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The cat sat on the mat

The cat sat on the mat. Alter the above sentence in various ways using the ideas from the previous slide How to make it fun? How to get them to remember? And use it?. Resource 2.2a To vary my sentences I can start with:. an ‘-ed’ Click here for an example.

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The cat sat on the mat

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  1. The cat sat on the mat • Alter the above sentence in various ways using the ideas from the previous slide • How to make it fun? • How to get them to remember? And use it?

  2. Resource 2.2aTo vary my sentences I can start with: an ‘-ed’ Click here for an example Exhausted, the man slumped onto the chair. an ‘-ing’ Click here for an example Looking through the window, the girl gazes out at the world.

  3. The Main Clause The old woman sat on the park bench, her feet were red and blistered. The stolen car sped up the hill, chased by two patrol cars. The flowers, that had bloomed in the spring, were fading fast. Read the following complex sentences. Can you identify the main clause?

  4. The Main Clause The old woman sat on the park bench, her feet were red and blistered. The stolen car sped up the hill, chased by two patrol cars. The flowers, that had bloomed in the spring, were fading fast.

  5. The Main Clause Highlight the main clause in the following sentences: The old woman sat on the park bench, her feet were red and blistered. Daniel, who was the bravest of the group, knocked on the door. We found ourselves in a weird room, the walls covered in strange scribbles. As he carried his plate into the kitchen, Amir tripped over the carpet. After a long day at school I had an appointment with the dentist. Before opening the door, I took a deep breath. Sarah, the best netball player in the school, has been picked to play for England.

  6. Check Your Understanding The old woman sat on the park bench, her feet were red and blistered. Daniel, who was the bravest of the group, knocked on the door. We found ourselves in a weird room, the walls covered in strange scribbles. As he carried his plate into the kitchen, Amir tripped over the carpet. After a long day at school I had an appointment with the dentist. Before opening the door, I took a deep breath. Sarah, the best netball player in the school, has been picked to play for England.

  7. ‘Stylish’ writing challenges – choose one of the 3 in red and have a go! Topic: holidays… • Write an extended metaphor, which you develop throughout a paragraph • Include four similes in a paragraph • Write a paragraph that includes five commas, two colons, two semi-colons and a dash • Write a paragraph that ends with the topic sentence • Write paragraph that rises to a climax • Write a paragraph that uses repetition for effect • Write a paragraph that is all one sentence • Write a paragraph with five sentences, increasing the number of clauses per sentence from one to five across the five sentences • Write a paragraph in which no sentence has more than six words • Write a paragraph without using the letter ‘e’

  8. 10 Top Tips for Improving Writing • Use talk to rehearse and clarify ideas prior to writing • Use reading as a bridge to writing - ‘writers are thieves’ • Use the teaching sequence for writing (esp. model planning, writing and redrafting) • Provide opportunities for shared and collaborative writing • Explore grammar and punctuation ‘little and often’, in context – NOT one-off exercises. • Use interactive and ‘game-like’ approaches to rehearse ideas • Provide pupils with a toolkit of short-cuts and strategies (i.e. PAF, A CARP PIE, TipTop, etc.) • Provide dedicated writing time • Give immediate feedback on successes as well as areas for development (i.e. verbal, peer, etc.) • Ensure that errors are seen and used as opportunities for learning

  9. Poetry • How to teach poetry???

  10. Poetry Ideas (From Zigzag) – Use of props • Add or remove punctuation • Tableau or freeze frame • Relate to other texts being studied • Class reading with actors joining in • Discuss the themes (see Vultures) • Cut up poems and match / reorganise • Use photos to represent (See WWTL) • Re-write poem from another point of view • Replace words (especially if words repeated) (SFMT)

  11. Draw the metaphors / imagery • Watch / listen to a performance of it – podcasts etc especially if read by poet • Write a reply to poet addressing issues (HC) • Write a letter to future self addressing issues / answering questions / being character • Describe the place in the poem if part of students lives e.g a room for This Room • Use real life examples (TR / HHE) • Analyse related material especially for context understanding • Write something related e.g police report for Not my business showing different point of view • Be a character in the poem and write / act in that way

  12. Crunching • Use Teachit works • Or there is a ‘word’ doc tells you how…to collapse a text • What would you do with the crunched words? List 5 activities designed to ….

  13. air alive all and and and are are arrives bang be bed breaking by ceiling celebration, chairs clang clapping clouds corners cracking crash crowds daily dark door empty excitement fan feet fly for from furniture garlic hands I’m I’ve improbable in in in is is is is its its itself left lifting light lives looking my my nightmares no of of of of of one onions our out out outside own pans past place pots rising room search space spices stirs the the the the the the the this this this though through time to to together up walls when when where why wondering

  14. 10 Top Tips for Teaching Poetry • Don’t begin with technique-spotting • Use DARTs activities to introduce the poem • Plan activities to elicit personal response and individual interpretation • Model “it could mean…because…” NOT “it means…” • Encourage collaborative exploration (i.e. pairs, groups) • Use visual/aural stimulus and drama techniques for exploring poems (i.e. still images, rolling theatre, etc.) • When exploring language, use fragments initially to prevent pupils from feeling overwhelmed • Get pupils writing poems in order to understand the writer’s process (i.e. ‘collapse the text’) • Teach PEE/PETAL/hamburger frames for writing responses • Teach pairs of poems to develop comparative skills (required for GCSE)

  15. Plenary • Draw what you have learned today • Or make up a poem /song • Or turn your learning into a chart / graph • Or design 5 questions to ask others • List 3 new things, 2 scary things, 1 rubbish thing you learnt today! • Or draw a poster to advise others to attend next course

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