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Narrative Text Types
All you need to teach . . . Nonfiction Text TypesAges 5–8 ISBN 978 0 7329 9962 9Ages 8–10 ISBN 978 0 7329 9963 6Ages 10+ ISBN 978 0 7329 9964 3
Macmillan Wall Charts: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6213 1Ages 8–10 ISBN 978 1 4202 6214 8Ages 10+ ISBN 978 1 4202 6215 5
Macmillan Interactive: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6816 4Ages 8–10 ISBN 978 1 4202 6817 1Ages 10+ ISBN 978 1 4202 6818 8
All you need to teach . . . Narrative Text Types contains essential booklists,
checklists, writing frames and more to support you and your students as they
explore, discover and write narrative text types.
Genre Summary Tables — a ready reference to the structure and
features of the different narrative text types
Assessment Rubric — in line with the NAPLAN marking criteria that
will make it easier to assess narrative writing in a measurable, meaningful and
objective way
Student Checklists — allowing students to self-assess and check their
own writing
Worksheets — to help students analyse narratives and then create their own
Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0
Narrative Text Types Ages 10+ ISBN 978 1 4202 6139 4
Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2
Plus!
AGES8-10
Katy Collis
All the tools a smart teacher needs!
NarrativeText Types
Na
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Discover, explore and
write narratives
Ages 8-10
Katy Collis
NarrativeText Types
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First published in 2010 by
MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141
Visit our website at www.macmillan.com.au
Associated companies and representatives throughout the world
Copyright © Katy Collis/Macmillan Education Australia 2010All You Need to Teach Narrative Text Types Ages 8–10ISBN 978 1 4202 6138 7
Publisher: Sharon DalgleishManaging Editor: Polly HennessyEditor: Jess Ní ChuinnProofreader: Adriana Martinelli-SciaccaDesign: Trish Hayes and Stephen Michael KingIllustrations: Stephen Michael King
Printed in Australia by Docklands Press
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All the teAching tips You need
Teaching Narrative Text Types ..............................................................5
The Stages in the Writing Process .........................................................6
The Traits of Good Writing ...................................................................6
The General Elements of Narrative ........................................................8
Narrative Text Structures and Genres ....................................................9
All the literArY terms You need ..............................................10
All the genres You need
Narrative ............................................................................................15
Play Scripts, Film and Dialogue ...........................................................16
Narrative Poetry .................................................................................17
Adventure ..........................................................................................18
Fantasy ...............................................................................................19
Historical ............................................................................................20
Humour ..............................................................................................21
Mystery or Detective .........................................................................22
Realistic ..............................................................................................23
Scary ..................................................................................................24
Science Fiction ....................................................................................25
Traditional: Fable ................................................................................26
Traditional: Fairy Tale or Folk Tale .......................................................27
Traditional: Legend .............................................................................28
Traditional: Myth ................................................................................29
All the genre Booklists You need ...........................................30
All the Assessment sheets And checklists You need
Assessment Sheets ..............................................................................39
Student Checklists: Narrative Genres ..................................................41
Student Checklists: Traits ....................................................................48
Student Checklists: Process .................................................................52
Student Checklists: Word Lists ............................................................53
All the Worksheets You need
Exploring Narratives ............................................................................60
Writing Narratives ..............................................................................70
Co n t e n t sCo n t e n t s
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teaChing
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All the
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This book contains essential booklists, checklists, writing frames and more to support you and your students as they explore, discover and write narrative text types. Dip in, take what you need, or adapt to fit your own individual writing classroom.
Ex p lo r i n g nar rat i v E tE xt typ EsThere is a strong connection between reading and writing. Readers infer meaning from a text. Writers write meaning into a text. Give your students the opportunity to explore and analyse a variety of different narrative text types or genres. The genre booklists on pages 31 to 37 provide a starting point to find texts suitable for reading aloud. These books have been selected because they offer models of good narrative writing in the different genres. Space has been left so you can add to the lists as you find your own favourites.
As you read aloud, make reference to the structure, the language feature, the narrative element or the trait you want students to focus on. Ask questions to help students:
• identify the structure• look at language features• see differences in theme and characterisation.
Don’t forget to also read aloud for the sheer pleasure of enjoying the story!
The genre summary tables on pages 15 to 29 can be used as a ready reference to the structure and features of the different narrative text types or genres you might read. The exploring narrative worksheets on pages 60 to 69 will also help students think about the different narrative types they read or listen to. They can then internalise the techniques used by authors and incorporate them in their own writing.
Wr it i n g nar rat i v E tE xt typ EsOn pages 70 to 80 you’ll find writing narrative worksheets for the different narrative genres. Use these during modelled, shared and guided writing lessons, thinking aloud to help students understand your thought processes and exactly what you are doing. Then have copies available for students to use during independent writing.
ass Essi n g nar rat i v E Wr it i n g The student checklists on pages 41 to 58 are a quick and easy way for students to take control of their own work or self-assess. A blank line has been left on each one so you can add your own criteria if you wish. Have students check off each statement once they have drafted their writing. This will allow them to see if they have met the criteria for the genre or trait. They can then attach the checklists to their writing and refer to them in conferences, using the information when discussing revision ideas.
On page 39 you’ll find a writing conference record sheet. Try to hold a writing conference with each student before they move on to their final draft. During the conference, look for skills the student has used well. Note these on the record sheet. Also look for one or perhaps two skills the student needs to work on. Record these in the ‘Skills to practise’ column. Focus on the elements of narrative and the traits of good writing appropriate to the level of the individual student. Be sure to list no more than two practice skills per piece of writing, so that the student has a chance to master each one. Taking these elements or traits and applying them to their own work will have much more meaning for students than a worksheet editing someone else’s words.
The rubric on page 40 can be used to score individual pieces of narrative writing. It is organised into ten criteria in line with the NAPLAN marking criteria for writing narrative. It should make it easier to assess narrative writing in a measurable, meaningful and objective way. Score each criterion from 1 to 5. Space is also left to add a more detailed or specific comment next to each one. Then add up all the scores to get a mark out of 50. Double this mark to get a percentage.
teAching nArrAtive text tYpes
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These stages reflect the process writers go through as they write any text.
1 Prewriting involves discussing and brainstorming to gather thoughts and ideas about a topic, and to define the purpose and audience.
2 Drafting is the first attempt at writing. Writers get their ideas down on paper and shape them according to the chosen text type.
3 Revising involves finetuning. Writers improve their work. They might clarify ideas, check the organisation, consider voice, check word choice or review sentence fluency.
4 Proofreading is the mechanical stage. Writers double-check conventions.
5 Publishing can provide motivation for revising and proofreading. Writers share their work.
Remember—the writing process is messy and not necessarily linear. Writers move in and out, backwards and forwards through the stages. They can have more than one piece of writing in progress at a time. And they do not take every piece of writing through every stage to the published form.
Learning about text types and writing process gives students a useful framework to work within. Text types give students an overall structure for their writing. The writing process gives students a way to get the words on paper. But there is much more to writing than this. Teaching your students about the traits of good writing (ideas, organisation, voice, word choice, sentence fluency, conventions and presentation—see page 7) will help them to develop their writing. On pages 48 to 51 there are checklists for each of the traits. To further help with word choice, word lists for different genres are included on pages 53 to 58. Use these to give students a starting point for inspiration and ideas, or to keep them on track with the chosen genre. Space has been left in the lists so that students can add their own word ideas. Finally, the worksheets on pages 70 to 80 include activities for teaching the traits.
Fi r st pu r po s E, th E n pr o c Ess, th E n traitsWith text types, process and traits to consider, the writing classroom can feel overwhelming. But putting the three models together is easy. Encourage students to use these simple steps:
1 First think, ‘What is my purpose and audience?’ This will give you the text type or, in the case of narrative, the specific genre.
2 Next, decide what stage you are up to in the writing process.
3 Finally, look to the traits to support that stage and help you use the text type effectively.
The following table is a guide only. Writers can think about any of the traits at any of the writing stages. However, certain traits do most logically fit with certain stages.
the stAges in the Writing process
the trAits of good Writing
Purpose? Audience? Stage Writing trait/s that support it
Prewriting Ideas
Narrative genre Drafting
Ideas Organisation Word choice
Revising Word choice Voice Fluency
Proofreading Conventions
Publishing Conventions Presentation
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Traits of Good Narrative WritingTraits of Good Narrative Writing
7
Ideas The message or theme at the heart of
the writing
V Identify the purpose.
V Choose a fresh and original idea.
V Write from experience.
V Focus on the main message.
V Add important details.
OrganisationThe internal structure or framework
V Put things in order in a way that matches your genre.
V Write an original orientation.
V Add a clever complication.
V Write a sizzling series of events.
V End with an excellent resolution.
VoiceHow you hear the author in the writing
V Bring the writing to life.
V Engage the reader.
V Match your voice to the genre.
V Show emotion, energy, conviction, integrity.
V Try writing as if you were a different character.
Word choiceThe use of rich language
V Use specific nouns.
V Use precise verbs.
V Use vivid adjectives.
V Match word choice to genre and audience.
FluencyThe music created by the words
V Read the writing aloud.
V Think about the sound of the words.
V Think about the beat of each paragraph, line and word.
V Vary sentence length to create rhythm.
V Vary sentence structure to create rhythm.
ConventionsThe good manners that help guide readers
through the writing
V Make your writing easier to read.
V Use standard punctuation, capitalisation, spelling and grammar.
V Use effective paragraphing.
V Proofread carefully.
V Make sure any errors are intentional for stylistic effect.
PresentationTime to show off and share the writing
V Make the writing look good.
V Choose appropriate font and font size for the genre and audience.
V Or make sure handwriting is neat and easy to read.
V Think about margins, illustrations, extra font features.
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the generAl elements of nArrAtive
Narrative writing can be found in novels, short stories, television shows, movies, plays and traditional tales, as well as poems such as epics and ballads. Some biographical or historical accounts also combine narrative with recount. Most narratives share a common purpose—to tell a story and entertain in some way. Most also share the following general elements.
plot
Plot is the structure of the story—the series of actions that make the story. The usual narrative structure is:
Orientation: the introduction or start of the story in which the characters (Who?), time (When?) and setting (Where?) are established.
Complication: the main character has a problem to overcome. (What?)
Series of events: the series of events and actions as the character tries to resolve the problem. (How?)
Resolution: the ending, when the complication is resolved for better or worse and all the threads are tied together. (Why?)
conflict
Without conflict, there is no plot. Conflict provides the complication, the problem or the dramatic struggle in the story. It is the tension that exists between the forces in the character’s life. There are four types of conflict:
Character versus character: the main character is in conflict with another character. (Characters can be human or non-human.)
Character versus society: the main character is in conflict with a larger group, such as society, a community or a school, and must overcome the pressures of that society.
Character versus nature: the main character is in conflict with the forces of nature or has to fight nature, such as in stories of survival in the wilderness.
Character versus self: the main character experiences inner conflict and must work out inner feelings of conflict.
setting
Where does the story take place? When does the story take place? Setting can affect the plot, the characters, the conflict and the theme.
chArActerisAtion
Readers learn about characters by descriptions of what they look like, by what they say, by what others say about them, and by their actions. Depending on the type of narrative, characters can be round (fully developed and multifaceted), flat (not so well-developed), or stereotypical (a fixed type rather than an individual). In some narratives, the characters also develop and change (dynamic). In others, the characters stay the same from beginning to end (static).
climax (turning point, point of highest tension)
rising action (series of conflicts and crisis)falling action
beginning end
orientation resolution
middle
series of events
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point of vieW
Point of view is the perspective of the narrator or storyteller. Different points of view have different advantages and disadvantages.
Third person (he, him, she, her, it, them) is the most common point of view. The narrator is a central observer who knows everything and can describe the actions, thoughts and feelings of all the characters. Third person is usually objective and unobtrusive.
Second person (you) is not often used in narrative, although it is used in choose-your-own-adventure stories.
First person (I, me, mine, we, our) is when a character (usually the main character) tells the story. This usually draws the reader into the narrative by creating a relationship between the character/narrator and the reader. However, the narrator may not be presenting a reliable account of the action because characters in a story narrate events from their own point of view.
theme
Theme is the central idea in a story. It holds the story together. To find the theme, think about the message the writer is attempting to communicate. Identifying the theme of a narrative is also a personal response. Each reader brings their own personal experiences and meaning to a story.
tone
The way the writer uses language, sentence structure, word choices, and other literary devices establishes the tone. Tone contributes to the way a reader feels. The author’s attitude or tone gives extra meaning to the words, just as the tone of voice in speech can give extra meaning to what we say.
literArY devices
Literary devices, such as imagery, metaphor, alliteration, onomatopoeia, figurative language, voice and so on, make up the writer’s style.
lAnguAge choices
The particular words, phrases and grammatical constructions of the text work to create characters, setting and the action of the narrative.
nArrAtive text structures And genres
Students need to read and write many different types of narrative. Even though most narratives share common elements, it can be helpful to group types of narrative texts and to give students specific knowledge about those groups or genres. Writers and readers share a set of expectations for different genres. A reader is not surprised to find a dragon in a fantasy, but would not expect to find one in a detective story.
The genre summary tables on pages 15 to 29 will support your planning, so that you can expose students to a range of narrative genres and a progression of skills. These genres have been chosen because they are the genres common in narratives for children and the genres students are expected to be familiar with.
They are a guide only and they can overlap. A single text can also include a range of text types, including nonfiction text structures, for example a story might have added diary entries, letters or emails, a fantasy can also be an adventure, or an adventure can contain a mystery. Some narratives are told using only pictures. ICT texts tell stories using interactive combinations of images, sounds and words.
Knowing the conventions of each genre gives writers a structure to work within. When students are familiar with the rules, they can start to break them as many authors do in the real world. They can mix things up. They can challenge the conventions. They can parody writers or style or satirise events.
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10
You Need
All the
10
Literary
terms
Literary
terms
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adventure a form of narrative with physical action
alliterationrepetitive use of a letter or sound at the beginning of words, focuses attention on the sound rather than the meaning
antagonistthe character who is the opposing force in a conflict
anticlimaxthe high point in a narrative that appears to be the climax, but is not; this literary device is used to build tension or create humour
archetype a character, symbol or theme which recurs in mythology or literature
assonancethe repetition of a vowel sound for a specific effect
atmospherethe mood of the story conveyed by the language used to describe the setting and the characters, in much the same way as background music in film tells whether a scene will be funny, scary or romantic
ballad a traditional song or poem which narrates dramatic events, often in dialogue
charactera created or imagined participant in a story
climax the point of crisis or highest tension in a narrative, usually towards the end and followed by the resolution, also called the turning point
codaan extra passage at the end of a piece of writing to bring it to a satisfactory close, such as the moral stated at the end of fable
complication a disruption, problem or change that affects the sequence of events in a narrative
conflict the tension that exists between the forces in a character’s life, it provides the complication
conventions trait the good manners that help guide readers through the writing
cumulative talea narrative in which events build upon one another, each event added in the chain being repeated until the end
denouementthe resolution of events after the climax when the plot is untangled and issues explained
dialogueconversation between two or more characters, can reveal character or move plot forward
dynamic charactera character that changes during a story
empathywhen a reader, listener or viewer unconsciously responds to the feelings or situation of a character (involuntarily clenching stomach muscles when a character is hurt) as opposed to sympathy which is the conscious understanding of another’s situation
epic an extended narrative poem that recounts dramatic actions, adventures, travels or heroic deeds
epilogue a short section at the end of a narrative which acts as a conclusion
fable a short, clever narrative tale with a moral
fairy talean imaginative story about fairies, elves or magical deeds
fantasya form of narrative in which fantastic or unreal things happen
figurative language language that goes beyond literal meaning to create particular moods, can include metaphors, similes and personification
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first personwhen the narrator is a character in the narrative and the story is told from that point of view (uses I, me, mine, we, our)
flashbackwhen reference is made to events prior to the story currently being told, techniques include memories, dreams, characters recounting past events
flat charactera character that is not well-developed
fluency trait the music created by the words
foil charactera character with the opposite personality traits of the main character
folk talea short tale about people or animals, handed down from one generation to the next in the oral tradition
genrean accepted style or structure of writing, such as science fiction or adventure
historical fictiona form of narrative that is a made-up account of a real event or time, with fictional characters interacting with real people
hyperbolethe use of gross exaggeration to describe something that could never happen in real life
ideas trait the message or theme at the heart of the writing
idyll a short poem with a rural setting
imagery words which create an imaginative visual picture in the mind of the reader, can use figurative language
ironya subtle form of humour where the literal meaning is different from the implied (often opposite) meaning
legendan oral tale about an actual or supposed historical figure or place
metaphor describes one thing in terms of another unlike thing by saying x ‘is’ y and describing x in terms of y (eg the night is my friend)
morala message from the story that readers, viewers or listeners can reflect on and use as a model for conducting their own lives in a certain way
mysterya form of narrative in which characters try to discover a vital piece of information which is kept hidden until the climax
mytha story, from a particular culture, about gods
monologueone character speaking alone
moralthe lesson that a story or fable teaches
motifa recurring image, concept or theme
narrative a story with an orientation, complication and resolution
narrator the explicit or implicit presenter of a story
omniscient narrator a narrator who knows everything, even things the characters don’t know
onomatopoeiaa suggestion of sound through words (eg crackle, ooze, pitter-patter)
organisation trait the internal structure or framework of the writing
orientation gives the background and setting for a narrative and introduces the characters
parodyto mock the style of an author, text or genre by exaggeration
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personification to give personal nature, character or emotions to an object, animal or idea
plot the events in a story, and the causal links between them
point of viewthe perspective from which the narrator tells the story, the most common is third person
pourquoi storiesshort narratives that have been passed on orally in different cultures to explain why things are so, particularly in nature
presentation trait the use of good layout and fonts to make the work visually appealing
prologue a short section at the beginning of a narrative which acts as an introduction
protagonistusually the main character involved in a conflict
punsword play and double meanings
realistic storya form of narrative containing events that could actually happen in real life
resolution when the complication is resolved in a narrative
rhyme when two or more words have the same ending sound
rhythm a pattern of accented and unaccented syllables
round character a character that is fully developed and multifaceted
satirea form of humour that ridicules its subject with mock-serious treatment, can also be used with parody and irony
scary storya form of narrative with frightening content
science fiction a form of narrative about imagined but possible worlds, sometimes called a sub-genre of fantasy
second persona difficult point of view not often used in narrative, although it is used in choose-your-own-adventure stories (uses you)
settingwhere and when a story takes place
simile likens one thing to another different thing, often using the words ‘like’ or ‘as’
static charactera character that does not change during the story, can be round or flat
stereotype charactera character that represents a fixed type rather than an individual
storyboarda sequenced plan in pictures which shows the key moments in a narrative
suspensea technique in narrative that delays fulfilling a reader’s expectations
symbolism representing things with symbols, or giving things symbolic meaning
themethe central idea in the story, or the message that the author wants the reader, listener or viewer to get from the story
third personwhen the narrator is not part of the story and is therefore able to look down on the story and see and report on all events or from different points of view (uses he, him, she, her, it, them)
tonethe way a writer uses language to indicate their attitude and give extra meaning to the words, just as the tone of voice in speech can give extra meaning
voice trait how you hear the author in the writing
word choice trait the use of rich language
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All the
14
genresgenres
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NARRATIVEA story with a plot presented by a narrator. There are many different forms, or genres, of narrative.
PurposeTo tell a story
To entertain
To engage or challenge thinking of the reader or viewer
Structure1 Orientation establishes setting and introduces
characters
2 Complication—characters have a problem
3 Series of events arising from the complication
4 Resolution
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Nouns for people, places and things
Verbs for actions, thoughts and feelings
Adverbs to tell how
Connectives to sequence events and ideas
SettingAnywhere
CharactersMade-up characters who act the way people do in real life
Characters can be stereotypesgood/evilhero/villain
Characters have particular qualities brave clever
Readers or viewers can:
• understand why characters act the way they do
• empathise with characters
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PLAY SCRIPTS, FILM and DIALOGUEA story told through storyboards and scripts for film, television, stage, radio or digital; or by using images and speech bubbles
PurposeTo tell a story
To entertain
To emotionally engage, or challenge the thinking of, the listener or viewer
StructureCan follow structure of any narrative type. In general:
1 Orientation establishes setting and introduces characters
2 Complication or problem
3 Series of events arising from the complication
4 Resolution
Set out according to the conventions for scripts:
• organisational information Scene 1 An empty schoolyard. Morning
• stage directions often written as a procedure Enter left, creeping
• name of character and words they speak ROVER: Woof!
Digital animations and comic strips include speech bubbles and images
Digital interactive texts can include speech bubbles on screen as well as audio dialogue
LanguageDirect speech (but with no speech marks)
Dialogue (two or more characters)
Monologue (when a character thinks out loud)
No narrative text as reported speech he said, she said
Narrative information given:
• in stage directions (play scripts)
• through images (comic strips, animations)
• below each picture (comic strips)
SettingAnywhere
CharactersMade-up characters who act the way people do in real life
Characters can be stereotypeshero/villain
Characters have particular qualities brave clevergood/evil
Readers, viewers or listeners can:
• understand why characters act the way they do
• empathise with characters
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NARRATIVE POETRYA poem that tells a story
PurposeTo tell a story with poetic flair
To entertain
Sometimes to relate historical events
Structure1 Orientation establishes setting and introduces
characters
2 Complication and action of the event
3 Resolution to conclude and summarise the story
LanguagePoetic devices such as:
• rhythm
• rhyme
Attention to sound:
• alliteration
• assonance
• onomatopoeia
Imagery such as:
• simile
• metaphor
• personification
Rich vocabulary:
• nouns
• verbs
• adjectives
• invented words
• unusual word combinations
SettingAny setting
Can be historical setting
Setting may be implied rather than obvious
CharactersCan be one character or many characters
Can be real people if narrating a real event
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ADVENTUREA story with physical action, often built around a quest or mission
PurposeTo entertain
To create a sense of excitement or suspense for the reader
Structure1 Orientation establishes setting and introduces
characters
2 Complication that sets the adventure in motion
3 Chronological series of events to solve the problem
4 Resolution
Usually fast-moving, with cliffhangers to build suspense
Occasional slow-moving descriptions or dialogue to build tension
Can use time shifts and flashbacks
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Some use of short sentences to build tension
Action verbs She charged down the gangplank, leaped onto the wharf and threw herself onto the back of the speeding motorcycle.
Adverbs to tell how or add meaning to verbsraced quickly
Nouns for people, places and things
Adjectives to add meaning to nouns the speeding motorcycle
Dialogue to move action forward or to build suspense“What was that?”“Did you see that shadow?”
SettingCan be set in the past, present or future
Can involve journeys across different countries or to dangerous places
Descriptions of the setting add to the excitement or tension
CharactersCharacters can be stereotypesgood/evil
One character may be in danger or need rescuing
An everyday character may become a heroine or hero
Same characters often used across a series
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FANTASYA story in which fantastic or unreal things happen
PurposeTo entertain
To offer readers an escape from reality
Structure1 Often begins in the normal world
2 Complication—main character can be reluctant to accept the call to danger or to enter the fantasy world
3 Series of challenges or battles with evil villains
4 Successful completion of the task, quest or challenge
5 Return to normal life
Often includes a journey or quest to find or claim something
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Dialogue, in differing tenses
Detailed descriptions of characters and places:
• give picture of fantasy elements
• build suspense
• include nouns and adjectives
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
SettingWhole story can be set in an invented fantasy world
Can also have an entry to the fantasy world from our own worldthrough the back of a wardrobeon a magical trainby looking in a mirror
The fantasy world has social rules and routines
Objects can have magical properties
CharactersCharacters reluctantly caught up between good and evil
Characters can be stereotypes heroes villains guides
Supernatural or magical creaturesdragonsfairieselvesmonsters
Unusual invented characters
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HISTORICALA made-up account of a real event or time
PurposeTo entertain and, sometimes, to inform
Structure1 Orientation to establish historical setting and
introduce characters
2 Complication
3 Series of events about something that has already happened
4 Resolution or ending
Can begin with the final event and then move back in time to tell the whole story and what led up to that event
Time frames can be manipulated so the narrative moves backwards and forwards in time
LanguageTold in first person (I, we) or third person (she, he, it, they)
Narrated in past tense
Dialogue, in differing tenses
Nouns for people, places and things
Verbs for actions, thoughts and feelings
Old-fashioned words and sentence structures appropriate to the time of the story “Find it we will, sire.”
SettingSet in the past
Includes accurate historical detail
CharactersCan include real people and made-up characters
Characters are true-to-life©
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HUMOURA story that makes the reader or viewer laugh, often at human behaviour or weaknesses
PurposeTo entertain and amuse
To help readers recognise human qualities and failings
Structure1 Orientation establishes setting and introduces
characters
2 Complication
3 Events are often unexpected and surprise the reader
4 Happy resolution or ending, even if it is unrealistic
Humour can come from:
• plot
• situation
• character
• language
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense, but can be present tense
Nouns and adjectives to represent people, places and things
Verbs for actions, thoughts and feelings
Witty dialogue
Use of:
• jokes
• puns
• parody
• irony
• satire
• exaggeration
SettingAnywhere
CharactersCharacters with exaggerated failings
Characters sometimes try to resolve problems in surprising ways
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MYSTERY or DETECTIVEA story in which characters try to discover a vital piece of information which is kept hidden until the climax
PurposeTo entertain
To intrigue
Structure1 Orientation establishes setting and introduces
characters
2 Complication that triggers the mystery
3 Series of events to solve the mystery, often with clues
4 Solution and resolution
Facts or clues help the reader try to solve the mystery
Can have false clues to mislead the reader
Can use flashbacks to:
• fill in detail
• give clues
• add to suspense so the reader knows what is going to happen and then reads about it
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Dialogue, in differing tenses
Nouns and adjectives describe how people, things or situations are mysterious
Verbs for actions, thoughts and feelings
Adjectives and adverbs to intensify the mystery
Pronouns used to avoid naming characters when they first appear Then I saw it . . .First line: She opened the door . . .
Questions to exaggerate the mysteryWhy had they gone?
SettingOften a place unfamiliar to main characterdark forestold, deserted houselonely rural area
Can be a familiar place, but something unusual happens to trigger the mystery a stranger or parcel arrives
CharactersEveryday character drawn into a mysterious situation
Characters can be stereotypes detective
Can have non-human characters
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REALISTICA story containing events that could actually happen in real life
PurposeTo entertain
To raise a serious issue
To create empathy for a character or show character development
Structure1 Orientation establishes setting and introduces
characters
2 Complication
3 Series of events arising from the complication
4 Resolution
Stories are often about personal experiences and can be structured as a recount:
1 Orientation
2 Complication
3 Series of events in time order, including personal comments or evaluative remarks
4 Conclusion with a personal comment
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense, but can be present tense
Nouns and adjectives
Feeling and saying verbs to tell how characters are feeling
Thinking verbs for thoughts and emotions
Connectives to link ideas and events:
• in time
• through cause
Informal or contemporary language
Dialogue to:
• move the action forward
• give information the reader needs to know
• tell how a character is feeling
• tell what a character is thinking
SettingOften set in present day
Often familiar settinghome school
CharactersCharacters are true-to-life
Characters are not always what they seem A shy boy who speaks out about an injusticeA nervous girl who saves the day as a brave heroine
Characters usually develop, grow or change in some way by the end
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SCARYA story with frightening content
PurposeTo evoke fascination, fear or revulsion in the reader or listener
Structure1 Orientation establishes setting and introduces
characters
2 Complication
3 Series of events arising from the complication—each one building suspense to a frightening climax
4 Resolution or ending
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense
Dialogue, in differing tenses
Adjectives and noun groups to describe
Verbs for actions, thoughts and feelings
Adverbs tell how and build horror and suspense He painfully dragged his twisted foot.
Some use of short sentences to build tensionShe stopped. Nothing moved. Nothing breathed. Even the air was still.
Language to emphasise feelings and senses
SettingOften in stereotypically frightening places old deserted housesgraveyardsruinsforest
Often at night
Descriptions which relate to the senses (sight, smell, hearing, taste, touch) to build a scary atmosphere
CharactersCharacters can be stereotypesgood/evil
Can be everyday adults or children
Can include supernatural characters or creatures
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SCIENCE FICTIONA story about imagined but possible worlds
PurposeTo entertain
To stretch the imagination
To think creatively about the future or how technology or science might advance
StructureCan follow structure of any narrative type. In general:
1 Orientation establishes setting and introduces characters
2 Complication
3 Series of events arising from the complication, usually with fast-moving action
4 Resolution or ending
Often structured around:
• a quest or journey
• a fight against evil
Can use structures that play with time sequence:
• flashbacks
• time travel
LanguageTold in first person (I, we) or third person (she, he, it, they)
Usually narrated in past tense, but can be present tense
Verbs for actions, thoughts and feelings
Adjectives to describe imagined:
• settings
• characters
• technology
• processes
Technical terms for imagined or real science and technology
Dialogue can use unusual forms and vocabulary, or even different language for:
• aliens
• futuristic characters
SettingMust be credible
Often set in the future
Can be set in future version of Earth
Can be set in outer space or on other planets
Can have human settlements in other galaxies
Uses science and technology
CharactersLife forms from other planets
Non-human and/or human characters
Characters can be stereotypesgood/evil
Likeable hero or heroine
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Traditional FABLEA short, witty tale with a moral
PurposeTo teach a moral lesson
Structure1 Orientation establishes setting and introduces
characters
2 Series of events
3 Ends with a lesson learned
4 Moral often explicitly stated in coda
LanguageTold in third person (she, he, it, they)
Narrated in past tense
Nouns for characters and settings
Connectives to show:
• cause and effectifbecause
• when things happened or time passingas the donkey was . . .and then . . . when the sun came out . . .
SettingSettings less important than events that take place
CharactersSimple stereotypesgreedysimpletricksterkindgoodevilselfish
Usually two main characters, with one of them learning an important lesson
Humans
Animals with human characteristics
Animals reveal human weaknesses
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Traditional FAIRY TALE or FOLK TALEAn imaginary tale told from one generation to the next
PurposeTo entertain, often with a moral element
Originally to pass on traditional knowledge or share cultural beliefs
StructurePlot often follows a formula or pattern and is predictable
1 Begins with a traditional opener to set the scene Once upon a time . . . There once was a . . .
2 Complication tells that a character is in danger
3 A number of events threaten the character
4 The character survives
5 Often a happy ending but can also be darker and have sad ending
Events often in a pattern of three or seven three wishesthree pigs building three housesseven dwarfsseven princesses
LanguageTold in third person (she, he, it, they)
Narrated in past tense
Some dialogue, in differing tenses
Repeated phrases with strong rhythm or rhyme “Who is that trap-trapping over my bridge?” asked the troll.“I’ll huff and I’ll puff and I’ll blow your house down.”
Language of fairy world:
• charms
• magic spells
• incantations
Rich vocabulary
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
SettingOften vague Long, long ago in a dark wood . . .
Usually set in the past
Often woods, palaces, cottages
Can include magical objectsmagic bean magic mirror
CharactersRealistic characters alongside fantasy characters who perform magical acts
Usually good characters versus evil characters
Archetypal charactersevil stepmotherswise old man or womangiantsprincesses and princestrickstersresourceful children with trials or tests to overcome
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Traditional LEGENDAn oral tale about an actual or supposed historical figure or place
PurposeTo reveal information about the way people live and their beliefs
To help the reader or listener to reflect on their own life
Structure1 Orientation
2 Complication
3 Events in chronological order
Events are often stages in a journey, quest or ongoing battle told one episode after another
4 Resolution, may or may not be happy
Can tell the whole life story of the hero with each linked episode as a self-contained story
LanguageTraditional openings and endings
Literary, formal language
Rich vocabulary
Rhythm and repetition
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
SettingSet in the distant past
Recognisable features of daily life
Can be embellished and exaggerated
Can include magic
Laws governing the world may not be conventional ones
Includes cultural elements
CharactersHeroic characters
Archetypal oppositesgood and evil hero and villainstrong and weakwise and foolishfriend and foe
Can include mythical or supernatural beings
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Traditional MYTHA story from a particular culture about heroes and their dealings with gods and monsters
PurposeTo explain natural phenomena or the world and its mysteries
To pass on cultural, religious or spiritual beliefs or traditions
Structure1 Orientation
2 Complication
3 Series of events
4 Ending not always a happy one
Often longer than other traditional narratives
LanguageNarrated in past tense
Rich vocabulary
Imagery:
• simile
• metaphor
• symbolism (red for danger, flame for hope)
Less dialogue than other traditional narratives
SettingA different or imaginary world
Laws governing the world may not be conventional ones
Often dramatic setting wide oceanfoggy mountaindense forest
CharactersGods personifying power in nature
Powerful humans
Larger than life characters with supernatural powers or exaggerated characteristics strong courageous wise
Fabulous creatures and monsters
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genre
BookLists
genre
BookLists
You Need
All the
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Narrative Poetry
Cautionary Verses by Hilaire Belloc, illustrated by Quentin Blake
Do-wrong Ron by Steven Herrick
Jabberwocky by Lewis Carroll, illustrated by Graeme Base
Mulga Bill’s Bicycle by A B Paterson, illustrated by Kilmeny and Deborah Niland
Owls and Pussy-cats: Nonsense Verse by Lewis Carroll and Edward Lear, illustrated by Nicki Palin
Revolting Rhymes by Roald Dahl, illustrated by Quentin Blake
The Tale of Custard the Dragon by Ogden Nash, illustrated by Lynn Munsinger
Waltzing Matilda by A B Paterson, illustrated by Desmond Digby
Adventure
Bartlett and the Ice Voyage by Odo Hirsch
February Dragon by Colin Thiele
Fort Island by David Metzenthen
Frozen Stiff by Sherry Shahan
Help! I’m a Prisoner in the Library by Eth Clifford
Horrendo’s Curse by Anna Fienberg
Kensuke’s Kingdom by Michael Morpurgo
Nim’s Island by Wendy Orr
The Quicksand Pony by Alison Lester
Stone Fox by John Reynolds Gardiner
The Whipping Boy by Sid Fleischman
White Water by P J Petersen
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Fantasy
Alice in Wonderland by Lewis Carroll
The Amazing Maurice and his Educated Rodents by Terry Pratchett
Babe: The Gallant Pig by Dick King-Smith
The Borrowers by Mary Norton
Finn Family Moomintroll by Tove Jansson
The Hobbit by J R R Tolkien
James and the Giant Peach by Roald Dahl
The Lion, the Witch and the Wardrobe (The Chronicles of Narnia series) by C S Lewis
Lily Quench and the Dragon of Ashby by Natalie Jane Prior
The Little Prince by Antoine de Saint-Exupéry
The Phantom Tollbooth by Norton Juster
Pigs Might Fly by Emily Rodda
Rowan of Rin (Rowan of Rin series) by Emily Rodda
Runestone (Viking Magic series) by Anna Ciddor
Tashi (Tashi series) by Anna and Barbara Fienberg
Historical
Across the Dark Sea by Wendy Orr
Boy Overboard by Morris Gleitzman
Daughter of the Regiment by Jackie French
The First Fleet by Alan Boardman and Roland Harvey
Midnite: The Story of a Wild Colonial Boy by Randolph Stow
Number the Stars by Lois Lowry
Pharaoh: The Boy Who Conquered the Nile by Jackie French
Turning the Page (Making Tracks, Museum of Australia series) by Felicity Pulman
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Humour
The Big Bahzooley by Peter Carey
The Bugalugs Bum Thief by Tim Winton
The Diary of a Killer Cat by Anne Fine
The Eighteenth Emergency by Betsy Byars
4F for Freaks: Miss Corker’s Revenge by Leigh Hobbs
George’s Marvellous Medicine by Roald Dahl
The Gizmo by Paul Jennings
The Gorilla Suit by Victor Kelleher
Jason Prince by Max Dann
Just Tricking (Just series) by Andy Griffiths
Selby’s Secret by Duncan Ball
The Twenty-Seventh Annual African Hippopotamus Race by Morris Lurie
Mystery
Brian the Giant by Vivian French
Carlotta’s Kittens and the Club of Mysteries by Phyllis Reynolds Naylor
Emily Eyefinger by Duncan Ball
Encyclopedia Brown, Boy Detective (Encyclopedia Brown series) by Donald J Sobol
Humpty Dumpty Jr Hardboiled Detective: The Case of the Fiendish Flapjack Flop by Nate Evans, Paul Hindman and Vince Evans
The Maze of Bones (The 39 Clues series) by Rick Riordan
The Mysteries of Harris Burdick by Chris Van Allsburg
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Realistic
Callie’s Castle by Ruth Park
Dear Mr Henshaw by Beverly Cleary
Don’t Pat the Wombat by Elizabeth Honey
Hating Alison Ashley by Robin Klein
How to Eat Fried Worms by Thomas Rockwell
Judy Moody (Judy Moody series) by Megan McDonald
Someone Like Me by Elaine Forrestal
Storm Boy by Colin Thiele
Tales of a Fourth Grade Nothing by Judy Blume
Scary
Araminta Spook: Ghostsitters by Angie Sage
Ghost Abbey by Robert Westall
Ghost Writer by Julia Jarman
Goosebumps series by R L Stine
One Night at Lottie’s House by Max Dann
Scare Yourself to Sleep (Creepies series) by Rose Impey
Scared by Anthony Horowitz
Spookiest Stories by Paul Jennings
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Science Fiction
Alan the Alien by Penny Hall
Bobo Crazy (Zenon: Girl of the 21st Century series) by Marilyn Sadler
Café on Callisto by Jackie French
Cinderfella by Dianne Bates
Finders Keepers by Emily Rodda
Georgie and the Planet Raider by Julia Jarman
The Iron Man by Ted Hughes
Mo by Geraldine McCaughrean
Sleepless in Space by Sally Odgers
A Wrinkle in Time by Madeline L’Engle
Traditional Fable
Aesop (Greek)
Aesop’s Fables illustrated by Rodney McRae
A Sip of Aesop by Jane Yolen
The Very Best of Aesop’s Fables retold by Margaret Clark, illustrated by Charlotte Voake
Jean de la Fontaine (French)
The Hare and the Tortoise illustrated by Brian Wildsmith
The Lion and the Rat illustrated by Brian Wildsmith
The North Wind and the Sun illustrated by Brian Wildsmith
The Panchatantra and Jataka Tales (India)
The Monkey and the Crocodile illustrated by Paul Galdone
Modern retakesAesops’ Funky Fables by Vivian French and Korky Paul
The Boy Who Cried Wolf by Tony Ross (based on Aesop)
Contemporary
Fables by Arnold Lobel
Frederick’s Fables by Leo Lionni
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Traditional Fairy Tale or Folk Tale
By country
The Arabian Nights retold by Brian Alderson, illustrated by Michael Foreman (Arabia, India and Persia)
The Complete Fairy Tales of Charles Perrault by Charles Perrault (France)
English Fairy Tales collected by Joseph Jacobs
Folk Tales from Africa: The Baboons Who Went This Way and That by Alexander McCall Smith
Folk tales of Japan (Folk tales around the world series) by Shirlee Petkin Newman (Japan)
Grimms’ Fairy Tales by Jakob and Wilhelm Grimm (Germany)
Tatterhood and Other Tales by Ethel Johnston Phelps (World)
Literary
Hans Andersen’s Fairy Tales by Hans Christian Andersen (Denmark)
Stories for Children by Oscar Wilde, illustrated by P J Lynch (Ireland)
Recurring plot structures
Cumulative: The Enormous Turnip, The Gingerbread Man, Henny Penny, The Fat Cat
Sequential (single event repeated): Jack and the Beanstalk
The power of three: Three Little Pigs, Three Billy Goats Gruff, Goldilocks and the Three Bears
Pourquoi stories (why stories): Why Mosquitoes Buzz in People’s Ears, Coyote stories, Tales of the Ashanti father
Wasted wishes: The Fisherman and His Wife
Trickster: Anansi the Spider tales, Hodja tales
Noodlehead: Seven Foolish Fishermen, The Three Sillies
Rags to riches: Cinderella
Modern retakes
Archie—the Big Good Wolf by Allan Baillie
The Paper Bag Princess by Robert Munsch
Prince Cinders by Babette Cole
Revolting Rhymes by Roald Dahl
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
The True Story of the Three Little Pigs by Jon Scieszka
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Traditional Legend
Collections
The Great Deeds of Heroic Women by Maurice Saxby, illustrated by Robert Ingpen (includes tales from legend, myth, history and folklore)
The Great Deeds of Superheroes by Maurice Saxby, illustrated by Robert Ingpen (includes tales from legend, myth, history and folklore)
Legendary People
The Adventures of Robin Hood by Roger Lancelyn Green (Robin Hood)
King Arthur King of Britain by Michael Morpurgo (King Arthur)
Paul Bunyan by Esther Shephard (Paul Bunyan)
Robin Hood by Margaret Early (Robin Hood)
The Sword in the Stone by T H White (King Arthur)
William Tell by Margaret Early (William Tell)
Legendary Places
Atlantis
Shangri-la
Legendary Objects
Excalibur
Holy Grail
Philosopher’s stone
Legendary Creatures
Chupacabra
Big Foot/Sasquatch
Loch Ness monster
Yeti
Traditional Myth
Beginnings: Creation Myths of the World by Penelope Farmer (World)
Favourite Greek Myths retold by Mary Pope Osborne, illustrated by Troy Howell (Ancient Greece)
Gods and Men: Myths and Legends from the World’s Religions by John Bailey (World)
The Great Deeds of Heroic Women by Maurice Saxby and Robert Ingpen (World—includes tales from legend, myth, history and folklore)
The Great Deeds of Superheroes by Maurice Saxby and Robert Ingpen (World—includes tales from legend, myth, history and folklore)
Myths and Legends of China by E T C Werner (China)
The Orchard Book of Greek Myths edited by Geraldine McCaughrean, illustrated by Emma Chichester Clark (Ancient Greece)
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You Need
All the
assessment
sheets and
CheCkLists
assessment sheets and
CheCkLists
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nArrAtive Writing conference record
Student name Class
Narrative Assessment BLM 1
Date
Title
Genre
Skills used well . . . Skills to practise . . .
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nArrAtive Writing ruBricBLM 2 Narrative Assessment
Criteria1 2 3 4 5
Comments
IdeasAre original ideas generated?
Are original ideas selected to make the story?
OrganisationDoes the narrative structure include an orientation, a complication, a series of events and a resolution?
ThemeDoes the writer have a central message?
CharacterAre characters developed through descriptions, speech, thoughts and feelings?
Is dialogue used well?
SettingAre details given to develop place, time or atmosphere?
Voice Is the writer aware of the audience?
Does the writing engage the reader?
Word choiceWhat is the range of vocabulary and language choices?
Does the word choice match the genre?
FluencyIs the writing cohesive? Does it use suitable connectives, conjunctions and accurate referring words?
Does paragraphing assist the reader to negotiate the narrative?
ConventionsAre sentences grammatically correct and meaningful?
Is conventional spelling used?
Is correct and appropriate punctuation used to aid meaning and reading?
PresentationDoes presentation match the genre and audience?
Total score 50 = %
Score
Student name Class DateTitle Genre
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Tell a story
r Entertain
I thought about:
r Setting
r Characters
r Theme
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
r
NarrativeChecklist
Name
My purpose was to:
r Tell a story
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to give narrative information:
r In stage directions (play scripts)
r Through pictures (comic strips, animations)
r Below each picture (comic strips, animations)
My theme was:
Play Scripts, Film and Dialogue Checklist
BLM 3Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Tell a story with poetic flair
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to use:
r Rhythm
r Rhyme
r Simile
r Rich vocabulary
r
My theme was:
Narrative PoemChecklist
Name
My purpose was to:
r Create excitement
I remembered to include:
r Orientation
r Complication that leads to adventure
r Series of events
r Resolution
I remembered to use:
r Short sentences to build tension
r Nouns and adjectives
r Action verbs
r Adverbs to tell how
r Cliffhangers
r
My theme was:
Adventure Narrative Checklist
BLM 4Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Offer an escape from reality
I remembered to include:
r Orientation
r Complication
r Series of challenges or battles
r Successful completion of challenges
r Return to normal life
I remembered to use:
r Descriptions of made-up places and characters
r Nouns for people, places, things
r Adjectives to describe
r Journey or quest
r
My theme was:
Fantasy NarrativeChecklist
Name
My purpose was to:
r Inform
I remembered to include:
r Orientation
r Complication
r Events about something that has already happened
r Resolution
I remembered to use:
r Nouns for people, places, things
r Adjectives to describe
r Old-fashioned words
r Accurate historical detail
r
My theme was:
Historical Narrative Checklist
BLM 5Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Amuse
r Show something about human qualities or failings
I remembered to include:
r Orientation
r Complication
r Unexpected events
r Resolution
I remembered to use:
r Nouns for people, places, things
r Verbs for actions, thoughts and feelings
r Jokes or puns
r Characters with exaggerated failings
r
My theme was:
Humour NarrativeChecklist
Name
My purpose was to:
r Keep the reader guessing
I remembered to include:
r Orientation
r Complication to trigger mystery
r Events to solve the mystery
r Resolution
I remembered to use:
r Nouns and adjectives to describe mysterious people or things
r Verbs for actions, thoughts or feelings
r Clues
r False clues
r
My theme was:
Mystery Narrative Checklist
BLM 6Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Raise a serious issue
r Show character development
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to use:
r Nouns and adjectives for people, places, things
r Verbs for thoughts and feelings
r Realistic dialogue
r Familiar setting
r True-to-life characters
r
My theme was:
Realistic NarrativeChecklist
Name
My purpose was to:
r Frighten the reader
I remembered to include:
r Orientation
r Complication
r Series of events getting more frightening
r Resolution
I remembered to use:
r Nouns and adjectives for people, places, things
r Descriptions of feelings and senses
r Short sentences to build tension
r
My theme was:
Scary Narrative Checklist
BLM 7Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Imagine the future
I remembered to include:
r Orientation
r Complication
r Events in a journey or quest
r Resolution
I remembered to use:
r Made-up or real science
r Descriptions of technology
r Technical words
r Credible setting
r
My theme was:
Science Fiction Narrative Checklist
Name
My purpose was to:
r Teach a moral lesson
I remembered to include:
r Orientation
r Events
r Resolution
r Moral in the coda
I remembered to use:
r Nouns for characters and settings
r Animals acting like humans
r Characters as stereotypes
r
My theme was:
Traditional Fable Checklist
BLM 8Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Pass on knowledge or teach a moral
r Share cultural beliefs
I remembered to include:
r Traditional opener
r Complication
r Events that threaten main character
r Ending, happy or sad
I remembered to use:
r Pattern of three or seven
r Repeated phrases
r Rhythm or rhyme
r Imagery
r
My theme was:
Traditional Fairy TaleChecklist
Name
My purpose was to:
r Give information about the way people live
r Help the reader think about their life or beliefs
I remembered to include:
r Orientation
r Events in stages
r Resolution
I remembered to use:
r Journey, quest or ongoing battle
r Traditional opening and ending
r Formal language
r Heroic character
r
My theme was:
Traditional Legend Checklist
BLM 9Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
My purpose was to:
r Explain a natural phenomenon
r Pass on cultural or religious beliefs
I remembered to include:
r Orientation
r Complication
r Series of events
r Resolution
I remembered to use:
r Rich vocabulary
r Imagery
r Gods or characters with supernatural powers
r Dramatic setting
r
My theme was:
Traditional MythChecklist
Name
I remembered to:
r Think about my purpose
r Generate original ideas
r Choose an idea to develop
r Have a clear theme
r Add detail
r
Ideas Checklist
BLM 10Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
I remembered to:
r Choose a narrative genre to match my purpose
r Write an orientation
r Add a complication
r Write a series of events
r End with a resolution
r Try a different plot device eg circular
cliffhanger moral
r
OrganisationChecklist
Name
I remembered to:
r Think about my audience
r Bring my writing to life
r Choose a voice to match my narrative genre
r Try writing as different characters
r
Voice Checklist
BLM 11Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
I remembered to:
r Choose words to match my narrative genre
r Choose words to suit my audience
r Choose words to develop my theme
r Try some new words
r Think of just the right word
r
Word ChoiceChecklist
Name
I remembered to:
r Use sentences
r Use suitable connectives and conjunctions
r Use accurate referring words
r Read my writing aloud
r Think about the sounds of the words
r
Fluency Checklist
BLM 12Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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"
Name
I remembered to:
r Make my writing easy to read
r Use grammatically correct and meaningful sentences
r Use correct spelling
r Use correct punctuation
r
ConventionsChecklist
Name
I remembered to:
r Think about the best format to suit my narrative genre
r Make my narrative look good
r Use my best handwriting
r Choose a font to suit the genre and audience
r Add pictures to suit the genre
r Share my writing
r
Presentation Checklist
BLM 13Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
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BLM 14Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
r I have improved my narrative.
r The structure makes sense.r I have kept to my theme.r My characters suit the genre.r The setting is clear.r I have thought about voice.r I have checked my word
choices.
Step 4 ProofreadingI have polished my narrative and checked:r Spellingr Punctuationr Grammar
Step 5 Publishingr I have shared my narrative.
NameDate I began writing this pieceTitle Narrative genrePurposeAudienceSettingCharactersTheme
Step 1 Prewritingr I know my purpose and
audience.r I know my narrative genre.r I have ideas about setting
and characters.r I have thought about a
theme.
Step 2 Draftingr I have put my ideas on
paper.r I have shaped them to
match my narrative genre.
Step 3 Revisingr I have read my narrative to
a friend.r I have read my narrative to
a teacher.
Narrative Writing Process Checklist
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"BLM 15
Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Name
AdventureNarrative Word List
camp site
compass
danger
daring
desert
discover
fire
flood
island
mountain
rapids
river
storm
succeed
suddenly
survive
trail
Name
FantasyNarrative Word List
challenge
curse
dragon
evil
fortune
goblin
hero
journey
kingdom
mirror
monster
ogre
quest
villain
wardrobe
wizard
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"BLM 16
Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Name
HistoricalNarrative Word List
carriage
convict
explorer
famous
history
homestead
horse
knight
lamp
long ago
omnibus
past
servant
soldier
time
wagon
Name
HumourNarrative Word List
fun
clown
crash
crazy
foolish
giggle
joke
laugh
problem
slapstick
slip
surprise
trick
trouble
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"BLM 17
Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Name
MysteryNarrative Word List
clue
code
crime
detective
evidence
hidden
interview
missing
robber
search
secret
sneak
solve
spy
stolen
top-secret
track
Name
RealisticNarrative Word List
anger
bully
diary
family
feelings
friendship
home
honest
pet
playground
school
shy
teacher
understanding
worry
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"BLM 18
Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Name
ScaryNarrative Word List
dark
frighten
ghost
gloomy
graveyard
haunted
night
scream
forest
fright
creeping
scraping
scratching
scream
shadow
spooky
Name
Science FictionNarrative Word List
alien
blast off
colonise
computer
experiment
future
galaxy
journey
laboratory
laser
planet
quest
robot
rocket
space
spaceship
universe
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"BLM 19
Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Name
Traditional FableNarrative Word List
clever
deserve
donkey
greedy
hare
kind
lazy
lion
moral
mouse
selfish
silly
simple
tortoise
trickster
Name
Traditional Fairy Tale
Narrative Word List castle
charm
cottage
curse
evil
fairy godmother
frog
hero
magic
palace
potion
princess
seven
spell
stepmother
three
wise
wood
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"BLM 20
Student Checklists
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Name
Traditional Legend
Narrative Word List evil
foe
foolish
friend
good
hero
journey
laws
past
quest
strong
supernatural
villain
weak
wise
Name
Traditional MythNarrative Word List
belief
courageous
gods
human
monster
nature
power
strong
supernatural
tradition
world
wise©
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You Need
WorksheetsWorksheets
All the
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Name Date
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
BLM 21Exploring Narratives
Narrative genre: All Element: Plot, Theme Trait: Word choice, Organisation
Pick the GenreRead or listen to a narrative. Complete the table.
Title
Author
Now you have all the information, what’s the genre?
Characters Setting
Complication
Events Resolution
Interesting language
Author’s purpose Theme
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Narrative genre: All Element: Plot Trait: Ideas
Exploring Narratives
BLM 22
Plot the PlotRead or listen to a narrative.
Title
AuthorList the main events or actions.
Orientation
First problem
Second problem
Climax (turning point)
Falling action
Resolution
Now rate how calm or exciting each event or action was.
10987654321
Orie
ntat
ion
Firs
t pr
oble
m
Seco
nd
prob
lem
Clim
ax
Fallin
g ac
tion
Reso
lutio
n
Exciting
Calm
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BLM 23Exploring Narratives
Narrative genre: All Element: Character, Setting, Conflict, Theme Trait: Ideas
Compare and Contrast Narratives Read or listen to a variety of narratives. Complete the chart.
Title
Cha
ract
ers
Sett
ing
Prob
lem
Solution
Them
eGen
re
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Name Date
All You Need to Teach Narrative Text Types Ages 8-10 © Katy Collis/Macmillan Education Australia
Narrative genre: Narrative Poetry Element: Character, Plot, Theme Trait: Ideas
Exploring Narratives
BLM 24
Reading Narrative Poetry
Title
Cha
ract
ers
Sett
ing
Prob
lem
Solution
Them
eGen
re
Read or listen to a narrative poem.
Poem
Poet
What is the setting of the poem? Time:Place:
Who are the characters?
What are the characters doing?
How are the characters affected by the events?
Why is this happening?
So the theme was . . . What did you learn from the poem?
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BLM 25Exploring Narratives
Narrative genre: Fable Element: Conflict, Theme Trait: Ideas
Fable LessonsRead or listen to as many fables as you can. Complete a row in the chart for each one.
Fabl
eC
hara
cter
sM
oral
Less
on
(Wha
t do
es t
he m
oral
mea
n?)
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Narrative genre: Traditional Fairy Tale Element: Literary devices Trait: Ideas
Exploring Narratives
BLM 26
Fairy Tale MotifsFa
iry
Tale
Trad
ition
al
open
erAn
imal
sM
agica
l po
wers
Mag
ical
obje
cts
Trick
ery
Test
sTr
ansf
orma
tions
Read or listen to as many fairy tales as you can. Write each title in the first column. Tick the column if the tale has that motif.
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BLM 27Exploring Narratives
Narrative genre: Traditional Fairy Tale Element: Character, Literary devices Trait: Ideas
Archetypal CharactersRead or listen to as many fairy tales as you can.
Then think of a fairy tale character to match each of the archetypal characteristics in the table.
Characteristic Character Fairy tale
evil
wise
trickster
foolish
resourceful child
greedy
kind
brave
Fairy tale beginnings I have read . . .
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Narrative genre: All Element: Conflict Trait: Ideas
Exploring Narratives
BLM 28
Conflict Flow ChartRead or listen to a narrative. Complete the flow chart to show the conflict.
Title
Author
Genre
Character wanted . . .
but . . .so . . .
What type of conflict was it? Tick the box.
Character against
character ❑society ❑nature ❑himself or herself ❑
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BLM 29Exploring Narratives
Narrative genre: All Element: Setting Trait: Word choice
Sensory SettingRead or listen to a narrative. Inside each finger, write words to describe the setting.
Title
Author
Genre
Taste
Sight
Sound
Smell
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Narrative genre: All Element: Character Trait: Ideas
Exploring Narratives
BLM 30
Character BubblesRead or listen to a narrative.
Title
Author Genre
Fill in the ovals with the character’s qualities. Fill in the circles with actions from the story that show that quality. Add more ovals and circles if you need to.
Character’s name
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BLM 31Writing Narratives
Narrative genre: All Element: Plot Trait: Ideas Process: Prewriting
Plot GeneratorChoose one idea from each column to use in a story. Add more idea cards of your own.
Setting CharacterWants . . . But . . . (obstacle)
skateboard park grumpy troll to find dog new teacher
beach wild leprechaun to get rich no money
museum brave girl to find way home flying pigs
haunted houseforgetful
school teachera birthday party evil frog
zoofunny
computer whiza cat bus broken down
schooldisorganised button
collectorto be famous storm
caravan park cowardly ghost a computer vicious dog
opera housescruffy
boat captaina friend bully
Complication
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Narrative genre: All Element: Conflict Trait: Ideas Process: Prewriting
Writing Narratives
BLM 32C
onfl
ict M
apPl
an a
con
flict
for
a n
arra
tive.
The
confl
ict w
ill be
cha
ract
er
agai
nst
The
confl
ict is
It oc
curs
bec
ause
It co
uld
be r
esol
ved
by
Con
flict
ca
n be
ch
arac
ter
agai
nst
char
acte
rso
ciety
natu
rehi
mse
lf or
her
self
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BLM 33Writing Narratives
Narrative genre: All Element: Setting Trait: Ideas, Word choice Process: Prewriting
Sett
ing
Map
Plan
a s
ettin
g fo
r a
narr
ativ
e.
Dra
w t
he s
ettin
g
Gen
re
Whe
re t
he s
tory
tak
es p
lace
Whe
n th
e st
ory
take
s pl
ace
Wor
ds t
o de
scrib
e
the
setti
ng
sight
:
soun
d:
smel
l:
touc
h:
tast
e:
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Narrative genre: All Element: Character Trait: Ideas Process: Prewriting
Writing Narratives
BLM 34
Character MapPlan a character for a narrative.
Genre
Name
Human or non-humanAge
Looks like
Sounds like
Personality
Strengths
Weaknesses
Any other details
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BLM 35Writing Narratives
Narrative genre: All Element: All Trait: Ideas, Organisation Process: Prewriting
Narrative OrganiserWhen you can fill in all the boxes you are organised and ready to write your story!
Title
Genre
Theme
Time
Conflict
Quality
Quality Quality
Quality
Main character Second character
Place
Setting
Characters
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Name Date
Narrative genre: All Element: All Trait: All Process: Drafting
Writing Narratives
BLM 36
Narrative ScaffoldDraft your story.
Title
Genre
Theme
Orientation (Introduce the setting and main characters.)
Complication (Tell what the character wants and what the obstacle is.)
Rising action event 1 (Tell how the character tries to solve the problem but doesn’t succeed.)
Event 2 (Tell what the character tries next.)
Event 3 (Tell what the character tries next.)
Climax (Describe the turning point.)
Falling action (Tell what happens next.)
Resolution (Explain how the problem is finally solved.)
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BLM 37Writing Narratives
Narrative genre: Traditional Fable Element: All Trait: All Process: Drafting
Fable ScaffoldTitle
Character Character
Qualities Qualities
Problem
Type of conflict: Character against
Simple beginning
Problem
One or two events to solve the problem
Resolution which leads to moral
Moral
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Narrative genre: Fantasy Element: All Trait: All Process: Drafting
Writing Narratives
BLM 38
Fantasy ScaffoldBefore you begin:• plan your characters• plan your real world and your fantasy world settings.
How will the main character move into the fantasy world?
Orientation (Introduce the setting and main characters.)
Complication (Tell about the main character’s problem.)
Initiating event (Tell how the character enters the fantasy world or begins the quest.)
Challenge 1
Challenge 2
Challenge 3
Successful completion of quest
Resolution (Explain how life returns to normal.)
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BLM 39Writing Narratives
Narrative genre: Mystery Element: All Trait: All Process: Drafting
Mystery ScaffoldCharacter Role
Victim
Detective
Villain
Another suspect
Orientation (Introduce the setting and main character.)
Complication that triggers mystery to be solved
Resolution (How is the mystery solved?)
Event Clue or helpful fact False clue
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Narrative genre: All Element: All Trait: All Process: Revising
Writing Narratives
BLM 40
Conference BuddyA good way to improve your writing is to get feedback from a partner in a writing conference. Give your story and this form to your conference partner.
Title
Genre
Theme
Buddy reader’s name
What I liked best about this story
What made me want to keep reading this story
A question I have is
What I would improve in this story
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BLM 41Writing Narratives
Narrative genre: All Element: N/A Trait: Conventions Process: Proofreading
Proofreading ChartUse these marks to show where changes need to be made in your draft writing.
Mark What it means Example
Add a full stop. Once there was a dark, dark wood
Make a capital letter. in the dark, dark wood there was a dark, dark path.
Make a lower-case letter.
Down the dark, dark path there was a dark, dark Garden.
Put it in. In the dark, dark garden there
was a dark, house.
Take it out. In the dark, dark dark house there was a dark, dark hallway.
Begin a new paragraph.
In the dark, dark hallway there was a dark, dark cupboard. In the dark, dark cupboard
Don’t start a new paragraph.
there was a dark, dark shelf.
Wrong spelling. On the dark, dark shelve there was a dark, dark box.
Change the order. In the dark, box dark there was . . .
Make a space. amouse!
dark
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Plus!
Discover, explore
and
narrativeswrite
Narrative Text Types
All you need to teach . . . Nonfiction Text TypesAges 5–8 ISBN 978 0 7329 9962 9Ages 8–10 ISBN 978 0 7329 9963 6Ages 10+ ISBN 978 0 7329 9964 3
Macmillan Wall Charts: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6213 1Ages 8–10 ISBN 978 1 4202 6214 8Ages 10+ ISBN 978 1 4202 6215 5
Macmillan Interactive: Nonfiction Text Types Ages 5–8 ISBN 978 1 4202 6816 4Ages 8–10 ISBN 978 1 4202 6817 1Ages 10+ ISBN 978 1 4202 6818 8
All you need to teach . . . Narrative Text Types contains essential booklists,
checklists, writing frames and more to support you and your students as they
explore, discover and write narrative text types.
Genre Summary Tables — a ready reference to the structure and
features of the different narrative text types
Assessment Rubric — in line with the NAPLAN marking criteria that
will make it easier to assess narrative writing in a measurable, meaningful and
objective way
Student Checklists — allowing students to self-assess and check their
own writing
Worksheets — to help students analyse narratives and then create their own
Also available:All you need to teach . . . Narrative Text Types Ages 5–8 ISBN 978 1 4202 6137 0
Narrative Text Types Ages 10+ ISBN 978 1 4202 6139 4
Macmillan Wall Charts: Narrative Text Types ISBN 978 1 4202 7699 2
Plus!
AGES8-10
Katy Collis
All the tools a smart teacher needs!
NarrativeText Types
Na
rr
ativ
eTex
t Types
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