Genre writing approach
The series takes a unique approach to genre writing. At this level, genre writing follows a four- week approach, with a fortnight spent on each unit. Two units are dedicated to each genre.
Discrete oral language activities act as building blocks for genre writing.
Oral Language
A Game makers Work with a partner to create a new game using a random collection of PE equipment provided by your teacher. Think about:
Is this an individual or a team game? How many people are on a team? What age group will be playing? What are the rules? How are points scored? How is the game won?
The first unit dedicated to each genre explores the structure of the genre. Pupils are asked to plan and draft a piece of writing, usually linked to the comprehension topic.
The reading passage serves as a template for the genre. The teacher can refer to this while outlining the structure of the genre, simply through discussion, or by having pupils highlight or underline the various elements.
Present your game to the class. Writing Genre – Procedural Writing
A procedure is a text that explains how something is done through a series of steps. Structure: Aim − Explains what’s to be done; often found in the title, e.g. How to use the oven. Materials or equipment − A list of what’s needed, e.g. ingredients, tools, parts, etc.
Method − A series of sequential steps, usually organised in bullet point form. Sub-headings, diagrams or photographs may be included.
Conclusion or evaluation − States how success can be measured. Some procedures include variations of this e.g. Enjoy the game!, other ideas, etc.
A Plan, organise and write instructions for how to play a new game. Tip: You could use the game created in the oral language activity above. 1. In your copy, plan your game using a mind map like the one below.
Equipment Teams Name Steps of play 2. Use your mind map to write the first draft of your procedure.
B Debate: ‘PE is the least important subject in the Primary School Curriculum.’
84 90 How to win Rules Set-up Playing area Oral Language
A Game makers In pairs, describe the steps of something and have your partner guess what you are describing. The winner is the person who can guess correctly with the least number of clues, e.g:
First, empty the contents of the tin into a saucepan. Turn on the ring at a medium heat. Meanwhile, put some bread in the toaster. Make sure to keep stirring. When the toast has popped, butter it. Once the Answer:
are warm, pour them over the toast and enjoy. Writing Genre – Procedural Writing
The language of a procedure should include: nouns and pronouns that refer to general and specific items, e.g. equipment, the earthworms, it.
the reader referred to in a general way, e.g. you, each player. The reader may not be referred to at all, e.g. dig, hop.
command action verbs in the present tense, e.g. run, place, find. time words, e.g. next, meanwhile, then. detailed, factual adjectives, e.g. moist soil, dark cupboard.
adverbs that describe how, where and when, e.g. quickly, on a soft surface, while it cools.
A Review, edit and rewrite your game instructions.
1. Make sure that your instructions have all of the following: Aim Equipment Method/steps of play Evaluation Procedural language
2. Read over your instructions and edit them for spelling, punctuation and grammar. 3. Rewrite your instructions and include a labelled diagram. 4. Check your work using the procedure self-assessment checklist.
B Play the game.
Ask your teacher if you can teach your new game as part of your PE warm-up. If this isn’t possible, maybe you could teach it to your friends in the yard.
The second unit dedicated to each genre introduces the language and grammar that pupils are expected to include in the genre. They are then asked to edit and rewrite the piece of writing drafted in the previous unit.
Comprehension STOP Use your dictionary to find out the meaning of the bold words below. Luta de Galo
!
Aim: To learn how to play the game Luta de Galo. Equipment:
Diagram:
A handkerchief, napkin or other piece of cloth for each child
Children play in pairs.
This is a traditional children’s game from
Brazil. Luta de Galo is Portuguese for ‘fight of the roosters’.
Method:
1. Tuck the handkerchief into the waistband of your trousers with enough sticking out so that your opponent can grab it.
2. Cross your dominant hand over your chest, as you are not permitted to use this hand during the game.
3. Lift one foot, so that you are hopping on one leg.
4. Each player must then attempt to steal the handkerchief belonging to the other person, while protecting their own handkerchief at the same time.
5. The first player to capture their opponent’s handkerchief is the winner.
6. If any player uncrosses their dominant arm or touches the ground with their lifted foot, they are disqualified.
Variations:
Luta de Galo can be played with more than two players. The winner would be the last child left with their handkerchief still in place.
You might like to play this game blindfolded to make it even harder. Be sure to play on a soft surface such as grass if you decide to try this.
This game could also be played in teams, with each team having their own colour of handkerchief. Each team should have a supply of handkerchiefs so that a player can keep playing once their handkerchief has been taken, by tucking a new one into their waistband. The aim is to catch as many handkerchiefs belonging to other teams as possible before the time runs out or your team has no handkerchiefs left.
80
B In your copy, write a sentence for each adverb below. After each sentence, write in brackets which type of adjective is used.
1. completely 6. here
2. sometimes 7. furiously
3. upstairs 8. already
4. hurriedly 9. eventually
5. often 10. nearly
C Dictation: Listen to your teacher and write the sentences in your copy.
I can do this! I'm getting there. I need help! 83
Dominant arm crossed over chest
Handkerchief One leg raised Grammar – Adverbs
An adverb is a word that describes a verb. It usually (but not always) ends in ‘-ly’. Adverbs tell us how (manner), where (place), when (time), how much (degree) or how often (frequency) something happens.
Examples: Charlie walked carefully across the road. (manner) Mark ran away. (place) She painted yesterday. (time) Mishaal is almost finished her book. (degree) Theo always has sandwiches for lunch. (frequency)
Top tip!
It helps to ask how, where, when, how much or how often if you are unsure
of the adverb in a sentence.
A Underline the verbs. Ring the adverbs that describe them in these sentences and classify them in the table below.
1. Vladimir barely feels the cold in Ireland, because he used to live in Russia. 2. “Can we eat there?” asked Gillian, pointing to a pizza restaurant. 3. The ballerina danced gracefully across the stage. 4. My class has a weekly spellings test. 5. I am going to the cinema tomorrow. 6. Filip went abroad over the summer holidays. 7. Reem occasionally rides her bike to school. 8. “Have you eaten enough?” asked Ian. 9. “He deliberately ruined my project to make his look better!” cried Angela. 10. “Did you have a chance to fix my car yet?” Mariam asked the mechanic.
Manner (how)
Place (where)
Time (when)
Degree (how much)
Frequency (how often)
Grammar activities are linked to the genre wherever appropriate.
Check Your Work
An editable writing frame is provided online to allow pupils to publish their work for an audience.
Aim: ____________________________________________________________________
Description: _______________________________________________________ ____________________________________________________________________________
_ Always Sometimes Not Yet ✔ ? ✘ ___ By: ________________________________________________________________________ The Procedure: Did you include … Equipment
_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
Ingredients
_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
an aim (with a description of the effects of the food) equipment ingredients method evaluation label diagrams to accompany the steps of the method
Procedural language: Did you use …
General and specific nouns and pronouns? Time words?
Command action verbs? Detailed, factual adjectives? How, where, when adverbs? and was the reader referred to in a general way, or not at all?
Your writing: Have you used good … spelling? grammar? punctuation?
Your thoughts: What do you like about writing procedures? _________________________________________________________________ _________________________________________________________________
A self-assessment checklist is also provided to help pupils edit and self-assess their work.
v
Unit 14 | Procedure 1
Unit 14
Unit 15 | Procedure 2
Unit 14 | Procedure 1
Unit 14 | Procedure 1
Pizza Pizza
How to make beans on toast
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