Grade 6, 7 Travel Writing Unit Plan

Common Core Standards (English Literature):

CCSS W.6.3e, CCSS W.6.3d, CCSS W.6.3c, CCSS W.6.3b, CCSS W.6.3a, CCSS W.6.3

CCSS RL.6.10, CCSS RL.6.9, CCSS RL.6.7, CCSS RL.6.6, CCSS RL.6.5, CCSS RL.6.4, CCSS RL.6.3, CCSS RL.6.2, CCSS RL.6.1

Lesson Learning Student Recommended activities Differentiation Differentiation Assessment / Recommended Key vocabulary
outcomes engagement opportunities opportunities (Stretch Feedback / resources
(Support) and Challenge) Homework

1 – Travel To describe Play this in 1) Students are 1) Students are 1) What would Opportunities for Travel writing
Lesson 1 PowerPoint
Writing the key terms the told: You have told: You you like to do questioning Purpose
and handouts (See
Introduction purpose and background won a have won a there? What throughout the lesson Audience
resources pack):
audience and as students competition to competition sights would and to speak to Key features
find them in come in: travel to any to travel to you see? Why students individually https:// Effects
different https://www. place in the any place in would this or in groups www.teacherspayteach Postcard
travel writing youtube.com/ world! the world! place appeal throughout. ers.com/Product/ Travel Guide
texts watch? Why would you Where would to you over all Travel-Writing- Travel Brochure
To explain v=hEH7KgQY3 choose a you go? others? Homework: See Introduction-7869679 Travel Journal
what key 80 particular 2) Provide 2) Provide your homework pack for
features are destination or examples for own Week 1 differentiated
included in Students place? students who examples for tasks that focus on
different complete the 2) Discussion: With need further purpose, writing and analysing
travel writing activity on the the person support. audience and a postcard.
texts and why board as soon nearest to you, 3) Provide features.
To evaluate as they walk discuss what we examples for 3) Try the Bonus
how in. mean by the students who Challenge:
particular terms ‘purpose’, need further Choose ONE
features meet ‘audience’ and support. of the types
Differentiated
particular ‘key features’. 4) Provide a of travel
challenges.
purposes and 3) Students to work writing frame writing text
audiences in groups (or they or scaffold for and create
Support for can work as students to the opening
students who individuals if see (see PP). paragraph to
need it. Covid restrictions 5) Plenary: an example of
are in place). Learning one of them
Students are Pyramid. (Example:
given a Provide a Write the
worksheet which diagram of a opening
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includes different pyramid. paragraph of
types of travel Fill in your a travel
writing and they pyramid with journal).
complete it, the five most What key
analysing the key important features did
purposes, elements you you include
audiences and have learnt and why?
features of each from the 4) Try and add
text type. lesson. in your own
4) Students create example of
an analytical the feature
paragraph based and explain
on the question: how it impact
“Q: What on the
features does a audience.
writer include in 5) Plenary:
a ____________ Learning
and why?” Pyramid.
5) Plenary: Learning Provide a
Pyramid. Provide diagram of a
a diagram of a pyramid.
pyramid. Fill in your
Fill in your pyramid with
pyramid with the the five most
five most important
important elements you
elements you have learnt
have learnt from from the
the lesson. lesson.

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

2 – Writing to To describe a Students Starter: Put up a picture Opportunities for Travel writing
Starter: Put up a picture of Starter: Put up a picture Lesson 2 PowerPoint
Describe travel complete the of a holiday destination. questioning Descriptive writing
a holiday destination. of a holiday destination. and handouts (See
destination activity on the throughout the lesson Description
resources pack):
using the five board as soon Write a short and to speak to Adjectives
Write a short description of
senses as they walk students individually https:// Five senses
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To explain in. description of this or in groups Beginnings
this place and try to Write a short www.teacherspayteach
how we can place. What are the throughout. Endings
include all five senses. description of this ers.com/Product/
use zooming Differentiated success criteria need to Sounds
place. What details did Travel-Writing-
in, colour and challenges. write an effective travel Sights
you include? Homework: See Descriptive-Writing-
beginnings description? Why?
homework pack for 7869737
and endings
to engage our Support for Week 1 differentiated
Activity 2: Today we are
readers students who Activity 2: Today we are Activity 2: Today we are tasks that focus on
going to plan a
To evaluate need it. going to plan a descriptive going to plan a writing and analysing
descriptive piece about
the piece about going to descriptive piece about a postcard.
going to Majorca – a
effectiveness Majorca – a travel going to Majorca – a travel destination
of our own destination travel destination On your planning sheet,
descriptions On your planning sheet, On your planning sheet, complete the ‘thoughts
of a travel complete the ‘thoughts complete the ‘thoughts and feelings’ box.
destination and feelings’ box. and feelings’ box.
using class
Activity 3:
success Activity 3: Provide
Extension: How would
criteria students with audio
Activity 3: Provide students these sounds make you
clips that give off the
with audio clips that give feel if you were there?
sounds of a holiday
off the sounds of a holiday Why? Add these notes
destination (see PP).
destination (see PP). to your planning sheet.

Activity 4: Extension:
Activity 4: Provide How would these
Activity 4: Provide students
students with video sights make you feel if
with video clips that show
clips that show the you were there? Why?
the sights of a holiday
sights of a holiday Add these notes to
destination (see PP).
destination (see PP). your planning sheet.
Activity 5: Students cut out
Activity 5: Students cut
five different parts of a
out five different parts
photo of a holiday Activity 5: Students cut
of a photo of a holiday
destination and put them out five different parts
destination and put
in their exercise books. of a photo of a holiday
them in their exercise
books. destination and put
them in their exercise
Activity 6: Discuss: What do books.
you think is the most
Activity 6: Provide
effective way to begin a
examples to stimulate Activity 6: Discuss:
description of a holiday
discussion. What do you think is
destination and why? Be
the most effective way
prepared to share your
to begin a description
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ideas. of a holiday destination
and why? Be prepared
Activity7: Provide to share your ideas.
examples to stimulate
Activity 7 Discuss: What do Activity 7 Discuss: What
discussion.
you think is the most do you think is the most
effective way to end a effective way to end a
description of a holiday description of a holiday
destination and why? Be destination and why?
prepared to share your Be prepared to share
ideas. your ideas.
Activity 8: Now we’ll write Activity 8: Provide
Activity 8: Now we’ll
out our descriptions of success criteria and
write out our
travelling to a holiday sentence starters (see
descriptions of
destination. PP).
travelling to a holiday
Peer assessment destination.
activity.
Peer assessment activity.
• Plenary: Draw
• Plenary: Draw around your Peer assessment
around your hand in your activity.
hand in your exercise • Plenary: Draw
exercise book. book. around your
• On each finger, • On each hand in your
write down one finger, write exercise
thing you’ve down one book.
learnt from thing you’ve • On each
today’s lesson. learnt from finger, write
today’s down one
lesson. thing you’ve
learnt from
today’s
lesson.

Lesson Learning Student Recommended activities Differentiation Differentiation Assessment / Key vocabulary
Recommended
outcomes engagement opportunities opportunities (Stretch Feedback /
resources
(Support) and Challenge) Homework

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3 - Travel To describe a Students Starter: Write a list of Starter: Write down a Starter: Write a brief Opportunities for Vocabulary
Lesson 3 PowerPoint
Writing - setting using complete the objects (nouns) and list of words that you description of an questioning Synonyms
and handouts (See
Vocabulary Travel activity on the actions (verbs) you could could use to describe airport or railway throughout the lesson Adjectives
resources pack):
Writing- board as soon use in a description of an an airport or railway station using specific and to speak to Nouns
specific as they walk airport or railway station station. travel writing students individually https:// Verbs
vocabulary in. (passenger lounge, for vocabulary. or in groups www.teacherspayteach
To assess our instance). throughout. ers.com/Product/
use of Differentiated Activity 2: As well as Travel-Writing-
Activity 2: Choose three
vocabulary in challenges. Activity 2: Let’s explore vocabulary choices, Vocabulary-7869944
examples that show the Homework: See
Travel Writing two different examples of what else does the
second extract uses homework pack for
pieces travel writing. Provide writer of the second
vocabulary more Week 1 differentiated
To evaluate Support for students with two extract do to engage
effectively than the tasks that focus on
how we can students who different pieces of writing their reader? Provide
first. writing and analysing
improve our need it. – one with a range of a specific examples.
use of a postcard.
vocabulary and the other
vocabulary in with minimal vocabulary
our Travel (see PP).
Writing
further
One example uses very
different vocabulary to the
other.

Explain which vocabulary

choices are more engaging
for the reader and why.

Activity 3: Using their

learning from the previous
activity, students apply Activity 3: Revisit your
Activity 3: Using your
their understanding of description from the
vocabulary sheet,
vocabulary to their own start of the lesson and
upgrade the five
writing: upgrade the vocabulary
sentences. (See PP)
you used.
Write out your own
sentences with upgraded
vocabulary.

Activity 4: Take one of

your previous pieces of
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Travel Writing from this Activity 4: Take one of Activity 4: Take one of
term and revisit your use your previous pieces of your previous pieces of
of vocabulary. Travel Writing from Travel Writing from
Use the vocabulary lists this term and revisit this term and revisit
provided to make changes your use of vocabulary. your use of vocabulary.
and additions to: Use the vocabulary lists Use the vocabulary lists
1) Your use of provided to make provided to make
adjectives for changes and additions changes and additions
nouns to: to:
2) Your use of verbs 1) Your use of 1) Your use of
for actions and adjectives for adjectives for
sounds nouns nouns
3) Your use of 2) Your use of 2) Your use of
nouns for places, verbs for verbs for
people and actions and actions and
objects sounds sounds
3) Your use of 3) Your use of
nouns for nouns for
places, places,
people and people and
Activity 5: Quick test objects objects

Turn to the back pages of Activity 5: Quick test Activity 5: Turn to the
your exercise book. back pages of your
Write the numbers 1 – 10. exercise book.
Turn to the back pages
I am going to give you 10 Write the numbers 1 –
of your exercise book.
very ordinary Travel 10.
Write the numbers 1 –
Writing words and I want I am going to give you
10.
you to upgrade them using 10 very ordinary Travel
I am going to give you
our learning from today. Writing words and I
10 very ordinary Travel
You may speak to the want you to upgrade
Writing words and I
person nearest to you to them using our learning
want you to upgrade
discuss ideas. from today. You may
them using our
1) Travel speak to the person
learning from today.
2) Nice nearest to you to
You may speak to the
3) Happy discuss ideas.
person nearest to you
4) Boring 1) Travel
to discuss ideas.
5) Walk 2) Nice
1) Travel
6) New 3) Happy
2) Nice
7) Expensive 4) Boring
3) Happy
8) Cheap 5) Walk
4) Boring
9) People 6) New
5) Walk
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10) Calm 6) New 7) Expensive
7) Expensive 8) Cheap
Plenary: Plenary: Four 8) Cheap 9) People
Corners 9) People 10) Calm
Choose one of the four 10) Calm
words on the board that Plenary: Four Corners
you think best represents Plenary: Four Corners Choose one of the four
your learning from today. Choose one of the four words on the board
Move to that corner of the words on the board that you think best
room. that you think best represents your
represents your learning from today.
learning from today. Move to that corner of
Move to that corner of the room.
the room.

Lesson Student Recommended activities Assessment / Key vocabulary

Learning Differentiation Differentiation Recommended
engagement Feedback /
outcomes opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

4 - Travel To describe Students Opportunities for Persuasion

Starter: Persuade the Starter: Persuade the Starter: Persuade the Lesson 4 PowerPoint
Writing – persuasive complete the questioning Audience
person sitting next to you person sitting next to person sitting next to and handouts (See
Writing to techniques activity on the throughout the lesson Persuasive
that this is the holiday you that this is the you that this is the resources pack):
Persuade and how they board as soon and to speak to techniques
destination for them! holiday destination for holiday destination for
can persuade as they walk students individually https:// Purpose
them! them!
an audience in. What ideas did you use to or in groups www.teacherspayteach
To explain try to persuade them? What ideas did you use throughout. ers.com/Product/
how we can Differentiated to try to persuade Travel-Writing-
use challenges. them? Persuasive-Writing-
persuasive Homework: See 7869969
techniques to What techniques can homework pack for
engage an Support for you use to persuade Week 1 differentiated
audience students who people? Why do they tasks that focus on
To evaluate need it. work? writing and analysing
our use of a postcard.
persuasive
techniques to Activity 2:
Activity 2: Complete the Activity 2: Provide
audience
‘DAFORREST’ acronym specific examples to aid Extension: What are
through a
which lists many of the students. the best techniques to
travel agency
persuasive techniques you use when writing to
marketplace
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can use when writing to Activity 3: Your boss persuade? Why?
persuade. has told you that you
Activity 3: Your boss has
must persuade at least
told you that you must
one holidaymaker to
persuade at least one
Activity 3: Your boss has book a holiday to the
holidaymaker to book a
told you that you must destination you have
holiday to the
persuade at least one been allocated.
destination you have
holidaymaker to book a In order to do that, been allocated.
holiday to the destination you’re going to have to
you have been allocated. In order to do that,
use lots of persuasive
you’re going to have to
In order to do that, you’re techniques!
use lots of persuasive
going to have to use lots of (DAFORREST will help.)
techniques!
persuasive techniques! Work in your group to (DAFORREST will help.)
(DAFORREST will help.) complete your travel
Work in your group to
Work in your group to agent planning sheet.
complete your travel
complete your travel agent (See PP) You will be
agent planning sheet.
planning sheet. (See PP) given time to write
(See PP) You will be
You will be given time to down your ideas. We
given time to write
write down your ideas. We will then have a travel
down your ideas. We
will then have a travel agent marketplace
will then have a travel
agent marketplace where where you have to
agent marketplace
you have to persuade persuade other
where you have to
other students to visit your students to visit your
persuade other
destination! destination!
students to visit your
Activity 4: One student destination!
from each group is to
Activity 4: One student
Activity 4: One student be nominated to go
from each group is to
from each group is to be around and listen to the
be nominated to go
nominated to go around other groups. The
around and listen to the
and listen to the other groups must persuade
other groups. The
groups. The groups must their audience to book
groups must persuade
persuade their audience to a holiday with them.
their audience to book
book a holiday with them.
You have five minutes a holiday with them.
You have five minutes with with each student to try
You have five minutes
each student to try to to persuade them to
with each student to try
persuade them to visit your visit your destination!
to persuade them to
destination!
Activity 5: Now we will visit your destination!
Activity 5: Now we will vote to decide which
Activity 5: Now we will
vote to decide which group group is champion and
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is champion and the most the most successful vote to decide which
successful travel agency! travel agency! Only the group is champion and
Only the nominated nominated students the most successful
students are allowed to are allowed to vote travel agency! Only the
vote and they cannot vote and they cannot vote nominated students
for their own travel for their own travel are allowed to vote
agency. agency. and they cannot vote
for their own travel
agency.
Plenary: Three ideas. Write Plenary: Three ideas.
down three ideas you will Write down three ideas
take away from today’s you will take away from Plenary: Three ideas.
lesson today’s lesson Write down three ideas
you will take away from
today’s lesson

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

5– To describe Students Opportunities for Articles

Starter: Read through the Starter: Read through Starter: Read through Lesson 5 PowerPoint
Persuasive the key complete the questioning Persuasion
persuasive article you the persuasive article the persuasive article and handouts (See
Articles persuasive activity on the throughout the lesson Connectives
have been given on you have been given you have been given resources pack):
features used board as soon and to speak to Paragraphs
Majorca. on Majorca. on Majorca.
in an article as they walk students individually https:// Purpose
To explain in. Work with the person next Work with the person What do you notice or in groups www.teacherspayteach Audience
how to begin to you to label all the next to you to label all about how the article is throughout. ers.com/Product/ Opening sentences
persuasive Differentiated DAFORREST techniques the DAFORREST put together? How Travel-Writing- Structure
articles in challenges. you can see being used. techniques you can see does it start? How does Persuasive-Articles-
order to being used. it finish? What order Homework: See 7870239
engage the For at least four techniques homework pack for
are the ideas in and
reader Support for explain how they have Week 2 differentiated
why? Make notes on
To evaluate students who been used in the article tasks that focus on
this.
the need it. and why they might analysing holiday
effectiveness persuade the reader to brochures.
of our own want to visit Majorca.
persuasive
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articles based
Activity 2: Provide Activity 2:
on success
students with an
criteria Activity 2: In front of you Bonus Challenge:
example answer for
are a number of different support. Which option did you
ways of opening persuasive go for and why? Why
articles. (See PP.) do you think it is
Choose any place in the particular engaging for
world that you want to your reader?
persuade some to visit. It
could be a country or city
or town.
1) Choose ONE of the ways
of opening an article.
3) Use the example to
write out the opening
paragraph to your
persuasive article.
Activity 3: Provide
Activity 3: Students
students with a
could also spend some
Activity 3: Research your modelled example or
time researching the
chosen destination now. with a choice of famous
history of their chosen
Students may use mobile places they could
destination in order to
phones, laptops, tablets, research.
weave it into their
etc to research their
article.
chosen destination and
make notes on: food,
accommodation, weather,
facts and statistics, Activity 4: Provide a Activity 4: Students to
activities. writing frame for plan out a persuasive
students (see PP). article like the example
Activity 4: Students to plan they were provided
out a persuasive article like with in the lesson.
the example they were
provided with in the
lesson.
Activity 5: Provide Activity 5: Provide
students with sentence students with a range
starters (see PP). of connectives to link
Activity 5: Students are to ideas together.
write out their articles
based on their plans. Plenary – Self-

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Plenary – Self- assessment
assessment.
Plenary - Self-assessment:
WWW: What Went Well –
Basically, what you did
really well according to the
peer assessment success
criteria.
EBI: Even Better If – What
you need to focus on to
improve.
Now: An activity or task to
do now to show you can
meet your EBI target.

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

6 – Destination: To describe Students Starter: We’re going on a Starter: We’re going on Starter: Bonus Opportunities for Punctuation
Punctuation Lesson 6 PowerPoint
our strengths complete the journey today, a journey to a journey today, a Challenge: questioning Commas
and handouts (See
in activity on the improve our use of journey to improve our Which types of throughout the lesson Full stops
resources pack):
punctuation board as soon punctuation! use of punctuation! punctuation are you and to speak to Apostrophes
To explain as they walk What different types of What different types of unsure about using? students individually https:// Hyphens
how to use a in. punctuation can we use in punctuation can we use or in groups www.teacherspayteach Sentences
variety of new our travel writing? in our travel writing? Main Activities: throughout. ers.com/Product/
punctuation Differentiated Students complete the Travel-Writing-
To apply our challenges. Main Activities: Provide Main Activities: green ‘mega challenges’ Punctuation-7870310
new Homework: See
students with a range of Students complete the on their worksheets.
understandin homework pack for
Support for worksheets with red ‘challenges’ on their
g to short Week 2 differentiated
students who differentiated activities worksheets.
pieces of tasks that focus on
need it. that focus on full
Travel Writing analysing holiday
stops/capital letters,
brochures.
commas, hyphens and
apostrophes, or any other
area you think the students
need to focus on. (See PP
for worksheets.) Students
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complete the worksheets,
choosing the challenges as
they go through them.

Plenary: Brain Gain. In your

diagram of the person’s
brain, right down all the
ideas that have gone into Plenary: Brain Gain. In Plenary: Brain Gain. In
your brain today during our your diagram of the your diagram of the
lesson. person’s brain, right person’s brain, right
down all the ideas that down all the ideas that
have gone into your have gone into your
brain today during our brain today during our
lesson lesson

Lesson Learning Student Recommended activities Differentiation Differentiation Assessment / Key vocabulary
Recommended
outcomes engagement opportunities opportunities (Stretch Feedback /
resources
(Support) and Challenge) Homework

7 and 8 – To describe Starter: You go on a trip to Starter: Starter: You go Starter: You go on a Opportunities for Travel blog
Lesson 7 and 8
Travel Blog the key this place – it is not a on a trip to this place – trip to this place – it is questioning Purpose
PowerPoint and
features of a typical holiday resort or it is not a typical not a typical holiday throughout the lesson Audience
handouts (See
travel blog destination. You decide to holiday resort or resort or destination. and to speak to Facts
resources pack):
To explain write to people back home destination. You decide You decide to write to students individually Opinions
how Michael about this place. to write to people back people back home or in groups https:// History
Palin mixes What do you tell them? home about this place. about this place. throughout. Culture
www.teacherspayt
facts and What information do you What do you tell them? What do you tell them?
opinions in his need to share with them to What information do eachers.com/
travel blog help them understand you need to share with Homework: See Product/Travel-
entry what it is like? them to help them homework pack for Writing-Blogs-
To evaluate What information could understand what it is Week 2 differentiated
tasks that focus on 7870347
the you give to your audience like?
effectiveness to make them understand What information could analysing holiday
of our own how this place is different you give to your brochures.
travel blogs and why it is different? audience to make them
using success understand how this
Activity 2: Provide
criteria Activity 2: Provide students students with a video place is different and
with a video clip from a why it is different?
clip from a Michael
Michael Palin documentary Palin documentary Why might travel
show or similar. (See PP) writers find this kind of
show or similar. (See
What is different about this place more interesting
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place? PP) to write about than a
What facts are we told What is different about beach, hotel or scenic
about this place? this place? view?
What is Michael Palin’s
opinion about this place? Activity 2: Provide
How does he make his students with a video
travel blog engaging for his clip from a Michael
audience? Palin documentary
show or similar. (See
Activity 3: Provide students PP)
with a transcript of the Activity 3: Provide What is different about
video they have just students with a this place?
watched. transcript of the video What facts are we told
they have just watched. about this place?
Highlight all the facts he What is Michael Palin’s
includes in his travel blog. Highlight all the facts opinion about this
Highlight all the facts in he includes in his travel place? How does he
one colour and his blog. make his travel blog
opinions in another. Highlight all the facts in engaging for his
What is Michael Palin’s one colour and his audience?
opinion on Khartoum? Why opinions in another.
do you think that? Provide Activity 3: Provide
a quote to support your Provide key words/new students with a
ideas. term explanations with transcript of the video
transcript they have just watched.
Activity 4: Finding facts for
travel blogs. Students Activity 4: Provide a Highlight all the facts
research a place and its writing he includes in his travel
history and culture. frame/template. blog.
Highlight all the facts in
one colour and his
Activity 5: Provide
opinions in another.
Activity 5: Provide students students with a model
What is Michael Palin’s
with a model travel blog travel blog paragraph
opinion on Khartoum?
paragraph (see PP) and (see PP) and success
Why do you think that?
success criteria. Students criteria. Students to
Provide a quote to
to discuss how the writer discuss how the writer
support your ideas.
mixes facts and with mixes facts and with
Why does Palin provide
opinions. opinions.
so many facts in his
travel blog? Why is it
Activity 6: Students are to Activity 6: Students are important that he gives
write their own now. to write their own now.
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Provide a full model this information to his
Plenary: Peer Assessment (see PP) and writing audience?
based on success criteria. frame.
Activity 4: Now write a
Plenary: Peer summary of the history
Assessment based on of your destination,
success criteria. based on your five key
facts (e.g. put your facts
into a paragraph).

Now write a summary

of the culture of your
destination, based on
your five key facts.

Activity 5: Provide
students with a model
travel blog paragraph
(see PP) and success
criteria. Students to
discuss how the writer
mixes facts and with
opinions.

Activity 6: Students are

to write their own now.

Plenary: Peer
Assessment based on
success criteria.

Lesson Learning Student Recommended activities Differentiation Differentiation Assessment / Key vocabulary
Recommended
outcomes engagement opportunities opportunities (Stretch Feedback /
resources
(Support) and Challenge) Homework

9 - Travel To analyse Differentiated Students use today’s lesson to edit and redraft their travel blogs from the Opportunities for Redrafting
Lesson 9 PowerPoint
Blog Editing our use of worksheets previous lessons. questioning Editing
and handouts (See
and paragraphing, throughout the lesson Vocabulary
resources pack):
Redrafting punctuation Worksheets They need their copy of their travel blog and different coloured pens to make and to speak to Paragraphing
and focused on changes and improvements. students individually https:// Punctuation
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vocabulary in areas They can work in groups or as individuals. or in groups
our travel students need throughout. www.teacherspayt
blogs to make There are three worksheets to use: Passport to Paragraphing, Punctuation Pit eachers.com/
To apply our improvement Stop, and Vocabulary Vacation (see PP). Differentiated activities are provided on Product/Travel-
learning to as a class. Homework: See
the worksheets. d Writing-Editing-
our own homework pack for
travel blogs Week 3 differentiated and-Redrafting-
To evaluate After completing the three worksheets, students can then spend the time tasks that focus on 7870678
the redrafting their travel blogs (see PP). analysing travel blogs
effectiveness for language and
of our travel structure.
blog writing in
order to re-
draft our
pieces

Recommended
Lesson Learning Student Assessment / resources Key vocabulary
Recommended activities Differentiation Differentiation
outcomes engagement Feedback /
opportunities opportunities (Stretch
Homework
(Support) and Challenge)

10 – Travel To describe Differentiated Opportunities for Review

Starter: You’ve been asked Starter: You’ve been Starter: You’ve been Lesson 10 PowerPoint
Review the key worksheets questioning Purpose
to write a travel review of asked to write a travel asked to write a travel and handouts (See
Writing purposes of a throughout the lesson Audience
this place (picture stimulus review of this place review of this place resources pack):
travel review Full model and to speak to Structure
of a holiday destination). (picture stimulus of a (picture stimulus of a
To analyse answer students individually https:// Order
Using the key words on the holiday destination). holiday destination).
how we provided or in groups www.teacherspayteach Inform
board (things like describe, Using the key words on Using the key words on
would review throughout. ers.com/Product/ Entertain
review, inform, etc – the board (things like the board (things like
our home Travel-Review-Writing- Describe
purposes): describe, review, describe, review,
towns Homework: See 7870729 Analyse
inform, etc – purposes): inform, etc – purposes):
To evaluate What would you need to homework pack for Advise
the include in a review of this What would you need What would you need Week 3 differentiated
effectiveness place? to include in a review to include in a review tasks that focus on
of our own of this place? of this place? analysing travel blogs
travel reviews How is a review different
for language and
based on to a travel blog or How is a review
structure.
success persuasive article? different to a travel
criteria blog or persuasive
article?
Activity 2: Provide
Activity 2: Provide students definitions of ‘inform’, How would you order
with a full model review. ‘describe’, ‘entertain’, your ideas in a review

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Read through the review ‘analyse’ and ‘advise’. and why?
and then: (See PP.)
Activity 2: Extension:
Highlight and label all the What do you notice
different purposes you can about the order of
see included in the review. ideas and purposes
within the review?
Why might the writer
Activity 3: Let’s review our Activity 3: Let’s review have chosen this
home town. our home town. order?

On your planning sheet On your planning sheet

(see PP) shade in each box (see PP) shade in each
Activity 3: Let’s review
for each key element (for box for each key
our home town.
instance, you may rate the element (for instance,
shopping facilities in your you may rate the On your planning sheet
hometown as being 3/5). shopping facilities in (see PP) shade in each
Next, add in some your hometown as box for each key
examples of shops you can being 3/5). Next, add in element (for instance,
find in your home town. some examples of you may rate the
shops you can find in shopping facilities in
Do this for each element
your home town. your hometown as
and then work out the
being 3/5). Next, add in
average score for your Do this for each
some examples of
home town. This will give element and then work
shops you can find in
you a star rating out of 5! out the average score
your home town.
for your home town.
Activity 4: Students now
This will give you a star Do this for each
write out their reviews
rating out of 5! element and then work
based on their planning
out the average score
sheets (see PP) and the
for your home town.
model provided.
Activity 4: Provide a list This will give you a star
of success criteria and rating out of 5!
an example paragraph Activity 4: Provide a list
Plenary: Self/Peer
plan (see PP). of connectives students
Assessment based around
success criteria. can embed in their own
writing.
Plenary: Self/Peer
Plenary: Self/Peer
Assessment based
Assessment based
around success criteria.
around success criteria.

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Lesson Learning Student Assessment / Key vocabulary
Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

11 – Travel To describe Students Opportunities for Advise

Starter: Choosing a holiday Starter: Choosing a Starter: Choosing a Lesson 11 PowerPoint
Writing – the key complete the questioning Travel brochures
can be difficult. It involves holiday can be difficult. holiday can be difficult. and handouts (See
Writing to features of activity on the throughout the lesson Modal verbs
lots of money, organisation It involves lots of It involves lots of resources pack):
Advise writing to board as soon and to speak to Imperative verbs
and time to get prepared. money, organisation money, organisation
advise texts as they walk students individually Pronouns
and time to get and time to get https://
and leaflets in. People will often look for or in groups Empathetic tone
prepared. prepared. www.teacherspayteach
To explain advice from experts about throughout. Tone
how these key how best to plan for a People will often look People will often look ers.com/Product/
Differentiated
features can holiday. We will look at for advice from experts for advice from experts Travel-Writing-Leaflet-
challenges. Homework: See
impact on a writing to advise today. about how best to plan about how best to plan 7870777
homework pack for
reader for a holiday. We will for a holiday. We will Week 3 differentiated
Support for If someone was planning a
To evaluate look at writing to look at writing to tasks that focus on
students who holiday, what advice would
the advise today. advise today. analysing travel blogs
need it. you give them? Why?
effectiveness for language and
of our own If someone was If someone was
What’s the difference structure.
leaflets and planning a holiday, planning a holiday,
between advising someone
writing to what advice would you what advice would you
and persuading them?
advise pieces give them? Why? give them? Why?
using success Activity 2: There are What’s the difference
criteria different specific between advising
Activity 2: There are
different specific techniques that can be someone and
techniques that can be used for writing to persuading them?
used for writing to advise advise (modal verbs,
How might you
(modal verbs, imperative imperative verbs, etc).
organise your advice if
verbs, etc). Discuss: How do these you were writing a
Discuss: How do these techniques help to leaflet for potential
techniques help to engage engage the reader tourists?
the reader when writing to when writing to advise?
Activity 2: There are
advise? Discuss: What are the different specific
Discuss: What are the fundamental techniques that can be
fundamental differences differences between used for writing to
between writing to advise writing to advise and advise (modal verbs,
and the other types of the other types of imperative verbs, etc).
writing we have studied so writing we have studied
Discuss: How do these
far? so far?
techniques help to
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Activity 3: You’ve been engage the reader
given an example when writing to advise?
Activity 3: You’ve been leaflet about planning
given an example leaflet Discuss: What are the
for a holiday.
about planning for a fundamental
holiday. differences between
writing to advise and
Highlight any language the other types of
that seems to be writing we have studied
Highlight any language that advising the audience so far?
seems to be advising the about planning for a
audience about planning holiday. Activity 3: You’ve been
for a holiday. given an example
Activity 4: Provide leaflet about planning
Think about how the students with a full for a holiday.
writers of the leaflet have model of a leaflet (see
organised and linked ideas PP).
together.
Leaflets are usually Highlight any language
organised and laid out that seems to be
very differently to other advising the audience
Activity 4: Provide students
text types. about planning for a
with a full model of a
holiday.
leaflet (see PP). What different sections
are there to this leaflet? Think about how the
Leaflets are usually
writers of the leaflet
organised and laid out very
have organised and
differently to other text
linked ideas together.
types.
Consider what language
What different sections are
techniques are
there to this leaflet?
Activity 5: Provide specifically used for
How have the writers success criteria (see writing to advise. Make
divided up sections and PP). notes.
also linked ideas together?
Activity 4: Provide
students with a full
Plenary: Peer/self- model of a leaflet (see
Activity 5: Students create assessment PP).
their own leaflets.
Leaflets are usually
You’ve been asked to organised and laid out
create a writing to advise very differently to other
leaflet for people planning text types.
to go on holiday to your

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favourite destination. What different sections
are there to this leaflet?
This information needs to
be particularly relevant to How have the writers
adults, rather than divided up sections and
teenagers or young also linked ideas
children. together?
1. Decide what What is the overall
information you approach to the
will need to structure and
include. organisation of this
leaflet and why does it
2. Plan out the
best fit the purpose
different sections
and audience of the
and the
text?
organisation of
your leaflet.
3. Once you’re Activity 5: Students
happy with need to consider the
notes, create overall structure of the
your leaflet. leaflet carefully.

Plenary: Peer/self- Plenary: Peer/self-

assessment assessment

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

12 – Sentence To describe Students Opportunities for Sentence types

Starter: Sentence types are Sentence types are Sentence types are Lesson 12 PowerPoint
Types ways of complete the questioning Complex
really useful tools for really useful tools for really useful tools for and handouts (See
varying our activity on the throughout the lesson sentences
improving our travel improving our travel improving our travel resources pack):
sentence board as soon and to speak to Compound
writing. writing. writing.
types as they walk students individually https:// sentences
To apply our in. We’re going to revisit the We’re going to revisit We’re going to revisit or in groups www.teacherspayteach Simple sentences
learning to Majorca persuasive article the Majorca persuasive the Majorca persuasive throughout. ers.com/Product/ Effects
our own non- Differentiated we analysed earlier on in article we analysed article we analysed Travel-Writing- Tone
fiction writing Audience
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pieces challenges. Homework: See
the term. earlier on in the term. earlier on in the term. Sentences-7870910
To assess our homework pack for
use of Support for This time, we’ll focus on This time, we’ll focus on This time, we’ll focus on Week 3 differentiated
sentence students who the use of sentences. the use of sentences. the use of sentences. tasks that focus on
types in need it. analysing travel blogs
previous Highlight where the writer Highlight where the Highlight where the for language and
pieces work has used short sentences. writer has used short writer has used short structure.
and make In another colour, highlight sentences. In another sentences. In another
improvement where they have used colour, highlight where colour, highlight where
s longer sentences. they have used longer they have used longer
sentences. sentences.
What do you notice about
where the shorter Activity 2: Provide What do you notice
sentences are used? students with an about where the
overview of the shorter sentences are
different sentence used?
Activity 2: Provide students types used in the article
How can writers use
with an overview of the (see PP).
sentence types to
different sentence types Can you see how the influence their readers?
used in the article (see PP). writer has used shorter Provide examples.
Can you see how the writer sentences at the end
Activity 2: Provide
has used shorter sentences and beginning of
students with an
at the end and beginning of paragraphs?
overview of the
paragraphs? Discuss: Why do you different sentence
Discuss: Why do you think think the writer has types used in the article
the writer has done this? done this? (see PP).
Can you see how the
writer has used shorter
Activity 3: Provide Activity 3: Provide sentences at the end
students with an overview students with an and beginning of
of the three main sentence overview of the three paragraphs?
types (simple, complex, main sentence types
(simple, complex, Discuss: Why do you
compound).
compound). think the writer has
It’s important to know done this?
these both for your own It’s important to know
writing, but also for your these both for your
ability to analyse texts, too. own writing, but also
Activity 3: Provide
for your ability to
Using the information students with an
analyse texts, too.
sheet provided to you: overview of the three
Using the information main sentence types
Write out one simple, one
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compound and one sheet provided to you: (simple, complex,
complex sentence related compound).
Write out one simple,
to travel.
one compound and one It’s important to know
Write out two compound complex sentence these both for your
and two complex related to travel. own writing, but also
sentences related to travel. for your ability to
Activity 4: Sentence
analyse texts, too.
Upgrade!
Using the information
Activity 4: Sentence Take one of your
sheet provided to you:
Upgrade! previous pieces of
Travel Writing from this Write out one simple,
Take one of your previous term and revisit your one compound and one
pieces of Travel Writing use of sentence types. complex sentence
from this term and revisit related to travel.
your use of sentence Think carefully about
types. where you could use: Write out two
compound and two
Think carefully about 1) Simple
complex sentences
where you could use: sentences for
related to travel.
effect.
1) Simple sentences Create a descriptive
for effect. 2) Compound
paragraph about a
sentences for
2) Compound travel setting using all
detail.
sentences for three sentence types
detail. 3) Complex for effect.
sentences for
3) Complex Activity 4: Sentence
detail and
sentences for Upgrade!
description.
detail and Take one of your
description. previous pieces of
Plenary: Where to Travel Writing from this
next? term and revisit your
Plenary: Where to next? use of sentence types.
Now that we have
• Now that we worked on our Think carefully about
have worked on sentence openers, what where you could use:
our sentence areas would you like to 1) Simple
openers, what focus on next? sentences for
areas would you
Decide what areas you effect.
like to focus on
next? would really like to 2) Compound
concentrate on for the sentences for
• Decide what
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areas you would next few weeks. detail.
really like to
You ideas and 3) Complex
concentrate on
suggestions will help sentences for
for the next few
me to shape my detail and
weeks.
teaching and your description.
• You ideas and learning.
Plenary: Where to
suggestions will
next?
help me to shape
my teaching and Now that we have
your learning. worked on our
sentence openers, what
areas would you like to
focus on next?
Decide what areas you
would really like to
concentrate on for the
next few weeks.
You ideas and
suggestions will help
me to shape my
teaching and your
learning.

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

13 – Pen-pal To describe Students Opportunities for Letters

Starter: Pen-pal letter Starter: Pen-pal letter Starter: Pen-pal letter Lesson 13 PowerPoint
Letter Writing different ways complete the questioning Pen-pals
writing was at one time a writing was at one time writing was at one time and handouts (See
of opening activity on the throughout the lesson Sentence starters
very popular pastime, a very popular pastime, a very popular pastime, resources pack):
sentences board as soon and to speak to Sentence
where people would write where people would where people would
To explain as they walk students individually https:// structures
to others who lived in write to others who write to others who
how we can in. or in groups www.teacherspayteach Audience
different countries. lived in different lived in different
use sentence throughout. ers.com/Product/ Effects
countries. countries.
openers to Differentiated School students would Travel-Writing-Letters-
engage challenges. often write to other School students would School students would Homework: See 7870934
readers students in other places. often write to other often write to other homework pack for
To evaluate
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the Support for Week 4 differentiated
Why do you think this used students in other students in other
effectiveness students who tasks that focus on
to be quite popular? places. places.
of our use of need it. analysing travel
sentence If you were to have a pen- Why do you think this Why do you think this reviews for language
openers in pal, what would you ask used to be quite used to be quite and structure.
our own pen- them and why? popular? popular?
pal letters
If you were to have a If you were to have a
pen-pal, what would pen-pal, what would
Activity 2: We will analyse you ask them and why? you ask them and why?
an example pen-pal letter
now. (Provide a full model
letter – see resources.)
Activity 2: We will Activity 2: We will
analyse an example analyse an example
pen-pal letter now. pen-pal letter now.
Aayan is a British school (Provide a full model (Provide a full model
student who is writing to letter – see resources.) letter – see resources.)
his pen-pal for the first
time.
Because he knows very Aayan is a British school Aayan is a British school
little about his pen-pal, and student who is writing student who is writing
they know very little about to his pen-pal for the to his pen-pal for the
him, his first letter explains first time. first time.
who he is and provides
Because he knows very Because he knows very
information about his life.
little about his pen-pal, little about his pen-pal,
Look at how Aayan begins and they know very and they know very
his sentences. little about him, his first little about him, his first
letter explains who he letter explains who he
Highlight or circle all the
is and provides is and provides
different ways Aayan starts
information about his information about his
his sentences.
life. life.
How do these sentence
Look at how Aayan Look at how Aayan
openers help to improve
begins his sentences. begins his sentences.
Aayan’s writing?
Highlight or circle all Highlight or circle all
the different ways the different ways
Activity 3: Using iSpaced Aayan starts his Aayan starts his
(see PP) and the worksheet sentences. sentences.
given to you: Activity 3: Using How do these sentence
Write out three of your iSpaced (see PP) and openers help to
the worksheet given to improve Aayan’s
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own pen-pal sentences you: writing?
using three different
Write out three of your What other ways can a
sentence openers
own pen-pal sentences writer open sentences?
Write out a paragraph to a using three different Provide examples.
pen-pal using effective sentence openers
Activity 3: Using
sentence openers
iSpaced (see PP) and
the worksheet given to
Activity 4: Students you:
Activity 4: Students write write out their own
out their own letter to their letter to their pen-pal. Write out three of your
pen-pal. Provide a list of Provide a list of own pen-pal sentences
potential sentence starters. potential sentence using three different
starters and a writing sentence openers
frame. Write out a paragraph
Activity 5: Peer/self- Activity 5: Peer/self- to a pen-pal using
assessment based on assessment based on effective sentence
success criteria success criteria openers
Put the numbers 1, 2, and Put the numbers 1, 2, For each sentence
3 where you think they and 3 where you think opener type, explain
have met the success they have met the when a writer might
criteria we have agreed on success criteria we have use them and why.
as a class. agreed on as a class.
What areas do you think What areas do you
they need to work on Activity 4: Students
think they need to work
based on the success write out their own
on based on the
criteria? Write these in letter to their pen-pal
success criteria? Write
their book. these in their book.
You did well at You did well at Activity 5: Peer/self-
___________ and ___________ and assessment based on
___________. ___________. success criteria
However, you need to However, you need to Put the numbers 1, 2,
improve on ____________ improve on and 3 where you think
and ______________. ____________ and they have met the
______________. success criteria we have
agreed on as a class.
What areas do you
think they need to work

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on based on the success
criteria? Write these in
their book.
You did well at
___________ and
___________.
However, you need to
improve on
____________ and
______________.

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

14 – Planning To describe Students Opportunities for Assessment

Starter: London is our Starter: London is our Starter: London is our Lesson 14 PowerPoint
Our our opinions complete the questioning Planning
nation’s capital and it is a nation’s capital and it is nation’s capital and it is and handouts (See
Nonfiction on the city of activity on the throughout the lesson Letters
colossal city: it is home to a colossal city: it is a colossal city: it is resources pack):
Assessments London in board as soon and to speak to Purpose
over 8 million people, home to over 8 million home to over 8 million
detail as they walk students individually https:// Audience
making it one of the largest people, making it one people, making it one
To explain the in. or in groups www.teacherspayteach Language
cities in the world! But of the largest cities in of the largest cities in
reasons throughout. ers.com/Product/ Structure
what’s your opinion on it? the world! But what’s the world! But what’s
behind our Differentiated Travel-Writing- Tone
your opinion on it? your opinion on it?
opinions challenges. On your post-it note write: Homework: See Assessment-7870962
To evaluate On your post-it note On your post-it note homework pack for
the One adjective to describe
Support for write: write: Week 4 differentiated
effectiveness London (Huge, busy,
students who tasks that focus on
of our beautiful and so on). One adjective to One adjective to
need it. analysing travel
explanations describe London (Huge, describe London (Huge,
A one sentence summary reviews for language
through our busy, beautiful and so busy, beautiful and so
of your opinion of London. and structure.
letter on). on).
assessments Assessment task: A one sentence
Assessment task: “Earth “Earth has not summary of your
has not anything to show anything to show more opinion of London.
more fair” – London is the fair” – London is the
Two lists of the
most beautiful city in the most beautiful city in
positives and negatives
world. the world.
of London.

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Write a letter to the Write a letter to the
Mayor of London Mayor of London
informing them of your informing them of your Assessment task:
opinion. opinion. Extension: How will
these factors affect
Discuss: What is the Discuss: What is the your register, tone and
purpose, audience and purpose, audience and style of writing? Why?
type of writing you are type of writing you are
being asked to create being asked to create
here? here?

Activity 3: Planning Sheet Activity 3: Planning Activity 3: Planning

(see PP) – students to Sheet (see PP) – Sheet (see PP) –
complete. students to complete. students to complete.

Activity 4: Now that you’ve Activity 4: Now that Activity 4: Now that
planned out your you’ve planned out you’ve planned out
assessment, it is time to your assessment, it is your assessment, it is
write out your letter. time to write out your time to write out your
letter. letter.
As you are writing, keep
checking the success As you are writing, keep As you are writing, keep
criteria checklist on your checking the success checking the success
planning sheet to make criteria checklist on criteria checklist on
sure you are meeting all your planning sheet to your planning sheet to
the requirements of this make sure you are make sure you are
assessment. meeting all the meeting all the
requirements of this requirements of this
Peer assessment: assessment.
assessment.
Reviewing our letters
Peer assessment: Peer assessment:
Reviewing our letters Reviewing our letters
Using the success criteria
checklists, go through your
partner’s work and using a Using the success Using the success
red pen, make changes and criteria checklists, go criteria checklists, go
suggested improvements through your partner’s through your partner’s
to their work! work and using a red work and using a red
pen, make changes and pen, make changes and
suggested suggested
improvements to their improvements to their
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work! work!

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

15 – Santa’s To describe Christmas- Opportunities for Planning

Note – This resource is Starter: Santa’s Starter: Extension Lesson 15 PowerPoint
Theme Park our plans for themed questioning Persuasive Writing
useful if you are studying workshop is in need of and handouts (See
Travel creating a resource for throughout the lesson Formal language
Travel Writing during Term extra funding. More resources pack):
Writing new ‘Santa the end of and to speak to Letters
2 / Winter Term. and more children have Take into account
Theme Park’ term that students individually https:// Structure
been asking for tablets these factors in your
To explain the focuses on or in groups www.teacherspayteach
and mobile devices for planning:
layout of a letter writing throughout. ers.com/Product/
Starter: Santa’s workshop Christmas and they’re
formal letter and It is very, very cold in Travel-Writing-
is in need of extra funding. expensive to build!
and the types persuasive the North Pole Homework: See Christmas-Lesson-
of language writing. More and more children In order to continue to homework pack for 7871019
(reaching -40°C during
features have been asking for fund the workshop, Week 4 differentiated
the Winter).
included tablets and mobile devices Santa has decided to tasks that focus on
To evaluate for Christmas and they’re open up his North Pole It is challenging to analysing travel
the expensive to build! home to visitors and travel to the North reviews for language
effectiveness add a theme park to Pole. There is a lot of and structure.
In order to continue to
of our own encourage people to snow and ice.
fund the workshop, Santa
formal letters has decided to open up his visit. It can be very dark in
using success North Pole home to visitors You have been the North Pole during
criteria and add a theme park to appointed project the Winter. There is no
encourage people to visit. manager. sun from December
21st to the end of
You have been appointed Create a mind map of March. There is more
project manager. all the facilities and sunlight during the
Create a mind map of all rides you will need to Spring and Summer.
the facilities and rides you build at your theme
will need to build at your park in order to make it
theme park in order to successful, safe and
make it successful, safe sustainable.
and sustainable.

Activity 2: Now, you Activity 2: For each

need to work out the aspect of your design,
Activity 2: Now, you need
layout of your theme explain the reasons
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to work out the layout of park. You’ll need to behind your decisions.
your theme park. You’ll think about the This will help you when
need to think about the following areas: you need to put
following areas: forward planning
Transport links
permission to the local
Transport links
Maximising enjoyment council!
Maximising enjoyment and entertainment for
Activity 3: Now that you
and entertainment for visitors
have your plans ready,
visitors
Impact on Santa’s you’ll need to submit a
Impact on Santa’s home home and Santa’s planning permission
and Santa’s workshop workshop application to the local
council!
Health and safety (Fire Health and safety (Fire
exits) exits) Provide students with a
full model letter (see
Activity 3: Now that you Activity 3: Now that you PP).
have your plans ready, have your plans ready,
you’ll need to submit a you’ll need to submit a Glue the letter into the
planning permission planning permission centre of a page of
application to the local application to the local your exercise book.
council! council!
Around the letter
Provide students with a full Glue the letter into the annotate (label) all the
model letter (see PP). centre of a page of key features you can
your exercise book. see being used.
Glue the letter into the
centre of a page of your Around the letter Look carefully at the
exercise book. annotate (label) all the layout of the letter.
key features you can What do you notice?
Around the letter annotate Annotate these
see being used.
(label) all the key features features.
you can see being used.
Read the language of
Look carefully at the layout the letter carefully.
of the letter. What do you What has the writer
notice? Annotate these done and why? Label
features. and explain your
Activity 4: Provide
Activity 4: Students write examples and sentence interpretations.
the opening to their letter. scaffolds. Activity 4: Students
Activity 5: Students write Activity 5: Provide write the opening to
the main body of their examples and sentence their letter.
letter. scaffolds. Activity 5: Students

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Activity 6: Students write Activity 6: Provide write the main body of
the end of their letter. examples and sentence their letter.
scaffolds.
Self-assessment based Activity 6: Students
around success criteria (see Self-assessment based write the end of their
PP). around success criteria letter.
(see PP).
Plenary: Learning Pyramid Self-assessment based
(see PP) Plenary: Learning around success criteria
Pyramid (see PP) (see PP).
Plenary: Learning
Pyramid (see PP)

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

16 – Travel To describe Students Opportunities for Reviewing

Students re-read their assessment pieces and make notes on: Lesson 16 PowerPoint
Writing our strengths complete the questioning Editing
and handouts (See
Assessment and our areas activity on the 1) What they're proud of; throughout the lesson Redrafting
resources pack):
Review to improve in board as soon and to speak to Improving
our letters as they walk 2) One element they think is engaging; students individually https://
To explain to in. 3) One element that will make readers agree with you; or in groups www.teacherspayteach
our peers how throughout. ers.com/Product/
they can 4) One element you can improve on. Travel-Writing-
Support for
improve their students who Activity 2: Provide whole class feedback (areas students can work on generally as Homework: See Assessment-Review-
assessments need it. a class and general strengths). homework pack for 7871338
To evaluate Week 4 differentiated
the Activity 3: Provide students with student-friendly mark schemes for AO5/6 (see tasks that focus on
effectiveness PP). analysing travel
of our own Students use a student-friendly scale to work out their AO5/6 marks (see PP). reviews for language
assessments and structure.
and use Plenary: Roadmap to Success
success
On your roadmap, write down all the steps you will need to take in order to be
criteria to
successful from the start to the end of the assessment (see PP).
make
improvement
s

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Lesson Learning Student Assessment / Key vocabulary
Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

17 – Travel To describe Opportunities for Travel Writing

Escape room Students work in groups or can work as individuals as they try to ‘escape the Lesson 17 PowerPoint
Writing key questioning Purpose
style lesson to room’. and handouts (See
Escape Room terminology, throughout the lesson Audience
recap and resources pack):
skills and As part of this resource, they must complete a series of challenges or ‘mysteries’ and to speak to Language
review the
ideas related in order to find the key and escape. students individually https:// Structure
term’s
to travel or in groups www.teacherspayteach Effects
learning and Challenges cover a variety of topics, including key terminology, skills and
writing throughout. ers.com/Product/ Text types
consolidate concepts.
To explain the Travel-Writing-Escape- Language
learning.
importance of Homework: See Room-7871359 techniques
key homework pack for Key features of
terminology Week 5 differentiated texts
and skills in tasks that focus on a
relation to provided travel blog
travel writing (see pack) and
To evaluate activities that explore
the vocabulary and
significance of language.
these terms
and skills in
relation to
travel writing

Lesson Learning Student Assessment / Key vocabulary

Recommended activities Differentiation Differentiation Recommended
outcomes engagement Feedback /
opportunities opportunities (Stretch resources
Homework
(Support) and Challenge)

18 – Travel To describe Students Opportunities for Language analysis

Starter: Provide students Starter: Provide Starter: Provide Lesson 18 PowerPoint
Writing how a travel complete the questioning Language
with an extract from a students with an students with an and handouts (See
Language writer uses activity on the throughout the lesson Techniques
travel blog (see PP). extract from a travel extract from a travel resources pack):
Analysis language to board as soon and to speak to
blog (see PP). blog (see PP).
engage their as they walk This is the very start of a students individually https://
readers in. travel blog entry by two This is the very start of This is the very start of or in groups www.teacherspayteach
To explain backpackers journeying a travel blog entry by a travel blog entry by throughout. ers.com/Product/
how the Differentiated through Colombia, South two backpackers two backpackers Travel-Writing-
writer uses activities. America. journeying through journeying through Homework: See Language-7871457
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specific homework pack for
What does the writer do to Colombia, South Colombia, South
techniques to Support for Week 6 differentiated
hook the reader in right America. America.
influence the students who tasks that focus on
from the start?
reader in need it. What does the writer What does the writer reviewing learning
specific ways Which language do to hook the reader do to hook the reader from the term.
To evaluate techniques does the writer in right from the start? in right from the start?
how the use to hook the reader in
writer Activity 2: We’re going Which language
and how do they work?
employs a to analyse the rest of techniques does the
variety of Activity 2: We’re going to the travel blog entry writer use to hook the
techniques for analyse the rest of the now. reader in and how do
a range of travel blog entry now. they work?
Highlight and annotate
effects Highlight and annotate (label) three parts of Why do travel blog
(label) three parts of the the blog that are writers often begin by
blog that are explaining explaining and three mentioning a previous
and three that are that are describing. adventure? Use the
describing. example here in your
Bonus Challenge: Make
evaluation.
Bonus Challenge: Make notes on how the
notes on how the writer is writer is able to make Activity 2:
able to make their travel their travel blog
Bonus Challenge: Make
blog entertaining and entertaining and
notes on how the
engaging. engaging.
writer is able to make
Activity 3: We will now Activity 3: We will now their travel blog
focus on the use of focus on the use of entertaining and
language in the travel blog. language in the travel engaging.
blog.
Find and annotate at least Activity 3: We will now
three different language Find and annotate at focus on the use of
techniques that you can least three different language in the travel
see being used. language techniques blog.
that you can see being
Explain how these Find and annotate at
used.
techniques help the writer least three different
to influence the reader. . language techniques
that you can see being
Plenary: True or False Plenary: True or False.
used.
We will now ask each
We will now ask each other
other true or false Explain how these
true or false questions
questions about what techniques help the
about what we have learnt
we have learnt today, writer to influence the
today, for example:
for example: reader.
“You can’t use sibilance in
“You can’t use sibilance Use the analytical verbs
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a travel blog.” in a travel blog.” table (see PP) to
evaluate how these
Be prepared to explain Be prepared to explain
language techniques
your answers your answers
help the writer to
influence the reader.
Plenary: True or False.
We will now ask each
other true or false
questions about what
we have learnt today,
for example:
“You can’t use sibilance
in a travel blog.”
Be prepared to explain
your answers

Other resources available

Six week homework pack:

https://www.teacherspayteachers.com/Product/Travel-Writing-Homework-7871381

Full unit of work:

https://www.teacherspayteachers.com/Product/Travel-Writing-Complete-Unit-Grade-6-7-8-7871411

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You can find more free and inexpensive English resources at https://www.teacherspayteachers.com/Store/Englishgcsecouk