stories created by authors that feature made-up characters, places and adventures that did not happen in real life

to pull out the key events and ideas from the text

the order of events within a narrative that gives it a coherent and engaging flow

Engaging with 'The BFG'

English

Engaging with the opening chapter of 'The BFG'

Planning the opening of 'The BFG' (part one)

Writing the opening of 'The BFG' (part one)

Planning the opening  of 'The BFG' (part two)

Writing the opening of 'The BFG' (part two)

Planning the build-up of 'The BFG' (part one)

Writing the build-up of 'The BFG' (part one)

Planning the build-up of 'The BFG' (part two)

Writing the build-up of ‘The BFG’ (part two)

Peer editing a narrative scene based on 'The BFG'

Publishing a narrative based on 'The BFG'

In this visual literacy unit, pupils learned how to use use precise vocabulary to  mirror the film director's choice. In the next visual literacy unit, 'Aladdin', pupils will analyse a scene from a clip to use as as a stimulus for writing and generating descriptive vocabulary.

In 'Lucky Dip', pupils learned how to write complex sentences using a range of joining conjunctions. In 'the BFG', pupils recap and consolidate using complex sentences in descriptive writing. 

In this unit, pupils write their own version of two sections of narrative based on 'The BFG', using their exploration of the original text by Roald Dahl in the accompanying reading unit. Pupils write a narrative opening and build-up, using literary devices to meet specific purposes.

'The BFG': reading and narrative writing

the information from a text that can support or justify our reasoning

a conclusion drawn from information and evidence in a text

the feeling a writer wants their readers to experience, like suspense or fear or joy

a framework that writers create before they write a section or whole text

high-level language in writing that meets the text purpose

how a text is written to keep the reader engaged

shows that the action happened before now

a sentence formed of at least one main clause and a subordinate clause

showing a character’s feelings by describing their body language and facial expressions

when you are feeling anxious or excited about what may happen

a question asked to the reader that does not expect an answer

shows a character’s feelings by describing their actions, body language and facial expressions

the process of improving writing to improve text flow and overall quality

a set of standardised symbols and marks used in written language to structure sentences

the way words are arranged within a sentence to convey meaning

the use of specific words and phrases to convey a meaning

producing a final, best version that becomes available to others

the way information is organised on the page

a distinct section of a piece of writing, indicated by a new line and an indentation

visual representations of the characters, settings and events described in a text

Primary

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Secondary

Year 7

'The BFG': reading and narrative writing

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