Journalistic writing is the style of writing used to report news stories in newspapers, television broadcasts, on radio and on the Internet. This is a supportive resource to use when studying journalistic writing.
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The two resources give examples of possible questions that can be asked to help develop children’s comprehension skills. They link to the AF’s and are useful for any fiction or non-fiction material.
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Figurative language and comparing things using language such as metaphors and personification deviates from the literal meaning of words for the sake of more interesting writing.
This resource can be displayed in the classroom, used as a word mat or stuck in to students’ books to help them better understand what different types of figurative language are and why they are used.
The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit.
This lesson looks at describing the character of Bilbo Baggins. It teaches how to describe characters according to their appearance, personality, behaviour and any special traits or interests.
Students look at a number of example extracts and are asked to highlight these examples before planning and writing their own character description using the planning frame provided.
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This lesson focuses on supporting the planning and writing of Free Verse Poetry. It comes with an engaging powerpoint presentation and a possible planning template.
Pupils review imagery and the poetic devices used to create it. They complete a matching activity for this. They then find their own image as a stimulus for their poems and write down related words and phrases. A planning frame is also given for the children to use to structure their ideas. Pupils use their planning frame to write their own free verse poems. Possible starters are given as well as a brief checklist of things to remember. Pupils look back at their poems and with feedback from the teacher and their partner, they edit and improve them. Pupils learn their poems off-by-heart and perform them considering rhythm, volume and expression.
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Personification is the attribution of a personal nature or human characteristics to something non-human, or the representation of an abstract quality in human form.
This lesson focuses on using personification in poetry. It comes with an engaging powerpoint presentation and the related lesson plan and example poems.
Children learn what personification is and why it is used in poetry. They then consider the effect of the personification used relating to images shown, thinking critically. In pairs/ small groups, the children then read a number of poems making use of personification discussing how they feel about the poems and language used. As a class then complete a modelled write, taking words and phrases from the children to create a stanza/verse of a poem based on the video clip on Australian bushfires. The children then write an additional stanza to the poem independently making use of metaphors for effect. For the extension task, children guess what image is being described in the poems using the personification for clues.
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Similes are a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid (e.g. as brave as a lion ).
This lesson focuses on using similes in Imagery/ Free Verse poetry. It comes with an engaging powerpoint presentation, lesson plan and activity sheets.
Children first revisit imagery before looking at the language structure of similes. They listen to a poem which uses similes and discuss the effect of the similes used. They then work in pairs/ small groups to read a number of poems identifying the use of similes and how they are used. They then write their own similes for the pictures given. As a class then complete a modelled write, taking words and phrases from the children to create a stanza/verse of a poem based on the image. The children then write an additional stanza to the poem independently making use of similes for effect.
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In this lesson, students will learn the FREDEPTORS acronym for persuasive advertising:
F- facts and font
R- repetition
E- exaggeration
D- description
E- emotive language
P- pictures
T- the rule of three
O- opinions
R- rhetorical questions
S- slogans
They will look at a range of persuasive leaflets and will be challenged to decide how they are made persuasive to the reader. They will then produce their own leaftlets using the planning frame provided.
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In this lesson, students will look at what makes a setting description effective. They will learn how to use expanded noun phrases, prepositional phrases and figurative language when describing a setting and will be tasked to identify these in setting descriptions.
They will then develop their ideas for their own settings using group discussion, drama and the plan provided.
All of the task resources for this lesson are included.
This lesson is appropriate for KS2 children but can easily be modified to suit KS3 students.
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In this lesson, students will learn how to effectively describe characters including their appearance, personality/ behaviour and special traits. They will look at a range of book extract describing characters looking at this in practice.
They will then look at the character description of Miss Trunchbull and be tasked to identify the different descriptions before writing their own character description using the plan and word banks provided.
All plans and word banks are included.
This lesson is intended for KS2 students but can easily be modified to suit KS3.
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“The Highwayman” is a narrative poem written by Alfred Noyes, first published in 1906. It tells the story of an unnamed highwayman who is in love with Bess, a landlord’s daughter.
In this lesson, students will firstly watch two different versions of the poem and decide which was most effective and what similarities/ differences they show.
They will then complete a sequencing activity- arranging parts of the narrative poem. After this, they will then learn how to rewrite the poem as prose by looking at WAGOLL’s and being given success criteria to consider.
This lesson will help them to apply their writing skills in narrative writing as well as enhancing their comprehension of the poem.
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“The Highwayman” is a narrative poem written by Alfred Noyes, first published in 1906. It tells the story of an unnamed highwayman who is in love with Bess, a landlord’s daughter.
In this lesson, students will learn how figurative language creates imagery and will be shown examples of a simile, metaphor and onomatopoeia.
They will then look at figurative language examples used in the poem through the online activity link and will be tasked to identify examples and write what these examples do for the reader,
Finally, they will write their own versions of part of the poem using their own figurative language examples.
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Text types in literature form the basic styles of writing. Factual texts merely seek to inform, whereas literary texts seek to entertain or otherwise engage the reader by using creative language and imagery.
This is a comprehensive resource which details common features of the following text types:
-recounts
-non-chronological reports
-newspaper reports
-discussion
-persuasion
-instructions
-explanation
-poetry
-narrative
These are some of the common features of each text type. However, features can differ depending on the audience and purpose of a text and so these serve as a guideline only.
Useful for KS2 and KS3 as a supportive resource for both teachers and students.
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“The Highwayman” is a narrative poem written by Alfred Noyes, first published in 1906. It tells the story of an unnamed highwayman who is in love with Bess, a landlord’s daughter.
In this lesson, students will consider more than one point of view. They will first learn what a balanced argument looks like and the features of the text type. They will then put forward points for and against the statement ‘The Highwayman was to blame for Bess’ death’.
They will then look at an example text and consider why it is effective before planning out the structure of their own balanced arguments using the support frame. Finally, they will write their own balanced argument on the statement using the writing frame given.
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The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit.
This lesson is based on Tolkien’s novel The Hobbit and explores the beginning of the story. Students will analyse the content and structure of the text as a class before answering comprehension questions and complete a drawing task using description from the text.
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“The Highwayman” is a narrative poem written by Alfred Noyes, first published in 1906. It tells the story of an unnamed highwayman who is in love with Bess, a landlord’s daughter.
In this lesson, students will explore the characters in more detail. They will begin by carrying out ‘roll on the wall’ with each character by going around the room adding to what they know about each character, linking to the text.
Following this, they will complete the character cards which identify quotes from the text. Students have to infer what is happening at that point in the poem and what the quotes tell us about the characters and how they are feeling.
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The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit.
This lesson looks at describing settings. It teaches how to write an effective description using the senses, expanded noun phrases, prepositional phrases and figurative language. Students are shown these in context of an extract and then have to identify them themselves within chapter 2 of The Hobbit.
Students then read more of the chapter before planning and writing their own setting description on the woods the characters have entered.
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This powerpoint dedicates each slide to a different area of the punctuation and grammar SATs test. It is highly useful when revising the concepts the children must know for the test in an engaging way. All slides followed by an answer slide!
The powerpoint covers:
Phrases (adverbial, prepositional & noun)
Prepositions
Co-ordinating and subordinating conjunctions
Main & subordinate clauses
Relative clauses
Modal verbs
Determiners
Prefixes and suffixes
Root words
Subject-verb agreement
Pronouns
Active & passive voice
Synonyms & antonyms
Progressive tense
Perfect tense
Word classes
Hyphens
Colons, semi-colons and dashes
Apostrophe for contraction and possession
The Hobbit, or There and Back Again is a children’s fantasy novel by English author J. R. R. Tolkien. The Hobbit is set within Tolkien’s fictional universe and follows the quest of home-loving Bilbo Baggins, the titular hobbit.
This lesson looks at how authors can build tension and suspense in their writing with a focus on The Hobbit. It looks specifically at the part when Bilbo meet Gollum in the cave. Presentation, lesson plan and resources included.
Students look at a poster slide detailing different ways authors build tension and suspense and then come up with their own examples. They then identify these techniques in an extract from chapter 4. They read the rest of the chapter, illustrating the levels of tension from main events on the graph. Finally, they write the part when Bilbo meets Gollum after watching a clip and reading the start of chapter 5 and write their own narrative of the scene.
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Each Recommended Reading List has 20 books which are appropriate for year group and will help to improve children’s word reading, vocabulary and understanding. These choices have been compiled by librarians and leading English teachers.
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