1. Igniting Writing: Margaret Wild Learning intention: To identify and use personification in our writing. Learning intention: To identify and use personification in our writing. Success criteria: 1.I must describe what personification is. 2.I should be able to identify examples of personification in texts. 3.I might be able to create my own examples of personification. Success criteria: 1.I must describe what personification is. 2.I should be able to identify examples of personification in texts. 3.I might be able to create my own examples of personification.

2. Turn-and-talk! Recap from the last lesson. What did we learn about ‘personification’? How did you incorporate ‘personification’ into your draft? Turn-and-talk! Recap from the last lesson. What did we learn about ‘personification’? How did you incorporate ‘personification’ into your draft? LI: To identify and use personification in our writing. Igniting Writing: Margaret Wild

3. LI: To identify and use personification in our writing. Remember, your task was to write as if you are the animal in the style of Margaret Wild. That means you must use some of the techniques we have learnt about. Turn-and-talk! Think of your endangered or extinct animal. If somebody came into your home and destroyed it, how would you feel? What powerful words could you use to describe your feelings? Turn-and-talk! Think of your endangered or extinct animal. If somebody came into your home and destroyed it, how would you feel? What powerful words could you use to describe your feelings?

4. Igniting Writing: Margaret Wild LI: To identify and use personification in our writing. The Dream of the Golden Toad by Jayden Spudvilas-Powell Trapped, ruined, suffocated. Pools of waste and toxic sludge. The poison is part of me. Blackened bits of bone and ash. The mouth the marsh wails. Death is all around me. My family, my home. Gone. Stop and listen! Here is an example from Mr Spud of how you might write in as if you are an extinct animal. He used four literary devices and strategies in The Dream of the Golden Toad. Can you spot them all? Stop and listen! Here is an example from Mr Spud of how you might write in as if you are an extinct animal. He used four literary devices and strategies in The Dream of the Golden Toad. Can you spot them all?

5. Igniting Writing: Margaret Wild LI: To identify and use personification in our writing. The Dream of the Golden Toad by Jayden Spudvilas-Powell Trapped, ruined, suffocated. Pools of waste and toxic sludge. The poison is part of me. Blackened bits of bone and ash. The mouth of the marsh wails. Death is all around me. My family, my home, myself. Gone. Stop and listen! Since Margaret Wild tries to say a lot in as few word as possible, Mr Spud tried to do the same by writing a short piece with many literary devices within about the Golden Toad. The Golden Toad became extinct due to human pollution. Did you spot all of the literary devices that Mr Spud used in this 38-word story? Stop and listen! Since Margaret Wild tries to say a lot in as few word as possible, Mr Spud tried to do the same by writing a short piece with many literary devices within about the Golden Toad. The Golden Toad became extinct due to human pollution. Did you spot all of the literary devices that Mr Spud used in this 38-word story? powerful words alliteration personification repetition

6. Igniting Writing: Margaret Wild LI: To identify and use personification in our writing. Here is an example of how Mr Spud published his piece using digital technology. Turn-and-talk! What publishing strategies can you see in this piece of writing? Turn-and-talk! What publishing strategies can you see in this piece of writing?

7. Your task today! Continue drafting your story, then get going with publishing your writing. Your task today! Continue drafting your story, then get going with publishing your writing. Igniting Writing: Margaret Wild LI: To identify and use personification in our writing. Come and see us when you are ready to publish, but check to see if you have these things before you see us… -Have I revised my writing using ARMS? -Have I edited my writing using CUPS? -Do I have an interesting title? -Have I used personification somewhere? -Have I tried to write in the voice of my animal?

8. Let’s reflect! Gallery walk. Walk around the room and read one other person’s writing. Discuss any interesting things you noticed after. If you are not finished, that is okay! Place any unfinished published pieces into your Writing Folder. You might have time to come back to it later on. Let’s reflect! Gallery walk. Walk around the room and read one other person’s writing. Discuss any interesting things you noticed after. If you are not finished, that is okay! Place any unfinished published pieces into your Writing Folder. You might have time to come back to it later on. Igniting Writing: Margaret Wild LI: To identify and use personification in our writing.

9. Igniting Writing: Margaret Wild Learning intention: To create an interesting lead to a story. Learning intention: To create an interesting lead to a story. Success criteria: 1.I must explain what a lead is. 2.I should be able to create a where, where, what lead. 3.I might be able to explain why interesting leads are important. Success criteria: 1.I must explain what a lead is. 2.I should be able to create a where, where, what lead. 3.I might be able to explain why interesting leads are important.

10. Igniting Writing: Margaret Wild LI: To create an interesting lead to a story. Turn-and-talk! What is a ‘lead’? Why are interesting leads important to a good story? Turn-and-talk! What is a ‘lead’? Why are interesting leads important to a good story?

11. Leads are the words that we use to start a story. They are important in drawing the reader in to a story. Overused leads like ‘one day’ and ‘once upon a time’ are not terribly exciting. Margaret Wild has a great strategy to use when creating an interesting lead to a story… WHERE, WHERE, WHAT Igniting Writing: Margaret Wild LI: To create an interesting lead to a story. “On a tiny island, in the middle of nowhere, there was a tree.”

12. Igniting Writing: Margaret Wild LI: To create an interesting lead to a story. Stop and listen! We are going to think of our own examples using the WHERE, WHERE, WHAT lead. Here are some more examples below: Stop and listen! We are going to think of our own examples using the WHERE, WHERE, WHAT lead. Here are some more examples below: Inside a hot volcano, near a ring of islands, lived a fearsome dragon. In a tiny cottage, at the end of a laneway, lived a grumpy old man. In a pond, among some grass, there was a mysterious key.

13. Igniting Writing: Margaret Wild Your task today! Experiment with WHERE, WHERE, WHAT leads in your Writer’s Notebooks. If there is time, see if you can go back to a previous piece of writing and edit in a WHERE, WHERE, WHAT lead. Your task today! Experiment with WHERE, WHERE, WHAT leads in your Writer’s Notebooks. If there is time, see if you can go back to a previous piece of writing and edit in a WHERE, WHERE, WHAT lead. LI: To create an interesting lead to a story.

14. Let’s reflect! Share your WHERE, WHERE, WHAT leads with a partner. Let’s reflect! Share your WHERE, WHERE, WHAT leads with a partner. Igniting Writing: Margaret Wild Then… Stop and listen! Add the language device ‘interesting leads’ to the anchor chart on Margaret Wild. Then… Stop and listen! Add the language device ‘interesting leads’ to the anchor chart on Margaret Wild. LI: To create an interesting lead to a story.

15. Igniting Writing: Margaret Wild Learning intention: To use talking marks correctly in dialogue. Learning intention: To use talking marks correctly in dialogue. Success criteria: 1.I must know what speech marks look like. 2.I should be able to use speech marks in my writing to show where my characters are talking. 3.I might be able to use synonyms for the word ‘said.’ Success criteria: 1.I must know what speech marks look like. 2.I should be able to use speech marks in my writing to show where my characters are talking. 3.I might be able to use synonyms for the word ‘said.’

16. Turn-and-talk! What did we learn from the previous lesson about interesting leads? Why do we use interesting leads? Turn-and-talk! What did we learn from the previous lesson about interesting leads? Why do we use interesting leads? LI: To use talking marks correctly in dialogue. Igniting Writing: Margaret Wild

17. Dialogue is a fancy word that means talk between characters. Igniting Writing: Margaret Wild dialogue Talking marks are used to show where dialogue is taking place. “ ” ‘ ’ or LI: To use talking marks correctly in dialogue.

18. Dialogue is an important part of Margaret Wild’s texts. In Tanglewood, dialogue was used to build the relationship between Seagull and Tanglewood. In other cases, dialogue was used to show the character’s inner thoughts. Igniting Writing: Margaret Wild dialogue Building a relationship between characters Character’s inner thoughts LI: To use talking marks correctly in dialogue.

19. Igniting Writing: Margaret Wild dialogue Margaret Wild uses the verb ‘said’ to show dialogue. She also uses some vivid verbs instead of ‘said’ in some parts of Tanglewood. Turn-and-talk! What other words could you use instead of ‘said’? Turn-and-talk! What other words could you use instead of ‘said’? LI: To use talking marks correctly in dialogue.

20. Igniting Writing: Margaret Wild Your task today! Create your own sentences involving dialogue between two characters and write them in your Writer’s Notebook. Make sure you use TALKING MARKS! Try to use interesting synonyms for ‘said.’ Here are some examples: Your task today! Create your own sentences involving dialogue between two characters and write them in your Writer’s Notebook. Make sure you use TALKING MARKS! Try to use interesting synonyms for ‘said.’ Here are some examples: “ What did you learn today? ” Ms Matthews enquired with curiosity. After a moment’s passing, Sabawoon revealed, “ We learned how to use talking marks to show dialogue. I even made my own examples! ” Success looks like… admitted cackled whispered roaredmumbledshouted LI: To use talking marks correctly in dialogue.

21. Let’s reflect! Share your examples of dialogue with a partner. Did you use talking marks? Which interesting synonyms did you use instead of ‘said’? Let’s reflect! Share your examples of dialogue with a partner. Did you use talking marks? Which interesting synonyms did you use instead of ‘said’? Igniting Writing: Margaret Wild Then… Stop and listen! Let’s write down ‘dialogue’ as a language device that Margaret Wild uses on our class anchor chart. Then… Stop and listen! Let’s write down ‘dialogue’ as a language device that Margaret Wild uses on our class anchor chart. LI: To use talking marks correctly in dialogue.

22. Igniting Writing: Margaret Wild Learning intention: To use repetition to add emphasis to a story. Learning intention: To use repetition to add emphasis to a story. Success criteria: 1.I must recall what repetition means. 2.I should be able to think of examples of repetition. 3.I might be able to use repetition to draw attention to important points in my story. Success criteria: 1.I must recall what repetition means. 2.I should be able to think of examples of repetition. 3.I might be able to use repetition to draw attention to important points in my story.

23. Turn-and-talk! What do we recall about dialogue? Why is dialogue important to use in a story? Turn-and-talk! What do we recall about dialogue? Why is dialogue important to use in a story? Igniting Writing: Margaret Wild LI: To use repetition to add emphasis to a story.

24. Today we are going to revise a literary device we learned last week, called… Igniting Writing: Margaret Wild LI: To use repetition to add emphasis to a story. repetition

25. Igniting Writing: Margaret Wild repetition Repetition has been used in all three texts by Margaret Wild that we have looked at so far. LI: To use repetition to add emphasis to a story. “With Magpie clinging to his back, he races through the scrub, past the stringy barks, past the clumps of yellow box trees, and into blueness.” “Run with me through trees of striply bark, run with me over creeks of flickering fish, run with me where the snow falls slow.” “Sometimes Tanglewood saw birds streaming past, and it called, ‘I am here! Come and nest in my branches.’ Sometimes Tanglewood saw dolphins leaping, and it called, ‘I am here! Come and talk to me.”

26. Igniting Writing: Margaret Wild LI: To use repetition to add emphasis to a story. Stop and listen! Let’s make a shared writing example of repetition to show how it can be used to draw attention to something (e.g., Tanglewood’s loneliness). Stop and listen! Let’s make a shared writing example of repetition to show how it can be used to draw attention to something (e.g., Tanglewood’s loneliness). Turn-and-talk! What effect does ‘repetition’ have on you, as the reader? Turn-and-talk! What effect does ‘repetition’ have on you, as the reader?

27. Igniting Writing: Margaret Wild Your task today! You are going to plan and begin drafting a narrative today. The topic of choice is up to you but you must plan to use in your story somewhere! You will have the next Writing session to work on this too. Good luck! Your task today! You are going to plan and begin drafting a narrative today. The topic of choice is up to you but you must plan to use in your story somewhere! You will have the next Writing session to work on this too. Good luck! LI: To use repetition to add emphasis to a story. There are lots of ways to plan. Popplet is one way you could plan your writing. repetition

28. Igniting Writing: Margaret Wild Let’s reflect! Draw a coloured circle on the page your wrote on today to show how much you understood about repetition. Did you plan to use repetition in your Writing Plan? Let’s reflect! Draw a coloured circle on the page your wrote on today to show how much you understood about repetition. Did you plan to use repetition in your Writing Plan? LI: To use repetition to add emphasis to a story.