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The White Fox / After Reading / /

The Story of the White Fox

Writing a version of the story from the point of view of the fox.

Lesson length: 1 session or 2

Lesson from The White Fox series

Required reading: Whole book

Text potential

  • Writing opportunities: Narrative
  • Narrative features: Plot: key events
  • Writing opportunities: Point of view
  • Language features: Syntax: fronted adverbials

Strategies used

  • Drama Strategies: Thought Tracking

Purpose

The point of view is the angle from which the story is presented. Being able to see things from an alternative point of view is an important life skill. This lesson asks the children to write the story from the point of view of the fox. The fox is central to the story, but we can only infer her thoughts and feelings from the illustrations. Writing from a different point of view requires the children to put themselves into to fox’s position and also to think about the reasons for her journey to Seattle. 

Preparation

  • Gather examples of fronted adverbials.

Process

Explain that you are going to write the story from the point of view of the fox. Invite suggestions for the key events in the fox’s story. The list could include:

  • Arrives in Seattle
  • Finding Sol
  • Caught by the dockers
  • The car journey with Sol and his father
  • Being set free
  • Watching Sol and his grandmother at the end

Each of these events could be the basis of a new paragraph

Before writing, use Thought Tracking to consider how the fox is feeling at each point in the narrative. 

This writing lesson provides a useful context for teaching or revising the use of fronted adverbials. Some appropriate examples could be gathered and used to begin paragraphs or sentences, such as:

Before the sun went down,

All night long, 

Early that morning,

Late in the evening,

Writing a satisfying ending can sometimes be the most challenging part of a story. When writing their final paragraph, the following questions may support children’s thinking: 

  • Why did the fox come to Seattle?
  • What made the fox want to help Sol?
  • What does she think about Sol at the end of the story?

Alternatively, you may want to model writing an ending:

Some nights I go to the garden, just to check that everything’s ok. Tonight I saw Sol with his grandmother. They were watching the northern lights dance in the sky. I’m glad he’s come home, back to his rightful place. He’ll never stop missing his mum but I hope I can bring him some comfort and remind him how much she loved him.

Final reflection

  • Was it easy or difficult writing in role as the fox?
  • Did any specific illustrations help you?

Key vocabulary

paragraph, fronted adverbials, point of view, narration

Contributors

Sam Keeley

Formerly a teacher and local authority advisory teacher, Sam now works with Just Imagine as an English consultant and manager of the year 6 Reading Gladiators programme.

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