progression in fiction writing prompt posters. narrative prompt poster - reception introduction /...

Progression in Fiction Writing

Prompt Posters

Narrative Prompt Poster - Reception

Introduction / Opening

Openers:

Once upon a time….

One sunny day…

Problem / dilemma Openers:But….(simple conjunctions)Unfortunately…(adverbs)

Build-upOpeners:First..Then…Next…Eventually…(adverbs)

ResolutionOpeners:Luckily… / Fortunately... (adverbs)So…. (simple conjunction)

EndingOpeners:

All lived happily ever after..Once….Finally

Include: Adjectives e.g. old, little, big, small, quiet,

Adverbs e.g. luckily, unfortunately, fourthly, happily,

Use similes like a and as a

Narrative Prompt Poster - Year 1


Use story openers such as:Once upon a time..One sunny day…Late, late at night…Tell the reader where the story is set. Tell the reader about the main character.Use a who relative clause e.g. Once upon a time there was a little old woman WHO lived in a forest.

Problem / dilemma Openers: Suddenly… Unfortunately… Sadly… While…

Tell the reader what the problem or dilemma is. Introduce the ‘evil’ character, situation to over come an obstacle. Explain what is happening using additional subordinating conjunctions.

Build-upOpeners: One day..Soon after….When…Tell the reader a little more about the character and what is happening. Use additional subordinating conjunctions

ResolutionOpeners: As soon as…Carefully…..Tell the reader how the problem or dilemma was solved.What did the main character do/say?

EndingOpeners: Luckily….. Fortunately … The next day ….

This should be 2 or 3 sentences that tell the reader;How the main character is feeling.What they are going to do next.

Include: adjectives to embellish sentences with description, similes ( as…. as….) alliteration, exclamation marks, question marks, speech bubbles, begin use of compound sentences (coordination conjunctions and, so, but, or, because, then)



Use story openers such as:In a far away land…..One cold but bright morning….Tell the reader where the story is set. Tell the reader about the main character.

Problem / dilemma Openers: To his/her amazement… ____ ran quickly …..

Tell the reader what the problem or dilemma is. Introduce the ‘evil’ character, situation to over come an obstacle. Explain what is happening using additional subordinating conjunctions.

Build-upOpeners: Later that day….Soon after….Eventually ….Tell the reader a little more about the character and what is happening. Use additional subordinating conjunctions

ResolutionOpeners: As soon as…Carefully…..Tell the reader how the problem or dilemma was solved.What did the main character do/say?

EndingOpeners: Luckily….. Fortunately ….The next day ….This should be 3 or four sentences that tell the reader;How the main character is feeling.What they are going to do next.

Include: Two adjectives to describe the noun, adverbs for description, speech, drop in relative clauses: Who/which, secure use of compound sentences (coordination conjunctions and, so, but, or)



Should include detailed description of setting or character. Sentence of 3 for description:The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sunlight.

Problem / dilemma Adverb Openers: Carefully, she crawled along the floor of the cave…-ing clause as starters (subordinating clauses): Shaking, she got to her feet.

Tell the reader what the problem or dilemma is. Introduce the ‘evil’ character, situation to over come an obstacle. Explain what is happening using additional subordinating conjunctions and dialogue using verb synonyms for said.

Build-upBuild in some suspense towards the

problem/dilemmaFronted adverbials – where, when, or how. Over the mountains..A few days later…Climbing through the cave…Tell the reader a little more about the character and what is happening. Use compound sentences, and/or/but/so/for/nor/yet.Relative clauses; who/whom/which/whose/that

ResolutionPrepositional openers: Next to… Use adverbs to add detail: Carefully..Amazingly, she clambered to her feet…Tell the reader how the problem or dilemma was solved.What did the main character do/say?Use dialogue with verb synonyms for said.

EndingFronted adverbials openers using a comma: Later that day,_______ The next day, ______From that day on, _____The ending should link back to the start, show how the character is feeling, how the character or situation has changed from the beginning.

Include: Two adjectives to describe the noun, adverbs for description, speech, drop in relative clauses: Who/Whom/ Which/Whose, Secure use of compound sentences (coordination conjunctions and, so, but, or, nor, yet), Use determiners A or AN.



Should include detailed description of setting or character. Sentence of 3 for description.The cottage was almost invisible, hiding under a thick layer of snow and glistening in the sunlight.

Problem / dilemma Adverb Openers: Carefully, she crawled along the floor of the cave…-ing clause as starters (subordinating clauses): Shaking, she got to her feet. Grinning menacingly, he slipped the treasure into his rucksack. Problem should follow from the build up. Create suspense and tension. Introduce the ‘evil’ character, situation to over come an obstacle. Explain what is happening using additional subordinating conjunctions and dialogue using verb synonyms for said. Use short and long sentences for impact.

Build-upBuild in some suspense towards the problem/dilemma

Fronted adverbials – where, when, or how. Over the mountains..A few days later…Climbing through the cave…Use compound sentences, and/or/but/so/for/nor/yet.Relative clauses; who/whom/which/whose/thatOpen with simile for description: As curved as a ball, the moon shone brightly in the night sky.-ing drop in relative clauses; the tornedo, sweeping across the city, destroyed the houses.

Resolution-ed clause starters (subordinating clauses) Fightened, tom ran straight home to avoid being caught. Use adverbs to add detail: Carefully..Amazingly, she clambered to her feet…Tell the reader how the problem or dilemma was solved.What did the main character do/say?Use dialogue with verb synonyms for said.

EndingFronted adverbials openers using a comma: Later that day,_______ The next day, ______From that day on, _____Thinking back of the days events, _____The ending should be clearly defined from resolution. Ending should show the characters reflections on events.

Include: Two adjectives to describe the noun, adverbs for description, speech, drop in relative clauses: Who/Whom/ Which/Whose, Secure use of compound sentences (coordination conjunctions and, so, but, or, nor, yet), Use determiners A or AN.


For pupils who are expected to exceed national expectations.

Include: relative clauses (Who/which/that/where/when/whose); Long and short sentences for effect; main and subordinate clauses using a full range of subordinates; elaboration of starters using adverbial phrases (beyond the dark gloom of the cave/ Throughout the night, the wind howled like an injured animal); -ed clause starters (Encouraged by the bright weather, Jane set out for a long walk); -ed relative clauses (Poor Tim, exhausted by so much effort, he ran home); Moving clauses to restructure sentences; Speech +verb+ action (“stop!” he shouted, picking up the stick and running after the thief.).

Introduction

The introduction should include:*Action*Description of setting or character*Dialogue

Build-up

Should develop suspense using a range of techniques.

Problem/ dilemma 1

Include:ActionDescriptionDialogue

Resolution 1

Clear link to problem one with build-up to problem two.

Problem/ dilemma 2


Resolution 2

Clear link to problem two.

Ending

Character should reflect on events, any changes or lessons look forward to the future ask a question.Could be an opening for a sequel.

Genre:


Include: relative clauses (Who/which/that/where/when/whose); Long and short sentences for effect; main and subordinate clauses using a full range of subordinates; elaboration of starters using adverbial phrases (beyond the dark gloom of the cave/ Throughout the night, the wind howled like an injured animal); -ed clause starters (Encouraged by the bright weather, Jane set out for a long walk); -ed relative clauses (Poor Tim, exhausted by so much effort, he ran home); Moving clauses to restructure sentences; Speech +verb+ action (“stop!” he shouted, picking up the stick and running after the thief.).

Introduction


Build-up


Problem/ dilemma 1


Resolution 1


Problem/ dilemma 2


Resolution 2


Ending


Genre:


Include: relative clauses (Who/which/that/where/when/whose); ;Long and short sentences for effect; main and subordinate clauses using a full range of subordinates; elaboration of starters using adverbial phrases (beyond the dark gloom of the cave/ Throughout the night, the wind howled like an injured animal); -ed clause starters (Encouraged by the bright weather, Jane set out for a long walk); -ed relative clauses (Poor Tim, exhausted by so much effort, he ran home); Moving clauses to restructure sentences; Speech +verb+ action (“stop!” he shouted, picking up the stick and running after the thief.).

Introduction


Build-up


Problem/ dilemma 1


Resolution 1


Problem/ dilemma 2


Resolution 2


Ending


Genre:

Children should use a range of techniques that include: cliff hangers; flash forwards; flash backs; time slips; start story form any point in the structure; the main plot should be consistent throughout; paragraphs should be fully developed with secure links between them.

For pupils who are expected to exceed national expectations.


Include: relative clauses (Who/which/that/where/when/whose); ;Long and short sentences for effect; main and subordinate clauses using a full range of subordinates; elaboration of starters using adverbial phrases (beyond the dark gloom of the cave/ Throughout the night, the wind howled like an injured animal); -ed clause starters (Encouraged by the bright weather, Jane set out for a long walk); -ed relative clauses (Poor Tim, exhausted by to much effort, he ran home); Moving clauses to restructure sentences; Speech +verb+ action (“stop!” he shouted, picking up the stick and running after the thief.).

Introduction


Build-up


Problem/ dilemma 1


Resolution 1


Problem/ dilemma 2


Resolution 2


Ending


Genre:

Children should use a range of techniques that include: cliff hangers; flash forwards; flash backs; time slips; start story form any point in the structure; the main plot should be consistent throughout; paragraphs should be fully developed with secure links between them.

Narrative Prompt Poster


Problem / dilemma

Build-up Resolution.

Ending

Genre:

Narrative Prompt Poster

Introduction

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Build-up

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Problem/ dilemma 1

____________________________________________________________________________________________________________________________________________________________________________________

Resolution 1

__________________________________________________________________________________________

Ending

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Genre:

Problem/ dilemma 2

____________________________________________________________________________________________________________________________________________________________________________________

Resolution 2

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progression in fiction writing prompt posters. narrative prompt poster - reception introduction /...

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