the part of a narrative where problems are introduced and tension rises

the inner voice of a character - their thoughts to themselves, not spoken aloud

the use of metaphors, similes, personification and other literary devices to create imaginative meanings

Writing the first half of the build-up of 'A Kind of Spark'

English

Understanding the historical context of the Scottish witch trials

Exploring Addie's character

Using drama to explore a character 'low'

Adopting different perspectives

Planning the build-up of 'A Kind of Spark' including switches in perspective

Writing the second half of the build-up of 'A Kind of Spark'

Self-editing the build-up of 'A Kind of Spark'

Exploring a historical scenario linked to ‘A Kind of Spark’

Exploring Addie's speech in the climax of 'A Kind of Spark'

Planning the climax of 'A Kind of Spark' including flashbacks

Writing the first section of the climax of 'A Kind of Spark'

Writing the next two sections of the climax, including a flashback

Writing the final sections of the climax, including a flashback

Self-editing the climax of 'A Kind of Spark'

In this unit, pupils finesse writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective. In 'When The Sky Falls’: Narrative and Diary Writing', pupils will write a narrative climax and use it as the stimulus for writing a diary entry from a character's perspective.

In 'Beowulf’, pupils rewrote the build-up and climax of a scene from the end of ’Beowulf’, focusing on interspersing dialogue to convey atmosphere and advance the action. In this unit, pupils will finesse writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective.

In this unit, pupils write a build-up and climax based on the text, 'A Kind of Spark'. They learn to switch tense to highlight a jump in perspective from narrative prose to an internal monologue and from present to past tense to indicate a flashback. These outcomes can be used for KS2 SATS writing.

'A Kind of Spark': narrative writing

Which sections of our narrative have we written in this lesson? 

Which language feature is shown in the following sentence? 'As Addie slouched on a desk in the corner, other children whispered to each other.'

What is the purpose of the colon in the following sentence? 'Addie looked away: she couldn't bear to see the word any longer.'

Which type of figurative language is used in the following sentence? 'I feel like a cloud being blown across the sky.'

What features of internal monologue are shown in the following sentence? 'I want to explain it to her ... But I can't. I just can't.'

to say exactly what we will eventually write

to come up with first ideas for how to make our plan into complete sentences

What is the purpose of orally rehearsing our writing? 

Put these events from Izzy's narrative in order. 

Which of these elements of our planned narrative will come first? 

The word leered up at her from the book. 

Addie was a boat cut from its moorings, floating out to sea.

The children stood as still as statues as Emily spoke. 

Match these types of figurative language to their examples. 

I feel as if my body is no longer under my control. 

What's going to happen? Am I going to be suspended? 

Addie felt as if her body was no longer under control.

Why had no-one stopped Emily? What had Addie ever done to her? 

Which of the following sentences are likely taken from the third person perspective on an event from our narrative? 

I want to stop. But I can't. I just can't. 

The corridor - the endless corridor - stretches in front of me. 

Addie felt the lights glaring down at her. 

Which of the following sentences are likely taken from the pieces of internal monologue from our narrative? 

Which event might the following piece of internal monologue be reflecting on? 'As she glares down at me, I feel completely alone.'

Writing the first half of the build-up of 'A Kind of Spark'

Lesson outcome