STARTER RAG rating Lets recap Success Criteria R

STARTER: RAG rating Let’s recap! Success Criteria R A G Writing is developed with originality and imagination. Use the narrative mountain to build tension RAG rate your understanding/confidence in using the features of Narrative Writing in your work Extension: Think about your recent work on transactional writing. Are there any targets from that work that link into Narrative writing? Consistent use of past tense Characters are believable and described in detail Description is structured effectively Varied paragraph lengths and structures Connectives and other linking devices used to progress the story Range of devices to achieve particular effects (e. g. simile, metaphor, group of three, personification, senses, etc) a wide range of appropriate, ambitious vocabulary variation of sentence structures (e. g. adverb / verb/ adjective starters, time phrase, place phrase, etc) Use of simple, compound and complex sentences to achieve particular effects (e. g. simple sentence for effect) Accurate and ambitious punctuation (e. g. brackets, semi-colon, colon) Consistent use of accurate spelling Lesson Objectives • Recap narrative writing features in an example text • Know key SPa. G features that will move me towards my 4 LP • Apply my understanding to my work SMSC: Be focused and fantastic!

Success Criteria R A G Success Criteria Writing is developed with originality and imagination. Use the narrative mountain to build tension Consistent use of past tense Characters are believable and described in detail Description is structured effectively Varied paragraph lengths and structures Connectives and other linking devices used to progress the story Range of devices to achieve particular effects (e. g. simile, metaphor, group of three, personification, senses, etc) a wide range of appropriate, ambitious vocabulary variation of sentence structures (e. g. adverb / verb/ adjective starters, time phrase, place phrase, etc) Use of simple, compound and complex sentences to achieve particular effects (e. g. simple sentence for effect) Accurate and ambitious punctuation (e. g. brackets, semi-colon, colon) Consistent use of accurate spelling R A G

This just means a story! Prose Writing Component 1: Section B Component 1 – 20 th Century Literature and Creative Prose Section A (20%) – Reading - questions on one piece of prose, 60 -100 lines Section B (20%) – Prose writing - one piece of narrative writing 1 hour 45 minutes 40% Basically, this is your fiction paper – the extracts you read and the piece you write will be creative and fictional! The extracts are 20 th century literature. One piece of prose writing, of approximately 450 -600 words You have 45 minutes SPAG is 40% (out of 16 marks) Communication and organisation is 60% (out of 24 marks) Lesson Objectives • Recap narrative writing features in an example text • Know key SPa. G features that will move me towards my 4 LP • Apply my understanding to my work SMSC: Be focused and fantastic!

What the Examiner Says Narrative Writing What went well? • Write with confidence and control of plot • Imaginative and creative content, but not over complicated – one event, no more than 2 -3 characters • Focus on narrative development rather than lengthy plots • Planning – Better answers were clearly planned What stopped achievement? • SPa. G – it is better to be accurate than ambitious • Paragraphing – use paragraphs!!! • Timing – you must leave time to have an effective ending • Development of plot/detail – it needs a beginning, middle and end • Planning – lack of planning meant candidates ran out of time/it didn’t make sense/it lost sense Lesson Objectives Reflectnarrative constructively the work • Recap writingon features in of an others example text Uplevel your work using advice andmove feedback • Know key SPa. G features that will me towards my 4 LP Reflect your learning to from • Apply myonunderstanding my this worktopic SMSC: Be focused A positive attitude a positive andgets fantastic! outcome

WRITING SUCCESS CRITERIA Focus on a single moment Uses narrative mountain to build tension Build the scene in the first paragraph Have only 2 -3 characters Use the first person (I, we) Written in past tense (was/were) Use a wide range of vocabulary (level 5 -6) Limit the amount of speech Vary your sentence beginnings and paragraph starters Use of accurate SPAG - spelling, punctuation and grammar – Level 6 SPAG includes accurate spelling of advanced voacb and irregular words • Use similes (level 5), metaphors and personification (level 6) • Legible handwriting! • • • Lesson Objectives SMSC: Be focused SMSC: Be andfocused • Recap Understand narrative the writing rules offeatures the classroom in an example text • Know key the exam SPa. G features spec and your that GCSE will move students me towards my 4 LP and fantastic! • Apply Identify my narrative understanding writing to features my work in an example text

Task: You will complete a narrative carousel in groups. Paragraphing Tense Sentence Openers Vocabulary Sentence types Dialogue Lesson Objectives SMSC: Be focused SMSC: Be andfocused • Lesson Recap. Objectives narrative writing features in an example text • Know key SPa. G features that will move me towards my 4 LP and fantastic! t fantastic! • Apply my understanding to my work

Dialogue: Writing Conversation When you write conversation there are certain rules you must follow. For each different speaker you begin a new line. e. g. “Mark? Do you want some tea? ” his dad called again. “No, ” he shouted, trying to make his voice sound sad. Rule Two You must use inverted commas to show the words actually spoken. It doesn’t matter if you use “ or ‘ , just as long as you use the same right the way through. e. g. “Mark? Do you want some tea? ” his dad called again. Rule Three The first word spoken always has a capital letter. e. g. “Mark? Do you want some tea? ” his dad called again. Rule Four There must always be a comma or a full stop or an exclamation mark or a question mark before you close your inverted commas. e. g. “Mark? Do you want some tea? ” his dad called again “No, ” he shouted, trying to make his voice sound sad. Rule Five The word after the inverted commas – provided you haven’t used a full stop before them – is always a small letter (unless it’s a name). e. g. “Mark? Do you want some tea? ” his dad called again “No, ” said Mark. Challenge 1: Correct the speech dialogue below. Come over here my dad said no I don’t want to you need to come here now my dad said loudly. Challenge 2: Write your own conversation below using the rules opposite.

Sentence Types Simple sentence – A sentence that stands alone and makes full and complete sense. E. g. ‘I went to the shop. ’ Compound sentence – Two simple sentences joined together by a connective. E. g. ‘I went to the shop and I bought some milk. ’ Complex sentence – A sentence that contains a subordinate clause (extra bit of information). The subordinate clause can be at the beginning, middle or end of the sentence. E. g. ‘Whilst strolling through the dark streets, I came across a mysterious figure. ’ I came across, whilst strolling through the dark streets, a mysterious figure. I came across a mysterious figure whilst strolling through the dark streets. Task: Write this paragraph in your books, using three different colours/highlighters to show the different sentence types being used. I felt like I was trapped in one of those terrifying nightmares. My legs seemed to move slower and slower, but I still tried to run. As I fought my way through the callous crowd, the hands on the huge clock tower didn't slow. With uncaring force, they turned inevitably toward the end. Alice had said there was a good chance we would both die here. I realised that she was right and I felt tears fill my eyes. Challenge: Continue the paragraph with your own ideas including a range of simple/compound/complex sentences.

Paragraphing is used to section and organise text. It is important for the exam that your paragraphs: • Organise information into appropriate sections • Are topic-led (each paragraph begins with a sentence that tells us what the rest of the paragraph will be about • Are varied in length, including one-word or one-sentence paragraphs to create dramatic effect where appropriate. Important information in the text will usually be found at the beginning or end of a paragraph. TASK 1: • Read through the paragraph. • Consider how to organise the text into effective paragraphs • Cut the text into the sections • Make annotations to show you made decisions about paragraphs e. g. Emphasise this part of the text TASK 2: Highlight the part of the text that you think is the most important. What do you notice about where this information is in the text? I hear again in my head the instructor's voice, see him shouting at me through his mask when we went out on our last exercise. "You're panicking in there, Peaceful. A gas mask is like God, son. It'll work bloody miracles for you, but you've got to believe in it. " But I don't believe in it! I don't believe in miracles. The gas is only feet away now. In a moment it will be on me, around me, in me. I crouch down, hiding my face between my knees, hands over my helmet, praying it will float over my head, over the top of the trench, seek out someone else. But it does not. It's all around me. I tell myself I will not breathe, I must not breathe. Through a yellow mist I see the trench filling up with it. It drifts into the dugouts, snaking into every nook and cranny, looking for me. I see men running, staggering, falling. I see Pete shouting out for me. Then he's grabbing me and we run. Half-blinded by my mask I trip and fall, crashing my head against the trench wall, knocking myself half-senseless. My gas mask has come off. I pull it down, but I have breathed in and know already it's too late. My eyes are stinging. My lungs are burning. I am coughing, retching, choking. I don't care where I'm running so long as it is away from the gas. At last I'm in the reserve trench and it is clear of gas. I'm out of it. I wrench off my mask, gasping for good air. Then I am on my hands and knees, vomiting violently. When at last the worst is over I look up through blurred and weeping eyes. A Hun in a gas mask is standing over me, his rifle aimed at my head. The cry goes up and is echoed all along the trench. For a moment we are frozen with panic. We have trained for this time and again, but nonetheless we fumble clumsily, feverishly with our gas masks. We were lulled by the blue skies perhaps, or by sheer boredom. Fritz seemed to have gone to sleep on us and as far as we were concerned that suited us fine. We thought we could go to sleep too. The awakening came suddenly. "Gas!" "Fix bayonets!" Hanley's yelling while we're still trying frantically to pull on our gas masks. We grab our rifles and fix bayonets. We're on the firestep looking out into no-man's-land, and we see it rolling towards us, this dreaded killer cloud we have heard so much about but have never seen for ourselves until now. Its deadly tendrils are searching ahead, feeling their way forward in long yellow wisps, scenting me, searching for me. Then finding me out, the gas turns and drifts straight for me. I'm shouting inside my gas mask. "Christ!" Still the gas comes on, through our wire, swallowing everything in its path.

Varying Vocabulary: Synonyms A synonym means using an alternative word. We can use these synonyms to up-level our vocabulary (use a thesaurus to help you) Task: Write the following words in your book and write at least three synonyms for the word. Use a thesaurus to help you! E. g. Ugly: Grotesque, horrible, foul, disagreeable Good Bad Sad Happy Up-level the following paragraph using at least 5 synonyms It was a cold and dark day. The grass was soaking and the trees shook in the wind. I felt upset. It had been a bad day; not only were the kids at school going to bully me, the teachers were making my life hard. Extension: Write a paragraph, showing where you have up-levelled words: Eerily rattled The wind shook the windows scarily as night fell. I was scared. Anxious

Sentence Openings • Adverb ‘ly’ opener: Slowly, the man walked down the street. • Verb ‘ing’ opener: Looking around the shop, the woman smiled as she saw the perfect gift. • Adjective opener: Small and vulnerable, the kitten mewed loudly. • Time phrase opener: Later that day, she understood what he had meant. • Place phrase opener: Underneath the tree, a little dog sat wagging his tail. • Simile opening: Like a blanket, the snow cover the gardens and houses. TASK: Vary sentence openings to make your writing more interesting. Identify the openers in the following paragraph and continue the story, concentrating on making your sentences detailed and intriguing! Julia turned back to the house. The door was now closed! Waiting on the step, Julia saw a shadow amongst the trees. Like an arrow, Julia shot after it. Silently, she edged her way through the dense trees. A crow flew up out of its nest, cawing loudly. In the clearing, Julia saw a tumbledown cottage. Curious, she made her way quietly forward. With tears falling, Waiting patiently, Cold and alone, Weeks later, Under the bed, Without hesitation, Regardless, Slim and scruffy, As fast as a bullet, Running quickly, Slowly, Extension Select a sentence opener below, stick it in your book and use it to write your own paragraph

Tense Using the same tense It is easiest to write in past tense, describing events as if they happened a few days, weeks or years ago. Be clear about the distance in time and use the same tense throughout your writing. Here is a basic reminder of present and past tense verbs: Present tense Past tense I walked She laughs She laughed He is thinking He was thinking Sarah goes to the window Sarah went to the window 1) Rewrite this paragraph into past tense: I feel amazing. The sun is shining and it is going to be a fabulous day. Whilst the sunlight glistens through my window, I feel the heat of excitement overwhelm my stomach and I shake with enjoyment. Whatever happens today will be incredible. Though there may be many setbacks along the way, I feel prepared. 2) Create a past tense paragraph of your own (minimum 5 sentences) to describe the opening to a narrative entitled: The rollercoaster

Task: Write down one thing you have learned for each area from the carousel today Paragraphing Tense Sentence Openers Vocabulary Sentence types Dialogue Lesson Objectives SMSC: Be focused SMSC: Be andfocused • Lesson Recap. Objectives narrative writing features in an example text • Know key SPa. G features that will move me towards my 4 LP and fantastic! t fantastic! • Apply my understanding to my work

STARTER: Snowball Let’s recap! Snowball your paper, each person adding a different narrative (story writing) feature as it is passed round. HINT! What d ifferen things m t i g h t y ou describ e in a st ory? HINT! What about different elements of SPa. G (spelling, punctuation and grammar? ) ut o b a hink iques! T n HIN ive tech ipt r c s de Lesson Objectives SMSC: Know that • Identify narrative writing features in an example text • Demonstrate your knowledge of narrative features in your own you get out what work. you put in! • Support the learning of others sensibly and constructively

Read the story you have been given: • Where can you see the features on the success criteria? Annotate your story to show where these things are. • What other aspects of it are good? • Can you correct any SPAG errors? • Highlight the best section and be prepared to feedback. • Highlight a less strong section and be ready to explain how it could be improved. Lesson Objectives • • Identify narrative writing features in an example text SMSC: Be Understand the rules of the classroom • Demonstrate your knowledge of narrative features in your own • Know fantastic! work. the exam spec and your GCSE students • Identify narrative features inand an example text Support the learningwriting of others sensibly constructively SMSC: Know that focused and you get out what you put in!

Compare the two texts you have been given. • Where can you see the features on the success criteria? Annotate the texts to show where these things are. • What other aspects of it are good? • Can you correct any SPAG errors? • Highlight the best section and be prepared to feedback. • Highlight a less strong section and be ready to explain how it could be improved. Lesson Objectives • • Identify narrative writing features in an example text SMSC: Be Understand the rules of the classroom • Demonstrate your knowledge of narrative features in your own • Know fantastic! work. the exam spec and your GCSE students • Identify narrative features inand an example text Support the learningwriting of others sensibly constructively SMSC: Know that focused and you get out what you put in!

Write a story which ends: …and I knew everything would work out somehow. I didn’t know if I had the courage to do this. Just the thought of stepping through those deceptively heavy double doors sent shudders through me. No. I couldn’t do it –not a chance in hell. I could see it happening right in front of me. I’d walk down theechoing corridor eerily empty, as if an alien spaceship had whizzed down to Earth and robbed the school of its students – and everything would be just fine. But as soon as my clammy hands would make contact with the cool, supposedly calming blue door handle, I’d freeze. I couldn’t face the disgusted stares and the accusing looks. The whispered taunts, the mocking jeers, the glances of pure, undisguised pity – a wave of nausea washed over me at the notion. ‘No you can’t, ’ came a voice from somewhere inside my head. I ignored it and tentatively nudged the door open with my foot but my plan for a silent entrance backfired as it gave an embarrassing groan. How typical. Damn this ancient school and its rusty hinges. But there was no turning back now. The cacophonous roar of chattering teenagers came to an immediate halt, and twenty seven pairs of eyes snapped up to meet me. ‘L-Lily? ’ a faceless voice asked. ‘Is that you? ’ I wasn’t quite sure who was the owner of the voice but I fought back the Niagara Falls forming behind my eyeballs to answer. ‘Yeah, it’s me…’ No. Stop it Lily. I shook my mind from the bottomless pit it had sunken I broke off, forcing a weak, watery smile, which probably looked just as in to. A new beginning, remember? A fresh start, they said. Now, unconvincing as it felt. Before I could register any movement, arms remember what the doctor told you – don’t panic. In and out. In…and encircled me, the force out. Deep, soothing breaths, like the motion of a small dinghy boat, almost bowling me over and leaving me gasping for breath, like a fish gently bobbing up and down on the rippling waves. out of water. ‘Oh my gosh Lily. I missed you so much. How are you? You look good. ’ An Until a hurricane tears the sky from out of nowhere, and tosses the overpowering tide of greetings was launched at me. An odd, almost helpless boat around, a toddler playing with its toy, until it crashes with unfamiliar feeling, which I hadn’t felt in a long time, surged through my a tragic thud against some jagged rocks, sending shards of splintered veins and my facial muscles, unused for the past several months, wood showering everywhere. Leaving destruction in its wake. My mind quivered under the strain of the colossal grin that broke out on my face. was seriously messed up. What was wrong with me? Why couldn’t I just ‘Hey guys, ’ I began. ‘I’m glad to be back. ’ get on with it like everybody else? For goodness sake Lily, get a grip. Voices once again attacked me, a convoy of ships seeking their target. Why do I have to be the ‘weird girl’, the freak, the outcast? The ‘So how was the crazy house? ’ I heard George quip. nutcase. ‘It was all right actually, I’m better now, ’ I chuckled in reply. George had never been one to beat about the bush, which I was thankful for. I No! I wouldn’t let this happen again. Not another breakdown. Not now. laughed happily, realising just how much I had missed the light-hearted Not yet. I thrust my body forward with renewed determination, banter I shared with my friends. My friends. What was I thinking? Of mechanically placing one stiff foot in front of the other, my heartbeat course they wouldn’t turn their backs on me. growing more erratic with each step until I arrived at the entrance to hell. Alright, maybe that was a tad overdramatic. But I had my reasons. And that’s when it dawned on me. I wasn’t alone and I knew everything Bile rose to the top of my throat, accompanied by the acrid, bitter would work out somehow. taste of stomach acid, threatening to overflow. Wouldn’t that make a great entrance? Swinging the door open with an extravagant flourish, like a cowboy about to swagger into a bar in a western and watching everyone’s faces as they get sprayed with a lovely, lukewarm shower of vomit. There, that cheered me up. ‘You can do this, ’ I told myself. q q q Vocabulary selected for effect Varied sentence length Varied sentence opener Accurate higher level punctuation A section you find particularly interesting/effective A section you would like to work on/improve

Write a story which ends: …and I knew everything would work out somehow. Today wins the award for the worst day of my life. It’s probably very insignificant in the wider scale of things, after all I’m a tiny speck in the giant hellhole that is the universe, but I can wallow in my own misery if I want. It all started like this. I was up until goodness knows when trying to work on this case for my boss and naturally, I fell asleep at my desk, nowhere near my alarm clock. I woke up half an hour after I was due at work, completely exhausted with drool running down my chin. Of course, because I’m so incredibly lucky, my phone was out of charge so I couldn’t check my e-mails on the train and halfway to the office, I noticed the rip across my pencil skirt. I’d used my emergency outfit last week. But worst of all, more important than anything else, was that I missed my morning coffee. Anyone who knows me knows that I cannot be fully human unless I’ve had my two espressos for breakfast and a coffee in work. I may have a slight caffeine addiction. But since I’m stronger than breaking down in the street and bawling my eyes out, I ran towards the girl with the ridiculous yellow duck umbrella and thrust my papers under it, personal space be damned. The girl in question looked at me, bewildered before a sudden gust of wind flew towards us forcing the umbrella out of her hands and ruining my life. We both stared at it fly away, my last beacon of hope shining like the sun against the gloom of the city before it disappeared from sight. The girl suddenly grabbed my wrist and tugged me under the roof of a closed café. I looked towards my saviour, truly a knight in shining armour and find that most of her clothes and hands are covered in paint. The only part of her that appeared to have escaped it is her short auburn hair and her coat, there’s even spots of green on her nose and cheeks like freckles. After making that discovery, I realised her free hand had been extended towards me for an embarrassingly long time, the other hand grasping what appeared to be a wrapped painting. I quickly shook her hand as she introduced herself as Rose. I replied rather shakily and listened as she explained that she couldn’t really move as she couldn’t afford to get her commission wet. So, there I was, all alone and lost. The case I was up half the night I glanced towards the heavy rain, realising there was no way I could working on got deleted by my boss’ secretary before the return home not knowing where I was when I realised she had been presentation, the coffee machine was broken and I was forced to asking me a question. ‘What was that? ’ I mumbled. walking home because I lost my purse. ‘Oh, I said would you like a pizza? I’ve got a feeling we’ll be here for a while’. I was just waiting for another awful thing to happen to me to prove that the universe really hates when the rain starts. I should’ve Looking at her earnest eyes, all the stress escaped me and I knew known. I was walking down a street I’ve never heard of in my life everything would work out somehow. with a huge set of papers that dwarfed me entirely and no defences against the liquid barrage facing me. It’s almost like the last thud of the battering ram before the doors open and the enemy leader q Vocabulary selected for effect mount my head on the castle walls. q Varied sentence length q Varied sentence opener q Accurate higher level punctuation q A section you find particularly interesting/effective q A section you would like to work on/improve

Write a story which ends: …and I knew everything would work out somehow. I didn’t know if I had the courage to do this. Just the thought of stepping through those deceptively heavy double doors sent shudders through me. No. I couldn’t do it –not a chance in hell. I could see it happening right in front of me. I’d walk down theechoing corridor eerily empty, as if an alien spaceship had whizzed down to Earth and robbed the school of its students – and everything would be just fine. But as soon as my clammy hands would make contact with the cool, supposedly calming blue door handle, I’d freeze. I couldn’t face the disgusted stares and the accusing looks. The whispered taunts, the mocking jeers, the glances of pure, undisguised pity – a wave of nausea washed over me at the notion. ‘No you can’t, ’ came a voice from somewhere inside my head. I ignored it and tentatively nudged the door open with my foot but my plan for a silent entrance backfired as it gave an embarrassing groan. How typical. Damn this ancient school and its rusty hinges. But there was no turning back now. The cacophonous roar of chattering teenagers came to an immediate halt, and twenty seven pairs of eyes snapped up to meet me. ‘L-Lily? ’ a faceless voice asked. ‘Is that you? ’ I wasn’t quite sure who was the owner of the voice but I fought back the Niagara Falls forming behind my eyeballs to answer. ‘Yeah, it’s me…’ No. Stop it Lily. I shook my mind from the bottomless pit it had sunken I broke off, forcing a weak, watery smile, which probably looked just as in to. A new beginning, remember? A fresh start, they said. Now, unconvincing as it felt. Before I could register any movement, arms remember what the doctor told you – don’t panic. In and out. In…and encircled me, the force out. Deep, soothing breaths, like the motion of a small dinghy boat, almost bowling me over and leaving me gasping for breath, like a fish gently bobbing up and down on the rippling waves. out of water. ‘Oh my gosh Lily. I missed you so much. How are you? You look good. ’ An Until a hurricane tears the sky from out of nowhere, and tosses the overpowering tide of greetings was launched at me. An odd, almost helpless boat around, a toddler playing with its toy, until it crashes with unfamiliar feeling, which I hadn’t felt in a long time, surged through my a tragic thud against some jagged rocks, sending shards of splintered veins and my facial muscles, unused for the past several months, wood showering everywhere. Leaving destruction in its wake. My mind quivered under the strain of the colossal grin that broke out on my face. was seriously messed up. What was wrong with me? Why couldn’t I just ‘Hey guys, ’ I began. ‘I’m glad to be back. ’ get on with it like everybody else? For goodness sake Lily, get a grip. Voices once again attacked me, a convoy of ships seeking their target. Why do I have to be the ‘weird girl’, the freak, the outcast? The ‘So how was the crazy house? ’ I heard George quip. nutcase. ‘It was all right actually, I’m better now, ’ I chuckled in reply. George had never been one to beat about the bush, which I was thankful for. I No! I wouldn’t let this happen again. Not another breakdown. Not now. laughed happily, realising just how much I had missed the light-hearted Not yet. I thrust my body forward with renewed determination, banter I shared with my friends. My friends. What was I thinking? Of mechanically placing one stiff foot in front of the other, my heartbeat course they wouldn’t turn their backs on me. growing more erratic with each step until I arrived at the entrance to hell. Alright, maybe that was a tad overdramatic. But I had my reasons. And that’s when it dawned on me. I wasn’t alone and I knew everything Bile rose to the top of my throat, accompanied by the acrid, bitter would work out somehow. taste of stomach acid, threatening to overflow. Wouldn’t that make a great entrance? Swinging the door open with an extravagant flourish, like a cowboy about to swagger into a bar in a western and watching everyone’s faces as they get sprayed with a lovely, lukewarm shower of vomit. There, that cheered me up. ‘You can do this, ’ I told myself. ü Controlled and coherent ü Developed with ambition and imagination ü Sophisticated narrative detail (e. g. internal monologue) ü Extended vocabulary ü Accurate accomplished expression 22+16=38

Write a story which ends: …and I knew everything would work out somehow. Today wins the award for the worst day of my life. It’s probably very insignificant in the wider scale of things, after all I’m a tiny speck in the giant hellhole that is the universe, but I can wallow in my own misery if I want. It all started like this. I was up until goodness knows when trying to work on this case for my boss and naturally, I fell asleep at my desk, nowhere near my alarm clock. I woke up half an hour after I was due at work, completely exhausted with drool running down my chin. Of course, because I’m so incredibly lucky, my phone was out of charge so I couldn’t check my e-mails on the train and halfway to the office, I noticed the rip across my pencil skirt. I’d used my emergency outfit last week. But worst of all, more important than anything else, was that I missed my morning coffee. Anyone who knows me knows that I cannot be fully human unless I’ve had my two espressos for breakfast and a coffee in work. I may have a slight caffeine addiction. So, there I was, all alone and lost. The case I was up half the night working on got deleted by my boss’ secretary before the presentation, the coffee machine was broken and I was forced to walking home because I lost my purse. I was just waiting for another awful thing to happen to me to prove that the universe really hates when the rain starts. I should’ve known. I was walking down a street I’ve never heard of in my life with a huge set of papers that dwarfed me entirely and no defences against the liquid barrage facing me. It’s almost like the last thud of the battering ram before the doors open and the enemy leader mount my head on the castle walls. ü Mostly coherent ü Most spelling is But since I’m stronger than breaking down in the street and bawling my eyes out, I ran towards the girl with the ridiculous yellow duck accurate umbrella and thrust my papers under it, personal space be damned. ü Some vocabulary The girl in question looked at me, bewildered before a sudden gust of wind flew towards us forcing the umbrella out of her hands and selected for effect ruining my life. We both stared at it fly away, my last beacon of hope shining like the sun against the gloom of the city before it disappeared from sight. The girl suddenly grabbed my wrist and tugged me under the roof of a closed café. T – ending is unconvincing I looked towards my saviour, truly a knight in shining armour and find that most of her clothes and hands are covered in paint. The only T- Tenses are uncertain part of her that appeared to have escaped it is her short auburn hair and her coat, there’s even spots of green on her nose and cheeks 8+6=14 like freckles. After making that discovery, I realised her free hand had been extended towards me for an embarrassingly long time, the other hand grasping what appeared to be a wrapped painting. I quickly shook her hand as she introduced herself as Rose. I replied rather shakily and listened as she explained that she couldn’t really move as she couldn’t afford to get her commission wet. I glanced towards the heavy rain, realising there was no way I could return home not knowing where I was when I realised she had been asking me a question. ‘What was that? ’ I mumbled. ‘Oh, I said would you like a pizza? I’ve got a feeling we’ll be here for a while’. Looking at her earnest eyes, all the stress escaped me and I knew everything would work out somehow.

Task: Re-write and uplevel a section of the story Extension: Write your own paragraph to continue the narrative Use the success criteria to guide you and show your understanding! shiny squeaking towering raged whimpered Word bank vast bustle secluded scrutinised shimmering echoing whirring bellowed considered relieved the f o t r a p This lesson is rk. o w t n e d indepen g n i r u d g n i No talk ! this time Lesson Objectives SMSC: Know that • Identify narrative writing features in an example text • Demonstrate your knowledge of narrative features in your own you get out what work. you put in! • Support the learning of others sensibly and constructively

NARRATIVE WRITING SUCCESS CRITERIA q Focus on a single moment q Uses narrative mountain to build tension q Build the scene in the first paragraph q Have only 2 -3 characters q Use the first person (I, we) q Written in past tense (was/were) q Use a wide range of vocabulary (level 5 -6) q Limit the amount of speech q Vary your sentence beginnings and paragraph starters q Use of accurate SPAG spelling, punctuation and grammar – Level 6 SPAG includes accurate spelling of advanced voacb and irregular words q Use similes (level 5), metaphors and personification (level 6) q Legible handwriting! TICK AS YOU INCLUDE THE FEATURES

Personal Challenge Can you use one of these verb openers… Looking/Rushing/Pulling Personal Challenge Can you use one of these adverbs. . . timidly/fearfully/awkwardly Add another of your own! Personal Checkpoint Is your planned vocabulary spelt correctly? Use a dictionary to check any dubious spellings now! Personal Challenge Plan in a one/two word sentence, used for impact Personal Challenge Select three words and uplevel them! Personal Challenge Double-check your basic SPa. G (capital letters, full stops, commas)

Magpie Read someone else’s work. Make a note in your book of the following: • 3 words you want to steal • 2 sentences you want to use • 1 paragraph or sentence opener you can pinch Lesson Objectives SMSC: Know that • Identify narrative writing features in an example text • Demonstrate your knowledge of narrative features in your own you get out what work. you put in! • Support the learning of others sensibly and constructively

Homework Task 1: Write about a time when you felt ashamed of yourself Have you ever done something you regretted? I have. At the time I didn’t realize what I was doing but this doesn’t make me feel any better. I am a mild mannered, generally kind teenager. I am not the sort of person who bullies younger kids, steals sweets from shops or drinks in the street and I am definitely not the type of person who would scare an old lady. Or so I thought …. . Last Tuesday, I had to take the train into the city. It was a cold, wet morning - just like you’d expect it to be in January. As I said I am kind and well mannered so you’d also think I was a thoughtful and organized sort too and I am. Waiting on the platform, I congratulated myself on how I had managed to be on time. When the train arrived, I sauntered on and was able to get a window seat and a table. I looked out of the window. I saw the sun creeping out from behind the clouds and settled down on the coarse, upholstered seat. I got out a packet of cookies I had brought for the journey and some revision notes to skim through to pass the time. After a few minutes, the train jerked to a halt at the next stop. An old lady got on. As the train moved off again, she struggled forwards with her bag which looked like a huge square of carpet and which caught on every seat as she tried to pass. She dropped down with a thud into the seat opposite me. Being quite a large old lady, she found it difficult to squeeze herself and her bag into a comfortable position. She wheezed as she breathed in and out, emptying the contents of her bag on to the brown, plastic table. Glasses, sweets, snacks, tissues, tablets, pens and puzzle books covered the table. I wasn’t best pleased but the old lady didn’t care. She started a puzzle while munching though a packet of sweets. Trying to stay calm, I squeezed myself into the corner and tried to focus on my notes but ended up putting them down as I couldn’t concentrate. I bet you can’t believe what happened next? ! Still looking at the puzzle she was working and without any warning, the old lady leaned over the table and took a cookie out of my packet! I was amazed. I coughed loudly. She did not look up! Then, her chubby, brown hand reached forward slowly and took another one! Crumbs of biscuit stuck to the sides of her mouth as she munched. As the train rattled on, I knew I had to stop her. Did I ask her what she was doing? Did I tell her politely she was eating my cookies? No, I reached forward and took one myself and crunched on it loudly. She looked at me in surprise, colour draining from her face. I could see she was feeling guilty so I quickly took another and another, eating them loudly while staring right at her. I wanted to show her what a rude old woman she was! Without speaking, she quickly began to gather up all her things. She shoved them all into her bag and pushed herself out of her seat and began staggering to the door. The train pulled up at the next stop and she got off. On the platform, I could see her hurry towards a younger lady, who put an arm around her and looked back at the train. As the train clattered off again, I picked up my revision notes with a broad smile. Underneath them was an unopened packet of cookies - my cookies. A cold sense of guilt spread through my body. Perhaps I was not the mild mannered and generally kind teenager I thought I was. I had scared an old lady and I wasn’t proud of myself. Sketch out the story mountain in your book. How does this story fit into the story mountain? Task 2: Using a highlight, underline and label the following: • Where we find out information about the narrator and their personality • Use of pathetic fallacy • A place where information is ‘shown’ not ‘told’ Task 3: In a different colour, highlight the vivid verbs in the text Task 4: In a different colour, highlight and label the following openers: Time phrase opener Verb opener A short snappy sentence for effect Task 5: Select one of the paragraphs in the text. Rewrite the paragraph in your book, adding in the following: • At least five ambitious vocabulary choices • A simile • An example of a varied sentence opener Extension: Continue the story in your own words

Dedicated Improvement and Reflection Time • Read your feedback – what did you do well? What targets have been set for you? • Complete the DIRT time activity independently without talking SMSC: Be positive and proactive I can’t do it…yet! I did well. What can I do to be even better. Lesson objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

ENTRANCE TASK Narrative Writing Revision Showing Sentence ‘Last year’s calendar hung on the wall’ What does it show the reader? ‘His palms felt clammy’ ‘Shrieking owls’ ‘The garden grew wild, the grass was up to my knees’ ‘Fear hung in the air’ Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Showing Sentence What does it show the reader? ‘Last year’s calendar hung on the wall’ ‘His palms felt clammy’ ‘Shrieking owls’ ‘The garden grew wild, the grass was up to my knees’ ‘Fear hung in the air’ Showing Sentence ‘Last year’s calendar hung on the wall’ ‘His palms felt clammy’ ‘Shrieking owls’ ‘The garden grew wild, the grass was up to my knees’ ‘Fear hung in the air’ What does it show the reader?

Narrative Writing Revision Describe the action in the sentence with a vivid verb. e. g. The crowd screamed Beyonce’s name Why? Adds extra information in a creative way strolled What is an alternative word for WALK? marched Think of as many as you can Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Narrative Writing Revision In a different colour, describe how the verb in the sentence was carried out. e. g. The crowd screamed Beyonce’s name Deafeningly, the crowd screamed Beyonce’s name energetically Why? Adds extra information in a creative way How might someone WALK? calmly Think of as many as you can Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Narrative Writing Revision ……………, the singer walked on to the stage. ……………, the mum walked over to her misbehaving child. ……………, the girl walked up to her date. ……………, the librarian walked toward the noisy children. ……………, the lady walked to the shops. Extension: Write your own sentence, starting with an adverb opener. e. g. Gracefully, the shadows lengthened as the sun set. Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Narrative Writing Revision What is the atmosphere? How could you show this without telling? Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Narrative Writing Revision Atmosphere Mood Everyone was very excited as they waited for the bride. Everyone wanted to be the first to see her. Some people were a little bit emotional. Children are bored. It smells stuffy. Sunlight seeped through the stained glass windows, illuminating the pews of polished mahogany. Eagerly, necks craned backwards as hushed whispers of, “can you see her yet? ” filled the echoing church, as the anticipation of the wedding guests reached its peak. Rows and rows of elaborate fascinators quivered, as the heads they belonged to struggled to contain their desperation to be the first to spot the bride. Delicately, handkerchiefs dabbed at the memories of long lost loves that had leaked from the corners of crinkled eyes. Occasionally, the squawk of a restless child, who longed to be out of the stuffy church, cut through the murmured small talk. Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Everyone was very excited as they waited for the bride. Everyone wanted to be the first to see her. Some people were a little bit emotional. Children are bored. It smells stuffy. Sunlight seeped through the stained glass windows, illuminating the pews of polished mahogany. Eagerly, necks craned backwards as hushed whispers of, “can you see her yet? ” filled the echoing church, as the anticipation of the wedding guests reached its peak. Rows and rows of elaborate fascinators quivered, as the heads they belonged to struggled to contain their desperation to be the first to spot the bride. Delicately, handkerchiefs dabbed at the memories of long lost loves that had leaked from the corners of crinkled eyes. Occasionally, the squawk of a restless child, who longed to be out of the stuffy church, cut through the murmured small talk. q Ambitious Vocabulary q. Adverb ‘ly’ opener q Vivid verb q. Sensory detail

Narrative Writing Revision TASK: In your pairs/groups, craft a paragraph up-levelling the example given below, considering: q Vocabulary q Varied sentence lengths q Devices e. g. simile, onomatopoeia q Senses q Varied sentence openers q Accurate punctuation All of the students were writing in their exam. Everyone had their heads down and their pens were moving quickly over the paper. Some people looked worried. Teachers paced up and down the lines. It smells like floor polish and pens. Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

Plenary Complete one of the tasks in your own work: Highlight any vivid verbs you have used in your own work. If it is below seven, add five more! Highlight three examples where you have ‘shown not told’ information. If you can’t find three, add to your work! Highlight three different sentence openers in your work. If you haven’t got three different ones, add to your work so that you do! Lesson Objectives • Understand the difference between ‘showing’ and ‘telling’ • Demonstrate how to ‘show’ information in your narrative through appropriately selected vocabulary SMSC: A positive attitude gets a positive outcome

NARRATIVE WRITING STARTER: Write your own example openings Narrative Hooks – used to open a story and immediately draw the reader in Using dialogue - e. g. a warning given by one character to another ‘Don’t even go there. . . you’ll regret it!’ The threat hung in the air. or ‘Muuuuuum! Everyone is going!’ • Asking the reader a question Have you ever wished the ground would open up and swallow you whole? I have. or Did you ever expect Christmas day to turn out to be the worst day of the year? I know I certainly didn’t. • Describing some strange behaviour of one of the characters Shuffling in his seat and squirming in an awkward manner, he looked up at me with fear in his eyes. Or This was totally out of character for him. . . and that frightened me. • Using a dramatic exclamation (Help!) or dramatic event The door slammed, and the glass panel gave a shudder, before shattering into a million shards of shimmering glass. • Introducing something intriguing Well, I’d never seen anything like this before. Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

Narrative Hooks – used to open a story and immediately draw the reader in Using dialogue - e. g. a warning given by one character to another ‘Don’t even go there. . . you’ll regret it!’ The threat hung in the air. or ‘Muuuuuum! Everyone is going!’ • Asking the reader a question Have you ever wished the ground would open up and swallow you whole? I have. or Did you ever expect Christmas day to turn out to be the worst day of the year? I know I certainly didn’t. • Describing some strange behaviour of one of the characters Shuffling in his seat and squirming in an awkward manner, he looked up at me with fear in his eyes. Or This was totally out of character for him. . . and that frightened me. • Using a dramatic exclamation (Help!) or dramatic event The door slammed, and the glass panel gave a shudder, before shattering into a million shards of shimmering glass. • Introducing something intriguing Well, I’d never seen anything like this before. TASK: Write your own examples for each one

NARRATIVE WRITING Why are openings and endings so important? od o g es a k a t m ing? a h W open What might s top you wanting to re ad? What makes an effective ending? ould w g n i end f o d u? o kin y t t a n h W poi disap Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

NARRATIVE WRITING Some things that will make a significant difference in the assessment are: • Accuracy of grammar • Consistency of tense • Accuracy of punctuation – full stops, commas, etc. • Appropriate ending • Your narrative must have a beginning, a middle and an end • Leaving your story unfinished will mean you will achieve a lower mark • You need a fail safe ending style to fall back on in case you run out of time Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

NARRATIVE WRITING TASK: Organise the different endings to match the type with the example Ending with a question He watched them walk towards him with his heart hammering urgently in his chest. Time seemed to stand still. She was there! His mother was amongst them. His long search was over. “No”, said Ralph. He looked away. Ending with a cliff A gust of wind lifted the branches and a scattering of red leaves fell slowly to the earth. -hanger Extension: Highlight and label the narrative techniques you can spot e. g. rhetorical question, varied sentence opener, dialogue, ambitious vocabulary, etc. Ending with dialogue Ending with a twist Ending with description Ending happily It had all been worthwhile, hadn’t it? “Okay, ” she said. “Maybe tomorrow. ” It was over. They were safe. Slowly, their breathing steadied. Behind them, in the dark, something sighed. There was no reply. The only sound was the sound of his breathing – and there was only 30 minutes of air in the tank Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

NARRATIVE WRITING TASK: Organise the different endings to match the type with the example Ending happily Ending with description He watched them walk towards him with his heart hammering urgently in his chest. Time seemed to stand still. She was there! His mother was amongst them. His long search was over. “No”, said Ralph. He looked away. A gust of wind lifted the branches and a scattering of red leaves fell slowly to the earth. It had all been worthwhile, hadn’t it? Ending with a question “Okay, ” she said. “Maybe tomorrow. ” Ending with dialogue Ending with a twist Ending with a cliff -hanger It was over. They were safe. Slowly, their breathing steadied. Behind them, in the dark, something sighed. There was no reply. The only sound was the sound of his breathing – and there was only 30 minutes of air in the tank Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

He watched them walk towards him with his heart hammering urgently in his chest. Ending with a Time seemed to stand still. She was there! His mother was amongst them. His long question search was over. “No”, said Ralph. He looked away. A Ending with a gust of wind lifted the branches and a cliff-hanger scattering of red leaves fell slowly to the earth. “No”, said Ralph. He looked away. Ending with a A gust of wind lifted the branches and a cliff-hanger scattering of red leaves fell slowly to the earth. Ending with dialogue Ending with a twist Ending with description It had all been worthwhile, hadn’t it? “Okay, ” she said. “Maybe tomorrow. ” It was over. They were safe. Slowly, their breathing steadied. Behind them, in the dark, something sighed. There was no reply. The only sound was the Ending happily sound of his breathing – and there was only 30 minutes of air in the tank

NARRATIVE WRITING TASK: In pairs, write the opening and closing paragraph for the following question: The Return Level of Challenge SUCCESS CRITERIA: q Accurate use of capital letters q Accurate punctuation q Ambitious vocabulary q Varied sentence opener q Simile Extension: • Up-level five words in your paragraph Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

NARRATIVE WRITING TASK: Peer assess the work of someone near to you Identify the features your peer has employed and check against the success criteria. Consider and mark SPAG also!!! What about vocab? SUCCESS CRITERIA: q Accurate use of capital letters q Accurate punctuation q Ambitious vocabulary q Varied sentence opener q Simile Excellent use of the word ‘magnificent’ to show the scale of the facilities Great use of a minor sentence for effect Think about using more ambitious vocabulary! Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

NARRATIVE WRITING TASK: Use the advice and feedback you have been given to redraft the paragraph into your work Level of Challenge SUCCESS CRITERIA: q Accurate use of capital letters q Accurate punctuation q Ambitious vocabulary q Varied sentence opener q Simile Extension: • Complete the second paragraph to follow your opening. Lesson Objectives • Understand the importance of openings and endings • Develop your own appropriate opening and endings • Give constructive feedback to others SMSC: My behaviour directly links to my progress

ENTRANCE TASK: Complete the activities on the sheet in any order. 1. Write an example of a rhetorical question 2. Write three ambitious verbs to use instead of the verb ‘walk’ 3. Write a synonym (alternative word with the same meaning) for ‘sad’. 4. Write a sentence using an adverb (‘ly’) opener. 5. Describe yourself using three ambitious adjective 6. Write an example of a simile. 7. Set yourself a behaviour target for this lesson. 8. Write a sentence using an verb (‘ing’) opener. 9. Write a sentence using sensory description. EXTENSION: See how many words you can make from the word ‘Narrative’. You can only use each letter one! Lesson objectives Recap key techniques for narrative writing Construct a plan for your narrative using specific success criteria Apply your knowledge of narrative to your own work SMSC: Behaviour should be mature and productive for working

Examiner Hints! • Make sure you plan – you won’t get stuck if you know what is happening before you start to write. • Basic accuracy is really important – it is better to be accurate than to be ambitious! • Dialogue needs to be accurate – New speaker = new line; speech marks; punctuation inside the speech marks! • Consistency of tense – Keep it either in the past or in the present; don’t flit between the two (unless it is a flashback) • Capital letters are needed for proper nouns – names of people, places or branded objects • A single event is more successful – and keep it believable/ageappropriate (you are not a ‘cop’ and you don’t live in America!) • Keep the cast of characters to no more than three – make then authentic – write about someone you know • Narrative techniques – think about your opening and ending; use repetition, similes, imagery; make it imaginative not implausible! Lesson objectives Recap key techniques for narrative writing Construct a plan for your narrative using specific success criteria Apply your knowledge of narrative to your own work SMSC: Behaviour should be mature and productive for working

Narrative Writing Choose one of the following titles: a) Write a story which begins: We were now late and Mum had started to panic. b)The Medal. c) Caught! d) Write about a time when you went on a school trip. 5 mins - Draw a timeline in your book, plotting the story from start to finish in at least five steps. 35 mins – Writing 5 mins – Checking SPa. G/sense of writing. Uplevelling, adding in vocabulary, openers, punctuation, etc Lesson objectives Recap key techniques for narrative writing Construct a plan for your narrative using specific success criteria Apply your knowledge of narrative to your own work SMSC: Behaviour should be mature and productive for working

Name: Chosen Title: Narrative Writing 45 minutes Problem Example: Write about a time something turned out differently to how you expected. C (Content) (Part of the story) S (Style) (Techniques) OPENING Introducing issue of being scared of exam results Rhetorical question – ‘Have you ever been so scared that you feel sick? ’ Senses – pounding heart, sweaty palms, stomach churning, BUILD UP Flashback to the exam hall, sitting the exam Vivid verbs – ‘slouching in chair’, ‘scribbling on exam paper’ Senses – sounds in exam hall DILEMMA Waking from nightmare – failed exam Simile – ‘feel like a train has hit them’ Adverb – ‘Shakily, I switched on the light’ REACTION Walking to collect exam results, frightened describe reactions – sweating, heart fluttering, breathing fast RESOLUTION Opening envelope, getting results Group of 3 adjectives – ‘frightened, fearful and petrified’ Build Up Resolution Opening Ending Metaphor – ‘ticket to the rest of my life’ Dialogue – ‘Mum, I’ve done it!’ NARRATIVE WRITING SUCCESS CRITERIA q q q Focus on a single moment Uses narrative mountain to build tension Build the scene in the first paragraph Have only 2 -3 characters Use the first person (I, we) Written in past tense (was/were) Use a wide range of vocabulary (level 5 -6) Limit the amount of speech Vary your sentence beginnings and paragraph starters Use of accurate SPAG - spelling, punctuation and grammar – Level 6 SPAG includes accurate spelling of advanced vocab and irregular words Use similes (level 5), metaphors and personification (level 6) Legible handwriting! Word Bank Key Character Information Character Name Appearance, personality, catch phrases, etc

Where is it in your work? Highlight and label: q Adverb openers ‘ly’ q Verb openers ‘ly’ q Capital letters for names of people q Simile q Rhetorical question q Alliteration q Group of three (verbs, adjectives, etc) q Repetition q Onomatopoeia (sound words e. g. bang, pop) q Short snappy sentence for effect q Ambitious vocabulary choice The sentence I am most proud of it: I am proud of this because:

Personal Challenge Can you include a memory/flashback? Personal Challenge Can you use one of these adverbs. . . timidly/fearfully/awkwardly Add another of your own! Personal Challenge Plan in a one/two word sentence, used for impact Personal Challenge Check you have enough material to flesh out each paragraph! Personal Checkpoint Is your planned vocabulary spelt correctly? Use a dictionary to check any dubious spellings now! Personal Challenge Plan in a one/two word sentence, used for impact Personal Challenge Check you have enough material to flesh out each paragraph!

Personal Challenge - Personal Challenge – Slow down and write neatly – check your D/Bs!!! Open a sentence with an interesting adverb Personal Challenge – Personal Challenge Check your SPAG – secure that C grade! Personal Challenge Sentence 3 must have only 5 words! Open a sentence with an interesting adverb Use an interesting simile Personal Challenge Sentence 3 must have only 5 words! Personal Challenge Use the word ‘deceptive’ in your opening Personal Challenge Can you use a metaphor to describe how you felt at this time? Personal Challenge – Can you show your character’s inner thoughts? INFER! Personal Challenge Check your capital letters!