Key Stage 2

Text type: Description Theme: Setting

WALT: create an accurate description for the reader

The following plan is linked to the previous week’s geography topic. Children will be using a sill frame/photograph from their specific country and describing it in as much detail as possible. Children will be using stylistic features and devices linked to descriptive writing.

Key vocabulary

 

Figurative language, nouns, personification, metaphors, similes, adjectives, noun phrases, fronted adverbials, prepositions, prepositional phrases

Look at the two WAGOLLs to see how you could frame and structure your descriptive writing.

WAGOLL -Easier

WAGOLL - Harder

 

Activity 1 – Researching and Recapping on Figurative Language

 

Task 

Writing (easier) 

Writing (harder) 

Visit Education City and access the folder created by your class teacher called Descriptive Writing. Here you will find arrange of activities and tasks to get you in the ‘mode’ for descriptive writing. You will have covered most of it in class before so much of it should just be reminders and recap. Please do try and complete all of the activities set by your KS2 teacher before you begin your writing task this week.                            

Start with Telling Tales before looking at the others.  

As you go through the various Education City tasks, make a few notes to remind yourself of what the following terms mean… 

 

  • Noun 
  • Noun phrase 
  • Fronted adverbial 
  • Prepositions 
  • Adjectives  
  • Similes    

 

 

WALT – As you are completing /viewing the various task and activities on EC, make detailed notes with examples of the following… 

 

  • Figurative language  
  • Personification  
  • Simile 
  • Metaphor  
  • Prepositional phrases  
  • Adjectives  
  • Noun phrases  

 

NOTE- We recommend that the two activities named ‘Grammar Adventure’ will be particularly useful as starting points.  

WALT – understand and recognise descriptive devices and features   

WALT – understand and recognise descriptive devices and features   

WALT – understand and recognise descriptive devices and features   

Activity 2 – Thinking about our SENSES  

 

Task  

Writing (easier) 

Writing (harder) 

Think of your country that you researched on last week. Find a still-frame (photograph) of a setting from that particular country. It must try and capture the essence of it.  For example, if I was doing Egypt, the pyramids would be great, or the Moroccan markets/souks. You will see the WAGOL using the Mayan temples.  

Think about the landmarks in particular to help you find the right image. Try and find that one photo that will really show what that country is all about – there must be plenty to write about so the ‘busier the better’!   

 

Chose 3-4 nouns from your still frame. These will be the key things that you are going to describe in your piece.  

 

Really imagine that you are there. Put yourself into that scene. Think about your SENSES and make some notes. What can you… 

 

  1. See?  
  1. Hear? 
  1. Smell ? 
  1. Taste? 
  1. Touch ? 

 

 

Pick the key features that you will describe – maybe chose 6-7.  

 

Use your imagination to put yourself in the picture and make notes on what your ‘senses’ pick up.  

 

Then try and use some 

Use an online thesaurus to really find some nice language to describe those senses… 

 

E,g. Rather than say… 

 

‘I can smell a nice smell of flowers’ 

 

you could say  

 

‘I can sense the fragment perfume of sweet hytesyths 

 

  

WALT – choose an appropriate stimulus for writing  

WALT – use our imaginations to describe senses  

WALT – use our imaginations to describe senses. To use quality language to describe those senses.  

Activity 3- Using stylistic features devices to build descriptive phrases  

TASK 

Writing (Easier)  

Writing(Harder)  

WALT – In this next step children are to apply the stylistic features of descriptive writing to their still frame/photos.  

Review notes taken from the work on Education City tasks and activities earlier in the week.  

Understand the different devices that fall under the umbrella term of figurative language.  

Begin to build some of the nouns chosen and create some phrases and clauses that use… 

  • Interesting adjectives (e.g. not ‘nice’) 
  • Similes  
  • Noun phrases 
  • Personification  
  • Interesting pronouns   

 

Really focus in on those key feature that you want to describe.  

Go back and review notes taken from the Education City activities.  

Tray and create phrases including  

  • Metaphors 
  • Similes 
  • Personification  
  • Onomatopoeia 
  •  Alliteration  
  •  Expanded noun phrases 
  • Strong synonyms for simple words (online thesaurus again)   

WALT – review and comprehend my own notes  

WALT – build phrases using stylistic feature and descriptive devices.   

WALT – build phrases using stylistic feature and descriptive devices.   

 

Activity 4  Adding more detail and turning phrases into strong sentences   

Task  

Writing (easier) 

Writing (harder) 

Review and recap on fronted adverbials‘, ‘prepositions’ and ‘prepositional phrases’.  

Understand that a prepositional phrase is a type of adverbial.  

Turn the phrases from last section into strong sentences giving the position of some of the various features.  

E.g 

‘…the gleaming golden orb  

Changes to… 

Above the tip of the stone structure, the gleaming golden orb illuminates the setting.  

Or…  

The gleaming golden orb shines high up in the blue sky.  

 

WALT – understand and select phrases that will add more detail to our description    

WALT – use adverbials and prepositions to add more detail our phrases.    

WALT – use adverbials and prepositions to add more detail our phrases.    

Finally 

Look at the WAGOLS as examples of what we would like you to produce.  

 

Build all of your amazing sentences into one or two quality paragraphs showing-off many of the devices we have been using this week. Piece them all together in an order that is logical- the reader needs to know where you are describing first so chose the main/key feature to begin with. Smaller detail can follow at the end. You can either word-process or handwrite you work.  

 

Finish by reading to an adult in your family, showing them the picture. What did they like? What they want to hear more about? Maybe add sentence or two OR make some small changes based on their feedback.       

WAGOLLs

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