Y6 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.
- Using a wide range of devices to build cohesion within and across paragraphs.
- 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.
- Proof-read for spelling and punctuation errors.
- To read and internalise the model text
- To identify and define new vocabulary
- To understand the structure of a wishing tale
- To box up the model text
- To create mood using pathetic fallacy
- To correctly punctuate direct speech
- To use adverbials
- To contribute to a shared write
- To innovate the model text with own ideas
- To write independently using the skills taught
What we want children to know and the skills necessary to achieve this:
- How to write for a range of purposes and audiences
- Effective ways of describing characters, settings and atmosphere
- How to create cohesion within and between paragraphs
- How to use dialogue to convey the character and advance the action
- Proofread and check for errors
- Edit and assess the effectiveness of own writing
- Plan their own composition
- Punctuate dialogue
- Use compound and complex sentences
- Use expanded noun phrases
- Add in the listener’s/speaker’s reaction
- Vary the position of the reporting clause
- Include pathetic fallacy
- Change sentence length for effect
Unfamiliar, text-specific words highlighted by the children (never heard the word); direct speech; parenthesis; hyphens; verb tense; adverbials; cohesion; commas; subordinate conjunction; coordinating conjunction; modal verbs; modal adverbs; relative clauses