Igniting Writing: Margaret Wild Learning intention: To write an epilogue for Fox in the style of Margaret Wild. Success criteria: I must know what an epilogue is. I should be able to create an epilogue to the story of Fox. I might be able to explain other possibilities for an epilogue to Fox.

Igniting Writing: Margaret Wild Turn-and-talk! What happened at the end of Fox? LI: To write an epilogue for Fox in the style of Margaret Wild.

Igniting Writing: Margaret Wild One of the great mysteries of Fox is what happened after the end of the story. We call this the ‘epilogue.’ There are a lot of unanswered questions in this text, such as: What happened to Magpie? What became of Dog? What did Fox do after leaving Magpie in the desert? Turn-and-talk! What do you think are the answers to the above questions? LI: To write an epilogue for Fox in the style of Margaret Wild.

Igniting Writing: Margaret Wild You are going to write an epilogue to Fox in the style of Margaret Wild today. Let’s revise the language devices used by Margaret Wild that we have looked at so far. We are going to try to include as many of the following devices in our epilogue: vivid verbs repetition characterisation LI: To write an epilogue for Fox in the style of Margaret Wild.

Here’s a hint! Igniting Writing: Margaret Wild Let’s get the words ready to write. I will give you 60 seconds to think of how you might start your epilogue. Here’s a hint! Focus on just one of the characters in your epilogue. LI: To write an epilogue for Fox in the style of Margaret Wild.

Igniting Writing: Margaret Wild Your task today! Write an epilogue to Fox, focusing on what happened to one of the characters after the end of the story. If you have time, include a picture. Make sure you revise and edit your writing using ARMS and CUPS! LI: To write an epilogue for Fox in the style of Margaret Wild.

Let’s reflect! Igniting Writing: Margaret Wild Find a partner and listen to their epilogue. As they read to you, give feedback to them on a sticky note by including a ‘star’ and a ‘wish.’ LI: To write an epilogue for Fox in the style of Margaret Wild.

Igniting Writing: Margaret Wild Learning intention: To explore how writers make conscious decisions about word choice. Success criteria: I must understand that writers use words to convey meaning. I should be able to find interesting words or phrases by other authors. I might be able to use interesting words or phrases by other authors in my own writing.

Igniting Writing: Margaret Wild Turn-and-talk! Why must authors choose their words carefully to make specific points in a text? LI: To explore how writers make conscious decisions about word choice.

Igniting Writing: Margaret Wild In The Dream of the Thylacine, Margaret Wild has used a range of powerful words to make her point very clear about the demise of the thylacine. Take a look at this page. What powerful words can you see? LI: To explore how writers make conscious decisions about word choice.

Igniting Writing: Margaret Wild It’s not just the types of words that are used here; it’s also the structure of the sentences. This page does not read like ‘normal English’ should. Margaret Wild did this for a reason. Why do you think she structured the following sentences in this manner? “Know you not that I am tooth and claw” “Trapped am I” LI: To explore how writers make conscious decisions about word choice.

Igniting Writing: Margaret Wild Margaret Wild is also not afraid to invent new words. The word striply on this page is not a real word, but one that Wild invented to describe the bark. Turn-and-talk! Why did Margaret Wild invent and use this word, instead of using a real word? LI: To explore how writers make conscious decisions about word choice.

Igniting Writing: Margaret Wild Your task today! Use your Just Right Books and Classroom Library texts to find a list of words or phrases that you wish you had written. Set it out in a table like the one to the right. Make sure you record which book you borrowed the word or phrase from! Words I wish I had written Word or phrase Text “Know you not that my heart is a forest.” The Dream of the Thylacine – Margaret Wild “Fly Dog, fly! I will be your missing eye, and you will be my wings.” Fox – Margaret Wild LI: To explore how writers make conscious decisions about word choice.

Let’s reflect! Igniting Writing: Margaret Wild Then… Stop and listen! Share the words you wish you had written with a partner. Then… Stop and listen! Add the language device ‘conscious word choice’ to the anchor chart on Margaret Wild.  LI: To explore how writers make conscious decisions about word choice.

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

Igniting Writing: Margaret Wild Turn-and-talk! What did we learn from the previous lesson about ‘conscious word choice’? Why must authors choose their words carefully? LI: To identify and use alliteration in our writing.

alliteration Igniting Writing: Margaret Wild Margaret Wild is able to say a lot in so few words. We are going to continue this theme on ‘word choice’ by looking at a language device called… alliteration LI: To identify and use alliteration in our writing.

alliteration Igniting Writing: Margaret Wild Alliteration is the repetition of the same sound or letter at the beginning of each or most words in a sentence. It is a device that you will find in almost any Margaret Wild text, including The Dream of the Thylacine. Can you spot the alliteration in the phrase below?  LI: To identify and use alliteration in our writing.

Igniting Writing: Margaret Wild “in cage of twisty wire, cold concrete.” The alliteration in this sentence is on the /k/ sound being repeated over and over. Try again. Can you spot the alliteration in the following phrase?  LI: To identify and use alliteration in our writing.

Stop and listen! Igniting Writing: Margaret Wild “run with me over creeks of flickering fish.” The alliteration in this sentence is on the /f/ sound being repeated over and over. Turn-and-talk! Now that we know what alliteration is. why does Margaret Wild use it? Stop and listen! Let’s have a go together at crafting some of our own examples of alliteration. LI: To identify and use alliteration in our writing.

Igniting Writing: Margaret Wild Your task today! Try to write your own sentences or phrases with alliteration – several words that start with the same sound or letter. Here are some examples to get you going. “Naman’s nephew needed new notebooks.” “Honorina’s home has heaps of houseflies.” “Mr Jull jumped and jiggled jauntily.” “TJ took tons of tools to make toys for 3JS.” LI: To identify and use alliteration in our writing.

Let’s reflect! Igniting Writing: Margaret Wild Then… Stop and listen! Gallery walk. Sit down in another person’s seat and read their examples of alliteration. Come back to floor and share what you have noticed with the class. Then… Stop and listen! Let’s write down ‘alliteration’ as a language device that Margaret Wild uses on our class anchor chart.  LI: To identify and use alliteration in our writing.

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

Igniting Writing: Margaret Wild Turn-and-talk! What do we recall about ‘alliteration’? Why do authors use alliteration? LI: To identify and use personification in our writing.

personification Igniting Writing: Margaret Wild Today we are going to look at another language device that is all about word choice. personification LI: To identify and use personification in our writing.

personification Igniting Writing: Margaret Wild Personification means giving human features to an animal or object. It sounds silly, but Margaret Wild uses this to great effect in The Dream of the Thylacine. Can you spot the personification used in the phrase on the left? LI: To identify and use personification in our writing.

Stop and listen! Igniting Writing: Margaret Wild “seeking the mouth of the river, the arms of the mountains.” These are two examples of personification. Mountains do not really have arms, but Margaret Wild has chosen to describe the mountains in this way for a reason. Stop and listen! Let’s have a go together at crafting some of our own examples of personification. LI: To identify and use personification in our writing.

Igniting Writing: Margaret Wild Your task today! You are going to plan and begin drafting a story today about an endangered or extinct animal. You must write your story as if you are the animal. You must plan to use personification somewhere!  There are lots of ways to plan. Popplet is one way you could plan your writing. Need some inspiration? Here is a small list of some extinct and endangered animals: Dinosaur Woolly Mammoth Thylacine Dodo Golden Toad Japanese River Otter Blue Buck Baiji Laughing Owl Quagga LI: To identify and use personification in our writing.

Let’s reflect! Igniting Writing: Margaret Wild Then… Stop and listen! Draw a coloured circle on the page your wrote on today to show how much you understood about personification today. Did you plan to use personification in your Writing Plan? Then… Stop and listen! Let’s write down ‘personification’ as a language device that Margaret Wild uses on our class anchor chart.  LI: To identify and use personification in our writing.