pg 33)  Scan the first few pages of texts to find “connecting” words- for example, and, but, when  Write each word on a card and display  Use sentences to give children opportunity to see the words in use, for example, “Complete the following…..”  I went to the hospital……….. and/but/because 3. Pass-it-on (FS Resource Book Pg 32)  Sitting in small groups, children each write first sentence of story- set the scene and name two characters (one male & one female)  Children then fold back the section on which they have written so that it cannot be seen and pass the paper to the next person who writes a sentence beginning with “Suddenly”  Repeat the procedure- folding, passing and adding sentences. She said….. After that….. In the end...  Group then unfolds paper and read narrative to group! 4. Building Character Profiles  Children receive a picture of a character and build a simple profile based on a number of characteristics (I look like, I wear etc)  More complicated characteristics for more senior children (Aspirations etc)  Can develop it to focus just on one feature (eg. Eyes:colour, shape, look) 5. Innovate a story/Change the form  To a comic, letter, rap, hororscope)  Brainstorm language and structure of chosen form  Change our story to fit the new form 6. Role on the wall  A picture of a person is drawn on a flip chart sheet  What the character thinks of himself/herself is recorded inside the body  What others think of the character is recorded outside the body 7. Story Map (DC Pg 44)  After reading a story with children, draw a map that shows the setting and captures the events that happened in the story 8. Take a Chance (DC Pg 62)  Three sets of cards – One set has characters, one set has settings, and one set has events/problems/complications.  In pairs children chose three cards and, using their narrative writing framework (previously ‘discovered’ with the teachers) the children compose and their story  Children then retell the story orally 9. Talking Dice  Split the class into small groups.  Each pupil has one die and the pupils are to collectively create a story  Each throws their die in turn making their story as they go around the group  These are then presented to the class orally and can form the basis of a written exercise