| Approach: Team |
Level:
Year 4
and year 8 |
|
| Focus:
Identifying characteristics of a well written story. |
| Resources:
Individual and
team answer sheets, 4 blue and 4 red pens, highlighter pen, 4 copies
of a story. |
 |
120KB |
|
|
Questions/instructions:
In
this activity we are going to think about what makes a well written
story.
To start, I want each of you on your own to think of all of the
things you can that make a well written story. As you think of each
thing, write it on the answer sheet which I will give you now. You
can have a couple of minutes to make your list of things you would
expect to see in a well written story.
Give each student an answer sheet and blue pen. Allow a
couple of minutes.
You’ve had time on your own to think about what makes a well
written story. Now I want each of you to share your ideas with the
others in your team. After that I want your team to use everyone’s
ideas to make one list of all of the things you would expect to
see in a well written story. I’ll give you a team answer sheet
for writing your list of ideas.
Give out the team answer sheet. Allow sufficient time.
You’ve made a team list of the things you would expect to
see in a well written story. Now you are going to have a look at
a piece of really good writing.
Hand out one copy of the story to each student. Collect
in individual answer sheets.
|
[Year
4]
I will read this story aloud. As I read it, try to notice all of
the things that make this a well written story.
Read story aloud
[Year 8]
Read this story on your own, and as you read it, try to notice all
of the things that make this a well written story.
Allow time.
[Year 4 and year 8]
Hand out highlighter pen. Collect back the blue pens.
Your team made a list of things you would expect to see in a well
written story. As a team, talk about why this is a well written
story, then use the highlighter pen to mark on your list the things
that you noticed in this story.
Allow time. |
Dream
by Tihema Nicol |
I
was sleeping in my bed. Suddenly my mind wandered off into
dreamland.
I was swooping, soaring, and weaving my way through the wind
like a kite. All of a sudden, the wind stopped, my head dropped,
and I was falling, falling, falling.
My vision was a blur. Where was I going?
Crack! I ended up on the branch of a large, prickly tree.
I sat alone and cold in the deep, dark night. There was no
moonlight or starlight. I was frightened of the rats, the
possums, and the owls that were piercing me with their large
eyes.
I waited and waited. I thought for five minutes. Aha! A thought
entered my head that I should pray. Suddenly, the branch started
to give way. Snap! Oh, no! The branch had broken.
I closed my eyes with fear as my stomach began to flutter.
I fell rapidly in the wind, twisting and turning through the
air.
I fell softly upon my warm, cosy bed. My eyes opened. “It’s
time to get up,” called Mum.
Translated by Ben Ngaia.Adapted from the story
titled, “Dream”, Journal of Young People’s
Writing, Learning Media, NZ. |
|
Hand
out red pens. Collect back the highlighter
pen.
You might have noticed that some of the things that make this
a good story weren’t written on your list. If there are
more things, write them on your list with the red pen. |
|
|
%
responses
|
| y4
|
y8 |
|
FEATURES IDENTIFIED (blue,
blue and highlighted, red) –
|
|
|
| Mechanics
– overall structure:
|
appropriate
title |
34 |
31 |
good
beginning and/or ending |
31 |
68 |
sections/paragraphs
|
14 |
24 |
| Mechanics
– sentences:
|
punctuation
|
65 |
60 |
grammar
|
5 |
16 |
spelling
|
16 |
20 |
words
with appropriate meaning |
2 |
8 |
| Content:
|
rich/effective/descriptive
language/vocabulary |
59 |
83 |
plot/storyline/structure/flow
easy to follow |
29 |
60 |
tension/problem/mystery/suspense
|
11 |
39 |
lots
of action |
23 |
32 |
rich
characterisation and relationships |
16 |
38 |
conveys
emotions/feelings |
14
|
18 |
interesting
setting |
12 |
18 |
|
Effect on reader:
|
captures/holds
attention |
33 |
54 |
entertaining/amusing
|
18 |
40 |
gets
you thinking (originality, message) |
14 |
28 |
appropriate
to audience |
3 |
10 |
| Total
score: |
9–18
|
4 |
15 |
6–8
|
20 |
52 |
3–5
|
49 |
30 |
0–2
|
27 |
3 |
