3. What is a Narrative?
How would write a Narrative?
Narrative
4. Narrative
Narrative is a story dictated. There is a narrator, a
character or series of characters, who tell the story.
5. Narrative
Narrative is a story dictated. There is a narrator, a
character or series of characters, who tell the story.
Sometimes, as with most non-fiction, the author
himself/herself in the narrator.
6. Narrative
Narrative is a story dictated. There is a narrator, a character or series
of characters, who tell the story.
Sometimes, as with most non-fiction, the author himself/herself in
the narrator.
A Narration is very subjective. Hence, it helps you to focus more on
yourself.
10. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
11. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
2. It is ideal to narrate stories in paragraphs as it will stimulate
reader’s interest in understanding the entire story.
12. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
2. It is ideal to narrate stories in paragraphs as it will stimulate
reader’s interest in understanding the entire story.
3. A writer should ensure that it should be written in an interesting
manner and connect to readers’ emotion.
13. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
2. It is ideal to narrate stories in paragraphs as it will stimulate
reader’s interest in understanding the entire story.
3. A writer should ensure that it should be written in an interesting
manner and connect to readers’ emotion.
4. Be very careful with grammar and punctuations.
14. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
2. It is ideal to narrate stories in paragraphs as it will stimulate
reader’s interest in understanding the entire story.
3. A writer should ensure that it should be written in an interesting
manner and connect to readers’ emotion.
4. Be very careful with grammar and punctuations.
5. Be honest with your narrative.
15. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
2. It is ideal to narrate stories in paragraphs as it will stimulate
reader’s interest in understanding the entire story.
3. A writer should ensure that it should be written in an interesting
manner and connect to readers’ emotion.
4. Be very careful with grammar and punctuations.
5. Be honest with your narrative.
6. Keep the narrative writing, theme creative and catchy.
16. Narrative
Guidelines for narrative Writing:
1. One needs to think an experience incident or good old
memories, which he or she wants to share with others.
2. It is ideal to narrate stories in paragraphs as it will stimulate
reader’s interest in understanding the entire story.
3. A writer should ensure that it should be written in an interesting
manner and connect to readers’ emotion.
4. Be very careful with grammar and punctuations.
5. Be honest with your narrative.
6. Keep the narrative writing, theme creative and catchy.
7. Revise and edit your Narrative.
18. To illustrate how to write a narrative.
Learning Outcomes
How confident do you feel?
19. Narrative
Learning Activity
Write the following Narratives:
1. Canossa Convent High School, Parel, organised a trek of junior
students to Tikona Fort during the weekend. Describe the trek as well
as the main featurs of your trek in about 150-200 words.
2. You took part in a painting competition which was held in your
society’s club and you failed to win the competition. Describe the
competition as well as your feelings in about 150-200 words.
3. Describe in about 150-200 words your experience during a Tsunami
which occurred at your native place.
Editor's Notes
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge