This is a 2 and a half week unit of work which focuses upon writing a persuasive letter to a famous footballer to stop them from releasing thousands of balloons when they open a supermarket. The main character is a boy called Finn who is trying to save the dolphins that swim near his Scottish seaside house. He discovers they eat them as they look like jellyfish and this can have very dangerous consequences. The unit is great for looking at plastic pollution in our seas and explores some interesting subjects as his Mum is rumoured to be a Selkie. The author is Elizabeth Laird and she writes very descriptive, funny and engaging stories that children love. The end written piece is an opportunity to generate a great piece of writing as there is a well-structured plan to support your less able pupils. My class have always loved this unit as the story is great and they get very interested in how they can improve awareness about plastic pollution in our oceans. I have included all the resources including worksheets and displays so you can start using this straight away. The learning objectives for this unit are; Stimulate & Generate • • To locate and retrieve information using skimming, scanning • To retrieve and record information from non-fiction • To discuss words and phrases that capture the reader’s interest and imagination • To draw sound inferences, supported through reference to the text • To identify how language, contribute to meaning • To identify key points of an argument • To make persuasive statements • To write a balanced argument • To write persuasive statements Capture, Sift and Sort • To find the key features of a persuasive letter • To use a variety of conjunctions • To write a cohesive paragraph • To write convincing conclusions Create, Refine and Evaluate • To plan a letter written as a character in a story • To write and edit a letter written as a character in a story This unit of work uses the 3-stage planning process of: • Stimulate and Generate • Capture, Sift and Sort • Create, Refine and Evaluate Stimulate and Generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, Sift and Sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, Refine and Evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a word mat with synonyms for: • Good • Bad • Happy • Sad • Fast • Slow Each word has 40 different synonyms which allows pupils to build their vocabulary as these are commonly used words.

There are over 1650 different words in these word mats which include: • Adjectives (137 different words) • Adverbs (over 800 different words) • Conjunctions (over 350 different words) • Fronted Adverbials (142 different words) • Synonyms (240 different words) The conjunctions types are: • Causal • Comparative • Coordinating • Explaining • Listing • Opposing • Subordinating • Time

This is a word mat of words with the prefix un. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a 3 week unit of planning that supports pupils to write an alternative ending to an African folk tale about an eagle that thinks it is a chicken. The book is ‘Fly Eagle Fly’ by Christopher Gregorowski who was inspired to retell the story after his daughter became very ill. The theme of the book is about unlocking the potential in all and pupils I have used it with have always loved it. It is set in the country side of Ghana and has wonderful illustrations by Niki Daly. This is an important tale and the book has a foreword by Archbishop Desmond Tutu. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate & Generate learning outcomes • To write expanded noun phrases • To find the meaning of words • To understand themes in a book • To draw inferences from the text • To discuss philosophical ideas • To take notes to summarise details Stage 2 - Capture, Sift & Sort learning outcomes • To find the key features of descriptive writing • To use a fronted adverbial to explain how, when or where something took place. • To write expanded noun phrases • To write a descriptive setting • To use and punctuate direct speech • To use different conjunctions Stage 3 - Create, Refine & Evaluate learning outcomes • To plan an alternative ending • To revise, edit evaluate and improve my writing • To write an alternative ending in the style of another author x 2 lessons Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a huge bundle of word mats that I have created to use in my year 4 classroom. All of these prefixes and word endings are from the national curriculum for year 3 and 4. They include: Prefixes for: • anti • auto • dis • il • im • inter • ir • mis • re • sub • super • un Suffixes for: • able • cial • cious • ible • ment • tial • tious I have also included a PowerPoint I use to teach re prefixes to my class.

Here are 6 versions of a storyboard to save yourself time creating your own. There are 2 with 8, 6 and 4 squares. One of the versions have larger areas for drawing with the other version more lines for writing. I have included it in a PowerPoint format so you can alter it if you want. I have also included it in a pdf format to make it easier to print.

This is a something I get the pupils to complete before they write to focus their minds on why, what and for who they are writing. It also includes a larger version for display on a working wall. Purpose - What does the writing aim to do? Persuade, advise, inform, explain, describe analyse, review, comment or instruct? Audience - Who is the text written for? Your teacher, friends, parents, head teacher or younger pupils. Language - Consider the formality of the piece. Is it a formal or informal? What tense is it written in; 1st person (I), 2nd person (you) or 3rd person (he/she/they). What types of words or phrases are being used? Technical, scientific, descriptive, informative, factual, emotive, serious or humorous. What linguistic devices are being used? Fact, opinion, rhetorical questions, hyperbole (exaggeration), irony, anecdote or puns. Layout - How is the text presented? Headlines, sub-headings, slogans, bullet points, diagrams, captions or in columns.

This is a short poetry unit based on the great poem The Highwayman by Alfred Noyes. The end piece of writing is a retelling of the story but from another character's perspective. This unit includes lots of drama and role play to stimulate the pupil's ideas. I have included all the resources you will need and have listed the learning objectives below: Stage 1: Stimulate and generate learning outcomes • To deduce information about a character from a picture. • To recite poetry. • To explore the themes of a text. • To use drama to explore characters’ feelings. • To tell a story from a character’s perspective. Stage 2: Capture, sift and sort learning outcomes • To identify the language used for effect. • To write metaphors. • To tell a story from a character’s perspective. • To recount a story as a news report. Stage 3: Create, refine and evaluate learning outcomes • To write a story from a character’s perspective. • To revise, edit evaluate and improve my writing. • Perform own writing by reading it to a group.

Here is a list of all the common contractions that I made for my class when they struggled to spell some of them. This is a great resource for children who struggle with contractions.

This is a word mat I have made for use in my class. A Homophone is a word that has the same sound as another but different meanings and or different spelling.

This is a word mat of words with the prefixes ir and im. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a word mat of words with the prefix sub. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a grammar test I made for my year 5 class. It has 14 questions where pupils can get a total of 20 marks. The questions ask pupils to answer to complete sentences, find adverbs, phrases with types of sentences, add prefixes, change tense, write in direct speech and much more. It is a great resource to assess how well your grammar sessions are going and adapt your planning accordingly. I have included a mark scheme as well as the test.

This is a word mat of the year 2 common excepetion words. This is targeted at year 2 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

This is a Powerpoint with 34 different English terms including explanations of what each term means. The terms include Abbrieviation Acronym Adverb Blurb Clause Connective Colon Draft Edit Ellipsis Exclamation marks Homograph Homophone Jargon Jingle Metaphor Mnemonic Palindrome Paragraph Question mark Scan Semi-colon Sentence (compound) Sentence (simple) Sentence (complex) Simile Skim Stanza Storyboard Verb Verb (active) Verb (passive)

This is a set of grammar revision cards with 36 terms explained for pupils and parents. It has a seem in the middle so the cards can be folded back and stuck down. This allows the parent / member of staff to show the pupil the term and have the explanation facing them while the pupil explains what each term means. The terms include: Adjective Adverb Adverbial clause Antonym Apostrophe Article Auxiliary verb Clause Complex sentence Conjunction Digraph Fronted adverbial Grapheme Homophone Main clause Noun Paragraph Personal pronoun Phoneme Phrase Plural Prefix Preposition Present tense Pronoun Punctuation Relative clause Sentence Sentence types Simple sentence Split digraph Subordinate clause Suffix Synonym Tense Trigraph Verb Word clause

There are 34 crucial terms for pupils aged 7 to 11 explained with examples. They are saved onto a PowerPoint for ease of use and quick reference when you are teaching. Some of the key terms are verbs (both active and passive), adverbs, connectives, clause, paragraph, personification, similes, metaphors and many more.

Simple mnemonics really help pupils to remember key information they need to improve their writing. This one is: PAMPAS P owerful verbs A dverbs M etaphors P owerful nouns A djectives S imiles This display has an explanation for each part and it has 13 pages which include large letters to display the PAMPAS mnemonic clearly on your wall.