Writing - Term 3
Week 9: Start Stop Poetry
Wednesday 13th September:
Learning Intention: We are learning how to identify excellent word choice.
Success Criteria: I can identify alliteration, metaphors, similes, sophisticated vocabulary and personification.
Learning Intention: We are learning how to identify excellent word choice.
Success Criteria: I can identify alliteration, metaphors, similes, sophisticated vocabulary and personification.
Read this Start Stop Poem together:
Outside my window
I notice Winter walking towards the house.
His cane clacks the sidewalk like hailstones.
His cloak casts such lengthy shadows.
His beard leans into the chilly wind
and his arrival changes the world
that once grew and thrived
in greens and pinks
outside my window.
Outside my window
I notice Winter walking towards the house.
His cane clacks the sidewalk like hailstones.
His cloak casts such lengthy shadows.
His beard leans into the chilly wind
and his arrival changes the world
that once grew and thrived
in greens and pinks
outside my window.
What do you notice about the poem? What what makes it unique or interesting?
In groups of three or four choose a season and write a short poem that personifies the season between the opening lines "Outside my window..."
Be prepared to share with the class!
Thursday 14th September:
Learning Intention: We are learning to use excellent word choice in an original Stop Start Poem.
Success Criteria: I can write a poem including:
We are going to listen Ralph Fletcher's "Twilight Comes Twice". While listening, jot down examples of excellent, sophisticated words or phrases.
Learning Intention: We are learning to use excellent word choice in an original Stop Start Poem.
Success Criteria: I can write a poem including:
- first and last lines the same
- excellent word choice
- Poetic devices, eg: alliteration, personification, metaphors & similes.
We are going to listen Ralph Fletcher's "Twilight Comes Twice". While listening, jot down examples of excellent, sophisticated words or phrases.
Compare your collection of words and phrases with a friends. Share and collate as a whole class.
Monday 18th September:
Learning Intention: We are learning to use excellent word choice in an original Stop Start Poem.
Success Criteria: I can write a poem including:
- first and last lines the same
- excellent word choice
- Poetic devices, eg: alliteration, personification, metaphors & similes.
For example: "Twilight comes twice."
- A very short, simple sentence!
- No particularly fancy words.
- Effective use of alliteration - sounds lovely when read aloud.
- We can infer a great deal from this short sentence.
In groups of 2 or 3 you will create a Start & Stop Poem that begins and ends with the sentence "Twilight Comes Twice." For your poems, you may borrow from the class chart of excellent words choices, but you are not to copy complete sentences or ideas (apart from the line, "Twilight comes Twice") from Fletcher's picture book. Your poems should be a combination of "found" and original ideas.
Here is a brief example:
Twilight comes twice.
It shines its light on the blackboard night sky,
Drinking the darkness, bringing new types of shadows
To daylight, which grows and thrives
The pale light returns at sunset
As the day halts and slows,
Tempting fireflies who love more than most that
Twilight comes twice.
Be prepared to share your poem with the class.
Tuesday 19th September:
Learning Intention: We are learning to use excellent word choice in an original Stop Start Poem.
Success Criteria: I can write a poem including:
Learning Intention: We are learning to use excellent word choice in an original Stop Start Poem.
Success Criteria: I can write a poem including:
- first and last lines are the same
- excellent word choice
- Poetic devices, eg: alliteration, personification, metaphors & similes.
It's now time for you to write an original Start & Stop Poem.
- You will need to choose a powerful starting line.
- It might be a good idea, to re-read Twilight Comes Twice before you begin composing, and to draw your attention back to Fletcher's word choices and imagery.
- You may want to use the class chart to borrow word/phrase ideas for your own poems, but try to keep it mostly original.
- Try to make your poem logically come back to the opening in a way that sounds poetic...not just like randomly repeating the first line!
- Remember the success criteria: I can write a poem including:
- first and last lines are the same
- excellent word choice
- Poetic devices, eg: alliteration, personification, metaphors & similes.
Week 6 - 7: Black Out Poetry
Tuesday 22nd August:
Learning Intention: We are developing careful word choice when creating black out poems.
Success Criteria: I understand how to create black out poems and can carefully choose words to create an effective poem.
Learning Intention: We are developing careful word choice when creating black out poems.
Success Criteria: I understand how to create black out poems and can carefully choose words to create an effective poem.
Pairs or small groups: have a play with one of the printed pages. What can you come up with?
Read these examples - were yours similar? Did anyone create a draft poem with a completely different 'vibe', from the same page?
Use one of these texts or take a photo of a page from any other book and have a go at creating your own block out poem.
Vocab Spinner Team Game.
Week 5: "A Minute in Time" Poetry
Monday 14th August:
Learning Intention: We are identifying the use of onomatopoeia in free verse poems.
Success Criteria: I can read other students' free-verse poems, identifying where onomatopoeia has been used, and discussing what the writer has done well, particularly focusing on word choice and idea development.
Learning Intention: We are identifying the use of onomatopoeia in free verse poems.
Success Criteria: I can read other students' free-verse poems, identifying where onomatopoeia has been used, and discussing what the writer has done well, particularly focusing on word choice and idea development.
Play the song “10:15 on a Saturday Night” by the Cure for your students and discuss any poetic elements of the song that seem to stand out. Notice the onomatopoeia. (“Drip, drip, drip, drip…”)
The Cure uses this onomatopoetic technique to show the passage of time.
Onomatopoeia is a word whose sound makes you think of its meaning, for example...
The Cure uses this onomatopoetic technique to show the passage of time.
Onomatopoeia is a word whose sound makes you think of its meaning, for example...
Read through The Cure’s song lyrics together:
10.15 on a Saturday night
And the tap drips
Under the strip light
And I'm sitting near the kitchen sink
And the tap drips
Drip drip drip drip drip drip drip drip
Waiting for the telephone to ring
And I'm wondering
Where she's been
And I'm crying
For yesterday
And the tap drips
Drip drip drip drip drip drip drip drip
It's always the same
This is a free verse poem/song and the words do not rhyme. Free verse poetry is a fun form of poetry that gives you the freedom to use sound effects and shortened lines whenever you like, without worrying about getting your words to rhyme!
Small groups: With your group, read these students' poems and discuss what they have done well. Remember to concentrate mainly on their idea development and word choice. With your small group, choose two poems to compare and contrast. Which one does each of you prefer? Why? What feedback would you give to help them improve their poems?
Small groups: With your group, read these students' poems and discuss what they have done well. Remember to concentrate mainly on their idea development and word choice. With your small group, choose two poems to compare and contrast. Which one does each of you prefer? Why? What feedback would you give to help them improve their poems?
Tuesday 15th August:
Learning Intention: We are writing a poem about a minute in time.
Success Criteria: I can use sensory details and onomatopoeia when describing a minute in time.
Whole class: Brainstorm some important events in life that you would count down to, where the last minute before might be significant. Be prepared to share with the class.
You can also use the interactive buttons on this website to help come up with ideas, and this list of onomatopoetic words.
You can also use the interactive buttons on this website to help come up with ideas, and this list of onomatopoetic words.
After writing your first draft, use these checklists to further develop your ideas and word choice:
Wednesday 16th August:
Learning Intention: We are using the agreed success criteria to self- and peer-edit our poems.
Success Criteria: I can use the checklist to improve my idea development and word choice, and to provide feedback for another member of the class.
After completing drafts, swap with a peer editor:
Tom & Jayden
Mackenzie & Busa
Curtis & Logan
Grace & Suzhanna
Molly & Abigail
Kirsten & Farhana & Maddie
Erika & Ashlee
Alyssa & Ellenor
Nakita & Tahlia
Lachlan & Grady
Kya & Ryan
Brock & Jack
First read: Highlight any suspected spelling errors.
Second read: Check punctuation and use a coloured pencil or pen to add any that is missing.
Third read: Does it make sense? Underline any parts that don't, or that you think need revising.
Then:
Tom & Jayden
Mackenzie & Busa
Curtis & Logan
Grace & Suzhanna
Molly & Abigail
Kirsten & Farhana & Maddie
Erika & Ashlee
Alyssa & Ellenor
Nakita & Tahlia
Lachlan & Grady
Kya & Ryan
Brock & Jack
First read: Highlight any suspected spelling errors.
Second read: Check punctuation and use a coloured pencil or pen to add any that is missing.
Third read: Does it make sense? Underline any parts that don't, or that you think need revising.
Then:
- Use the checklist to assess your peer's idea development and word choice.
- Meet with your peer editor to explain your assessment and give feedback to help them improve. Listen to the feedback they give you.
- Spend time implementing your peer editor's feedback to edit and revise your poem
- Publish! (Digitally or by hand)
- Complete your self-assessment on the checklist.
Week 4: Information Reports
Thursday 10th August:
Learning Intention: We are learning how to write information reports.
Success Criteria: I can understand the structure of an information report, and can take effective notes while watching a video.
Learning Intention: We are learning how to write information reports.
Success Criteria: I can understand the structure of an information report, and can take effective notes while watching a video.
Warm up:
1. Kahoot
2. Write at least 3 sentences with one of the "there/their/they're" words missing, for a partner to complete.
1. Kahoot
2. Write at least 3 sentences with one of the "there/their/they're" words missing, for a partner to complete.
Information Reports:
An information report is a factual text that provides information about a topic. It is used by readers as a way to gain a better understanding about a subject.
An information report:
Structure of an information report:
Formal written information reports usually follow a very specific structure.
The first part of an information report is the title, or heading, of the report. This will tell the reader what topic is covered in the report.
The first introductory paragraph, known as the classification, explains the aspects of the topic that will be covered in the report.
The following information is contained in the body paragraphs. This is where the topic of the report is covered in more detail. These paragraphs use factual information to give the reader a better understanding of the topic. Often, these paragraphs are broken up by sub-headings to help organise the information.
The conclusion of an information report gives any final details or facts about the topic. It may also be used to review what the report was about.
Visual elements are important because they help the reader to understand the topic better. Visual elements can include drawings, photographs, graphs, maps or diagrams.
A glossary is often put at the end of an information report. A glossary is a list of technical words used in the report and their definitions.
The bibliography is a list of resources like books, magazines and websites, which were used to help write the information report.
An information report is a factual text that provides information about a topic. It is used by readers as a way to gain a better understanding about a subject.
An information report:
- uses facts to explain something
- gives details about a topic
- does not contain personal views
- is usually written, but can also be presented orally (spoken).
Structure of an information report:
Formal written information reports usually follow a very specific structure.
The first part of an information report is the title, or heading, of the report. This will tell the reader what topic is covered in the report.
The first introductory paragraph, known as the classification, explains the aspects of the topic that will be covered in the report.
The following information is contained in the body paragraphs. This is where the topic of the report is covered in more detail. These paragraphs use factual information to give the reader a better understanding of the topic. Often, these paragraphs are broken up by sub-headings to help organise the information.
The conclusion of an information report gives any final details or facts about the topic. It may also be used to review what the report was about.
Visual elements are important because they help the reader to understand the topic better. Visual elements can include drawings, photographs, graphs, maps or diagrams.
A glossary is often put at the end of an information report. A glossary is a list of technical words used in the report and their definitions.
The bibliography is a list of resources like books, magazines and websites, which were used to help write the information report.
The first step for writing an information report is to do some research and gather information. Today you are going to take notes while watching a video. Remember: when taking notes, they need to be meaningful to YOU!
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Give 3, get 3! As you roam around the room, compare your notes with other students'. Aim to both give and get three ideas, words, sketches or suggestions, to help each other improve your notes.
Friday 11th August
Learning Intention: We are learning how to write information reports.
Success Criteria: I can use my notes to write an information report that:
- is written in the present tense
- includes facts and details
- has an appropriate structure, with headings
- includes a glossary
Remember: Always check your text for correct spelling, grammar and punctuation! Read it out loud to check that it makes sense!
Week 2 - 3: Mystery Narrative
Monday 24th July:
Learning Intention: We are identifying idea development and organisation in writing samples.
Success Criteria: I can identify great ideas, excellent organisation and interesting details in a piece of writing.
Learning Intention: We are identifying idea development and organisation in writing samples.
Success Criteria: I can identify great ideas, excellent organisation and interesting details in a piece of writing.
Vocab warm up: Foldable to review vocab words
Rod Clement’s picture book, "Grandpa's Teeth" is a witty mystery full of interesting details. The book centres around a distraught Grandpa whose teeth are stolen... and no one would ever guess who actually did it.
In this book the author displays fantastic idea development through his use of excellent details. Rod Clement has taken a simple plot about a stolen item and used intriguing details to create a wacky mystery.
This week you are going to be using creative idea development details to describe characters and objects in their story. By using interesting details, the writer can take readers on a roller coaster adventure of “Who did it?”
We are going to focus on showing details and not just telling... just as Rod Clement did with "Grandpa's Teeth".
Whole class: Read Marisa's short piece below.
Where do you think Marisa is already showing strong idea development and organisation skills?
What advice would you give Marisa, if she was about to revise her story focusing only on idea development and organisation?.
Where do you think Marisa is already showing strong idea development and organisation skills?
What advice would you give Marisa, if she was about to revise her story focusing only on idea development and organisation?.
Tuesday 25th July:
Learning Intention: We are identifying idea development and organisation in writing samples.
Success Criteria: I can identify great ideas, excellent organisation and interesting details in a piece of writing.
Small group: Analyse your writing sample. You need to do a close reading and annotate the writing, focusing in particular on identifying great ideas, interesting details, and excellent organisation.
When you finish, come up with three suggestions for your writer about they could improve their writing.
When you finish, come up with three suggestions for your writer about they could improve their writing.
Wednesday 26th July:
Learning Intention: We are developing ideas for a mystery narrative.
Success Criteria: I can list ideas, interesting details and specific word choices to help create a mystery narrative.
Learning Intention: We are developing ideas for a mystery narrative.
Success Criteria: I can list ideas, interesting details and specific word choices to help create a mystery narrative.
Whole class brainstorm: Who gets robbed? What is stolen? Who is the suspect?
Everyone's writing this week is going to follow the same structure. Your narrative's organisation will be:
PART 1: the victim will discover he/she has been robbed.
PART 2: the victim will discover a clue that leads them to think of a guilty suspect.
PART 3: the victim will discover the clue has led them to the wrong suspect, or they will find another clue pointing towards the original suspect.
PART 4: they will find a final clue that leads them to a different suspect OR verifies their suspect
PART 5: the right person will be caught... OR the victim will discover they have suspected the wrong person completely! This would possibly leave the story open for a sequel.
PART 1: the victim will discover he/she has been robbed.
PART 2: the victim will discover a clue that leads them to think of a guilty suspect.
PART 3: the victim will discover the clue has led them to the wrong suspect, or they will find another clue pointing towards the original suspect.
PART 4: they will find a final clue that leads them to a different suspect OR verifies their suspect
PART 5: the right person will be caught... OR the victim will discover they have suspected the wrong person completely! This would possibly leave the story open for a sequel.
Independently: You are going to decide on the big ideas for your narrative, using the printed graphic organiser.
Remember: We are focusing on Idea Development & Organisation.
Use these checklists to help you stay focused on these traits:
When you are publishing your writing, remember to do it on Portrait A4 paper. Here is the top of what your page should look like:
Week 1: NAIDOC Week
Learning Intention: We are writing a new National Anthem.
Success Criteria: I can write a new National Anthem, which aims to be meaningful for both Indigenous and non-Indigenous Australians, and uses:
Success Criteria: I can write a new National Anthem, which aims to be meaningful for both Indigenous and non-Indigenous Australians, and uses:
- Appropriate vocabulary choices
- Repetition
- Rhyme
How meaningful for you is our National Anthem? How meaningful do you think it is for all Australians?
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This week you are going to draft a new national anthem, which aims to be meaningful for both Indigenous and non-Indigenous Australians, and represents our culture, values and way of life. You may work independently or in a group or 2 - 4 people. Focus on the lyrics, as if you are writing a poem. (You don't have to have a tune.)
Step 1: Reflect on the top 10 anthems... what do you think makes these albums meaningful? Can you draw some inspiration from these?
Step 2: Brainstorm what values or ideas you think are important to Australians.
Step 3: Come up with a repetitious line you could use throughout the song, that reflects what is important to you about being Australian.
Step 4: Get your ideas down! Write as many ideas as you can.
Step 5: Think about using poetic devices - especially rhyme, alliteration and rhythm.