Sharma 11



n this lesson we are learning to write an orientation for Narratives. I have used the TOPS model to introduce the structure of Narratives. The sequence of lessons can be viewed in two episodes. This episode shows how we learnt to write a setting for our narratives.
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Prior to teaching this lesson, I had noticed that students were writing very short introductions for their stories. These introductions lacked detail mainly because I had not taken them through each step on how to include detail to capture the reader’s interest. Breaking down the narrative structure into little comprehensible bits was good. This lesson shows how to write an orientation for a narrative. I mainly focussed on teaching how to set the scene. Using sense words to describe the scene was the best way I could ask them add detail. I have used an exemplar, that the students analysed to see what good description of a scene looks like. I am happy with the outcome, but my students need to practice writing to embed this newly learnt skill.

Next Step

In order to write detail for their stories, students need the words that they can use in their description. I would focus more on vocabulary before asking them to write. Front loading with vocabulary will help them to write with greater ease.

WALT write a narrative using the TOPS model


WALT write an orientation for our narrative.

SC: I understand the Acronym TOPS.

I have set a scene for my audience.

I have used words that would paint a picture in my reader's mind when they read my narrative.

Task 1


TOPS Model to support Narrative writing

Task 2

Archana Sharma
Tamaki Primary School
New Zealand

Manaiakalani Research

New Zealand Curriculum