3. What is this workshop
about?
• What is vertical planning?
• Major text types and vertical planning - Creative
writing, Text response, Comparing texts,
Persuasive writing
• How does The Student Guide To Writing Better
Sentences In The English Classroom complement a
vertical planning approach?
5. Typical Horizontal Planning
Term 1 Term 2 Term 3 Term 4
Text Response
Grammar Chapters 1,2,3,4,5
Persuasive
Writing
Grammar Chapters 10,11,12
Film response
Grammar Chapters
16,17,18,19
Comparing Short
Stories
Grammar Chapters
24,25,26,27
Creative
Response to text
Grammar Chapters 6,7,8,9
Oral
Presentation
Grammar Chapters 13,14,15
Narrative
Grammar Chapters
20,21,22,23
6. Year Level Skills Specific Language
General Writing
Skills
7
*analyse key moments in
protagonist’s journey
*explain how setting affects
protagonist
*analyse themes and discuss
how protagonist experiences
them
*shows, portrays, explains
*and, also, but
*protagonist, antagonist, climax,
complication
*sentences make sense
*uses full-stops, commas and
capital letters correctly
*uses quotation marks
8
*explain how symbols deepen
readers’ understanding of
themes
*discuss themes with references
to minor characters
*demonstrates, illustrates,
discovers, learns
*however, yet
*moral compass
*embeds quotes
9
*analyse how minor characters
are used to show something
important about protagonist
*juxtaposes, challenges, highlights,
epitomises
*furthermore, moreover,
*cultural guardian
*embeds quotes and explains
their significance in the one
sentence.
*writes a range of sentence types
10
*explain how setting affects
different characters differently
*transforms, exposes, focuses,
reveals, manipulates
*in addition, further to this,
providing a point of contrast
*foil
*uses quotes in a range of ways
*begins sentences with
prepositions, -ing verbs
*range of noun groups for key
ideas
7.
8. Horizontal Planning Vertical Planning
• Gives clear idea for what teachers are doing at
a particular year level
• Doesn’t allow students to move smoothly from
one level of learning to another
• Teachers can be unclear about what is taught at
prior and subsequent levels, so re-teaching or
non-teaching can occur
• Teachers work with year level teams, not whole
faculty
• Easier to find time for year level teams to work
together
• Allows teachers to locate students on a
continuum of skills
• Allows teachers to modify and differentiate for
instruction
• Provides a clear and specific map for what has
to happen next for students to improve their
writing
• Provides information for what students have
already learned and, therefore, what needs to
be reinforced, not introduced
• Time consuming (to begin with); need to work
with small teams from each year level
• Teachers are clearer about which skills they
need to focus upon and can work well on these
skills, rather than trying to do ‘everything’
11. Vertical planning needs to
happen for all areas of English
• Reading
• Writing
• Speaking / Listening
12. Vertical planning will allow
teachers to teach grammar in
context so it improves student
writing outcomes
13. Where in a unit can grammar
instruction happen?
• Instruction and deliberate or slow practice during a
unit
• Vocabulary planning before a writing piece
• Instruction and specific grammatical feedback on
drafts
15. • Establish text type students will produce
• Identify writing / grammar skills students can utilise
to produce that text type
• Identify activities students can engage in during the
unit
16. Year Adjectives Adverbs Prepositions Nouns Verbs
7 Looking beyond
common
adjectives
Turning adjectives
into adverbs
Prepositions of
time
Alternative
nouns for main
characters
Reporting
verbs for
speech
8 Putting
adjectives at the
beginning of
sentences
Irregular adverbs
Adverbs to mark
the passage of
time - not just
‘then’
Prepositions of
movement
Alternative
abstract nouns
for ideas or
feelings
Action verbs to
help describe
the characters
9 Putting
adjectives at the
end of a
sentence
Using adverbs
such as ‘literally’
with irony
Prepositions of
place
Using nouns
or pronouns
repetitively for
literary effect
Verbs to
personify
setting or
objects
10 Comparative
adjectives for
description
Adverbs in similes
Adverbs in
different positions
Using
prepositions to
add detail to
ideas
Verb chains for
for complex
sentences
19. Most common
ways of using
adjectives in a
sentence
The dark and foreboding forest stood in front of
us.
The forest standing in front of us was dark and
foreboding.
Less common
ways of using
adjectives in a
sentence
The forest stood dark and foreboding in front of
us.
Dark and foreboding, the forest stood before
us.
The forest stood over before us, dark and
foreboding.
21. Choose a grid from below to practise writing sentences with different starts or with different
structures. Write one paragraph of 5-6 sentences. The topic can be your choice or set by the teacher.
Before writing each sentence, roll a dice. The number you roll indicates the action from the grid you
must use to write your sentence.
Dice Roll Write a sentence that starts with:
3 & 4 A preposition: about, after, before, at, beneath, beyond, by, during, except, from,
inside, in, near, outside, over, since, through, toward, to, until, with, within,
without
1 The, A, An, He, She, It
2 &6 The name of something (A noun) such as Jeff, Evening, Morning, Sounds (no
The, A, An etc…before it)
5 An -Ly word: Slowly, quickly, loudly
23. Word Explanation and example Synonym very close in meaning
Roars to make a sound like a wild animal, such as a lion or tiger
‘Arrgghhh,’ the chef roared in pain after she had cut herself.
Bellows
Screams to yell out in a high pitched voice so other people can hear you
‘Help’, the drowning swimmer screamed.
Screeches
Shouts to speak very loudly so people listen
‘Stop making so much noise,’ the teacher shouted at the squabbling
children.
Booms
Exclaims to say something loudly and suddenly
‘I love life,’ the girl exclaimed, looking at the sunny day outside.
Call outs
States to say something
‘We’re having spaghetti for dinner,’ the father told his kids.
Utters
Confides to tell someone a secret, often in a quiet way
‘I lied about being able to travel in time,’ the boy confided to his friend.
Confesses
Sighs to speak in a low and soft happy or unhappy way
‘I’m glad to get some rest,’ he sighed, getting into bed.
Breathes
Murmurs to speak in a quiet way
‘I think our teacher’s hair is fake,’ the student murmured behind her hand to
her friend.
Hums
Whispers to speak in a very quiet way so other people can’t hear
‘Don’t tell mum about the treasure map,’ Jaclyn whispered to her sister
in the back of the car.
-
24. Dialogue style Example
Just dialogue “Go away!”
Dialogue followed by “said” “Go away,” she said.
Dialogue followed by “said" and then further
description about what a character looked like,
sounded like or acted like.
“Go away,” she said, spitting her words out like
venom.
“Go away,” she said and stared at him malevolently,
waiting for him to leave.
Dialogue followed by a more specific “saying” word
than said such as: whispered, yelled, shouted etc…
“Go away,” she hissed.
“Go away,” she said hissingly.
“Go away,” she said with a great hiss.
Dialogue followed by said, a more more specific
“saying” word, description plus more dialogue.
“Go away,” she said. “I want to be alone.”
"Go away,” she screamed at the top of her voice.
“Leave me alone”.
Description of a character first then dialogue. She stared at him. “Go away”.
She stared at him menacingly. “Go away”.
With a hiss she said, “Go away.”
She stared at him and hissed, “Go away”.
25. “Get out,” she spoke hissingly.
“Get out,” she said with a hiss.
26. Verb Adverb
I ate the ice cream quickly.
I ate the ice cream with great speed.
I ate the ice cream in a hurry.
I… in/with…
28. And then…and then…
Adverbial phrases
After this…
Later…
Then…
Eventually…
Within days…
On that occasion…
Afterwards…
Subsequently…
For the next few moments/hours/minutes…
Thereafter…
Some time later…
A while later…
On the next day…
30. Verbs?…let’s not forget
them
Commonly used verb Alternatives
was lived, existed,
went happened, occurred, materialised, transpired,
developed
get, got gained, received, procured, accomplished,
acquired, attained, inherited, grab, earn,
grasped, took
had enjoyed, owned, possessed, cherished, kept
came, come appeared, breezed in, arrived, materialised,
entered, emerged, arose, advanced,
progressed, rocked up
would caused, authorised, decreed, directed,
intended
go fly, exit, hightail, journey, leave, move, travel,
abscond, depart, escape, make a break for it,
run, take off
36. Year Level Skills Specific Language
General Writing
Skills
7
*analyse key moments in
protagonist’s journey
*explain how setting affects
protagonist
*analyse themes and discuss
how protagonist experiences
them
*shows, portrays, explains
*and, also, but
*protagonist, antagonist, climax,
complication
*sentences make sense
*uses full-stops, commas and
capital letters correctly
*uses quotation marks
8
*explain how symbols deepen
readers’ understanding of
themes
*discuss themes with references
to minor characters
*demonstrates, illustrates,
discovers, learns
*however, yet
*moral compass
*embeds quotes
9
*analyse how minor characters
are used to show something
important about protagonist
*juxtaposes, challenges, highlights,
epitomises
*furthermore, moreover,
*cultural guardian
*embeds quotes and explains
their significance in the one
sentence.
*writes a range of sentence types
10
*explain how setting affects
different characters differently
*transforms, exposes, focuses,
reveals, manipulates
*in addition, further to this,
providing a point of contrast
*foil
*uses quotes in a range of ways
*begins sentences with
prepositions, -ing verbs
*range of noun groups for key
ideas
38. Writing about themes
• How to write about themes as abstract nouns in
introductions
• How to write about themes as abstract nouns and
noun phrases in topic sentences
39. *Prepositional phrase Proper nouns Analytical verb Basic idea nouns
Throughout
In
From the start
From the outset
At its heart,
Fundamentally,
Author or Director’s Name
+
the Name of Text
challenges
scrutinises
explores
highlights
questions
transforms
exposes
focuses
reveals
manipulates
speculates
discusses
advocates
contrasts
epitomises
growing up
discovery
identity
survival
loss
friendship
family
justice
nature
independence
happiness
value
loyalty
love
hate
conflict
courage
defeat
bravery
life
lives
hope
power
humanity
prejudice
oppression
conscience
the past
being a hero
(Optional) Protagonist’s
Name
discovers
learns
finds
realises
understands
seeks
changes
transforms
becomes
40. Introduction and topic sentence idea nouns and noun phrases
“Overall Idea” noun phrases “Overall Idea” nouns
• the challenges and triumphs of…
• the pressures and difficulties of…
• the dangerous nature of…
• the devastating impact of…
• the value of..
• the importance/significance of…
• how…is prevalent in the world of…
• the ways in which
acts of…can…
• how experiences of…can
• how times of…can • a
world in which…is..
• how societies in which…can
• the ways in which….affects us all.
• the ways in which people
overcome…
• the nature of…in a world
which/where… • the
experience of… in a world where…
• how…challenges us
to…
• how…forces us to…
• how…compels us…
• what it means to be… •
what it means for…
• the struggle for…
• the quest for… • the
ways characters routinely
experience…
growing up
belonging
identity
independence
friendship
family
society
happiness
loyalty
love
hope
compassion
sacrifice
power
prejudice
oppression
self interest/selfishness
hate
defeat
despair
conflict
loss
grief
discovery
courage
strength
being a hero
lessons
survival
justice
conscience
truth
nature
life
lives
humanity
the past
the future
the present
43. In Use these words at the start of a sentence to
provide an additional example or further analysis on
top of the previous sentence
also
furthermore
as well as
moreover
along with
in addition
likewise
on top of
this is also
these
But Use these words to introduce a different example or
point of discussion
although
however
still
despite this
on the other hand
nevertheless
yet
beside
aside from
in comparison
meanwhile
on the contrary
conversely
By Use these words to begin a sentence focusing on
how a technique is used or character acts in a text
through
since
with
when
as
So Use these words to bring your discussion to a
conclusion
therefore
as a consequence
hence
consequently
for this reason
ultimately
this
what this
these
Beyond TEEL
45. *Prepositional phrase Proper nouns Analytical verb Basic idea nouns
Throughout
In
From the start
From the outset
At its heart,
Fundamentally,
Author or Director’s Name
+
the Name of Text
challenges
scrutinises
explores
highlights
questions
transforms
exposes
focuses
reveals
manipulates
speculates
discusses
advocates
contrasts
epitomises
growing up
discovery
identity
survival
loss
friendship
family
justice
nature
independence
happiness
value
loyalty
love
hate
conflict
courage
defeat
bravery
life
lives
hope
power
humanity
prejudice
oppression
conscience
the past
being a hero
(Optional) Protagonist’s
Name
discovers
learns
finds
realises
understands
seeks
changes
transforms
becomes
46. Teaching commas
Year Level What
7
• The ‘main clause’ of a sentence (a basic sentence) can be given extra
information with a comma
• Lists are separated by commas
8
• Sentences beginning with -ing verbs have a ‘dependent clause’, which
must be separated by a comma
• Sentences beginning with adjectives or adverbs must have a comma
9
• Sentences can be extended with -ing verbs, and must be separated
from the main clause by a comma
• Prepositional phrases must have a comma separating them from main
clause
10
• Sentences can have multiple verbs: each action must be separated by
a comma
47. -ing verbs
Emphasising this point, [name] asserts…
Demonstrating his/her argument with…,
Disputing the claims of…., [name] writes…
Proper noun -
active verb - that
[name] asserts that…
[name] argues that…
[name] proposes that…
[name] reassures his/her readers when…
preposition -verb -
writer - verb
To demonstrate this, [name] suggests…
In order to prove this point, [name] argues…
By emphasising that…[name] demonstrates…
To support this argument, [name] proposes that…
Adverb - verb - that When s/he argues that…
49. Nouns Verbs Adjectives Adverbs Conjunctions
Points of connection
nouns:
Similarity
Connection
Affinity
Parallel
Likeness
Overlap
Contrast
Distinction
Difference
Separation
Divergence
Comparative verbs:
echoes
resembles
mirrors
parallels
shares
diverges
separates
differs
departs
‘-ing’ Comparative
verbs:
Echoing
Paralleling
Mirroring
Diverging from
Differing from
Emphatic
adjectives:
significant
essential
crucial
critical
important
fundamental
distinct
profound
stark
key
Basic transition
adverbs:
Similarly
Likewise
However
In contrast
On the other hand
Emphatic adverbs:
Ultimately
Significantly
Essentially
Fundamentally
Distinctly
Clearly
Directly
Comparative adverbs:
more (is far more)
less (is far less)
Adverbs of degree:
to a far greater degree
entirely
mostly
quite
to a degree
somewhat
Basic conjunctions:
and
but
because
Although
While
Despite
and also
as well as
in addition to…
Correlative
conjunctions:
rather than…is…
not…but…
not only…but also…
not just…but also
50.
51. Similarity/Difference Adverb of degree
similar
parallel
much the same
resemble each other
related in many ways
dissimilar
different
juxtaposing
opposing
unlike
contrasting
fundamentally
importantly
critically
significantly
essentially
crucially
precisely
entirely
to a large degree
quite
very
mostly
somewhat
to some extent
to a degree
partly
52. Transitional prepositional phrases
However, in the world of…,
In [author’s name]’s novel however,…
In contrast to this,…
The opposite of this is shown in…, which
In a similar manner,…
In the same way,…
This is also apparent in…,
In much the same manner, [text name] demonstrates…
The audience can see a parallel in…,
In this aspect, … resembles…
53. Teaching commas
Year Level What
7
• The ‘main clause’ of a sentence (a basic sentence) can be given extra
information with a comma
• Lists are separated by commas
8
• Sentences beginning with -ing verbs have a ‘dependent clause’, which
must be separated by a comma
• Sentences beginning with adjectives or adverbs must have a comma
9
• Sentences can be extended with -ing verbs, and must be separated
from the main clause by a comma
• Prepositional phrases must have a comma separating them from main
clause
10
• Sentences can have multiple verbs: each action must be separated by
a comma
55. Add on
information
When using a conjunction, adverb or preposition at the start of a
sentence:
Although I like pizza, icecream is my favourite food.
When adding information onto a sentence with an -ing verb:
I ran out of the kitchen, gobbling my ice cream as quickly as I could.
Insert
information
When using ‘who’, ‘which’ or ‘whose’ to insert information after a noun:
Ice cream, which is my favourite food, should be put on our national
flag.
To insert a description immediately after a noun:
My neighbour, the oldest and wisest person on the street, loves ice
cream just like me.
List information List items or objects:
I like pasta, ice cream and jelly.
List a series of descriptions:
The cold, frosty day was getting me down.
List a series of actions:
I entered the kitchen, looked around, made sure no one was there and
quickly are all the ice cream.
56. Now you know some rules
about commas
• Check if sentences start with a:
• -ing verb: Having
• Preposition: in, with, by, through
• Conjunction: When, while, although
• Has a comma been used appropriately with this
part of speech?
58. Grammatical focus Examples
Words
Persuasive adjectives negative: selfish, evil, cruel, unnecessary, catastrophic
positive: effective, successful, urgent, necessary, beneficial
Persuasive nouns negative: crisis, catastrophe, disaster
positive: gain, benefit, success, leap forward
Persuasive verbs negative: destroy, ruin, wreck
positive: create, improve
Transition phrases To begin with, on top of this, Most of all
Emphatic phrases Let’s be clear, Above all else, One thing is incredibly important
Sentences
Introducing evidence A recent survey of…
One study by…
Persuasively presenting
what evidence means
This evidence provides clear proof that…
Cause and effect sentences If we improve funding to schools, we will not only give our students the
best chance to succeed, but create a future where everyone benefits.
Short, powerful persuasive
sentence
We simply must improve school funding.
Repetition structures Tricolons: At the start of sentences, within sentences.
59. Year Grammar that will be introduced
7
Transition phrases
Persuasive verbs
8
Persuasive adjectives
Sentences to introduce and discuss evidence
9
Short sentences and cause and effect sentences
Persuasive nouns
10
Different types of repetition structures
Emphatic phrases
61. Focus on persuasive verbs
• Uniform makes people have no real identity.
• Uniform____________ people’s identity
• Uniform____________ people’s identity,
__________-ing them into robots.
62. Part Points Vocabulary
Intro
We should not have a school
uniform
BP 1 Not good for individuality
Uniform crushes, destroys,
eliminates
BP 2 Not popular People loathe, despise uniform
BP 3 Expensive increases bills
Conclusion
We must change the situation
now
63. Uniform
Result
More persuasive
adjectives & nouns
Make everyone the
same
mindless robots
colourless world
Not popular Deep dislike
Expensive
Financial pressure
Financial hardship
Financial burden
65. • Let’s look at the verbs you used in your persuasive
writing. Which ones can be more powerful?
• Let’s look at the nouns you’ve used in your
persuasive writing. Can they be more persuasive?
Can we put stronger adjectives next to them?
66. Other information
• Also chapters on:
• Film reviews
• News reports
• Autobiographies/biographies
• Analysing argument
• In the next edition (out Term 4):
• Analysing poetry