Crafting an engaging narrative

English

Developing reading skills by responding to Murakami's 'After Dark'

'After Dark': selecting evidence to support language analysis

‘After Dark’: exploring Murakami’s extended metaphor

Exploring structure in Murakami's ‘After Dark’

Emulating Murakami’s craft to write a descriptive opening

Analysing Saramago's use of structural devices in 'Blindness'

Emulating Saramago's use of structure in 'Blindness'

Using inversion and asyndeton to craft interesting sentence structures

Using onomatopoeia and alliteration to craft interesting sound imagery

‘Suite Française’: forming opinions on fiction

Suite Française’: evaluating ideas about a writer’s craft

Exploring and emulating character description in Nemirovsky's 'Suite Française'

Analysing images of hope and destruction in Galloway's 'The Cellist of Sarajevo'

Exploring the use of time in Galloway's ‘The Cellist of Sarajevo’

'The Cellist of Sarajevo': expressing a personal and critical response to a text

Exploring and emulating Galloway's use of symbols in ‘The Cellist of Sarajevo’

Structuring paragraphs effectively in creative writing

In 'Fiction: Read Around the World', pupils identify and comment on a range of language devices in extracts from texts. In 'Fiction: Science Fiction Writing', pupils identify and comment on recurring images and symbolism in texts.

In 'A World at War: Short Stories', pupils read short stories, analysing how authors structure full texts. In 'Fiction: Read Around the World', pupils analyse structural choices in smaller extracts of texts.

In this unit, pupils read extracts from four novels from around the world, and use them to develop their narrative writing. In particular, pupils explore writers' use of structure. At the end of the unit, pupils consider their own use of paragraphs for effect and write an engaging narrative.

Fiction: read around the world

Depiction or discussion of famine, disease, natural disasters.

Depiction or discussion of violence or suffering

Depiction of war, threats of war, death or the aftermath of war.

Which of these would *not* be involved in proofreading?

write down all the techniques you will use

plan all the ambitious vocabulary you will use

Which of these would ensure we have planned a piece of work thoroughly?

to ensure we correct punctuation, spelling and grammar errors

to add more complex vocabulary, making it harder to understand

Why is it important to proofread a piece of work?

Starting with the first, put the elements of a single paragraph outline in chronological order.

plan each paragraph to describe a random element of a scene

make sure each paragraph includes five sentences

How can we use paragraphs in an engaging way?

'The remnants of the project are due tomorrow.'

'After the fire, only remnants of the building remained.'

Which sentence uses the word 'remnants' accurately?

to read through work and look for any errors

to write down all the spellings for words before you write something

The oak tree was tall, proud and anicent.

Which of these includes an inverted sentence structure?

Which of these uses asyndeton and a climactic sentence structure?

referring to a past moment in a narrative

describing events in a different period to that which they occur

referring to a future moment in a narrative

Match the time technique to its definition.

make the flashback similar to the present moment

make the flashback contrast with the present moment

make the flashback occur at least 50 years before the present moment

Which of these tangible objects best symbolises hope?

Crafting an engaging narrative

Lesson outcome

Content guidance