Embedded Files
Lesson 1
Lesson 1
Writing Like A Witness
Writing Like A Witness
Remember how we wrote descriptively by "showing and not telling" with our words?
Do you remember our read aloud book "Akiak"? This clip from the movie "Snow Dogs" (G) reminds me of that story! Have a look at this tense moment:
An eyewitness is a person who has seen something happen and can give a first-hand description of it.
Pretend you are an eyewitness who saw the event of "Snow Dogs - Cliff Danger". Write to descriptively recount this event.
Using the Five Senses + 1 chart in Seesaw, describe how or what you sense.
Write a sense noun and a word to describe what it looks like or what it is doing.
Write a sense noun and a word to describe what it looks like or what it is doing.
For example, under "see" you could write the words "rocks bouncing"
under "touch" you could write the words "freezing snow"
under "feel" you could write the words "heart-thumping"
Show don't Tell SENSES worksheet Snow Dogs and Narnia.docxWhen you have completed your words, then turn them into sentences in your writing books.
For example, "rocks bouncing" could become:
"I saw the rocks bouncing quickly over the cliff."
For example, "freezing snow" could become:
"The freezing snow stung his face."
For example, "heart-thumping" could become:
"My heart was thumping with fear"
Write one sentence for each sense to create a paragraph.
Write one sentence for each sense to create a paragraph.
Lesson 2
Lesson 2
Writing Like A Witness
Writing Like A Witness
Let's practise again by looking at a scene from the 2005 movie "The Lion, The Witch and The Wardrobe" (PG):
An eyewitness is a person who has seen something happen and can give a first-hand description of it.
Pretend you are an eye-witness who saw this event. Write to descriptively recount this event.
Using the Five Senses + 1 chart (the Narnia sheet), describe how or what you sense in the five senses chart in Seesaw.
Write a sense noun and a word to describe what it looks like or what it is doing.
Write a sense noun and a word to describe what it looks like or what it is doing.
Show don't Tell SENSES worksheet Snow Dogs and Narnia.docxNow turn that information into your own paragraph that describes all of the Five Senses + 1.
Write one sentence for each sense then join all of the sentences about this scene into one paragraph. Write this in your writing book.
Lesson 3
Lesson 3
Read or listen to Judith Viorst’s book Alexander And The Terrible, Horrible No Good, Very Bad Day
Read or listen to Judith Viorst’s book Alexander And The Terrible, Horrible No Good, Very Bad Day
Together as a class, retell what happened at the beginning (morning), middle (daytime), end (evening) of the story.
Together as a class, retell what happened at the beginning (morning), middle (daytime), end (evening) of the story.
In groups of 3 conduct the following writing activity to build logical sequence:
Brainstorm and draft ideas of “The Worst School Day Ever”. One person in each group will plan what happened:
Brainstorm and draft ideas of “The Worst School Day Ever”. One person in each group will plan what happened:
EVENT 1: in the morning,
EVENT 2: at lunchtime,
EVENT 3: in the afternoon/evening
KEEP THESE DRAFTS for each lesson!
KEEP THESE DRAFTS for each lesson!
Informative RECOUNT GRAPHIC organiser.docxLesson 4
Lesson 4
Remember how we have been learning to write like an eyewitness?
Remember how we have been learning to write like an eyewitness?
Yesterday you experienced and witnessed many things at Henry Kendall Cottage.
Today you will write about the 3 different events you witnessed in the order you experienced them.
Today you will write about the 3 different events you witnessed in the order you experienced them.
The events were:
The cottage Henry Kendall lived in
The museum
The grounds (shed and games)
An eyewitness is a person who has seen something happen and can give a first-hand description of it.
Write a draft in your writing books and revise and edit it.
Write a draft in your writing books and revise and edit it.
Type up a good copy and upload it to Seesaw.
Type up a good copy and upload it to Seesaw.
Some paragraphs will be chosen to publish in CCAS Chatter.
Some paragraphs will be chosen to publish in CCAS Chatter.
Include senses!
Include senses!
Here are pictures and a virtual excursion of Henry Kendall Cottage for those who were unable to attend, or as a reminder:
Here are pictures and a virtual excursion of Henry Kendall Cottage for those who were unable to attend, or as a reminder:
Lesson 5
Lesson 5
Do you think that Alexander And The Terrible, Horrible No Good, Very Bad Day had a Sizzling Start? Read to find out:
Do you think that Alexander And The Terrible, Horrible No Good, Very Bad Day had a Sizzling Start? Read to find out:
“I went to sleep with gum in my mouth and now there's gum in my hair and when I got out of bed this morning I tripped on the skateboard and by mistake I dropped my sweater in the sink while the water was running and I could tell it was going to be a terrible, horrible, no good, very bad day.”
What do you think made this a Sizzling Start? Did it start with:
humour?
action?
change?
Look at the beginnings of these books (you do not have to listen to the whole stories, just the beginning page):
What do you think made the starts sizzle?
Look at some good ideas and examples for Sizzling Starts below:
Write a SIZZLING START for your group's "The Worst School Day Ever"
Start with one of the following:
humour
action
change
EXTENSION
EXTENSION
Write some SIZZLING STARTS about: THE DAY MY TOOTH FELL OUT.
Write some SIZZLING STARTS about: THE DAY MY TOOTH FELL OUT.
Independently practise writing sizzling starters for further different scenarios you have experienced e.g:
Independently practise writing sizzling starters for further different scenarios you have experienced e.g:
Birthday,
Recent holiday,
Going to school this morning,
Opening a present,
Riding a bike
Do you think that Alexander And The Terrible, Horrible No Good, Very Bad Day had an Exciting Ending? Read to find out:
Do you think that Alexander And The Terrible, Horrible No Good, Very Bad Day had an Exciting Ending? Read to find out:
"When I went to bed Nick took back the pillow he said I could keep and the Mickey Mouse nightlight burned out and I bit my tongue. The cat wants to sleep with Anthony, not with me. It has been a terrible, horrible, no good, very bad day. My mom says some days are like that. Even in Timbuktu."
What do you think made this an Exciting Ending? Did the end have:
humour/emotion?
a link back to the start?
something to make you think?
Choose one of the following books to watch (or your teacher will read them out).
Think about the ending.
Read through the "endings" posters
Scroll through these story ending examples:
Endings should leave the reader satisfied and excited, not bored!
Endings should leave the reader satisfied and excited, not bored!
Scroll through this list of Boring Endings and in partners or 3s, come up with a better ending:
Scroll through this list of Boring Endings and in partners or 3s, come up with a better ending:
In your groups write your own Exciting Ending of "The Worst School Day Ever".
End it with one of the following:
humour/emotion
a link back to the start
something to make you think
When you have finished writing, read through your whole piece to make sure it makes sense and you have correct punctuation and spelling.
When you have finished writing, read through your whole piece to make sure it makes sense and you have correct punctuation and spelling.
Lesson 6
Lesson 6
Use of VOICE - Voice Trait: Read (or view) the book “How are you Peeling?” from the Trait Crate.
Use of VOICE - Voice Trait: Read (or view) the book “How are you Peeling?” from the Trait Crate.
Students create the emotions with their own faces as they hear the story.
Discuss how you can reveal how you feel about a topic using voice in writing.
Read through these recounts of a time a teacher had a rip in his pants! You will read from different points of view and hear the different types of voices coming through:
What do you think a "point of view" is?
Each version of "A Rip in the Pants" was described as a "recount". Do you think you know what a recount might be?
In your groups of 3, revise and edit your drafts of “The Worst Day Ever” based on what we have learnt about introductions, endings and voice.
Lesson 7
Lesson 7
- Discuss how "A Rip in the Pants" and “The Worst Day Ever” are recounts. A recount is an event or experience that has happened and has been retold. A recount can be real or imagined.
Read through this true recount “My Scary Night”, and decide which is the correct or incorrect sequence of events together:
When the author wrote this recount, she decided to sequence her plan in the following two different ways.
Which is the better sequence of events that shows the important details in the correct order?
Remember, when you are writing about an event that happened to you, you need to record the important details, not every little thing that happened!
Find this activity in Seesaw and circle the correct sequence of important details.
Write why you think this sequence is the best
Can you sequence a recount correctly?
Your teacher will give each small group a recount of “A Trip to the Zoo” with the paragraphs cut up. In groups sequence them correctly.
Click on the arrow below to find the correct sequence after the groups have put them together.
How did you know the correct sequence?
The use of time connectives help you to work out the sequence of when events occur. Here is a chart of time connective words people use when writing recounts. Can you find any of these words in "A Trip to the Zoo"?
In your groups of 3, add time connective words to your drafts of "The Worst Day Ever".
Lesson 8
Lesson 8
Look at 4 different recounts of a school excursion to “The Ice-Cream Factory”.
Look at 4 different recounts of a school excursion to “The Ice-Cream Factory”.
In Seesaw:
In Seesaw:
Order them from least to best examples of a recount because of the correct sequence and important details.
Highlight the parts that make it the best
Explain why you think it is the best in a text box
Ice-Cream Factory visit samples.pdfLook at 4 different recounts of a school excursion to “The Ice-Cream Factory”.
In Seesaw:
In Seesaw:
Circle which sample you think is the best
Explain why you think it is the best in a text box
Show and talk through the “Create a Recount” Power Point:
Look at what makes up a recount:
Remember figurative language is when wow words, similes and metaphors are used to help paint pictures in your readers' minds! It is a way to really make your voice come alive in your writing.
Whenever you have spare time, rewrite your "The Worst Day Ever" drafts as a good copy, to make a class compilation.
Lesson 9
Lesson 9
Read “The Paper Boy”
Read “The Paper Boy”
Think about the sequence of events.
Complete the sentence strips activity and show the sequencing words in Seesaw.
This graphic can help you further understand the sequence of recounts.
Lesson 10
Lesson 10
Which of these recounts has been organised in a correct sequence? How do you know?
Which of these recounts has been organised in a correct sequence? How do you know?
Which of these recounts has better details? How do you know?
Which of these recounts has better details? How do you know?
1.
1.
Oh, no! I slid off the inner tube and swam back to shore as quickly as I could! When I finally turned to face the beach, my brother looked like a little action figure. Once, I sat on an inner tube and floated in the sea.
2.
2.
Once, I sat on an inner tube and floated in the sea. When I finally turned around and faced the beach, my brother looked like a little action figure. Oh, no! I slid off the inner tube and swam back to shore as quickly as I could!
3.
3.
When I was eight, my family and I spent a beautiful day at the beach. I begged my younger brother to let me use his enormous inner tube and finally, he gave in. I couldn't have been happier, sitting on that floating island, staring out to sea. I drifted enjoyably with sailboats and seagulls. Suddenly, I heard someone calling. Spinning the tube around, I realised I had gone quite a large distance. My brother looked like a miniature action figure in a faraway land. I slid off the inner tube and wildly swam toward shore. My arms became immensely tired and I had to let go of the inner tube. Although I was feeling shaken, I finally reached the beach. My brother was so relieved. he may have lost his inner tube, but he still had a sister!
Wow Words are powerful nouns, verbs, adjectives and adverbs that make your writing stand out!
Better details and wow words can make your writing more interesting and give better information so the reader can visualise what is happening.
Together as a class, highlight some wow words from the best of the three recounts above.
Lesson 11
Lesson 11
Read the book “Into the A B Sea”
Ask which animals’ actions were the most interesting (students can act out).
Explain how powerful verbs can keep the reader's attention.
Work through the “Animals and Actions” worksheets. Glue into writing books.
Lesson 12
Lesson 12
Can you be an eye-witness if you can't see?
Can you be an eye-witness if you can't see?
Getting ideas - How to create better details
Getting ideas - How to create better details
Read “The Hickory Chair”. Discuss how the details about characters, settings or objects can give important information that strengthens the ideas in the story.
Work in groups to make a juicy details chart by showing which sentences describe the characters or story details from “The Hickory Chair”.
Consider your ideas for your own writing - where can ideas come from?
● own experiences (connection to self)
● others’ experiences (connection to others)
● something seen or heard elsewhere (connection to world)
● imagination - sparked by connections and “what ifs?”
Lesson 13
Lesson 13
Do you remember the poem about the 6 blind men and the elephant?
Do you remember the poem about the 6 blind men and the elephant?
Sensory Details - using our "Blind Sight"
Sensory Details - using our "Blind Sight"
Your teacher will need to find 5 objects that have different smells and textures e.g. perfume, spices, grass, sandpaper, fabric, wood or playdough.
Wearing a blindfold, 5 different students will feel one of the objects each. Each student will:
Pick up the object and show the other students what it is.
The other students will write down words to describe what the object looks, or possibly sounds or feels like.
The blindfolded student will feel the object and describe it out loud while the teacher writes down their description.
After all of the objects have been described, compare what the blindfolded students had described with what the other students had recorded.
Can you describe objects clearly when you have lost your sense of sight (blind sight)?
Remember: when we write, we try to "show, don't tell" what is going on so the reader can "see" your writing come to life!
Now that you have shown your ability to use "blind sight", complete the following activity:
Now that you have shown your ability to use "blind sight", complete the following activity:
Take a copy of the 'Juicy Sensory Details Graphic Organiser'
Look around the room and choose one thing to describe
Write the name of the object at the top of the paper, and then fold down the top of the paper so no one can see what you have chosen
Brainstorm juicy sensory details for your selected object that use all the senses and fill in the organiser - be creative with your descriptions!
In your writing book, write a paragraph about this object using as many of the juicy sensory details as you can without naming the object.
Share your paragraph with another person and see if they can work out the object from your description.
Lesson 14
Lesson 14
Complete a published copy of My Worst Day Ever (that your group wrote)
Complete a published copy of My Worst Day Ever (that your group wrote)
Then...
You have had a lot of practise with what should be included in retelling events (real or made up) by writing a recount:
A Sizzling Start
Events in order (at least 3), using time connectives
An Exciting Ending
You can spend time writing your own recounts for practise, about any personal event experienced.
You can spend time writing your own recounts for practise, about any personal event experienced.
Ideas of events could be a:
birthday party
holiday
day out with friends
day out with the family
day at the beach
visit to the zoo
plane trip
train trip
boat trip
long drive
Christmas celebration
Easter celebration
Informative RECOUNT GRAPHIC organiser.docxExtra Writing...
Extra Writing...
For fun...
For fun...
Find the emojis by clicking on on Padlet
Choose one emoji and click the + sign beneath it
Write a phrase or sentence to SHOW that emotion.
OR
You could write a simile or metaphor.
You will be given 5 minutes to choose an emoji and write another way to show that emotion.
If you finish one and still have time, then choose another one to write!
For example:
Happy
A cheesy grin
OR
Her smile lit her face up like the sun.
Lesson 9
Lesson 9
Free writing
Free writing
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