Dicing with Grammar
Dicing with Grammar
4.647222222222222175 reviews

It's simple really: English grammar can be a very dry subject, but this need not be the case. For a few years now, I have been developing a games-based approach to teaching important grammar concepts. It is amazing how the introduction of dice takes the learning into a new place - the element of chance making it seem less like work and more like play. Because I test my games extensively in the classroom, I get a feel for what works. Dump your boring worksheets and start dicing with grammar.

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This is a fully resourced unit inspired by ‘The Iron Man’. Children change key parts of a known story into news reports. Every session has a detailed plan, a presentation and resources for writing tasks. This was planned for Y4, but it could be easily adapted to any KS2 class (everything is fully editable in Word and PowerPoint). There are some preview screen shots to give you a feel for the unit, but the whole unit is included in the attached zip folder. Each lesson is organised into subfolders for ease of use. Enjoy!

Here is a brief overview of the 15 sessions:

  1. Pre-unit Assessment - Cold task – ‘Lion loose in school grounds’
    • I can show what I already know about newspaper reports

  2. Asking questions – reading comprehension
    • I can ask questions about the text I am reading

  3. Interviewer and eye witness part 1: Hogarth
    • I can use drama explore events from different points of view

  4. Interviewer and eye witness part 2: Hogarth’s father
    • I can reuse words from the text

  5. Interviewer and eye witness part 3 and 4: farmer and police officer
    • I can use drama explore events from different points of view

  6. Paragraph structure
    • I can group and order information

  7. Headlines and summaries
    I can tell, sell and summarise

  8. Adverbials of time (fronted adverbials)
    • I can use adverbs to say when an event happened

  9. Adverbials of time (again!)
    • I can use adverbs to say when an event happened

  10. Switching between different voices (objective journalistic comment and informal first person quotes)
    • I can change between third person (journalist) to first person (eye-witness)

  11. Extend a paragraph with further related information
    • I can add information to a paragraph (sticking to the theme)

  12. Co-create a toolkit and pick out key features from news reports
    • I can identify the features of a news report

  13. Combine writing from sessions 7, 8, 9, 10 and 11 to create a full news report.
    • I can edit, improve and publish my work

  14. Generate ideas for hot task through drama and plan a news report
    • I can plan a news report

  15. Extended writing - Apply learning from across the unit
    • I can write a newspaper report (based on a known narrative)

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£10.00