Term 4 Writing Program

English Program~ Writing Stage 3 2015.
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class
This program Monday Tuesday Wednesday Thursday Friday

addresses Speaking & Writing & Spelling Thinking Speaking & Writing & Spelling Thinking Speaking & Writing & Spelling Thinking Speaking & Writing & Spelling Thinking Speaking & Writing & Spelling Thinking
Listening Representing imaginatively Listening Representing imaginatively and Listening Representing imaginatively Listening Representing imaginatively Listening Representing imaginatively and
Stage 3 and creatively creatively and creatively and creatively creatively
Outcomes of the EN3-1A EN3-2A EN3-4A EN3-7C EN3-1A EN3-2A EN3-4A EN3-7C EN3-1A EN3-2A EN3-4A EN3-7C EN3-1A EN3-2A EN3-4A EN3-7C EN3-1A EN3-2A EN3-4A EN3-7C
Reading & Responding & Expressing Reading & Viewing Responding & Expressing themselves Reading & Responding & Expressing Reading & Responding & Expressing Reading & Responding & Expressing themselves
NSW K-10 English Viewing Composing themselves Composing Viewing Composing themselves Viewing Composing themselves Viewing Composing
Syllabus EN3-3A EN3-5B EN3-8D EN3-3A EN3-5B EN3-8D EN3-3A EN3-5B EN3-8D EN3-3A EN3-5B EN3-8D EN3-3A EN3-5B EN3-8D
Grammar, Reflecting on Grammar, Reflecting on Learning Grammar, Reflecting on Grammar, Reflecting on Grammar, Reflecting on
Punctuation & Learning Punctuation & Punctuation & Learning Punctuation & Learning Punctuation & Learning
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary
EN3-6B EN3-9E EN3-6B EN3-9E EN3-6B EN3-9E EN3-6B EN3-9E EN3-6B EN3-9E
Warm/Ups Word of the Day - announcement Word of the Day - disappointed Word of the Day- encyclopaedia Word of the Day - impressive Word of the Day - musician
Sentence a Day - Sentence a Day Sentence a Day Sentence a Day Sentence a Day
Modelled Start a paragraph with these: Start a paragraph with these: Start a paragraph with these: Start a paragraph with these: Start a paragraph with these:
Strategies • If I could be an animal, I would be If I could talk to anyone in the world it would The best movie I ever saw was….I thought it What I like doing best on my birthday is…… When I want to relax I like to…..
a……. be….and I would ask them…. was good because….
Independent Practise Opportunities (Guided Learning) Practise Opportunities (Guided Learning) Practise Opportunities (Guided Learning)
Activity Writing Prompt The Marshmallow Test - Describe what is going through one of the children's Writing Prompt: The Marshmallow Test - Write an Acrostic Poem about Marshmallows. Story Starters or Donald Duck
minds as they try to resist the temptation to eat the marshmallow.
Assessment Learning Intention ~ Use written language features and conventions appropriate to a Success Criteria use written language features and conventions appropriate to a
I will be able to: narrative text I can narrative text
Plan, draft and edit my own writing Use a variety of verbs, adjectives and conjunctions Plan, draft and edit my own writing use a variety of verbs, adjectives and conjunctions
Use knowledge of sentence structure, grammar, punctuation Use a multi-strategy approach to spelling use knowledge of sentence structure, grammar, punctuation use a multi-strategy approach to spelling
and vocabulary to respond to and compose clear and cohesive think imaginatively, creatively, interpretively and critically about and vocabulary to respond to and compose clear and cohesive think imaginatively, creatively, interpretively and critically about
texts in different media and technologies information and ideas and identifies connections between texts texts in different media and technologies information and ideas and identifies connections between texts
when responding to and composing texts when responding to and composing texts
Reflection Evaluate students’ writing by observing and Have students share / explain their methods and Summarise key facts Why is it necessary to learn about / how to... When do we use it?
(Discussion with conducting individual conferences during the discoveries
students) writing process
Evaluation &
Register

addresses Speakin Writing & Spelling Thinking imaginatively Speaking Writing & Spelling Thinking imaginatively Speaking Writing & Spelling Thinking imaginatively Speaking & Writing & Spelling Thinking Speaking & Writing & Spelling Thinking imaginatively and
g& Representing and creatively & Listening Representing and creatively & Representing and creatively Listening Representing imaginatively and Listening Representing creatively
Stage 3 Listening Listening creatively
Reading & Responding & Expressing themselves Reading & Responding & Expressing themselves Reading & Responding & Expressing themselves Reading & Responding & Expressing themselves Reading & Responding & Expressing themselves
NSW K-10 English Viewing Composing Viewing Composing Viewing Composing Viewing Composing Viewing Composing
Grammar, Reflecting on Learning Grammar, Reflecting on Grammar, Reflecting on Grammar, Reflecting on Grammar, Reflecting on
Punctuation & Punctuation & Learning Punctuation & Learning Punctuation & Learning Punctuation & Learning
Warm/Ups Word of the Day - grotesque Word of the Day - merchandise Word of the Day- vengeance Word of the Day - coincidence Word of the Day - scrumptious
An adjectival clause is a complete message or thought, containing a verb or a verb group, which provides information to describe the person or thing named. An adjectival clause usually begins with a relative pronoun (who, whom, whose, which, that).
Who and that refer to people. Which and that refer to things. The relative pronoun is placed immediately after the noun to which it refers.
For example: The child who wore the red top came first in the race. The car which was parked under the tree was damaged in the storm. The books that I bought yesterday were on sale.
Modelled Write a sentence using the adjectival Write a sentence using the adjectival clause: Write a sentence using the adjectival Write a sentence using the adjectival Write a sentence using the adjectival clause:
Strategies clause: •which was planted by the mayor clause: clause: •whose dog was lost
•who was crying •that was rolling on the grass •who liked ice cream
•to whom the gift was given
Activity Writing Prompt Writing Prompt Story Starters or Banana Bandit
iApp design iApp design
Assessment Learning Intention ~ Success Criteria
I will be able to Use a variety of verbs, adjectives and conjunctions I can Use a variety of verbs, adjectives and conjunctions
Plan, draft and edit their own writing Use a multi-strategy approach to spelling. Plan, draft and edit their own writing Use a multi-strategy approach to spelling.
Use written language features and conventions appropriate to Develop a concept design for an advertisement Use written language features and conventions appropriate to a Develop a concept design for an advertisement
a persuasive text Demonstrate an awareness of the target audience. persuasive text Demonstrate an awareness of the target audience.
Reflection What have we been doing? Have students share / explain their methods and Summarise key facts Why is it necessary to learn about / how to... When do we use it?
(Discussion with discoveries
students)
Evaluation &
Register
S Westwood 2015
Term
This program 1 2 Monday
3 4 Week
Tuesday 1 2 3 4 5 6
Wednesday 7 8 9 10 11
Thursday Class Friday
Warm/Ups Word of the Day - celestial Word of the Day - moustache Word of the Day- accelerate Word of the Day - terrarium Word of the Day - juvenile
Write these sentences putting in an adjectival clause in the spaces. Remember that the clause should start with a personal pronoun (who for people what for things) and should contain a verb (was, were, is, are).
Modelled adjectival clause The nurse………………………was very Have you seen my mobile Will you please sharpen the The children……………………..sang
Strategies kind. phone………………………. pencils…………………. beautifully.
Activity Writing Prompt Musical Fun Writing Prompt Halloween Pumpkins Story Starters or Cosmosaurus
Assessment Learning Intention ~ Success Criteria Learning Intention ~ Success Criteria
I will be able to : I can : I will be able to : I can :
Plan, draft and write a factual description Plan, draft and write a factual description Write a procedure in chronological order Write a procedure in chronological order
Use detail to help a reader imagine what is being described Use detail to help a reader imagine what is being described *Use numbers to indicate sequence in a procedure *Use numbers to indicate sequence in a procedure
Use a range of adjectives to describe an image Use a range of adjectives to describe an image *Use action verbs and commands *Use action verbs and commands
Consistently make informed attempts at spelling using a multi- Consistently make informed attempts at spelling using a multi- *Use adverbial phrases and adjectives as appropriate to the text *Use adverbial phrases and adjectives as appropriate to the text
strategy approach. strategy approach. *Apply knowledge of spelling conventions and strategies *Apply knowledge of spelling conventions and strategies
*Use joined letters in the NSW Foundation style *Use joined letters in the NSW Foundation style
*Demonstrate basic desktop publishing skills using a computer. *Demonstrate basic desktop publishing skills using a computer.
Evaluation &
Register

Warm/Ups Word of the Day - assessment Word of the Day - hysterical Word of the Day- glamorous Word of the Day - dynamic Word of the Day - aquatic
Complex sentences contain a main thought (independent thought) and a supporting thought (dependent clause). Adjectival clauses are sometimes used as a supporting thought. Adjectival clauses describe and start with a relative pronoun (who, that,
which). Remember that the relative pronoun comes straight after the noun it describes. Join these sentences making one an adjectival clause. For example: There is the boy. He won the race.There is the boy who won the race.
Modelled Join these sentences making one an Join these sentences making one an Join these sentences making one an Join these sentences making one an Write your own .
Strategies adjectival clause. adjectival clause. adjectival clause. adjectival clause.
The old lady lives alone in the house. It is In the garden is a cherry tree. It has My Gameboy came with two free Snow-White took a bite from the apple.
over one hundred years old. beautiful pink flowers. games. They were a bonus. It was poisoned.
Activity Writing Prompt Animal Instincts Writing Prompt Before there was……. Story Starters or Sweet Cocoon
I will be able : I can use : I will be able : I can use :
Logically sequence information Logically sequence information Use appropriate written language features for the selected Use appropriate written language features for the selected
Use appropriate language for an explanation Use appropriate language for an explanation audience audience
Explain chosen animals behaviours Explain chosen animals behaviours Express a point of view in writing with some supporting statements Express a point of view in writing with some supporting statements
Express a point of view in writing with supporting statements Use Express a point of view in writing with supporting statements Draft, revise and publish a persuasive letter. Draft, revise and publish a persuasive letter.
grammatical features, sentence structure and punctuation Use grammatical features, sentence structure and punctuation Use grammatical features, sentence structure and punctuation Use grammatical features, sentence structure and punctuation
appropriate for an explanation appropriate for an explanation appropriate for letter writing. appropriate for letter writing.
Consistently make informed attempts at spelling using a multi- Consistently make informed attempts at spelling using a multi-
Consistently make informed attempts at spelling using a multi- Consistently make informed attempts at spelling using a multi-
strategy approach. strategy approach.
strategy approach. strategy approach.
students)
Evaluation &
Register
S Westwood 2015
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

Warm/Ups Word of the Day - domesticated Word of the Day - boundless Word of the Day- unison Word of the Day - drowsily Word of the Day - torrential
In these sentences, you will need to place the dependent clause in the middle of the independent clause. Remember the relative pronoun must follow Authors can make simple sentences more interesting by adding adjectival and adverbial clauses. This turns the simple
immediately after then noun that it refers to. For example: The laptop computers were in the storeroom. They needed to be in a safe place. The laptop sentence into a complex sentence.
computers which needed to be in a safe place were in the storeroom. For example: The boy ran away.
1. Add an adverbial clause. The boy ran away because he was afraid.
2. Add an adjectival clause. The boy who broke the window ran away.
3. Now look at the new complex sentence with both clauses.
Modelled Sentence a Day - Sentence a Day Sentence a Day Sentence a Day Sentence a Day
Five new pictures were hanging in the library. They The boy scored the highest score in Tetras. He was The soldiers boarded the train. They were bound Write these simple sentences and enrich them Write these simple sentences and enrich them using
Strategies
had been donated by the parents. only ten. for a northern training camp. •Maria read a book. •The storm broke.
Writing Prompt Dance to the Beat Writing Prompt Toys, Toys, Toys. Story Starters or Comic Creator
Activity
Assessment Learning Intention ~
I will be able :
Success Criteria
I can :
Learning Intention ~
I will be able :
Success Criteria
I can :
Logically sequence information Logically sequence information Plan, draft , edit and write a persuasive text and storyboard a film Plan, draft , edit and write a persuasive text and storyboard a film
Use appropriate language for an explanation Use appropriate language for an explanation Create a movie clip Create a movie clip
Express a point of view in writing with supporting statements Express a point of view in writing with supporting statements Demonstrate an understanding of characters and plot in a literary text Demonstrate an understanding of characters and plot in a literary text
Use grammatical features, sentence structure and punctuation Use grammatical features, sentence structure and punctuation Use written language features and conventions appropriate to this text Use written language features and conventions appropriate to this text
appropriate for an explanation appropriate for an explanation Use detail to help a reader imagine what is being described Use detail to help a reader imagine what is being described
Consistently make informed attempts at spelling using a multi-strategy Consistently make informed attempts at spelling using a multi-strategy Use a range of adjectives to describe an image Use a range of adjectives to describe an image
approach. approach. Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions
Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling.
Evaluation &
Register

Warm/Ups Word of the Day - vegetarian Word of the Day - eiderdown Word of the Day- distinction Word of the Day - frenzied Word of the Day - exclusive
Authors can make simple sentences more interesting by adding adjectival and adverbial clauses. This turns the simple sentence into a complex sentence. For example: The boy ran away.
1. Add an adverbial clause. The boy ran away because he was afraid. 2. Add an adjectival clause. The boy who broke the window ran away. 3. Now look at the new complex sentence with both clauses. The boy who broke the window ran away
because he was afraid.
Write these simple sentences and enrich them Write these simple sentences and enrich them Write this simple sentences and enrich it Write these simple sentences and enrich them Write these simple sentences and enrich them
Modelled
The horse jumped the fence. Our house was painted. We pitched our tent. The lesson was interrupted. The bushfire raged.
Strategies
Writing Prompt Hotel Transylvania Relaxation Writing Prompt A Conversation Story Starters or Fractured Fairytales
Activity
Plan, draft and edit their own writing Plan, draft and edit their own writing Plan, draft , edit and write a persuasive text and storyboard a film Plan, draft , edit and write a persuasive text and storyboard a film
Create a movie clip Create a movie clip
Use written language features and conventions appropriate to Use written language features and conventions appropriate to Demonstrate an understanding of characters and plot in a literary text Demonstrate an understanding of characters and plot in a literary text
a narrative text a narrative text Use written language features and conventions appropriate to this text Use written language features and conventions appropriate to this text
Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions Use detail to help a reader imagine what is being described Use detail to help a reader imagine what is being described
Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling. Use a range of adjectives to describe an image Use a range of adjectives to describe an image
Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions
students)
Evaluation &
Register
S Westwood 2015
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

Warm/Ups Word of the Day - spontaneous Word of the Day - innovative Word of the Day- azure Word of the Day - assassin Word of the Day - devastation
Authors sometimes describe something for a reader by comparing it to something else. This is called a simile. When you use a simile you often use the words ‘like’ or ‘as’. For example: The water was clear. The water was as clear as crystal.
Use this simile in a sentence: Use this simile in a sentence: Use this simile in a sentence: Use this simile in a sentence: Use this simile in a sentence:
Strategies
•as light as a feather •as swift as an arrow •as strong as a lion •like a speeding train •like an angry beast
•like a beautiful delicate doll
Activity Writing Prompt Painting Your Lounge Room. Writing Prompt: Toby’s large, shaggy head cautiously peeped out of his front door Story Starters or Haiku Poem

I will be able to : I can: I will be able to : I can:
*Write a procedure in chronological order *Write a procedure in chronological order Plan, draft and edit their own writing Plan, draft and edit their own writing
*Use numbers to indicate sequence in a procedure *Use numbers to indicate sequence in a procedure Use written language features and conventions appropriate to a Use written language features and conventions appropriate to a
*Use action verbs and commands *Use action verbs and commands narrative text narrative text
*Use adverbial phrases and adjectives as appropriate to the text *Use adverbial phrases and adjectives as appropriate to the text Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions
*Apply knowledge of spelling conventions and strategies *Apply knowledge of spelling conventions and strategies Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling.
*Use joined letters in the NSW Foundation style *Use joined letters in the NSW Foundation style
*Demonstrate basic desktop publishing skills using a computer. *Demonstrate basic desktop publishing skills using a computer.
Evaluation &
Register

Warm/Ups Word of the Day - masquerade Word of the Day - vindictive Word of the Day- petrified Word of the Day - professional Word of the Day - attractive
Modelled Write a paragraph that starts: Write a paragraph that starts: Write a paragraph that starts: Write a paragraph that starts: Write a paragraph that starts:
Strategies The subject I like least at school I make a good friend because…. I make a good friend because…. I wish I had never…..because…. I’d like to be famous for…..
is…..because….
Activity Writing Prompt Write a conversation between the birds. Writing Prompt Adventures It's not what happens to you, but how you react to it that Story Starters or Riddles
matters.’ Epictetus
Assessment Learning Intention ~ Success Criteria
I will be able to : I can :
Plan, draft and edit their own writing Plan, draft and edit their own writing
Use written language features and conventions appropriate to a narrative text Use written language features and conventions appropriate to a narrative/ imaginative text
Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions
students)
Evaluation &
Register
S Westwood 2015
Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

Warm/Ups Word of the Day - alibi Word of the Day - cooperative Word of the Day- disqualified Word of the Day - accelerate Word of the Day - laboratory
Write a paragraph that starts: Write a paragraph that starts: Write a paragraph that starts: Write a paragraph that starts: Write a paragraph that starts:
Strategies
• The person I trust the most is….. When I’m older I would like to If I could go on a trip I would like to go If I had special powers I would like to be able Use this simile in a sentence:
to…..because…. to…because… The subject I like most at school is…..because….
Activity Writing Prompt Write a conversation between the dogs. Writing Prompt: Tell about your favourite cookie. Story Starters or Diamante Poems

Plan, draft and edit their own writing Plan, draft and edit their own writing Plan, draft and edit their own writing Plan, draft and edit their own writing
Use written language features and conventions appropriate to a Use written language features and conventions appropriate to a Use written language features and conventions appropriate to a Use written language features and conventions appropriate to a
narrative/ conversation text narrative/ conversation text persuasive text persuasive text
Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions
Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling.
draft, revise and publish a persuasive text draft, revise and publish a persuasive text
express a point of view in writing with supporting statements express a point of view in writing with supporting statements
Evaluation &
Register

Warm/Ups Word of the Day - aquamarine Word of the Day - dwindling Word of the Day- escalator Word of the Day - cappuccino Word of the Day - veterinarian
Modelled Assessment: Write_________ sentences Assessment: Write_________ sentences Assessment: Write_________ sentences Assessment: Write_________ sentences Assessment: Write_________ sentences
Strategies about........ about........ about........ about........ about........
Activity Writing Prompt Write a conversation between the two llamas. Writing Prompt Fairy Tale Story Starters or Acrostic Poems

Plan, draft and edit their own writing Plan, draft and edit their own writing Plan, draft and edit their own writing Plan, draft and edit their own writing
Use written language features and conventions appropriate to Use written language features and conventions appropriate to Use written language features and conventions appropriate to a Use written language features and conventions appropriate to a
a narrative/ conversation text a narrative/ conversation text narrative text narrative text
Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions Use a variety of verbs, adjectives and conjunctions
Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling. Use a multi-strategy approach to spelling.
students)
Evaluation &
Register
S Westwood 2015

Term 4 Writing Program

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English Program~ Writing Stage 3 2015.

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

This program Monday Tuesday Wednesday Thursday Friday

This program Monday Tuesday Wednesday Thursday Friday

This program Monday Tuesday Wednesday Thursday Friday

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

This program Monday Tuesday Wednesday Thursday Friday

This program Monday Tuesday Wednesday Thursday Friday

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

This program Monday Tuesday Wednesday Thursday Friday

Assessment Learning Intention ~ Success Criteria Learning Intention ~ Success Criteria

This program Monday Tuesday Wednesday Thursday Friday

Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11 Class

This program Monday Tuesday Wednesday Thursday Friday

Assessment Learning Intention ~ Success Criteria Learning Intention ~ Success Criteria

This program Monday Tuesday Wednesday Thursday Friday

Assessment Learning Intention ~ Success Criteria Learning Intention ~ Success Criteria

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