YEAR 7 GENRE & EXTENDED NARRATIVE

YEAR 7 GENRE & EXTENDED NARRATIVE

Speaking & Listening - performing fairy tales Group work on different genres Analysis of TV trailers	Reading: Retelling of a fairy tale The Hitchhiker - Roald Dahl Extracts from different genres Making / changing stories, core text?
Create a genre board game	Ideas for Scheme of Work	Genre vocabulary - key words
Genre map Genre recipe Flowchart plot Themes Symbols		Concepts of character, plot, setting etc.
Types of writing: Short story (for younger child!) - 1^st person narrative Continuation of a story - collaborative Diary - viewpoint writing Descriptive writing - using senses Character profiles

LESSON 1

Definition of Genre

Explain definition of genre in key word booklet. Brainstorm types of TV programme.
Video clips of different programmes: fill in a chart about each genre.
Explain what their favourite genre is and why: share with class, and make a popularity chart for the class.

LESSON 2

Fairy Tale Genre

Pupils to choose their favourite fairy tale and quickly write about it in their book. Begin "Once upon a time. . ." - work in pairs.
Teacher & class to read 'Red Riding Hood 2'.
- Characters =
- Setting =
- Plot =
Cauldron: What ingredients do you need to create a fairy tale? In groups.
Pupils write their own fairy tale to tell the class:-
Each group given 3 characters, a place, and 3 objects.
Together they write the story - read to the class.

LESSON 3

Other Genres

In pairs, pupils brainstorm the conventions of other genres: feedback to the class. Identify genres from pictures in Making Stories
Read 3 'big' extracts of stories
- Identify genre & conventions
- Underline and list words associated with genre: key word booklet.
Play 'Genre Consequences' to get used to the different genres.
In pairs, pupils are given a genre scaffold - a booklet in which to plan and write the story, ie:
- Page 1 - brainstorm ideas.
- Page 2 - draw and label main character. 5 words to describe.
- Page 3 - draw and label a map of the setting.
- Page 4 - list key words in the story.
- Page 5 - draw a flow chart of events.
- Framework the chapters leaving space to write the story -
  - Chapter 1
  - Chapter 2
  - Chapter 3
Brainstorm - what makes a good story?
- Concentrate on:
  - Spelling
  - Full stops
  - Capital letters
- Redraft each others' work.
Word process stories and illustrate to create a display or booklet.

LESSON 4

The Hitchhiker by Roald Dahl - prediction work

LESSON 5

Writing a story for younger children