by Louise Banks,
Assistant Lead Teacher of English
Assistant Lead Teacher of English
The LO for this Y9 lesson was: Can I write a successful piece of descriptive writing?
Often students do not understand the importance of planning
for extended pieces of writing and overall they are reluctant to plan. As I
wanted them to plan but without realising that they were actually planning I
engaged them in creating the word carpet (or cloth, depending on the space you have
available.)
Students were shown a short clip of a battle scene and
whilst they watching this they were asked to imagine if they were in that
battle what would they be able to see, hear, feel, smell and taste. On the table
in front of them was a pile of blank sheets of paper. They were asked to write
one idea from the above on a separate sheet of paper ( i.e metallic mud, blood
curdling cries) and to place these on
the table in front of them. As they were working in groups, these soon filled
the desk or floor with many different ideas. They were also instructed, as a
challenge, to convert their ideas into similes, metaphors or to use interesting
adjectives, verbs, adverbs etc ( i.e the mist was like hell’s steam)
Once this task was complete, as a group, they were asked to
review the ideas and verbally describe the battle to one another using the
ideas on the word cloth/carpet. Each member was given a number and when it was
their turn they were given a set amount of time to speak i.e 30 seconds.
After this they were then asked to choose their five
favourite ideas and place them in front of them. Once they had these ideas they
were then set the task to write a descriptive piece of writing using the ideas
in front of them and, of course, success criteria from the mark scheme.
AO6
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I am using varied punctuation.
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I am using different sentence forms.
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I am using standard English.
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I am using varied vocabulary.
AO5
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I know who I am writing for.
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I am using paragraphs.
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I am using varied techniques.
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I am using varied sentence lengths
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