Year 6 Narrative Unit 1 – Fiction genres

Teaching sequence phase 3

Writing a fully developed short story in a particular genre of the writer's own choosing (6 to 9 days)

Teaching content:

• Allocate, or allow children to select, the genre in which they wish to write a short story. Provide, or allow them to collect, stimulus material and ensure that they have the opportunity to explore the potential story content. (Children will probably need to write individually, but could be grouped with others working on the same genre for collaboration and mutual support, improvising to explore possible characters and themes, acting as response partners, etc.).
• Drawing from class display, support children in identifying the key elements of their genre before beginning, and use these as a checklist when writing.
• Following teacher modelling, plan the structure of a short story in the particular genre, drawing on the models or frames from phase 2, or on alternative stories children have read and analysed (preferably building it up in about three or four manageable sections, chunks or stages).
• Allow drafting, writing and improvement (with a response partner or group, or following plenary feedback) of each of the sections of the story, focusing on engaging language appropriate to the genre.
• As a whole class, revisit one or both of the stories from phase 2, particularly focusing on the paragraph structure, and how it is used to enhance or drive the telling of the story. Model, then children practise as appropriate.
• Children revisit their own writing to focus on improving paragraphs.
• As a whole class, revisit one or both of the stories from phase 2, particularly focusing on variety and appropriateness of sentence structure (including compound sentences and their punctuation). Model, then children practise as appropriate. Use Grammar for Writing (Key Stage 2) (Ref: 0107-2000).
• Children revisit their own writing to focus on improving sentence use.
• Polish and 'publish' the story outcomes (remembering electronic possibilities such as Internet posting, podcasting, alongside paper publication and wall displays). Evaluate and self-evaluate the stories against agreed criteria and with reference to the features of the chosen genre as identified earlier in the unit.

Learning outcome:

• Children can plan, draft, write and improve an engaging short story in a particular genre using appropriate language and organisational features.

Objectives for strands 6, 11 and 12

Throughout the unit, children should focus, as and when appropriate, on the word structure, sentence structure, spelling and presentation objectives identified in the first section above. As well as being integrated into ongoing activity, this will probably also involve some regular short sessions that have a specific spelling, grammar or presentation focus.