SOLVE THIS RIDDLE

• It can't be seen, can't be felt, can't be heard and can't be smelt. It lies behind stars and
under hills, and empty holes it fills. It comes first and follows after, ends life and kills
laughter. What is it?

• The dark
PRIOR KNOWLEDGE

• You next task is creative writing- you will write a short narrative after you
• What and how
• On you’re lined paper list anything that you can remember about short story/narrative
writing. If you can, describe your point. If you can, list an example to illustrate your
point.
• Why
• To access what you already know and make connections to what we will learn
PRIOR KNOWLEDGE [EXTENDED VERSION]

• What/how
• You will focus your prior knowledge on key concepts that you will be assessed on. In
each box list, describe or explain what you know about the concept and question.You
may leave boxes if you have no ideas.
• Why
• To allow the teacher to determine where the gaps in your understanding are
TEACH ME!

• What/how
• You will now read the task sheet and rubric and underline the concepts and ideas that
are unfamiliar to you, or that you feel unprepared for. On a post-it, create a question for
each point you identified.
• Why
• To identify areas of need and intervention for your teacher
WARM UP QUIZ

1. Define what a theme is

2. List three different points of view
3. Define what a simile is
4. Define what a metaphor is
5. Define what an adjective is
WARM UP QUIZ (CONTINUED)

6. Define what an adverb is

7. Define what a noun is
8. Define what personification is
9. List the 5 elements of plot
10. Define what atmosphere is
ANSWERS

1. Theme: The moral or message of a story

2. Point of view: First person, second person, third person limited and third person
omniscient
3. Similes: Comparing two things using the words ‘like’ or ‘as’
4. Metaphors: Comparing two things without using the words ‘like’ or ‘as’
5. Adjectives: a word describing a noun
ANSWERS

6. Adverbs: words describing verbs or nouns, such a energetically

7. Nouns: Names of people, places, objects and concepts
8. Personification: Giving human characteristics to non-human objects/things, such as
the storm bellowed
9. 5 elements of plot: exposition, rising action, climax, falling action and resolution
10. Atmosphere: the general mood or feeling generated within a text
NARRATIVE ELEMENTS

• Plot- the way the event in the story are organised

• Narrative point of view- person who tells the story. First person is a character within the
story while third person is outside the story.
• Characterisation- what we are told about character and the words used to tell us these
things
• Themes- the idea or message the author hopes to show the reader
• Setting- the way in which the environment of the story is described
• Language- the types of words used by the author to construct the characters and setting
A MOMENT IN TIME

• As we read A Moment in Time think about how the author keeps the audience interested
in the story and builds tension. Consider:
• The way the author orders the events
• The words used
• The descriptions of the setting and character
• What is left out
MODEL
SHARING IDEAS

• Rally robin
• List a quote that you feels builds suspense and interest for the reader. Give a reason why
if you can
• Independent practice
• Identify 6 quotes from the story, describe where you located it and then explain how you
think it builds tension and interest for the reader
NARRATIVE STRUCTURE

• Exposition: introduces the setting, character and conflict

• Rising action: the story builds tension and danger
• Climax: the action comes to its peak and turns
• Resolution: the conflict is resolved

• Timed pair share

• Describe what happens at each point of the plot in the short story
NARRATIVE STRUCTURE

• What/how
• You will now design a plot diagram for the events of A Moment of Time. In each box
summarise the main points that occur in the story
• Why
• To develop an understanding of how a story is structured before you create your own;
you are also developing your categorising skills
WARM UP

• Summarise each structural part of the text including the: exposition, rising action, the climax,
the falling action and the resolution
• Use the sentence stems:
• In the exposition...
• In the rising action we learn that…
• In the climax…
• In the falling action…
• In the resolution…
LANGUAGE FEATURES IN NARRATIVE TEXTS

• Descriptive adjectives, verbs and adverbs

• Figurative language- similes, metaphors, personification, imagery, onomatopoeia and
other devices

• Read each of the language features and summarise their meaning in the table
SHOW DON’T TELL

• To engage your audience and keep them interested we use a strategy called ‘show don’t
tell’
• This involves describing the setting and characters and action in detail, rather than just
telling the reader what is happening
MODELS

• Tell: the man was angry

• Show: The man had a furious scowl on his face and his voice got louder every second
• Tell: The woman was sad
• Show: Tears rolled down her face and she sobbed uncontrollably
• Tell: The student hated the teacher
• Show: He sat there and glared at the teacher. He remembered the countless hours of
boredom he had suffered
HINGE POINT QUESTION

• Identify and write down all the example of show don’t tell below
a) The man was sad
b) Tears flooded her face and her body shook
c) The baby’s face turned bright red as it started to scream
d) I was furious
GUIDED PRACTICE

• Tell: The man was angry

• Show: he had a _____ look on his face
• Tell: The woman was sad
• Show: ______ rolled down her face and_______
• Tell: I was unhappy
• Show: I couldn’t stop _______
INDEPENDENT PRACTICE

• For each ‘telling sentence’ you need to create a showing sentence’

• Use descriptive adjectives and figurative language to help you show your audience what is
happening
• Use the sentence stems and models as guides
• Why
• To help you build interesting characters and settings in your text
WARM UP QUIZ

1. What type of word is ‘running’?

2. What is the definition of ‘connotation’?
3. Define what a simile is
4. What type of language feature is used in this example? The man was an arrow cutting through the other
players.
5. Define what personification is
6. Create an example of personification
7. Describe what ‘show don’t tell means’
8. List the 4 different types of nouns
ANSWERS

1. Running: Verb
2. Connotation: Ideas and feelings associated with a word
3. Simile: Comparing two unrelated things using the words ‘like’ or ‘as’
4. The man was an arrow cutting through the other players: metaphor
5. Personification: something non-human is referred to as if it is human
6. Example:
7. Show don’t tell: This involves describing the setting and characters and action in detail, rather than
just telling the reader what is happening
8. Nouns: common, concrete, proper and abstract
MOOD AND ATMOSPHERE

• Mood and atmosphere: this is the general feeling generated for an audience as
they read a text.
• How: we construct mood and atmosphere through the selection of language features,
sentence length and plot events
• Examples: an atmosphere can be exciting, cheerful, mysterious, tense, suspenseful or any
other emotions
• Pair share: what does mood or atmosphere mean to you?
MODELS

1. The house was still. Its windows were boarded up and the paint was cracked. A slight
wind whistled through the smashed windows. A door creaked. Moonlight shone down
on the shingled roof. Crows cawed.
2. Warm rays of sunlight touched my golden skin. A gentle breeze ruffled my golden
curled hair and my dress shifted slightly in the summer warmth. A group of sparrows
chatted excitedly as they flew gracefully through the air.
3. In the school yard students were excited. A fight was about to go down. Insults were
yelled. People were pushed. Fists were readied. It was on.
HINGE POINT QUESTION

• Identify all the words below that would create a tense atmosphere:
a) Shadows
b) Moonlight
c) Creaked
d) Laughed
e) Cheered
GUIDED PRACTICE

• What/how
• You will now create a paragraph of writing that develops one sustained atmosphere
based on the following image. Use the word bank and sentence stems if you need them.
• Why
• To develop skills in using language features to create atmosphere and engage the reader.
EXIT PASS

• In the tray

• Files on desk

• Have a great weekend!

WARM UP

• Create as many four letter or more words as possible; you must use the central letter.
One point per word and 5 points for the 9 letter word.

C R Y
A E P
D S O
9 LETTER WORD

• Copyreads
PRIOR KNOWLEDGE

• Show don’t tell: a method of using descriptive language, particularly using sensory
language, to show the audience what is happening whilst engaging their interest.
• Atmosphere: the general feeling generated within the text; similar to mood

• Snowball writing: Write for two minutes where you use the ‘show don’t tell’ method
to create an atmosphere inspired by the following image. Use the word bank if needed.
WORD BANK AND SENTENCE
STEMS
• Luscious
• The water…
• Peaceful
• I could hear…
• Rustling
• Trickling • The sound
of…
• Gurgle
• In front of me
• Greenery was…
• Branches
• The
• Sunlight branches…
CHARACTER DEVELOPMENT

• Character are constructed through their:

• Speech
• Actions
• Appearance
• Interactions with Others
SPEECH

“G’Day mate, how’ya goin’?”

“Oh you know…it’s been a long day because of this…I was late to work and everything.”
“Ah, what a shame. I’ll get’er up and running before too long, don’t’cha worry.”
“Thank you so much, you’re a big help. I know nothing about cars.”
ACTIONS

• After making sure no one was looking, Laura snuck into her parents' bedroom. Quietly,
she searched the closet for her mother's purse. When she finally found it, she took out
her mother's wallet and removed a twenty dollar bill. Without hesitation, she slipped the
money into her pocket and returned the purse to where she had found it.
APPEARANCE

• Despite the rips at the cuffs of her sleeves and the slightly too-long jeans slipping under
her shoes, Jenny looked amazing. Her golden hair gleamed in a sunny plait over her
shoulder and the green colour of the sweater offset her now sparkling eyes.
INTERACTIONS WITH OTHERS

• Bruce glowered at his teacher. What a waste of time. Literally anything was better than
this; school was for losers and push-overs and his teacher was just an example of people
who failed to get any other job.
UNDERSTANDING CHARACTERISATION

• What/how
• You will identify each element of characterisation in the text provided and then explain
what this suggests about the character. Use the model provided and sentence stems as
guides.
• Why
• To develop your understanding of how characters are constructed and to develop your
inferential reading skills
WARM UP

• Create as many four letter or more words as possible; you must use the central letter.
One point per word and 5 points for the 9 letter word.

I B D
E E R
N A G
PRIOR KNOWLEDGE

• Show don’t tell: using sensory language to show the audience what is happening, whilst
also engaging their interest
• Atmosphere: The overall feeling generated within a text based on language features,
sentence length and plot events
• Characterisation: Through speech, appearance, actions and interactions with
others
• Snowball writing: Write for two minutes where you attempt to create a text with a
distinct atmosphere inspired by the image. Use the sentence stems and word bank
Stems
• I could feel the…
• The smell of…
• The sight of the… made me…
• The fishing felt…
• The sun glinted off the…
• Together we…
• The octopus…

Words
• Excitement
• Splash
• Thrilling
• Slimy
• Tentacles
• Enormous
• Monstrous
• Excited
• Glistening
• Rotting
• Salty
CHARACTERISATION

• What/how
• You will now continue your work in analysing how characters are formed in narrative
texts.You need to identify a quote from the text that you feel indicates something about
Ove’s character and then identify the type of characterisation. In the final column infer
what is being suggested about Ove’s personality.You must complete 3 at least.
• Why
• To deepen your understanding of characterisation and inferential reading skills
CONCLUSION

• Complete your exit pass and leave it in the box please

• Leave two piles on the desk

• On Thursday we will focus on how you will develop a structure for your text