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Step into the unknown: fiction reading and creative writing

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Why this why now

This units uses and builds on pupils' knowledge of fiction and descriptive writing from their primary school curriculum. This unit introduces them to many of the key components of secondary English study, and gives them a strong grounding in both analytical reading and creative writing. This sets them up for the rest of the secondary English curriculum. This unit particularly prepares pupils for the 'Dystopian settings' unit where they will build on their understanding of sentence structure and variation from this unit and start to utilise it to create atmospheric settings.

Prior knowledge requirements

  • Pupils can identify a main clause in a sentence
  • Pupils can identify simple, compound and complex sentences
  • Pupils can use capital letters and full stops
  • Pupils can use commas to separate main and subordinate clauses
  • Pupils can use apostrophes for possession and omission
  • Pupils can read for meaning
  • Pupils can form opinions about characters in texts
  • Pupils can summarise extracts of texts
  • Pupils know some figurative language such as similes and metaphors
  • Pupils can give their opinions on a text

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Why this why now

This units uses and builds on pupils' knowledge of fiction and descriptive writing from their primary school curriculum. This unit introduces them to many of the key components of secondary English study, and gives them a strong grounding in both analytical reading and creative writing. This sets them up for the rest of the secondary English curriculum. This unit particularly prepares pupils for the 'Dystopian settings' unit where they will build on their understanding of sentence structure and variation from this unit and start to utilise it to create atmospheric settings.

Prior knowledge requirements

  • Pupils can identify a main clause in a sentence
  • Pupils can identify simple, compound and complex sentences
  • Pupils can use capital letters and full stops
  • Pupils can use commas to separate main and subordinate clauses
  • Pupils can use apostrophes for possession and omission
  • Pupils can read for meaning
  • Pupils can form opinions about characters in texts
  • Pupils can summarise extracts of texts
  • Pupils know some figurative language such as similes and metaphors
  • Pupils can give their opinions on a text

Step into the unknown: fiction reading and creative writing

In this unit, pupils develop their fiction reading and creative writing by reading extracts from famous fiction and then emulating key techniques in their own writing. They start by securing and extending their knowledge of key sentence grammar, before reading and emulating the extracts.

32 lessons in unit

  1. 1

    Writing complete sentences and correcting sentence fragments

    I can identify complete sentences and correct sentence fragments.
  2. 2

    Responding to an unseen extract from 'Alice's Adventures in Wonderland'

    I can read and understand an unseen extract from Carroll’s ‘Alice’s Adventures in Wonderland’ and analyse evidence to support my understanding.
  3. 3

    Using adjectives and semantic fields to plan and write descriptive paragraphs

    I can create a specific atmosphere by linking vocabulary choices and creating a semantic field.
  4. 4

    Using simple, compound and complex sentences in descriptive writing

    I can vary sentence structures accurately in my descriptive writing.
  5. 5

    Using dashes, colons, and commas for effect in descriptive writing

    I can use punctuation accurately and explain its effect.
  6. 6

    Using adverbs, subordinate clauses and compound sentences in descriptive writing

    I can vary my sentences for effect in my descriptive writing.
  7. 7

    Using vocabulary choices, similes, and metaphors to plan descriptive writing

    I can create a plan for a piece of effective descriptive writing based on an image using vocabulary choices, similes and metaphors for effect.
  8. 8

    Drafting a piece of descriptive writing on 'Alice's Adventures in Wonderland'

    I can draft a piece of descriptive writing and then go back over it and revise it.
  9. 9

    Responding to an unseen extract from Burnett's 'The Secret Garden'

    I can confidently understand an unseen extract from Burnett’s ‘The Secret Garden’ and make a range of inferences.
  10. 10

    Using precise evidence from Burnett's 'The Secret Garden' to support an idea

    I can precisely use quotations from an extract from Burnett’s ‘The Secret Garden’ as evidence to support a topic sentence.
  11. 11

    Explaining how Burnett presents the garden setting in 'The Secret Garden'

    I can explain how Burnett uses language devices such as personification and similes to present the garden setting in ‘The Secret Garden’.
  12. 12

    Using sensory language and figurative language to create an atmospheric setting

    I can craft my own atmospheric setting using precise imagery.
  13. 13

    Considering strategies for refining and editing your descriptive writing

    I can understand how to refine my work in clear and identifiable ways.
  14. 14

    Practising planning and writing a detailed description based on an image

    I can plan and describe an image using purposeful linguistic devices and sentence structures.
  15. 15

    Identifying and emulating Baum's use of pathetic fallacy in 'The Wizard of Oz'

    I can confidently understand and use pathetic fallacy.
  16. 16

    Contrasting the everyday and the unknown settings in Baum's 'The Wizard of Oz'

    I can understand and analyse the way different settings are presented.
  17. 17

    Analysing and emulating Baum's use of unknown characters in 'The Wizard of Oz'

    I can analyse how Baum introduces the reader to unknown characters in ‘The Wizard of Oz’ and emulate those ideas to create my own unknown character.
  18. 18

    Analysing Dorothy's return from the unknown in Baum's 'The Wizard of Oz'

    I can understand and analyse how Baum presents Dorothy’s return from the unknown in ‘The Wizard of Oz’.
  19. 19

    Developing your explanation of quotations from 'The Wonderful Wizard of Oz'

    I can develop my analysis of quotations from Baum’s ‘The Wizard of Oz’ by zooming in on specific words and exploring their connotations.
  20. 20

    Analysing character in an unseen extract from Bilan's 'Asha and the Spirit Bird'

    I can make precise inferences about characters and explain quotations in detail.
  21. 21

    Explaining and emulating how Bilan uses light in 'Asha and the Spirit Bird'

    I can explain how Bilan uses light imagery for effect and then create my own light imagery.
  22. 22

    Meeting a fantastical creature in Bilan's 'Asha and the Spirit Bird'

    I can effectively use topic sentences to present my ideas about how Bilan uses light and colour imagery to present the spirit bird.
  23. 23

    Writing clear analytical paragraphs about Bilan's 'Asha and the Spirit Bird'

    I can plan and write up a clear and cohesive paragraph to answer the question: ‘How does Bilan present the temple? in 'Asha and the Spirit Bird'.
  24. 24

    Considering sensory language in Bilan's 'Asha and the Spirit Bird'

    I can make inferences about an unfamiliar place through textural and sensory descriptions.
  25. 25

    Considering sentence structures in Bilan's 'Asha and the Spirit Bird'

    I explain and emulate how Bilan uses multiple adjectives, prepositions, and embedded clauses in 'Asha and the Spirit Bird'.
  26. 26

    Responding to key images in an unseen extract from Akala's 'The Dark Lady'

    I can make inferences about an unseen extract from Akala's 'The Dark Lady' and respond to the use of imagery.
  27. 27

    Explaining how Akala uses patterns of language for effect in 'The Dark Lady'

    I can clearly explain the effects of patterns and contrasts in language and images in Akala's 'The Dark Lady'.
  28. 28

    Revising topic sentences and selecting precise evidence from 'The Dark Lady'

    I can select a range of precise evidence from Akala's 'The Dark Lady' to support my topic sentences.
  29. 29

    Developing explanations in analytical writing about Akala's 'The Dark Lady'

    I can develop my explanations in order to effectively put my ideas about Akala's 'The Dark Lady' across to the reader.
  30. 30

    Contrasting the familiar and the unknown in your descriptive writing

    I can use language and structure to create contrast between the familiar and the unknown.
  31. 31

    Using ambitious language and colour imagery to improve your descriptive writing

    I can rewrite a description of an image using ambitious language devices and colour imagery.
  32. 32

    Using figurative language and structure to create an unsettling atmosphere

    I can write an unsettling description using a wide range of language devices, as well as punctuation and sentence types chosen for effect.

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