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Treasure House Teacher’s Guide 1 Composition Skills

Composition
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Sample
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Treasure House Teacher’s Guide 1 Composition Skills
Treasure House Teacher’s Guide 1 Composition Skills

Composition
Composition
Skills
Skills
s.
Chris Whitney
Chris Whitney
Chris Whitney

Chris
ChrisWhitney
Whitney
Chris Whitney Chr
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Composition
Skills

Chris Whitney
Chris Whitney
Year 1

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TreasureHouse
Treasure HouseTeacher’s
Teacher’sGuide
Guide11Composition
CompositionSkills
Skills ChrisWhitney
Chris Whitney
 Unit 15: Writing simple
reports (3)
Overview
English curriculum objectives Treasure House resources
Reading: Pupils should develop understanding by • Composition Skills Pupil Book 1, Unit 15,
listening to and discussing a wide range of poems, pages 38–40
stories and non-fiction. • Photocopiable Unit 15, Resource 1: My polar bear
Writing: Pupils should be taught to write report, page 94
sentences by: • Photocopiable Unit 15, Resource 2: Polar bear fact
• saying out loud what they are going to write about file, page 95
• composing a sentence orally before writing it
Additional resources
• sequencing sentences
• A terrarium with stick insects or images of
• beginning to punctuate sentences using a capital stick insects
letter and a full stop.
• A variety of information texts about animals and
Building towards their habitats for children to browse and read
Children will research and write a report about
polar bears.

Introduction
Teaching overview Introduce the concept
This unit focuses on non-fiction information reports If possible, show the children a terrarium or similar
and continues work begun in Unit 8. It provides a container with stick insects, or pictures of one. Can
further opportunity for children to become familiar the children spot the insects?
with non-fiction reports and reading and writing Ask the class if they know the meaning of the word
statements of fact, and to rehearse their sentences ‘camouflage’. Take predictions and then look up
prior to writing. The unit makes cross-curricular links the meaning of the word in a dictionary. Ask: ‘Can
with the science curriculum. you think of anything else in nature which uses
camouflage?’ Discuss children’s ideas about why
animals might use camouflage. Explain that they are
going to read an extract from a book which gives
examples of animals that use camouflage for different
reasons.

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 Composition Unit 15
Vocabulary Unit 2D

Writing
Adding endings simple
to rootreports (3)
words (-est)
From ‘Animals in Hiding’ by Charlotte Guillain
What is camouflage?
We can change words by adding the ending –est.
Animals
An ending like this is use camoufl
called age
a suffix. to hide. Camouflage makes
animals look like the place where they
We travelled
● on theanimals
hide. Some slowestuse
bus.
camouflage to
I am the
●
hunt otherchild
tallest animals.
in myOther
class. animals use
camouflage to hide from hunters!
Camouflage in the sea
Stonefish look like rocks. They hide
Get started to catch other fish. Flatfish look like the
seabed. They hide from bigger fish and
Copy the sentences. the sand.the suffix –est in each sentence.
sharks inUnderline
One has been done for you.
Camouflage in leaves
1. Zak was the fastest boy in the race.
This snake’s patterned skin looks like leaves. It hides to
Answer: Zak was the fastest boy in the race.
catch small animals. This lizard’s tail looks like a leaf to
hide
2. Our car it from
is the birds and snakes.
cleanest.
3. Raj is Colour
the loudest singer.
change!
4. That pencil is the changes
This spider sharpest colour
in the as
pot.it hunts
insects
5. I am the so they
youngest in don’t see it coming.
my family.

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 Vocabulary Unit 2D

Get started
Read the information about camouflage. Adding en
Add the missing words.
words (-e
1. Animals use to hide.
We can change
2. Camouflage makes animals look like the place
An ending like th
.
3. Some animals use camouflage to other ● We travelle
animals. ● I am the ta
4. Other animals use camouflage to from
hunters!
5. This snake’s patterned skin looks like .
Get started
Copy the senten
Try these
One has been do
Which sentences tell facts about camouflage?
Decide if the sentences are true or false. 1. Zak was t
Answer: Z
1. Camouflage helps animals to hide.
2. Our car is
2. Some spiders change colour as they hunt.
3. Raj is the
3. Some fish camouflage themselves in the sand.
4. That penc
4. They do this to hide from fishermen.
5. I am the y
5. Some animals use leaves as camouflage.

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 Year 12
Treasure

Year
TreasureHouse

Composition
HouseTeacher’s
Teacher’sGuide

Skills
Chris
ChrisWhitney
Whitney Guide11Composition
CompositionSkills
Skills

Chris Whitney
Chris Whitney

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 Unit 3: Traditional tales (1)

Overview
English curriculum objectives Treasure House resources
• Reading: Year 2 pupils should be taught to develop • Composition Skills Pupil Book 2, Unit 3, pages 8–9
understanding of what they read by becoming • Collins Connect Treasure House Composition Year 2,
increasingly familiar with and retelling a wider range Unit 3
of stories, fairy stories and traditional tales.
• Photocopiable Unit 3, Resource 1: Hungry animals,
• Writing: Year 2 pupils should be taught to develop page 69
positive attitudes towards and stamina for writing
• Photocopiable Unit 3, Resource 2: Animal thieves,
by writing narratives about personal experiences
page 70
and those of others (real and fictional).
Additional resources
Building towards
• Books and websites containing more fables,
Children will plan and write their own animal fable.
including Aesop’s

Introduction
Teaching overview Introduce the concept
In this unit children learn about traditional tales and Ask: ‘Have you have ever heard of Aesop’s fables?’
fables and write their own version. Read a short fable to them and discuss how a fable
The unit focuses on understanding the main always has a moral. This may need some explanation.
character in the tale and the reasons for his/her Explain that this extract comes from one of Aesop’s
actions. It provides opportunities to discuss fables fables and is only part of the story. Read the extract
and the moral lessons they teach. together.
Ask: ‘Do you know what a crow is?’, ‘Have you seen
one in a garden or park?’

Pupil practice Pupil Book pages 8–9

Get started Now try these
The children add the missing words to the sentences, The children use activities 1, 2 and 3 to continue
using their own ideas. Check that the words are their own version of ‘The Fox and the Crow’. Ask the
appropriate. children to consider the genre (fable), the title and the
crow’s behaviour when deciding how to continue the
Try these story.
Children answer the questions then use their answers Activity 4: Children use their knowledge of fables to
to create their own (verbal if appropriate) story write another story about an animal that takes some
opening for ‘The Fox and the Crow’. Accept any food. It might be helpful here to read the original fable
ideas that are appropriate to the tale. They should in its entirety if this has not been done before. It may
use the illustration at the top of page 8 for ideas. provide them with ideas.
You may wish to use the activities and
photocopiables in Support and Embed to give
differentiated support with these activities.

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 Composition
Vocabulary Unit 2D Unit 3

AddingTraditional
endings totales root(1)
wordsFrom
(-est)
‘The Fox and the Crow’
'How delicious!' thought Crow, looking at
We can change a picnic
wordsleft
by lying in the
adding the ending
shade. 'So much
–est.
An ending likefood
this …isAnd noaone's
called suffiaround
x. …'

●
Her beady
We travelled on theblack eye bus.
slowest was caught by
a piece of juicy meat lying just out
● I am theoftallest
reach.child
'Oh!'inthought
my class.
Crow. 'It's so
tempting. If I swoop down fast enough,'
she decided, 'I can get it, I'm sure.'
And she went for it, darting down, a blur of black feathers.
Get started Snap, snap, went her sharp beak, and then she headed back
into the woods, flapping her fringed wings, a very proud thief.
Copy the sentences. Underline the suffix –est in each sentence.
One has been done for you.
Get started
1. Zak was the fastest boy in the race.
Copy the sentences and complete them using
Answer: Zak was the fastest boy in the race.
words for different kinds of food.
2. Our car is the cleanest.
1. 'How delicious! I can see ,'
3. Raj is the thought
loudest singer.
Crow.
4. That pencil is yum!
2. 'Oh the sharpest in the pot.
I can smell ,' said Crow.
5. I am the3.youngest in my family.
'Wow! There's ,' exclaimed Crow.
4. 'Scrumptious! A big juicy ,' declared Crow.
5. 'That looks tasty!' cackled Crow.

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 Vocabulary Unit 2

Try these
Answer the questions to create a story
Adding e
opening for 'The Fox and the Crow'. words (-
1. When did the story happen?
We can change
2. Where did the story happen? An ending like t
3. What was the weather like in ● We travell
the story?
● I am the t
4. What time was it in the story?
5. Who was there at the start of the story?

Now try these Get started

1. Write a sentence about Crow Copy the senten
taking some more food. One has been d
2. Think of a new animal 1. Zak was
character. Draw a picture of
them talking to Crow. Answer:

3. What are they saying? 2. Our car i

Add speech bubbles to 3. Raj is the
your picture.
4. That pen
4. Plan your own short story about an animal that
5. I am the
takes some food. Draw and label a picture or write
some sentences.

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Year123

Composition
Skills

Whitney
Chris Whitney
ChrisWhitney
Year
Year

Chris

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Treasure House Teacher’s Guide 3 Composition Skills Chris Whitney
TreasureHouse
Treasure HouseTeacher’s
Teacher’sGuide
Guide11Composition
CompositionSkills
Skills ChrisWhitney
Chris Whitney
 Unit 15: Reviewing and
proofreading
Overview
English curriculum objectives Treasure House resources
Year 3 children should be taught to: • Composition Skills Pupil Book 3, Unit 15,
• evaluate and edit by: pages 50-52
– assessing the effectiveness of their own and • Collins Connect Treasure House Composition
others’ writing and suggesting improvements Year 3, Unit 15
– proposing changes to grammar and vocabulary • Photocopiable Unit 15, Resource 1: Planet Zig,
to improve consistency, including the accurate page 92
use of pronouns in sentences. • Photocopiable Unit 15, Resource 2: The new friend,
– proofread for spelling and punctuation errors. page 93

Building towards Additional resources

Children will write a piece of fiction writing and then • A description of a character from a book the class
review and proofread it. are reading with glaring errors in punctuation,
grammar, spelling and paragraphing as well as
repetition of uninteresting words
• Dictionaries and thesauruses

Introduction
Teaching overview Some may also suggest improvements in the
This unit focuses on reviewing and proofreading structure and the use of words. Correct the piece
work. The unit stresses the point that, after writing using an interactive whiteboard, modelling the use of
the first draft, it is necessary to check the piece for a dictionary and a thesaurus to correct spelling and
correct organisation and structure, as well as for improve vocabulary.
correct punctuation and spelling. Finish by pointing out that reviewing their work is an
In this unit children are provided with a character important part of the composition process. Discuss
description to edit for spelling errors and are asked with children why this is so.
to create a new piece of writing, proofreading it for
errors in spelling, punctuation and grammar.

Introduce the concept

Provide pairs of children with the prepared character
description and ask children to review it. Ask them
to discuss the ways they would improve it and then
share feedback with the class. Children will likely
point out:
• errors in punctuation
• errors in spelling
• errors in grammar.

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 Comprehension Unit 2
Composition Unit 15

FairyReviewing
stories: and
‘Hansel and Gretel’
proofreading
From ‘Hansel and Gretel’ by Malachy Doyle
Read ‘An introduction to Squidge’, and then answer the questions
"There isthat
nofollow.
food," said the woodman.
"How will wethe
After eat?"
first draft of a piece of writing, you should always review
your work to check that it has been organised correctly and that
"Take Hansel and Gretel
the spelling for a walk
and grammar in the Brown Wood," said
are correct.
his wife, "and leave them."
An introduction to Squidge
Always check
"No!" said the woodman. "I cannot!"
punctuation – capital what is squidges home planet like Squidge
letters, or
"You must, endweof will
sentence
all die!"the
cried
alienhiscomes
wife.from the planet Zig.
punctuation and On planet Zig the whether is terrible.
So theespecially
woodman took
those HanselOn planet
tricky and Gretel Zig the air is hot and poisonus
apostrophes.
into the Brown Wood. to humans. Planet Zig has no vegetation.
The condisions for living would not suit us.
He gave the boy
Is the writing and girl some cake to eat.
organised into What does Squidge look like? Squidge’s
But Hansel put it Is
paragraphs? in his pocketappeerance
and is very different from ours.
dropped little bits
everything all right
in the along the way.
It has a round body and a square head
order? with three green eyes that flash. Her teeth
are sharp for eating meet (as there is no
Get Check
started the spelling, vegetation on Zig) and he spoke with a
paying special loud, deep groan.
Find the sentences in
attention to difficult
the story and write the
missing words.
words.
1.Pronouns
"There isneed
no to ," said the woodman.
2.agree.
"HowSquidge
will we the ?"
alien is male. Not all
3.ofSo
thethe woodman
pronouns are took Hansel and
correct here. into the Brown Wood.
4. He gave the boy and girl some to eat.

6
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 Comprehension Unit 2

Check the verbs. This

information text should
How did Squidge move? When he walking,
Fairy stories: ‘
he bounced along on a huge spring which
had an enormous foot at the end. his full wait
be written in the
From
is balanced on this he can move ‘Hansel and Gretel
very quickly
present tense.
however and jump extremely high
"There is no food," said the
Sentence structure
is important. This "How will we eat?"
sentence needs
breaking up and "Take Hansel and Gretel for
punctuating correctly. his wife, "and leave them."
"No!" said the woodman. "I
Check for homophones.
They may sound the "You must, or we will all die
same, but they have
very different meanings. So the woodman took Hans
into the Brown Wood.
He gave the boy and girl so
But Hansel put it in his poc
Get started
dropped little bits all along
Discuss these questions with a partner.

1. Why it is important to check your work? Get started

2. What mistakes can you find in ‘An introduction
Find the sentences in the st
to Squidge’?
missing words.
3. Look back through your work this year. Did you make
any mistakes? If you did, correct them. 1. "There is no
2. "How will we
3. So the woodman too
into the
4. He gave the boy and

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Year124

Composition
Skills

Whitney
Chris Whitney
ChrisWhitney
Year
Year

Chris

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Treasure House Teacher’s Guide 4 Composition Skills Chris Whitney
TreasureHouse
Treasure HouseTeacher’s
Teacher’sGuide
Guide11Composition
CompositionSkills
Skills ChrisWhitney
Chris Whitney
 Unit 11: Organising
information (1)
Overview
English curriculum objectives Treasure House resources
Writing – composition: Year 4 pupils should be • Composition Skills Pupil Book 4, Unit 11,
taught to draft and write by: pages 41–44
• organising paragraphs around a theme • Collins Connect Treasure House Composition
• in non-narrative material, using simple Year 4, Unit 11
organisational devices (for example, headings and • Photocopiable Unit 11, Resource 1: Planning the
sub-headings). party, page 85
Notes and guidance (non-statutory): Year 4 pupils • Photocopiable Unit 11, Resource 2: Party poster,
should understand, through being shown these, the page 86
skills and processes that are essential for writing.
Additional resources
Building towards • A collection of leaflets which use a variety of
The children will plan and create a flyer or poster for a organisational devices to present the information
class party. for the children to browse and read
• School posters and flyers about previous events

Introduction
Teaching overview performance or play. Ask: ‘What information do you
This unit focuses on organising information. The unit think is the most important?’ Ask them in pairs to
includes an example information text (a school sports discuss how that information could be arranged to
day agenda) to exemplify various organisational make it easy to understand for those wanting to
devices. The unit covers headings, subheadings, attend. Ask: ‘Do any of you have experience of when
bullet points, timetables and numbered lists, information for an event was not clearly organised?
and explains how these are useful in organising What happened?’
information clearly. Children are given the opportunity Take their responses and explain that there are a
to plan an imaginary end-of-term class party, writing range of organisational devices which can be used
a menu, a timetable of events and, finally, a flyer or to present information clearly. Provide examples of
poster advertising the party. information texts that use organisational devices
in order to familiarise children with them. Show
Introduce the concept examples of headings, subheadings, bullet points,
Present to the class a range of information about timetables and numbered lists. Children could tick
a forthcoming school event, possibly a school off on a class list when they find specific examples in
their reading, both at school or at home.

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 Composition Unit 11 Comprehension Unit 2

Organising information ( ) Fairy stories:

From ‘Hansel and Gret
Read the extract, then answer the questions that follow.

You can make information easy to understand by using "There is no food," said th
headings,
lists, bullet points and numbers. Paragraphs can be useful for
particular topics or themes.
"How will we eat?"
"Take Hansel and Gretel fo
SCHOOL SPORTS DAY
The main heading tells his wife, "and leave them.
the reader what the Our School Sports Day will be held at
whole text is about. "No!" 4th July.
Nuffield Primary School on Thursday, said the woodman.
"You
Each competitor will try to score must,
points foror we will all d
their house.
So the woodman took Ha
We will have three running into the Brown Wood.
races for each age group:
He gave the boy and girl s
Bullet points are used • sprint
to clearly separate But Hansel put it in his po
items in a list. • skipping race
dropped little bits all alon
• egg and spoon race.
There will also be other eventsGet started
for KS2
children:
Find the sentences in the s
• high jump missing words.
• throwing the bean bag
1. "There is no
• long jump 2. "How will we
• obstacle race. 3. So the woodman to
The afternoon will finish with running races into th
for parents. 4. He gave the boy an

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 Comprehension Unit 2

Fairy stories: ‘Hansel and Gretel’

Timetables tell the
reader when things
Timetable

1:00 KS1 races

are scheduled to
From ‘Hansel and Gretel’ by Malachy
happen. 1:30 Y3 and Doyle
Y4 jumping and throwing events
2:30 Y3 and Y4 races;
"There is no food," said the woodman.Y5 and Y6 jumping and throwing events
"How will we eat?" 3:00 Y5 and Y6 races
3:30 Mums’ race
"Take Hansel and Gretel for a 3:40
walk in the race
Dads’ Brown Wood," said
his wife, "and leave them."
Prizes
"No!" said the woodman. "I cannot!"
There will be a badge and
"You must, or we will all die!"certifi
criedcate
his for
wife.
the first three
in each race.
So theNumbered
woodmanliststook Hansel and Gretel
should
into the
be Brown Wood.
used when the 1. The winner of each race will score
order of things is three points.
He gave the boy and girl some2.cake
important. to place
Second eat. will score two points.
But Hansel put it in his pocket3.and
Third place will get one point.
dropped little bits all along the way.
The house that gets most points at the end
of the afternoon wins the athletics cup.
Get started Reminders
Subheadings help
yousentences
Find the to organise
inyour
the story• and
Classwrite
6 willthe
be selling orange juice and
information
missing words. and help biscuits, in aid of charity. Remember to
the reader find specific bring your money!
1.information
"There is nofaster. ," said the woodman.
• Each class will be exhibiting
2. "How will we ?" they have done about
work
3. So the woodman took Hansel their favourite
and sports in the hall.
• Bring your digital camera to get
into the Brown Wood.
some great shots for the Best
4. He gave the boy and girl Sports
some Photograph competition!
to eat.

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 Year 5
Treasure

1
TreasureHouse

Composition
HouseTeacher’s
Teacher’sGuide

Skills
Chris
ChrisWhitney
Whitney Guide51Composition
CompositionSkills
Skills

Chris Whitney
Chris Whitney

017 12:05 Composition sample with bleed revise.indd 45 07/09/2017 12:50

 Unit 14: Describing settings

Overview
English curriculum objectives Building towards
Writing – composition The children will write their own
Year 5 children should be taught to plan their descriptive paragraph.
writing by:
Treasure house resources
• selecting the appropriate form and using other
similar writing as models for their own • Composition Skills Pupil Book 5, Unit 14,
pages 56–58
• noting and developing initial ideas, drawing
on reading • Collins Connect Treasure House Year 5, Unit 14
• in writing narratives, considering how authors have • Photocopiable Unit 14, Resource 1: Planning the
developed characters. description, page 91
Year 5 children should be taught to draft and write by: • Photocopiable Unit 14, Resource 2: My descriptive
paragraph, page 92
• selecting appropriate grammar and vocabulary,
understanding how such choices can change and Additional resources
enhance meaning
• Clips from a range of children’s film openings –
• in narratives, describing settings, characters and openings in films are often ‘establishing’ shots,
atmosphere and integrating dialogue to convey establishing the setting of the film
character and advance the action.
• A selection of story settings, from short stories or
Notes and guidance (non-statutory) novels, where descriptive language has been used
Children should understand, through being shown, to paint a picture of the setting in the reader’s eye
the skills and processes essential for writing.

Introduction
Teaching overview ‘establishing’ shots, establishing the setting of the
This unit focuses on describing settings and provides film. Ask children to note what the camera (as a kind
three setting descriptions to demonstrate the writing of ‘narrator’) is showing the viewer. Pause as the
skills involved and to provide a model for children’s camera moves to different shots and ask children to
own writing. The unit analyses the various descriptive give descriptive words, noun phrases, similes and
techniques used in each setting description. Children so on to describe what they see. The same could
are given the opportunity to attempt some of the be done with pictures or images on an interactive
descriptive techniques exemplified and then to write whiteboard. Examples drawn from books could then
their own setting description. be used for analysis by asking children to highlight
descriptive language and language referring to
Introduce the concept the senses.
It may be useful before starting to look at a range
of example settings. Openings in films are often

Pupil practice Pupil Book pages 56–58

Get started 3. They consider their choice of vocabulary and make
Children complete the tasks with a partner. improvements if they can.
Answers Try these
1. They make lists of what they can see, hear, smell 1. Children read the text and complete a table,
and feel around the classroom. adding information from the extracts about
2. They take three coloured pencils and underline sensory description.
the adjectives, verbs and nouns in their lists in Children may list some of the following.
different colours. [1 mark for each piece of sensory description
added into the correct column]

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 Comprehension UnitUnit
Composition 2 14

FairyDescribing
stories: settings
‘Hansel and Gretel’
From ‘Hansel
Read these and Gretel’
descriptions, thenby Malachy
complete Doyle
the activities that follow.

"There is no food," said the woodman.

Tom walked on through the forest. The night air
was cold; it was frosty even, with the slightest
"How will we eat?" of breezes. The ground was a damp carpet of
fermenting leaves which, disturbed underfoot,
"Take Hansel and Gretel for agave walkout in
thethe Brown Wood,"
unmistakeable said The
scent of decay.
sudden and treacherous screech of an owl nearby
his wife, "and leave them." set Tom’s heart pounding. Tom picked his way
The scent of decay reminds
along, afraid to look up at the yawning black of the
"No!"thesaid theof woodman.
reader death. "I cannot!"
night sky. The branches of the trees, impossible to
see in the blinding blackness of the night, clutched
"You Metaphor
must, or we will all die!"at criedhis facehis
likewife.
fingers, slowing his progress. The
trees, swaying in the breeze, leaned towards one
So the woodman
Personifi cation of took
the Hansel and Gretel
another to whisper maliciously like conspirators.
trees makes them seem
into the Brown Wood. Tom was hopelessly lost.
dangerous.
He gave the boy and girl some Charlotte
cake looked
to eat. around the tiny, steamy kitchen.
It was as crowded and chaotic as a funfair, and as
Simile
But Hansel put it in his pocket inviting
andtoo. Everywhere, people were bustling and
Pots and pans everywhere talking. Pots and pans hung from the ceiling, others
dropped little bits
make the kitchen seem
all along the way.and rattled on the hobs, and yet more
bubbled
cluttered. were piled toweringly
high in the sink. The
Get started table groaned under
Food and family make the a mountain of food
kitchen seem homely.
Find the sentences in the story andand writewafted
the smells the
deliciously through the
missing words. room. Dad looked up,
catching Charlotte’s eye,
1.Hyperbole
"There is no and,"gave
saidherthe woodman.
a smile
that felt warmer than
2. "How will we ?"
sunshine. Billy, bobbing and weaving through the
3. So the woodman tookroom, Hanseltripped
andover a stool.
into the Brown Wood.
4. He gave the boy and girl some to eat.

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 Comprehension Unit 2

Alliterative phrase
The lights faded. Everyone became still.
Fairy stories: ‘
Damaris loved this part of coming to the cinema,
the part where everything becomes quiet. The odd
The fumbling sound
rustle of wrapping paper and people fumbling quietly
emphasises the hush in From ‘Hansel and Grete
in their bags could still be heard. The light was bluish
the cinema.
as it flickered from the screen. She rested her head
"Thereinistheno food," said the
contentedly on her dad’s arm and breathed
The bluish flickering light is
familiar aroma of warm popcorn. She felt happy
a calm, peaceful colour.
and safe. "How will we eat?"
"Take Hansel and Gretel fo
Get started
his wife, "and leave them."
Discuss the questions and complete the tasks with a partner.
"No!" said the woodman. "
1. Look around your classroom. Write lists of what you can hear, what you
can see, what you can smell and what you can feel. "You must, or we will all di
2. Take three coloured pencils and underline the adjectives,So theandwoodman
verbs nouns took Han
in your list in different colours.
into the Brown Wood.
3. Now think about the vocabulary that you have chosen to describe the
He gave
classroom. Are they the best words you could have chosen? the
Could you boy and girl so
use vocabulary that is more descriptive?
But Hansel put it in his poc
Try these dropped little bits all along
Copy the table and complete the tasks about the extracts. Then answer the
questions about the extracts.
Get started
1. List the sights, sounds and smells in each setting.
Find the sentences in the st
Sights Sounds Smells
The forest
missing words.
The kitchen 1. "There is no
The cinema
2. "How will we
2. Find an example of alliteration.
3. Find an example of a simile.
3. So the woodman too
into the
4. Find an example of personification.
5. Find an example of exaggeration for effect (hyperbole).
4. He gave the boy and

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 Year 16
Treasure

Year
TreasureHouse

Composition
HouseTeacher’s
Teacher’sGuide

Skills
Chris
ChrisWhitney
Whitney Guide61Composition
CompositionSkills
Skills

Chris Whitney
Chris Whitney

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 Unit 13: Paragraphs in fiction

Overview
English curriculum objectives • Collins Connect Treasure House Composition
Year 6 pupils should be taught to: Year 6, Unit 13
• plan their writing by considering how authors have • Photocopiable Unit 13, Resource 1: My new
developed characters and settings in what pupils paragraphs for ‘Our New Home’, page 91
have read, listened to or seen performed • Photocopiable Unit 13, Resource 2: My short story,
• draft and write by describing settings, characters page 92
and atmosphere.
Additional resources
Building towards • A page or two from a recent class non-fiction book,
Children investigate the use of paragraphs and then showing blocks of text and subheadings
write their own short story, structuring it through the • A page or two from a recent class fiction book,
use of paragraphs. with a good variety of paragraph lengths, including
dialogue
Treasure House resources • A variety of fiction books, mostly showing a good
• Composition Skills Pupil Book 6, Unit 13, use of paragraphing, for children to browse and
pages 56–59 read

Introduction
Teaching overview children whether the pages look different from the
This unit focuses on the structuring of a narrative non-fiction sample, and ask them to suggest why
though the use of paragraphs. It also looks at how they are used as they are. Ask: ‘Are the paragraphs
dialogue is laid out in fiction. The text here is the used in the same way? How is non-fiction different?’
beginning of a chapter book called My New Home, Record the children’s ideas showing how, in fiction,
in which shifts of time, place and focus are marked paragraphs are typically used more frequently:
by use of new paragraphs. • to show a change of speaker in a dialogue
• to show a change in time
Introduce the concept
• to show a change in place/setting
Remind children of the use of paragraphs in non-
fiction texts, which look like chunks or building • to show a change of focus
blocks. Show a page from a non-fiction book using • to show a change in topic (as in non-fiction)
the interactive whiteboard. • to introduce a new character
Next, again using the whiteboard, look together at • to create drama and suspense (for example,
some pages from a story read recently in class. Ask a cliffhanger).

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 Comprehension Unit 2
Composition Unit 13

Fairy stories: ‘Hansel and Gretel’

Paragraphs in fiction
From ‘Hansel and Gretel’ by Malachy Doyle
Paragraphs are used in fiction writing whenever the narrative changes time,
"There isplace,
no topic
food," said the
or speaker, woodman.
or when the writer wants to control the pace of the
narrative and create dramatic effects.
"How will we eat?"
Read the story extract, then answer the questions that follow.
"Take Hansel and Gretel for a walk in the Brown Wood," said
Our New Home
his wife, "and leave them."
Mum closed the car door. Everything had been packed into
"No!" said the woodman.the "Icar,cannot!"
including us, and it was time to go. I felt a rush of
emotions as the car pulled out of the drive. We were leaving
"You must, or we will allourdie!"
home.cried
I was his wife.old and had lived in that house all
15 years
of my life.
So the woodman took Hansel and Gretel
Change in topic When dad disappeared, mum said we couldn’t afford
into the
(alsoBrown Wood. to live there anymore. I had tried to argue with her, talk
change in
time) her out of moving away, but she told me there was no
He gave the boy and girl some
point. cake totheeat.
These were facts, she’d said, and we all had to
face them.
But Hansel put it in his pocket and
A very short
paragraph for I watched as the house seemed to disappear behind a mist
dropped little bits
dramatic effect;
all along the way.
of fog. In fact, it wasn’t fog; they were my tears.
it is a moment of
The day seemed to roll by as we travelled along
heightened emotion
Get started the motorway. My younger brother Kirk, he was only five,
kept on tapping his
Find the sentences in the story
hand and
against thewrite the
window. He was
missing words. playing some sort of
game and to be honest
1. "There is no ," said the woodman.
the sound was really
2. "How will we annoying. Mum ?" didn’t
say anything though.
3. So the woodmanShe took Hansel
hadn’t spokenand
since we left the house.
into the Brown Wood.
4. He gave the boy and girl some to eat.

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 Comprehension Unit 2

Fairy stories: ‘H
She hadn’t spoken much at all these last few months. It was
like the breath had been knocked out of her. Looking at her
sideways, from the passenger seat next to her, I tried to work
out how much she’d really changed. Was she as different
From ‘Hansel and Gretel’
as I thought? Or did I just see her differently now?

Character begins to "Mum ..." I began. But she just drove, quietly "There is no food," said
humming the w
speak to herself. It wasn’t a real tune; it was just a sound. More
like a stifled groan. I put my headphones on"How willupwe eat?"
and turned
my music.
"Take Hansel and Gretel for
It was getting dark. We would soon be there,
hisat wife,
"our new
"and leave them."
Different time
home," as Mum kept on calling it. I didn’t want a new
home. I wanted the old one with all of my friends and with
"No!" said the woodman. "I
Mr Andrews’s grumpy dog jumping over the back fence.
In fact, Mr Andrews was grumpier than his dog. The only
"You must, or we will all die!
difference was that he hadn’t learned to bark yet. I smiled to
myself. It’s funny the things you miss.
So the woodman took Hanse
Different place intoPerhaps
We pulled into the drive. At last Kirk was quiet. the Brown
he was Wood.
secretly nervous too, behind all of that dribble and noise, about
beginning a new life. I looked up at the newHe gave
house the the
through boy and girl som
car window. What would our new lives be like?
But Hansel put it in his pock
dropped little bits all along t

Get started
Find the sentences in the sto
missing words.
1. "There is no
2. "How will we
3. So the woodman took
into the B
4. He gave the boy and g

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