the effect created by using serious, factual language

when we write the exact words spoken by someone, enclosed in inverted commas to indicate speech

when we write what someone said without using the exact words they spoke and without using inverted commas

language structures that contribute to text cohesion

Writing the second half of a journalistic report based on 'When The Sky Falls'

English

Understanding the structure and historical context of ‘When the Sky Falls’

Generating ideas for a narrative climax scene in 'When The Sky Falls'

Planning a narrative climax scene in 'When The Sky Falls'

Writing the first half of a narrative climax scene in 'When The Sky Falls'

Writing the second half of a narrative climax scene in 'When The Sky Falls'

Generating ideas for a journalistic report based on 'When the Sky Falls'

Planning a journalistic report based on 'When The Sky Falls'

Writing the first half of a journalistic report based on 'When The Sky Falls'

Self-editing a journalistic report based on 'When The Sky Falls'

In this unit, pupils write a narrative climax and use it as the stimulus for writing a diary entry from a character's perspective.

In 'A Kind of Spark’: Narrative Writing', pupils finessed writing a build-up and climax with a focus on switching between the past and present tense to highlight a jump in perspective. In this unit, pupils will write a narrative climax and use it as the stimulus for writing a diary entry from a character's perspective.

In this unit, pupils write a narrative climax and a journalistic report based on the text, 'When the Sky Falls', focusing on changing tone and style to meet each outcome's purpose. The journalistic report is based on an event in the novel. These outcomes can be used for KS2 SATS writing.

'When the Sky Falls': narrative and journalistic report writing

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

Which of these are features specific to the conclusion of our journalistic report?

What is the 'official' perspective in our newspaper report?

What cohesive device is seen in this example? 'Joseph, a volunteer at the zoo, explained that he had come to the zoo to protect the public.'

Joseph said, "I can't believe he's gone."

Joseph said that he "can't believe he's gone."

Joseph said that he couldn't believe the gorilla was gone. 

Joseph said can't believe the gorilla was gone. 

Which example below uses reported speech correctly?

giving the most up-to-date information about the event

What feature of a conclusion is shown in this sentence? 'The zoo will remain closed for the duration of the war; however, it will require public donations to survive.'

What feature of a conclusion is shown in this sentence? 'The remaining animals at the zoo are now secure.'

Whose perspectives are included in our journalistic report based on 'When the Sky Falls'?

Which of these are **not** a feature of a formal tone? 

Mrs Farrelly told me she understood the wardens' actions. 

Mrs Farrelly said that she understood the wardens' actions.

Mrs Farrelly said she wouldn't have handled the situation the same way herself.

Mrs Farrelly, a rather stern woman, is the manager of the zoo.

Which sentence uses a formal tone that is appropriate for a journalistic report?

What does this sentence from a main paragraph show? 'Mr Mayo said that the wardens had arrived just in time to save the boy from the wolf.'

Which of the following is **not** found in the main paragraphs of our journalistic report?

Which cohesive device is used in this sentence? 'Mrs Farrelly, who is the zoo manager, said that she understood the wardens' actions.'

Writing the second half of a journalistic report based on 'When The Sky Falls'

Lesson outcome

Content guidance