Foundations of Literacy and Expression · Senior Infants · Becoming Authors · Summer Term

Developing Narrative Craft and Literary Devices

Mastering elements of narrative craft, including plot development, characterisation, setting, theme, and the effective use of literary devices (e.g., metaphor, symbolism, imagery).

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Writing
• NCCA: Junior Cycle English - Crafting and Shaping Texts

About This Topic

Creative Composition is the pinnacle of the Senior Infants writing journey, where imagination meets the page. This topic encourages children to create their own original stories, combining their growing phonetic knowledge with their natural storytelling ability. It aligns with the NCCA's 'Writing Process' strand, emphasizing the joy of creation and the importance of illustrations in conveying meaning.

At this level, creative writing is often a mix of drawing and 'writing.' The drawings aren't just decorations; they are a vital part of the narrative that helps the child plan and expand their ideas. By composing their own stories, students develop a sense of authorship and learn that their unique ideas have value. This fosters a lifelong love for writing and creative expression.

This topic comes alive when students have the freedom to choose their own topics and share their 'published' works with an appreciative audience of peers.

Key Questions

1. How do I develop a compelling plot with rising action, climax, and resolution?
2. What literary devices can I employ to create vivid imagery and deeper meaning in my stories?
3. How do I craft believable characters and settings that resonate with readers?

Learning Objectives

• Create a short narrative with a clear beginning, middle, and end, incorporating at least two distinct characters.
• Identify and explain the purpose of descriptive language (imagery) used by peers to enhance a story's setting.
• Analyze how a character's actions contribute to the plot's progression in a shared story.
• Design a simple story map illustrating the sequence of events in a narrative.

Before You Start

Oral Storytelling and Sequencing

Why: Students need to be able to recall and retell events in a logical order before they can construct their own written narratives.

Phonemic Awareness and Phonics

Why: A foundational understanding of sounds and letter-sound correspondences is necessary for translating spoken ideas into written words.

Key Vocabulary

Plot	The sequence of events that make up a story, including what happens first, next, and last.
Character	A person or animal who takes part in the action of a story.
Setting	The time and place where a story happens.
Imagery	Words or phrases that help the reader imagine how something looks, feels, smells, tastes, or sounds.
Resolution	The end of the story where the problem is solved.

Watch Out for These Misconceptions

Common Misconception

Students think they can't write a story if they can't spell all the words.

What to Teach Instead

Reiterate that 'Authors use drawings too!' Use 'Picture-First' planning where students draw the whole story before adding any words. This ensures the complexity of their imagination isn't limited by their current spelling level.

Common Misconception

Children believe stories must be about 'superheroes' or 'magic'.

What to Teach Instead

Encourage 'Small Moment' stories about real life (e.g., falling off a bike). Active 'Story Circles' where students share a real thing that happened to them help them see that everyday life is full of great story material.

Active Learning Ideas

Gallery Walk: The Young Authors' Expo

After creating their own short 'books' (even if just 2-3 pages), students display them on their desks. The class walks around, looking at the illustrations and 'reading' the stories, leaving a 'star' sticker on something they liked.

30 min·Whole Class

Think-Pair-Share: Story Starters

The teacher provides a 'mystery object' (e.g., an old key). Pairs discuss who the key belongs to and what it opens. They then 'share' their best idea with another pair before starting to write and draw their own story about it.

20 min·Pairs

Inquiry Circle: Giant Story Map

On a large roll of paper, a small group works together to draw a 'world' (e.g., a jungle). They then write short labels or sentences about what is happening in different parts of their world, creating a collaborative narrative.

40 min·Small Groups

Real-World Connections

• Children's book authors, like Oliver Jeffers, use vivid descriptions and engaging plots to capture young readers' imaginations, creating characters and worlds that children remember long after the book is closed.
• Filmmakers and animators carefully craft storyboards, which are visual plans for a movie, detailing the setting, characters, and sequence of events to ensure a compelling narrative unfolds on screen.

Assessment Ideas

Quick Check

Provide students with a simple story starter, such as 'Once upon a time, there was a brave little mouse who lived in a big, old house.' Ask them to draw one picture showing the setting and write one sentence about what the mouse might do next.

Discussion Prompt

After reading a short, simple story aloud, ask: 'What was the most exciting part of the story and why?' and 'Can you describe what the main character looked like or how they felt using words from the story?'

Exit Ticket

Give each student a card with a picture of a character, a setting, or a simple object. Ask them to write one sentence describing it using descriptive words, or one sentence about what might happen next in a story featuring it.

Frequently Asked Questions

How much writing should I expect in a Senior Infant's story?

At this stage, a 'story' might be one sentence and a very detailed picture, or a three-page booklet with a few words on each page. The focus should be on the logical sequence (Beginning, Middle, End) rather than the word count.

How do I handle 'scribble' writing in creative composition?

Treat it as a stage of development. Ask the child to 'read' their writing to you. If they can tell a consistent story, they are developing the 'concept of word.' Encourage them to find one or two sounds they *do* know in their story to replace the scribbles.

What is the role of illustrations in Senior Infant writing?

Illustrations are the 'scaffolding' for their writing. They allow children to express complex ideas, settings, and emotions that they don't yet have the vocabulary or spelling to write down. Always treat the drawing as an equal part of the composition.

How can active learning help students with creative writing?

Active learning strategies like 'Oral Rehearsal' are essential. Before picking up a pencil, have students 'tell' their story to a partner or act it out in a 'Freeze Frame.' This physical and verbal rehearsal helps them organize their thoughts, making the actual writing process much smoother and more coherent.