Unit 11
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Copy this table and fill it in. Write notes, not sentences. Ask yourself these questions. • How does the story start? (beginning) • What is the problem? What happened? (middle) • How was the problem solved? (end) Setting forest
Characters Beginning Middle End
Drafting your story
3 Use your notes to write sentences and paragraphs. • In paragraph 1, say where the story is set and what the boy found. • Use adverbs to show how the characters moved and spoke and did things. • Remember that each paragraph introduces a new idea. • Think of a title for your story. 4 Read your draft to a partner. Listen carefully to your partner’s story.
Type your story. Email it or give it to a partner to read.
Comment on it using the checklist. Tell your partner one thing you like. Suggest one thing to make it better.
Peer editing
Story checklist
Are the ideas clear? Has your partner described things well, using adverbs and adjectives? Does the story have a beginning, a middle and an end?
5
Revise your story. Can you make it more interesting?
6
Proofread your story. • Have you used full stops and other punctuation? • Have you spelled tricky words correctly? • Have you started a new line for each paragraph?
• Encourage students to write at least three paragraphs.
DA Have students work in groups to brainstorm ideas for their stories. They can write their ideas on a big sheet of paper. Group students of different abilities together. You may also begin a story orally and have students add to it as you go around the group CR When students are reading over their writing, encourage them to look out for Creole structures and change them into Standard English; or they can work in pairs, checking each other’s work for Creole structures. • Portfolio: Ask students to reflect on whether their descriptive and story writing has developed since the work they did in Unit 3. Examples of both should be included in writing portfolios.
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