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Cotmanhay Junior School

Safe, Happy Learning

Wishing tale

Y5 – Wishing tale


National curriculum content

  • 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.
  • In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
  • 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
  • Précising longer passages.
  • Using a wide range of devices to build cohesion within and across paragraphs.
  • Assessing the effectiveness of their own and others’ writing.
  • Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
  • Ensuring the consistent and correct use of tense throughout a piece of writing.
  • Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
  • Proofread for spelling and punctuation errors.


Lesson objectives

  • To read and internalise the model text.
  • To create a text map of the model text.
  • To use reading comprehension strategies to understand the text.
  • To understand the organisation of a wishing tale.
  • To understand key vocabulary and definitions.
  • To recognise key text features.
  • To use new grammatical features in a short burst write.
  • To contribute to a shared write.
  • To innovate the model text with my ideas.
  • To write independently using the skills taught.
  • To use commas to clarify meaning.
  • To use a wider range of cohesive devices.


What we want children to know and the skills necessary to achieve this:

  • To write for a range of purposes and audiences.
  • To describe characters, settings and atmosphere.
  • To check for cohesion within and between paragraphs.
  • To use punctuated dialogue
  • To use descriptive features: personification and similes
  • To show not tell characters’ feelings
  • To mark independent clauses using semi-colons
  • To proofread and check for errors and edit/assess the effectiveness of their own writing.


Grammar and Punctuation Vocabulary

Dialogue, show not tell, independent clause, semi-colon


Topic Vocabulary

Shabby, humble, scowled, tentatively, uttered, glancing, furtively, lashing, gnawing, compensation, cheque, drenched, redeemed, turmoil, spiralled