Day 1 Teaching
Discuss story structure (Beginning→ Build-up→ Conflict/Problem→ Resolution→ Ending) and how this can happen within chapters. Demonstrate with Chapter 7 of Goth Girl and the Ghost of a Mouse (see resources), noting the rise and fall in tension. Introduce the unit task: to write a new chapter, set after the first book ends.
Individually, children plan a short story, set in the world of Goth Girl, where a new villainous character comes to stay with an evil plan. Support is available in ‘Story Ideas’ (see resources).
Day 2 Teaching
Read the opening sentences of Goth Girl and the Ghost of a Mouse, considering how story openings draw the reader in. Model writing the opening of a new chapter, using relative clauses to add detail. Create a list of tips for writing an effective story opening (see adult notes in resources).
Children write their story opening, using their plans and the criteria agreed. Remind chileren to use relative clauses to add detail.
Day 3 Teaching
Discuss the build-up and conflict parts of children’s story plans. Explain that adverbs of possibility can be useful for hinting to build tension, e.g. ‘Maybe, the new governess was not who she said she was.’ Create a list of tips for writing effective build-up and conflict (see adult notes in resources).
Children write the build-up to their new chapters using their plans. Encourage children to use adverbs of possibility to build tension.
Day 4 Teaching
Discuss PowerPoint: Dialogue in Stories (see resources). If punctuation errors persist in the class, revise dialogue punctuation here. Plan to use dialogue in today’s writing. Agree and list criteria/tips for writing the problem/conflict and resolution.
Children write the conflict/problem part of their story. Encourage children to include 3-4 pieces of powerful dialogue. Children may finish their chapters today, ensuring that the resolution links directly to the conflict/problem.
Day 5 Teaching
Discuss ways to improve the chapters, once children have finished writing them: for accuracy and for impact. Pick a few areas to focus on, reminding children that they can use thesauruses for improving language choice. Create a proof-reading checklist for children to follow.
Children finish their chapter. They then read the whole story and look for ways to improve it, using the checklist created in the input. Children can do this with a writing partner or independently. At the end of the unit, recommend other books in this series. Play clip to inspire further reading.