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.

This resource is 15 fully resourced sessions exploring the Anglo-Saxon legend Beowulf. Everything you need - models, PowerPoint slides, activities - is included in the ZIP file. The previews you can see show snippets of the first five sessions. It has been created for Year 5, but could be used in other KS2 classes. The unit draws on many versions of Beowulf. The model text harnesses the rich language used in Beowulf: dragonslayer by Rosemary Sutcliff. Each session has been carefully sequenced. The unit begins with immersion into the story through images and drama. There are also reading fluency and comprehension activities. Children in engage in short burst writing activities to learn and apply new skills. They also explore the key features of legends through a tool kit. Towards the end of the unit, children pick from a wide range of hot tasks, choosing the one that excites them most. Finally, children create their own legends, making use of planning grids and storyboards. This unit is ready to go. Creative teachers (and children!) will enjoy getting stuck-in to this one. Please also check out my other units, including ‘Theseus and the Minotaur’. with every lesson creatively planned in detail and many sessions resourced for SEN, EXP and GDS. https://www.tes.com/teaching-resource/theseus-and-the-minotaur-3-weeks-of-detailed-planning-fully-resourced-and-differentiated-11914692

Massive 3 week writing unit, 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. 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.

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.

Drama! Talk! Poetry map! Scavenger hunt! Reading skills! Team work! Creative writing! 13 resources included! This is a seven day poetry unit exploring Alfred Lord Tennyson’s ‘The Kraken’. It has been planned in a lot of detail and is fully resourced. There is clear guidance all the way through, so if you’re in a rush, you can pick it up and use it! There is also a one-symbol-per-line story map to help children learn the poem off-by-heart with help from picture cues. All of the tricky words are also defined. The unit begins with children performing and learning the poem through drama and then moves on to explore the imagery in the poem, including comprehension questions. Children then begin to use imagery of their own. They work collaboratively (using a’ jig-saw’ approach, explained in the plan), use language playfully and finally write their own poem. It is a very enjoyable unit, which inspired some superb writing in my class. It could work with Year 4, Year 5 or Year 6. Sessions cover these objectives: 1. I can recite one line of a poem from memory. (Drama) I can recite a whole poem from memory. I can find meaning within the puzzle of a poem. 2. I can understand wide range of imaginative and ambitious vocabulary. (Definitions scavenger hunt included) I use a wide range of imaginative and ambitious vocabulary accurately and precisely. 3. I understand the term imagery. (14 comprehension questions included) I can find examples of imagery in poem. I can suggest reasons why a poet has used certain imagery. 4. I know what the terms metaphor and simile mean. (Group work activities creating new Kraken imagery) I can use simile and metaphor (imagery) and magic! I can play with the order of words to add impact. 5. I can draft a poem and develop my ideas by ‘magpie-ing’ from other writers and drawing on poems that I am reading. (Supportive writing frame included) 6. I can evaluate, edit and improve my own writing. I hope your class love it and create some incredible poems.

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

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).

Fun dice activity exploring causal connectives, also warm-ups and model texts Explanation writing is one of the trickier non-fiction genres in the primary curriculum. Although we rarely explain sequences using formal language, we often explain things in every day terms. How do you complete that level of the game? How do you do that magic trick? How did you solve that problem? There is a group of words and phrases that can help explain cause and effect more precisely. These can be called ‘causal connectives’. This is not a strictly defined group of words – more collection of conjunctions, adverbs and other cohesive devices that can be useful for this genre of writing. Try the dice activity ‘Explain yourself’ and watch your class get comfortable using these connectives aloud as they explain diverse subjects including ‘how to take the perfect selfie’ and ‘how the digestive system works’. When they are ready, they can write some of their favourite explanations, using causal connectives with accuracy. I have added 4 simple oral warm up activities. These encourage to children to rehearse useful vocabulary (consequently, as a result of this, so, so that, therefore, however) and add brackets to explanation sentences. Try that tricky language aloud before you get into any writing! I have added an ‘eco-explanations’ activity. I have also added 9 model explanations to give some ideas of things to write about.

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 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 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 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 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!!!

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

This is a 3 week English unit on myth writing. If you buy this, just use the zip folder - the other resources are just there to preview. I have used this myth many times and developed it each time. It always gets fantastic writing from children, regardless of their attainment. The model text follows the pattern of a ‘warning story’, and it is flexible enough allow young writers to create their own unique myths. I have adapted it for use in Y4, 5 and 6. I am sure it would work in other year groups too. Within the zip you will find: detailed and creative planning to a high standard; a very short version of the traditional story the Asrai, to be used as a model text; a tool kit (or set of success criteria); planning sheets (differentiated); peer assessment sheets (differentiated); some of my dice grammar games that can be used during the unit; writing prompts; comprehension questions. I am sure you could quickly adapt this for use in your own class - it is ready to be used! I hope your class enjoy writing some incredible myths, using the simple pattern of ‘The Asrai’.

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.

Two dice games for KS2: ‘Point or show quantity’ pupils explore the two basic functions of determiners. ‘Introduce the noun’ pupils add determiners to noun phrases and sort determiners into groups. Both games have a competitive element but are tightly focused on the following objectives: I know that determiners have two jobs: ‘pointing’ or ‘showing quantity’ I can use determiners accurately in sentences I can use a wide variety of determiners to introduce nouns I can sort determiners into groups Determiners can get a little confusing for primary school aged children when you get beyond simple ‘a’ or ‘an’ activities. How far you go with your class is best judged by you (of course!). Through the presentation (which you may wish to simplify, depending on how far you wish to go with determiners) and engaging dice games, children will use lots of talk, and really engage with this tricky-to-define but important group of words.

Many teachers love the Talk for Writing approach but do not find it easy to organise all of Pie’s brilliant ideas into a unit of work. It is a challenge! I have been following the TfW approach for many years, and I have spoken at a few of Pie’s national conferences. Over the years, I have organised Pie’s ideas into a three week planning grid. The planning frame attached is not supposed to be prescriptive; it is designed to ‘hold your hand’ while you put a unit together. It is invaluable for teachers new to this approach, but even old-timers like me find the prompts helpful. This planner has been taken on in many schools and you may adapt it for your own use. This work is designed to support teachers using the TfW approach.

Key Stage 2 nouns A fun game for 2 players exploring proper, common, concrete, abstract and collective nouns. I designed it to support children preparing for the Y6 grammar test. It could be useful for anyone exploring different types of nouns. Enlarge the game board and playing cards up to A3 for less fiddly fun. Enjoy! If you would like more like this please download my other games. They come with presentations and lesson plans. If you use this, please leave a review - it's good teacher karma!

Simple ‘label a mosque’ activity. I couldn’t find one, so I hope it saves you some time. I drew the mosque.