Embedded Files
Term 3: Language feature
Term 3: Language feature
Week 5: Idioms
Week 5: Idioms
Week 4: Idioms
WALT (We Are Learning To): Use Idioms to add interest and description to our writing.
What is an idiom?
What is an idiom?
An idiom is a group of words that means something different from what the words actually say.
Example:
It’s raining cats and dogs.
It means it’s raining really hard.
"Hold your horses."
It doesn’t mean you’re actually holding horses!
It means wait a moment or slow down.
"Butterflies in my tummy."
🦋 You don’t really have butterflies inside you.
It means you feel nervous or excited.
Week 4: Hyperbole
Week 4: Hyperbole
Week 3: Hyperbole
WALT (We Are Learning To): Use hyperbole and metaphor to add interest and description to our writing.
What is a Hyperbole?
What is a Hyperbole?
A hyperbole is a really big exaggeration. That means it’s something that could never really happen, but we say it to be funny or dramatic.
Example:
I’m so hungry I could eat a horse!
Week 3: Similes
Week 3: Similes
Week 2: Similes
Alliteration is when two or more words close together start with the same sound. It makes writing fun to read and helps create rhythm or mood in a sentence. It’s often used in poems, tongue twisters, or to make descriptions more exciting.
Examples:
Sneaky seagulls snatched Sam’s sandwich.
Bouncing balls banged on the big blue bench.
Curious cats crept carefully across the couch.
Wild winds whipped through the wobbly windows.
Simile Poems
Simile Poems
WALT: Use similes to create interesting and descriptive writing
Focus: Understanding and using similes in a poem
Success Criteria:
✅ I can describe something by comparing it to something else using “like” or “as”
✅ I can choose similes that help paint a clear picture
✅ I can include similes in my poems or stories to make them more engaging
Model:
Create a simple 3-line simile poem as a class.
E.g.
My brother is as loud as a lion,
He stomps like an elephant,
And eats like a hungry hippo.
Now write your own in a group.
Simile in Narrative writing
Simile in Narrative writing
WALT: Use similes to create interesting and descriptive writing
Focus: Understanding and using similes in a poem
Success Criteria:
✅ I can describe something by comparing it to something else using “like” or “as”
✅ I can choose similes that help paint a clear picture
✅ I can include similes in my poems or stories to make them more engaging
Week 2: Alliteration
Week 2: Alliteration
Week 1: Alitteration
Alliteration is when two or more words close together start with the same sound. It makes writing fun to read and helps create rhythm or mood in a sentence. It’s often used in poems, tongue twisters, or to make descriptions more exciting.
Examples:
Sneaky seagulls snatched Sam’s sandwich.
Bouncing balls banged on the big blue bench.
Curious cats crept carefully across the couch.
Wild winds whipped through the wobbly windows.
Alitteration Poems
Alitteration Poems
WALT: Use alliteration to create a fun and descriptive poem
Success Criteria:
✅ Each line begins with the same sound
✅ At least 3 lines
✅ Describes something fun, a person, or an event
Warm-Up (5 minutes): Tongue Twister Game
Warm-Up (5 minutes): Tongue Twister Game
Say these out loud together:
“Six slippery snails slid slowly seaward.”
“Milo made mango muffins on Monday morning.”
Invite students to come up with their own (use their names or favourite foods/animals).
Silly Saturday
Samoan sisters sing sweet songs
Skipping sideways, shaking sticks,
Sizzling sausages, sharing smiles.
What sound do you hear a lot?
How does the repetition make it sound fun or musical?
Now write your own in a group.
Prompt Ideas:
A food festival
Your pet being silly
A day at the beach
Matariki or Diwali celebrations
A superhero or animal with a twist
Term 2
Term 2
📝 WALT (We Are Learning To):
Write a set of clear instructions that explain how to plant a seed.
✅ Success Criteria (SC):
I have a title that tells what the procedure is about
I have a goal/introduction that explains what I am teaching
I have steps written in order, using time words (e.g. first, next, then)
I start each step with a bossy (imperative) verb (e.g. place, add, check)
I have listed the materials needed at the beginning
I have used full stops and capital letters correctly
📝 WALT (We Are Learning To):
Write a set of clear instructions that explain how to set up a worm farm.
✅ Success Criteria (SC):
I have a title that tells what the procedure is about
I have a goal/introduction that explains what I am teaching
I have steps written in order, using time words (e.g. first, next, then)
I start each step with a bossy (imperative) verb (e.g. place, add, check)
I have listed the materials needed at the beginning
I have used full stops and capital letters correctly
Creative Writing
Creative Writing
Time Machine
Time Machine
You’re almost at the end of your time-travelling adventure! Now it’s time to make sure your story is complete and exciting to read. Finish off your time machine creative writing.
Does your story have…
A clear beginning, middle and end?
An interesting main character who goes on a time-travelling adventure?
A problem or goal your character faces?
Descriptive language that helps the reader imagine the setting and action?
Thoughts or feelings from the main character?
Paragraphs to organise each new part or idea?
Correct punctuation and capital letters?
Creative Writing
Creative Writing
Matariki Stars
Matariki Stars
New prompt: You are lost in a misty forest when seven glowing figures appear — the Matariki stars. Each star has a message, a riddle, or a gift to help guide you home.
Write a story about your journey through this enchanted forest.
What do the Matariki stars look and sound like?
What challenges do you face as you try to find your way out?
What do you learn about yourself or your whānau along the way?
Matariki Writing
Matariki Writing
Day 1:
Day 1:
WALT: We are learning to plan a creative story by adding detail about the characters, setting, problem and solution.
Success Criteria:
I can name and describe my main character.
I can describe the forest setting using senses (what can be seen, heard, felt).
I can explain the problem (how the character gets lost).
I can describe how the Matariki stars appear and help with the solution.
I can organise my ideas in a clear order using a story planner.
Day 2:
Day 2:
WALT: We are learning to give helpful feedback and use it to improve our creative writing.
Success Criteria:
I can share two things I liked about my partner’s writing.
I can give one helpful suggestion to improve their work.
I can use the feedback I received to revise or edit my own writing.
Peer Feedback Template: 2 Positives and 1 Suggestion
👍 Positive 1:
I liked how you ____________________________________________
(e.g., described the forest, used strong words, created suspense)
👍 Positive 2:
Your writing was really good when ____________________________
(e.g., the stars appeared, the main character showed feelings)
✏️ One Suggestion:
One thing you could change or improve is _____________________
(e.g., add more detail, check punctuation, make the ending clearer)
WALT:
We are learning to write an explanation that clearly explains why trees are important.
Success Criteria:
✅ I can write an introduction that explains what I am writing about
✅ I can use topic sentences and facts in each paragraph
✅ I can organise my ideas using headings
✅ I can write a conclusion that sums up the key ideas
✅ I write in my own words using facts from what we watched or read
Week 4
Week 4
Recount Writing Plan: Our Visit to the Zoo
Recount Writing Plan: Our Visit to the Zoo
🧠 Learning Intention (WALT):
We are learning to write a recount using the correct structure and detail to share what happened, in the order it happened.
✅ Success Criteria:
Include a title
Use time order words (first, next, then, after that, finally)
Describe key events in order
Include personal thoughts and feelings
Use past-tense verbs
Follow up tasks
Explaination Writing
Explaination Writing
Week 10
Week 10
WALT: We are learning to complete a sentence stem using the conjunction because.
Success Criteria:
✔I can finish a sentence starter by adding an idea that explains why something happens using because.
✔I can make sure my whole sentence makes sense when I read it out loud.
✔ Read my sentence aloud to check it sounds right and makes sense from beginning to end
WALT: We are learning to complete a sentence stem using the conjunction because.
Success Criteria:
✔I can finish a sentence starter by adding an idea that explains why something happens using because.
✔I can make sure my whole sentence makes sense when I read it out loud.
✔ Read my sentence aloud to check it sounds right and makes sense from beginning to end
Week 8
Week 8
Walt: Expand simple sentences with an adjective
Success criteria:
✔ I can explain that an adjective is a word that describes a noun (person, place, or thing).
✔ Choose an adjective that describes the noun
✔ Add the adjective to make the sentence more interesting.
Follow up task
Walt: We are learning to expand our sentences by adding extra information.
Success Criteria:
✔ Add extra information to a sentence by answering when, who/what, and where
✔ Check my sentence to make sure it makes sense and has capital letters and a full stop
✔ Read my sentence aloud to check it sounds right and makes sense from beginning to end
Follow up task
Week 7
Week 7
WALT: We are learning to expand our sentences by adding extra information.
Success Criteria:
✔ I can add who, what, when, where, why, or how to make my sentences more interesting.
✔ I can check that my expanded sentences still make sense and are not too long.
✔ I can read my sentence aloud to see if it flows well and is easy to understand.
WALT: We are learning to identify and define adjectives.
Success Criteria:
✔ I can explain that an adjective is a word that describes a noun (person, place, or thing).
✔ I can use adjectives in my own sentences to add more detail.
✔ I can explain how adjectives help make writing more interesting and descriptive
Week 6
Week 6
Week 5
Week 5
Week 4
Week 4
Week 3
Week 3
Term 1 Testing
Term 1 Testing
SMRF the above document
S- STOP
M- Make a copy
R- Rename
F- File in your PATMORE WRITING folder
Once you have done the above you may begin planning your writing.
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