Treasure House Composition Sample Pack

Treasure House Teacher’s Guide 1 Composition Skills Treasure House Teacher’s Guide 1 Composition Skills

Treasure House Teacher’s Guide 1 Composition Skills

Sample Sample Pack Pack

Composition Composit Skills Sk Composition Composition Sample SamplePack Pack

Skills Skills

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Chris Whitney

Chris Whitney Chris Whitney

Chris ChrisWhitney Whitney

Chris Whitney Chr

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Composition Skills Treasure TreasureHouse HouseTeacher’s Teacher’sGuide Guide11Composition CompositionSkills Skills

Year 1

Chris ChrisWhitney Whitney

Chris Whitney Chris Whitney

07/09/2017 12:50

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Unit 15: Writing simple reports (3) Overview English curriculum objectives

Treasure House resources

Reading: Pupils should develop understanding by listening to and discussing a wide range of poems, stories and non-fiction.

Writing: Pupils should be taught to write sentences by: • saying out loud what they are going to write about • composing a sentence orally before writing it • sequencing sentences • beginning to punctuate sentences using a capital letter and a full stop.

• Composition Skills Pupil Book 1, Unit 15, pages 38–40 • Photocopiable Unit 15, Resource 1: My polar bear report, page 94 • Photocopiable Unit 15, Resource 2: Polar bear fact file, page 95

Building towards

Additional resources • A terrarium with stick insects or images of stick insects • A variety of information texts about animals and their habitats for children to browse and read

Children will research and write a report about polar bears.

Introduction Teaching overview

Introduce the concept

This unit focuses on non-fiction information reports and continues work begun in Unit 8. It provides a further opportunity for children to become familiar with non-fiction reports and reading and writing statements of fact, and to rehearse their sentences prior to writing. The unit makes cross-curricular links with the science curriculum.

If possible, show the children a terrarium or similar container with stick insects, or pictures of one. Can the children spot the insects?

Ask the class if they know the meaning of the word ‘camouflage’. Take predictions and then look up the meaning of the word in a dictionary. Ask: ‘Can you think of anything else in nature which uses camouflage?’ Discuss children’s ideas about why animals might use camouflage. Explain that they are going to read an extract from a book which gives examples of animals that use camouflage for different reasons.

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Composition Unit 15 Vocabulary Unit 2D

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Writing simple reports (3) Adding endings to root From ‘Animals in Hiding’ by Charlotte Guillain words (-est) What is camouflage?

We can change words by adding the ending –est.

Animals camoufl age An ending like this is use called a suffi x. to hide. Camouflage makes animals look like the place where they We travelled on theanimals slowestuse bus. hide. Some camouflage to hunt otherchild animals.

I am the tallest in myOther class. animals use camouflage to hide from hunters! ●

●

Camouflage in the sea Stonefish look like rocks. They hide to catch other fish. Flatfish look like the Get started seabed. They hide from bigger fish and Copy the sentences. sharks inUnderline the sand.the suffix –est in each sentence.

One has been done for you.

Camouflage in leaves 1. Zak was the fastest boy in the race.

This snake’s patterned skin looks like leaves. It hides to Zak was the fastest boy in the race.

Answer: catch small animals. This lizard’s tail looks like a leaf to hide it from birds and snakes.

2. Our car is the cleanest.

3. Raj is Colour the loudest singer. change!

4. That pencil is the changes sharpest colour in the as pot.it hunts This spider insects so they see it coming.

5. I am the youngest in don’t my family.

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Vocabulary Unit 2D

Get started

Adding en words (-e

Read the information about camouflage.

Add the missing words.

1. Animals use

to hide.

We can change An ending like th

2. Camouflage makes animals look like the place .

3. Some animals use camouflage to animals.

other

4. Other animals use camouflage to hunters!

from

5. This snake’s patterned skin looks like

●

We travelle

●

I am the ta

.

Get started

Copy the senten One has been do

Try these Which sentences tell facts about camouflage?

Decide if the sentences are true or false.

Answer: Z

1. Camouflage helps animals to hide.

2. Our car is

2. Some spiders change colour as they hunt.

3. Raj is the

3. Some fish camouflage themselves in the sand.

4. That penc

4. They do this to hide from fishermen.

5. I am the y

5. Some animals use leaves as camouflage.

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1. Zak was t

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Treasure TreasureHouse HouseTeacher’s Teacher’sGuide Guide11Composition CompositionSkills Skills

Year 12 Year

Composition Skills

Chris ChrisWhitney Whitney

Chris Whitney Chris Whitney Composition sample with bleed revise.indd 15

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Unit 3: Traditional tales (1) Overview English curriculum objectives

Treasure House resources

• Reading: Year 2 pupils should be taught to develop understanding of what they read by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales.

• Writing: Year 2 pupils should be taught to develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional).

• Composition Skills Pupil Book 2, Unit 3, pages 8–9 • Collins Connect Treasure House Composition Year 2, Unit 3 • Photocopiable Unit 3, Resource 1: Hungry animals, page 69 • Photocopiable Unit 3, Resource 2: Animal thieves, page 70

Building towards Children will plan and write their own animal fable.

Additional resources • Books and websites containing more fables, including Aesop’s

Introduction Teaching overview

Introduce the concept

In this unit children learn about traditional tales and fables and write their own version.

The unit focuses on understanding the main character in the tale and the reasons for his/her actions. It provides opportunities to discuss fables and the moral lessons they teach.

Ask: ‘Have you have ever heard of Aesop’s fables?’

Read a short fable to them and discuss how a fable always has a moral. This may need some explanation.

Explain that this extract comes from one of Aesop’s fables and is only part of the story. Read the extract together.

Ask: ‘Do you know what a crow is?’, ‘Have you seen one in a garden or park?’

Pupil practice

Pupil Book pages 8–9

Get started

Now try these

The children add the missing words to the sentences, using their own ideas. Check that the words are appropriate.

The children use activities 1, 2 and 3 to continue their own version of ‘The Fox and the Crow’. Ask the children to consider the genre (fable), the title and the crow’s behaviour when deciding how to continue the story.

Activity 4: Children use their knowledge of fables to write another story about an animal that takes some food. It might be helpful here to read the original fable in its entirety if this has not been done before. It may provide them with ideas.

You may wish to use the activities and photocopiables in Support and Embed to give differentiated support with these activities.

Try these Children answer the questions then use their answers to create their own (verbal if appropriate) story opening for ‘The Fox and the Crow’. Accept any ideas that are appropriate to the tale. They should use the illustration at the top of page 8 for ideas.

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Composition Unit 3 Vocabulary Unit 2D

4

AddingTraditional endings totales root(1) ‘The Fox and the Crow’ wordsFrom (-est) 'How delicious!' thought Crow, looking at a picnic in the the ending shade. 'So much We can change wordsleft by lying adding –est. noaone's …'

An ending likefood this …isAnd called suffiaround x. ●

●

Her beady eye bus. was caught by We travelled on theblack slowest a piece of juicy meat lying just out I am theoftallest my class. reach.child 'Oh!'inthought Crow. 'It's so tempting. If I swoop down fast enough,' she decided, 'I can get it, I'm sure.'

And she went for it, darting down, a blur of black feathers.

Snap, snap, went her sharp beak, and then she headed back Get started into the woods, flapping her fringed wings, a very proud thief.

Copy the sentences. Underline the suffix –est in each sentence.

One has been done for you.

Get started

1. Zak was the fastest boy in the race.

Copy the sentences and complete them using Answer: Zak was the fastest boy in the race. words for different kinds of food.

2. Our car is the cleanest. ,' 1. 'How delicious! I can see 3. Raj is the thought loudest singer.

Crow.

4. That pencil is yum! the sharpest in the pot. ,' said Crow.

2. 'Oh I can smell 5. I am the3.youngest in my family.

'Wow! There's 4. 'Scrumptious! A big juicy 5. 'That

,' exclaimed Crow. ,' declared Crow.

looks tasty!' cackled Crow.

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Vocabulary Unit 2

Try these

Adding e words (-

Answer the questions to create a story opening for 'The Fox and the Crow'.

1. When did the story happen?

We can change An ending like t

2. Where did the story happen?

3. What was the weather like in the story?

4. What time was it in the story?

●

We travell

●

I am the t

5. Who was there at the start of the story?

Now try these

Get started

1. Write a sentence about Crow taking some more food.

Copy the senten One has been d

2. Think of a new animal character. Draw a picture of them talking to Crow.

1. Zak was

3. What are they saying?

Add speech bubbles to your picture.

2. Our car i

Answer:

3. Raj is the

4. Plan your own short story about an animal that takes some food. Draw and label a picture or write some sentences.

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4. That pen 5. I am the

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Composition Skills Treasure House Teacher’s Guide 3 Composition Skills TreasureHouse HouseTeacher’s Teacher’sGuide Guide11Composition CompositionSkills Skills Treasure

Year Year123 Year

Chris Whitney ChrisWhitney Whitney Chris

Chris ChrisWhitney Whitney Chris Whitney

07/09/2017 12:50

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Unit 15: Reviewing and proofreading Overview English curriculum objectives

Treasure House resources

Year 3 children should be taught to: • evaluate and edit by: – assessing the effectiveness of their own and others’ writing and suggesting improvements – proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

– proofread for spelling and punctuation errors.

• Composition Skills Pupil Book 3, Unit 15, pages 50-52 • Collins Connect Treasure House Composition Year 3, Unit 15 • Photocopiable Unit 15, Resource 1: Planet Zig, page 92 • Photocopiable Unit 15, Resource 2: The new friend, page 93

Building towards

Additional resources

Children will write a piece of fiction writing and then review and proofread it.

• A description of a character from a book the class are reading with glaring errors in punctuation, grammar, spelling and paragraphing as well as repetition of uninteresting words • Dictionaries and thesauruses

Introduction Teaching overview This unit focuses on reviewing and proofreading work. The unit stresses the point that, after writing the first draft, it is necessary to check the piece for correct organisation and structure, as well as for correct punctuation and spelling.

In this unit children are provided with a character description to edit for spelling errors and are asked to create a new piece of writing, proofreading it for errors in spelling, punctuation and grammar.

Some may also suggest improvements in the structure and the use of words. Correct the piece using an interactive whiteboard, modelling the use of a dictionary and a thesaurus to correct spelling and improve vocabulary.

Finish by pointing out that reviewing their work is an important part of the composition process. Discuss with children why this is so.

Introduce the concept Provide pairs of children with the prepared character description and ask children to review it. Ask them to discuss the ways they would improve it and then share feedback with the class. Children will likely point out: • errors in punctuation • errors in spelling • errors in grammar.

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Comprehension Unit 2 Composition Unit 15

FairyReviewing stories: and ‘Hansel and Gretel’ proofreading From ‘Hansel and Gretel’ by Malachy Doyle

Read ‘An introduction to Squidge’, and then answer the questions "There isthat nofollow. food," said the woodman.

"How will wethe eat?"

After first draft of a piece of writing, you should always review your work to check that it has been organised correctly and that

"Take Hansel and Gretel for a walk in the Brown Wood," said the spelling and grammar are correct. his wife, "and leave them."

An introduction to Squidge Always check "No!" said the woodman. "I cannot!" punctuation – capital what is squidges home planet like Squidge letters, or endwe of will sentence "You must, all die!"the cried wife.from the planet Zig. alienhiscomes punctuation and On planet Zig the whether is terrible.

So theespecially woodman took HanselOn planet and Gretel those tricky Zig the air is hot and poisonus apostrophes. into the Brown Wood. to humans. Planet Zig has no vegetation.

The condisions for living would not suit us.

He gave the boy and girl some cake to eat.

Is the writing What does Squidge look like? Squidge’s organised into But Hansel put it Is in his pocketappeerance and is very different from ours. paragraphs?

It has a round body and a square head dropped little bits all right along the way. everything in the with three green eyes that flash. Her teeth order? are sharp for eating meet (as there is no Get Check started vegetation on Zig) and he spoke with a the spelling, loud, deep groan. paying special Find the sentences in the story and write the attention to difficult missing words. words.

1.Pronouns "There isneed no to

2.agree.

"HowSquidge will we the

," said the woodman. ?"

alien is male. Not all 3.ofSo woodman thethe pronouns are took Hansel and correct here. into the Brown Wood.

4. He gave the boy and girl some

6

to eat.

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Comprehension Unit 2 Check the verbs. This information text should be written in the present tense.

Fairy stories: ‘

How did Squidge move? When he walking, he bounced along on a huge spring which had an enormous foot at the end. his full wait From ‘Hansel and Gretel is balanced on this he can move very quickly however and jump extremely high

"There is no food," said the

Sentence structure is important. This sentence needs breaking up and punctuating correctly.

"How will we eat?"

"Take Hansel and Gretel for his wife, "and leave them."

"No!" said the woodman. "I

Check for homophones.

They may sound the same, but they have very different meanings.

"You must, or we will all die

So the woodman took Hans into the Brown Wood.

He gave the boy and girl so

But Hansel put it in his poc dropped little bits all along

Get started Discuss these questions with a partner.

1. Why it is important to check your work?

Get started

2. What mistakes can you find in ‘An introduction Find the sentences in the st to Squidge’?

missing words.

3. Look back through your work this year. Did you make 1. "There is no any mistakes? If you did, correct them.

2. "How will we

3. So the woodman too into the

4. He gave the boy and

6

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Composition Skills Treasure House Teacher’s Guide 4 Composition Skills TreasureHouse HouseTeacher’s Teacher’sGuide Guide11Composition CompositionSkills Skills Treasure

Year Year124 Year

Chris Whitney ChrisWhitney Whitney Chris

Chris ChrisWhitney Whitney Chris Whitney

07/09/2017 12:50

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Unit 11: Organising information (1) Overview English curriculum objectives

Treasure House resources

Writing – composition: Year 4 pupils should be taught to draft and write by: • organising paragraphs around a theme • in non-narrative material, using simple organisational devices (for example, headings and sub-headings).

Notes and guidance (non-statutory): Year 4 pupils should understand, through being shown these, the skills and processes that are essential for writing.

• Composition Skills Pupil Book 4, Unit 11, pages 41–44 • Collins Connect Treasure House Composition Year 4, Unit 11 • Photocopiable Unit 11, Resource 1: Planning the party, page 85 • Photocopiable Unit 11, Resource 2: Party poster, page 86

Building towards The children will plan and create a flyer or poster for a class party.

Additional resources • A collection of leaflets which use a variety of organisational devices to present the information for the children to browse and read • School posters and flyers about previous events

Introduction Teaching overview This unit focuses on organising information. The unit includes an example information text (a school sports day agenda) to exemplify various organisational devices. The unit covers headings, subheadings, bullet points, timetables and numbered lists, and explains how these are useful in organising information clearly. Children are given the opportunity to plan an imaginary end-of-term class party, writing a menu, a timetable of events and, finally, a flyer or poster advertising the party.

Introduce the concept Present to the class a range of information about a forthcoming school event, possibly a school

performance or play. Ask: ‘What information do you think is the most important?’ Ask them in pairs to discuss how that information could be arranged to make it easy to understand for those wanting to attend. Ask: ‘Do any of you have experience of when information for an event was not clearly organised?

What happened?’

Take their responses and explain that there are a range of organisational devices which can be used to present information clearly. Provide examples of information texts that use organisational devices in order to familiarise children with them. Show examples of headings, subheadings, bullet points, timetables and numbered lists. Children could tick off on a class list when they find specific examples in their reading, both at school or at home.

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Composition Unit 11

Comprehension Unit 2

Organising information ( ) Fairy stories:

From ‘Hansel and Gret Read the extract, then answer the questions that follow.

"There is no food," said th You can make information easy to understand by using headings, lists, bullet points and numbers. Paragraphs can be useful for "How will we eat?" particular topics or themes.

The main heading tells the reader what the whole text is about.

"Take Hansel and Gretel fo his wife, "and leave them.

SCHOOL SPORTS DAY

Our School Sports Day will be held at "No!" 4th July. said the woodman.

Nuffield Primary School on Thursday,

"You must, Each competitor will try to score points foror we will all d their house.

So the woodman took Ha We will have three running into the Brown Wood. races for each age group: Bullet points are used to clearly separate items in a list.

• sprint

He gave the boy and girl s

But Hansel put it in his po dropped little bits all alon

• skipping race • egg and spoon race.

started There will also be other eventsGet for KS2 children:

Find the sentences in the s missing words.

• high jump • throwing the bean bag

1. "There is no

• long jump

2. "How will we

• obstacle race.

3. So the woodman to into th The afternoon will finish with running races for parents.

4. He gave the boy an

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Comprehension Unit 2

Fairy stories: ‘Hansel and Gretel’

Timetable Timetables tell the reader when things 1:00 KS1 races are scheduled to From ‘Hansel and Gretel’ by Malachy 1:30 Y3 and Doyle Y4 jumping and throwing events happen.

2:30 Y3 and Y4 races; "There is no food," said the woodman.

Y5 and Y6 jumping and throwing events 3:00 Y5 and Y6 races "How will we eat?"

3:30 Mums’ race "Take Hansel and Gretel for a 3:40 walk in the race Brown Wood," said Dads’

his wife, "and leave them."

Prizes

"No!" said the woodman. "I cannot!"

There will be a badge and the first three "You must, or we will all die!"certifi criedcate his for wife. in each race.

So theNumbered woodmanlists took Hansel and Gretel should 1. The winner of each race will score be Brown used when the into the Wood. three points. order of things is He gave the boy and girl some2.cake to place eat. will score two points. important.

Second

But Hansel put it in his pocket3.and Third place will get one point. dropped little bits all along the way.

The house that gets most points at the end of the afternoon wins the athletics cup.

Get started

Reminders Subheadings help yousentences to organise Find the inyour the story• and Classwrite 6 willthe be selling orange juice and information and help missing words. biscuits, in aid of charity. Remember to the reader find specific bring your money! ," said the woodman.

1.information "There is nofaster.

• Each class will be exhibiting 2. "How will we ?" they have done about work their favourite sports in the hall.

3. So the woodman took Hansel and • Bring your digital camera to get into the Brown Wood. some great shots for the Best

4. He gave the boy and girl Sports some Photograph competition! to eat.

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Treasure TreasureHouse HouseTeacher’s Teacher’sGuide Guide51Composition CompositionSkills Skills

Year 5 1

Composition Skills

Chris ChrisWhitney Whitney

017 12:05 Composition sample with bleed revise.indd 45

Chris Whitney Chris Whitney 07/09/2017 12:50

Unit 14: Describing settings Overview English curriculum objectives

Building towards

Writing – composition Year 5 children should be taught to plan their writing by: • selecting the appropriate form and using other similar writing as models for their own • noting and developing initial ideas, drawing on reading • in writing narratives, considering how authors have developed characters.

Year 5 children should be taught to draft and write by: • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

Notes and guidance (non-statutory) Children should understand, through being shown, the skills and processes essential for writing.

The children will write their own descriptive paragraph.

Treasure house resources • Composition Skills Pupil Book 5, Unit 14, pages 56–58 • Collins Connect Treasure House Year 5, Unit 14 • Photocopiable Unit 14, Resource 1: Planning the description, page 91 • Photocopiable Unit 14, Resource 2: My descriptive paragraph, page 92

Additional resources • Clips from a range of children’s film openings – openings in films are often ‘establishing’ shots, establishing the setting of the film • A selection of story settings, from short stories or novels, where descriptive language has been used to paint a picture of the setting in the reader’s eye

Introduction Teaching overview This unit focuses on describing settings and provides three setting descriptions to demonstrate the writing skills involved and to provide a model for children’s own writing. The unit analyses the various descriptive techniques used in each setting description. Children are given the opportunity to attempt some of the descriptive techniques exemplified and then to write their own setting description.

Introduce the concept

‘establishing’ shots, establishing the setting of the film. Ask children to note what the camera (as a kind of ‘narrator’) is showing the viewer. Pause as the camera moves to different shots and ask children to give descriptive words, noun phrases, similes and so on to describe what they see. The same could be done with pictures or images on an interactive whiteboard. Examples drawn from books could then be used for analysis by asking children to highlight descriptive language and language referring to the senses.

It may be useful before starting to look at a range of example settings. Openings in films are often

Pupil practice Get started Children complete the tasks with a partner.

Answers 1. They make lists of what they can see, hear, smell and feel around the classroom.

2. They take three coloured pencils and underline the adjectives, verbs and nouns in their lists in different colours.

Pupil Book pages 56–58 3. They consider their choice of vocabulary and make improvements if they can.

Try these 1. Children read the text and complete a table, adding information from the extracts about sensory description.

Children may list some of the following.

[1 mark for each piece of sensory description added into the correct column]

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Comprehension UnitUnit 2 14 Composition

FairyDescribing stories: settings ‘Hansel and Gretel’ From ‘Hansel Gretel’ Malachy Doyle Read these and descriptions, thenby complete the activities that follow.

Tom walked on through the forest. The night air "There is no food," said the woodman.

was cold; it was frosty even, with the slightest of breezes. The ground was a damp carpet of "How will we eat?" fermenting leaves which, disturbed underfoot, out in thethe unmistakeable scent of decay.

"Take Hansel and Gretel for agave walk Brown Wood," said The sudden and treacherous screech of an owl nearby his wife, "and leave them." set Tom’s heart pounding. Tom picked his way The scent of decay reminds along, afraid to look up at the yawning black of the reader death.

"No!"thesaid theof woodman.

"I cannot!" night sky. The branches of the trees, impossible to see in the blinding blackness of the night, clutched "You Metaphor must, or we will all die!"at cried his facehis likewife. fingers, slowing his progress. The trees, swaying in the breeze, leaned towards one So the woodman and Gretel Personifi cation of took the Hansel another to whisper maliciously like conspirators. trees makes them seem Tom was hopelessly lost. into the Brown Wood. dangerous.

Charlotte around the tiny, steamy kitchen.

He gave the boy and girl some cake looked to eat.

It was as crowded and chaotic as a funfair, and as Simile inviting But Hansel put it in his pocket andtoo. Everywhere, people were bustling and talking. Pots and pans hung from the ceiling, others Pots and pans everywhere dropped little bits all along the way.and rattled on the hobs, and yet more bubbled make the kitchen seem were piled toweringly cluttered. high in the sink. The table groaned under Food and family make the a mountain of food kitchen seem homely. andand the smells Find the sentences in the story writewafted the deliciously through the missing words. room. Dad looked up, catching Charlotte’s eye, saidherthe woodman.

1.Hyperbole "There is no and,"gave a smile that felt warmer than 2. "How will we ?" sunshine. Billy, bobbing and weaving through the tripped 3. So the woodman tookroom, Hansel andover a stool.

Get started

into the Brown Wood.

4. He gave the boy and girl some

6

to eat.

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Comprehension Unit 2 Alliterative phrase The fumbling sound emphasises the hush in the cinema.

The bluish flickering light is a calm, peaceful colour.

Fairy stories: ‘

The lights faded. Everyone became still.

Damaris loved this part of coming to the cinema, the part where everything becomes quiet. The odd rustle of wrapping paper and people fumbling quietly From ‘Hansel and Grete in their bags could still be heard. The light was bluish as it flickered from the screen. She rested her head "Thereinistheno food," said the contentedly on her dad’s arm and breathed familiar aroma of warm popcorn. She felt happy "How will we eat?" and safe.

"Take Hansel and Gretel fo his wife, "and leave them."

Get started Discuss the questions and complete the tasks with a partner.

"No!" said the woodman. "

1. Look around your classroom. Write lists of what you can hear, what you "You must, or can see, what you can smell and what you can feel.

we will all di

2. Take three coloured pencils and underline the adjectives,So verbs nouns theandwoodman in your list in different colours.

took Han into the Brown Wood.

3. Now think about the vocabulary that you have chosen to describe the classroom. Are they the best words you could have chosen?

Could you He gave the use vocabulary that is more descriptive?

boy and girl so

But Hansel put it in his poc dropped little bits all along

Try these

Copy the table and complete the tasks about the extracts. Then answer the questions about the extracts.

Get started

1. List the sights, sounds and smells in each setting.

Sights

Find the sentences in the st missing words.

Sounds

Smells

The forest

1. "There is no

The kitchen The cinema

2. "How will we

2. Find an example of alliteration.

3. So the woodman too into the

3. Find an example of a simile.

4. Find an example of personification.

5. Find an example of exaggeration for effect (hyperbole).

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4. He gave the boy and

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Treasure TreasureHouse HouseTeacher’s Teacher’sGuide Guide61Composition CompositionSkills Skills

Year 16 Year

Composition Skills

Chris ChrisWhitney Whitney

017 14:56 Composition sample with bleed revise.indd 55

Chris Whitney Chris Whitney 07/09/2017 12:50

Unit 13: Paragraphs in fiction Overview English curriculum objectives Year 6 pupils should be taught to: • plan their writing by considering how authors have developed characters and settings in what pupils have read, listened to or seen performed • draft and write by describing settings, characters and atmosphere.

Building towards Children investigate the use of paragraphs and then write their own short story, structuring it through the use of paragraphs.

Treasure House resources • Composition Skills Pupil Book 6, Unit 13, pages 56–59

• Collins Connect Treasure House Composition Year 6, Unit 13 • Photocopiable Unit 13, Resource 1: My new paragraphs for ‘Our New Home’, page 91 • Photocopiable Unit 13, Resource 2: My short story, page 92

Additional resources • A page or two from a recent class non-fiction book, showing blocks of text and subheadings • A page or two from a recent class fiction book, with a good variety of paragraph lengths, including dialogue • A variety of fiction books, mostly showing a good use of paragraphing, for children to browse and read

Introduction Teaching overview This unit focuses on the structuring of a narrative though the use of paragraphs. It also looks at how dialogue is laid out in fiction. The text here is the beginning of a chapter book called My New Home, in which shifts of time, place and focus are marked by use of new paragraphs.

Introduce the concept Remind children of the use of paragraphs in nonfiction texts, which look like chunks or building blocks. Show a page from a non-fiction book using the interactive whiteboard.

Next, again using the whiteboard, look together at some pages from a story read recently in class. Ask

children whether the pages look different from the non-fiction sample, and ask them to suggest why they are used as they are. Ask: ‘Are the paragraphs used in the same way? How is non-fiction different?’

Record the children’s ideas showing how, in fiction, paragraphs are typically used more frequently: • to show a change of speaker in a dialogue • to show a change in time • to show a change in place/setting • to show a change of focus • to show a change in topic (as in non-fiction) • to introduce a new character • to create drama and suspense (for example, a cliffhanger).

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Comprehension Unit 2 Composition Unit 13

Fairy stories: ‘Hansel and Gretel’ Paragraphs in fiction From ‘Hansel and Gretel’ by Malachy Doyle "There

Paragraphs are used in fiction writing whenever the narrative changes time, or speaker, or when the writer wants to control the pace of the isplace, no topic food," said the woodman. narrative and create dramatic effects.

"How will we eat?"

Read the story extract, then answer the questions that follow.

"Take Hansel and Gretel for a walk in the Brown Wood," said Our New Home his wife, "and leave them."

Mum closed the car door. Everything had been packed into the "I car,cannot!" including us, and it was time to go. I felt a rush of "No!" said the woodman. emotions as the car pulled out of the drive. We were leaving home.cried I was his 15 years "You must, or we will allourdie!" wife.old and had lived in that house all of my life.

So the woodman took Hansel and Gretel Change in topic When dad disappeared, mum said we couldn’t afford into the Wood. to live there anymore. I had tried to argue with her, talk (alsoBrown change in time)

her out of moving away, but she told me there was no

He gave the boy and girl some cake totheeat. point.

These were facts, she’d said, and we all had to face them.

A very short But Hansel put it in his pocket and paragraph for I watched as the house seemed to disappear behind a mist dropped little bits all along the way. dramatic effect; it is a moment of heightened emotion

of fog. In fact, it wasn’t fog; they were my tears.

The day seemed to roll by as we travelled along the motorway. My younger brother Kirk, he was only five, kept on tapping his hand against thewrite the Find the sentences in the story and window. He was missing words. playing some sort of game and to be honest ," said the woodman.

1. "There is no the sound was really 2. "How will we annoying. Mum ?" didn’t say anything though. hadn’t spokenand 3. So the woodmanShe took Hansel since we left the house.

Get started

into the Brown Wood.

4. He gave the boy and girl some

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to eat.

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Comprehension Unit 2

Fairy stories: ‘H

She hadn’t spoken much at all these last few months. It was like the breath had been knocked out of her. Looking at her sideways, from the passenger seat next to her, I tried to work out how much she’d really changed. Was she as different From ‘Hansel as I thought? Or did I just see her differently now?

Character begins to speak

Different time

Different place

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and Gretel’

"There is no food," said "Mum ..." I began. But she just drove, quietly humming to herself. It wasn’t a real tune; it was just a sound. More willupwe eat?" like a stifled groan. I put my headphones on"How and turned my music.

the w

"Take Hansel and Gretel for It was getting dark. We would soon be there, "our new hisat wife, "and leave them."

home," as Mum kept on calling it. I didn’t want a new home. I wanted the old one with all of my friends and with "No!" said the woodman. "I Mr Andrews’s grumpy dog jumping over the back fence.

In fact, Mr Andrews was grumpier than his dog. The only "You must, or we will all die! difference was that he hadn’t learned to bark yet. I smiled to myself. It’s funny the things you miss.

So the woodman took Hanse We pulled into the drive. At last Kirk was quiet. he was Wood. intoPerhaps the Brown

secretly nervous too, behind all of that dribble and noise, about beginning a new life. I looked up at the newHe house through gave the the boy car window. What would our new lives be like?

and girl som

But Hansel put it in his pock dropped little bits all along t

Get started

Find the sentences in the sto missing words.

1. "There is no 2. "How will we

3. So the woodman took into the B

4. He gave the boy and g

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