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Try to have a point to your story: The story can have a moral; the character can reach some new understanding of himself or his parents or his brother or his friend; the story can have a surprise twist to it . . .
It is, of course, important for you to PLAN your essay as you have been taught.
THINK about the topic, the main character, the main idea BEFORE you start writing down anything. Then work out your story-line and consider your opening and closing paragraphs: Try to make them memorable and impactful.
Then add some clever punctuation (but do not overdo it!) and add some colourful images by using the figures of speech that you know (again, do not overdo it!)
and finally, you do need to GO OVER the whole essay to edit it: To get rid of any language or punctuation errors; to check that you have full sentences and that you have some style.
Remember the following aspects of good narrative writing:
CHECKLIST
| ITEMS to CONSIDER for INTRODUCING STYLE | TICK | |
| 1. | Have a strong opening paragraph. | |
| 2. | Use good descriptive adjectives / participles to colour my main character | |
| 3. | Vary the length of my sentences. | |
| 4. | Vary the length of my paragraphs. | |
| 5. | Use interesting, varied punctuation. | |
| 6. | Use a few clever figures of speech e g. alliteration | |
| 7. | Write a neat essay, using a clear handwriting. | |
| 8. | Space my paragraphs well. | |
| 9. | Select a short, pithy title. | |
| 10 | Have no spelling or language errors | |
| 11. | Have a good story line | |
| 12. | Have a good closing paragraph |
| Learning outcomes(LOs) |
| LO 1 |
| ListeningThe learner will be able to listen for enjoyment, and respond appropriately and critically in a wide range of situations. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 understands and appreciates stories, including those told by other learners: |
| 1.1.1 responds personally and critically, asks and answers questions; |
| 1.2 understands oral texts (e.g. radio talk shows, texts with statistics): |
| 1.2.1 answers questions; |
| 1.3 listens for specific information: |
| 1.3.2 uses information to complete a table or chart, or label a diagram. |
| LO 2 |
| SpeakingThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.2 interacts in additional language: |
| 2.2.1 uses language for a range of functions: makes polite requests and asks people not to do things, asks for help from friends or strangers; |
| 2.6 gives a short formal talk or presentation: |
| 2.6.1 uses some statistics and visual effects (e.g. a poster). |
| LO 3 |
| Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads a text (fiction or non-fiction): |
| 3.1.8 with fiction, demonstrates an understanding of character, plot, setting and narrator; |
| 3.1.9 compares different kinds of texts and matches them with their purpose (e.g. instructing, persuading); |
| 3.4 reads for information: |
| 3.4.4 summarises information; |
| 3.6 uses reading strategies: |
| 3.6.1 skims texts – identifies the topic and key points, and uses layout features (e.g. illustrations). |
| LO 4 |
| WritingThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes to communicate information: |
| 4.1.3 does a survey and writes it up; |
| writes for social purposes: |
| 4.2.4 shows awareness of text type, purpose, audience, context, and register/style; |
| 4.3 writes for personal reflection: |
| 4.3.1 writes a diary or journal; |
| 4.4 writes creatively: |
| 4.4.2 shows development in the ability to write stories, poems and play-scripts. |
ACTIVITY 1
Divide the class into four groups and let them work on their plays as a group to perform to the class. Help them with their language and ideas, suggest that they wear simple costumes (perhaps just a cap to show the difference between the trader and the buyer) and let them draw up a poster advertising their product.
ACTIVITY 2
The learners must put their hands behind their back so that ONLY their WORDS explain the object. They can choose a simple object of their own choice OR the educator can supply an idea e.g. an egg-beater; a toaster; a pan; a tea-bag; a potato-peeler. . .
Here the learners need to tell the class about right and left, about the size of the object (relating it an object e.g. the size of a R1 coin); they are not allowed to repeat their instruction so learners have to be quiet and they are not allowed to use their hands. If the class manages to draw the object then the instructions have been clear. First, each learner must draw a few squares on a piece of paper (or you can prepare this beforehand for them).
ACTIVITY 3
Go through the various stages of the planning with the pupils (as it is in their books) so that they understand the process. Also go through the assessment chart with them so that they know who will evaluate them and how they will be evaluated.
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