<p>Outcome: A character description of Sir Lancelot told through the eyes of the Lady of Shalott, conveying many layers of complexity.</p> <p>Form: A character description<br /> in the form of a monologue</p>

<p>A 2/3 week learning journey-<br /> Form: Persuasive letter- Lyla wants her father to tell her the secret<br /> Narrative- focus on the last firework scene pg101</p> <p>Key Writing Statements<br /> Evaluate and edit their own and others’ writing by proposing changes to vocab, grammar and punctuation<br /> In narratives, describe settingsUse relative clauses<br /> relative clauses<br /> modal verbs<br /> brackets and commas<br /> Convert noun and adjectives into verbs using suffxies: ate,ise,ify<br /> linking ideas together in paragraphs<br /> introduce semi colon<br /> “ “<br /> Key Reading Statements<br /> • Provide reasoned justification for views<br /> • Predict what might happen from details stated</p> <p>comes with powerpoint used too</p>

<p>A 2- 3 week learning journey which uses the beautiful book, Shackleton, written by William Grill.<br /> Covers these skills:<br /> -development of figurative language<br /> -inference<br /> -subjunctive form<br /> -parenthesis<br /> -formality of language</p>

<p>A series of lessons which lead to the outcome of a setting description</p> <p>Key writing statements<br /> write down ideas and/or keywords, including new vocabulary<br /> learn how to use subordination coordination ( or, and, but) to join to clauses if that because<br /> learn how to use expanded noun phrases to describe<br /> Use commas to separate items in a list<br /> consider what they are going to write before beginning by planning or saying out loud what they are going to write about<br /> develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional)<br /> make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils</p> <p>Re-read to check their work makes sense, focus on the correct and consistence use of verbs</p>

<p>A 10 lesson learning journey based on the text, Tidy.</p> <p>Outcome: A letter of apology to the animals of the forest<br /> Purpose: to apologise and ask for help<br /> Audience: animals of the forest Form: letter<br /> Viewpoint: Pete the badger asking for forgiveness and help to put things right again<br /> Experience: litter picking in the school grounds / local park area</p> <p>Key writing statements:<br /> • develop positive attitudes towards and stamina for writing by: writing for different purposes<br /> • learn how to use subordination (because) and co ordination (but)<br /> • learn how to use questions<br /> • read aloud what they have written with appropriate intonation to make the meaning clear<br /> • evaluating their writing with the teacher and other pupils</p>

<p>A two week plan for Year 6, differentiated three ways. It produced high quality descriptive writing from all.</p>