Students should consolidate their knowledge of the elements of language and structure developed over the course of the term. Throughout this lesson, students will complete a SLOW WRITING response to an image stimulus. With the support of the D.S.S.Z.L structure, students will craft their writing to meet the criteria of each paragraph. Ensure students are crafting and not rushing into their writing.
Lesson Eleven: Evaluating Successful Writing 1 of 2
To develop exposure to high-quality writing, students will explore three WAGOLLs to model different aspects of Science-Fiction. This lesson is designed to utilsie live-modelling, but can also be delivered as collaborative learning. Students annotate, summarise, and evaluate the quality of the three responses before collecting ideas for their own creative writing during a ‘magpie session’.
Lesson Twelve: Evaluating Successful Writing 2 of 2
Continuing on from lesson eleven, students should continue to explore high-quality examples. This lesson is designed to allow exploration of other extracts based on the needs of the class, or to continue with the 3 selected in lesson eleven.
This lesson explores the crafting of writing through the use of ‘Show, Don’t Tell’. Students will explore how to use this skill, followed by the crafting of a single paragraph. Students will then peer-assess their work with a focus on the use of ‘Show Don’t Tell’.
To develop SPaG, students will explore different sentence types, lengths, and openings to develop the quality of their written expression. To begin with, students will explore the effect sentences can have on the reader, focusing on pace, emphasis, and development of ideas.
Building on and consolidating knowledge from the previous two lessons, the lesson today explores sensory imagery and how to apply it to descriptive writing. Through the use of soundscapes, students will write creatively and be encouraged to justify descriptions based on just the sense of sound. Students will then green pen reflect on their descriptive piece this week and develop the quality of sensory imagery to meet a purpose.
Following on from the previous lesson, students will craft their linguistic devices into their writing using a visual stimulus. This lesson covers an introduction to planning, but predominantly focuses on the use of linguistic devices and varied vocabulary (LP1, Q5 – A05 – Strand 3)
Students will be exploring a range of linguistic devices and securing their understanding of their definitions, use and effect. This will then be applied to an example of creative writing called ‘This is War’. Students need to identify the features in the crafted example, allowing them to incorporate this into their own piece.
Students will complete a baseline assessment to demonstrate their current ability to write descriptively. This will inform planning for week three and establish the needs of the group. To support marking of this, please use the ‘Whole-Class Feedback’ sheet attached in the week one folder.
Students will gain an initial understanding of the genre to support their homework research, which will include conventions and key-terms to be utilised throughout the topic. Students should be informed of their assessment task and informed of the skills they will need to develop over the course of this term.
15 hours of learning on the Gothic genre, exploring a range of topics. This SOL is designed to develop reading skills predominantly, but can be easily adapted. The final assessment is to make inferences on a Gothic text, which is developed throughout the lessons.
Useful resources to demonstrate comparing Remains and Exposure, and Remains and Bayonet Charge, with supporting dual-coded images and a breakdown of structure analytical paragraphs. Aimed at LA/MA.
Highlight WWW and EBI (such as: lack of development on certain points/not re-reading for spelling mistakes, etc)