Activities to help supplement your studies and learning.

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Grabbing the reader’s attention

Subject area: English Language; Imaginative Writing

Suitable age range: 7–12 years

Context: Teacher had noted in assessing on-going work from children in imaginative writing that their pieces frequently started in a similar way, i.e: ‘It was a cold day in March” or similar. She was keen for the children to concentrate on grabbing the reader’s attention in future work.

Resources needed: A photocopy of the cover from a variety of age and interest appropriate books on the following list: www.stylist.co.uk/books/100-best-opening-lines-from-childrens-books#gallery-31. Copies of the first line from the chosen books. A number of mysterious prompts, e.g:

• Rusty key
   
• Victorian brooch
   
• Map torn from an atlas
   
• Address written on a bus ticket
   

Expected timings: 1 hour

Expected outcomes of the activity: Pupils can: a) explain the need for a gripping first sentence/paragraph; b) identify key features of a gripping first sentence/paragraph; c) collectively, establish two sets of success criteria to show they understand the assessed aspect of the activities; and d) create a gripping first sentence or paragraph for an imaginative writing piece.

Details of the activity (pupils work in mixed ability groups):

Task 1: (15 minutes) Teacher explains that in order to grip a reader right from the start of a story or book, even the first sentence has to be interesting and make you want to read more. In groups, children are given a few of the photocopies of book covers from the above site and discuss the genre and audience of the book. They discuss what a good first sentence for each book might be and write it on the back of the copy.

Task 2: (15 minutes) Children are given a set of first sentences to match their books and, in discussion, work out which sentence might match each book. The teacher then asks the question ‘What makes these good first sentences?’ and summarises the results for the groups.

Task 3: (10 minutes) Children are guided to think about what would be useful success criteria to show they had understood the features of good story starts and could use them to create their own first sentences/paragraphs. Children would be assisted to create two sets of criteria, allowing them to each decide which matched their own skills.

Task 4: (30 minutes) Each group would be given a mysterious object with no clues from the teacher. They would be allowed 3 minutes to discuss possible genre, plots and story starts with their group before writing their own gripping first sentence or paragraph (based on success criteria established above). Children would then work in pairs to look at the success criteria and assess the story sentences/paragraphs with their partner. Feedback would be given either orally or in writing.

Plenary: Children are gathered and teacher asks for feedback from pairs on those who can evidence and illustrate their achievement of the success criteria and those who still have next steps in their learning.