When getting children to write, it is important (if not critical) to give them a high-quality text that the children can: pull vocabulary from study setting/character descriptions get a sense of mood learn about suspense etc. With this text analysis, I have written a 2 page document which sets up a ticking clock element in a suspense narrative. In this document, Wolf has been caught in a snare and Torak wakes up from a ROAR in the forest. Soon the forest explodes and Torak realises that he must save Wolf before the Demon Bear reaches him. He must also escape with Wolf, which as his father told him, “You cannot outrun a bear.” Does he free Wolf in time? Does Torak escape? Of course he does. Let’s not traumatise the children… Seriously, each year I read this Text Analysis to the children, I receive applause. The children love stories and this provides the children with a solid example of high-quality writing for a purpose. INCLUDED: 1 print out for the children 1 print out for the teacher with highlights to show ticking clock elements. I think a few modal verbs are also highlighted, but honestly, you won’t need the teacher’s version once you use this resource to plan your own lesson. It just is there in case you are unsure. Note: I attended Pie Corbett’s writing training a few years ago. As far as I know, Pie Corbett doesn’t have a plot pattern or box it up resource called “ticking clock.”

When getting children to write, it is important (if not critical) to give them a high-quality text that the children can: pull vocabulary from study setting/character descriptions get a sense of mood learn about suspense etc. With this text analysis, I have written a 1 page document which sets up a ticking clock element in a suspense narrative. In this document, a girl called Alice is walking along and unknown to her, a dam is about to rupture and the whole place is about to be flooded. Along her walk, she meets a mouse frantically trying to untie a boat. Will Alice and the mouse free the boat before the dam ruptures? Of course, let’s not terrify the children… but as the title Surf’s Up suggests, it’s going to be close! I used this text analysis for two years when I had choses Alice in Wonderland as a novel to base my English/Topic work on. Each year I read this Text Analysis to the children, I received applause. The children love stories and this provides the children with a solid example of high-quality writing for a purpose. INCLUDED: 1 print out for the children

When getting children to write, it is important (if not critical) to give them a high-quality text that the children can: pull vocabulary from study setting/character descriptions get a sense of mood learn about suspense etc. With this text analysis, I have written a 3 page document which shows children an amazing example of writing. This story fulfills many different requirements. It could be used: to show suspense writing to show how characters overcome a monster to set up a twist ending to show rich descriptions and details to show settings/character descriptions to show rich vocabulary to show depth of characters etc This story is based off of Pan’s Labyrinth. Does Ofelia escape the pale man? Does she make it back through the portal before the last grain of sand falls? Of course she does. Let’s not traumatise the children… But is everything as it seems? Seriously, each year I read this Text Analysis to the children, I receive applause. The children love stories and this provides the children with a solid example of high-quality writing for a purpose. INCLUDED: 1 PDF for the children (3 pages)

This is session 4 from a set that covers descriptive writing. Y5 is such a different year than KS1 and LKS2 that I often have children coming up that do not know how to SHOW, not tell. I hit descriptive writing heavily a few weeks throughout the year and this is one of them. This resource is a week-long plan (4-5 sessions). Here’s how I run the week: I give the children the relevant Session 4 page (text analysis). We go over vocabulary, mood, tone, language, settings, characters, etc. We go over the 4 bullet points that would plan this short bit of the story. We go through a lot. After, I read to them the next part of the story, still from Session 4. The children listen and take notes on vocabulary, or things they liked/descriptions/phrases, etc. They are given time to bullet point this story into 4 simple bullet points. After reading, the children are to use the 4 bullet points they wrote down to rewrite the same part of the story I just read aloud. It’s a retelling, but the children must match the style modelled. I do the same thing each day of the week (4 sessions), but obviously change resources and texts. The 4th day, the children write their own from scratch: Beowulf vs the Dragon. They also proofread and edit in partners on the 5th day. PROVIDED/INCLUDED: Session 4 - Beowulf vs Dragon Session 4 - Modelling Descriptive sentences worksheet Session 4 - Image for LA children

This is session 1 from a set that covers descriptive writing. Y5 is such a different year than KS1 and LKS2 that I often have children coming up that do not know how to SHOW, not tell. I hit descriptive writing heavily a few weeks throughout the year and this is one of them. This resource is part of a week-long plan (4-5 sessions). Here’s how I run the week: I give the children the relevant Session 1 page (text analysis). We go over vocabulary, mood, tone, language, settings, characters, etc. We go over the 4 bullet points that would plan this short bit of the story. We go through a lot. After, I read to them the next part of the story, still from Session 1. The children listen and take notes on vocabulary, or things they liked/descriptions/phrases, etc. They are given time to bullet point this story into 4 simple bullet points. After reading, the children are to use the 4 bullet points they wrote down to rewrite the same part of the story I just read aloud. It’s a retelling, but the children must match the style modelled. I do the same thing each day of the week (4 sessions), but obviously change resources and texts. The 4th day, the children write their own from scratch: Beowulf vs the Dragon. They also proofread and edit in partners on the 5th day. PROVIDED/INCLUDED: Session 1 - Grendal’s Thirst for Manflesh Session 1 - Images for LA children Session 1 - Teacher’s Notes ** I tried to post all resources for the week in here, but couldn’t figure out how - too many resources to attach is my guess. So I’m positing them separately. Sorry.

When getting children to write, it is important (if not critical) to give them a high-quality text that the children can: pull vocabulary from study setting/character descriptions get a sense of mood learn about suspense etc. With this text analysis, I have written a 1.5 page document which shows children an amazing example of writing. This story fulfills many different requirements. It could be used: to show suspense writing to show how characters are revealed through dialogue and actions, rather than descriptions to set up a twist ending to show rich descriptions and details to show settings/character descriptions to show rich vocabulary to show depth of characters etc Seriously, each year I read this Text Analysis to the children, I get children asking me to write the next chapter. The children love stories and this provides the children with a solid example of high-quality writing for a purpose. INCLUDED: 1 PDF for the children (2 pages)

This is session 3 from a set that covers descriptive writing. Y5 is such a different year than KS1 and LKS2 that I often have children coming up that do not know how to SHOW, not tell. I hit descriptive writing heavily a few weeks throughout the year and this is one of them. This resource is a week-long plan (4-5 sessions). Here’s how I run the week: I give the children the relevant Session 3 page (text analysis). We go over vocabulary, mood, tone, language, settings, characters, etc. We go over the 4 bullet points that would plan this short bit of the story. We go through a lot. After, I read to them the next part of the story, still from Session 3. The children listen and take notes on vocabulary, or things they liked/descriptions/phrases, etc. They are given time to bullet point this story into 4 simple bullet points. After reading, the children are to use the 4 bullet points they wrote down to rewrite the same part of the story I just read aloud. It’s a retelling, but the children must match the style modelled. I do the same thing each day of the week (4 sessions), but obviously change resources and texts. The 4th day, the children write their own from scratch: Beowulf vs the Dragon. They also proofread and edit in partners on the 5th day. PROVIDED/INCLUDED: Session 3 - Beowulf vs Mother Session 3 - Images for LA children Session 3 - Teacher’s Notes

This is session 2 from a set that covers descriptive writing. Y5 is such a different year than KS1 and LKS2 that I often have children coming up that do not know how to SHOW, not tell. I hit descriptive writing heavily a few weeks throughout the year and this is one of them. This resource is the second part of a week-long plan (4-5 sessions). Here’s how I run the week: I give the children the relevant Session 2 page (text analysis). We go over vocabulary, mood, tone, language, settings, characters, etc. We go over the 4 bullet points that would plan this short bit of the story. We go through a lot. After, I read to them the next part of the story, still from Session 2. The children listen and take notes on vocabulary, or things they liked/descriptions/phrases, etc. They are given time to bullet point this story into 4 simple bullet points. After reading, the children are to use the 4 bullet points they wrote down to rewrite the same part of the story I just read aloud. It’s a retelling, but the children must match the style modelled. I do the same thing each day of the week (4 sessions), but obviously change resources and texts. The 4th day, the children write their own from scratch: Beowulf vs the Dragon. They also proofread and edit in partners on the 5th day. PROVIDED/INCLUDED: Session 2 - Beowulf vs Grendal Session 2 - Images for LA children Session 2 - Teacher’s Notes