Writing

This year, we are teaching writing following The Write Stuff approach by Jane Considine. We will be using her planning to deliver our lessons, and this unfortunately means we are unable to upload the planning on this website due to copyright reasons. 

If there is a bubble closure, we will deliver the same lesson as that which would have been planned to go ahead in the classroom. In this case, all the activities and learning will be available through Microsoft Teams. 

If you are at home isolating but the rest of your bubble is in school, then please use the lessons below to continue developing your writing skills. The lessons below are stand alone so they can be completed at any point in the academic year. Please ensure you bring any writing work you complete at home into school so it can be marked and assessed.

Writing Challenge 1

This challenge should take approximately one week. Choose one of the images on the left as the setting for a story. Once you have chosen your setting, follow the below lessons.

Lesson 1: Research your setting and make notes. At this point, you may wish to use a thesaurus or research synonyms that might help you with your writing.

Where is it? What could you see if you were there? How would you feel? What would you be able to smell? What could you hear? What would you feel against your skin (touch)? 

Make notes on all the lenses of the FANTASTICs for your chosen setting. 

 

 

 

 

 

Lesson 2: Plan your story using the narrative map below. Remember to consider who your main character is, the highs and lows of the story. Choose one FANTASTIC lens for each plot point.

Lessons 3 & 4: Write your story. Remember to include a minimum of 3 sentences for each plot point/paragraph. Include one of the FANTASTICs lenses in each plot point. You can also deepen the moment using any lens you have been taught in class. 

Lesson 5: Edit your story.  

Spend approximately 20 minutes on each type of error.

Look for E1 errors – spelling, punctuation, tense, missing words, repeated words, accurate word choice

Look for E2 opportunities – improve sentences that you have written so they are more effective

Look for E3s – add more in appropriate places in your story using a lens of your choice

Writing Challenge 2

Watch the video before completing any of the lessons. Remember you can re-watch the video as many times as you need.

 

Re-tell the video as a story, using a range of lenses from the writing rainbow. 

Follow the plot points below, including 3 lenses for each plot point. Each plot point should be 1 paragraph. The times in the brackets refer to the part of the video each plot point should focus on.

Lesson 1

Plan one sentence for each plot point, using the lens suggested.

Plot point 1 (0.0 – 0.15 secs): noticing

Plot point 2 (0.15 – 0.50 secs): inner thought

Plot point 3 (0.50 – 1.08 secs): personification

Plot point 4 (1.08 – 1.24): Simile

Plot point 5 (1.08 – 2.03): Onomatopoeia

Plot point 6 (2.03 – 2.19): Passive/active voice

Lesson 2

Plot point 1 (0.0 – 0.15secs) : Lunch hall setting

Lenses for PP1: noticing, checking, smelling

Plot point 2 (0.15 – 0.50 secs) : Interaction with bully

Lenses for PP2: action, asking/speech, inner thought

Lesson 3

Plot point 3 (0.50 – 1.08 secs): Invisible

Lenses for PP3: adverbial phrase, personification, pathetic fallacy

Plot point 4 (1.08 – 1.24): Monster

Lenses for PP4: noticing, simile, punctuation

Lesson 4

Plot point 5 (1.08 – 2.03): The invisible man

Lenses for PP5: action, onomatopoeia, complex sentence

Plot point 6 (2.03 – 2.19): Running

Lenses for PP6: touching, passive/active voice, basics

Lesson 5

Read through your story. If you have any adults or older siblings at home, you may wish to share your story with them at this point. 

Find E1s and correct- spelling and punctuation errors, missing words, repeated words, tense mistakes

Find E2s – improve sentences so they are more effective and ensure that every sentence is written under a lens in the writing rainbow

Find E3s – add more through a lens of your choice, deepening the moment so your story flows, makes sense and is engaging to read

Feel free to adapt the suggested plan above. You can also deepen each moment using whichever lens you like.

Just a Book?

 

 

It’s a letter in a bottle

bobbing blindly in the sea,

it’s a verdant leaf in summer

hanging halfway up a tree,

it’s a pebble sleeping softly

in a gently flowing brook

but it’s never, no it’s never,

no it’s never just a book.

 

It’s the topping on your pizza

as it sits upon your plate,

it’s the fish that you’ve been after

as you hook it with your bait,

it’s a cupboard of ingredients

all waiting for the cook

but it’s never, no it’s never,

no it’s never just a book.

 

It’s a soldier in a battle

as he launches a grenade,

it’s a hunter in a forest

as she sharpens up her blade,

it’s a playmate, it’s a bully,

it’s a policeman, it’s a crook

but it’s never, no it’s never,

no it’s never just a book.

 

It’s a parcel of ideas,

it’s a package full of tools,

it’s a field full of freedom,

it’s a folder full of rules,

it’s a fancy flight of fantasy

so come and have a look – 

see it’s never, no it’s never,

no it’s never just a book!

Use the presentation below to support you to work through a series of sentence stacking lessons. Once you have completed this and created your own version of the poem set in WW2, you are then free to write your very own poem about anything you like. For example, you may choose to write a poem following the same structure about school, a hospital, the supermarket. The choice really is yours!

Choose which lenses you will use from the Writing Rainbow carefully. Try and make sure you include some of the lenses used in the presentation.

Never Just a War Poetry Unit

Writing Challenge 4

This writing challenge is based on the true story of Ruth Rogoff, who escaped from Germany when she was a child and arrived in Britain on the day that war started, the 3rd September 1939.

Watch the film and make notes. Split your notes into feelings, actions, inner thoughts and noticing (sights). You can watch and listen to the story as many times as you need to.

 

 

After listening to Ruth’s story, plan your writing of her diary.

Follow the shapes below to ensure your diary entry makes sense, is engaging to read and includes key success criteria. Be sure to complete research to help you with some of the shapes. For example, to write a believable paragraph on Ruth’s home in Prague, you may wish to research Prague to find out what it looked like and what life would have been like there before WW2.

 

Shape 1 (0.00 – 0.37 seconds): Introduction

Lenses: basics, complex sentence, noticing

Shape 2 (0.37 – 0.44 seconds): New Home – Prague

Lenses:  passive/active voice, adverbs/adverbial phrases, repetition

Shape 3 (0.44 – 0.54 seconds): Invasion & Escape

Lenses: inner thoughts, noticing, pathetic fallacy

Shape 4 (0.54 – 1.06): Living in Fear

Lenses: feelings, checking/sound, metaphor

Shape 5 (1.06 – 1.34): Rejection

Lenses: asking, repetition, sentence structure

Shape 6 (1.34 – 2.19): The miracle

Lenses: action, onomatopoeia, basics (comparative and superlative adjectives)

Shape 7 (2.19 – 3.00): SS Officer

Lenses: feeling, metaphor through smelling lens, punctuation

Shape 8 (3.00 – 3.31): Arrival in England

Lenses: pathetic fallacy, adverbs/adverbial phrase, touching

 

If you want to continue the diary entry, you can do so by watching the remainder of the video and chunking it into shapes. Alternatively, you can finish your diary entry when Ruth arrives in England. You may wish to add some speech to include Chamberlain’s announcement.

 

When you have finished, remember to check your work and edit it looking for spelling, punctuation, tense and missing word errors. You can also add more or change some of the language you have used to improve your work. Make sure that your diary entry is as engaging as possible and any description helps the reader imagine the scene you are describing in their head.