Literacy Plus sample unit



Literacy Plus sample unit

DIY writing

In this unit pupils work towards gaining a DIY Master Writer certificate. The focus is on developing a ‘toolkit’ of writing strategies and applying the right skills to each job. The first six lessons address the needs of audience and purpose, and the skills of linking sentences and paragraphs. The next four lessons give pupils the opportunity to use the toolkit to produce independent texts for which they receive a DIY Master Writer certificate. The regular opportunities for self- and peer assessment give pupils the opportunity to internalise and independently apply the skills they have learned.

|Literacy Plus W2 |

|DIY writing |

|Improving writing: organising writing |

|Relevant to: Functional English Level 1 Writing L1.3 |

|Write documents to communicate information, ideas and opinions using formats and style suitable for their audience and |

|purpose. |

|Writing assessment focuses AF1, AF2, AF3, AF4 |

|Framework strands |Unit objectives |Possible pupil targets |

| |Develop their own viewpoint, drawing on |1. Explain who and what my writing is for|

|8.1 Developing viewpoint, voice and ideas|evidence, opinions and the particular | |

| |purpose of the task and their | |

| |understanding of what a personal viewpoint|2. Make choices about what I include in |

| |is in non-fiction texts |my writing, based on the audience and |

| | |purpose |

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|8.5 Structuring, organising and |Make ideas clear by appropriate use of |1. Plan and organise my writing so that |

|presenting texts in a variety of forms on|paragraphs and by choosing from a range of|my reader will be able to follow it |

|paper and on screen |linking words and phrases |easily from beginning to end |

| |Shape the overall organisation, sequence |2. Use paragraphs to organise my writing |

| |and presentation of a text to convey ideas|and use topic sentences to help my reader|

| |clearly and effectively |make sense of the text |

|Overview of lessons |

|Lesson 1 |Introduce the theme of the unit and its objectives |

| |– begin the DIY writing course |

|2 |Audience and purpose |

| |– maintaining a consistent viewpoint |

|3 |Planning for writing |

| |– using a planning tool |

|4 |Paragraphing |

| |– using topic sentences |

|5 |Paragraphing |

| |– connecting sentences and paragraphs |

|6 |Independent planning and writing: house details |

| |– presentation of first DIY Master Writer certificates |

|7 |Independent writing |

| |– peer assessment and feedback on skills applied |

|8 |Independent writing: Year 7 guide |

| |– use of DIY toolkit |

|9 |Independent writing continued |

| |– self-assessment, feedback on progress and targets for next steps |

|10 |Cross-curricular links |

| |– using writing organisation skills in other subjects. Presentation of DIY Master Writer certificates |

|Lesson 1 |DIY writing |

|Lesson |Engage pupils’ interest in the unit topic |

|objectives |Revise the terms ‘audience’ and ‘purpose’ and explore their effects |

|Starter |Explain to pupils that this unit teaches the skills they need to organise their writing effectively. Remind them how |

|10 minutes |much they already know by using resource W2.1. Cut out and jumble up the sentences and ask pairs to put them in order, |

| |discussing how they decided and what clues helped them. Take feedback and focus the discussion on justifying the choices|

| |rather than a right order. |

|Main |Introduction |

|40 minutes |Make the link between organising writing and DIY, i.e. having a building (content) but needing to develop your DIY |

| |skills to make it exactly as you want it (writing organisation). The more skills you have, the more you can control what|

| |your home looks like and how it works for you (fit for audience and purpose) – it’s the same for writing. |

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| |However, we need the right tools for the job. Explain that in this unit pupils are working towards a DIY Master Writer |

| |certificate. |

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| |To fit with the DIY theme use slide W2.2/resource W2.2, to model how a house is organised to reflect its audience and |

| |purpose, for example a family with young children who enjoy having friends round, etc. Ask pupils how a different |

| |audience and purpose in the same house, for example a famous celebrity, very rich, who enjoys partying, might change the|

| |way the house is organised. Take brief feedback. |

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| |Development |1. Using resource W2.3, pupils work in groups of three to decide quickly how they might organise|

| | |the same space for the Robinson family who have just moved into their new house. Audience: Mum, |

| | |Dad, Alex (age 5), Emily (age 11), Grandma and two cats; purpose: the family enjoys cooking, |

| | |Grandma likes her own space, the cats live indoors, children have different interests and needs.|

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| | |Provide pupils with examples of sentence openers, for example: It makes most sense if...; To |

| | |suit...; It fits if.... Ask them to select two rooms and give reasons for their chosen use – |

| | |referring to audience and purpose. Take brief feedback with teaching assistant (TA) supporting a|

| | |specific group. |

| | |2. Link the learning to writing by showing slides W2.3a and W2.3b/resource W2.4 and asking: |

| | |i. Who is the audience for each text? |

| | |ii. What is the purpose of the writing? Find two extracts from each example that helped you |

| | |decide. |

| | |iii. Find one organisational difference between the two pieces and explain the reasons for the |

| | |different ‘construction’. Pupils annotate resource W2.4 for future reference. |

|Plenary |Give out resource W2.5 – The Writing Toolkit front cover and provide wallets for the toolkit. Ask pupils to file their |

|10 minutes |notes on resource W2.4 and explain that over the next five lessons they will be adding different knowledge and skills to|

| |the toolkit. |

Resources: slides W2.2, W2.3a, W2.3b, resources W2.1, W 2.2, W2.3, W2.4, W2.5 and transparent wallets for pupils’ writing toolkits.

Suggested focus words:

i. toolkit, house, skill, writing, reader

ii. purpose, audience, organise, difference, instructions.

|Lesson 2 |DIY writing |

|Lesson |Link audience and purpose to the organisation of writing |

|objectives |Establish and maintain a clear and consistent viewpoint |

|Starter |Using slide W2.4 explain that these images have been selected by a DIY magazine to show that two children live |

|10 minutes |here. Are the choices consistent with this? This is designed to explain the concept of ‘consistency for |

| |purpose/viewpoint’. |

| |Which picture doesn’t seem to show this audience and purpose and why? |

| |In what ways are the other photos suitable? (Look for detail.) |

|Main |Introduction |

|40 minutes |Back at the Robinsons’ house, Grandma has decided to decorate her bedroom. However, she needs a set of |

| |instructions to help her. Discuss the content and organisational features of useful instructions (brief, clearly |

| |structured, friendly, simple, etc.) and list these on a flipchart. Using resource W2.6, read through with the |

| |pupils and, thinking of the audience and purpose, ask them to underline: |

| |anything they feel is in the wrong order or is repetitious |

| |any words that do not fit with the purpose of the writing. |

| |Ask for feedback and encourage the pupils to use appropriate vocabulary, for example: The writer is/is not |

| |consistent here because…; This point fits/doesn’t fit the purpose of the writing because…. |

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| |Tell the pupils that they are now going to write some instructions for the Robinson children. |

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| |Dev Development |Emily and Alex want to make a cup of tea and some toast for Grandma but need help. Using|

| | |shared writing on whiteboard (IWB)/flipchart, establish audience and purpose, record |

| | |ideas, agree the best order and start to draft instructions using the pupils’ |

| | |suggestions. |

| | | |

| | |Ask pupils to refer to the criteria on the flipchart and complete the instructions on |

| | |resource W2.7. Explain that this will show what they have learned about audience and |

| | |purpose and consistency. TA works with targeted pupils to rehearse consistency of |

| | |language in their contributions. Review the instructions – asking pupils to identify |

| | |anything that reminds them of the specific audience and purpose. |

|Plenary |In pairs, ask pupils to identify the audience and purpose of three different pieces of writing they have done |

|10 minutes |recently in school (not English). Show two ‘mystery’ pieces of pupils’ writing from other subjects and ask pupils |

| |to identify audience, purpose and how consistently these are applied. TA to work with identified pupils to find |

| |examples in their work. Congratulate pupils, ask them to put resource W2.7 into toolkit and remind pupils that |

| |next lesson they will tackle a new skill. |

Resources: IWB/flipchart, slide W2.4, resources W2.6, W2.7 and extracts from pupils’ work in different subjects (made into slides), pupils’ writing toolkits.

Suggested focus words:

i. order, purpose, audience, wallpaper, link

ii. instructions, sequence, consistent, decorate, example.

|Lesson 3 |DIY writing |

|Lesson |Use the planning tool to plan and organise ideas before writing |

|objectives |Plan paragraphs and understand the use of topic sentences |

|Starter |Collecting ideas for writing |

|10 minutes |Ask pupils to imagine that they are preparing for a child’s party. Have three buckets drawn on IWB/flipchart and |

| |labelled food, decoration, and entertainment. Give out slips of paper with ideas on that fit the categories above |

| |and ask pupils to ‘drop’ them into the appropriate bucket. Explain that having collected our ideas we now need to |

| |group them together and put them in an effective order. |

|Main |Introduction |

|40 minutes |Show pupils the planning tool on a flipchart/slide W2.5. Say you will practise using it together this lesson and |

| |that they will then have it in their toolkit as a reminder. |

| | |

| |Model the following process using the ideas generated from the starter exercise. Pupils can work on their own |

| |plans at the same time using resource W2.8 so they can keep it for future reference. |

| |The drop: explain that this is where you write all your ideas before writing. Ask pupils to add more ideas for the|

| |party on their plans and swap these extra ideas in pairs. |

| |Model map: each branch of the model map represents a possible category/heading. Model this by writing on one main |

| |branch the word FOOD and then on the smaller branches the specific party food from the drop. Model ticking ideas |

| |off the drop as you add them to the model map. Agree with the class useful headings for the other main branches, |

| |for example decorations, entertainment and ask pupils to fill the smaller branches of their own map with ideas |

| |from their own drop. |

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| |Sequencing ideas: explain that each of the main branches will represent a section or paragraph of the writing and |

| |they now need to decide on the best order for these. Revise the audience and purpose and agree an order for the |

| |paragraphs that would be helpful and engaging for the readers. List the order of paragraphs but emphasise that |

| |there is usually more than one way to organise your writing. Pupils can write this order on their own sheets for |

| |future reference. |

| |Development |Outline what we mean by a topic sentence and its role in telling the reader what the |

| | |paragraph is going to be about. Using an IWB/flipchart, take pupils’ ideas |

| | |(think/pair/share) and agree a topic sentence for two paragraphs. Pupils then decide on |

| | |and write topic sentences for the subsequent paragraphs. |

| | | |

| | |The TA works with a more-able group to identify a further category and, as well as |

| | |agreeing topic sentences, drafts an opening paragraph. |

|Plenary |Ask pupils to think of a sentence to explain the paragraph order chosen. Share a few of these explanations around |

|10 minutes |the class and listen to the opening paragraph from the group which worked with the TA. Pupils put resource W2.8 |

| |into their toolkit. |

Resources: IWB/flipchart, slide W2.5, resource W2.8, pupils’ toolkits.

Suggested focus words:

i. planning, ideas, organise, party, branch

ii. sentence, paragraph, entertainment, decoration.

|Lesson 4 |DIY writing |

|Lesson |Identify topic sentences and understand their purpose |

|objectives |Start to use paragraphs with topic sentences |

|Starter |Tell pupils they are going to practice one of the skills from the toolkit without any help with a tight time |

|10 minutes |limit. Show slide W2.5 and, using a copy of resource W2.8, ask pupils to: |

| |i. complete a drop for tidying the classroom |

| |ii. complete one branch of a model map. |

|Main |Remind pupils that last lesson they were planning and organising their ideas and that in this lesson they are |

|40 minutes |moving on to write the paragraphs. Through discussion (think/pair/share) agree a group definition of the term |

| |paragraph and why they are useful in organising our writing. |

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| |Using slides W2.6a and W2.6b (from Literacy Progress Units – Writing Organisation session 1) revise the term |

| |topic sentence and read the first paragraph of Caring for Pets aloud. Identify the topic sentence, underline it |

| |and repeat with the second paragraph, selecting an appropriate topic sentence. In pairs, ask pupils to identify |

| |and underline topic sentences in the remainder of the text. Take brief feedback to ensure pupils can explain |

| |their choices. |

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| |Development |Explain to pupils that we are going back to the day when the Robinsons moved into their |

| | |house (Lesson 1). |

| | | |

| | |Using resource W2.9, cut up and muddled: |

| | |agree with class what makes most sense as the first paragraph, speaking aloud the |

| | |reasons behind the decision |

| | |pupils work in groups of three to decide an order of events for the rest of the piece |

| | |each pupil glues their own slips onto paper and writes a short explanation for their |

| | |choice of a final paragraph. Pupils store these in their toolkit to keep as a reminder |

| | |and to use next lesson. |

| |Ask pupils to a) identify the topic sentence for the paragraphs and b) explain why they are topic sentences. |

|Plenary |Congratulate pupils and remind them to put their work into their toolkit. Next lesson, a new skill! |

|10 minutes | |

Resources: IWB/flipchart, slides W2.5, W2.6a, W2.6b, resources W2.8 and W2.9, pupils’ toolkits.

Suggested focus words:

i. topic, sentence, paragraph, moving, remember

ii. remove/removal, convention, section, identify.

|Lesson 5 |DIY writing |

|Lesson |Understand how connectives can link paragraphs |

|objectives |Build a repertoire of connectives and begin to use them |

|Starter |Quickly revise the planning skills learned by asking pupils to use the drop and model map, slide W2.5, to plan a |

|10 minutes |piece of writing on My ideal bedroom, decide on the first paragraph and write its topic sentence. |

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| |Ask pupils to swap their plans with a partner and peer assess by identifying two things done well with the |

| |planning tool and one suggestion for making it better. |

|Main |Introduction |

|40 minutes |Recap with the class what they have already collected in their toolkit: Addressing audience and purpose; Using the|

| |planning tool; Starting paragraphs using topic sentences. Explain that this lesson is about ways to: |

| |link paragraphs together using connectives |

| |link sentences together within paragraphs. |

| |Ask pupils for examples of connectives that they use already and record them in a drop on the IWB/flipchart. |

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| |Model how to connect the following simple sentences. |

| |Sam had a cup of tea. Tony picked up the boxes. |

| |Prompt pupils’ thinking further by looking at time sequence connectives, for example lastly, first, next, finally.|

| |Follow this up by showing how you can use connectives at the beginning as well as the middle and end of a |

| |sentence. Pupils collect/copy down the bank of connectives to keep in their toolkit and refer to as they write so |

| |as to avoid repetition. |

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| |Give pupils two different examples of simple sentences to join in as many ways as they can using the bank of |

| |connectives. Let pupils know that this would mean that they are working at a secure level 4 for AF4. |

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| |Development |Recap on what pupils achieved in lesson 4: putting the paragraphs in Moving Day into a |

| | |logical order and underlining topic sentences. |

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| | |Ask pupils to now work in pairs and use two different connectives to make links between |

| | |two paragraphs. |

|Plenary |Ask selected pairs to share the way they made links between their paragraphs then put the resource sheet into the |

|10 minutes |toolkit as well as the bank of connectives. |

Resources: IWB/flipchart, slide W2.5, pupils’ toolkits, a bank of connectives, examples of simple sentences.

Suggested focus words:

i. first, next, while, when, lastly

ii. finally, because, although, therefore, meanwhile.

|Lesson 6 |DIY writing |

|Lesson |Identify how writing organisation skills are used by other writers |

|objectives |Select appropriate skills for organising writing |

|Starter |Congratulate pupils on what they have achieved so far and present their DIY Writing Course certificates. Tell|

|10 minutes |them that the next four lessons will involve working towards their DIY Master Writer certificate for which |

| |they must demonstrate they can use the toolkit and can organise their writing independently. |

|Main |Set the scene that the Robinson family need to move and want us to put together details about the house for |

|40 minutes |potential buyers. Read aloud from the details on resource W2.10/slides W2.7, W2.8 and W2.9. Model how to |

| |identify the toolkit skills that the writer has used by underlining and annotating, for example: |

| |Green = links to audience and purpose |

| |Blue = topic sentence and paragraph order |

| |Red = use of connectives. |

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| |Development |Independent |

| | |Writing estate agent’s details |

| | |Using the previous information on the Robinsons’ house (you may need to add to this) |

| | |ask pupils to revise what they will use to plan the task. Pupils individually plan |

| | |the content, order their paragraphs and begin to write the house details to finish it|

| | |next lesson. |

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| | |Guided |

| | |Teacher/TA to run a guided group and have a bank of phrases to support less-confident|

| | |pupils. |

|Plenary |Ask pupils to read what they have written so far, including their planning, and write down a list of things |

|10 minutes |they will need to do to complete the task next lesson. |

Resources: DIY Writing Course certificates, pupils’ toolkits, slides W2.7, W2.8, W2.9, resource W2.10, coloured pens.

Suggested focus words:

i. which, finally, house, description, information

ii. opportunity, provides, attractive, details, connectives.

|Lesson 7 |DIY writing |

|Lesson |Use skills from the toolkit to plan and write independently |

|objectives |Use peer assessment to identify strengths and areas for improvement in organising writing |

|Starter |The removal van arrived on time. I began to carry boxes out to the men. Put these two sentences on the board and|

|10 minutes |ask pupils to use connectives and link them in three different ways. Remind pupils that they can use connectives|

| |at the start, end or between the sentences. Briefly share a few results. Celebrate where pupils have been |

| |adventurous in their use of connectives to influence meaning. |

|Main |Ask pupils to reread their work from the last lesson and their list of tasks for this lesson. |

|40 minutes | |

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| |Development |Independent |

| | |Remind pupils that the Master DIY Writer certificate they are working towards will |

| | |assess how well they have applied the skills in their toolkit. Give pupils 15 minutes to|

| | |complete the writing started last lesson. |

| | | |

| | |In pairs, pupils read aloud their finished sales details to each other then swap their |

| | |work (including planning notes) and use colours to annotate/underline where they see |

| | |skills from the toolkit being used. This gives a very visual indication of any gaps, for|

| | |example: |

| | |Yellow = planning tool being used |

| | |Blue = topic sentence and paragraph order |

| | |Red = use of connectives |

| | |Green = key words that have been used that link back to purpose. |

| | |Individual support |

| | |TA supports a small number of targeted individual pupils/pairs. |

|Plenary |Pupils look at their annotated work and consider how they have used the toolkit, identifying one strength and |

|10 minutes |one area to improve. |

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| |Note: At this point you will need to decide whether the class is ready to begin lesson 8. If pupils are not yet |

| |confidently using the skills addressed in the toolkit it is better to provide a series of short tasks to |

| |practise and consolidate these skills. This could be done as guided sessions for some pupils. |

Resources: IWB/flipchart, pupils’ toolkits, coloured pens.

Suggested focus words:

i. assess, meaning, sense, understand, progress

ii. improve, produce, strength, weakness, effective.

|Lesson 8 |DIY writing |

|Lesson |Independently demonstrate how to organise writing |

|objectives |Identify own areas for improvement |

|Starter |Whenever the boy walked to the park, he met his friend at the play area. |

|10 minutes |Show the pupils this sentence and ask them to: |

| |identify the connective |

| |use a different connective. What happens to the sentence? How does the sense change? |

| |Use a connective in a different place in the sentence. What other changes do you have to make? |

|Main |Explain to pupils that over this and the next lesson, they are going to plan and complete a piece of independent|

|40 minutes |writing. The aim is to see if they can use the skills they have learned. Ask them to identify one area they |

| |still need to work on so they can assess progress at the end of the lesson. |

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| |Set pupils to plan and start writing an information sheet for new Year 7 pupils (Making a Great Start) to be |

| |published on the school website. To make the task manageable, pupils choose two or three particular |

| |areas/aspects of the school to write about, for example canteen, library/LRC, PE block, dinner times, etc. It |

| |may be helpful to arrange a quick tour of relevant areas of the school before pupils start to write. |

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| |Development |Independent |

| | |Using their toolkit to remind them, pupils plan for the task and write without support. |

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| | |Individual support |

| | |The TA has a key role here to encourage individual pupils to use the toolkit when they |

| | |get ’stuck’. |

|Plenary |Pupils look over their work and identify one of the skills from the toolkit they have used. Share with a partner|

|10 minutes |the area for improvement they identified before writing. Has this improved? |

Resources: IWB/flipchart, pupils’ toolkits.

Suggested focus words:

i. school, canteen, lesson, department, mentor

ii. corridors, library, foyer, queue, targets.

|Lesson 9 |DIY writing |

|Lesson |Independently demonstrate how to organise writing |

|objectives |Use peer-assessment to target improvement in specific skills |

|Starter |Congratulate pupils on what they have achieved so far. As evidence towards their next certificate, ask |

|10 minutes |pupils to write a couple of sentences explaining what they are most proud of, for example: I am pleased |

| |with how I.... and attach this explanation to the relevant work in the toolkit. |

|Main |Give pupils 15 minutes to read through and complete their writing from last lesson on Making a Great |

|35 minutes |Start. Emphasise that they need to be working quietly and independently. |

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| |When time is up pupils work with a ‘response buddy’ who picks out, through underlining, where the pupil |

| |has used skills from the toolkit. Use the checklist from lesson 7 and slide W2.10 to score as follows: |

| |Audience and purpose identified = 1 point |

| |Planning tool is used = 1 point |

| |Paragraphs in logical order = 1 point |

| |Topic sentences used = 1 point |

| |Connectives link paragraphs = 1 point |

| |Total = 5 points |

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| |Ask pupils to feed back to their partners with the score and reasons for this. |

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| |Individual support |

| |TA supports targeted pairs for this activity. |

|Plenary |Pupils pass their work around the class and read at least two other pieces of writing. Ask them to |

|15 minutes |identify someone who has used an aspect of the planning tool well. |

Resources: pupils’ toolkits, checklist from lesson 7, slide W2.10, coloured pens.

Suggested focus words:

i. target, improve, order, useful, independent

ii. response, reason, evidence, effective, logical.

|Lesson 10 |DIY writing |

|Lesson |Apply the skills learned to written work in other school subjects |

|objectives | |

|Starter |Ask pupils to recall three writing tasks they have been set in other subjects. For one of these tasks ask|

|10 minutes |them to identify something: |

| |they found simple |

| |that was a challenge |

| |that the toolkit helped them with. |

| |Note: This will obviously be most productive if pupils have come to the lesson prepared with examples. |

|Main |Share the APP generic grids for AFs 1–4, resource W2.11 and slides W2.11a and W2.11b, which identify |

|40 minutes |level 4 criteria. Choose a short piece of writing and talk through the criteria as it applies to the |

| |writing. |

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| |Explain to pupils that by the end of the lesson they will be receiving their Master DIY Writer |

| |certificate. Before this, their final task is to demonstrate that they will use the same skills when |

| |writing in other lessons. Select a topic in history or geography that pupils are studying and choose a |

| |writing task that would need pupils to use the skills in their toolkit, for example empathetic writing or|

| |explanations. |

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| |Give pupils 20 minutes to plan and write on their own. When the time is up ask pupils to self-assess and |

| |annotate their writing for evidence of skills in the toolkit. Teacher to assess the writing using the APP|

| |grids and set individual and class targets to share with individual pupils next lesson. |

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|Plenary |Invite the headteacher/subject leader to present the final DIY Master Writer certificates to all pupils. |

|10 minutes | |

Resources needed: an example of a pupils’ writing in another subject, a writing task pupils are set in history or geography, resource W2.11/slides W2.11a, W2.11b, DIY Master Writer certificates.

Suggested focus words:

i. clear, vocabulary, lively, point of view

ii. accurate, imaginative, thoughtful, punctuation, relevant.

Teacher notes

Using the planning tool Resource W2.8

The drop

Explain that the drop is where the pupils literally write all their ideas down. At this stage it is not important whether or not an idea is totally relevant.

Show them that you have begun to drop some ideas for the party but need some more ideas.

Ask pupils to add to the drop, then in pairs swap their ideas. Add any other ideas from their partner to their own drop using a different colour. The purpose of this is to show that we all have different ideas; it is not about having the same ideas but about organising our ideas effectively.

Model map

A model map is where we begin to group our ideas together. Each branch of the model map represents a possible category/heading. Model this for the pupils by writing on the branch FOOD and on the smaller branches write down relevant ideas from the drop. Tick them off the drop as you add them to the model map.

Now agree with the class any other headings for the main branches, for example:

▪ DECORATIONS

▪ ENTERTAINMENT.

Ask pupils to fill the smaller branches with ideas from their own drop.

Sequencing ideas

Explain that each of the main branches represents a section of their writing. However, they need to decide on the best order. Remind them what the writing task is, and the audience and purpose. Pupils now write down the sequence and agree a topic sentence for each paragraph.

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