Writing

As part of your home learning packs I have set several writing activities linked to our topic of the Romans. Each week I will upload set WALT's (we are learning to) and specific tasks and resources to help structure your writing. These are suggested activities and can be done in any order.

Have fun writing! 

 

  1. Write a diary recount of life as a Roman solider (See week 1 for further details)
  2. Create a persuasive piece of text to advertise for a Roman Soilder (See week 1 for further details)
  3. Use the following features- Headings, subheadings, variety of conjunctions, factual information & paragraphs to write a non-chronological report about the Romans
  4. Use the following feature- Speech, descriptive language, variety of sentence structures to write a fictional narrative about  the Roman gods
  5. Use the following features of a recount- 1st person, informal language, thoughts and feelings, fronted adverbials to write a diary entry from the perspective of the Anglo Saxons who is being invaded.
  6. Create a Roman bath glossary using the following words and giving definitions.  Roman baths, tepidarium, frigidarium, caldarium, springs, strigil, aqueduct, hypocaust, great bath

Week Two- Persuasive Writing

 

TaskPersuasive Advertisement

Day one

WALT: Research, plan and draft ideas 

Your Task: You are going to design a Roman soldier recruitment poster! An army recruitment poster is a poster that encourages men to join the army (No women were allowed to join the Roman army!)

 

You need to include all the skills that are essential for joining the Roman army. We have been learning these skills in class, and you could research other skills that they would need!

 

Include images and make your poster persuasive, you want soldiers to join the army!

 

Information you can give your potential soldiers:

 

  • You must join the army for 25 years!
  • You will be paid 3000 Sesteriti (Ancient Roman money) a year.
  • Uniform and equipment is free.
  • At the end of your 25 years you will receive money and land.

 

How do I make my work Outstanding?

 

An Outstanding poster will be eye catching and persuasive, as you are trying to attract attention. This could be through the use of bold font or eye-catching slogans to catch the reader’s attention. It must be colourful and contain some information about the skills needed to become a soldier. It will have good standards of literacy.

 

A World Class poster will do all of the above, but will demonstrate independent research and thoughts of the skills needed to be a potential Roman soldier. It will have an original slogan or message. All written information on the poster will demonstrate excellent literacy skills and will all be accurate.

 

 

Day Two

Task: Write a list of 10 rhetorical questions you could use for your advertisement. Pick your best three to add to your persuasive advertisement.

WALT: Use a variety of persuasive features 

 

Day Three

Task: List 5 benefits and evidence each point

WALT: Use cause and effect conjunctions 

 

Day Four

Task: Use emotive sentences to persuade people to join the army.

WALT: Use strong emotive language 

 

Day Five

Task: Complete your persuasive advertisement by adding 'facts'

WALT: Use opinion as facts

File icon: ppt au-l-53229-introduction-to-persuasive-text-powerpoint_ver_1 [ppt 3MB] Click to download
File icon: pdf T-L-2407-Persuasive-Writing-Word-Mat_ver_1 [pdf 132KB] Click to download

Week one- Recount

TaskWrite a diary recount of life as a Roman solider. 

Day one

WALT: Plan and draft ideas 

Watch the following clip: https://www.youtube.com/watch?v=P5e7cl19Ha0 and make notes of your key infomation regading the day to day life of a Roman Soildier. 

Create a plan for your writing, you could use the following paragraphs- Joining the Roman Legionaries, the great march, friends, thoughts and feelings, a battle etc.

 

Day Two

Task: Write 1st paragraph

WALT: Write in 1st person

 

Day Three

Task: Write 2nd paragraph

WALT: Write in 1st person

 

Day Four

Task: Write 3rd paragraph

WALT: Write in past tense 

 

Day Five

Task: Write 4th paragraph

WALT: proof read, edit and improve our own writing 

 

Challenge: Can you include a variety of fronted adverbials in your recount?

File icon: pdf Recount checklist [pdf 480KB] Click to download
File icon: pdf 1st, 2nd and 3rd person [pdf 71KB] Click to download
File icon: pdf tense [pdf 1MB] Click to download

National Curriculum for Y4 writing

Writing 
En4/3.1    Spelling
En4/3.1a    use further prefixes and suffixes and understand how to add them (English Appendix 1)
 
En4/3.1b    spell further homophones
 
En4/3.1c    spell words that are often misspelt (English Appendix 1)


En4/3.1d    place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals

En4/3.1e    use the first 2 or 3 letters of a word to check its spelling in a dictionary

 
En4/3.1f    write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
 
 

En4/3.2    Handwriting and Presentation

 
En4/3.2a    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
 
En4/3.2b    increase the legibility, consistency and quality of their handwriting
 

En4/3.3    Composition

En4/3.3a    Plan their writing by:
  1. discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  2. discussing and recording ideas
En4/3.3b    Draft and write by:
  1. composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See English Appendix 2)
  2. organising paragraphs around a theme
  3. in narratives, creating settings, characters and plot
  4. in non-narrative material, using simple organisational devices
En4/3.3c    Evaluate and edit by:
  1. assessing the effectiveness of their own and others’ writing and suggesting improvements
  2. proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
En4/3.3d    proofread for spelling and punctuation errors
 
En4/3.3e    read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
 

En4/3.4    Vocabulary, grammar & punctuation

En4/3.4a    develop their understanding of the concepts set out in Appendix 2 by:
  1. extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
  2. using the present perfect form of verbs in contrast to the past tense
  3. choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  4. using conjunctions, adverbs and prepositions to express time and cause
  5. using fronted adverbials
  6. learning the grammar for years 3 and 4 in Appendix 2
En4/3.4b    indicate grammatical and other features by:
  1. using commas after fronted adverbials
  2. indicating possession by using the possessive apostrophe with singular and plural nouns
  3. using and punctuating direct speech