teaching resource

Build a Magical Story Interactive Activity

  • Updated

    Updated:  03 Jul 2024

Use this “Build a Magical Story” narrative writing interactive activity to model the purpose, structural elements and language features of narrative texts.

  • Editable

    Editable:  PowerPoint, Google Slides

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 3

Curriculum

  • VC2E1LA03

    Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain <ul> <li>discussing and comparing the purposes and organisation of familiar texts</li> <li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li> <li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li> </ul>

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LA03

    Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

  • Build a Magical Story Interactive Activity teaching resource
  • Build a Magical Story Interactive Activity teaching resource
teaching resource

Build a Magical Story Interactive Activity

  • Updated

    Updated:  03 Jul 2024

Use this “Build a Magical Story” narrative writing interactive activity to model the purpose, structural elements and language features of narrative texts.

  • Editable

    Editable:  PowerPoint, Google Slides

  • Pages

    Pages:  1 Page

  • Curriculum
  • Years

    Years:  1 - 3

Use this “Build a Magical Story” narrative writing interactive activity to model the purpose, structural elements and language features of narrative texts.

Build a Magical Story During Book Week 2024 

Book Week 2024 is all about celebrating the magic that a good story inspires. Help your students write a magical story of their own with this scaffolded digital writing activity perfect for use during Book Week 2024! 

At the beginning of the resource, the students are introduced to the following scenario:

Welcome to the enchanted forest! The fairies here are searching for new mystical stories to read. Use your imagination and writing skills to build the most magical story!

This interactive procedural writing activity contains the following slides:

  1. Story Title – Type six ideas for the title and choose the best one.
  2. Brainstorm – Brainstorm six different ideas for the magical story.
  3. Characters – Name and describe three characters in the story.
  4. Setting – List a time period, a list of places and a description of each place that will feature in the story.
  5. Plot – Create a problem, an attempt to solve the problem and a solution to the problem.
  6. Events – Describe three main events that will take place within the story.
  7. Draft – Create a draft of the story.
  8. Final Copy – Create a final copy of the story.
  9. Checklist – Check that the completed text contains all of the necessary features.

This interactive activity downloads as a Microsoft PowerPoint or a Google Slides file.

Reading Is Magic… And So Is Writing!

This resource makes a great whole-class modelled writing activity to use during Book Week.

Once your students have completed their magical story, why not have them share their work with another class, the school librarian, your school’s office staff or even the school principal? Your students will love reading their story to others and getting positive feedback on their work.

You could even have your students read their story at a school assembly or costume parade during Book Week!

Download to Write a Magical Story

Use the Download button to access your preferred version of this resource. Should you choose the Google Slides file, please note that you will be prompted to make a copy of it before saving it to your personal drive.

Please note that this resource functions in Edit mode only, not in Presentation mode.

This resource was created by Lindsay Phillips, a Teach Starter collaborator.

More Digital Writing Activities to Save You Time!

At Teach Starter, we want to save you time on your planning so you can concentrate on the most important part of your job… teaching! Click below for more great digital writing activities to use in your classroom.

[resource:5082675] [resource:5008378] [resource:5082572]

Curriculum

  • VC2E1LA03

    Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain <ul> <li>discussing and comparing the purposes and organisation of familiar texts</li> <li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li> <li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li> </ul>

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E2LA03

    Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>

  • VC2E2LY11

    Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>

  • VC2E2LY12

    Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>

  • VC2E3LY11

    Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>

  • VC2E3LY12

    Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>

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