ࡱ> EGD {bjbjVV 82<<8#,O,/t{{{{{VVV.......0(3.VVVVV.{{.BBBV{{.BV.BBW* ,{*..0/*3r3( , ,3.VVBVVVVV..ZVVV/VVVV3VVVVVVVVV : 1.5 Narrative Choices PowerPoint - Slide Notes for Teachers When you use this resource, keep the session quite brief and pacy and be mindful of how much information students can take in at one time. You might want to cut out some of the examples, and the suggested writing activities on the final To Try slide can be done orally instead, or you could use the questions on slide 8 and activities on slide 9 as homework tasks. Slide 1: The precise distinction between narrative viewpoint and narrative voice is very difficult to make and the terms often go hand in hand. Dont get bogged down in trying to make a distinction whats important is for students to recognise that writers deliberately choose a viewpoint and create the distinctive style/tone that creates the voice in our head as we read. The slide notes are intended to highlight this deliberate crafting. Slide 2: Highlight: Damian telling the story: all events seen from his viewpoint. First person narrator (Imy..). Emphasis on Damians feelings/senses/thoughts (I heard it..held my breathI could hear..) Voice sounds nervous and frightened, in a panic. Reader thinks/feels: excited, tense, wants to keep reading, anxious that Damian and the money arent discovered. You could mention: Sentence length and structure designed to create pace and tension: Sequence of short sentences e.g. I held my breath. It was OK. They couldnt get in. Repetition of subject+verb construction: I held my breath..I slid my handI could hear Verb choices emphasise effort and panic e.g. raced...hauledreached downscrabbled Slide 3: Highlight: Third person narrator, observing the scene but not directly involved (Sade...sheher) Four characters mentioned but most attention given to Sade this is the start of the story and we mostly see events through her eyes so she is obviously the main character. Last sentence lets us know that Sade often thinks back to this event. Use of italics just for this section helps mark it out as an important memory. Narrative voice sounds frantic, desperate, tense. Reader feels shocked, caught up in speed of events, trying to work out what has happened. You could mention: Sentence constructions and word choices are designed to stress the speed and violence of the event: use of present tense: is slipping...hears...topples) use of ing verbs: revving, skidding, spilling, kneeling, growing sparing use of dialogue, punctuated with exclamation and question marks vivid and well balanced/contrasted noun phrases: two sharp cracks; one bare leg; her fathers fierce cry; the growing scarlet monster; her bright white nurses uniform harsh sounds: cry, splinter, sharp, cracks, grip Slide 4: Highlight: First person and present tense used in both helps to keep the viewpoint of narrator constant as novel alternates between real time of novel, at the Front in the First World War, and flashbacks to brothers early life. You could mention: How the different voices are created: The adult Tommo is more reflective and aware, so the language he uses is more crafted and sophisticated e.g. use of rhetorical repetition: just as it was, just as it happened; yesterdays and tomorrows, and tonight; long, long as my life The voice of Tommo as a child is created by using simple vocabulary and childlike repetition: I dont want tomy boots are strange...my heart is heavy. He has a vivid imagination and is innocent and gullible, believing Charlies stories about how terrible this school-place is and about Mr Munnings tempers and canings Slide 5: If you want to break up the use of this PowerPoint, here would be a good place. Slides 5 9 are intended to summarise for students some of the narrative choices available to them as writers. Dont present these as rules to be followed but as possibilities with which they can experiment. Some students confuse voice (first/third person) with verb tense (past/present). You might usefully check they can recognise the use of the present tense in both these extracts. Encourage quick substitution exercises: in these examples, can they change the voice from first to third and third to first? Can they change present tense to past tense? Slide 6: Again, you might need to check that students dont confuse tense (past/present) with voice (first/third person). Reinforce use of terminology with examples, as shown on the slide. You can check understanding by asking students to carry on the narrative in the same tense e.g. There was someone at the front door. I held my breath. I couldnt move in case I made a noise..... My boots are strange and heavy on my feet. I can hardly lift them as I trudge slowly towards the school gates.... Slide 7: This is intended as a brief summary of choices available to writers, not an exhaustive list. Students may be able to provide examples of these narrative techniques from their own reading or from films they have seen. Slide 8: These are genuinely open-ended questions, a chance for students to draw on their own reading or writing experiences and preferences. Slide 9: Tasks: You could try these orally instead of in writing; in any case its helpful to try out choices orally and aloud before moving to writing. You could make each task paired, collaborative writing. Join pairs together to hear the different effects they have created.     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