Year 4-6 Learning Continuity

5th August: TPSA 4 Narrative Writing

Student Learning Continuity Program
Student Learning Continuity Program
5th August: TPSA 4 Narrative Writing
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This is the fourth session of the Teacher and Parent Support and Awareness programs for Years, 4-6.

Focus: Narrative Writing

Presenters:

  • Madam Lovelyn Pitawao
  • Madam Beverly Hanirara
  • Madam Marilyn Tapidaka
  • Mrs Christina Rore (MEHRD)

Narrative Writing:

But you might wonder and  question:

What is a structure?

First, I want you to think of it as a skeleton of a piece of writing, because this is how a piece of writing is set up. The skeleton gives the structure of our human body and so with this understanding in writing a the structure is like this skeleton it gives the form of a writing which helps to give meaning to it. Therefore, we then can identify and differentiate the different genres or types writing.

For example in our previous session we looked at the recount writing and its structure was:

Title Picnic at the Beach
Orientation

who, where, when, why

My lovely family, best friends and I went happily for a picnic at the beautiful Turtle Beach last weekend because it way my birthday.
Sequence of events

What happened

Use connective words: First       Then       Next        Later

First, we went happily and excitedly in a big car and drove quickly down to the beautiful Turtle Beach.

Then, on our arrival we got out hurriedly off the big car and went rushedly/rashly straight and swam enjoyably in the cold sea.

Next, we ate hungrily and drank tastefully before we drove tiredly back home.

Response

How (feel about the activity/event)

It was an enjoyable picnic.

And going through the 5 steps in the writing process:

Step 1: Planning

Step 2: Write

Step 3: Revise

Step 4: Edit

Step 5:Publish

Your students or children will have completed  an interesting and enjoyable recount.

 

Narrative:

Now we will look into the structure of a narrative writing.

A narrative is a piece of text which tells a story and entertains the reader or listener. Therefore it is written to gain and hold the reader’s interest and attention, and to extend their imaginations.

And so the structure of a narrative writing is as follows:

Title
Orientation

Who, where, when, why

Sequence of events

What happened?

Use connective words – First, then, next, later

Complication – What is the problem?

 

Resolution

How is the problem solved?

Again, we will go through the five (5) steps in the writing process once more. Like we did for recount writing but now it is narrative writing.

 

  • Step 1: Planning Stage
    • think & discuss (individually, pair & group)
    • use the question leaders (who, where, when, what, why & how)
    • here they can either draw pictures or draw a concept map
    Step 2: 1st Draft
    • write out their story quickly
    • you can have them read out after
    Step 3: Revise
    • check for meaning
    • ask these questions: “Does it make sense?” Or “Does it sound strong?”
    • this is when they can add adjectives and adverbs to make their story interesting
    Step 4: Edit
    • fix it up
    • when to check for spelling, punctuation (capital letters, full stop, comma, question mark, speech mark) and grammar (tenses of verbs)
    Step 5: Publish
    • display work in the classroom
    • read to an audience
    • here they celebrate their achievement
Title The Three Little Pigs and the Big Bad Wolf
Orientation

who, where, when, why

Long, long ago in the deep dark forest there lived a big wolf and three little pigs who left their lovely parents in order to seek their own fortunes and to build their own houses.
Sequence of events

What happened

Use connective words

First

Then

Next

Later

Complication

What is the problem

 

First, the three little pigs gathered materials for their houses.

Then, the first little pig decided to build his house with straws.

Next, the second little pig chose to build his house with sticks.

Later, the third little pig chose to build his house from bricks.

Not long after, the big bad wolf came to the first and second little pig houses and knocked on their doors. ‘’Little pig, little pig, let me come in! Or I’ll huff and I’ll puff and I’ll blow your house down!” called the wolf. The pigs felt safe in their houses and shouted back, “Not by the hair on my chinny chin chin! So the wolf huffed and he puffed and he blew their house of straws and sticks down. The little pigs escaped and both ran to their brother’s house of bricks.

The wolf followed them and he began to shout, “Little pigs, little pigs, let me come in! Or I’ll huff and I’ll puff and I’ll blow your house down!” “Not by the hair on our chinny chin chins!” the three little pigs shouted back. So the wolf huffed and he puffed but he could not blow the house down! The wolf was really hungry and angry that he hadn’t gobbled up any little pigs yet. He decided to climb down the chimney instead of blowing the house!

The three little pigs saw the wolf was climbing up on to the roof, they figured out that he would come down the chimney, so they lit a roaring fire and put a pot of water on top of it.

Resolution

How is the problem solved?

SPLASH! The wolf came down the chimney but he fell straight into the hot pot of boiling water! “YEOW!” he roared as he leaped up and ran straight out of the house and far, far away!

The three little pigs never had any trouble from him again and they lived happily ever after.

Teachers and parents what you’ve gathered in today’s session will help you to teach narrative writing to our students or children. If you follow the five (5) steps in the process of writing and the narrative structure it will help you a lot in how to teach this writing to our students or children. Again, ensure that students or children acquire the basic understanding of what involves in writing. So that students or children are enhanced to use these steps and structure in writing competently. This prepares students to be able to write confidently and competently as they progress to secondary education.

Tips for parents to support children at home:

  • Demonstrate positive attitude about education to your children
  • Monitor your child’s television, video and internet usage
  • Encourage your child to read
  • Pay attention to what your child loves
  • Don’t over schedule your child
  • Practise what your child learns at school
  • Be a role model for learning
  • Promote Literacy by reading to your child
  • Talk each day with your child or children about their activities
  • Set up daily family routine

Thank You teachers, children and parents for taking your time to be part of this session today            

Key Messages

  • MEHRD and NGO around the country would like to work together to support our children and young people with their education in communities.
  • We are putting in place a project to support learners whether schools are open or not (in relation to Covid–19).
  • The project aims to reinforce learning through traditional knowledge, values and customs. To reintroduce story – telling of custom stories through media.
  • As NGOs’, FBOs’, community committees, etc. If you would like to know more about this project and possibly support activities in your community please get in touch.
  • Phone numbers 7402612 & 8972620.
  • Our website iresource.gov.sb

 

We have come to the end of our session today and look forward to our next radio session in which how we will continue to work together in helping our students and children in their education.

 

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Comments

  • The radio program was very useful, it would be also best if it is in another multimedia form.

  • If I may be provided with all the above eLearning materials. I tried my very best to download all the materials, but won’t able to do so. since others did not have any download links.

  • Can we get all the teacher and student guides upload on this website. This will be very helpful for kids doing home school during this pandemic

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