YEAR 7

ENGLISH
7-STEPS NARRATIVE WRITING
TASK: Create a narrative using the 7 Steps to
ASSESSMENT TYPE: Narrative
Writing Success.
DUE DATE: TBA
WORD COUNT: 400-800 GRADED ON: See rubric below.

ACHIEVEMENT STANDARDS

Productive modes (speaking, writing and creating)

Students understand how the selection of a variety of language features can influence an audience. They understand how
to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create
texts showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and
contribute actively to class and group discussions, using language features to engage the audience. When creating and
editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate
spelling and punctuation.

General Capabilities and Cross-Curriculum Priorities:

Critical
Personal
General IC and Ethical Intercultural
Literacy Numeracy and
Capability T Creative Understanding Understanding
Social
Thinking
Cross- Aboriginal and Torres
Asia and Australia’s
Curriculu Strait Islander Histories Sustainability
engagement with Asia
m Priority and Cultures

PURPOSE

Demonstrate your understanding of the 7-Steps to Writing Success by creating an engaging and
creative narrative writing piece.

TASK DESCRIPTION

Throughout this unit, we have been exploring the 7-Steps to Writing Success. We have covered
Sizzling Starts, Tightening Tensions, Plan for Success, Dynamic Dialogue, Show Don’t Tell,
Ban the Boring and Exciting Endings.

This task requires you to create a Narrative Writing piece using your superhero profile and by
utilising each of the 7-steps. This will include, but is not limited to, using brainstorming, the
narrative planning sheet, a sizzling start, 6-senses and avoiding words and phrases on our ban the
boring poster.

STEP 1: Complete 7-Steps Narrative Planning Sheet (see below).

STEP 2: Complete 7-Steps Narrative Draft
STEP 3: Complete 7-Steps Narrative Final
Narratives will be submitted on Daymap as a WORD document by 4pm on the due date.

SUCCESS CRITERIA
 - Consideration of language features, imagery and vocabulary to support the story and appeal
to the target audience.
- Effectively use each of the 7-Steps to create your narrative.

7-STEPS NARRATIVE PLANNING SHEET

BRAINSTORMING
Write your inspiration. Is it a
sentence starter?

What is the main event you will

be writing about? In three
sentences or less give a summary
of your story.

NARRATIVE STORY GRAPH

SIZZLING START
(Refer to the PowerPoint
‘Different ways to begin’ and
think about how you will start
your narrative).

BACKFILL
Who, what, when, where?

PEBBLE
What is a small problem your
character could encounter? What
sensory detail (touch, taste,
sound, smell and feel) could you
use? (pick two)

BRICK
How could the small problem
turn into a bigger problem?
What sensory detail (touch, taste,
sound, smell and feel) could you
use? (pick two, but make them
different 😊)

BOULDER – TENSION
SCENE
How will you help the bigger
problem exciting? What sensory
detail (touch, taste, sound, smell
and feel) could you use? (pick two
– the best two!)

EXCITING ENDING
How will you end your story?
With a cliffhanger? A character’s
final thought? An ambiguous
(unclear) ending? Finish with a
BANG!

CHARCTER
 RESOLUTION
What happens to the characters?

ADDITIONAL PLANNING

“DIALOGUE”
What is a piece of
important dialogue that
each character in your
story would say?

SETTING
Write down the key
setting in which the
story will take place.

Brainstorm some
sensory descriptions
(touch, taste, sight,
sound, smell)

PERSONIFICATION:

ONMATOPOEIA

POWERFUL LANGUAGE:

FIGURATIVE SIMILE:
LANGUAGE
Try to brainstorm a
descriptive sentence (1 METAPHOR:
sentence for each)
where you will use each
of the elements of
POPSMARS. ALLITERATION:

REPETITION:

SENSE WORDS (Only if you didn’t brainstorm for any in you PLAN FOR SUCCESS).
 ASSESSMENT RUBRIC
PRODUCTIVE MODES
(Evidence of speaking, writing and creating)
Achievement
Students create structured and coherent texts for a range of purposes and
Standards audiences.
Achieved by:
- Showing your understanding of a
SIZZLING START…
1. Start with action.
2. BACKFILL.
STUDENT 3. Back to the action.
NOTES - No BAN THE BORING starters.
- Fluidly include BACKFILL.
The SIZZLING START captures the
A
reader’s attention by starting with
action. The BACKFILL is fluid and
provides the reader with a good idea of
who, when, what, etc. is happening.
The SIZZLING START starts with
B action and the BACKFILL provides
the reader with a good idea of who,
when, what, etc. is happening.
THE SIZZLING START starts with
C action and the BACKFILL gives the
reader some idea of who, when, where
and what was happening.
D The SIZZLING START does not start
with action.
E The SIZZLING START is not evident.
Achieved by:
- Effectively building the plot through
the Pebble, Brick and TIGHTENING
TENSION scene.
- Demonstrate features of
TIGHTENING TENSION scene
(short sentences, repetition, 6 senses).
- The EXCITING ENDING fluidly
continues from the TIGHTING
TENSION scene.
- The EXCITING ENDING is not a
cliché.
The TIGHTENING TENSION scene
effectively builds the tension of the
plot, clearly demonstrating features of
a tension scene.
The EXCITING ENDING is a
seamless extension of the tension
scene and provides the reader with a
satisfying ending.
The TIGHTENING TENSION scene
builds the tension of the plot,
demonstrating some features of a
tension, setting up an exciting ending.
The EXCITING ENDING provides
the reader with an engaging and
satisfying ending.
The TIGHTENING TENSION scene
adequately builds the tension of the
plot.
The EXCITING ENDING adequately
completes the narrative.
The TIGHTENING TENSION scene
is basic, and does not build up the
tension of the plot.
The EXCITING ENDING is a quick
fix – ‘then the cops showed up… then
I woke up… etc.’
The TIGHTENING TENSION scene
is not evident.
The EXCITING ENDING is not
evident – abrupt end.
When creating and editing texts they
demonstrate understanding
of grammar, use a variety of more
specialised vocabulary and accurate
spelling and punctuation.
Achieved by:
- Organise your narrative in
paragraphs (structure)
- Correctly format dialogue (new lines
and punctuation)
- Capitalisation (names of characters,
etc.)
- Punctuation (commas and full-stops)
- Vocabulary (avoiding BAN THE
BORING list and use of the 6-
SENSES)
Highly efficient editing, selection of
vocabulary and grammar.
Highly accurate use of spelling and
punctuation.
Mostly efficient editing, selection of
vocabulary and grammar.
Mostly accurate use of spelling and
punctuation.
Generally efficient editing, selection
of vocabulary and grammar.
Generally accurate use of spelling and
punctuation.
Partially efficient editing, selection of
vocabulary and grammar.
Partially accurate use of spelling and
punctuation.
Limited or no editing, selection of
vocabulary and grammar
Little accuracy of spelling and
punctuation.