Writing

Year 6

Module 5

Titanium

In Module 5, we used a video 'Titanium' to inspire our writing, in which a young boy is overwhelmed by a superpower he has acquired. We were able use a range of figurative language to add more description to our work as well as use 'show , don't tell' technique to demonstrate how the characters were feeling.

Module 4

The Boy in the Tower

In module 4, we have been reading and writing about 'Boy in the Tower,' which is a book about a young boy trapped in his tower all because of an illness that surrounds him. We have been writing our narrative about what we think our rescue story would be for the main character; this piece of writing has been created with precise nouns and adjectives, year 5 and 6 spelling words, as well as other greater depth writing features, such as the use of extensive figurative language.

Module 3

Letter from a Lighthouse

To correlate to our World War Two inquiry, we read and wrote a recount and information report using our knowledge from our inquiry lessons and 'Letters from a Lighthouse,' which was all about two evacuee children in WW2. Our recount focused on a diary entry, as though we were in the position of the main character, exploring her thoughts and feelings, while the information report covered a wide range of aspects of the war, from rationing to the Blitz.

Module 2

Poetry and Narrative - Where The River Runs Gold

Formal Letter

We have written formal letters, using the subjunctive form, to explain why the children in our book should not be sent to work camps, to pollinate the plants. We practiced the grammar skills, used different sentence structures, planned the letter, wrote and edited it.

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NC - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

-noting and developing initial ideas, drawing on reading and research where necessary

Idioms

We worked our socks off to practise a wide range of idioms.

Skills practice

In preparation for our final write of the module, we have practiced different sentence structures for figurative language and cohesive devices within and across paragraphs.

NC - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

-using brackets, dashes or commas to indicate parenthesis using semicolons, colons or dashes to mark boundaries between independent clauses

Poetry - Free Verse

We have listened and read some great examples of free verse poetry by Micheal Rosen, George the Poet (Climate Change) and Prince EA (Epic Message). This has helped us understand how to style our poems and top tips on performing them. We have themed our poems on climate change as this is the key message - or warning - of Where The River Runs Gold. We understand that climate change affects everyone globally from extreme weather conditions to polluted oceans.

To help structure our sentences for the poems we practised semicolons, colons, dashes and passive voice. We have edited some of them too and given verbal feedback to improve even further.

NC -

preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Using passive verbs to affect the presentation of information in a sentence

Using semicolons, colons or dashes to mark boundaries between independent clauses
Assessing the effectiveness of their own and others’ writing
Proofread for spelling and punctuation errors

A first draft, being edited and improved after feedback from the class.

Module 1

Historical Narrative - Freedom 1783

Historical Narrative

We have been reading Freedom 1783 by Catherine Johnson this module. We have learnt that the main character, Nat, is a slave boy from Jamaica who is sent to London. We have written setting descriptions to capture how Nat would have perceived London at the time and diary entries from his point of view to understand his thoughts and feelings.

Our key skills that we have practised are:

Accurate use of semicolons
Use of the passive voice
Precise vocabulary choices to convey complicated information
Integrate dialogue to convey characters and advance the action
Effective use of a wide range of cohesive devices

Edits and improvements were made to our first drafts, then we published our work.

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