Orally rehearse the language of persuasive writing and balanced discussion before writing using these dice games, model texts, planning frames and toolkits. Throughout Key Stage 2, children are expected to take part in debates and compose one-sided arguments or balanced discussions. To be successful at this, children need plenty of opportunities to use the language of argument. Connecting phrases such as ‘it is obvious that’, ‘other people claim that’ and ‘opponents of’ need to be orally rehearsed as children do not encounter them regularly in their daily lives. This fully planned session, complete with a presentation and a fun dice game, will give children the experience of using the language of argument in a purposeful way. Use this session prior to any ‘argument’ style writing and it will give children the tools to be successful. *I have now added ‘Whose side are you on? Advanced’. This version is for 4 players and enables children to create full balanced discussions orally. The patterns they use exactly mirror the structure of a written balanced discussion. **I have also added a model text, a planning frame and a self assessment sheet for persuasive writing and a model text, a planning frame and a self assessment sheet for discussion writing. ***I have also added: a one sided model text in favour of Victorian style child punishment (for children to argue against!) a one sided model against mobile phones in school for children to argue ‘for’ a mobile phone fact or opinion sorting activity a one sided model for animals in circuses for children to argue against a one sided argument against computer games for children to argue ‘for’ a computer games counter argument activity a computer games fact or opinion sorting activity a for and against sorting activity linked with space a for and against sorting activity linked with aliens

Fully resourced 3 week unit for this text also available in my store! I wrote this model text for year 3/4 children learning about the Stone Age (Bronze Age and Iron Age models are also included in your download). Important year 3/4 conjunctions, prepositions and adverbs are shown in red. The model has been written so that the children can easily use it to help them structure their own reports on the Bronze Age or the Iron Age. There is one image and it is from PIXABAY. I have also included some teacher notes about the text. If you are a talk for writing school, I have included the ‘story map’ for the first 4 paragraphs - that’s the amount we ‘talk’ off-by-heart. I have included Bronze Age and Iron Age versions of the Stone Age model. This is to show how the model can easily adapted to new subjects, and to give ideas for outcomes that the children could research and write. Finally, there are two activities related to the Iron Age version of the model that may be handy. One involves adding prepositions to information sentences. The other involves organising information in a sensible way (sub headings, captions etc).

I can use a hyphen to combine words and create compound adjectives. Explanation Children need to understand how hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover). Also, an understanding of hyphens can add descriptive depth to noun phrases (e.g. the creature) when they are used to form compound adjectives (the ferocious-looking creature). In the compound adjective ‘ferocious-looking’, the hyphen shows that the two component words have a combined meaning. Aim: using the ‘dice guide’, roll to create six compound adjectives with hyphens that you could use before a noun (e.g. muddle-headed monster). Write definitions for your compound adjectives on your ‘game card’. Keep unusual or ridiculous combinations too! Have fun playing with words!

This is a fully resourced unit inspired by ‘The Iron Man’. Children change key parts of a known story into news reports. Every session has a detailed plan, a presentation and resources for writing tasks. This was planned for Y4, but it could be easily adapted to any KS2 class (everything is fully editable in Word and PowerPoint). There are some preview screen shots to give you a feel for the unit, but the whole unit is included in the attached zip folder. Each lesson is organised into subfolders for ease of use. Enjoy! Here is a brief overview of the 15 sessions: Pre-unit Assessment - Cold task – ‘Lion loose in school grounds’ • I can show what I already know about newspaper reports Asking questions – reading comprehension • I can ask questions about the text I am reading Interviewer and eye witness part 1: Hogarth • I can use drama explore events from different points of view Interviewer and eye witness part 2: Hogarth’s father • I can reuse words from the text Interviewer and eye witness part 3 and 4: farmer and police officer • I can use drama explore events from different points of view Paragraph structure • I can group and order information Headlines and summaries I can tell, sell and summarise Adverbials of time (fronted adverbials) • I can use adverbs to say when an event happened Adverbials of time (again!) • I can use adverbs to say when an event happened Switching between different voices (objective journalistic comment and informal first person quotes) • I can change between third person (journalist) to first person (eye-witness) Extend a paragraph with further related information • I can add information to a paragraph (sticking to the theme) Co-create a toolkit and pick out key features from news reports • I can identify the features of a news report Combine writing from sessions 7, 8, 9, 10 and 11 to create a full news report. • I can edit, improve and publish my work Generate ideas for hot task through drama and plan a news report • I can plan a news report Extended writing - Apply learning from across the unit • I can write a newspaper report (based on a known narrative)

This one week KS2 English unit has a focus on performance and art (instead of writing). Over five sessions, children learn about intonation and perform two poems expressively. Both poems retell famous Greek myths (‘The Minotaur’ and ‘Icarus’). Children also present lines from a poem through art and book making. A highly enjoyable unit! Here is a brief overview of each session. Detailed plans and all resources are included. Session 1 Watch and evaluate • I can say which poetry performance I enjoyed the most • I can evaluate a poetry performance Open questions You are the judge! Convince another Session 2 Performing poetry • I can show understanding through tone, volume and action Ping pong! What does Michael Rosen have to say about performance poetry? Explore the model Perform – small groups Peer assessment Perform – whole class Session 3 Applying our new skills and knowledge to a new poem • I can show understanding through tone, volume and action (revisit) • I can prepare a poem to read aloud and to perform “Rock… paper… anything!” Let’s perform Introducing a new poem Can we use our new knowledge and skills for a different poem? Perform – whole class Session 4 Presenting a poem through book making and art (part 1) • I can discuss words and phrases that capture the reader’s interest and imagination Performance poetry! Windows and words How will we show the meaning of each line through pictures? Session 5 Presenting a poem through book making and art (part 2) • I can discuss words and phrases that capture the reader’s interest and imagination Warm up: Ping-pong Activity 1: Capturing a poem in pictures

A one week unit for Y5 or Y6 exploring the weird and wonderful poem ‘Civil War on The Moon’, by the amazing Ted Hughes. Once the children have unpicked the tricky vocabulary (using the presentation attached), they will love this poem about two armies fighting for domination of the moon. My classes are always very keen to create new armies for a poem of their own. I use it during our space topic. I have included teacher notes about the parts children find a little tricky and a breakdown of each verse. I hope you have fun with this!

This is a fully resourced, 3 week writing unit celebrating the work of black authors and exploring the themes of ‘A house like no other’ from the ‘Happy Here’ collection. By the final session, children will have written and edited their own ‘overcoming fear’ story. Absolutely everything you need is here. All slides and and resources have been created using PowerPoint and Word. Unit overview - 15 sessions including: Session 1: introduce the theme of the unit LO: I can listen to a poem and discuss it Session 2: pre-teach new vocabulary and make predictions LO: I can explore the meaning of words **Session 3: notice new vocabulary and make new predictions ** LO: I can ask questions and predict what might happen Session 4: What impact does the text have on the reader? Reading comprehension skills – summarising/impact of language choices LO: I can summarise the main ideas drawn from a short text Session 5: 'The argument’ Write dialogue about a child trying to avoid something that has been paid for LO: I can add adverbial phrases to speech sentences Session 6: ‘The Incident’ Look at the incident in first person. Create a diary recount and make use of modal verbs to convey self-doubt and uncertainty. LO: I can use modal verbs to show possibility and uncertainty Session 7: ‘The object’ Descriptive writing – imagine you could wear something that would magically take away all your worries and fears. LO: I can use ellipses to create drama and suspense Session 8: ‘Hot spot!’ What would it be like in for Izzy in this uncomfortable situation? Create multi-clause sentences. LO: I can use a range of conjunctions (if, but, while, when) Session 9: ‘The show’ Using dashes to add ‘chatty asides’ into sentences. LO: I can use dashes to interrupt a sentence or to extend a sentence Session 10: planning a narrative in which a character overcomes their fear Children use two resources: one provides prompts; the other is for recording ideas. LO: I can plan a short story for a Year 5 audience And five more amazing sessions!

Fully differentaited dice game! Identify and correct apostrophe catastrophes. This game is differentiated into three versions to include all learners. Apostrophes are first introduced to children in Year 2 (UK National Curriculum). By the end of Year 4, children are expected to use apostrophes accurately to show possession, omission and to mark plural possession. This game provides an opportunity to practise all three types of apostrophe use mentioned above and would also be very useful to revise the use of apostrophes in Years 5 and 6. The 'support' version of the game could be used with younger children as it just focuses on apostrophes of possession and omission. The game includes instructions on how to play (with ideas about how to finish the game), differentiated versions, and resources to support and challenge pupils. There are also 'time-saver' versions of the game cards that don't need to be cut out! ***I prefer to use the game 'landscape', and I blow the pupil recording sheets up to A3 so that they have lots of space to write. I have added a landscape version of the game.***

Talk! Drama! Reading skills! Grammar skills! Games! Writing an information text! In this three week non-fiction writing unit, children look at an information text (a poster about the now destroyed Brighton Chain Pier). Then they play with the text and create new sentences of their own, developing key Year 2 grammar skills. Finally they create an information text of their own (Brighton Palace Pier), applying the skills taught in the previous two weeks. Every resource is included and resources are differentiated 3 ways - there’s a lot of work here! You could easily swap the model for an attraction local to you. I would simply keep the model and swap the outcome to an attraction near you - the skills in this unit are all transferable. When you download, use the full unit and planning in the zip folder - ignore the files uploaded for the preview. Here are the objectives covered thoroughly across the three weeks: This unit revisits Y1 grammar: I can make up sentences. I can join my ideas using ‘and’. This unit introduces new Y2 grammar concepts: I can use commas for lists. I can use questions, statements, exclamation and commands. I can use expanded noun phrases to describe and specify [for example, ‘the polished stones’]. I can add a chunk (clause) using ‘and’ (coordination) This unit introduces the following Y2 terminology: noun, noun phrase, statement, exclamation, command, adjective, verb, comma This unit introduces these Y2 composition objectives: I can write an information poster. I can plan or say out loud what I am going to write about. I can use new words (vocabulary). I can write my ideas in sentences (continued from Y1). I can make improvements and changes with the teacher or with my friends. I can re-read to check that my writing makes sense. I can proof-read to check my spelling and punctuation [Are the ends of my sentences punctuated correctly?] I can read aloud what I have written clearly and with expression. Reading skills : I can spot meaning breakdown. I can repair a meaning breakdown. Enjoy!

This is a one day greater depth writing workshop aimed at upper KS2. There are 13 resources attached and a detailed plan of the day. Children have a complete piece of writing by the end of the workshop. Here is a brief summary of the day: Part 1 Get to know the model Reading as reader: How did the story make you feel? Reading as writer: How did the author do that? Drama (pairs) – bring the text off the page Part 2 Know your animal! Part 3 Know your mysterious object! Part 4 Quick plan Part 5 Parentheses activity Part 6 Extended writing time Success criteria for extended writing I can organise my story creatively and keep the reader in suspense (withholding vital information and using flashbacks) I can create suspense using modal verbs and rhetorical questions I can interrupt my sentences using ‘dramatic dashes’ (parentheses) I can use technical language appropriately in my creative writing (precise language around my animal’s physical features, habitat, behaviour and offspring) I can use figurative language

There are two useful resources here: 1. A carefully planned lesson about dashes, exploring how different types of extra information can be added to a sentence. This includes a detailed lesson plan and 3 activities (the final one is a team game, with clear differentiation). All resources are included. The lesson covers these Year 5/Year 6 objectives: I understand the terms dash and parenthesis/parentheses I can explain some uses for dashes I can use dashes creatively for lots of different purposes This is perfect for a demonstration lesson or an observed session. There is minimal ‘teacher talk’ and lots of active pupil engagement. 2. I have also included a further punctuation game: ‘Punctuation show-offs’. I can use brackets, dashes (parentheses) and semi-colons in my sentences. Would you like the writers in your class to be ‘punctuation show-offs’? Me too. I created this dice activity to encourage children to add extra information to sentences using parentheses (brackets and dashes) and also to separate closely related main clauses using semi-colons. I have also provided teacher and - more importantly - child friendly explanations and examples of all concepts. Children may incidentally find out about Usain Bolt, Picasso, Stephen Hawking and a 1000kg bowl of cereal. Have I caught your interest yet? This whole activity has a ‘show-off’ theme and it’s fun. After playing this, you can remind your class to be ‘punctuation show-offs’ in their own writing. Finally, I have added a ‘Victorian’ version of the same game, to show how it can be adapted to different themes.

*In this resource I have argued against space travel and computer games as I thought it was likely that most of my class would like to take the opposing view for their own writing, later on. A fully planned and resourced lesson, complete with differentiated activities and a model text. First, children learn the opening paragraph to the model text ‘Computer games are harmful to children’. This should be quick and easy to learn – add a few actions if you wish. Use the PowerPoint or a text map to support. Then, take a quick look at how the text has been changed to the subject of space travel. What has changed? What has stayed the same? Briefly explore the idea that, in persuasive writing, if you can write one opening paragraph, you can write hundreds. It is simply: • Introduce the subject of the debate • Introduce which side you are on • State that you have many strong arguments Next, move on to looking at the how the first argument is structured. Again, it follows a pattern: • Topic sentence – to introduce the key idea of this particular paragraph • Facts and opinions • A rhetorical question On a flip chart or screen, show how you can use this simple structure to write a paragraph against exploring space on the subject of safety. There is an example of how you could do this on slide 8. Now the children should be ready to try this structure themselves. During independent time they use the same structure to create their own persuasive paragraphs about space travel. After this they can organise persuasive paragraphs about anything they choose. I have had great success with this approach and so have my colleagues. I hope you find it useful too.

A fully resourced, three week, Year 6 writing unit based on chapter 14 of ‘Number the Stars’ by Lois Lowry. This unit links beautifully with history learning, World War 2. If children a familiar with the story of Anne Frank, this text provides another example of what was happening in Europe in the final years of the WW2. All planning, slides and activities are included - no extra work necessary. Outcome After looking closely at chapter 14 of Number the Stars, children write their own suspenseful, historical story about a child who has to take a mysterious and important package on a dangerous journey. **The following objectives are comprehensively covered: ** Grammar skills • Use a parenthesis (a single dash) to add an afterthought • Use short sentences to create suspense • Use expanded noun phrases to add descriptive detail • Personify nouns Composition • Develop a historical character • Build atmosphere and create contrasting settings • Apply an understanding of the key features of historical stories and suspense writing • Plan a story using a familiar structure to support Reading and Vocabulary • Explore unfamiliar vocabulary in context • Develop reading fluency skills • Retrieve information and infer meaning • Retell a traditional story • Identify the key features of historical stories and suspense writing

KS2 poetry with patterns - 4 lessons - fully resourced. I love using ‘Amulet’ by the amazing Ted Hughes as a model for children’s poetry writing. Here are four sessions that explore this rich and powerful poem in creative ways. By the end of session 4, children will have created powerful poems of their own. Objectives covered: Part 1 Understanding a poem I can discuss a poem in a group, listen carefully to others and build on my own ideas. I can explore the meaning of tricky words and phrases. I can infer what the poet may have been thinking. Part 2 Reciting a poem I can read using intonation to add meaning I can visualise a poem I can recite a poem from memory Part 3 Exploring nouns and noun phrases and gathering ideas I understand the terms noun and noun phrase I can use precise nouns and rich descriptive language Part 4 Creating poems of our own I can create a magical poem with patterns Your class will love creating poems in the style of Ted Hughes!

This is an Iron Age themed Quiz Quiz Trade with 32 facts for the class to learn - this really support information writing. Also included are instructions on how to play Quiz Quiz Trade and an extra little 12 fact Quiz Quiz Trade about Mammoths!

Lesson plan, presentation and two dice games (the main game is differentiated 3 ways) included. Ready to go! Apostrophes! Why do so many of us get them wrong? This is a carefully planned lesson about apostrophes for Years 4, 5 or 6. It would also be an ideal revision tool for the Year 6 Grammar Test. First, children are given the chance to revisit prior learning through the fun warm up game ‘The Memory Test’. Following that, they will learn about possessive apostrophes and common misconceptions during the presentation. When they are ready, the two player game ‘Apostrophe Abduction’ will provide them with plenty of challenge or support, depending on the version you give them. I have included three versions of the game : A ‘support’ version - this game uses a very short text, with only 10 highlighted apostrophe words to focus on. An ‘on track’ version - children have to hunt for plurals, possessive apostrophes and contractions. A challenge version - the same as the ‘on track’ version, but across a full story - quite a challenge to find every plural, contraction and possessive apostrophe.

I can use the relative pronouns ‘who’, ‘which’, ‘where’, ‘when’, ‘whose’ and ‘that’ to write relative clauses. Specific relative pronouns are used when referring to different nouns. The fun dice game ‘Meet the relatives’ encourages children to think about which relative pronoun is most suitable for the noun in the sentence. The aim of the game is to be the first player to write an embedded relative clause using each of the relative pronouns on the game card. There are three versions of the game, to ensure that all learners are included and appropriately challenged. Enjoy meeting the relatives!

Play this to develop children’s understanding of clauses and to encourage children to vary the number of clauses they include within their sentences. I have tried so many approaches to teaching this, and I have had the most success with this one. Assessment focus I can understand the terms ‘clause’ and ‘conjunction’. I can write sentences with one or more clauses. I can write sentences with many clauses, without confusing the reader. Here you will find three versions of the engaging dice activity ‘Clauses, clauses, clauses’. In its simplest form, children write one or two clause sentences, using a limited number of conjunctions. Other versions go up to six clauses - very tricky! I have also included an extra version (my favourite activity for teaching clauses, conjunctions and multi-clauses sentences) called ‘Clauses, clauses, clauses - scavenger hunt version’. This activity promotes lots of talk around word classes and building multi-clause sentences. I recommend playing this a few times across the school year, as these skills need revisiting many times to build confidence. I hope your class find these activities as useful as mine did. Good luck!

This resource is six activities linked to the text. They are ready for children to pick up and use independently. Defining and reusing tricky words from the text Picking out the key features of a fable from the text (and from ‘The Promise’) Adding fronted adverbials to sentences from the text Grouping synonyms to create a word bank for fable writing I can plan a fable of my own I can write a fable of my own