Writing Term 4

Focus Outcomes
Weeks 1-5 Narratives EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own
communication is adjusted in different situations
This unit will help to develop the skills students learnt
EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and
throughout the narrative unit taught in term 3.
viewers
The unit has been designed to have a weekly focus to help
EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
students develop their skills in different targeted areas for
improvement. The targeted areas have been identified EN1-5A uses a variety of strategies, including knowledge of sight words and lettersound correspondences, to spell familiar words
from writing samples in term 3.
EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter

Week 1- Sizzling starts EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and
Week 2- Point of view
subject matter
Week 3- Dialogue
Week 4- Paragraphs EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and
Week 6- Language choices to enhance reader enjoyment
composing texts

EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts

Weeks 6-10 Persuasive Texts
This unit will help students to understand and develop
their skills in persuasive writing
EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own
communication is adjusted in different situations
EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
EN1-3A composes texts using letters of consistent size and slope and uses digital technologies

EN1-5A uses a variety of strategies, including knowledge of sight words and lettersound correspondences, to spell familiar words

EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter

EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and

subject matter

EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and

composing texts

EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts

Crystal Pont- Mayfield West Demonstration School

 Narratives

Week Read to Teaching and Learning Grammar Focus REG

1
Sizzling starts Starting a story with:
Lesson 1 Onomatopoeias
Class revision on writing devices used to create sizzling starts (onomatopoeia (action), Statements
questions, dialogue, statement etc.) Questions
Listen to Onomatopoeia song
https://www.youtube.com/watch?v=f1b5kCvVBo8 _________________
Independent reading
brainstorm a large class list of onomatopoeias
group tasks
Provide students with a picture stimulus
1. Onomatopoeia
Students write a sizzling start using onomatopoeia (action) classroom word
Lesson 2 hunt
Discuss what a statement is and how you could begin a story with one to hook the 2. Use the
reader onomatopoeias
What is the importance of hooking the reader? found in the
Read Fox by Margret Wild word hunt to
Focus on the statement used to start the story write sentences
How did it make you feel, what emotions did it evoke?
What are some of the other types of language used throughout the book?
As a class make a chart of the descriptive language used
Students write a sizzling start about a fox using a statement
Lesson 3
Read The Lost Thing by Shaun Tan
Discuss how starting a story with a question hooks the reader
Provide students with a visual stimulus
As a class brainstorm a list of questions you could use to start a story
Provide students with a different visual stimulus for them to write their own sizzling
start using a question

INFORMATION REPORT WRITING ASSESSMENT

Crystal Pont- Mayfield West Demonstration School

 Writing using 1st and

2
Point of view
3rd person
Lesson 4
Introduce the concept of point of view (1st, 2nd, 3rd)
_________________
Discuss the different key words used in texts written from different points of view Independent reading
Display a poster for students to refer to group tasks
Read Wacky Wednesday by Dr Seuss 1. Give students a
Ask students which point of view they think the story is told in copy of one of
Discuss the types of language used that helped them to identify 1st person the pages from
Write a story using a provided stimulus. Students write their story using the 1st Wacky
person Wednesday and
they need to
Lesson 5 circle the words
Revisit the different points of view and language that can be used to tell a story that indicate 1st
Read Piggy Book by Anthony Browne person
Ask the students which voice the story has been written in
As a class select one of the pages in the book and change it to 1st person 2. Students to
Using the same stimulus students used to write in 1st person they now write a story independently
in the 3rd person change text
written in 3rd
person to 1st
person

3
Dialogue Dialogue
Lesson 6
_________________
Use Twinkl speech mark Powerpoint to help explain the use of speech marks
Independent reading
As a class complete question 1 of adding speech marks group tasks
Students complete question 2 and 3 independently 1. Correct the
Lesson 7 punctuation
Read the Gruffalo by Julia Donaldson tasks
Discuss how the speech marks help the story to flow and the meaning to be clear
Re write a page from the book without adding in the speech masks
Complete a modelled write to show students where to place speech marks
Crystal Pont- Mayfield West Demonstration School
 Using characters from the book students write a paragraph using speech marks
Lesson 8
Read The Coat by Julie hunt
As a class make a list of the synonyms used for said
Choose some of the dialogue in the book that has used said, use synonyms to change
said. Add the synonyms to the class list
Provide the students with a pre-written paragraph that has lots of dialogue and a
paragraph that has minimal dialogue
Discuss why it is easier to understand the text that has minimal dialogue
Students change a pre-written paragraph with excessive dialogue to a paragraph that
has minimal dialogue that is cohesive

4
Organising ideas- beginning, middle, end Paragraphs
Lesson 9
_________________
Read the story Tuesday by David Weisner (no words)
Independent reading
Students discuss the sequence of the story and the meaning they think the group tasks
illustrations convey 1. Students
Provide students with a narrative planner with images from the book complete story
Students add text to the images organising the ideas into beginning middle and end sequencing tasks
Lesson 10
Students share some of their ideas for Tuesday
Students write their stories, using the planner to help them identify where to use
paragraphs
Encourage students to think about what they have learnt in the previous weeks when
writing (sizzling starts, 1st and 3rd person and dialogue)
Lesson 11
Read Journey by Aaron Becker (wordless book)
Students have 15 minutes to fill in a story planner for the book, focusing on
beginning, middle (series of events) and end
During guided writing students write the story to match journey. They must organise
their ideas into paragraphs

Crystal Pont- Mayfield West Demonstration School

 5
Language Choices Synonyms
similes
Lesson 12
Provide students with paragraphs. One with simple sentences and one that has
_________________
complex sentences with a variety of synonyms. Independent reading
Ask the students to discuss which paragraph is more interesting and why group tasks
Discuss how the different use of language helps the story hook the reader and keep 1. Synonym games
the text cohesive 2. Simile games
As a class change a basic sentence into a complex sentence using synonyms
Place students in pairs give them a simple word e.g. big and have students write as
many synonyms as they can in 2 minutes
Repeat with another simple word
Lesson 13
Read Chicken Cheeks by Michael Ian Black
Discuss the language in the book and how it helps to tell the story
Provide students a image from the books
Students write a description
Students re write their description using a variety of synonyms
Lesson 14
Read Pog by Lyn Lee Kim Gamble
As you read think aloud the similes used
Re write a page from the book and take away the simile
Ask the students to discuss why the story is more interesting with similes
Re write the sentence with a new simile
Provide students with a visual stimulus and get them to write a paragraph that
includes a simile
NARRATIVE WRITING ASSESSMENT

Additional Read to Texts

Crystal Pont- Mayfield West Demonstration School

 Persuasive Writing

Week Read to Teaching and Learning Independent reading REG

group tasks

6
Lesson 1 1. Students write a
Read Hey Little Ant by Phillip M Hoose persuasive
Discuss the different points of view in the text argument to Hey
Identify the arguments for and against squishing the ant Little Ant using
Make a list of each argument the opposing
What language persuaded you? position to the
As a class jointly construct a persuasive argument using the OREO method class text
Lesson 2
Review the features of a persuasive text (OREO)
Read What Pet Should I Get
Break students into groups and provide them with a pet
Students brainstorm their reason for getting the pet they have been allocated
Have a class debate about what pet would be the best
Lesson 3
Review the arguments students created for their pets
Provide students with an OREO scaffold
Students write a persuasive text for their given pet

7
Lesson 4 1. Students change
Using the teach starter persuasive texts PowerPoint explore the use of persuasive weak sentences
language into strong ones
Using the strong word examples to change weak sentences into strong sentences by adding and
Students edit their which pet should I get persuasive writing to add stronger replacing words
words 2. Students
Lesson 5 sequence pre-
Read Alexander, who's not, do you hear me? I mean it, going to move by Judith written
Viorst persuasive texts
List the reasons that Alexander gave against moving into the correct
OREO structure

Crystal Pont- Mayfield West Demonstration School

 Students write their own persuasive text as to why they would not want to move
from their home

8
Lesson 6 1. Students plan
Read My Dream playground by Kate Becker their arguments
Brainstorm with the class what their dream playground would be for their
Let students know that they will be designing their dream playground and then playground
writing a letter to the council to persuade them to build their dream playground
Students design their dream playground
Lesson 7
Use the Twinkl PowerPoint to introduce writing persuasive letters
Brainstorm persuasive words that students can use
Students write their letter to the council to try and persuade them to build their
dream playground
Lesson 8
Tell students that they are going to be given double homework next week unless
they can convince you not to
List the reason they have given
Using the OREO structure students write a persuasive text against being given
double homework

9
Lesson 9 1. Christmas
Read a variety of Australian Christmas books and winter Christmas books activities
Students brainstorm for and against arguments about why a summer Christmas or
a winter Christmas is best
Students write their persuasive text
Lesson 10
Students write a persuasive letter to Santa to persuade him that they are on the
nice list
Lesson 11
PERSUASIVE WRITING ASSESMENT

Crystal Pont- Mayfield West Demonstration School

 10
Revision 1. Christmas
activities

Additional Read to Texts

Crystal Pont- Mayfield West Demonstration School