Narrative Unit 4: Stories that raise issues/dilemmas
Begin to read a short story that raises an issue or dilemma. Summarise the key points in each paragraph to produce an outline of the story structure.
Stop to predict the outcome of an issue or dilemma. Explore possible courses of action using improvisation. Children write own endings based on drama and discussion. Compare these endings with the original story ending and evaluate it.
Begin reading a longer story as a serial and continue through the unit. Use a journal to record the issues/dilemmas faced by the main character(s) and predict what they will do.
Watch an extract from TV or video which shows a character facing a dilemma; talk about how the mood and atmosphere are achieved with music, images and words.
Read another story (or link with the serial story) and focus on a problem faced by the main character. Identify and discuss evidence in the text that suggests the character's point of view and their possible actions. Discuss different characters and alternative views on the problem. In drama, children create scenes from the story and then explore characters' thoughts and motives using freeze-frame.
Present the children with a setting and characters and an issue or dilemma. They discuss the problem and possible solutions. This is used to plan a longer story arranged into chapters. Demonstrate how to write the opening part of the story to set the scene and consider ways to draw the reader in. Children write their own stories independently using the plans.
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below. 1. Listening and responding
Y4: Compare the different contributions of music, words and images in short extracts from TV programmes.
Y3: Identify the presentational features used to communicate the main points in a broadcast.
Y4: Create roles showing how behaviour can be interpreted from different viewpoints
Y3: Present events and characters through dialogue to engage the interest of an audience.
Y5: Reflect on how working in role helps to explore complex issues.