Brightstorm by Vashti Hardy - A Book Based Unit Ages 9-11 - Lesson Planning

Year: 5/6 Lesson
objective: I am
Resources: Brightstorm Chapter 1, resource sheets 1a – 1d
learning to use
Book Title & Author: Brightstorm: A Sky-Ship Adventure by Vashti Hardy authenticating
vocabulary to
Publisher and Year: Scholastic, 2018 create believable items in fantasy
writing.
Hardback or Paperback: Paperback Edition: 1
Lesson Number: 1
Literacy Shed Clip Link (if necessary):
Hook into Read chapter one of Brightstorm, using VIPERS questions to support understanding. Ask the
Session/ children to use their retrieval skills to find where the novel was set. Do they think that Lontown
is a real place? Does it remind them of anywhere? Do they think the novel is set in the present
day or is it a historical setting? What are the clues? What are the similarities between Victorian
London and Lontown? What are the differences? Ask the children to consider how vocabulary
Opening
choices have helped to create these impressions of Lontown. Which words and phrases make it
Activities
appear historical? Which words and phrases show the differences between Lontown and old-
fashioned London? How has the author made the airships and world of exploration seem real?
Some of the authenticating vocabulary is real, some is made up using root words or by
manipulating associated vocabulary. Model to the children how context clues and etymology
can help decipher word meaning e.g. uniscope – uni means one (unicorn, unicycle), scope
means viewing instrument (telescope, periscope). Ask the children to use resource 1a to create
a glossary e.g. uniscope – a long, cylindrical viewing instrument with one lens, used for looking
at distant objects. Support: Give children a list of suitable vocabulary to define. Stretch: Create
additional words that could be used.
Lesson Input Show the children some pictures of airships. Use resource 1b to model how to create a
descriptive paragraph about one of the airships. Which authenticating vocabulary was used?
What word class were they? Could you tell which ship I was describing? Which words and
phrases were the most helpful? What do you think the meaning of the words quadrablade,
midmount and Montgolfier mean? How did you know? Consider the use of expanded noun
phrases (inverted teardrop shaped Montgolfier with simple but elegant decoration) and
preposition phrases (beneath the blades, inside the small hull)
Independent Simplify Children use Expect Children use Extend Children use the glossary 1a
Activities prompts on resource 1d to the glossary 1a to to support writing a paragraph
support writing sentences support writing a describing one of the airships on
about the airship described in paragraph describing resource 1c. Encourage children to
the teacher model. Extension: one of the airships on manipulate words using prior
use sentences created on 1d resource 1c. knowledge of etymology, root words
to write a paragraph about and affixes to create additional
the airship. authenticating vocabulary.
Plenary Ask children to work with a peer (preferably one that has not been sat near them during the
main activity). Take it in turns to read the paragraphs to each other. Which airship was being
described? How did they know? Ask peers to identify authenticating vocabulary, expanded
noun phrases and prepositions. Could they suggest any improvements to each other?
Further Children could continue to add to the glossary as they continue to read the novel as a support
Teaching for further writing.
Points
The Literacy Shed © 2019

Year: 5/6 Lesson
objective:
Resources: Brightstorm ch 1-3, Resource sheets 2a-2e
I am learning to
Book Title & Author: Brightstorm: A Sky-Ship Adventure by Vashti summarise texts
Hardy and write a
newspaper orientation.
Publisher and Year: Scholastic, 2018
Lesson Number: 2
Hook into After reading chapter 2 and chapter 3 of the story, introduce the children to the writing task for
Session/ the next few days: to write a newspaper article about the death of Ernest Brightstorm. Ask the
children. Ask children to consider what the Brightstorm children think about their father and
what has happened to him, to what the public think about their father and what has happened
to him. Display 2 of each of the questions on resource 2a around the room. On one side of the
Opening
room, ask children to consider the children’s perspective, on the other ask the children to
Activities
consider what the public perspective is. Encourage children to use evidence from the text to
justify their ideas and ask them to circulate the classroom adding evidence to each question.
Support: Adults use resource 2a to prompt children to think deeper and find evidence in the
text. As a class, compare the responses on the two different sheets. Which response do they
think a newspaper would represent. Why? Which story would create the most sensational
headlines? Is this responsible journalism?
Lesson Input Give the children a number of orientations (resource 2b) for different stories and ask them to
compare and contrast them in pairs or small groups. Where in a newspaper article would they
come? What is their purpose? What facts are included? What type of language and sentences
are used? How many sentence do they contain? Are lots of additional details included? Are
there lots of adjectives and expanded noun phrases? Which of the 5Ws are included (not
always all). As a class devise a list of common features – short summary of article, some of the
5 Ws, one or 2 direct sentences, little additional detail, authoritative, formal tone,
generalisations. Look at resource 2c and ask children to record the 5 Ws of the story of Ernest
Brightstorm.
Independent Simplify Expect Extend
Activities Children are given the 5Ws of the Children use 5Ws of the story Children use 5Ws of the story to
story (resource 2d). Encouraged to write an orientation. write 2 orientations. Ask children
to pick out the most relevant to select the one they prefer and
details and write an orientation. ask them to justify their choice.
Extension: Write a Extension: Write a corresponding
Extension: Write a corresponding corresponding reorientation re- reorientation re-summarising
reorientation re-summarising summarising story, bringing up story, bringing up to date and
story, bringing up to date and to date and saying what will saying what will happen next
saying what will happen next. happen next.
Plenary Show the children some headlines (resource 2e) and discuss their language features. Write
three headlines and share with a peer. Peer chooses one that most makes them want to read
the article.
Further Continue to add technical vocabulary such as flexor-pump to the glossary created in
Teaching lesson one.
Points

Year: 5/6 Lesson
objective:
Resources: News Paper Articles, resource sheets 3a – 3b,
sound recording equipment. I am learning to
use
Book Title & Author: Brightstorm: A Sky-Ship Adventure by Vashti
dramatization
Hardy
techniques to collect quotations.
Lesson Number: 3
Hook into Give the children a selection of appropriate news articles e.g. from local papers and First News,
Session/ one article to each pair/small group. Ask the children what a quotation is – something that
somebody has said. Ask the children why their newspaper article contained quotations – what
was the purpose of these quotations? How did they help bring the story to life? Who gave
quotations? How were they linked to the story? How many quotations were from witnesses,
Opening
experts or family members? Children work in teams to create a list of who a journalist may like
Activities
to speak to about the circumstances surrounding Ernest Brightstorm’s death – witnesses,
experts and affected parties. Would Ernest and the children be on the list? Why not?
Lesson Input Ask the children what questions might they like to ask? Would they ask the same question to
all of the interviewees? Why/Why not? Model to children how a closed question results in a
short, restricted answer, whilst an open question leaves room for elaboration. Children use
resource 3a to create prompt cards for the main people who may have a link to the story. Ask
children to make sure that the questions are open questions (Support: An adult could help
children ensure the questions are open). Explain that the journalists are going to get a chance to
speak to people linked to the event. Take the part of one of the characters from the story and
ask a well prepared child (or additional adult if one is available) to ask you the questions they
have prepared. Model how to give long response answers and show children how to prompt
for more information. Choose some children to play the part of the characters the class have
decided to interview (ensure these are swapped throughout the task) and station them around
the room. Ask the other children to visit these characters and ask their questions. After each
interview, record the most important responses onto resource 3b.
Independent Simplify Give the children Expect Circulate the Extend Circulate the classroom
Activities sound recording technology, classroom asking the asking the witnesses the
such as tablets, to record witnesses the prepared prepared questions. Record the
responses during the session. An questions. Record the most important responses onto
adult could then support the most important resource 3b. Ask the children to
child to select short quotations responses onto justify why they have selected
to add to resource 3b. resource 3b. these quotations.
Plenary Display a piece of speech including inverted commas and reporting verbs. Ask children to name
the punctuation and tell you where it is placed. Discuss what punctuation could be used at the
end of speech. Ask the children to identify the word class of the speech verb and the subject.
Further Use guided reading time to look for any quotations in texts. Ask children to find some
Teaching (appropriate) quotations at home from magazines and newspapers.
Points

Year: 5/6 Lesson
objective:
Resources: Brightstorm ch 1-3, Resource sheets 4a-4d,
completed resource sheet 3b, thesauruses I am learning to
write quotations
using direct and
Hardy
reported speech.
Lesson Number: 4
Hook into Give the children some examples of speech such as those on resource 4a. Which of these
Session/ would be suitable for newspaper? Why/Why not? How would the ones they have selected help
the reader to understand the story? Would you believe the evidence of each one? Why/Why
not? Would the witness be suitable for this story? Why/Why not? Look at the similarities and
differences – formality, factual information, vocabulary choices, short and to the point, mixture
Opening
of direct and reported speech, parenthesis to add information. Think about the type of speech
Activities
verbs used in the reporting clause. Give the children resource 4b and ask them to cross out
speech verbs that would not be suitable for the formality of this context. Stretch: Use
thesauruses to add additional appropriate speech verbs to the word bank. Remind children that
using the word said as the speech verb is perfectly acceptable. Children’s vocabulary choices in
place of said can be exaggerated, inaccurate and can distract from the content of the speech.
Lesson Input Give the children the example speech bubble on resource 4c. Ask the children to consider as
many ways as they can of presenting the speech in a form suitable for a newspaper. As children
are working, prompt them as necessary to: use direct and indirect speech, use parenthesis to
add additional information, refer back to resource 4b to choose appropriate speech verbs,
alternate the position of the reporting clause. Collect as a class examples of different types of
speech, including examples where the reporting verb and subject are inverted, where the
reporting clause is embedded or at the start of speech, where indirect/reported speech is used,
where extra information is included in the form of a relative clause or adverb. When is best to
use direct speech? When is it best to use reported speech? Will you find both in a newspaper
article? Show the children to look at resource 4d and annotate with the similarities and
differences they can see.

Activities
Children expand Children expand Children expand quotations yesterday
quotations chosen quotations chosen (resource 3b) into direct and reported
yesterday (resource yesterday (resource speech. Challenge children to write different
3b) into direct 3b) into direct and types of speech sentence, select the best
speech, including a reported speech. one and justify what they have done.
reporting clause.
Plenary Peer assess speech. Edit and précis where necessary to achieve accurate speech
punctuation and grammar.
Further If children have not used speech in recent lessons, an additional lesson embedding
Teaching basic speech punctuation may be necessary.
Points

Year: 5/6 Lesson
objective: To use
Resources: Brightstorm ch 1-3, Resource sheets 5a-5c
appropriate tone
and formality
Book Title & Author: Brightstorm: A Sky-Ship Adventure by Vashti when writing a
Hardy
newspaper article.
Lesson Number: 5
Hook into Put a long piece of paper or string across the classroom, perhaps as a washing line. Tell the
Session/ children that one end of the washing line is very informal. Ask the children to think of a
situation where the language you use is very informal (for example on the playground, playing
with your friends). Move to the far end of the washing line and tell the children that this end is
very formal. Ask the children to suggest where they might see or hear the most formal
Opening
language e.g. in a law court, in a scientific paper. Give children other scenarios, such as a
Activities
teacher speaking in class, an interview, a comic, a magazine, a historical report etc. and ask
them where on the line of formality it would fall. Ask them to justify their reasons.
Lesson Input Give the children resource 5a - an extract from the main body of a newspaper article and ask
them to read it. What did they think worked well? What could be improved? Was the tone
formal or informal? Where on the line of formality would it go? Were there any
precise/inappropriate vocabulary choices? Was that appropriate for this audience? Give them
the next extract resource 5b. Where would that go on the line of formality? Is this more
appropriate? Which word choices create a more formal tone? Is relevant information
presented? Is additional detail carefully chosen? Introduce the third extract resource 5c and
put it towards the more formal end of the line (although not the most formal). Discuss
vocabulary choices. Do all of these choices suit a newspaper article? Discuss the use of passive
voice. Which examples give the impression of a victim or innocent party? Which examples
change the emphasis of the sentence? How have additional facts been added to the article?
What type of facts are included in parenthesis? How much speech is used in quotations? Does
less speech still allow the key point to be made?
Activities Give the children resource 5a Give the children resource 5b Give the children resource
and ask them to underline and précis and improve to create 5b and précis and improve
informal words and phrases in a more formal tone. Extension – to create a more formal
the text. For each word or use thesaurus to refine tone. Extension: challenge
phrase they have underlined, vocabulary. children to create a
ask the children to think of broadsheet and tabloid
two alternative, more formal version.
words or phrases.
Plenary Challenge children to find the most powerful sentence in their newspaper article. Why have
they chosen this sentence? What makes it powerful? What impact does it have?
Further Children could look at the different levels of formality in different newspapers and discuss why
Teaching some newspapers have a more formal tone than others. The continuum of formality will be
Points discussed throughout the unit; if possible display it in a prominent place for the remainder of
the unit, such as a working wall or on a washing line above the children.

Year: 5/6 Lesson
objective:
Resources: Brightstorm ch 1-3, Resource sheet 1a, 6a and
6b. All prior work in this unit. I am learning to
plan and write a
newspaper
Hardy
article.
Lesson Number: 6
Hook into Ask children to look back at resource sheet 1a—th glossary that they wrote in lesson 1. Ask the
Session/ children to review the authenticating vocabulary that they included on their glossary. Are there
any additional words and phrases that could be included? Which words and phrases could they
use to authenticate their newspaper report? Ask the children to refer back to the “formality
line” that they thought about yesterday. Explain to the children why it is important that they
Opening
have a really clear idea of the target reader and the level of formality required. Ask the children
Activities
to decide how far up the scale of formality they should pitch their article (encourage children
to move towards the more formal). Give children some time to look over the other things that
they have learned in this unit. Where could they look for ideas about speech? For ideas about
vocabulary? For ideas about content and orientation?
Lesson Input Show children resource 6a. Ask the children what features they can see space for. Explain that
today they are going to plan and draft their newspaper report. Give the children planning sheet
6b. Discuss how the main body of a newspaper usually involves a recount in chronological
order, with witness and expert statements to authenticate and add detail. As a class, discuss
which parts of the story have been the most relevant to this newspaper article and discuss the
order. If children talk about things from the book which are not relevant, ask children to
comment on why these would not be included. Model to the children how to create a timeline
of relevant invents. Children complete planning sheet resource 6b Simplify children could work
in a small group or with an adult to create their plan.
Independent Simplify Expect Stretch
Children draft a Children draft a newspaper Children draft a newspaper article about the
Activities
newspaper article about article about the crime and disappearance. Work should be
the Brightstorm’s crime Brightstorm’s crime and independent, although children are able to
and death. Work should death. Work should be ask peers or adults for certain support.
be independent, although independent, although
Challenge children develop their own
children are able to ask children are able to ask
journalistic voice, paying particular attention
peers or adults for certain peers or adults for certain
to verb forms. Encourage children to show
support. Children may support. Challenge children
need word banks/table to write in a formal tone shifts in formality between quotations and
mats to support with the and include speech written the rest of the text, and between speakers.
process. in a range of ways.
Plenary Ask the children to think about the key messages of journalistic writing – who, where, when,
what (and why). Ask the children self-assess work using resource sheet 6c and check that all of
these questions have been included and expanded within the text. Ask the children to consider
how the final two question might be included in a reorientation.
Further Children could look at different journalistic styles and produce a report for two
Teaching different newspapers or media, matching grammar and vocabulary to audience. For
Points example a news blog or, tabloid, gossip magazine or chat show.

Year: 5/6 Lesson
objective:
Resources: Brightstorm ch 1-3, Resource sheet 5b, 6a 7a and
7b. All prior work in this unit. Draft from lesson 6, I am learning to
dictionaries, thesauruses. evaluate my
writing: proof
reading, editing and making
Hardy
improvements where necessary before
Publisher and Year: Scholastic, 2018 presenting in a clear, neat hand.
Hardback or Paperback: Paperback Edition: 1 Lesson Number: 7
Hook into Ask the children to revisit the two questions from the end of yesterday’s session: How is the
Session/ finding going to affect future trips? And What will happen to Brightstorm’s friends and family
next? Prompt children to return back to the text if they need to in order to give evidence. Ask
children to tell you the main purpose of a reorientation (To bring the story up to date and
suggest what is going to happen next, ending the piece of writing). What will happen to tense if
Opening
you are moving from what has happened to what is happening now, or will happen in future?
Activities
Shared-write a reorientation e.g. The Lontown Geographical society is now reviewing its
procedures for ensuring safety for explorers in the Third Continent, including how to enforce the
explorer’s code. They are also considering whether only explorers belonging to traditional
explorer families should be able to participate in future expeditions. Ensure children notice the
change in tense, sentence structure and length of reorientation.
Lesson Input Explain that today’s lesson will involve completing their extended write and using an editing
workshop to improve their work. Children are going to spend time scrutinising their own work:
proof reading, checking for mistakes, editing and making improvements to their first draft. Look
through the SURPRISES editing method on resource 7a. Talk through the process with the
children and ensure that the language is understood. Use it with resource 5b to model the
editing process as you want the children to follow it, asking them to read and suggest
alternatives. They are to make changes in a different colour pen. The task is independent, but
they can ask peers or adults for support with certain factors.
Children are to read, edit Children are to read, edit and Children are to read, edit and improve
Activities
and improve their work improve their work produced their work produced during lesson 6.
produced during lesson 6. during lesson 6. They may use They may use thesauruses as well as
They may use thesauruses thesauruses as well as previous work and resources, but must
as well as previous work previous work and resources, indicate changes made by writing in a
and resources, but must but must indicate changes
different colour. Challenge children to
indicate changes made by made by writing in a different
develop and maintain their own
writing in a different colour. Children use resource
colour. Children use 6a to present work journalistic voice. Children use resource
resource 6a to present 6a to present work
work
Plenary Children complete self-assessment sheet 7b.
Further Children could use a computing lesson to combine text and images to present their report.
Teaching
Points

Year: 5/6 Lesson
objective: I am
Resources: Brightstorm ch 1-3, Resource sheet 8a- 8e
learning to
suggest how a
Book Title & Author: Brightstorm: A Sky-Ship Adventure by Vashti character is
Hardy feeling through their thought process
(Hearts and Minds)
Lesson Number: 8
Hook into Ask children to look at resource 8a. What do they think is happening in this picture? What
Session/ might the boy be feeling? What thoughts might be going through his head? Fill in the sheet
with words and phrases that describe the boy’s thoughts and feelings. Probe children to think
of synonyms for less precise adjectives such as sad. Model using a thesaurus to look up
alternative vocabulary, and checking with a dictionary for precise meaning if necessary. Ask the
Opening
children to complete resource 8b to create a bank of adjectives to describe emotions. Stretch:
Activities
children could create phrases and develop figurative language. Show the children resource 8c
and ask them to use the words and phrases they have collected to describe how they would
feel if they were told this was their new house. Annotate the sheet with thoughts and feelings.
Lesson Input Re-read chapter 3, describing what happens to the Brightstorms after the hearing. Ask the
children to work in groups to decide which 5 events have had the greatest impact on the
children’s feelings, e.g. hearing their father had perished, hearing people thought their father
was a thief, finding out they has lost their belongings, finding out they had been “sold”, seeing
Beggins Hall for the first time. How would they order these things? Can they justify why? Ask
children to work in small groups to collect examples of words and phrases describing how the
children could have felt for each on resource 8d. Encourage children to use examples taken
from the text, ideas from resource 8b and their own ideas. As a class discuss the thoughts and
feelings that have been discussed. Was any figurative language used? Model how to change
less specific vocabulary for more precise synonyms. Ask the children to consider whether the
two twins would have both felt the same way. Which twin would be more emotional? Who
would be angrier, more determined etc.? Can the children refer to the text to justify their
ideas?
Independent Simplify Children work in a Expect Children fill in the Extend Children fill in the
Activities guided group to identify chart on resource 8d, chart on resource 8e,
the thoughts and feelings considering how either comparing how Maudie or
in chapter 3. Challenge: to Maudie or Arthur may Arthur may have felt at 5
write their own sentences have felt at 5 significant significant moments in the
about the twins’ thoughts moments in the story so story so far.
and feelings. far.
Plenary The children have focused on negative feelings throughout this session. Ask the
children if the children may have had any positive thoughts or feelings. Collect
examples of positive feelings e.g. love for each other, pride for their father.
Further Children could develop their ideas about thoughts and feelings by creating an oral
Teaching monologue from one of the children and using recording equipment to film it.
Points

Year: 5/6 Lesson
objective:
Resources: Brightstorm ch 1-3, Resource sheet 9a -9f. All
prior work in this unit. I am learning to
plan a diary
entry using
Hardy
features of an appropriate register.
Lesson Number: 9
Hook into Ask the children to recall everything that has been learned in the unit so far and allow them to
Session/ look back at their work. Do all the people in the story have the same opinion of what happened
in the Third Continent? Why/why not? Which people believe Ernest behaved poorly or
recklessly? Which people believe he would not have behaved like that? Why might the children
have a different opinion to those on the board? Why haven’t the press and public questioned
Opening
that Ernest behaved poorly? Ask the children to think back to their newspaper writing task.
Activities
Look at where on the line of formality the newspaper would fall. Why would it have a formal
register? Ask the children to look at the genres that would fall at the opposite end of the
continuum – diary, monologue, dialogue between friends etc. Explain that today they will be
planning to write in an informal register, at the opposite end of the line. Give children a
number of sentences (resource 9a) and ask them to place in order of least to most formal.
Decide as a class which would be the most likely to be used in a diary.
Lesson Input Show the children the example of a diary entry resource 9b and ask them to consider the
vocabulary that has been used. Underline words that they are completely unfamiliar with in
red, words they have heard of but would need help to be able to use in a sentence in orange,
and words that they would be proud to use, understand and could use in a sentence in green.
Spend time discussing vocabulary choices and refining meaning. Return to resource 9b and ask
if the register is appropriate. Why/why not? Work in pairs or small groups to annotate the text,
picking out language features that help to create the informal, chatty tone. What other
language features are used to help the reader really understand the thoughts and feelings of
the writer? Give the children resource 9c and ask the children to find examples of each feature
in the example diary resource 9b stretch: explain the effect these features have on the reader.
Ask children to recall yesterday’s session. Which 5 features had the biggest impact on the
children’s emotions? Would the children be likely or unlikely to talk about this in a diary? Can
they recall examples of figurative language used in the book?
Independent Simplify Children to Expect Children to complete a Extend Children to complete a
Activities complete a diary entry plan diary entry plan for Arthur or diary entry plan for one of the
for Arthur using resource Maude using resource 9d. If characters in the book using
9d. If children complete the children complete the plan, they resource 9d, ensuring their tone
plan, they should be given should be given the opportunity to carefully matches the character. If
the opportunity to start to start to write. the children complete the plan,
write. they should be given the
opportunity to begin to write.
Plenary Fill in self-assessment resource 9e. If possible, review this and give support if necessary before
the start of the next writing session.
Further Children could be challenged by not being given the specific genre, just the formal register
Teaching required. For example, they could write a letter, diary entry, informal narrative etc.
Points

Year: 5/6 Lesson
objective: I am
Resources: Brightstorm ch 1-3, Resource sheet 9a -9e All
learning to write
prior work in this unit.
a diary entry in
Book Title & Author: Brightstorm: A Sky-Ship Adventure by Vashti an informal
Hardy register.
Hardback or Paperback: Paperback Edition: 1 Lesson Number: 10
Hook into Ask the children to work in pairs to look at one of the pictures on resource 10a or 10b. Ask the
Session/ children to think of words and phrases that describe what can be seen, heard, felt, smelled and
tasted. Ask the children to feed back to the class, modelling how to improve their ideas e.g. it
smells dusty – the air is thick with the heavy, untouched smell of dust. It smells strange – a
strange bitter smell with a sharp, sweet undertone. How could these pictures be related to the
Opening
Brightstorm children? Why is important to use all of the senses when writing a diary entry?
Activities
How does it help the reader to understand the feelings of the writer?
Lesson Input Return to children the diary plan they wrote yesterday, with any started writing. Use the start
of the lesson to address any common issues seen on self-evaluation resource 9e. Explain that
they have this lesson to complete and précis this work.
Briefly discuss the non-negotiables of UKS2 writing e.g. punctuation, presentation and spelling
requirements. Remind children of places they can go to independently for help e.g. previous
work, dictionaries, and thesauruses.
Before children begin to write, give them the opportunity to talk through their planning with a
peer. How are they going to include all of their ideas? Where will they use a rhetorical
question, the subjunctive mood etc.

Activities
With adult guidance, Children write Arthur or Children write a character’s diary
children begin to write Maudie’s diary entry, entry, including thoughts and feelings.
Arthur’s diary entry before concentrating on Encourage children to carefully
continuing independently including thoughts and consider how to manipulate grammar
after the first few feelings and writing in to create an informal but informative,
sentences. When finished, the appropriate interesting and emotive diary entry.
register. When finished,
encourage children to When finished, encourage children to
encourage children to
check and precis their check and precis their work.
check and precis their
work. work.
Plenary Ask children to compare the similarities and differences between the two writing tasks
they have done this week. Use resource 10c to record ideas.
Further Children could use the SUPRISES method of editing to precis their work.
Teaching
Points


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