Writing
Friday 2nd December
Learning Intention: We are learning to write effective dialogue that enhances a narrative and has correct punctuation.
Learning Intention: We are learning to write effective dialogue that enhances a narrative and has correct punctuation.
Monty the Penguin:
Inspired by this video, write a short conversation between a small child and his or her favourite toy.
REMEMBER: First you will brainstorm what your characters are like first, like we did the other day, focusing on mannerisms, appearance and personality traits.
REMEMBER: First you will brainstorm what your characters are like first, like we did the other day, focusing on mannerisms, appearance and personality traits.
As well as these four punctuation rules:
- Use descriptive sentences as well as dialogue to show us what the characters are like.
- You don't need a dialogue tag for every single bit of speech, it just needs to be clear who is speaking!
Effective use of Dialogue
Thursday 23rd November:
Learning Intention: We are learning to use punctuation correctly around dialogue.
Learning Intention: We are learning to use punctuation correctly around dialogue.
Friday 25th November:
Learning Intention: We are learning to use punctuation correctly around dialogue.
Punctuation around dialogue Kahoot
Monday 28th November:
Learning Intention: We are learning to use punctuation correctly around dialogue.
1. Use this interactive tool to generate two characters and a setting.
2. Write a conversation between these characters.
3. Use your iPad to record your conversation (use different voices for your two characters if you like!)
4. Listen back to your recording to check that it makes sense!
5. Finished? Swap with a partner and listen to the recordings while reading along in your writing book. Edit/revise your writing together.
Learning Intention: We are learning to use punctuation correctly around dialogue.
Punctuation around dialogue Kahoot
Monday 28th November:
Learning Intention: We are learning to use punctuation correctly around dialogue.
1. Use this interactive tool to generate two characters and a setting.
2. Write a conversation between these characters.
3. Use your iPad to record your conversation (use different voices for your two characters if you like!)
4. Listen back to your recording to check that it makes sense!
5. Finished? Swap with a partner and listen to the recordings while reading along in your writing book. Edit/revise your writing together.
Tuesday 29th November:
Learning Intention: We are learning to write effective dialogue that enhances a narrative and has correct punctuation.
Learning Intention: We are learning to write effective dialogue that enhances a narrative and has correct punctuation.
1. Choosing characters.
With your partner, choose a pair of characters:
With your partner, choose a pair of characters:
player and coach
movie star and their biggest fan
police officer and someone caught speeding
teacher and student
waiter and diner
fireman and someone stuck up a tree
principal and student
hairdresser and client
teacher and parent
little sister and big sister
driving instructor and student driver
reporter and accident witness
a dog person and a cat person
grocery shopper and checkout person
flight attendant and passenger
four year old tantrum-thrower and mother
movie star and their biggest fan
police officer and someone caught speeding
teacher and student
waiter and diner
fireman and someone stuck up a tree
principal and student
hairdresser and client
teacher and parent
little sister and big sister
driving instructor and student driver
reporter and accident witness
a dog person and a cat person
grocery shopper and checkout person
flight attendant and passenger
four year old tantrum-thrower and mother
2. Develop your characters.
Create a Popplet for each character to brainstorm what they are like - include their appearance, mannerisms & personality traits like in the one we did together as a class.
Create a Popplet for each character to brainstorm what they are like - include their appearance, mannerisms & personality traits like in the one we did together as a class.
Developing Character Traits - Mannerisms
by Tina Morgan: http://www.fictionfactor.com/articles/mannerisms.html
Mannerisms are those unique little gestures and movements we make that set us apart from those around us. They are ingrained into our subconscious and we rarely realize we're doing them. Often we learn these traits from a beloved caregiver or other influential people in our lives.
Rounding out a character involves more than just relating their conscious actions. What do they do when they're nervous, happy, scared, bored or angry? Does the antagonist crack his knuckles right before he becomes violent? Does the protagonist twirl her hair between her fingers when she's concentrating? There are a wide variety of mannerisms.
1) tapping a foot
2) chewing the inside of the cheek
3) biting fingernails
4) greeting everyone with a hug or handshake
5) a quick smile in greeting or nervousness
6) a toss of the head
7) lowering the eyes flirtatiously or timidly
8) running fingers through hair
9) snapping fingers or cracking knuckles
10) blowing breath out through the mouth in exasperation
These are just a few to help you think about your own idle gestures and how you can incorporate them into your writing. Mannerisms can also help to identify the current mood of your characters. An angry character who does not wish to show her anger through voice may still inadvertently give her mood away by her actions.
Here's an example:
"You're angry with me, aren't you?" John tried to meet her gaze, but she continued to stare down at her needlepoint.
"No I'm not," she said quietly. The needle stabbed viciously into the soft cloth.
John chewed on his top lip, then stopped when he recognized it as being a trait his father used when he was nervous. It was a trait that has always annoyed him, and yet he could not help but emulate it. "Then why won't you talk?"
The silver needle darted into the fabric again. "Because you lie to me." Another silver flash. "Because you don't listen to me anyway, and because..." She drew her breath in sharply as the needle embedded into the soft flesh of her thumb.
If you observe your co-workers, friends or classmates throughout the course of the day, you should see many interesting mannerisms that you might be able to use in your story. Remember, just as the real people you observe make these movements without thinking about them, your reader should be able to read about your character's mannerisms without really thinking about them. Mannerisms can help your reader visualise your characters with greater clarity. A few well placed nervous ticks can help define who your character is, but like any good thing, mannerisms should be used with care and discretion. Rather like chocolate. A little can satisfy a craving for sweets, too much can lead to longer periods of time on the treadmill.
by Tina Morgan: http://www.fictionfactor.com/articles/mannerisms.html
Mannerisms are those unique little gestures and movements we make that set us apart from those around us. They are ingrained into our subconscious and we rarely realize we're doing them. Often we learn these traits from a beloved caregiver or other influential people in our lives.
Rounding out a character involves more than just relating their conscious actions. What do they do when they're nervous, happy, scared, bored or angry? Does the antagonist crack his knuckles right before he becomes violent? Does the protagonist twirl her hair between her fingers when she's concentrating? There are a wide variety of mannerisms.
1) tapping a foot
2) chewing the inside of the cheek
3) biting fingernails
4) greeting everyone with a hug or handshake
5) a quick smile in greeting or nervousness
6) a toss of the head
7) lowering the eyes flirtatiously or timidly
8) running fingers through hair
9) snapping fingers or cracking knuckles
10) blowing breath out through the mouth in exasperation
These are just a few to help you think about your own idle gestures and how you can incorporate them into your writing. Mannerisms can also help to identify the current mood of your characters. An angry character who does not wish to show her anger through voice may still inadvertently give her mood away by her actions.
Here's an example:
"You're angry with me, aren't you?" John tried to meet her gaze, but she continued to stare down at her needlepoint.
"No I'm not," she said quietly. The needle stabbed viciously into the soft cloth.
John chewed on his top lip, then stopped when he recognized it as being a trait his father used when he was nervous. It was a trait that has always annoyed him, and yet he could not help but emulate it. "Then why won't you talk?"
The silver needle darted into the fabric again. "Because you lie to me." Another silver flash. "Because you don't listen to me anyway, and because..." She drew her breath in sharply as the needle embedded into the soft flesh of her thumb.
If you observe your co-workers, friends or classmates throughout the course of the day, you should see many interesting mannerisms that you might be able to use in your story. Remember, just as the real people you observe make these movements without thinking about them, your reader should be able to read about your character's mannerisms without really thinking about them. Mannerisms can help your reader visualise your characters with greater clarity. A few well placed nervous ticks can help define who your character is, but like any good thing, mannerisms should be used with care and discretion. Rather like chocolate. A little can satisfy a craving for sweets, too much can lead to longer periods of time on the treadmill.
3. Choose a conflict.
Now that you have imagined your characters, brainstorm some conflicts they might have. Choose the most interesting one and start talking / acting out a conversation between the characters.
Now that you have imagined your characters, brainstorm some conflicts they might have. Choose the most interesting one and start talking / acting out a conversation between the characters.
4. Writing the dialogue.
Write the words each character says on strips of coloured paper - a different colour for each character. (Use speech marks but don't worry yet about dialogue tags yet, eg: Sam cried, Sophie asked etc.). You will have five strips of paper per character.
Write the words each character says on strips of coloured paper - a different colour for each character. (Use speech marks but don't worry yet about dialogue tags yet, eg: Sam cried, Sophie asked etc.). You will have five strips of paper per character.
5. Descriptive language to show what the character is like.
Use two or three strips of GREEN paper per character. Use these strips to add action or descriptions that show the characters'...
Mrs. Cramer's eyes glowed like the devil's as Calvin walked into class.
She crossed her arms and tapped her foot.
Calvin looked at his shoes as he continued with his story, only allowing his eyes to peek at his audience once.
"Thank you, friends," mumbled Calvin humbly, nodding his head toward his classmates and heading toward his seat in the back.
After reading these sentences we should have a good idea of what you wrote in your Popplet about that character.
Use two or three strips of GREEN paper per character. Use these strips to add action or descriptions that show the characters'...
- appearance
- mannerisms
- personality traits
Mrs. Cramer's eyes glowed like the devil's as Calvin walked into class.
She crossed her arms and tapped her foot.
Calvin looked at his shoes as he continued with his story, only allowing his eyes to peek at his audience once.
"Thank you, friends," mumbled Calvin humbly, nodding his head toward his classmates and heading toward his seat in the back.
After reading these sentences we should have a good idea of what you wrote in your Popplet about that character.
6. Add dialogue tags
We don't need too many dialogue tags, or the writing will get even more repetitive and boring. We just need enough tags to make it clear who is speaking.
Once you have added the dialogue tags, read over your whole paragraph of writing together and make sure that it makes sense! Is it always clear who is talking? Do you need to make it a bit less repetitive? Is every sentence ESSENTIAL or can you remove some of them?
Once you have added the dialogue tags, read over your whole paragraph of writing together and make sure that it makes sense! Is it always clear who is talking? Do you need to make it a bit less repetitive? Is every sentence ESSENTIAL or can you remove some of them?
7. Write the story!
Once you are both happy with your dialogue, it's time to write the story out. You can do this on your iPad or in your English book. Take a photo of your whole paragraph made up of coloured strips, then separately write the story. When you finished, meet back with your partner and compare your stories. Edit them together so you are both happy that your punctuation is correct.
Once you are both happy with your dialogue, it's time to write the story out. You can do this on your iPad or in your English book. Take a photo of your whole paragraph made up of coloured strips, then separately write the story. When you finished, meet back with your partner and compare your stories. Edit them together so you are both happy that your punctuation is correct.
8. Success Criteria:
With your partner, read through this checklist and revise your writing as needed. When you finish, upload a photo of your completed writing to your Weebly.
With your partner, read through this checklist and revise your writing as needed. When you finish, upload a photo of your completed writing to your Weebly.
- Is it clear who is speaking?
- Did we show the characters’ personalities?
- Does the dialogue sound natural?
- Is all of the dialogue ESSENTIAL?
- Did we use variety of sentence structures?
- Did we use a variety of dialogue tags?
Discussion Texts
Wednesday 9th November:
Learning Intention: We are learning to identify the features of a discussion text.
Learning Intention: We are learning to identify the features of a discussion text.
In co-operative learning groups, read and annotate your allocated discussion text. Look in particularly at the structure and persuasive features used... think: WHAT was being argued, and HOW?
"Has the time come to ban cars from the centre of towns and cities?"
Group 1: Will, Travis, Indie & Felicity
Group 2: Mylea, Tye, Liam, Mackenzie
Group 3: Navneet, Mikaila & Jaz
"Should mobile phones be banned in schools?"
Group 4: Indigo, Jaymee, Riley, Danny
Group 5: Emily, Jayden, Grady, Melissa
"Age restrictions on fast food."
Group 6: Erika, Daniel, Callum & Tilli
Group 7: Hannah, Tristan & Josh
"Has the time come to ban cars from the centre of towns and cities?"
Group 1: Will, Travis, Indie & Felicity
Group 2: Mylea, Tye, Liam, Mackenzie
Group 3: Navneet, Mikaila & Jaz
"Should mobile phones be banned in schools?"
Group 4: Indigo, Jaymee, Riley, Danny
Group 5: Emily, Jayden, Grady, Melissa
"Age restrictions on fast food."
Group 6: Erika, Daniel, Callum & Tilli
Group 7: Hannah, Tristan & Josh
Monday 14th November:
Learning Intention: We are learning to understand the structure of discussion texts.
Learning Intention: We are learning to understand the structure of discussion texts.
Punctuation around dialogue pre-assessment: Re-write this paragraph adding in correct punctuation. This will be used as a pre-assessment for some work on dialogue that we will be completing over the next fortnight.
Your task: Using what we have discussed as a class, answer the questions to analyse this text.
Partners: Travis & Tristan, Tye & Liam, Daniel & Grady, Mikaila & Felicity, Jaymee & Emily
With Miss Brown: Melissa, Jayden, Indie & Josh.
Everyone else: Independent!
Finished?
Tye, Will & Riley --> Spelling Tests.
Callum & Travis ---> On Demand.
Everyone else ---> On Demand OR finishing off tasks.
Partners: Travis & Tristan, Tye & Liam, Daniel & Grady, Mikaila & Felicity, Jaymee & Emily
With Miss Brown: Melissa, Jayden, Indie & Josh.
Everyone else: Independent!
Finished?
Tye, Will & Riley --> Spelling Tests.
Callum & Travis ---> On Demand.
Everyone else ---> On Demand OR finishing off tasks.
Tuesday 15th November:
Learning Intention: We are using an appropriate structure and balanced arguments to write a discussion text.
Learning Intention: We are using an appropriate structure and balanced arguments to write a discussion text.
Wednesday 16th November:
Symbolism in Poetry
Monday 7th November
Learning Intention: To write a poem using symbolism to evoke a vivid picture.
Learning Intention: To write a poem using symbolism to evoke a vivid picture.
Tuesday 8th November
Learning Intention: To write a poem using symbolism to evoke a vivid picture.
Whole class: Watch this video.
Learning Intention: To write a poem using symbolism to evoke a vivid picture.
Whole class: Watch this video.
Independent task: Finish your poem, remembering to use symbolism of COLOUR to evoke a vivid picture. Try to use imagery in your poem, like in the video. When you finish, show Miss brown, then you can publish it! Make it look good! Then post it on your Weebly with a short reflection.
Speech Writing
Wednesday 1st November
Learning Intention: To develop an understanding of Dr Martin Luther King Jr and the role he played in history.
Learning Intention: To develop an understanding of Dr Martin Luther King Jr and the role he played in history.
After watching as a whole class, complete your graphic organiser about MLK.
(You may need to watch the "Martin's Big Words" clip again to help.)
(You may need to watch the "Martin's Big Words" clip again to help.)
Thursday 2nd November
Learning Intention: To plan a speech inspired by Martin Luther King's "I Have a Dream".
Learning Intention: To plan a speech inspired by Martin Luther King's "I Have a Dream".
Read MLK's speech here
In your co-operative learning group, read your allocated poem from the slideshow below and discuss:
1. What did this writer do well in their speech?
2. How could you improve this writer's speech?
3. Idea development: What are the BIG ideas in this speech?
4. Word choice: Which lines do you think had the biggest impact in this speech?
1. What did this writer do well in their speech?
2. How could you improve this writer's speech?
3. Idea development: What are the BIG ideas in this speech?
4. Word choice: Which lines do you think had the biggest impact in this speech?
Editing & Revising
Tuesday 1st November
Learning Intention: To reflect on the editing and revising process you have undertaken with your fairytale narrative.
1. Publish your final copy of your fairytale narrative, taking into account my feedback.
2. Meet with me for a conference to discuss my feedback.
3. Print your finished narrative.
4. Upload your finished narrative to your Weebly. You could present this by creating a Book in Book Creator, creating a movie in iMove or Explain Everything, or just by uploading images to your Weebly and text to explain. It is up to you, but it needs to be high quality and must include:
Learning Intention: To reflect on the editing and revising process you have undertaken with your fairytale narrative.
1. Publish your final copy of your fairytale narrative, taking into account my feedback.
2. Meet with me for a conference to discuss my feedback.
3. Print your finished narrative.
4. Upload your finished narrative to your Weebly. You could present this by creating a Book in Book Creator, creating a movie in iMove or Explain Everything, or just by uploading images to your Weebly and text to explain. It is up to you, but it needs to be high quality and must include:
- Photos of your first draft (handwritten).
- Your Explain Everything with your plot graph.
- Photos of the narrative along the way (eg: with your revising notes on your handwritten copy, or the printed copy with your editing notes and my feedback).
- The final product.
- A detailed reflection on the revising and editing process:
- How you revised and edited your narrative (what did you change?)
- Why your revisions made your narrative more interesting to read.
- How successful you think you were at improving at your particular goal
- A reflection of your effort.
Tuesday 25th October
Learning Intention: To edit my narrative.
Learning Intention: To edit my narrative.
In a small group of peer editors, you are going to pass your story around the circle, focusing on editing one aspect of your story at a time. Remember to sign your name on the writer's checklist to show which aspect you edited.
1. Spelling. Circle words that you believe are incorrect. Fix any up that you can!
2. End punctuation. Add, change or remove any punctuation to make sure it makes sense. If not sure what to do but you think it needs editing, put a P in a circle to tell the writer to check their punctuation at this point!
3. Apostrophes and commas. (See pics below). Remember: Apostrophes are not needed for plurals!!!!
1. Spelling. Circle words that you believe are incorrect. Fix any up that you can!
2. End punctuation. Add, change or remove any punctuation to make sure it makes sense. If not sure what to do but you think it needs editing, put a P in a circle to tell the writer to check their punctuation at this point!
3. Apostrophes and commas. (See pics below). Remember: Apostrophes are not needed for plurals!!!!
4. Capitals. Add any that are missing (check start of sentences but also proper nouns!) and remove any extras.
5. Grammar: do the sentences make sense? Do they go on for too long? Are they too short and not full sentences? Fix up what you can (write a suggestion for how to fix it above) or if you are not sure, draw two question marks: ?? to tell the writer to check for meaning.
When you receive your own work back, read through the suggested edits. Take a photo of your writing with these edits on it (and save to Google Drive).
Then: return to your iPad and edit your writing using the suggestions from your peers.
5. Grammar: do the sentences make sense? Do they go on for too long? Are they too short and not full sentences? Fix up what you can (write a suggestion for how to fix it above) or if you are not sure, draw two question marks: ?? to tell the writer to check for meaning.
When you receive your own work back, read through the suggested edits. Take a photo of your writing with these edits on it (and save to Google Drive).
Then: return to your iPad and edit your writing using the suggestions from your peers.
Monday 24th October
Learning Intention: To annotate how I plan to revise and improve my narrative.
Learning Intention: To annotate how I plan to revise and improve my narrative.
Goals for Revision of Fairytale Narratives:
(you will be meeting in a small focus group about this goal at some stage today)
Increasing the suspense / tension
Creating a more satisfying ending
Adding more detail / showing rather than telling
(you will be meeting in a small focus group about this goal at some stage today)
Increasing the suspense / tension
Creating a more satisfying ending
Adding more detail / showing rather than telling