Personal Narrative- the SENDD Method

Writing a personal narrative isn't about telling everything that happened in an entire day. It is about zooming in on a small moment—like looking at a single frame in a movie instead of the whole film.

See It in Action: The Pool Example 🏊‍♂️​

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Here is how a student used SENDD to write about a single, scary

moment on a diving board.

Notice how they didn't write about the whole swim lesson—just the few

seconds before jumping.

Part of the Text SENDD Analysis I stood at the very edge of the trembling blue diving board in the crowded pool hall. Setting The air smelled strongly of chlorine, and I heard the other children's screams echoing against the tiled walls. Experience (Senses) I looked down at the glittering water, which seemed a mile away. Next Step "Jump now!" my big brother shouted. My knees shook so much I had to use my arms to keep my balance. Dialogue & Action My heart hammered in my chest like a trapped bird. I was terrified, but I had never been closer to my goal. Deep Feeling

Activity 1: Analyse a Moment 🕵️‍♀️​

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Read the short paragraph below about taking a test. Identify the SENDD

elements:

The Exam Room

The classroom was completely silent, except for the loud ticking

of the clock above the whiteboard. I smelled the sharp scent of

pencil shavings and saw thirty heads bent over their papers.

I turned the page of my exam, the paper crinkling loudly in the

quiet room. "Five minutes left," the teacher announced, and I

gripped my pen tighter until my knuckles turned white. Panic

fluttered in my stomach; I knew I wouldn't finish in time.

Activity 2: Create Your Own Small Moment ✍️​

Choose one of the prompts below. Use the table to draft a sentence for each part of SENDD. Remember: zoom in on just a few seconds! Prompts: The moment you dropped your lunch tray in the dining hall The second before you scored a goal in the Champions League Opening a surprising gift you got from someone you love

SENDD Checklist	Your Sentences
Setting (Where are you?)
Experience (What do you see/smell/hear?)
Next Step (What happens?)
Dialogue & Action (What is said/done?)
Deep Feeling (Physical feeling in body)

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Take a look at the assignment:

• identify SENDD

• has the author written about all three parts? 

Model Text: Being a Teen – Now and in the Future 

The blue light from my phone screen glows in the dark room at 6:00 AM as I begin another day as a teenager in my hometown. I can hear the distant hum of traffic outside and the soft, repetitive "ping" of new notifications on social media. I slowly reach out to silence my alarm, already thinking about the long day of school and practice ahead. "Five more minutes," I mumble to myself, even though I know the pressure of grades and future expectations is already waiting for me. Being a teen here feels like a constant race between the digital world and reality—it is exciting and exhausting all at once.

This is the reality for many of us, and as you gather for the international youth conference in Madrid, there are specific issues you must address. First, the conference should focus on mental health, as the pressure to perform in education and maintain a perfect image on social media is creating a crisis of anxiety. Secondly, you must prioritise the environment and climate change; young people today feel a deep sense of responsibility for the planet's future, and we need to see global leaders take real action. These issues are vital because they define our quality of life and determine whether we feel safe and supported in our transition to adulthood.

Looking ahead, life as a teenager will likely change significantly in the future. Education may become entirely digital, allowing for more flexibility but perhaps making real-life friendship harder to maintain. While technology might solve some problems, the economy and the changing nature of jobs could make our future more unpredictable. However, despite these changes in lifestyles, the need for human connection and a fair world will always be at the heart of the teenage experience. By focusing on these issues now, the Madrid conference can help ensure that the teenagers of the future have the tools they need to thrive.

Without looking at your notes! Do you remember?

1. What does SENDD stand for?
   
   

2. Which part shows feelings?
   
   

3. Which part moves the story forward?
   
   

4. Why is dialogue useful in a story?

Now go to Trelson and write your own text! 

Final Assignment: Will be published on the same day

You write.

Matilda!

 Matilda - Roald Dahl 

You will find the text we are reading HERE.

What do you think the book will be about? 

Have you ever heard about Roald Dahl?

Roald Dahl is a very famous author. Have you watched Charlie and the Chocolate Factory with Johnny Depp?

He is also the author of the book that we are going to read: Matilda.

1. First of all, work on your own and write down 5 words that you think of when you see the cover of the book.
2. Compare your words with your neighbour - which words are the same and which are not?
Be prepared to share your thoughts with the whole class.

Before we start reading, discuss the questions below with your neighbour. Take notes so you can tell the whole class as well. 

1. Do you remember how old you were when you started reading?
2. What was the first book that you read and what was it about?
3. Do you remember your first day at school, when you were 6-7 years old? What happened and how did you feel?
 

Before reading! 

1. Quizlet / Quizlet live. We will take a look at some words that you will find in the text. 

First of all, work individually and if it works... we will try Quizlet live! 

2. I will read the first chapters to you. 

3. You listen and underline words you don't understand. 

4. Together we will collect words and I will help you understand them. 

After reading chapters 1 and 2: 

Go to the worksheet and answer the questions. You may choose to write in a Google document or in your notebook. (Don't use AI to answer the questions. I will see it directly if you do. Use your brains - learn!)

You find the worksheet HERE or in Classroom. 

Roald Dahl uses fantastic adjectives to describe his characters. Below are 30 adjectives to help you describe Matilda, Miss Honey, and Miss Trunchbull. 

First, we practice in Quizlet. 

Then, match the vocabulary to their Swedish translations and definitions.

Pick the best adjectives for each character and use them in your writing.

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Words: formidable, tyrannical, bookish, menacing, modest, sensitive, brilliant, gifted, gentle, massive, cruel, intellectual, resilient, oppressive, compassionate, timid, courageous, malicious, humble, ferocious, inquisitive, extraordinary, benevolent, terrifying, precocious, empathetic, authoritarian, imaginative, monstrous, determined

Which words can be used to describe: Matilda, Miss Honey and Ms Trunchbull? 

1. In pairs - describe Matilda, Mr Wormwood and Mrs Wormwood. What kind of people are they?
2. What do you remember from the previous chapters? Individually, write a short summary without looking in the book.

3. Let's look at the reading comprehension from last week and make sure

 You have the correct answers.

 "But that's dishonest, Daddy," Matilda said. "It's cheating." 

What does Matilda mean? Why is her dad being dishonest? 

 We will not read the whole book (if you want to, feel free to do it), so let's 

move to chapter 10, "Throwing the Hammer"

Before Reading: Chapter 10 "Throwing the Hammer" 🔨​

Before we continue reading, let's look ahead at the next chapter title: "Throwing the Hammer". This title refers to a specific event in the Olympic Games, but in Matilda's world, it might mean something very different. Use what you have already learned about the characters to make some predictions. 1. Making Predictions Based only on the title "Throwing the Hammer," what do you think is going to happen in this chapter? Who do you think is doing the throwing? 2. What do we know about Miss Trunchbull? We have heard her name and heard how scary she is. List three things we already know or have heard about her character so far. 3. Predict: Fair or Unfair? Do you think something unfair will happen in this chapter? Explain why you think so, using evidence from what you know about the school and its Headmistress. During Reading: Chokeys and Flying Pigtails 👧​ ​ 📢​ Vocabulary Check: In these chapters, Hortensia uses the word brigand (a member of a gang of outlaws) and knave (a dishonest man) to describe how the Trunchbull sees the children. ​ ​ Character Their Reaction to the Trunchbull Matilda & Lavender Fascinated, curious, and slightly shocked. Hortensia Brave, rebellious, and used to the cruelty. Amanda Thripp Terrified but tries to stand up for herself briefly. ​ After Reading: Discussion & Reflection 💭​ ​ Now that you have finished the chapter, it is time to reflect on Roald Dahl's writing style and the deeper meanings behind the events at Crunchem Hall. Work through these questions to consolidate what you have learned. Remember? 1. What have we already learned about Matilda in earlier chapters that makes her different from the other children at the school? 2. Why might the events of this chapter be important for Matilda's story later on? Author's Craft: Exaggeration Roald Dahl is famous for using exaggeration (making things seem much bigger, worse, or more extreme than they really are). 3. Why do you think Roald Dahl describes the scene where Amanda is thrown over the fence in such an exaggerated way? Do you think the scene is meant to be scary or funny? Or perhaps both? Explain your answer. 🧠​ Author’s Message: When authors write about villains like Miss Trunchbull, they are often making a point about how people use and abuse their power. ​ Power and Bullying 4. What do you think the author wants to say about power and bullying in this chapter? Think about how the adults treat the children and how the children try to support each other. Together in pairs, identify two things that illustrate a moment of power and a moment of bullying A moment of Power A moment of Bullying Example: Miss Trunchbull using her Olympic skills. Example: Forcing a child into the Chokey. ​ Vocabulary Practice: Mastering Matilda's World ✍️​ ​ To wrap up our work on these chapters, let's practice using some of the more challenging words Roald Dahl uses to bring Crunchem Hall to life. Read the definitions below and choose the correct word from the word bank to fill in the table. Word bank: loathsome, insolence, vile, brigand, knave, exaggerate Definition Word To represent something as being larger, better, or worse than it really is. Extremely unpleasant; causing hatred or disgust. Rude and disrespectful behaviour. A member of a gang of outlaws or thieves. Extremely unpleasant; wicked or immoral. A dishonest or unscrupulous man.

Check Your Knowledge: Matilda's Journey 📝​

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Well done on completing the vocabulary and reading sections! Now, let's see

how much you remember about the characters and the plot of Matilda?

In pairs, discuss:

1. How does Matilda feel about books compared to television?

2. What is the main reason Miss Trunchbull hates Amanda Thripp's 

appearance?

3. Which word best describes Mr Wormwood's business methods?
4. What is the 'Chokey' at Crunchem Hall?

5. Which character is described as 'gentle' and 'compassionate'?

Chapter 11 Bruce Bogtrotter and the cake

Homework for April 15 

We’ll do it like last time: the minimum number of words to learn for an E grade is ten.

You choose how many new words you can learn – challenge yourself.
If you want a challenge, learn all the words.
Write the words using paper and a pen and practice. 

The notebooks are in the cupboard in room 72.

Make sure you understand what the words mean in both Swedish and English.
You should be able to explain the word to someone who doesn’t know what it means.
You should be able to spell the word.

Matilda - vocabulary 

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Vocabulary: Bruce Bogtrotter - practice 

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 The following words describe feelings and actions during this chapter

Read the sentences carefully and choose the word that best fits the context.

.	Even when the Trunchbull screamed in her face, Matilda showed great __________ by not backing down or crying.	a)  Exhaustion b)  Determination c)  Humiliation d)  Stare
.	The Trunchbull loves to cause __________ to the children by making them feel small and embarrassed in front of the whole school.	a)  Humiliation b)  Triumph c)  Victory d)  Encouragement
.	As the Headmistress, Miss Trunchbull has the __________ to make any rule she likes, no matter how unfair it is.	a)  Rebellion b)  Exhaustion c)  Authority d)  Desperate

	When the students finally stood up against the Headmistress, it was a grand act of __________.	a)  Stare b)  Humiliation c)  Encouragement d)  Rebellion
.	After using her mental powers to move heavy objects all afternoon, Matilda felt a sense of total __________.	a)  Exhaustion b)  Victory c)  Authority d)  Triumph
.	Miss Honey always gives Matilda plenty of __________, telling her how brilliant and special she is.	a)  Stare b)  Determination c)  Encouragement d)  Humiliation
.	Matilda used her famous, intense __________ to focus all her energy on the chalk until it began to move.	a)  Desperate b)  Stare c)  Rebellion d)  Authority
.	Miss Honey was _________ to find a way to escape her aunt's control and live a life of her own.	a)  Triumph b)  Encouragement c)  Desperate d)  Exhaustion
.	When the chalk finally finished writing the message on the board, the children felt they had won a great __________.	a)  Victory b)  Stare c)  Authority d)  Humiliation
.	The moment Miss Trunchbull ran out of the school forever was a huge __________ for every student at Crunchem Hall.	a)  Exhaustion b)  Triumph c)  Desperate d)  Determination

📢​	Swedish Translation Quick-Look: Triumph: Triumf / Stor seger Determination: Beslutsamhet Humiliation: Förnedring Authority: Auktoritet / Makt Rebellion: Uppror Exhaustion: Utmattning Encouragement: Uppmuntran Stare: Stirra / Blicka Desperate: Desperat Victory: Seger

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Bruce Bogtrotter's Challenge: Vocabulary 🍰​

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In the famous chapter about Bruce Bogtrotter, we see a battle of wills involving a gigantic chocolate cake and a very greedy headmistress. Let's practice the vocabulary used to describe this messy and brave moment in the story.

The Cake Incident Word bank: gigantic, headmistress, punish, greedy, enormous, forced, audience Miss Trunchbull, the terrifying headmistress, decided to punish Bruce Bogtrotter for stealing a slice of her private cake. She believed Bruce was greedy, so she forced him to sit in front of the whole school audience. A cook brought out an enormous chocolate cake that looked gigantic on the small table. Everyone thought Bruce would fail, but he kept eating!

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Describing the Struggle

Bruce didn't just eat; he had to survive! Match these action words to the 

correct sentence.

Groan, Brave, Whisper, Disgusting, Chew, Stomach

Word	Sentence
	The children heard Bruce let out a low __________ as his stomach became very full.
	Matilda thought Bruce was very __________ to keep eating even when he felt sick.
	The students began to __________ to each other in excitement as the cake disappeared.
	Miss Trunchbull thought the children were __________, like little insects.
	Bruce had to __________ every single bite slowly to make sure he could swallow it all.
Stomach	By the end, Bruce's __________ was stretched like a giant balloon.

💡​	Did you know? Roald Dahl loved chocolate! He used to test new chocolate bars for Cadbury when he was a schoolboy, which is why food and sweets are so important in his books.

​Reading Comprehension: On the Line and Between

 the Lines 🧠​

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To truly understand the chapter "Bruce Bogtrotter and the Cake", we

 must look for information that is on the line (stated directly in the text) and

 between the lines.

 Answer the following questions using evidence from the book to show your deep 

understanding of the characters and their motives.

📢​	Reading Tip: When a question asks you to read 'between the lines', you are making an inference. You are using clues from the author to guess how a character feels or why they act a certain way.

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Section A: On the Line (Literal Questions)

Find these answers directly in the story.

1. Why does Miss Trunchbull order all the children and teachers to assemble in the hall?

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2. Describe what the Cook looks like when she brings the big cake to Bruce.

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3. According to Miss Trunchbull, what was the "crime" Bruce committed before

 the assembly?

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4. What violent action does the Headmistress take when she realises Bruce

 has finished the cake?

Section B: Between the Lines

Use your own thinking and clues from the text to answer.

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5. Why does Miss Trunchbull force Bruce to eat the entire (the whole) cake rather than just 

giving him a standard punishment?

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6. How does the atmosphere in the hall change as Bruce gets closer and closer to

 finishing the cake?

7. Why is Bruce's success a "victory" for all the children at 

Crunchem Hall?

8. What does Miss Trunchbull's reaction at the end of the chapter tell us about  her character when she doesn't get her way?

9. Why do you think Roald Dahl chose a chocolate cake for this punishment? 

Do you think it makes the scene funny or disgusting? Or perhaps both? 

If you would like to print the lesson plan - you find it here: LESSON PLAN

Final assignment

First, plan your essay. Create a mind map. 

Show Sara! 

Then go to Trelson and write your essay. Write at least 150 words, size 12. 

1. Standing Up for What’s Right

Matilda often stands up against unfairness. Write about a moment in the book where she showed bravery. Would you have done the same thing? Why or why not? 

Have you ever stood up for someone or something? What happened? 

2. The Perfect Teacher

Miss Honey is described as kind and caring. What qualities make her a good teacher? Do you think she is the perfect teacher? Why or why not?

What is a perfect teacher for you? Explain, give examples and motivate your opinions. 

3. Your Own Ending
Imagine a different ending for Matilda. What would happen to Matilda, Miss Honey, and miss Trunchbull? Write about your new version of the ending i.e. write a new last chapter!