Write an atmospheric setting description, applying the language from the poem.

Write character descriptions of The Highwayman through the eyes of Bess, and Tim the ostler.

Write a love letter conveying the highwayman’s feelings for Bess.

Write an official police report, reporting the incidents.

• Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
• Articulate and justify answers, arguments and opinions.
• Identify how language, structure and presentation contribute to meaning.
• In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
• Use commas to clarify meaning or avoid ambiguity in writing.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically.
• Ask questions to improve their understanding.
• Use brackets, dashes or commas to indicate parenthesis.
• Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.
• Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
• Choose the writing implement that is best suited for a task.
• Write legibly, fluently and with increasing speed.

Write a detailed and atmospheric description of the setting: the labyrinth.

Write a detailed, controlled, and suspenseful description of the minotaur.

Write a short narrative, including dialogue between Theseus and Ariadne.

• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action.
• Using semi-colons, colons or dashes to mark boundaries between independent clauses.
• Use hyphens to avoid ambiguity.
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Write legibly, fluently and with increasing speed.

Write a description of a dragon hatching.
Write an information page about Flicker for a contribution to an encyclopaedia of dragons.
Write a labelled, informative diagram and information about a dragon fruit plant as an entry to a book of garden plants found in grandad’s potting shed.
Write an informative guide on how to look after a dragon of their own.

• Check that the text makes sense to them, discuss their understanding and explain the meaning of words in context.
• Use dictionaries to check the meaning of words that they have read.
• To retrieve and record information from narrative.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• To draft and write narrative.
• To plan writing by discussing and recording ideas.
• Organise paragraphs around a theme.
• In non-narrative material, use simple organisational devices.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases.
• Draft and write non-narrative material, using simple organisational devices in non-narrative material, using simple organisational devices.

Write a biography in the style of the book.

• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
• Retrieve and record information from non-fiction.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Identify how language, structure, and presentation contribute to meaning.
• indicate possession by using the possessive apostrophe with plural nouns
• Use conjunctions, adverbs and prepositions to express time and cause.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Discuss and record ideas
• In non-narrative material, use simple organisational devices.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.