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

Three week writing unit for Year 3/Year 4. A fully resourced and differentiated unit including all slides and activities. Drama! Talk! Reading skills! Grammar skills! Organising information in fun and inviting ways! It’s all ready to pick up and use. I have included the full unit in a zip folder (if you buy, just use the zip!), as you cannot see it all in the preview. The children begin with an assessment task (a cold task) and then spend a week exploring a model text about the Stone Age and learning some key grammar skills for year 3 and 4. They go on to learn about structure and organisation whilst also learning about mammoths! Finally they use all of their new skills to create their own information text about the Iron Age. The whole 15 lesson unit is full of games and activities focused on these skills: I can show what I already know about writing an information text I can ask questions to improve my understanding of the text I can quickly find information in non-fiction texts I can use conjunctions (when, before, after, while) to explain when things happen I can use prepositions (in, on, inside, at, by, during, before, after) to explain when and where I can spot the key features of information texts I can use paragraphs to group information I can use headings and sub-headings to organise an information text I can present (show) information in different ways I can use glossaries to check the meaning of words (repair ‘meaning breakdowns’)

Three-week writing unit about a Greek myth, planned in detail and fully resourced and differentiated. It is pitched at Year 4, but would work equally well in Year 5 or 6 (please see the key skills covered below). For most sessions, there are resources to extend high attainers and resources to support SEN learners. By the end of the unit, children will have written a Greek myth of their own, informed by the structure of Theseus and the Minotaur. Along the way, there is drama, grammar skills, vocabulary work and short-burst diary writing - please see the objectives below. This unit is ready to go! Three weeks of differentiated resources is a lot of files, so you can’t see it all in the preview. When you buy, please use the zip folder. The contents of the zip are organised into weeks and then into individual lessons (the other files are only there so that people can preview the unit!) . The zip will enable you to navigate your way through the plan and related resources with ease. All resources are PowerPoint and Word, so you will have no issues opening anything - and you can edit to suit your own needs - no PDFs! There are many, many resources included. Here are a few key examples: model text (short and long versions); a story map; drama activities; story boards; cold task/assessment task; reading comprehension activities; conjunctions activities; scavenger hunt; paragraphing activities; pronoun activities; noun phrase activities; fronted adverbial activities; tool kits; idea gathering resources; planning grids; peer assessment resources; and many more! The key objectives covered repeatedly throughout the unit are: Reading: • increasing their familiarity with a wide range of books, including myths and legends, and retelling some of these orally • asking questions to improve their understanding of a text • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Vocab/grammar/punctuation • I can use a wide range of subordinating conjunctions (when, if, because, although) • I understand the term ‘adverbial’ and I can use fronted adverbials (with a comma) • I can choose a variety of nouns and pronouns (to avoid repetition) Composition • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar • organising paragraphs around a theme Evaluate and edit by: • assessing the effectiveness of their own and others’ writing and suggesting improvements These have been broken down and written in ‘child speak’ within the planning.

Talk! Drama! Reading skills! Sentence skills! Making and drawing! Spelling skills! Writing a narrative! This is a creatively planned and fully resourced three week writing unit. It is aimed at year 1, or the beginning of year 2. The planning and activities have been carefully differentiated and there are plenty of opportunities for greater depth writing. If you buy this, please use the zip folder. It is organised into folders, lesson by lesson. There is also one sentence grammar activity themed with Jack and the Beanstalk. The following objectives are covered across the three week unit (many are covered more than once): Drama • I can explore a story through improvisation and role play. I can act out a story I know using voices for characters. Spelling • Suffixes that can be added to verbs) with a focus on -ed endings: I can add the –ed suffix to verbs. Sentence/Punctuation • How words can combine to make sentences: I can show what I already know about sentences. I can talk in sentences. I can spot sentences. • Introduction to capital letters, full stops demarcate sentences: I can add full stops to the end of a sentence. • Joining words and joining clauses using and: I can join my ideas together using ‘and’. • Capital letters for names: I can use capital letters for names. Composition • Sequencing sentences to form short narratives: I can put sentences in a sensible order. I can use the skills I have learned to write a story. • Similes: I can write a simile. **Reading: ** • Vocabulary: I can fix meaning breakdowns. • Inference: I can tell you about why a character does or says things. **Terminology: ** • letter, capital letter, word, sentence, punctuation, full stop

This is now the original 40 grammar dice games (a 145 page word document containing 40 fun grammar games) and also 38 more grammar games. Unlike a lot of sellers, my work is a Word document, so you can edit-and-adapt to make it work in your classroom. All of these games have been tested in class and adjusted if needed. They have a real impact on learning. For each grammar skill there is: a child friendly explanation of the concept; printable rules and resources for a lively dice game; suggestions to challenge or support learners; suggestions for application of the skill in written work. For some grammar games there is also a lesson plan and a presentation. Some of the games included are: 1. Mission Control - Write commands, questions and statements 2. Mythical Six 3. Simple or Compound 4. Adverb Sea Monsters 5. How many proper nouns? - Use proper nouns in a sentence 6. Castle of Nouns - Classify different types of nouns 7. The Memory Test – contractions 8. Apostrophe abductions - Identify possessive apostrophes and contractions 9. Synonym racers (adjectives) - Use more adventurous adjectives 10. Unplanned Story - Use sentence variety 11. Whose side are you on? - Learn the language of argument 12. Whose side are you on? (advanced) - Use extended arguments in a balanced discussion 13. Sentence Extenders - Extend simple sentences in a variety of ways 14. Battle of the complex sentences - Create complex sentences 15. Simple, compound or complex - Create simple, compound or complex sentences 16. Explanation game - Use causal connectives 17. Fronted adverbials - Use a variety of fronted adverbials 18. Warrior swords - Vary the length of fronted adverbials 19. Score my speech - Punctuate direct speech accurately 20. Score my interrupted speech - Interrupt direct speech by dropping a reporting clause in 21. The relative clause team game - Drop a relative clause into a sentence 22. Will you or won’t you? - Use modal verbs in sentences 23. ‘Time’ or ‘Place’ - Classify prepositions into two groups 24. Add a prepositional phrase - Add a prepositional phrase to a main clause 25. Punctuation show-offs - Use dashes, brackets and semi-colons 26. Plural planets - Explore 6 rules for making plurals 27. Battle words - Use this for any spelling rule! 28. Determiners ‘Point or show quantity’ - Learn all about determiners 29. Determiners ‘Introduce the noun’ - Classify and use determiners 30. Unstressed vowel race - spell unstressed vowels 31. Follow the rule/break the rule - spell ‘ie’ and ‘ei’ words 32. Creepy crawly colon sentences - Colons to explain 33. Colons to introduce lists ...and more!!!

Three weeks of creative and fully resourced Year 2 Talk for Writing planning involving drama, reading skills (information retrieval and then inference), poetry, grammar skills, drawing, diary writing and story writing. Only a few of the lessons and outcomes are shown in the preview. Each lesson is fully resourced and differentiated - there is also a focus on greater depth opportunities. To get the most from this writing project, it would be useful if the class had access to a copy of ‘The Tear Thief’ by Carol Ann Duffy - a magical picture book. If you buy this unit, PLEASE USE THE ZIP FOLDER - everything you need is in there. Each session is organised into a separate folder. The other files are simply there as a preview to show some of the resources included. Over the three weeks, the following Y2 objectives are thoroughly covered: Grammar • I can say and write a sentences with a capital letter and a full stop • I can use different joining words (conjunctions) to join my ideas • I can use carefully chosen adjectives/expanded noun phrases • I can use an apostrophe to show ownership Reading • I can spot meaning breakdowns • I can visualise a character from a story • I can find information in a story • I can read like a detective (inference) Composition • I can retell a story in sentences • I can add a new part to a story I know • I can create a character • I understand how a story can be organised • In my own writing, I can use words and ideas from a story I have read • I can write a story (using the skills I have been learning) This unit could be easily adapted for use in other year groups.

A three week KS2 writing unit with a powerful environmental theme. All lesson plans, PowerPoints and activitiy resources included - it’s ready to go. Pupils explore a one-sided argument about fossil fuels, and then create their own persuasive writing about food waste. Turn your class into eco-heroes! Teach children about persuasive devices, and encourage them to use these skills to make a positive change. I used this project in Y4, but it could be quickly adapted for any KS2 class - all resources are fully editable. If you buy this resource, ignore the preview images (these are just png screen shots) and open the zip folder. Inside this folder, you will find full versions of all plans, presentations and tasks, organised into lesson-by-lesson folders for ease of use. Please also see my new ‘climate change’ unit, Waste Monsters, aimed at upper KS2. https://www.tes.com/teaching-resource/resource-12966461

This is a 3 week KS2 writing unit based on an extract from ‘Varjak Paw’. Each of the 16 sessions has a clear and detailed lesson plan, presentation slides and differentiated activities (greater depth, on track and support) complete with resources. It’s all here! For a large chunk of this unit, children explore a wonderful extract from chapter 21: Varjak discovers a toy shop and meets a toy cat. Using this passage for inspiration, children create short bursts of writing whilst learning and applying new skills. These short bursts are eventually combined to create a diary entry. When you open the zip, you will find a folder for each session - everything is organised in a user-friendly way. As with all of my resources, all files have been created using PowerPoint and Word, so you can edit and adapt as you wish. I have aimed this unit at Year 4, but it could be used in any KS2 setting - I would happily do this project with Year 6 pupils. This unit has been very carefully sequenced and builds towards quality writing outcomes. It is packed with talk, reading, vocabulary, grammar and composition skills. Unit Overview Session 1 Prewriting activity – I can visualise a story setting Session 2 Cold task – What do you already know about diary writing? Session 3 I can notice and define adventurous words and phrases Session 4 I can reuse adventurous words and phrases Session 5 Reading activity: I can read like a detective Session 6 I can use prepositions to show where something is (in relation to something else) Session 7 I can use preposition phrases to organise a paragraph Session 8 I can describe how a character is feeling using their body language Session 9 I can punctuate direct speech correctly (sentence level) Session 10 I can punctuate direct speech correctly (text level) Session 11 I can use ‘but’ to change direction in an unexpected way Session 12 I can write sentences using adventurous vocabulary and prepositions Session 13 I can pick out the key features of diary writing Session 14 I can use the key features of diary writing Session 15 I can plan a diary entry independently Session 16 Independent diary writing. Children have the opportunity to demonstrate their new skills and knowledge.

A fully resourced 3 week (15 lesson) writing unit. I created it for Y4, but it would work equally well in Y5 or Y6. All lesson plans, slides and tasks are included - it’s ready to go. Only the first week is shown in the preview. If you buy the unit, it is oraganised into sub-folders, lesson-by lesson. Narrative: Tam’s story (3 weeks) Stimulus: ‘Varjak Paw’ by SF Said Purpose and Audience: Write a new part of the story (Tam’s story) in the style of SF Said. Key knowledge and skills: • compose a new part for a known narrative • plan and write paragraphs around a theme • use imaginative and rich vocabulary drawn from reading During ‘Varjak Paw’ there are times when key characters leave the story before returning again. What they have been doing is never made explicit, but using a mixture of inference and imagination we can create what may have happened – we can write new narratives inspired by the novel. The bulk of this unit focuses on Tam. The comfortable brown cat goes looking for food and is missing for a large chunk of the story. It is presumed that she has fallen foul to ‘the Vanishings’. Eventually, she is discovered locked in a cage. What happened to her while she was missing? Let’s narrate her story in third person and find out.

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 is a 14 session biography writing unit for upper KS2. Children explore the life of Anne Frank - supporting history learning about WW2 - and then go on to choose one of four other people who SHOOK THE WORLD while they were young (Boyan Slat, Greta Thunberg, Pele or Marley Dias). After learning new writing skills, children write a biography about their chosen subject. If you purchase this unit, please open the youthquake biography zip file. Each of the 14 lessons is organised into its own subfolder. All lesson plans, lesson slides and activities are included - it’s ready to go. Everything is created in PowerPoint and Word, so you can edit and adapt as you wish. The png files you can see in the previews are just there to give a taste of the first few lessons. Your class will enjoy learning about biographies and creating a YOUTHQUAKE! Throughout this unit, I would recommend reading children selected biographies from YouthQuake: 50 Children and Young People Who Shook the World by Tom Adams & Sarah Walsh.

This is a fully planned, fully resourced 3 week narrative unit. It has been designed to enable Year 6 writers to produce ARE and possibly greater depth writing. All docs have been created on Word and PowerPoint so you can adapt it as you wish. The unit is driven by chapter three of ‘The Explorer’. Children spend time getting to know ‘The Den’ before creating their own survival stories. If you have an opportunity to do some den building, this unit really comes to life. If this is not possible, you could design dens or create model dens. There are den building resources included. By the end of the unit, children will have produced some extended narrative writing after many short bursts of preparatory writing. But more than that, everyone will have a lot of fun too - the plan is packed with games and creative activities (‘Three words only’, ‘Would I lie to you?’, ‘Knights, riders and dancers’, ‘Survival Quiz’ and many more…). Everything is oraganised into lesson-by-lesson folders for ease of use. If you buy this unit, ignore the PNG files which have been used to preview parts of the unit. Instead, find the zip folder that contains all of the resources in full. Enjoy!

A fully resourced, fifteen session writing unit with a powerful climate change theme. It is pitched at upper KS2 and has a focus on sentence variety. Children explore the text ‘Planet SOS’ by Marie G Rhode, which describes a series of waste monsters and how to defeat them. This unit looks closely at the E-waste Golem. Children explore the grammatical features of the text, and then compose a piece of work that demonstrates a similar range of sentences. As the unit progresses, children learn about waste - a contributor to climate change - and how we can reduce the problem. During the unit, children will combine a monster with a type of damaging waste - there are three of each to pick from. Children create unique pieces of writing that explain the causes of a particular waste issue and persuade the reader to the think carefully about the impact of throwing things away. For the final outcome, children will create destructive waste monsters, and then give the reader useful guidance on how to defeat them. At the end of the project, artwork (optional!) and writing could be combined to create a class book of waste monsters. Absolute everything you need is in the zip folder. Enjoy! What type of writing is this? Like lots of modern information books, Planet SOS does not fit neatly into one genre. • The text has many of features of explanation writing: the author explains how waste is created and how it can be reduced. • It also has persuasive features: the reader may be persuaded to combat the monster and reduce waste. • The text has features typical of non-fiction, information writing: each page is packed with information about waste and mythical creatures. • There are also elements of fiction writing: types of waste are personified as a series of mythical monsters. Summary of objectives Reading and vocabulary • I can use drama to develop my vocabulary and communication skills • I can show understanding through tone, volume and action • I can look for key words and find information (in non-fiction texts) • I can explain the impact of using second person point of view Grammar • I can use a colon to introduce a list (when the clause before the list is independent) • I can use dashes to interrupt a sentence and add information • I can write multi-clause sentences • I can use the future perfect tense • I can use a relative clause to add information about a noun • I can write a conditional sentence • I can identify different sentence structures Planning and composition • I can grow my knowledge by reading and researching • I can write using second person point of view • I can include a range of sentences in my writing • I can assess and improve my writing with a partner