t02w08 flipchart-writing

Igniting Writing: Margaret Wild

Learning intention:To identify and use personification in our writing.

Success criteria:1. I must describe what

personification is.2. I should be able to identify

examples of personification in texts.

3. I might be able to create my own examples of personification.

Turn-and-talk!Recap from the last lesson. What did we learn about ‘personification’? How did you incorporate ‘personification’

into your draft?

LI: To identify and use personification in our writing.




Remember, your task was to write as if you are the animal in the style of Margaret Wild. That means you

must use some of the techniques we have learnt about.

Turn-and-talk!Think of your endangered or extinct animal. If somebody came into your home and destroyed it, how would you feel? What powerful words

could you use to describe your feelings?



The Dream of the Golden Toadby Jayden Spudvilas-Powell

Trapped, ruined, suffocated.Pools of waste and toxic sludge.

The poison is part of me.

Blackened bits of bone and ash.The mouth the marsh wails.

Death is all around me.

My family, my home.Gone.

Stop and listen!Here is an example from Mr Spud of how you might write in as if you are

an extinct animal. He used four literary devices and strategies in The Dream of the Golden Toad. Can you spot them all?



The Dream of the Golden Toadby Jayden Spudvilas-Powell

Trapped, ruined, suffocated.Pools of waste and toxic sludge.

The poison is part of me.

Blackened bits of bone and ash.The mouth of the marsh wails.

Death is all around me.

My family, my home, myself.Gone.

Stop and listen!Since Margaret Wild tries to say a lot in as few word as possible, Mr Spud tried to do the same by writing a short piece with many literary devices within about the Golden

Toad. The Golden Toad became extinct due to human pollution.

Did you spot all of the literary devices that Mr Spud used in this 38-word story?

powerful words

alliterationpersonification

repetition



Here is an example of how Mr Spud published his piece using digital technology.

Turn-and-talk!What publishing

strategies can you see in this piece of writing?

Your task today!Continue drafting your story, then

get going with publishing your writing.



Come and see us when you are ready to publish, but check to see if you have these things before you see us…

- Have I revised my writing using ARMS?- Have I edited my writing using CUPS?- Do I have an interesting title?- Have I used personification somewhere?- Have I tried to write in the voice of my

animal?

Let’s reflect!Gallery walk. Walk around the room and read one other person’s writing. Discuss any interesting things you noticed after.

If you are not finished, that is okay! Place any unfinished published pieces into your Writing Folder.

You might have time to come back to it later on.




Learning intention:To create an interesting lead to a story.

Success criteria:1. I must explain what a lead is.2. I should be able to create a

where, where, what lead. 3. I might be able to explain why

interesting leads are important.


LI: To create an interesting lead to a story.

Turn-and-talk!What is a ‘lead’? Why are

interesting leads important to a good

story?

Leads are the words that we use to start a story. They are important in drawing the reader in to a story. Overused

leads like ‘one day’ and ‘once upon a time’ are not terribly exciting.

Margaret Wild has a great strategy to use when creating an interesting lead to a story…

WHERE, WHERE, WHAT



“On a tiny island, in the middle of nowhere, there

was a tree.”



Stop and listen!We are going to think of our own examples using the WHERE,

WHERE, WHAT lead. Here are some more examples below:

Inside a hot volcano, near a ring of islands, lived a fearsome dragon.

In a tiny cottage, at the end of a laneway, lived a grumpy old man.

In a pond, among some grass, there was a mysterious key.


Your task today!Experiment with WHERE, WHERE, WHAT leads

in your Writer’s Notebooks.

If there is time, see if you can go back to a previous piece of writing and edit in a

WHERE, WHERE, WHAT lead.


Let’s reflect!Share your WHERE, WHERE, WHAT leads with a

partner.


Then… Stop and listen!Add the language device ‘interesting leads’ to the anchor

chart on Margaret Wild.



Learning intention:To use talking marks correctly in dialogue.

Success criteria:1. I must know what speech marks

look like.2. I should be able to use speech

marks in my writing to show where my characters are talking.

3. I might be able to use synonyms for the word ‘said.’

Turn-and-talk!What did we learn from the

previous lesson about interesting leads? Why do we

use interesting leads?

LI: To use talking marks correctly in dialogue.


Dialogue is a fancy word that means talk between

characters.


dialogue

Talking marks are used to show where dialogue is taking place.

“ ” ‘ ’orLI: To use talking marks correctly in dialogue.

Dialogue is an important part of Margaret Wild’s texts. In Tanglewood, dialogue was used to build the relationship between Seagull and Tanglewood. In other cases, dialogue was used to show the character’s inner thoughts.


dialogue

Building a relationship between characters

Character’s inner thoughts



dialogueMargaret Wild uses the verb ‘said’ to show dialogue. She also uses some vivid verbs instead of ‘said’ in some parts

of Tanglewood.

Turn-and-talk!What other words could you use instead of ‘said’?



Your task today!Create your own sentences involving dialogue between

two characters and write them in your Writer’s Notebook. Make sure you use TALKING

MARKS!

Try to use interesting synonyms for ‘said.’ Here are

some examples:

“What did you learn today?” Ms Matthews

enquired with curiosity.

After a moment’s passing, Sabawoon

revealed, “We learned how to use talking

marks to show dialogue. I even made my own examples!”

Success looks like…

admitted cackled whispered

roared mumbled shouted


Let’s reflect!Share your examples of dialogue with a partner. Did you use talking marks? Which interesting synonyms

did you use instead of ‘said’?


Then… Stop and listen!Let’s write down ‘dialogue’ as a language device that

Margaret Wild uses on our class anchor chart.



Learning intention:To use repetition to add emphasis to a story.

Success criteria:1. I must recall what repetition

means.2. I should be able to think of

examples of repetition. 3. I might be able to use repetition

to draw attention to important points in my story.

Turn-and-talk!What do we recall about

dialogue? Why is dialogue important to use in a story?


LI: To use repetition to add emphasis to a story.

Today we are going to revise a literary device we learned last week, called…



repetition


repetition Repetition has been used in all three texts by Margaret Wild that we have

looked at so far.


“With Magpie clinging to his back, he races through the scrub, past the stringy barks, past the clumps of yellow box trees, and into blueness.”

“Run with me through trees of striply bark, run with me over creeks of flickering fish, run with me where the snow falls slow.”

“Sometimes Tanglewood saw birds streaming past, and it called, ‘I am here! Come and nest in my branches.’ Sometimes Tanglewood saw dolphins leaping, and it called, ‘I am here! Come and talk to me.”



Stop and listen!Let’s make a shared writing example of

repetition to show how it can be used to draw attention to something (e.g., Tanglewood’s

loneliness).

Turn-and-talk!What effect does ‘repetition’ have on you, as the reader?


Your task today!You are going to plan and begin drafting a narrative today. The topic of choice is up to you but you must plan to use in

your story somewhere!

You will have the next Writing session to work on this too. Good

luck!


There are lots of ways to plan. Popplet is one way

you could plan your writing.

repetition


Let’s reflect!Draw a coloured circle on the page your wrote on today to show how

much you understood about repetition. Did you plan to use repetition in your Writing Plan?


t02w08 flipchart-writing

Documents