writing non-fiction for upper ks2 contents · the pack aims to provide creative teaching ideas for...

Writing non-fiction for upper KS2

Contents

© www.teachitprimary.co.uk 2017 27725 of 138


Contents


Contents

Contents

Introduction ...................................................................................................................... 003

Instructional writing ............................................................................................................... 004

Teaching notes and curriculum coverage ........................................................................ 004

Teaching sequence ........................................................................................................... 007

Resource printouts ............................................................................................................. 018

Recounts - biographies ........................................................................................................... 035



Resource printouts ............................................................................................................ 048

Explanatory writing ................................................................................................................ 059




Persuasive writing ................................................................................................................... 087




Discussion texts ........................................................................................................................ 114





Introduction


Introduction

Introduction The pack aims to provide creative teaching ideas for the following non-fiction text types:

instructions, recounts (in the form of a biography), explanations, persuasion and discussion within

a structured sequence of sessions complete with supporting resources. Each sequence contains at

least five structured sessions made up of a starter activity, main teaching activity, plenary activity,

and further support/extension/homework suggestions when appropriate. A grammar element has

also been incorporated into each sequence with a view that this knowledge be applied in the

written outcome.

Each section contains its own set of Teaching Notes which includes background information to the

unit of work and will help you with your teaching preparation. The units also make reference to a

Working Wall, a board in your classroom you can use to display the children’s learning journey

and will help to provide support.

An assessment sheet is provided for each unit as a means of monitoring and assessing the

children’s skills and knowledge.

Please note that, at the time of publishing, all external links referenced within the pack are fully

functioning. However, Teachit Primary cannot take responsibility for the maintenance of external

websites.

We hope you enjoy using this pack. If you have any questions, please get in touch: email

[email protected] or call us on 01225 788851. Alternatively, you might like to give

some feedback for other Teachit Primary members – you can do this by adding a comment on the

Writing non-fiction upper KS2 page on Teachit Primary (please log in to access this!).

mailto:[email protected]

http://www.teachitprimary.co.uk/writing-non-fiction-uks2

Instructional writing

Teaching notes and curriculum coverage



Instructional writing Teaching notes

This unit on instructional writing allows for creative writing, although the skills learned can be

topic-linked to allow writing for a real purpose. Children in year 5 and year 6 will have

encountered instructions many times in KS1 and LKS2. This unit explores the more complex nature

of instructions to enable people to play games. The outcome is for the children to create a set of

instructions for a game based around an aspect of SPaG. You will need to allow at least two

weeks to fully complete this unit of work.

Curriculum coverage and mapping

This pack matches the requirements of the statutory guidance in the National Curriculum for

English upper Key Stage 2 (years 5 and 6), as follows:

Spoken language

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Reading comprehension

Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Identify how language, structure and presentation contribute to meaning.

Writing

Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

Note and develop initial ideas, drawing on reading and research where necessary.




Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Assess the effectiveness of their own and others’ writing.

Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Proofread for spelling and punctuation errors.

Vocabulary, grammar and punctuation (Y5/6)

Use passive verbs to affect the presentation of information in a sentence.

Use modal verbs or adverbs to indicate degrees of possibility.

Use commas to clarify meaning or avoid ambiguity in writing.

Use semi-colons, colons or dashes to mark boundaries between independent clauses.

Use a colon to introduce a list.




Statutory requirements covered

Curriculum coverage 1 2 3 4 5

Spoken language:


Reading comprehension:



Writing composition:







Proofread for spelling and punctuation errors.

Vocabulary, grammar and punctuation (Y5/6):



Use commas to clarify meaning or avoid ambiguity in writing.



Session 1


Session 1 – Why do games need instructions?

Getting ready:

Games: You will need to collect a range of games from classrooms and homes for the children to evaluate.

Getting started:

Which type of instruction?: Display PPT Which type of instruction?.

Where would you find these different types of instructions?

Discuss with the class the different types and how they came to their conclusions. Reveal the answers.

Can you think of any other types of instructions?

Feedback ideas and display on the Working Wall.

Getting into the detail

Let’s evaluate: Display a variety of card and board games (for example: Uno, Snakes and Ladders, Frustration, Cluedo).

Remove the instructions from the games.

Organise the children into groups and ask them to try to play the games. They then need to evaluate the experience, using the following questions as prompts:

How easy is the game to play without the instructions? Why is it useful to have the instructions for a game?

Some games will be better known than others and some children may have different rules for when they play with their families. However, the experience should generate some useful discussion and make clear how important instructions are.

Group task: Ask the children to now work as a team to give reasons why games need instructions. They can write each new idea on a sticky note. They should mention, amongst other things, that:

everyone will know how to play the game they establish rules they prevent arguments they make the game more enjoyable as everyone knows what they are doing.


Session 1


Feedback an idea from each group and encourage children not to repeat suggestions. Display sticky notes on the Working Wall.

Let’s play: Select a game for each group to play along with the set of instructions. Encourage groups to share the instructions and check that they agree on how to play before starting the game.

Go on to ask the groups to collect ideas on what makes a good set of instructions using resource Group task – What makes a good set of instructions? . Some expected responses could be:

aim: what the player needs to do in order to win

key information: who it is suitable for; number of players; equipment; how long the game may take

language: straightforward and precise; not too much information in any one sentence; some imperative verbs used; diagrams may be used

different aspects of the game: before starting; sequential instructions; any additional rules; how to finish the game.

Rounding up:

Top tips: Ask each group to feed back their experience of working in a group to play the game and what they think a good set of instructions should contain. Ask each group to write their five top tips for writing game instructions.

Have they all decided on the same tips?

Can they rank them in order of importance?

Taking it further:

Home learning: Ask the children to find a game at home and evaluate, recording ideas on Home learning – What makes a good set of instructions?

Sequencing instructions: This is a worksheet for children to cut out and re-order a set of instructions based on the well-known game Snakes and Ladders. An answer sheet accompanies this resource.


Session 2


Session 2 – Shared reading

Getting ready:

Subject knowledge: As defined in the glossary for the Programmes of Study for English:

Modal verbs are used to change the meaning of other verbs. They can express meanings such as certainty, ability or obligation. A modal verb only has finite forms and no suffixes.

Getting started:

Modal verbs: Display PPT Modal verbs and the main modal verbs. Ask the children to work in partners and see if they can decide which express certainty, which express ability and which express obligation. The answers are highlighted when clicked.

Go on to display PPT Modal verbs – sentences which has sentences with missing words.

Which modal verb would fit best to complete these sentences?

A player ________ throw a six in order to start. (must)

Players ____________ choose which counters to move. (may/can)

The player ____________ need to throw another six before releasing the next counter. (will)

Encourage the children to explain why they chose these verbs.

Getting into the detail:

Shared reading: Introduce the game Ludo.

Who has played this game before?

Take feedback. Ludo is both a popular and simple game so hopefully many of the children will be familiar with it. Read the Exemplar text – instructions with the class.

Are the instructions easy to follow? Do they fully explain how to play Ludo?


Session 2


Independent task: Ask the children to work individually, or in pairs for support, to highlight the features on the Exemplar text – instructions using the resource What are the features? They need to also explain the purpose of each feature or, in other words, why it is used.

Rounding up:

Finding the features: Feedback the features of the instructional text and highlight on a class copy. The Exemplar text – instructions (answers) has the features highlighted. Display an annotated version on the Working Wall.


Session 3


Session 3 – Planning a set of instructions

Getting ready:

Subject knowledge: As defined in the glossary for the Programmes of Study for English:

The sentence It was eaten by our dog is the passive of Our dog ate it. A passive is recognisable from:

the past participle form eaten

the normal object (it) turned into the subject

the normal subject (our dog) turned into an optional preposition phrase with by as its head

the verb be (was) or some other verb such as get.

Getting started:

Verb forms: Re-read the section entitled ‘Setting up the game’ as shown on PPT Verb forms. There are examples of both the passive voice and modal verbs in use – can the children spot them?

Feedback and highlight the modal verbs in one colour and the passive in another.

The answers below show the modal verbs highlighted in red and the passive form in blue.

Each player should choose one of the four colours (green, yellow, red or blue) and place their four counters in their starting positions. Each colour has a starting pocket where all four counters must be placed.

A single dice is thrown to determine which player starts. The player with the highest score will move first.


Modelled plan: Explain to children that they will create a game to teach an aspect of SPaG. Introduce the Planning Sheet and model how to plan a new game. An example of a completed plan is shown on the next page based on children being able to recognise good or bad grammar.


Session 3


Name of game: Good Grammar, Bad Grammar

Introduction: a popular game for two players

Equipment: playing board – two separate ladders, two playing pieces, 20 question cards

Setting up the game: choose colours, place cards on board, decide who will go first

How to play: take turns, answer questions, move pieces

Rules: answer question correctly – move forward, answer incorrectly move back, 30 seconds to answer question, no second guesses, opposite team answer incorrect question for point

How to win the game: first to reach end

Explain that when planning, we make brief notes to help us when we come to write the instructions.

Planning a game: Tell the children that you want them to come up with an idea for a new game. It can be based on a game they already know, such as Snap, Matching Pairs, Top Trumps, or Snakes and Ladders, but it has to have an aspect of SPaG. For example, they could devise a game called Punctuation Pairs – a game where they have to match punctuation marks to their written names or to definitions. Alternatively, it could be a game where they gain points for answering grammar questions correctly. Snakes and Ladders and Gingerbread Fred provide two examples of game boards your class can use and adapt.

Remind children of the aspects of KS2 SPaG, including:

different verb forms (including the perfect tenses) punctuation types spelling rules e.g. making nouns plural or adding prefixes and suffixes using apostrophes complex sentences.


Session 3


Organise the children in pairs or threes to generate ideas for a game. They can record them on the Planning Sheet.

Rounding up:

Diagrams: Ask the children to represent their planned instructions through diagrams. This is a good way of assessing how easy they are to follow. Share a couple of effective diagrams with the whole class.

Taking it further:

Home learning – Punctuation collector: Ask the children to identify and collect a range of punctuation found on one of their own board games.


Session 4


Session 4 – Modelled writing

Getting ready:

Time to write: You may wish to plan for an extended writing session to allow children time to start their set of instructions. It is always a good idea to prepare a piece of writing so that children can see the writing process as you explain your thoughts aloud, but be prepared to adapt your ideas to allow for children’s suggestions.

Getting started:

Active or passive?: Re-visit the passive form on PPT Active or passive?. Ask the children to explain if a sentence is either active or passive. They need to find the subject in the sentence and decide whether or not it is actually doing something (active) or having something done to it (passive).

Identify which sentences are active and which are passive. The examples are all taken from the Exemplar text – instructions. Some of these are multi-clause sentences, so it will be worth discussing both clauses.

The answers are shown below:

A single dice is thrown to determine which player starts. (passive)

To start moving across the board, a player must roll a six to move a counter into play. (active)

The first player to move all four counters into the home run is the winner. (active)

If another six is thrown, the player’s next counter may be released from the pocket. (passive and active)

You may choose to ask the children to convert the sentences, or clauses, from active to passive or from passive to active. They can then evaluate which form sounds better.


Finding the structure: Re-read the introductory paragraph on PPT Finding the structure – introduction. It is only two sentences but it provides the players with important information which will help them to decide whether to go ahead and play the game. Go on to identify how the words in red are the structural words and phrases which can be borrowed to use in their own writing.


Session 4


Go on to read ‘Setting up the game’ on PPT Finding the structure – setting up the game and identify the structural phrases.

Modelled writing: Use the two sections to model a new game based on the plan created in the previous lesson.

Title: Good Grammar, Bad Grammar

Good Grammar, Bad Grammar is a popular game based on answering question cards. This is a game for two players; it is suitable for anyone aged between the ages of 9 and 99

Discuss the word ‘popular’. Ask the children to think of alternatives to this word to suggest something else about the game, for example – enjoyable, exasperating, fast-moving, etc.

Go on to scribe:

Equipment:

- a playing board with two separate ladders - two playing pieces - 20 question cards

Setting up the game:

- Each player should choose their colour and place their playing piece at the bottom of their ladder.

- Rock, Scissors, Paper is played to determine which player starts. The winning player will move first.

Identify the use of structural language in the modelled example and the appropriate use of modal verbs and the passive voice.

Model proofreading skills by re-reading the instructions aloud with the class to check that the instructions are straightforward and make sense. Edit as necessary.

Independent task: Children can now use their plans to write the three opening sections of their instructions. They may work in pairs for support.

Rounding up:

Summary: Ask the children to summarise the instructions for their game in either 10 or 20 words. Ask children to share their summaries.

Is it possible to understand how to play a game from a short summary?


Session 5


Session 5 – Explaining and writing instructions

Getting ready:

Time to write: You may wish to plan for an extended writing session to allow children time to complete their set of instructions.

Getting started:

Punctuation problem – colons, semi-colons and commas: This is a reinforcement activity for when the full range of punctuation has been taught. Provide all the children with a comma, a semi-colon and a colon from resource Colons, semi-colons and commas.

Show each sentence on PPT Punctuation problem and ask children to respond with the correct punctuation.

After they have done this, ask one child to tell you where in the sentence it should be positioned and also to tell you why it should go there. The answers are shown in red below:

Each time a player throws the dice, they can choose which piece to move. (a comma to separate the subordinate clause from the main clause)

This is a game for 2–4 players; it is suitable for anyone aged 5–99. (a semi-colon to link two connected clauses)

You will need: a Ludo board, 16 counters and a dice. (a colon to introduce a list and a comma to separate items in a list)

Players move their pieces in a clockwise direction; they can move more than one piece around the board at a time. (a semi-colon to link clauses)


Finding the structure: Ask children to work in pairs to re-read the final three sections from the exemplar and identify the structural language which holds the piece together. See PPT slides 10 and 11 Finding the structure for examples.

Paired task: Ask the children to work with a new partner or group and explain how to play their game. Encourage them to use some of the structural language.


Session 5


They must help each other to make sure their verbal instructions make sense and are easy to follow.

Independent task: The children should now be able to complete their instructions either independently or with a partner to support.

Rounding up:

Evaluate: Ask children to share their instructions with a partner to ensure they make sense. They can award a star (something they like) and a wish (something to improve).

Taking it further:

Marketing: Ask children to think of a marketing slogan which will give people a good idea of how their game works.

Extension activities:

Design and technology: Having written their instructions, give children the opportunity to make their game in a Design and Technology lesson. Once they have made the games, other children could play them and evaluate how effective the instructions are when actually played. Provided the grammar is correct, some of the games could be used in grammar sessions.

P.E.: Provide the children with some basic equipment and ask them to devise a game. Once they have devised the game and played it, ask them to write the instructions.

Assessment opportunities:

Throughout the unit of work, provide the following Assessment chart for the pupil to self-assess and the teacher to check. The chart should be referred to throughout the series of lessons with the child being given opportunities to reflect on their progress and identify where they have demonstrated this.


Assessment sheet


Name: ............................................................... Date: ..................................................................

Assessment sheet – instructions

Pupil – write date when achieved.

Teacher – write date when checked.

Where is the evidence?

I can use the writing exemplar as a model for my own writing.

I can note and develop initial ideas, drawing on reading and research where necessary.

I can use organisational and presentational devices to structure text and to guide the reader.

I can assess the effectiveness of my own and others’ writing.

I can use passive verbs to affect the presentation of information in a sentence.

I can use modal verbs or adverbs to indicate degrees of possibility.

I can use colons and semi-colons correctly.


Exemplar text


Name: ............................................................... Date: ..................................................................

Exemplar text – instructions

LUDO Ludo is a popular children’s game based upon the ancient Indian game of Pachisi. This is a game for 2–4 players; it is suitable for anyone aged 5–99.

Equipment:

Ludo board

16 plastic counters (4 each of red, blue, green and yellow)

one dice and shaker




How to play:

Players take turns in a clockwise order; the player with the highest throw of the dice starts.

Each time a player throws the dice, they can choose which piece to move. Pieces are moved in a clockwise direction around the board; the number of spaces moved are determined by the number thrown. If a six is thrown, the player receives another turn.

Rules:

1. To start moving across the board, a player must roll a six to move a counter into play. If the first player doesn’t roll a six, the player clockwise to them rolls the dice. The first six rolled allows a pawn to leave the pocket.

2. Once the counter has been released by a six, the player rolls again to determine how many spaces to move.

3. Players continue to take turns throwing the dice and moving their released counters around the board. If another six is thrown, the player’s next counter may be released from the pocket.

4. If a player throws three sixes in a row, their turn is over.

5. If a player’s counter lands on a different colour counter, that counter is captured and returned to its starting pocket. The counter will need another six to be thrown in order to be returned to play.

6. Once a counter has moved around the board completely, it can enter the home run.

How to win:

The first player to move all four counters into the home run is the winner.


Exemplar text


Name: ............................................................... Date: ..................................................................

Exemplar text – instructions (answers)

A title to show what the instructions are about An introduction to introduce the game

LUDO Ludo is a popular children’s game based upon the ancient Indian game of Pachisi. This is a game for 2–4 players; it is suitable for anyone aged 5–99.

Equipment so the reader knows what is needed

Clear heading to organise writing

Colon to show information is to follow

Bullet points to make a clear list

Equipment:

Ludo board

16 plastic counters (4 each of red, blue, green and yellow)

one dice and shaker




Written in the present tense Instructions are clear and written in chronological order

How to play:

Players take turns in a clockwise order; the player with the highest throw of the dice starts.

Each time a player throws the dice, they can choose which piece to move. Pieces are moved in a clockwise direction around the board; the number of spaces moved are determined by the number thrown. If a six is thrown, the player receives another turn.

Rules:

1. To start moving across the board, a player must roll a six to move a counter into play. If the first player doesn’t roll a six, the player clockwise to them rolls the dice. The first six rolled allows a pawn to leave the pocket.

2. Once the counter has been released by a six, the player rolls again to determine how many spaces to move.

3. Players continue to take turns throwing the dice and moving their released counters around the board. If another six is thrown, the player’s next counter may be released from the pocket.

4. If a player throws three sixes in a row, their turn is over.

5. If a player’s counter lands on a different colour counter, that counter is captured and returned to its starting pocket. The counter will need another six to be thrown in order to be returned to play.

6. Once a counter has moved around the board completely, it can enter the home run.

How to win:

The first player to move all four counters into the home run is the winner.


Exemplar text



PowerPoint resource


PowerPoint resource: Instructional writing

To download this PowerPoint, go to the following page:

Teachit Primary members: www.teachitprimary.co.uk/writing-non-fiction-uks2-powerpoints

http://www.teachitprimary.co.uk/writing-non-fiction-uks2-powerpoints


PowerPoint resource



Group task – what makes a good set of instructions?


Group name: .................................................... Date: ..................................................................

Group task – what makes a good set of instructions?

Time to test your group work skills! Read the instructions for your

chosen game and play it. Discuss what instructions are needed for the

game and why it is important to have them. Record your ideas on the

table below.

Name of the game: .....................................................................................

Aim of the game:

Key information:

Language used – how are the instructions written?

Different aspects of the game – are there any special rules or requirements for your game?


Home learning – what makes a good set of instructions?


Name: ............................................................... Date: ..................................................................

Home learning – what makes a good set of instructions?

Find a game you enjoy playing at home and evaluate how

easy the instructions are to follow.

Name of the game: ..................................................................

Aim of the game:

Key information:

Language used – how are the instructions written?

Different aspects of the game – are there any special rules or requirements for your game?


What are the features?


Name: ............................................................... Date: ..................................................................


Highlight the following features in the set of instructions and try to explain the purpose of each:

Feature Purpose

A title

Clear headings

An introduction

Equipment

Colons

Bullet points

Instructions are clear and written in

chronological order

Written in present tense


Home learning – punctuation collector


Name: ............................................................... Date: ..................................................................

Home learning – punctuation collector

Look at some instructions for a board game. If you do not

have any board games, many instructions can be found at

www.mastersgames.com/rules/ludo-uckers-rules.htm.

Can you find the full range of punctuation marks?

Record these in the table below explaining why each is used.

Punctuation mark Tally Example and reason for use

Full stop .

Question mark ?

Exclamation mark !

Comma ,

Apostrophe ‘

Colon :

Semi-colon ;

Dash -

Brackets ( )

http://www.mastersgames.com/rules/ludo-uckers-rules.htm


Sequencing instructions


Name: ............................................................... Date: ..................................................................


Put these instructions for playing Snakes and Ladders in the correct order. You need to look carefully to determine the correct order.

The first person to finish on square 100 is the winner! The player must land on square 100 by an exact roll i.e. they must roll a three if their piece is on square 97.

The player to the left of the first player then takes his turn and gameplay continues clockwise.

Similarly, any player whose piece finishes its turn on a square with a snake's head must slide down the snake to the square where the snake's tail ends.

If the number rolled on the dice is higher than the number of squares remaining, the piece must be moved forward to 100, and then back again to make up the correct number required.

Each player selects a coloured token. Youngest player starts.

All tokens begin the game on square 1.

During game play, any player whose piece finishes its turn on a square with the bottom of a ladder on it climbs his piece up the ladder to the square where the ladder ends.

The first player rolls the dice and moves his token the number of spaces indicated on the dice.




Sequencing instructions (answers)

1. Each player selects a coloured token. Youngest player starts.

2. All tokens begin the game on square 1.

3. The first player rolls the dice and moves his token the number of spaces indicated on the dice.

4. The player to the left of the first player then takes his turn and game play continues clockwise.

5. During game play, any player whose piece finishes its turn on a square with the bottom of a ladder on it climbs his piece up the ladder to the square where the ladder ends.

6. Similarly, any player whose piece finishes its turn on a square with a snake's head must slide down the snake to the square where the snake's tail ends.

7. The first person to finish on square 100 is the winner! The player must land on square 100 by an exact roll i.e. they must roll a three if their piece is on square 97.

8. If the number rolled on the dice is higher than the number of squares remaining, the piece must be moved forward to 100, and then back again to make up the correct number required.


Planning instructions


Name: ............................................................... Date: ..................................................................

Planning instructions

Use this sheet to record your ideas for your game. Remember you only need to make notes.

Name of game:

Introduction:

Equipment:


How to play:

Rules:

How to win the game:


Gingerbread Fred


Gingerbread Fred


Gingerbread Fred


1

2

3

4

5

6


Snakes and Ladders


Snakes and Ladders

24 23 22 21 20 19

13 14 15 16 17 18

12 11 10 9 8 7

1 2 3 4 5 6

Finish

Start


Colons, semi-colons and commas


Name: ............................................................... Date: ..................................................................

Colons, semi-colons and commas

; : , ; : , ; : , ; : , ; : ,

Recounts – biographies



Biographical writing

Recounts - biographies Teaching notes

This unit allows children to write a biography about an imagined sports person. However,

biography writing also lends itself well to cross-curricular learning through exploring famous people

encountered in history, science or art topics. You will need to allow at least two weeks for children

to read, plan and write their own biography.




Spoken language

Articulate and justify answers, arguments and opinions.

Participate in discussions, presentations, performances, role play, improvisations and debates.



Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.


Writing composition







Ensure the consistent and correct use of tense throughout a piece of writing.


Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

Use the perfect form of verbs to mark relationships of time and cause.




Statutory requirements as set out above


Spoken language:

Articulate and justify answers, arguments and opinions

Participate in discussions, presentations, performances, role play, improvisations and debates


Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

Identify how language, structure and presentation contribute to meaning


Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

Assess the effectiveness of their own and others’ writing

Ensure the consistent and correct use of tense throughout a piece of writing


Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

Use the perfect form of verbs to mark relationships of time and cause


Session 1


Session 1 – What are the features of a biography?

Getting ready:

Prior knowledge and skills: Depending on the children’s knowledge of biographies, you may wish to extend this session to two lessons using the Taking it further suggestions. This will also allow the children to practise their précising skills.

Getting started:

Guess who?: Show PPT Guess who? and images of famous people.

How many people can you name? Do you know why they are famous or well-known?

Feedback and click on each image to reveal the person’s name. Explain how these people all have biographies written about them.

What is a biography?

Ask children to pair share what they know about biographies and go on to read the definition on PPT Pair share.


Meet Inasu Blot: Introduce the fictional sportsperson Inasu Blot PPT Meet Inasu Blot. Read the facts about him on PPT Which facts? and What should a biography include?.

Which facts about Inasu Blot do you think should be included in his biography?

In pairs, the children need to decide which facts should be included and highlight them. This should create an interesting discussion and help the children to realise that although everything mentioned happened to Inasu Blot, some facts are more important than others.

As an extension, you can display PPT Where would you include the information? and ask children to decide in which paragraph their highlighted information should appear.

Shared reading: Introduce the Exemplar text – a biography to the class and read through. Explain that we will be using this to identify the following features of a biography:


Session 1


written in third person

mainly written in the past tense

written in chronological order (the order events occur in)

information organised into paragraphs including an introduction (to orientate the reader), key events and a conclusion

includes factual information.

Model how to use the key on the sheet and highlight a feature. Exemplar text – a biography (annotated version) provides examples of the features highlighted, although these are not exhaustive.

Paired task: Children to work in pairs with own copy of the biography and highlight the features. Feedback and annotate a whole class example to display on the Working Wall.

Rounding up:

Paragraph planner: Share Paragraph planner – Exemplar (filled) or PPT Where would you include the information? (answers) and explain this is the paragraph planner which was used to plan and write the biography about the imagined sportsperson Inasu Blot. Allocate a paragraph to a table or group of children and ask them to check that the information included in the paragraph matches the paragraph planner.

Taking it further:

Paired task: Children can further their understanding of the features of biographies by working in pairs to research their own chosen famous person from www.bbc.co.uk/schools/primaryhistory/famouspeople/ or link to a current topic in class. Features of a biography provides an example of a key you may choose to use.

Précising: One of the new skills in the National Curriculum is to précis longer passages. Challenge the children to précis a longer passage into a shorter passage of 50 words by highlighting only key information and rewriting it in their own words. A fun variation on this is for children to create a ‘tweet’ about their famous person where they are limited to 140 characters.

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/


Session 2


Session 2 – Planning a biography

Getting ready:

Time to write: You may wish to allow time for extended writing or allow a couple of lessons for children to complete this session.

Getting started:

What type of writing?: Assess what the children learnt about biographies in the previous lesson. Display some extracts from different types of writing. Ask the children to select the ones that are most likely to be found in a biography. Display PPT What type of writing?.

Feedback and display answers on PPT What type of writing? (answers). Unpick the differences between these:

The diary is written in the present tense

The newspaper report is about recent specific events

The biography picks out key events from a person’s life.


Planning a biography: Remind children of the Paragraph planner – Exemplar (filled) for Inasu Blot. Pose the question:

If you could create your own sports superstar, what would they be called and what would be their sport?

Ask children to pair share ideas and model how to complete the Paragraph Planner. Decide on the name of the sports star and their chosen sport.

In groups of four or five, allocate children an area from the planner (Early life, Early career, Achievements, Personal life and interests, Conclusion) and ask them to generate two or three ideas relating to their area.

Feedback and complete the planner whole class as a WAGOLL.

Independent task: Children can now create their own fictional sports star and put information about them in all of the paragraph boxes.


Session 2


For support, children can work in pairs to generate ideas or in a small group with the teacher to create another sports star.

Hot seat: Please note: this activity allows for the teacher to be ‘in role’, if you prefer not to do this, you may wish to choose a confident child to be the sports star.

Model how to hot seat the sports star to find out more information using either the WAGOLL or the Inasu Blot information. For example, take the statement:

He was the youngest player to play for England.

Questions could include:

Exactly how old was he?

What date was his first match?

What type of match was it – friendly, cup qualifier, world cup?

How often did he play for England?

Ask children to hot seat the teacher in role as a fictional sports star and model how to make notes in the relevant section of the paragraph planner.

Paired task: Ask children to return to their own paragraph planner. In pairs, children ask questions about each other’s fictional sports stars. Suggest that one asks questions for five minutes (use a timer) and then swap over.

Allow 10 minutes for the children to then add relevant information to their paragraph plans.

The idea is that children will start to gather more information about their sports stars which will help them to provide extra details when writing their biographies. Encourage them to record their answers in note form.

Rounding up:

Evaluate: Ask children to find a new partner and pair share their paragraph planner to check that they have included key information under the correct heading.

Encourage children to offer one star (a positive) and one wish (an improvement) about the paragraph planner for their partner to respond to.


Session 3


Session 3 – Shared writing – the introduction and early life

Getting ready:

Prior knowledge: Although recounts are generally written in the past tense, with biographies there is often a mixture between the past and present – unless the subject is no longer alive.

Be prepared: When attempting shared writing with a class or group, it is always a good idea to have an example prepared. This session offers some suggestions although yours may differ if your class generated a plan together. However, the structural phrases should largely remain the same.

Getting started

Which tense? Return to the Exemplar text – a biography and ask children to identify which tense each paragraph has been written in.

Which paragraphs are written in the past tense? (paragraphs 2, 3 and 4)

Which are written in the present tense? (paragraphs1, 5 and 6)

Can you explain why this is?

Ask the children to look at their planning sheets and to identify the paragraphs that they are going to write in the present tense and the ones they are going to write in the past tense. They can highlight these in different colours to help with their writing of the biography.


Modelled writing: Display the introductory paragraph of the exemplar text (PPT Modelled writing – the introduction). Identify how the structural phrases are written in bold. Using either the modelled example below (shown also on PPT Modelled writing – the introduction) or the ideas based on the whole class planner, model a new introduction for a biography.

Marina Harper is one of Europe’s most successful netballers. At the age of 17, she has already been capped for England six times and is expected to be announced as captain for the next World Cup.


Session 3


After writing, draw attention to the fact that the words in bold text are exactly the same as the words from the exemplar text about Inasu Blot. These are the structural phrases that help us to achieve the correct tone and structure in writing. The words which have been changed are the ones that provide the information.

Independent writing: Challenge the children to write their own opening paragraph by using the same, or similar, structural phrases to link their information together. Remind them that this is one of the paragraphs which should be written in the present tense (if the person is still alive).

Write on: Re-read Inasu Blot’s early life paragraph (PPT Modelled writing – the early life). Identify the tense used (past) and the structural phrases written in bold. Allow time for children to continue to write their biography using information on their paragraph planner.

Rounding up:

Evaluate: In pairs, ask the children to read each other’s first two paragraphs. They can highlight the structural phrases and check that factual information is included.


Session 4


Session 4 – Writing a biography – early career, achievements and personal life

Getting ready:

Prior knowledge: The subjunctive form is one of the lesser used sentence structures. The subjunctive mood is the verb form used to express a wish, a suggestion, a command, or a condition that is contrary to fact. There is a Taking it further suggestion if you wish to take the starter activity further.

Getting started:

The subjunctive form: On a whiteboard ask children to consider their personalities and respond with a word or two to the following questions (PPT The subjunctive form):

If you were paint, what colour would you be?

If you were an animal, what animal would you be?

If you were music, what music would you be?

If you were weather, what weather would you be?

If you were a drink, what drink would you be?

Model how to write their answers using the subjunctive form. For example:

If I were paint, I’d be blue.

If I were an animal, I’d be an elephant.

Ask children to feedback their responses and discuss what it tells us about their personality. For example, if they chose: red, rhinoceros, rock music, hailstorms and ginger beer, we may infer that they have a hot and fiery personality!


Modelled writing: Re-read paragraphs 3 and 4 of the exemplar as shown on PPT Modelled writing – early career and ask children to work in pairs to identify any structural phrases they could use in their own biography. These are highlighted in bold when clicked. Use these phrases to model how to create a new biography using the children’s ideas.

Independent writing: Ask children to use their own paragraph planner to write the next two paragraphs of their biography.


Session 4


Write on: Re-read paragraph 5 of the exemplar (see PPT Modelled writing – personal life) and identify structural words and phrases. These are highlighted in bold. Go on to identify the use of the subjunctive form as used in the starter. This is identified in red.

Ask the children to think about their fictional sports star. On whiteboards, try out their own subjunctive sentence starting:

If he/she/name were to…..

Independent writing: Ask children to complete paragraph 5 of their biography using the ideas in their paragraph planner.

Rounding up:

Pair share: Ask the children to re-read each other’s biography so far and identify whether they have used various aspects of grammar. They can highlight the forms and award each other marks for different constructions. For example:

3 points each time the subjunctive is used

2 points each time a perfect tense is used

1 point each time a modal verb is used.

There can be many variations on this theme, including the use of specific punctuation. You may also wish children to decide on how many points to award.

Taking it further:

The subjunctive form: You may choose to extend the starter to a whole lesson to give the children the opportunity to write a poem. The ideas given are inspired by the poem ME by Roger McGough which appears in Slapstick. For more able writers you can extend the idea so that they compare themselves to another person. For example:

If I were paint, I’d be blue.

If you were paint, you’d be green.

If I were an animal, I’d be an elephant.

If you were an animal, you’d be an owl.


Session 5


Session 5 – Completing and evaluating your biography

Getting ready:

Prior knowledge: The starter activity allows children to revise their knowledge of the past progressive form (year 2) and the present perfect form of verbs (year 3). These forms are highlighted and colour-coded in Exemplar text – highlighted structural phrases and verb forms.

Getting started:

Verb forms: Look at the exemplar text, revise what the present perfect form means and identify the example in the first paragraph. Working in pairs, ask children to identify the three further examples found in paragraphs 5 and 6.

Go on to identify the use of the past progressive form in paragraph 3 and discuss why it has been used.

Now draw attention to the last paragraph as here is another verb form. Highlight this section:

He has been playing for Arsenal for the last three seasons…

Explain that ‘he has been playing’ is an example of the present perfect progressive.

Ask the children to look at their plan for their fictional sports star. Ask them to identify one fact to write using the present perfect progressive. Which paragraph would they include this sentence in?


Role play: Look at PPT Conclusion and re-read the final concluding paragraph of the biography. Identify the use of inverted commas used to contain a quote from Inasu Blot.

Go on to ask the children to work in pairs and pretend to be their sportsperson. Ask them to question each other about their current career and their hopes for the future.


Session 5


Modelled writing: Ask for a pair of children to share their role play and model a conclusion on the whiteboard. Take their hopes for the future and model how to write them as a quote in inverted commas.

Independent writing: Children need to write the conclusion of their biography. They can then re-read their biography in full to check for sense.

Pair evaluation: Ask children to work with a partner to evaluate and improve their work. Ask one child to read their work aloud to their partner and ask the partner to award a star (something they liked) and a wish (something to improve). The children can then respond to their marking and improve it.

Rounding up:

Which paragraph?: Ask individuals to choose just one sentence from their completed biographies to share with the class. Challenge the other children to decide which of the six paragraphs it belongs to.

Taking it further:

Improve, polish and present: Allow time for children to respond to marking and present a best copy for a class book entitled Famous Sports People. Display in class to allow children to celebrate their achievements.


Assessed writing: Ask the children to research a famous person and make notes using the Paragraph planner. They can then independently write a biography about the person as an assessed piece.


Throughout the unit of work, provide the following assessment chart for the pupil to self-assess and the teacher to check. The chart should be referred to throughout the series of lessons with the child being given opportunities to reflect on their progress and identify where they have demonstrated this.


Assessment sheet


Name: ............................................................... Date: ..................................................................

Assessment sheet – biographies





I can ensure the correct use of past and present tense including the perfect form.

I can select relevant details to use in my writing in relation to purpose and audience.

I can develop my initial ideas and organise them in paragraphs.

I can use the subjunctive mood where appropriate.


Exemplar text


Name: ............................................................... Date: ..................................................................

Exemplar text – a biography

Inasu Blot Biography

Inasu Blot is one of England’s most successful footballers. At the age of 24, he has earned many accolades and is expected to be at the top of his game for many years to come.

Blot was born on 18 September 1992 in Basingstoke where he was brought up by his mother, Tara, until he was 16. He was the youngest of three children who all attended Clark Primary School on the outskirts of the town. Having broken his leg after falling from a tree at the age of 10, Inasu did not shine at football until he was in year 8. He soon became the leading goal scorer for the U15 team as well as leading the team as captain. Although he worked hard at school, he left with only four GCSEs.

Aged 16, Blot made the decision to become a professional player. Although many clubs were interested in him, he chose to join Torquay United in 2008. At Torquay, he made regular appearances in the U21 team and, before long, was starting on the substitute bench for the first team. During one match, he was spotted by an England scout and consequently was picked for the national team for a friendly in November 2009, thus making him the youngest England player at the age of 17 years and 62 days.

It was not long before the premiership clubs were interested in Inasu; in 2013 he signed for Arsenal after a brief spell at Everton. In his first season at Arsenal he scored over 100 goals which led to him being voted Footballer of the Year in 2014. He was also nominated for the BBC Sport’s Personality of the Year coming a close second to Lewis Hamilton.

Alongside his footballing skills, Blot is also a keen and skilled golfer playing off a handicap of 14. He has played alongside some of the country’s top golfers and has often stated that if he were to take up a second sporting career it would be golf.

Looking to the future though, it seems that Blot still has an illustrious footballing career ahead of him. He has been playing for Arsenal for the last three seasons and states that he has no intention of leaving soon: ‘Arsenal is a great club and I still have more to achieve there. I am still young and I would love to become captain very soon.’

Key:

written in third person mainly written in the past tense

written in chronological order includes factual information



Exemplar text


Name: ............................................................... Date: ..................................................................

Exemplar text – a biography (annotated version)








Key:

written in third person mainly written in the past tense

written in chronological order includes factual information



Exemplar text


Exemplar text – highlighted structural phrases and verb forms









Exemplar text



PowerPoint resource


PowerPoint resource: Recounts – biographies





PowerPoint resource



Features of a biography


Name: ............................................................... Date: ..................................................................

Features of a biography

Choose a biography of a famous person you wish to find out more about from www.bbc.co.uk/schools/primaryhistory/famouspeople/.

Complete the key and identify the following features of a biography.

Key:

---------------------------------- --------------------------------------------------------------------------------------------------------------------------

Name: ............................................................... Date: ..................................................................

Features of a biography Choose a biography of a famous person you wish to find out more about from www.bbc.co.uk/schools/primaryhistory/famouspeople/.

Complete the key and identify the following features of a biography.

Key:



written in chronological order


includes factual information



written in chronological order


includes factual information




What should a biography include?


Name: ............................................................... Date: ..................................................................

What should a biography include?

The chart below contains various facts about a

footballer called Inasu Blot.

Highlight the relevant information that should be

included in his biography.

Born on 18 September 1992

Broke his leg when he was 10

Signed for Arsenal in 2013

He enjoys eating marshmallows

Attended Clark Primary school

His maths teacher was Mr Hedges

Enjoys golf in his spare time

Got his first bike at the age of 8

Lived in Basingstoke until he was 16

Was picked for the England squad in 2009

His favourite TV programme is EastEnders

Became Footballer of the Year in 2014

Joined Torquay United in 2008

His sister has two children

His mum is called Tara

Youngest player to play for England

Captain of the U15 team

Passed 4 GCSEs

His brother is a teacher He is allergic to peanut

butter A second sporting career

would be golf

Went on holiday to Greece in 2002

One of England’s most successful footballers

He continues to enjoy playing for Arsenal


Paragraph planner – biography


Name: .............................................................................................................. Date: ......................................................................................................


1. Introduction – introducing your subject

2. Early life – childhood

3. Early career

6. Conclusion – looking to the future 5. Personal life and interests 4. Achievements




Paragraph planner – biography exemplar filled

1. Introduction – introducing your subject

One of England’s most successful

footballers

2. Early life – childhood

Born on 18 September 1992 Broke his leg when he was ten Attended Clark Primary school

Captain of the U15 team His mum is called Tara

Passed four GCSEs

3. Early career

Joined Torquay United in 2008 Youngest player to play for England

6. Conclusion – looking to the future

He continues to enjoy playing for Arsenal

5. Personal life and interests

Enjoys golf in his spare time A second sporting career would be golf

4. Achievements

Signed for Arsenal in 2013 Became Footballer of the Year in 2014

Explanatory writing



Explanatory writing

Explanatory writing Teaching notes:

This unit on explanatory writing allows for creative writing, although the skills learned can be

topic-linked to allow writing for a real purpose. The outcome for this unit will be the joint creation

of a book entitled The Bumper Book for Curious Kids. The aim of this book is to explain all sorts of

wild and wonderful things! You will need to allow at least two weeks for children to read, plan and

write their own explanation.

Curriculum coverage and mapping:



Spoken language






Writing composition

Identify the audience for and purpose of the writing, selecting appropriate form and using other similar writing as models for their own.

Explanatory writing




Précis longer passages.

Use a wide range of devices to build cohesion within and across paragraphs.



Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.


Explanatory writing





Spoken language:



Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

Identifying how language, structure and presentation contribute to meaning.


Identifying the audience for and purpose of the writing, selecting appropriate form and using other similar writing as models for their own.


Précis longer passages.


Assess the effectiveness of their own and others’ writing


Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.


Explanatory writing

Session 1


Session 1 – Creating questions

Getting ready:

Prior knowledge: This unit builds on children’s knowledge of writing explanation texts in LKS2. The aim is for the children to write imaginative explanations about fantastical creatures such as mermaids and ogres. This way, they can focus on the structure and the language that they will need to use rather than worrying about subject knowledge. You may wish to follow this first session with the home learning activity Devising questions to allow time for children to generate their own imaginative questions to answer.

Getting started:

Spot the explanation: Look at PPT Spot the explanation and ask them to pair share:

Which of these extracts are from explanation texts?

Feedback suggestions and discuss the reasons for their decisions.

A kite uses wind to make it fly because it is heavier than air.

We must all work together to cut back on the oil we use.

Earthquakes are usually caused by underground rocks suddenly breaking along a fault.

Although they are birds, penguins cannot fly.

Plants need water, light and warmth. As a consequence, they grow.

Extracts 1, 3 and 5 are from explanations due to the use of cause and effect structural language used (highlighted above). Click on each sentence to reveal the answers.


I wonder…: Explain to the class that there are so many puzzling things in this world and that, as a group, they are going to attempt to explain some of these. Provide a couple of examples (PPT I wonder…):

Why are mermaids strong swimmers?

Why are people afraid of ogres?

Explanatory writing

Session 1


Ask the children to take the first question and to discuss their ideas in pairs for a couple of minutes. Feedback ideas and display these on the Working Wall.

Independent work: Move on to ask the pairs to think of some explanations about why people are afraid of ogres. However, this time, provide some cue cards (Causal connectives) to help them phrase their responses.

Model one or two examples aloud verbally and scribe on the board as an aid. For example:

Ogres are the most fearsome of mythical beasts therefore people are afraid of them.

Due to their quick-temper, ogres are to be avoided at all costs.

Encourage children to work verbally to create a sentence using a causal connective, rehearsing it aloud and then writing it down. Once they have used one of the connectives, ask them to put in on a used pile and see if they can use a further example, repeating the process above.

Rounding things up:

Share it: Go around the class asking pairs of children in turn to share one of their sentences, challenging them to use different causal connectives. Scribe examples for the Working Wall.

Taking it further:

Home learning: In preparation for future lessons, follow this session with the resource Devising questions.

Explanatory writing

Session 2


Session 2 – What are the features of an explanation text?

Getting ready:

Extended session: You may wish to plan an extended lesson to allow children to fully get to grips with the features of an explanation text or teach this session over two lessons.

Getting started:

Using semi-colons: Share the examples on PPT Using semi-colons to link independent clauses.

Cheetahs are the fastest land animals. They can reach speeds of 110 kilometres per hour.

Remind children of how we can join two linked clauses with a conjunction to create a clearer, longer sentence. For example:

Cheetahs are the fastest land animals because they can reach speeds of 110 kilometres per hour.

Explain how we can also join two independent clauses which are linked using a semi-colon. For example:

Cheetahs are the fastest land animals; they can reach speeds of 110 kilometres per hour.

Identify how the semi-colon is used in place of a full stop or conjunction, and note how there is no capital letter to start the second clause.

Show the second example (PPT Using semi-colons to link independent clauses 2):

The elephant’s eyes are very small so it has poor eyesight.

Ask the children to spot the conjunction and the two independent clauses. On a whiteboard, ask them to rewrite the sentences using a semi-colon.

Go on to PPT Semi-colons to link clauses. Tell the class that sometimes semi-colons are used to link two clauses that show a contrast. Ask them to write a response to the following sentence:

During the day, lions spend a great deal of time sleeping; at night, they…

Explanatory writing

Session 2


A challenge is to go on and ask the children to work in pairs to write their own example. You could suggest using school. For example:

During the day, the school comes alive with children; at night, it…


What are the features? Recall previous lesson and children’s responses to Why are mermaids strong swimmers? and read the Exemplar text – explanation text . Read through and discuss content.

Which fact do you find the most interesting?

Feed back ‘facts’ and encourage children to give a reason why they liked it.

Go on to identify and highlight the features of an explanation text on a class copy. You may wish to allocate a table group one of the following features to identify and feedback to class:

the title is a question that is answered in the text

written in the present tense

written in a formal tone using some passive sentences

information organised into chronological paragraphs

use of precise words.

The annotated version can be displayed on the Working Wall for future lessons. See What are the features? for a highlighted example.

Independent task: Ask children to go on to highlight the structural language used in the exemplar which ‘glues’ the text together. Model one or two examples with the children’s help. For support, children can work in pairs or in a small group supported by the teacher.

Explanatory writing

Session 2


Paragraphing: Ask the children to work in pairs to work out what is happening in each paragraph. The text is written in paragraphs so that it breaks down the different stages of the sequence in order. For example:

1 – introduction

2 – explanation 1 (leading to…)

3 – explanation 2 (leading to…)

4 – explanation 3

5 – conclusion

Rounding things up:

Précis: Ask the children to work in pairs to précis the explanation into just two or three sentences. Make sure that they are still providing the key information. Ask them to evaluate how easy it is to do this.

Explanatory writing

Session 3


Session 3 – Planning an explanation

Getting ready:

Lesson preparation: This warm-up assumes children have completed the home learning resource Devising questions set in a previous lesson. If this has not been set you may wish to allow extra time for children to generate ideas.

Getting started:

How does a lighthouse work?: Share the image of the lighthouse on PPT slide 14.

Ask the children to talk to each other about how they think a lighthouse works and jot down some ideas in their books or on a whiteboard. Take some of their ideas and use them to create a brief explanation using some of the key structural words and phrases. For example:

Lighthouses exist in order to warn ships of danger; therefore, they need to have a powerful light which is able to be seen by sailors from a great distance. This means that lighthouses need to be situated near dangerous rocks so that ships are prevented from sailing too close. However, in bad weather, the light cannot always be seen. As a result of this, the lighthouse also needs a foghorn to alert the ships.


Explain this! Ask children to share their questions from their home learning with a partner. They must then choose their favourite question and work with their partner to generate some ideas to explain it. Children can write each new idea on a sticky note to help them with their planning.

Modelled planning: Use the resource Planning an explanation to model how to make brief notes to plan a class explanation about Why are people afraid of ogres? Remind children of ideas generated in previous lesson and construct an example with whole class. The finished example could look something like the Planning an explanation (filled), but do work with the children’s ideas.

Independent work: Children to plan their own ideas for an explanation on the resource. Remind them to work in chronological order. They can stick their sticky notes in the relevant section of the planning format.

Explanatory writing

Session 3


For support, you may decide to organise children in pairs or create a small support group with the teacher to generate ideas.

Rounding things up:

Pair share: Ask children to work with a different partner to share their planning sheet with. They need to read through it together to check that it both makes sense and contains enough information. They can help each other to generate further ideas if necessary for writing their explanation in the next lesson.

Taking it further:

How does a hot air balloon fly?: Share the second image which is of a hot air balloon on PPT slide 15. Ask the children to think of some ideas about how it might work before writing a brief three paragraph explanation which contains at least three of the key structural words or phrases already mentioned.

Explanatory writing

Session 4



Getting ready:

Be prepared: When attempting modelled writing with a class or group, it is always a good idea to have an example prepared. This session offers some suggestions although your own may differ if your class generated a plan together; however, the structural phrases should largely remain the same.

Getting started:

It’s all relative!: This warm-up suggests children have already been taught about relative clauses and therefore have some familiarity with them. If you are only introducing them in the context of this unit of work you may wish to extend this starter to a whole class session. There are some resources suggested under the ‘Taking it further’ section.

Share the sentences on PPT It’s all relative!.

Mermaids live at the bottom of the sea.

Ogres prefer to live in swamps.

Ask children to choose one of the relative pronouns who or which to add more information to the sentence. They can create an embedded clause using who to add more information to the mermaid or ogre, or end a sentence with which to add information to describe the noun at the end of the sentence. The following slide provides examples.


Modelled writing: Explain to children that we will be working together to create an explanation text based on the ideas they generated about why people are afraid of ogres.

Look at the both the title and first paragraph of the exemplar text with the children on PPT slide 9 Modelled writing – the introduction. The structural phrases have been highlighted in bold.

What will the title be for ogres?

Feedback Why are people afraid of ogres? and scribe on board. Remind children that the opening paragraph will introduce the topic that is going to be explained. Therefore, this writing needs to set the context about ogres being feared.

Explanatory writing

Session 4


This is an example of what could be written, but do also take the children’s ideas:

Many people are afraid of ogres because of their unpleasant appearance and their unsociable behaviour. This reaction has caused many ogres to shy away from highly populated areas and they now have a fearful distrust of humans. Now, they are often found living in swamps where they do not have to interact with other creatures. However, many people have questioned whether ogres are really frightening or is this perception due to them being misunderstood?

Independent activity: Ask the children to work on their own first paragraph introducing the topic of their explanation. Encourage them to use as many structural words and phrases as is appropriate.

Write on: Go on to re-read paragraph 2 of the exemplar text on PPT Modelled writing – paragraph 2 and identify the structural phrases in bold. Look at how the opening One reason is… links to the opening paragraph. Model an opening for paragraph 2 and take children’s ideas as to how to extend it. For example:

One reason is that ogres are dirty, smelly creatures with a stench so bad it will make any human who smells them pass out instantly.

Independent activity: Ask children to continue with their explanations completing paragraph 2.

Rounding things up:

Pair share: Ask children to work in pairs to read aloud their explanations so far to each other. They need to check it makes sense and ask them to highlight the structural phrases which help to build cohesion within and across the paragraphs. Explain that cohesion is the ‘glue’ which helps the writing flow and make sense.

Taking it further:

Embedding relative clauses: These two sheets allow children to practise embedding sentences containing relative clauses. Embedding relative clauses sheet (a) is an extension activity where children need to research the answer and construct the sentence, while Embedding relative clauses sheet (b) offers support as it provides the answers and sentence structure.

Explanatory writing

Session 5



Getting ready:

Be prepared: When attempting modelled writing with a class or group, it is always a good idea to have an example prepared. This session offers some suggestions although yours may differ if your class generated a plan together; however, the structural phrases should largely remain the same.

Getting started:

Sentence doctor: Show the children a small excerpt from a badly written explanation (see PPT Sentence Doctor!). Ask the children how they would improve it either as a whole class or allow children to work individually on whiteboards. Pull out the following teaching points. The need to:

be precise and not use unnecessary words

use explanatory structural language to help it make sense

ensure the consistent use of tense.

An improved example is shown on the same slide.


Modelled writing: Re-read paragraph 3 of the exemplar PPT Modelled writing – paragraph 3 and identify the structural phrases in bold. Again identify how the opener Furthermore… helps to link the paragraphs and ideas together.

Use the text to model an opener and go on to use the children’s ideas to extend the paragraph. For example:

Furthermore, ogres are naturally very shy creatures and prefer to keep themselves private. This means that humans have had limited contact with them and simply do not know much about this lesser-known species.

Independent activity: Ask children to write paragraph 3 of their own explanation, making use of some of the identified structural phrases.

Explanatory writing

Session 5


Write on!: Return to the exemplar text and read paragraph 4 and the conclusion on PPT Modelled writing – paragraph 4. Again, identify the structural phrases used and model a further example. Emphasise the importance of the conclusion ‘wrapping up’ the writing and reflecting on the question. For example:

These are a few of the reasons why people are afraid of ogres, but as we have learnt, there is simply no need to fear these secretive creatures.

Rounding things up:

Evaluate: Ask children to share their instructions with a partner to ensure they make sense. They can award a star (something they like) and a wish (something to improve).

Taking it further:

Good question: Each child writes three questions to ask a reader about their explanation text. They can then swap texts and questions with a partner and see how easily their questions can be answered.

Pair share: Ask children to evaluate their final explanation. Introduce a point system for different elements that they should have included in their writing. For example:

1 point for each structural word or phrase used

2 points for a relative clause

2 points for use of the passive voice

3 points for using a semi-colon correctly.

These are some suggestions but you could also include points for any other aspect of writing that you want to target.

Improve, polish and present: Allow time for children to respond to marking and present a best copy for a class book entitled The Bumper Book for Curious Kids. They can take the book to share with children in FS, KS1 and lower KS2.

Explanatory writing

Session 5



Cross-curricular opportunities: Once children have learnt the skills of writing an explanation text they can link this to other subjects and topics.

Get creative: Watch one of the Wallace and Gromit films with the class. Can children invent their own machine and then explain how it works?


Throughout the unit of work, provide the Assessment sheet – explanations for each child to self-assess and the teacher to check. The chart should be referred to throughout the series of lessons with the child being given opportunities to reflect on their progress and identify where they have demonstrated this.

Explanatory writing

Assessment sheet


Name: ............................................................... Date: ..................................................................

Assessment sheet – explanations





I can note and develop initial ideas, drawing on reading and research where necessary.

I can précis longer passages.


I can use a wide range of devices to build cohesion within and across paragraphs.

I can use relative pronouns in order to create relative clauses.

I can use semi-colons correctly.

Explanatory writing

Exemplar text


Name: ............................................................... Date: ..................................................................

Exemplar text – explanation text

Read through the following explanation text and highlight the structural language to ‘glue’ the

explanation together.


Many people are fascinated by mermaids because they are magical creatures who are able to

swim through the oceans with great strength, speed and elegance. They are often spotted

near seaside resorts where they enjoy being photographed with young families; however, they

will swim swiftly away as soon as they start to feel crowded. Many people have wondered

how mermaids became such strong swimmers – is this skill due to their body shapes or is it

something that they have mastered over time?

One reason is that they are able to breathe under water for long periods of time. This is due

to the fact that mermaids have two hearts in their bodies. Because their blood circulates at

twice the speed of a human being’s, this means that both hearts must beat more than 200

times each minute. As a result, they are able to swim underwater for over 10 minutes without

having to take a breath.

Furthermore, mermaids possess great strength in their arms and speed in their tails so that

they are able to escape the many dangers present in the oceans. In addition, mermaids are

extremely strong due to the fact that they have twenty muscles within their tails. These

muscles have evolved over time because their bodies have needed to adapt to the extreme

conditions in the oceans. This means they can achieve speeds of more than 50 miles per hour.

As well as the fast speeds at which they swim, mermaids have developed great strength in

their arms. When swimming at speed, they use a front crawl arm action; however, when they

are in calmer waters, they often prefer breast stroke. They are able to use a variety of strokes

due to the flexibility in their shoulders and wrists.

These are the reasons why mermaids are such strong swimmers and able to survive for long

periods of time in the deep oceans.

Explanatory writing

Exemplar text




Many people are fascinated by mermaids because they are magical creatures who are able to

swim through the oceans with great strength, speed and elegance. They are often spotted

near seaside resorts where they enjoy being photographed with young families; however, they

will swim swiftly away as soon as they start to feel crowded. Many people have wondered

how mermaids became such strong swimmers – is this skill due to their body shapes or is it

something that they have mastered over time? (introduction)

One reason is that they are able to breathe under water for long periods of time. This is due

to the fact that mermaids have two hearts in their bodies. Because their blood circulates at

twice the speed of a human being’s, this means that both hearts must beat more than 200

times each minute. As a result, they are able to swim underwater for over 10 minutes without

having to take a breath. (explanation 1 leading to…)

Furthermore, mermaids possess great strength in their arms and speed in their tails so that

they are able to escape the many dangers present in the oceans. In addition, mermaids are

extremely strong due to the fact that they have twenty muscles within their tails. These

muscles have evolved over time because their bodies have needed to adapt to the extreme

conditions in the oceans. This means they can achieve speeds of more than 50 miles per hour.

(explanation 2 leading to…)

As well as the fast speeds at which they swim, mermaids have developed great strength in

their arms. When swimming at speed, they use a front crawl arm action; however, when they

are in calmer waters, they often prefer breast stroke. They are able to use a variety of strokes

due to the flexibility in their shoulders and wrists. (explanation 3)

These are the reasons why mermaids are such strong swimmers and able to survive for long

periods of time in the deep oceans. (conclusion)

Key:

The title is a question that is answered in the text

Written in the present tense

Written in a formal tone using some passive sentences

Information organised in chronological paragraphs

Use of precise words

Explanatory writing

Exemplar text


Explanatory writing

PowerPoint resource


PowerPoint resource: Explanatory writing





Explanatory writing

PowerPoint resource


Explanatory writing

Home learning – devising questions


Name: ............................................................... Date: ..................................................................

Home learning – devising questions

We are learning to write imaginative explanations. In class

we have already shared ideas to the following questions:

Why are mermaids strong swimmers? Why are people afraid of ogres?

Some examples of other mythical creatures: Pegasus, a troll,

Cerberus, a gnome, a dragon, a unicorn, the Loch Ness

Monster, a sphinx, a yeti, a merman. The list is endless!

Now it is your time to let your imagination run wild! Can you

generate up to 10 questions starting with ‘why’ about mythical

creatures of your own choice? Write down your ideas below.

1 .....................................................................................................................................

2 .....................................................................................................................................

3 .....................................................................................................................................

4 .....................................................................................................................................

5 .....................................................................................................................................

6 .....................................................................................................................................

7 .....................................................................................................................................

8 .....................................................................................................................................

9 .....................................................................................................................................

10 .....................................................................................................................................

Explanatory writing

Casual connectives


Name: ............................................................... Date: ..................................................................

Causal connectives:

Cut out the following connectives and place in a pile.

Choose one and verbally create and rehearse a sentence aloud with the help of a partner.

Once you are happy with it and you are sure it sounds right, write it down.

Put the connective to the bottom of the pile, choose another one and repeat.

How many sentences can you make?

because as a result

therefore due to

such as so leading

to this means

then as since consequently

furthermore moreover as well as in the light

of

Explanatory writing

Planning an explanation


Name: ............................................................... Date: ..................................................................


This is a five paragraph plan for recording ideas for your explanation text.

Title – question

Introduction

Explanation 2

leading to…

Explanation 1

leading to…

Explanation 3

Conclusion

Explanatory writing



Planning an explanation (filled copy)

Title – question

Why are people afraid of ogres?

Introduction

Most people afraid of ogres because of bad reputation.

Why is this?

Explanation 2

Shy – keep to themselves so people don’t know them very well.

leading to…

Explanation 1

They are dirty and smelly.

leading to…

Explanation 3

A bad reputation due to the actions of a few.

Conclusion

No need to be afraid.

Explanatory writing

Embedding relative clauses sheet (a)


Name: ............................................................... Date: ..................................................................

Embedding relative clauses sheet (a)

Below are some relative clauses. Can you embed them in a main clause? You may need to do

some research to find the correct information.

which is the peregrine falcon

..................................................................................................................................

..................................................................................................................................

which is the most common bird in the wild

..................................................................................................................................

..................................................................................................................................

who is the founder of Microsoft

..................................................................................................................................

..................................................................................................................................

which is laid by the whale shark

..................................................................................................................................

..................................................................................................................................

which is the most venomous snake in the world

..................................................................................................................................

..................................................................................................................................

Explanatory writing

Embedding relative clauses sheet (b)


Name: ............................................................... Date: ..................................................................

Embedding relative clauses sheet (b)

Can you match up the following to make five sentences

which each contain an embedded clause?

You may wish to use coloured pencils to colour the

matching parts first.

The largest egg in the world

which is the peregrine falcon

is a sparrow-sized bird with a brown body.

The fastest flying bird which is the most common wild bird in the wild

is up to 60cm long.

The Belchers Sea Snake who is the founder of Microsoft

can fly up to 105 miles per hour.

The red-billed quelea which is laid by the whale shark

is found in the seas off South East Asia and Northern Australia.

Bill Gates which is the most venomous snake in the world

was named the richest person in the world in 2015.

Can you now rewrite each of the 5 sentences in whole with an embedded clause?

Remember your commas.

1. ....................................................................................................................................................

2. ....................................................................................................................................................

3. ....................................................................................................................................................

4. ....................................................................................................................................................

5. ....................................................................................................................................................

Persuasive writing



Persuasive writing

Persuasive writing Teaching notes

This unit on persuasive writing encourages creative writing, although the skills learned can be

topic-linked to allow writing for a real purpose. The outcome for this unit will be for the children to

write their own persuasive non-chronological report for a holiday brochure. Children have the

opportunity to use the passive voice and the perfect form of verbs, as these are used in the

exemplar, but these skills are not taught explicitly. You will need to allow at least two weeks for

children to read, plan and write their own persuasive report.

Curriculum coverage and mapping:



Spoken language





Distinguish between statements of fact and opinion.

Writing composition


Persuasive writing




Use further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining).



Vocabulary, grammar and punctuation





Use hyphens to avoid ambiguity.

Persuasive writing





Spoken language:





Distinguish between statements of fact and opinion.


Identify the audience for and purpose of the writing, selecting appropriate form and using other similar writing as models for their own.










Use hyphens to avoid ambiguity.

Persuasive writing

Session 1


Session 1 – Holiday brochures

Getting ready:

Brochures: You will need to collect holiday brochures to support the independent activity in this session. These can easily be collected from high street travel agents or ordered online.

Getting started:

Estate agent speak: One of the key features of persuasive writing is to exaggerate or attempt to turn a negative into a positive. Estate agents tend to have a reputation at being good at this! For example, rather than saying a house is small and poky, they would say that it is cosy.

Working in pairs, ask the children to decide on more positive ways of describing the features on PPT Estate agent speak. For example:

A kitchen you can really put your own stamp on!

A mature garden with lots of potential.

A house with excellent road links.

An easy to care for patio area.

Conveniently located near the motorway.


What do we want to know?: Ask the children to imagine that their parents are going to allow them to choose where they go on holiday. In pairs, set the children a two minute time limit to list all the information that they think they might need. Once they have done this, take suggestions and make a class list. Keep this displayed for the rest of the unit to refer to when the children write their own brochures. Their lists should include most of the following:

Location

Price

Weather

Distance to beach

Meals

Persuasive writing

Session 1


Entertainment programme

Things to do around the hotel

Things to do in the local area

What the bedrooms are like

Distance from airport/station

Excursions

Once you have listed all the ideas, ask the children to rate each as either essential or desirable information.

Independent task: Provide the children with a variety of pages from either holiday brochures or online holiday pages, and ask them to check how much of the information they identified as important is contained in the hotel descriptions. The resource Important holiday information supports this activity.

Rounding things up:

TripAdvisor: Ask the children to write a TripAdvisor-style review of their hotel. Provide some examples from the website for them to read through first.

Challenge children to see if they can write both a one star review in contrast to a five-star review.

Taking it further:

Home learning: Ask the children to research holiday brochures or online travel sites. They need to find a holiday that they would like to go on and list all of the things that they read that persuaded them using the resource Important holiday information.

Persuasive writing

Session 2



Getting ready:

Subject knowledge: Although the children will be creating their own non-chronological report for a holiday brochure, it is worth noting that in a traditional non-chronological report, the writer must include facts whereas for a persuasive piece they are more likely to include opinions.

Getting started:

Fact or opinion?: Ask the children to read the sentences on PPT Fact or opinion? describing a hotel and decide whether the statements are based on fact, opinion or a mixture of both. The facts are highlighted in bold.

All hotel bedrooms have a stunning beach view.

There are 147 bedrooms in the hotel.

The hotel promises an amazing weekly entertainment programme.

The hotel is situated among spectacular gardens.

Over 50 different species of birds have been sighted in the hotel grounds.

It is only a short walk to the nearest shops.

This is a peaceful hotel.


Shared reading: Read through the Exemplar text – persuasive holiday report with the class. Discuss:

What is the purpose of the text? To inform and persuade.

Who is the audience? Wealthy adults looking for a child-free luxurious break.

What evidence can you use to infer this? For example: ‘finest luxury hotels’, ‘luxurious spas’ and no mention of children or child-friendly activities!

Would you like to stay at the hotel? Encourage children to justify their answers using evidence from the text.

Persuasive writing

Session 2


What is the structure?: In pairs, ask the children to read the report again and identify the features. Text mark a class copy on the visualiser, and identify:

an appealing title

an introductory paragraph to provide a general overview and historical facts

four paragraphs with clear headings which each describe an aspect of the hotel – rooms, food, amenities, the surrounding area

a conclusion (a guarantee made by the hotel).

Discuss how the organisation of the text conforms very much to the layout of a non-chronological report. However, the style in which it is written is persuasive. Point out that most non-fiction writing is often a mix of more than one text type.

Independent task: Next, look at the language that is used within the text. Are there any words and phrases that are either truly persuasive, truly informative or a mixture of both? Ask the children to use resource sheet – Persuasive or informative? to record key words and phrases.

Rounding things up:

Tweet this: Can the children write a tweet about the hotel using only 140 characters? They may choose to work with a partner for support. Share examples and decide on which tweet contains the most useful information.

Taking it further:

Why would you choose this holiday?: This resource offers further opportunities for children to identify persuasive words and phrases. You may wish to undertake the task in class or set it as a home learning activity.

Persuasive writing

Session 3


Session 3 – Planning a non-chronological report

Getting ready:

Holiday photos: The session relies on children using photos to inspire their reports. Examples are provided but you may ask children to bring in their own.

Getting started:

Adverbs to express degrees of possibility: Display the words on PPT Adverbs. Remind them that these are adverbs and in this case they indicate how likely an event will be.

Ask the children to write the words on a whiteboard, putting them in order from the most likely to the least likely. Some are very close in meaning so this should prompt some discussion about shades of meaning.


Planning a brochure: Explain to the children that they will be writing their own hotel descriptions to go in a holiday brochure inspired by photographs of a beautiful hotel.

Look at the photographs shown on PPT slide 5 and PPT slide 6. Ask the children to imagine that the holiday they are going to plan and write about takes place here. They need to write any information or persuasive words and phrases that come to mind when they look at the photographs. For support, remind them of the examples they picked out of the exemplar text.

Take ideas and go on to model a class example using the resource Planning a holiday brochure.

Go on to think about some facts that might be of interest. For example:

Where is the hotel?

How old is the building?

Is the hotel famous for anything in particular?

Persuasive writing

Session 3


Independent task: Provide the children with the other photos from PPT slide 7 – 9 and ask them to plan the rest of the persuasive non-chronological report. A copy of all of the images is provided on the resource Holiday images.

Rounding things up:

Pair share: Ask children to pair share and evaluate their plans. They must highlight at least five persuasive words/phrases used. Can their partner offer any changes to vocabulary to enhance the effect or clarify the meaning?

Persuasive writing

Session 4



Getting ready:

Time to write: You may wish to allow an extended writing session for children to start writing their reports. It is always a good idea to prepare a piece of writing so that children can see the writing process as you explain your thoughts aloud, but be prepared to adapt your ideas to allow for children’s suggestions.

Getting started:

Hyphenated words: Explain to the children that the main purpose of a hyphen is to glue words together. It should never be mistaken for a dash which is longer and is used to show a pause in a sentence, much like a comma. Hyphens often occur when creating new adjectives, for example:

a walk-in wardrobe

a top-quality buffet

a well-trodden path.

Display the pictures of the different people on PPT How would you describe these people?.

Can you create a hyphenated adjective to describe each person?

Possible examples: cold-hearted, blue-eyed, kind-hearted, short-tempered, well-read and so on.


Finding the features: Re-read the opening paragraph with the children and identify the words and phrases used to persuade, as highlighted on PPT Finding the features.

Discuss how the links with both history and royalty add to the grandness of the hotel. Identify how the final sentence shows how proud and boastful the hotel is.

Go on to further identify two grammatical features: the use of the past perfect Queen Victoria had visited, and the use of the subjunctive If Victoria were to visit today and discuss why they have been used.

Persuasive writing

Session 4


Modelled writing: Use this opening as a model to write the first paragraph for a new hotel. Remind the children that they need to think very carefully about who their audience is and who they are hoping to appeal to. If it is a family with young children they may not want opulent splendour but would instead prefer a family-friendly restaurant or warm swimming pool. For example:

The gorgeous Santa Maria hotel is one of the most affordable hotels for young families in Italy. The child-friendly buildings are set amongst a large adventure playground which is every child’s dream and provides hours of fun. It is probably one of the friendliest hotels in the area; in fact, it has won awards for its hospitality. There are rumours that the royal family had visited the hotel when Queen Elizabeth was a small child. If Prince George were to visit today, he would be guaranteed to have an amazing holiday.

Make sure that the children notice that you have used the structural phrases of the exemplar text and you have just changed the information that you have given. Draw attention to the past perfect form and the subjunctive form, as highlighted above.

Do the children think they can include these structures in their writing?

Finding the features: Split the class into two groups and allocate paragraph two The rooms to one half, and paragraph three The menus to the other. Ask the children to work with their partner to re-read and highlight any keywords and phrases, as well as any grammatical features they notice.

Feedback and identify the features shown on PPT slides 12 and 13. In The rooms paragraph identify the use of the hyphen for ‘walk-in’ shower and why it has been used.

In The menus paragraph notice the adverb ‘certainly’ used for possibility and the use of the passive voice ‘created by our’ and ‘served by our’. Again there are two further examples of hyphenated words: ‘top-quality’, ‘five-course’.

Independent task: Using their plans, ask the children to write their opening paragraphs making use of the structural words and phrases highlighted. Encourage the children to go on and write the second and third paragraphs of their brochure.

For support, some children may only write one further paragraph. You may also decide to model an example in a guided writing session.

Persuasive writing

Session 4


Rounding things up:

Just 10 words: Ask the children to summarise their hotel in just 10 words. Compare and contrast the different audiences children have created for their hotel. For example, is it a family-friendly hotel or is it an exclusive retreat for couples only?

Taking it further:

Home learning: Ask the children to read a chapter of their reading book and look for hyphenated words. They can collect them to use as a display on the working wall.

Persuasive writing

Session 5



Getting ready:

Time to write: You may wish to allow an extended writing session for children to complete their reports. It is always a good idea to prepare a piece of writing so that children can see the writing process as you explain your thoughts aloud, but be prepared to adapt your ideas to allow for children’s suggestions.

Getting started:

Enriching vocabulary: Revise what a ‘synonym’ is and how to use a thesaurus to find better alternative words. Go on to set a five minute challenge:

How many words can you think of which are synonyms for ‘nice’?

Feedback and compile these in a class list which they can refer to when writing their hotel descriptions.


Finding the features: As in the previous session, split the class into two groups and allocate paragraph four The amenities to one half, and paragraph five The surrounding area to the other. Ask the children to work with their partner to re-read and highlight any keywords and phrases, as well as any grammatical features they notice. Feedback and identify the features shown on PPT slides 14 and 15.

In paragraph four The amenities identify the use of the adverb ‘certainly’ to show possibility, and the use of the modal verbs ‘may’ and ‘will’.

In paragraph five The surrounding area identify the use again of the modal verbs ‘may’ and ‘can’, and the use of the passive voice ‘can be arranged’ and ‘may be chartered’.

Modelled writing: Choose one of the paragraphs and model an example of an alternative paragraph using the children’s ideas. A possible alternative for paragraph five The surrounding area is shown below:

Persuasive writing

Session 5


The Santa Maria Hotel is situated in one of the most desirable areas of Italy. It is just a short walk to the beautiful city of Verona where a meal in one of the city’s many fine restaurants can be arranged. There are also opportunities to explore the sights; from ancient Roman ruins to a medieval castle, from stunning piazzas to historic churches, Verona is bursting with sightseeing opportunities. It truly is one of the most beautiful cities in Italy and every bit as romantic as you’d expect!

Independent writing: Encourage the children to complete their reports. Remind them that they also need to write a small paragraph to ‘wrap up’ their writing. Notice how the final paragraph in the exemplar is the most persuasive part as it is a promise and it speaks directly to the reader. For example:

The owners and staff at the Grand Imperial Hotel will work hard to ensure that you receive the five-star treatment you deserve at this wonderful five-star hotel.

Rounding things up:

Evaluate: Provide the children with two different colour pens. Ask them to read their writing and use one colour to highlight something they are proud of and another colour to highlight something that they need to work on. Can they explain why?

Taking it further:

Let’s celebrate: Ask the children to present a best copy of their report. They can use their I.T. skills to do this and choose suitable images to illustrate it. Display in a class book of holidays.


School brochure: Challenge the children to write persuasive non-chronological reports about their school. They could be producing an introduction for a prospectus for new parents.



Persuasive writing

Assessment sheet


Name: ............................................................... Date: ..................................................................

Assessment sheet – persuasive writing





I can identify the audience and purpose for my writing.

I can select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.


I can use passive verbs to affect the presentation of information in a sentence.

I can use modal verbs or adverbs to indicate degrees of possibility.

I can use the subjunctive form.

Persuasive writing

Exemplar text


Exemplar text – persuasive holiday report

The Grand Imperial Hotel – the most charming hotel in the land!

The Grand Imperial hotel is one of the finest luxury hotels in the United Kingdom. The magnificent buildings are set in five acres of clifftop gardens, providing panoramic views over the beautiful Devon coast. It is probably one of the oldest hotels in the area; in fact, it boasts many photographs that prove that Queen Victoria had visited many times accompanied by her husband, Prince Albert. If Victoria were to visit today, she would probably feel very much at home amongst the opulent splendour.

The rooms

There are 115 sumptuous rooms and all are decorated to the highest standard. Guests are guaranteed the best night’s sleep as they slip between the cool, one hundred per cent Egyptian cotton sheets and the luxury alpaca duvets. Gorgeous bath robes and slippers are also provided in all rooms. All bathrooms offer either a bath or a walk-in shower in which you will indulge with top quality products.

The menus

All guests will certainly be treated to a host of gastronomic delights throughout their stay. Each morning there is a top-quality buffet and every evening there is a five-course gala dinner with amazing international dishes created by our team of talented 5 star Michelin chefs and served by our attentive staff. Eating at the Grand Imperial is as enjoyable as dining out at the Ritz or the Savoy. Afternoon tea, including Devon’s renowned scones and clotted cream, is served daily in the cosy parlour.

Persuasive writing

Exemplar text


Amenities

The Grand Imperial offers one of the most luxurious spas in the country where clients may be pampered by our trained beauty therapists in serene and tranquil surroundings. A full range of facials and massages are available; there is certainly something to suit everyone. More energetic guests will want to make use of the 25m swimming pools and there are six world class indoor tennis courts. There is also a bowling green, which Queen Victoria made use of, more than a century ago.

The surrounding area

The Grand Imperial Hotel is clearly situated in one of the most desirable areas in Devon. It is close to Dartmoor where a bracing walk followed by a meal in a historic inn can be arranged. There are also opportunities to see West End shows at the local theatre and to shop in the local towns and villages. If the weather is good, and it is often glorious in sunny Devon, a boat may be chartered. You will be able to sail along the amazing English Riviera coast where dolphins and porpoises are often spotted.

Our guarantee

The owners and staff at the Grand Imperial Hotel will work hard to ensure that you receive the five-star treatment you deserve at this wonderful five-star hotel.

Persuasive writing

Exemplar text


Persuasive writing

Important holiday information


PowerPoint resource: Persuasive writing




Persuasive writing



Persuasive writing



Name: ............................................................... Date: ..................................................................


Look through a holiday brochure and choose one hotel.

Has the writer included all the important information

identified? Fill in the table below.

Name of hotel ................................................................

Information Yes/no What the brochure says

Persuasive writing

Why would you choose this holiday?


Name: ............................................................... Date: ..................................................................

Why would you choose this holiday?

Read through the description of a hotel based in Barbados.

There are many persuasive words and phrases.

Can you highlight all of them?

The all-inclusive, brand new Beautiful Bay of Barbados offers a delightful holiday

base with an array of activities, three fantastic restaurants, tranquil Caribbean waters

in a protected lagoon; and with Bridgetown only a 10 minute drive away, you will be

spoilt for choice with things to do and see! Perfect for couples, friends and families,

Beautiful Bay of Barbados oozes boho-chic style and radiates a serene atmosphere

allowing you to completely unwind in paradise. Guest rooms suit all types of

holidaymakers with spacious family suites ideal for larger groups, all of which have

great views of the ocean, the pool or the lush, green gardens. Situated just a few

metres from the calmest seas of the South Coast, water sports are very much the

order of the day with plenty available. Aside from taking a swim in the cool

Caribbean Sea, there are also two swimming pools to laze by and a fitness centre for

enthusiasts. Otherwise, head to Calming Spa for a spot of well-deserved pampering.

Whilst the adults are at play, the kids have their very own children’s club, offering

beach games, competitions and opportunities for exploring. Teens aren’t left out; they

can hang together in the clubhouse, an adult no-go area! Dining is a joy, as Beautiful

Bay of Barbados boasts more dining options than most hotels in Barbados! There is a

wide selection of restaurants to choose from, each utilising the freshest produce from

land and sea.

In your own words, try to explain why this description is so persuasive

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

................................................................................................................................................................

Persuasive writing

Persuasive or informative?


Name: ............................................................... Date: ..................................................................

Persuasive or informative?

Looking at the exemplar text, record the informative language, the persuasive language and the mixed phrases in the table below.

Informative language Mixture of both Persuasive language

Persuasive writing

Planning a holiday brochure


Name: ............................................................... Date: ..................................................................

Planning a holiday brochure

Look through the images to inspire ideas for your holiday report. Remember to include information under each heading and think of ways to persuade your audience.

Name of hotel ................................................................

Information and facts Persuasive words and phrases

The rooms

The food

The amenities

The surrounding

area

Persuasive writing

Holiday images


Name: .............................................................................................................. Date: ......................................................................................................

Holiday images

Use the images to help you to plan your persuasive brochure.

Persuasive writing

Holiday images


Discussion texts



Discussion texts

Discussion texts Teaching notes:

This unit on discussion writing allows for creative writing, although the skills learned can be topic-

linked to allow writing for a real purpose. The outcome for this unit will be for the children to

write a discussion text based on the question, ‘Should the school day be made longer?’




Spoken language

Participate in discussion, presentations, performances, role play, improvisations and debates.


Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference or textbooks.



Writing composition



Discussion texts










Discussion texts





Spoken language:

Participate in discussion, presentations, performances, role play, improvisations and debates.


Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference or textbooks.













Discussion texts

Session 1


Session 1 – Let’s debate!

Getting ready:

Class debate: This session allows for children to take part in a whole class debate. You may wish to set up your classroom into two camps ready for this or organise a larger space such as a hall for this debate to take place. See resource Good Questions for debating ideas that can be used to support your teaching of this unit of work.

Getting started:

What do you think?: Show the children a question to debate on PPT What do you think?:

Was Goldilocks wrong to eat the bears’ porridge?

Explain to children that they will try to create a balanced viewpoint in response to the question so they need to generate both reasons for yes and no. Ask children to write ideas on sticky notes. PPT What do you think? offers some examples.

Ask children to feedback ideas to the whole class. Then order the responses for both yes and no in terms of effectiveness. Display the finished lists on the Working Wall.


Yes or no?: Put further questions to debate on the board, for example:

Should parents be allowed to take their children on holiday in term time?

Ask each child to decide whether they think the answer should be yes or no and to think of one reason why. Each child should write their reason on a whiteboard or sticky note.

Let’s debate: Set up the classroom into two sides – the ‘Yes’ camp and the ‘No’ camp. The children have to go to the side of the room that they agree with and then work as a team to organise their arguments, the strongest argument being the one that most have thought of.

Ask them to write their arguments in order on a big piece of paper ready to share with the rest of the class. Ask each side to decide on a scribe to write their ideas and a spokesperson who will read them out.

Discussion texts

Session 1


Each side then takes it in turns to share their arguments. At the end of the debate ask the question:

Would anyone like to change sides? Why?

Children can then move as appropriate and a head count made to see which side had the most persuasive and therefore successful arguments.

Independent task: Ask children to take either the question debated or a different question and write down whether they support it or not, along with their reasons why. Encourage them to include as much detail as possible.

Rounding up:

Yes, no, maybe: Pose some questions for debate to the class and ask them to decide if their response is ‘yes’, ‘no’ or ‘maybe’. In a larger space such as a hall you can put three hoops containing these answers for children to run to. At the end of the activity, discuss how challenging it can be to make a clear argument and how a discussion allows both points of view to be considered. Go on to explain that they will be writing their own discussion over the forthcoming lessons.

Taking it further:

Yes, no, maybe: Children can be given some of the questions posed and asked to write a ‘yes’, ‘no’ or ‘maybe’ response to them.

Home learning – contentious issues: Ask the children to make a list of all the things that they may argue with their parents about. They can record them on the resource Contentious issues and discuss them at home. Ask children to compare lists. Do all the children have the same issues? Role play arguments between parents and children.

Discussion texts

Session 2


Session 2 – Using the semi-colon

Getting ready:

Be prepared!: In the Taking it Further section of the session there is an extension to The However Game you may wish to play with your class. The resource Contrasting conjunctions sheet provides a set of useful words you may wish to print off and laminate to play this game.

Getting started:

The ‘However’ game: Provide the class with an opening statement. For example:

Animals should never be kept in zoos.

With the children working in pairs, ask them to carry out a conversation based on this statement. The key point of the conversation is that the next person to speak must always start their next sentence with the word ‘however’ and provide an alternative point of view. See how long they can keep the conversation going.

Alternately, you could run this as a whole class activity and see how long a chain of sentences can be made.


Using the semi-colon: Show two sentences on the board showing two different sides of an argument (see PPT Using the semi-colon):

Many children think they should be allowed to stay up late at the weekends. Most parents believe that it is still important that they get enough sleep.

Go on to explain that when there are two related clauses, in this case providing a contrast, they can be punctuated with a semi-colon instead of a full stop.

You can then ask whether the children can think of any contrasting word or phrase that they could put straight after the semi-colon. Point out the use of the comma after the word ‘however’ to tell the reader to take a slight pause.

Discussion texts

Session 2


Show some further sentences on the board (see PPT Contrasting clauses). Ask the children to add a contrasting clause and use a semi-colon to demonstrate that they are connected. Ask children to record their answers on a whiteboard first so that they can share and explain their ideas. Check that they have changed the full stop to a semi-colon before adding the contrasting clause.

Independent activity: Ask children to continue writing the remaining sentences containing a contrasting clause. They need to punctuate with a contrasting joining word such as however and use a semi-colon.

Rounding up:

Share it: Ask children to work in pairs to proofread each other’s sentences to check for the correct use of the semi-colon. Ask them to highlight their favourite sentence and read aloud. Write some examples on the Working Wall.

Taking it further:

The ‘However’ game: You can extend the starter game by adding in some other words and phrases which also require a different point of view. For example: but, whereas, on the other hand, in contradiction, nevertheless, yet, although, despite.

You can challenge children to extend their discussion by starting their sentences in different ways. For example:

Many people enjoy EastEnders. On the other hand, there are others who would never choose to watch a soap. However, EastEnders is a very popular programme.

Discussion texts

Session 3



Getting ready:

Be prepared: You will need to provide each child with the resource Certainty of an event cards for the starter activity. You may wish to laminate these in order to re-use them. There is also the resource The nine modal verbs provided for display.

Getting started:

Modal verbs 1: Display PPT Modal verbs 1 which contains the nine modal verbs. Hand out resource Certainty of an event cards to each child with the words probable, possible and definite written on them. Discuss their meaning with the children.

Point to different modal verbs and ask the children to tell you whether this modal verb is telling you whether something is probable, possible or certain. All children can then participate at the same time by showing their response.

Go on to ask pairs of children to create a sentence that will contain both a given modal verb and one of the words probable, possible and definite to prove their decision.


Shared reading: Ask the children to read through the Exemplar text – Discussion and pose the following questions:

What are the key points made? Do you agree with them?

Paired task: Go on to ask children to identify the key features of a discussion text. Ask them to highlight the following:

The title is written as a question. It is written in the present tense. It is written in the third person. It has a formal tone. The opening paragraph is an introduction to the topic. Both sides of the argument are fairly expressed. There is a concluding paragraph. The use of structural words and phrases e.g. on the other hand, therefore, to

provide cohesion.

Discussion texts

Session 3


What are the features? Allocate a feature for a pair of children to come forward and

highlight on a class copy for the Working Wall. The resource Exemplar text –Discussion highlighted provides support although the answers are not exhaustive.

Rounding up:

Top tips: In pairs, come up with three top rules for writing discussion texts. Share ideas with another pair. Does everyone agree?

Taking it further:

Should the school day be longer?: In preparation for writing the discussion text you may wish to set children either an extra activity or a home learning activity to consider points for and against the school day being longer from the point of view of a teacher (for) and a parent (against).

Home learning – modal verbs: Write nine sentences using the Nine different modal verbs and then color-code these depending on whether they are possible, probable or definite.

Discussion texts

Session 4



Getting ready:

Be prepared: You may wish to print off and display The nine modal verbs to support you with the starter.

Getting started:

Modal verbs 2: Display the following sentence on the board (PPT Modal verbs 2).

The hamster has escaped.

Ask the children to come up with ideas in response to this scenario, using one of the modal verbs: could, would, should, can, must, may, might, shall, will.

The following are possible examples you can share with the children.

Someone may have accidentally left its cage open.

It might have gnawed through the bars.

It could have dug a tunnel.

Challenge the children to see how many different modal verbs they can use.

An alternative or follow-up sentence you can use is:

The traffic has come to a standstill on the motorway.


Modelled plan: Tell the children that you are going to work together on aspects of a new discussion text that will help them to ultimately write their own. The discussion that you will be working together on is: Should the school day be made longer?

Tell them that the opposing views are going to come from parents and teachers, with teachers being for this change and parents being against it. (Teachers may not necessarily agree with these reasons!)

Discussion texts

Session 4


See PPT Modelled plan for the following filled paragraph plan which you can adjust to include the children’s ideas:

Paragraph Teacher view Parent view

1 – introduction Introduce point of view Introduce point of view

2 – first reasons Can get more work completed in a day

Children are tired at the end of the day

3 – second reasons More enrichment opportunities

Children already do many activities outside of school – there will no longer be time for these

4 – third reasons Children will achieve better results as they will have more time to study subjects

Many children’s results are already good enough

5 – conclusion Wrap up argument Wrap up argument

Modelled writing: Re-read the introduction with the class and identify how it introduces the issue and sets the context. Identify the use of the present perfect verb form in the first sentence and why it has been used.

Model an opening paragraph that contains all these features. Write the following paragraph, or a similar one, with the children drawing attention to the same features.

The length of the school day has remained the same for many years. It seems, nowadays, that it could be time for a change. Many arguments have been put forward by teachers that suggest that now is the time to extend the school day; however, will all parents agree with this change? There are many different opinions.

Independent writing: Go on to ask the children to write their opening paragraph for their discussion, making use of the structural words and phrases.

Discussion texts

Session 4


Rounding up:

Evaluate: Once the children have written their introductory paragraph, ask children to identify and share examples of the following:

Use of the present perfect

Use of the semi-colon to link two clauses

Use of a rhetorical question.

You could award points for these; maybe two points for each example and an additional two points for having used all of them.

Taking it further:

Evaluate: If your class is motivated by the idea of awarding points based on the grammatical features and punctuation they have used, you could ask them to devise their own points system. For example, is it harder to use a semi-colon than the present perfect form? If so, should there be different amount of points awarded for different aspects of the writing?

Discussion texts

Session 5



Getting ready:

Time to write: You may wish to allow an extended writing session for children to complete their discussion texts or else you will need to allow two lessons for this session. It is always a good idea to prepare a piece of writing so that children can see the writing process as you explain your thoughts aloud, but be prepared to adapt your ideas to allow for children’s suggestions.

Getting started:

Formal writing: Remind the children that discussion texts are usually written in a formal style. Read the paragraph on PPT Formal writing and identify that it is written in a ‘chatty’ style. Working in pairs, ask the children to rewrite it to make more formal. An example of how they may do this is written below:

My friends and I think that we ought to be allowed to stay up until ten o’clock, but our mothers and fathers do not. We believe it is not fair and that our parents only want us in bed so that they can watch what they want to on the television. The reason they give is that they love us and want us up early for school, but that is just utter nonsense.

Identify in the formal version how ‘I’ is used when it will make sense in the sentence on its own. Also identify how contractions are written out fully.


Modelled writing: Re-read paragraphs 2, 3 and 4 of the exemplar text. Point out that in each of these paragraphs both the ‘for’ and ‘against’ arguments are contained within them. However, it is also possible to write a separate ‘for’ paragraph and a separate ‘against’ paragraph instead. Model an example of this structure, with the first paragraph expressing reasons for a longer day and the second expressing reasons against this.

Most teachers believe that the school day should be longer. They believe, first and foremost, that this will allow children to complete more work in a day and this will help them to learn more. In addition, teachers will have the time to plan more enrichment activities for the children such as a drama workshop or interschool sports tournament.

Discussion texts

Session 5


However, many parents disagree with these arguments. They believe that their children are already tired at the end of the day and a longer day will only make this worse. Parents feel that their children’s results are already good enough and therefore a longer day is simply not necessary. They also fear that, with a longer day, there will simply not be time for children to attend the many out of school clubs and activities they love.

Independent task: Ask the children to continue writing their discussion. They can choose how to express their reasons for and against; either as two separate paragraphs or within each paragraph as in the exemplar. For support, children need only write two reasons for and two reasons against.

Modelled conclusion: Return to the exemplar and the final paragraph which helps to summarise and conclude the writing. A modelled example is provided below based on the exemplar.

Overall, there are strong arguments both for and against a longer school day. As the demands of the curriculum puts pressure on both teachers and children to achieve the highest standards however, it may not be too long before we see an increase in the time children spend at school.

Rounding up:

Evaluate: Working with a partner, share each other’s completed discussion text. Can each child award one star and a wish for the other’s writing? Ask children to make any improvements required based on this evaluation.


Petitions: Visit petition.parliament.uk/. On this website, you will find numerous petitions which have been suggested to parliament for debate. Find some interesting, and age-appropriate, ones to discuss with the class.



https://petition.parliament.uk/

Discussion texts

Assessment sheet


Name: ............................................................... Date: ..................................................................

Assessment sheet – discussion texts




I can identify the audience for and purpose for my writing and use similar writing as a model for my own.

I can select appropriate grammar and vocabulary, and understand how my choices change and enhance meaning.


I can propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

I can recognise vocabulary and structures that are appropriate to formal speech and writing.

I can use modal verbs to express degrees of possibility.

I can use semi-colons to mark boundaries between independent clauses.

Discussion texts

Exemplar text


Exemplar text – discussion

Should primary age children be allowed to use mobile phones?

The twenty-first century has seen an enormous growth in the use of mobile phones, particularly smartphones. It seems, nowadays, that a smartphone is a necessity rather than a luxury. Children as young as five years old are being given their own phones; however, is this a good thing or is this technology affecting their development as children? There are many different opinions.

Most children would argue that owning a phone is their right. They claim that, first and foremost, it is a way of staying safe as it is a means of always being able to contact their parents and their parents being able to contact them. However, many parents would disagree. They claim that there are very few instances when their child would need to call them. At school, contact should be made through the school office, and, if their children are at after-school clubs, they should always be with a responsible adult.

In addition, children will claim that by owning a mobile phone, they are able to access the internet and, therefore, are able to carry out homework tasks wherever they may be. They are able to find out many facts extremely quickly meaning that they are more well-informed than children from previous generations. On the other hand, parents believe that mobile phones actually distract children from doing their homework. They would prefer their children to look up the information that they need in books believing that this makes the work more memorable.

A third argument put forward by children is that their mobile phone is a great way of socialising and keeping in touch with their friends. They know what their friends are doing and are able to share photographs and messages. In contrast though, their parents are worried that by using smartphones, their children hardly talk to their friends in person and they are losing the ability to play and amuse themselves without relying on phone technology.

Overall, there are strong arguments for young children having mobile phones and also for not having them. As more and more children are given the latest phones though, it is going to become increasingly difficult for any parent to say no.

Key:

The title is a question An introduction

Written in the present tense Both sides of the argument are fairly expressed

Written in the third person A concluding paragraph

It has a formal tone Structural words and phrases

Discussion texts

Exemplar text


Exemplar text – discussion highlighted

Should primary age children be allowed to use mobile phones?

The twenty-first century has seen an enormous growth in the use of mobile phones, particularly smartphones. It seems, nowadays, that a smartphone is a necessity rather than a luxury. Children as young as five years old are being given their own phones; however, is this a good thing or is this technology affecting their development as children? There are many different opinions.

Most children would argue that owning a phone is their right. They claim that, first and foremost, it is a way of staying safe as it is a means of always being able to contact their parents and their parents being able to contact them. However, many parents would disagree. They claim that there are very few instances when their child would need to call them. At school, contact should be made through the school office, and, if their children are at after-school clubs, they should always be with a responsible adult.

In addition, children will claim that by owning a mobile phone, they are able to access the internet and, therefore, are able to carry out homework tasks wherever they may be. They are able to find out many facts extremely quickly meaning that they are more well-informed than children from previous generations. On the other hand, parents believe that mobile phones actually distract children from doing their homework. They would prefer their children to look up the information that they need in books believing that this makes the work more memorable.

A third argument put forward by children is that their mobile phone is a great way of socialising and keeping in touch with their friends. They know what their friends are doing and are able to share photographs and messages. In contrast though, their parents are worried that by using smartphones, their children hardly talk to their friends in person and they are losing the ability to play and amuse themselves without relying on phone technology.

Overall, there are strong arguments for young children having mobile phones and also for not having them. As more and more children are given the latest phones though, it is going to become increasingly difficult for any parent to say no.

Key:

The title is a question An introduction

Written in the present tense Both sides of the argument are fairly expressed

Written in the third person A concluding paragraph

It has a formal tone Structural words and phrases

Discussion texts

Exemplar text


Discussion texts

PowerPoint resource


PowerPoint resource: Discussion texts




Discussion texts

Good questions


Good questions

The following is a list of child-friendly questions you can use to support your teaching of the Discussion unit of work.

Should animals be used to test new products?

Should boxing be banned?

If you find £100, should you keep it?

Should athletes be tested for drugs?

Should the voting age be dropped to 16? Should schools have uniforms?

Should every pupil be made to eat school dinner?

If you see someone cheat on a test, should you tell?

Should fur coats and hats be banned?

Should parents limit your screen time?

Should primary school children be allowed to bring mobile phones to school?

Should children get paid for attending school?

Should you change the way you dress because of what

other people think? Is appearance important?

Should you be allowed to have your hair cut as you

wish?

Should you be allowed to own a pet?

Should you be allowed to stay home when your family goes

out?

Are the Olympics a waste of money?

Discussion texts

Contrasting conjunctions


Contrasting conjunctions

however but

whereas on the other hand

in contradiction nevertheless

yet although

despite alternatively

in contrast

Discussion texts

Certainty of an event cards


Certainty of an event cards

Print and cut out three cards for each child. They can be used in conjunction with the Modal verbs warm-up.

PROBABLE

POSSIBLE

DEFINITE ---------------------------------- --------------------------------------------------------------------------------------------------------------------------

PROBABLE

POSSIBLE

DEFINITE

Discussion texts

The nine modal verbs


The nine modal verbs

could would

should can

must may

might shall

will

Discussion texts

Home-learning – modal verbs


Name: ............................................................... Date: ..................................................................

Home learning – modal verbs

We have been learning about modal verbs and how they tell us more about the possibility of an event happening. The nine modal verbs are as follows:

could would should can must

may might shall will

For your homework, can you create nine of your own sentences using each of the modal verbs? You can then colour-code them as follows, depending on their possibility:

If the sentence is expressing a possibility, underline the modal verb in blue.

If the sentence is expressing a probability, underline the modal verb in red.

If the sentence is expressing a certainty, underline the modal verb in green.

Example:

I must make sure I complete my homework.

1. ...............................................................................................................................

2. ...............................................................................................................................

3. ...............................................................................................................................

4. ...............................................................................................................................

5. ...............................................................................................................................

6. ...............................................................................................................................

7. ...............................................................................................................................

8. ...............................................................................................................................

9. ...............................................................................................................................

Discussion texts

Home-learning – contentious issues


Name: ............................................................... Date: ..................................................................

Home learning – contentious issues

Decide on one of the issues that you and your

parents, or other adults, do not agree on.

Write down three reasons to support your argument.

Then ask the adult for three reasons to support their

argument.

Record these in the table below.

Title of discussion: .........................................................................................................

Child Adult

Reason 1:

Reason 2:

Reason 3:

writing non-fiction for upper ks2 contents · the pack aims to provide creative teaching ideas for...

Documents