english: narrative · lo - i can identify the features of rudyard kipling’s narrative style...
TRANSCRIPT
English: NarrativeSummer 2, week 2
This week we are focusing on classic fiction.
LO - I can identify the features of Rudyard Kipling’s narrative style
Rudyard Kipling was an author in the early 1900’s.
He was famous for writing Jungle Book and the ‘Just so Stories’ eg How the leopard got his spots. These stories count as ‘Classical fiction’.
In English, we are going to look at the ‘Just So Stories’ and we will explore some extracts of the Jungle book in our reading tasks this week.
Rudyard Kipling has a unique way of writing stories - we are going to explore this today!
Warning: he is not famous for making Mr Kipling’s cherry bakewells. This was a different Mr Kipling!
LO - I can identify the features of Rudyard Kipling’s narrative style
Classic fiction can sometimes be really tricky to understand. This is because it was written a long time ago so the words they use are often different!
Read - How the whale got his throat
Read - How the camel got his hump
Click here: http://www.tadpolefarmcepa.co.uk/content/pages/documents/1591346206.pdf
In all of these ‘Just So Stories’, they are based on how that animal got its distinctive features eg how the leopard came to get its spots.
Before moving on, make sure you understood the stories. Some of the language is difficult to understand because they are not words we would use today - so you might want to google them.
Activity 1: LO - I can identify the features of Rudyard Kipling’s narrative styleHere are some of the writing techniques that Rudyard Kipling uses in his stories
Technique What is it? Example from How the Camel got his hump?
Animals as characters He makes the animals think and behave like humans
The Ox, horse and dog.
Animals show bravery and courage The other animals helped them to change Animals went and told the man - stood up for unfairness. Camel showed courage by working the ned
3rd person narrator Narrator tells the story using ‘they, we and she’ - the narrator is not in the story at all
‘Spoke to him he said’
Talks to the reader Narrator at times - addresses the person reading the story
‘ O best beloved’
Setting in a faraway place Kipling’s stories are often set in faraway places like India.
‘Lived in the middle of a howling desert’
Moralistic tone Strong ideas about what is right or wrong. ‘Yo must work double time to make up for it’ - ‘is it right for one to be idle and the others not’ ‘certainly not’
Repetition of language Repeats phrases ‘Puffing up and puffing up’ ‘scruciating idle’
Activity 1: LO - I can identify the features of Rudyard Kipling’s narrative style
Task: find examples of each technique in How the Whale got his throat.
Technique Example from How the whale got his throat
Animals as characters
Animals show bravery and courage
3rd person narrator
Talks to the reader
Setting in a faraway place
Moralistic tone
Repetition of language
3 chilli extension:
Read this extract from the Jungle book. Also written by Rudyard Kipling.‘Mowgli brothers - extract 1
Click here: http://www.tadpolefarmcepa.co.uk/content/pages/documents/1591346206.pdf
To read more Just So Stories click herehttp://www.boop.org/jan/justso/
Activity 2: LO - I can create an image of a character in the style of Rudyard Kipling
Watch this clip to explain what an expanded noun phrase is - https://www.youtube.com/watch?v=4fCk8ye4jio
A relative clause can be used to add more information to the sentence.
A relative clause always starts with a relative pronoun
Simple sentence: The robot stood on a leaf
Sentence with relative clause: The robot, who had a large metal foot, stood on a leaf. (This relative clause is embedded so we ‘lock’ it in with commas)
The robot stood on a leaf, which was really crunchy. (introduce relative clause at end with a comma) Repetition:
Repeating words for effectThe tail got bigger and bigger and bigger until...
Today we are looking at some of
the technical writing features that Kipling
uses to add more detail in his sentence.
These next two slides recap what
they are.
Activity 2: LO - I can create an image of a character in the style of Rudyard Kipling
In dialogue you must: :
● New speaker new line ● Inverted commas at the start and
end● Capitals for names and at the
start of each piece of dialogue ● You can use dashes to indicate
someone has cut someone else off
● Punctuation sits INSIDE the inverted commas
● Describe what is going on between each piece of dialogue - this makes it more interesting for the audience
Dialogue: speech between characters
Activity 2: LO - I can create an image of a character in the style of Rudyard Kipling
Here are some examples found in his stories
How does Kipling describe the whale in ‘How the whale got his throat’
Expanded noun phrases ‘blue canvas breaches’
Relative clauses The whale who made the sea froth up with his tailThe whale, who stood up on his tail’ said.In his throat, which he could never cough up of swallow down, prevented him eating.
Dialogue ‘What should I do?’ ‘Tell him to come out’
Alliteration ‘Truly twirly-whirly’ ‘small stute’
Repetition Opened his mouth back and back and back
Activity 2: LO - I can create an image of a character in the style of Rudyard Kipling
Imagine if Kipling had written a story - How the elephant got his trunk. (There is actually a Tinga tale on this, which was made based on Kipling’s story but for younger children!)
Task: Draw what the elephant would look like at the beginning and end of that story. Annotate your images with examples of the techniques you could use to describe him : expanded noun phrases, relative clauses, dialogue (what would they say and how would they speak?) and alliteration.
Elephant at the beginning of story Elephant at the end of story
3 chilli Extension: write a paragraph using the techniques you’ve annotated
Activity 3: LO - I can rewrite an opening in the style of Rudyard Kipling
There was a leopard and it had yellow coat. Everything around him was yellow, the grass, the rocks and the animals. He was difficult to spot so he could easily sneak up and eat other animals for dinner. He would leap out and bit by bit the animals got scared and hid in the grass. When all the animals hid, the leopard got so hungry. He searched for the animals under the rock. He had to eat beetles and rats. This gave the leopard terrible tummy ache.
Here is a passage taken from a Just So Story written for younger children. It is ‘How the Leopard got its spots’
Task:Can you re-write it in the style of Rudyard Kipling?
Can you include?
- Set in a faraway place- Talking to the reader ‘O
best beloved’- Expanded noun phrases- Repetitive language- Alliteration- Relative clauses
Extension: Write next paragraph of the story. The cheetah meets a zebra. What will they say to each other>
Activity 4: LO - I can plan a Just so Story
Today you are going to be planning your own Just So Story. These can be as creative as you like
Remember: it must have three parts.
1) Beginning: where you set the scene and make sure the origin of the animal is made clear. Identify the problem
2) Work through the problem - which other characters help your animal
3) Resolution: how is the problem resolved
Ideas you could magpie:
How the parrot got his colours? (eats different fruit or flies into a rainbow)
How the Cheetah got so fast?
How the giraffe got his neck?
How the shark got his sharp teeth?
How the zebra got his stripes?
How the toucan got his beak?
How the sloth got so sleepy?
http://www.kiplingsociety.co.uk/schools_index.htm - This website has some examples written by other year 5 children last year!
LO - I can plan a Just So Story
Task: plan your Just So Story - you can choose how you plan your story. You could do a comic strip, story mountain, storyboard or story map. The choice is yours!
Remember: the more detail you have on your plan, the easier it will be to write your story tomorrow!
You must include:
Story set in a far away land
A character (animal) that changes
The character’s show bravery/courage
Activity 5: LO - I can write a Just So Story
Task: today you are going to be writing your Just So Story in the style of Rudyard Kipling. These are short stories so it does not need to be more than 500 words.
You have been looking at the features he includes in his stories and these are on your plans that you did yesterday.
Use the bingo grid below to identify all the key writing skills you are expected to include in your story. Annotate examples at the end to show us they you have used them
Repetition Alliteration Expanded noun phrases
Relative clauses Subordinate Clauses
Dialogue (only 4-8 pieces in the story).
1 chilli - pick three skills to include
2 and 3 chilli - include all features
Extension: get an adult in your house to pick a paragraph you could improve. Re-write it with the revisions you’ve made