Writing - Term 2
Week 11: Fairytale Newspaper Reports
Monday 26th June:
Learning Intention: We are learning to use bias in a newspaper report.
Success Criteria: I can write a newspaper report present a character as innocent, using:
Learning Intention: We are learning to use bias in a newspaper report.
Success Criteria: I can write a newspaper report present a character as innocent, using:
- A catchy headline.
- An image with a caption.
- Quotes from interviews with local townspeople.
- Emotive language to convince the reader to feel sorry for the character.
Jack has been put into prison for the murder of the Giant! What is the world coming to? An innocent child, wrongly imprisoned! It's a disgrace! Write a newspaper report presenting Jack as innocent. Don't forget to include:
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Week 10: Revising & Editing Quest Item Poems
Monday 19th June
Learning Intention: We are learning to use an editing checklist to revise our poems.
Success Criteria: I can use the questions on the checklist to help me work how to improve my poem.
Learning Intention: We are learning to use an editing checklist to revise our poems.
Success Criteria: I can use the questions on the checklist to help me work how to improve my poem.
Week 9: Idea Development & Word Choice
Quest Item Poetry
Wednesday 14th June:
Learning Intention: We are learning to visualise a story.
Success Criteria: I can listen and sketch scenes from the story.
Learning Intention: We are learning to visualise a story.
Success Criteria: I can listen and sketch scenes from the story.
While listening to this song, think about the connection to the stories of Orpheus and Theseus that you have just listened to.
Thursday 15th June:
Learning Intention: We are learning to use poetic devices to describe quest "items".
Success Criteria: I can decide on the "items" that I carry with me in my life, and describe these items by using poetic devices including:
- a simile
- personification
- interesting adjectives.
Whole class: Return to yesterday's brainstorm of useful "items" we carry with us in life. Can we add to this? Later in this lesson you will need to choose 3 items that are relevant to you, to write about in a poem.
Small group: In your group, do a close reading of your example poem. What do you notice your writer has done really well? Highlight and annotate it - go crazy! Some things to look for:
Ashlee, Mackenzie & Jack
Brock, Maddie & Suzhanna
Grady, Kya & Alyssa
Tom, Farhana & Molly
Kirsten, Tahlia & Curtis
Ryan, Grace, Lachlan & Nakita
Ellenor, Abigail & Busa
Erika, Logan & Jayden
Small group: In your group, do a close reading of your example poem. What do you notice your writer has done really well? Highlight and annotate it - go crazy! Some things to look for:
- Word choice - which are some great, specific words that paint a picture in your mind?
- Repetition - have certain words or phrases been repeated for effect?
- Personification - have non-human items been given human qualities?
- Rhyme
- Rhythm - read it out loud. Does it sound a bit like a song? Why?
- Similes & metaphors
- Great ideas
- Parts you really like... try to work out why!
Ashlee, Mackenzie & Jack
Brock, Maddie & Suzhanna
Grady, Kya & Alyssa
Tom, Farhana & Molly
Kirsten, Tahlia & Curtis
Ryan, Grace, Lachlan & Nakita
Ellenor, Abigail & Busa
Erika, Logan & Jayden
Independently: You now need to choose your three items, and use the brainstorming to help you come up with ideas of how you could describe these items.
Friday 16th June
Learning Intention: We are learning to write a poem about metaphorical items that we carry with us through life.
Success Criteria: I can use interesting word choices in my poem as well as some poetic devices, such as:
- rhyme
- rhythm
- repetition
- similes and metaphors
- personification
Week 8: Sentence Fluency
A Special Place Descriptive Writing
Monday 5th June:
Learning Intention: We are learning to understand what sentence fluency is.
Success Criteria: I understand that a good piece of writing has sentences of different lengths, and that start with different words.
Learning Intention: We are learning to understand what sentence fluency is.
Success Criteria: I understand that a good piece of writing has sentences of different lengths, and that start with different words.
In your small groups, discuss:
- What do you notice about each other’s texts?
- Are there any similarities or differences?
- Who has written a good piece of writing, and what made it good?
Tuesday 6th June:
Learning Intention: We are learning to identify what good sentence fluency looks and sounds like.
Success Criteria: I can:
- find quality examples of sentence fluency.
- vary my sentence length and starters.
Analysing sentence fluency: In your small group, read your student's piece of writing. Discuss and annotate, particularly focusing on what this writer has done well with their sentence fluency. Be prepared to report back to the class!
Wednesday 7th June:
Learning Intention: We are learning to revise and improve our sentence fluency.
Success Criteria: I can:
- use interesting and memorable words
- vary the structure of my sentences by using prepositional phrases at the beginning, middle or end of sentences.
So... A preposition tells us the WHERE or the WHEN.
What is a prepositional phrase?
A group of words that starts with a preposition and ends with a noun or a pronoun.
eg:
over the rainbow
under the table
to the girl
between the lines
Choose a preposition from below and make a preposition phrase:
Look at this boring sentence:
I go the beach and play in the waves.
Let's move the prepositional phrase (in the waves) to the start, and add in a few more interesting words...
In the crashing waves I jump and dive, frolicking in the sparkling water at my favourite beach.
I go the beach and play in the waves.
Let's move the prepositional phrase (in the waves) to the start, and add in a few more interesting words...
In the crashing waves I jump and dive, frolicking in the sparkling water at my favourite beach.
Your task:
Go back to your piece of writing about a special place. Revise it to improve the sentence fluency!
Focus on:
Go back to your piece of writing about a special place. Revise it to improve the sentence fluency!
Focus on:
- using different sentence lengths
- using different sentence starters
- using interesting words
- using some prepositional phrases in different parts of sentences.
Week 7: Timed Narrative
Monday 29th May:
Learning Intention: We are writing a narrative that shows improvement in our writing.
Success Criteria: I can:
Learning Intention: We are writing a narrative that shows improvement in our writing.
Success Criteria: I can:
- Write a narrative with a problem and resolution.
- Use evidence in my narrative to show how I am focusing on my goal
Week 5 - 6: Personification
Narrative: A Day in the Life of a Shoe
Tuesday 16th May
Learning Intention: We are learning to use personification.
Success Criteria: I can give human qualities to a pair of shoes.
Learning Intention: We are learning to use personification.
Success Criteria: I can give human qualities to a pair of shoes.
In your group, closely look at your pair of shoes. Think about your shoe's personality. Does he/she get along with the other shoe in its pair? With its owner? How would you describe your shoe as it walked down the street?
Record your ideas and be prepared to share with the class.
Independently, choose a shoe to develop into a character. Create a page in your Writer's Notebook filled with ideas and information about your shoe. Get creative, and fill up the page with as much information and ideas as you can!
This afternoon when our class is split, you will need to finish your Writer's Notebook page. It needs to be jam-packed full of ideas!
Once you finish, choose:
- What is your shoe's personality like? Does he/she get along with the other shoe in its pair? With your socks?
- What does your shoe dream about at night? What would be the subject of a nightmare for your shoe?
- What does your shoe aspire to be?
- What are a few of your shoe's pet peeves - things that annoy it the most?
- What is your shoe's favourite song, book, movie, or TV show?
- What qualifications does your shoe have, if it was applying for a job?
- How else can you describe your shoe, as if it was a character?
This afternoon when our class is split, you will need to finish your Writer's Notebook page. It needs to be jam-packed full of ideas!
Once you finish, choose:
- Discovery Journal
- Independent Writing. Don't forget the Writing Inspiration page if you are stuck for ideas.
Wednesday 17th May
Learning Intention: We are learning to use personification.
Success Criteria: I can describe a shoe's personality & write from my shoe's perspective.
Learning Intention: We are learning to use personification.
Success Criteria: I can describe a shoe's personality & write from my shoe's perspective.
Read one of the examples below. Consider what feedback you would give these writers:
- What have they done well?
- What were the most effective parts of their writing?
- What would you encourage them to do differently in the future, to improve their writing?
Time to write your own story: a day in the life of your shoe! 👟 👡 👠 👢
Week 4: Convincing introductions
Monday 8th May
Learning Intention: We are learning to write a convincing persuasive introduction.
Success Criteria: I can come up with powerful arguments for several topics, then can write a convincing introduction about one topic.
Learning Intention: We are learning to write a convincing persuasive introduction.
Success Criteria: I can come up with powerful arguments for several topics, then can write a convincing introduction about one topic.
Monday 8th May
Learning Intention: We are learning to write an interesting narrative introduction.
Success Criteria: I can come up with ideas for characters, problem and resolution about several story ideas, then can write a powerful introduction to one.
Learning Intention: We are learning to write an interesting narrative introduction.
Success Criteria: I can come up with ideas for characters, problem and resolution about several story ideas, then can write a powerful introduction to one.
Tuesday 2nd May & Wednesday 3rd May
Learning Intention: I can write a persuasive text.
Success Criteria: I can work in a small group to develop a plan for a piece of writing, and can then write an individual piece that has strong arguments, persuasive language and persuasive techniques.
Learning Intention: I can write a persuasive text.
Success Criteria: I can work in a small group to develop a plan for a piece of writing, and can then write an individual piece that has strong arguments, persuasive language and persuasive techniques.