Day 3

Kathy began by recapping the point of a story - handy as the weekend may have made some forget some of last week's work. She made suggestions for those still floundering.

Then she got them thinking about the ending. Talked about how they needed a logical end to it. And after the climax or crisis, needed a calming down period that leads to the end. I like the way Kathy explains what she is talking about in language, and using examples, in a way that is easily understood by the students.

Kathy then introduced the idea of storyboards or chunking. William thought he had heard about storyboards but wasn't too sure.

Kathy used a picture book to show how each page can be a different scene - like a movie. Pace can change too.

Modelled on board using "A Hairy Tale" as an example.

Had a box for each chapter - Rosie noticed that you had to have a main bit for each part of the story - needs to have a link - otherwise reader won't "get it".

The storyboard shows up if there are any gaps.

Can

• visualise it


• draw pictures


• write sentences


• do a timeline - this shows the peaks and troughs really well. If too many troughs, may mean it's boring.

Kathy then gave them a choice of doing a storyboard now or just carry on writing if they know what is happening. This catered for the different needs of the group.

Then went back to talking about the ending - something unexpected may happen - could have a twist.

Suggested they write the ending now and to talk with her if they were confused.

Main character needs to be the one who sorts the problem. Gave them lots of examples to show the different things that might happen at the end. But it MUST MAKE SENSE.

Looked at characters - Read "Voices in the Park" - showed same thing from 4 different perspectives.

I - first person

he/she - 3rd person - could be limited (focusing closely) or unlimited (God perspective)

you - 2nd person

Kathy explained how they will be using limited perspective.

Suggested they could "interview" their character so they know how they will react in certain situations.

Gave the group a character chart to fill in to help focus their ideas.

Students filled in the chart then discussed their character afterwards.

Kathy gave suggestions.

• have childlike characters or children


• same with creatures


• don't have more characters than you need


• choose family/friends that provide contrast - not the same


• talked about names for characters - have a variety of types -short, long, unusual, simple to complex.

A very full session but the children are still keen and coping well with all the information. Adventure stories coming along well.