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.

Six poetry lessons for upper KS2 with a focus on performance and creative writing. All plans and resources included - everything you need is here. All work is produced using Word and Powerpoint, so edit as you wish. Most of all… enjoy. This is a fun unit! Please use the contents within the zip folder, and not the PNG files, which are previews of the unit. Overview of unit Session 1 Explore tricky vocabulary I can explore the meaning of words Session 2 Read, discuss, perform I can bring a poem to life using my voice **Session 3 Explore, map, recite ** I can visualise a poem and recite it from memory Session 4 Comprehension I can explain the meaning of words in context I can find information in poetry I can justify inferences with evidence Session 5 Create poetry I can write a free verse poem using a familiar theme and structure Session 6 Peer edit for impact + perform I can choose verbs and nouns phrases to create imagery I can perform my own composition fluently

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

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

This is a one week (5 lesson) poetry unit inspired by a Simon Armitage poem. The unit is based on my popular free resource ‘First day back poetry’. I have spent some time developing that activity into five fully resources lessons. I hope your class enjoy it as much as mine did! Everything you need is here. All resources are fully editable (PowerPoint and Word). If you buy this unit, please please open the zip folder, containing lesson-by-lesson sub folders within. The PNG files are just to preview the unit. Lesson 1 Reading fluency, vocabulary and comprehension • I can read poem showing understanding through pace, tone and volume • I can discuss a poem and discover its meaning Activity 1 Model expressive reading of a line and then a verse. Activity 2 Partner reading. Activity 3 Discuss the poem and try some comprehension questions Lesson 2 Exploring vocabulary • I can explore the meaning of words (in context) Activity 1 Reusing and defining Activity 2 Sketchnoting Lesson 3 Capturing ideas for poems of our own • I can compose lines for a free verse poem using my own life experiences Activity 1 Connect Activity 2 Enjoy listening to poetry Activity 3 Partner talk Independent task Can you make the ordinary sound amazing? Lesson 4 Arrange and edit for poetic techniques • I can edit my poem for poetic techniques Activity 1 Warm up Activity 2 Listen Activity 3 Arrange Activity 4 Edit for poetic technique Activity 5 Peer assess Lesson 5 Present and perform! • I can prepare a poem to be presented to an audience Activity 1 Read your poem Activity 2 Think of title for your poem Activity 3 Prepare your poem to be read aloud Activity 4 In groups of four, read your poems to each other

Here are seven sessions inspired by Louis Sachar’s ‘Holes’ (or the film of the same name) pitched at Year 5 or Year 6. First, children write an informal letter from Stanley to a member of his family back home. After that, they write a formal letter of complaint from Mrs. Yelnats to Warden Walker. There are also optional cold task and hots tasks (Pizza Problems!) if you need them. It’s all in Powerpoint and Word, so edit as you wish. Absolutely everything you need is in the zip folder. Models and planning are frames included along with many other supporting resources (word banks, text extracts and information pages). Get stuck in! Here is an overview of the six sessions: OPTIONAL COLD TASK Pizza problems! Write an informal email to a friend. Use the planning frame and the word bank if you need them. Reading fluency and tricky vocabulary Look at tricky words and rank them. Use synonyms and paraphrases to replace tricky words. Improve reading fluency through modelled and paired reading. • I can explore unfamiliar vocabulary in context • I can read a story fluently Plan an informal letter to Mom ** Read the start of Stanley’s letter and Mom’s reply. Discuss how Stanley is creative with the truth. Focus on planning structure – give each paragraph a theme. Share read an example letter before starting. • I plan an informal letter • I can use informal language and sentence structures Write a letter to Mom Explore the difference between formal and informal. Identify formal and informal language. Revisit contractions and dashes – they are common in informal writing. Write a letter home. • I can make contractions by dropping letters and using an apostrophe in their place • I can add chatty afterthoughts using dashes Plan a formal letter Explore formal language choice. Get into role as one of Stanley’s parents. Pick three key points to complain about. Read information relating to your three points and plan your letter. • I can use precise language (limited, inadequate, insufficient) and write in a formal style Write a formal letter Share read a formal letter paying close attention to grammar features. Spend time exploring word banks. Write formal letters, maintaining an appropriate register throughout. • I can write maintain a formal style throughout my writing • I can use a range of (upper KS2) punctuation OPTIONAL HOT TASK Pizza problems 2! Write a letter of complaint. Use the planning frame and the word bank if you need them.

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!

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!

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 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 five session writing workshop designed to support Y6 writers achieve their age related expectation. It could easily be adapted by other KS2 classes for use as news report unit. During the project, children pick events from the story of Theseus and retell them in a journalistic style. They explore topic sentences, direct speech, reported speech, passive voice and many other skills. All resources are included. I ran this as a one-day writing workshop for writers who were a little off track. It could easily be adapted for use in any KS2 setting - everything is fully editable. I had some great outcomes - I’m sure you will too.

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 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

This is a KS2 sentence intervention for the whole class based on the brilliant short film ‘The Present’! It is made up of 12 carefully planned and fully resourced sessions, complete with PowerPoint slides. Everything is editable and it’s all ready to use with no additional preparation. For one reason or another, many children arrive in Year 4, 5 or 6 with significant gaps in their understanding of basic sentence grammar. Often we are asking them to repeatedly take part in extended writing tasks when they can’t tell us what a sentence is or write accurately. Use these 12 lively sessions with your class and you will quickly see an impact on sentence accuracy. Soon, children will be engaging with grammar and you’ll here: “Is this a run-on?” or “Does this sentence make sense?” Music to any teacher’s ears! Allow about an hour for each workshop and adapt it to suit your own needs. Let’s give children the knowledge and skills to start talking about sentences. If you purchase this unit, please use the zip. Each lesson is resourced in its own sub-folder for ease of use. All planning (Word) and slides (PowerPoint) are included too. The images are just to enable previewing of the unit. Overview of the unit Workshop 1 (slides 1-3) Sentence assessment task Workshop 2 (slides 4-14) I can tell the difference between a sentence, a fragment and run-on I can change fragments and run-ons into sentences Workshop 3 (slides 15-19) I can tell the difference between a sentence, a fragment and run-on I can change fragments and run-ons into sentences Workshop 4 (slides 20-28) I can start a sentence with How? When? or Where? Workshop 5 (slides 29 – 39) I can use these conjunctions: ‘because’, ‘but’, ‘so’ Workshop 6 (slides 40-45) I can tell the difference between statements, questions and exclamations I can write statements, questions and exclamations Workshop 7 (slide 46 – 52) I can identify a run-on I can correct a run-on Workshop 8 I can punctuate direct speech (slide 53-59) Workshop 9 (slides 60-64) I can start a sentence with How? When? or Where? (2) Workshop 10 (slide 65-69) I can peer assess writing and set a target I can plan a story Workshop 11 (slides 70 – 74) I can use accurate sentences in my story writing Workshop 12 (slide 75-84) I can edit my work and improve it for my readers

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 fun version of consequences that aims to develop awareness of determiners, adjectives, noun, verbs, adverbs and prepositions.

A two player dice game that really gets children talking about the rules for adding -ing. This resource comes with a peer marking sheet so that children can learn from each other. Depending on your class, you’ll need at least 30 minutes to play this.

Simple and fun dice game to get children talking (and writing) about how to add suffixes to words that end consonant y. Additional activity included.