The Write Stuff Unit Plan

Transforming the Teaching of Writing

Based on the book

The Whale
by Ethan & Vita Murrow
Text type: Narrative

YEAR 4
 Instructions
To achieve maximum impact in the classroom, we recommend purchasing the following
books to support the teaching of this unit:

• The Write Stuff - Transforming the Teaching of Writing by Jane Considine, which fully
explains her progress-boosting teaching methods www.thetrainingspace.co.uk

• The Whale by Ethan & Vita Murrow, https://amzn.to/2zqtJOg

This plan covers 12 teaching days/sessions, split into:

• Experience Days (4)

• Sentence Stacking Days (9)

We recommend these structured days are followed by an independent pupil writing task.

The following resources will also support the teaching of this unit:

• The Writing Rainbow - available from our website HERE

• The Writing Rainbow symbols - available from our website HERE

We love to hear your success stories and see your pupils work examples. Please get in touch by:

email: info@thetrainingspace.co.uk

Facebook: janeconsidineeducation

Twitter: @janeconsidine

Watch training sessions on YouTube to understand how this unit of work supports teaching
and learning.

YouTube: thetrainingspace
www.thetrainingspace.co.uk

info@thetrainingspace.co.uk The Training Space @janeconsidine

 Overview of Unit

Please note that narrative units are built from two modes of teaching.

Sentence Stacking
Lessons concentrate on the teaching of writing with a sharp focus on the craft and
construction of sentences. Each Sentence Stacking lesson is organised into three learning
chunks. Sentences created by pupils should be celebrated and examples used to form a large
class Sentence Stack. This Sentence Stack should build over the duration of the unit to display
the whole piece of text. See appendix for example of complete teacher model for this unit.

Experience Lessons
Immersive teaching to stimulate ideas. Experience lessons can take many forms - visits out,
visitors in or drama conventions deployed to strengthen context and build imagination. The
number of experiences included in a unit is at a teachers’ discretion. Experience lessons
can be added or removed from a teaching sequence depending on the needs of pupils and
knowledge of their previous experiences.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 A Narrative Journey
Whilst teaching a Write Stuff narrative unit, a narrative map should be created, displayed and
shared with pupils. A narrative map is used to display and explore the plot points. A plot point
is a summarised key moment in narrative.

Plot points should be slowly revealed and added to the narrative map as you progress
through a unit and teach each Sentence Stacking lesson. We recommend narrative maps
show a journey of nine plot points or less. Our narrative units therefore contain nine or less
Sentence Stacking lessons.

There is an example narrative map for this unit included. As plot points are added, use the
positive/negative axis to discuss if the plot point was a high or low for the character. You can
also change the character shown and add annotations.

Picture Book Plot Points

Each plot point on the narrative map and at the top of each corresponding Sentence
Stacking lesson, can be related to an image in the book.

Novel Plot Points

Plot points are drawn from an aspect of the novel - usually a chapter, section of a chapter
or a key event. They are summarised on the narrative map and at the top of each
corresponding Sentence Stacking lesson.

Film Point Points

Plot points are drawn from breaking the film into bare-bone chunks. For example the film’s
content from 0 seconds to 43 seconds could be summarised as a screen-shot (the best
image that captured it succinctly) and this serves as the key plot point. They are summarised
on the narrative map and at the top of each corresponding Sentence Stacking lesson.

Independent Writing
It is important to map the plot points and analyse the highs and lows of the narrative built
across a unit, as this will generate the task for independent writing at the end. Using the
‘Independent Writing Teaching Sequence’ included, teachers move through the steps to guide
children from the highly modelled Sentence Stack to writing independently. When writing
narrative, the pupils independent task should be to craft their own text which mirrors the
highs and lows mapped. It is within the teacher’s discretion to choose a big idea focus for
pupils to build their own ideas e.g. story about a character who shows their bravery. This
gives pupils real freedom to develop their plot points independently.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Teaching Sequence

DAY 1 DAY 2 DAY 3 DAY 4

A newspaper Lucy accepts the Heading out

Whale research poster challenge in the boat
from the past

DAY 5 DAY 6 DAY 7 DAY 8

Storm havoc & a

Vocabulary storm A storm swells A silhouette
splintered boat

DAY 9 DAY 10 DAY 11 DAY 12

The whale Floating & sinking A glimpse of the

Repairing her boat
talks to her challenge magnificent creature

DAY 13 DAY 14 DAY 15 DAY 16

News report Independent Independent Independent

Writing Sequence Writing Sequence Writing Sequence

DAY 17 DAY 18

Independent Independent
Writing Sequence Writing Sequence

Key: English Lesson Sentence Stacking Lesson Experience Lesson Independent Writing Sequence
(see appendix) 

Pupils plan, independently write and edit their work over 3-5 sessions as part of The Teaching Sequence for Independent Writing.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2021
Character
Highs Narrative Map Based on this book
+10
9
8
7
6
5
4
3 Plot points are based
2 on: Corresponding
illustrations in the book.
1

Lucy
Plot
Plot Point 1 Plot Point 3 Plot Point 4 Plot Plot Point 8 Plot Point 9
Plot Point 2 Plot Point 5 Point 7
Lucy accepts A storm Storm havoc Point 6 A glimpse News
Heading out A silhouette Repairing
the poster swells & a splintered A whale of the report
in the boat her boat
challenge boat talks to magnificent
her creature

1
2
3
4
5
6
7 To understand how to
8 use this map, please
Character 9 read the page titled
‘Narrative Journey’.
Lows -10

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Experience Day (1)
Learning Objective:
DAY 1
To gain knowledge and understanding of whales.

Whale
research

• Watch clips from BBC Blue Planet. Pupils to note down new pieces of
information.
• Watch YouTube videos of experts talking about whales and make
notes, including technical language.
• Organise the class into 5/6 expert groups, with each researching a
different type of whale (e.g. blue, killer, sperm, humpback, mink, gray).
• Discuss the various species and the oceans they inhabit.

Experience sessions should be rinsed for vocabulary using The FANTASTICs

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Experience Day (2)
Learning Objective:
DAY 2
To explore clues about a central character and
story plot.
A newspaper
from the past

• Read the newspaper article from the beginning of the book.

• Bring in a rucksack full of objects: map, torch, screwdriver, packed
lunch, compass, binoculars, book about whales, letter from Grandma
(copy in appendix). Who do you think this belongs to? Discussion.
• Display a close-up image of Lucy. Annotate and discuss clues to the
reader that she is an adventurer, e.g. dirt under her fingernails, unkempt
hair, ripped jeans, map in her pocket, rucksack full of tools, torch,
notebook, pen etc.
•

Experience sessions should be rinsed for vocabulary using The FANTASTICs

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Sentence Stacking Lesson 1
Learning Objective:
Lucy accepts
DAY 3 the poster To write effective sentences for our story.
challenge
Steps to Success:
Lucy accepts the
Plot Point 1 Expanded noun phrase
poster challenge
Rhetorical questions
Relative clause

Initiate Model Enable

Expanded Expanded Expanded
noun phrase noun phrase noun phrase
Learning chunk 1

• Recap on the rucksack activity from Provided sentence: Lucy stood Pupils to use expanded noun
Experience Day (2). and pondered the question that phrases that suggest Lucy is ready
• Zoom into the first picture of Lucy and occupied the wall. for adventure.
discuss her appearance – e.g. hair scraped
Teacher model: Hair scraped back, HA: Deepen the moment.
back; ripped, baggy jeans; loaded rucksack;
ripped, baggy jeans and a pair of
binoculars at the ready. What does her
binoculars at the ready, she was
appearance tell us about her personality?
• Pupils to paste this picture into their books.
always seeking adventure.

Rhetorical Rhetorical Rhetorical

questions questions questions
Learning chunk 2

• Discuss how some rhetorical questions don’t Provided sentences: Her eyes were Insert three short rhetorical
start with question openers (because they drawn closer and closer. This was questions, answered with
are inner thoughts in someone’s mind) – e.g. no ordinary whale. exclamations.
Really? A spotted whale?
Teacher model: A spotted whale? HA: Deepen the moment.
• Explore exclamations that start with ‘how’
How strange! Close to these shores?
and ‘what’ – e.g. How strange! What a
Not possible! Is it real? I must find
mystery!
• Explain how the short, punchy style of this
out.
section helps to convey that Lucy’s mind is
racing.

Relative clause Relative clause Relative clause

Learning chunk 3

• Provide the sentence…Lucy was Teacher model: Lucy, who Add a relative clause that provides
determined to find out if the wasn’t fazed by a challenge, extra detail about Lucy’s personality.
mystical creature was real. was determined to find out if the HA: Deepen the moment.
• Gather a bank of relative clauses mystical creature still existed.
to drop in after the first word –
e.g. who loved adventures; whose
brain never stopped working;
who was always on a mission.

*HA = Higher Attainers

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019

Heading out
DAY 4 in the boat
Heading out
in the boat Plot Point 2
Initiate
Complex sentence
Learning chunk 1
• Pupils to generate powerful
verbs and phrases that give a
sense of urgency – e.g. paced,
sped, powered, sprinted, darted,
without a second thought,
without thinking twice.
Inner thoughts
Learning chunk 2
• Collect suggestions for Lucy’s
inner thoughts about the sea
– e.g. her happy place, evoked
family memories, in her blood,
felt like home.
Smell
Learning chunk 3
• Generate vocabulary (including smells)
that suggests a storm is brewing –
musty, damp, salty, sulphurous, grey,
dull, dark, isolation, lightning, spume.
• Group this vocabulary in an
alliteration bank – e.g. damp, dark,
dull; salty, stagnant, sulphurous, spray;
wild, waves, whipped.
• Collect synonyms for ‘smell’ (noun) –
scent, waft, odour, whiff.
A Write Stuff Unit Plan
Based on the book The Whale by Ethan & Vita Murrow
Sentence Stacking Lesson 2
Learning Objective:
To write effective sentences for our story.
Steps to Success:
Complex sentence
Inner thoughts
Smell
Model
Complex sentence
Teacher model: Without hesitation,
she tightened her trusty backpack
and headed towards the harbour.
Inner thoughts
Teacher model: Lucy thought about
how she had always loved the sea.
The ocean was in her blood. As soon
as she stepped off dry land, she was
home.
Smell
Teacher model: Salty sea spray
wafted up her nostrils. Lucy knew a
change was coming. Musty. Damp.
Sulphurous. The sky darkened.
Enable
Complex sentence
Open with a powerful verb (or
phrase) and describe one of her
smaller actions (showing she’s ready
for adventure as she rushes towards
the harbour).
HA: Deepen the moment.
Inner thoughts
Write three sentences to evidence
her positive feelings/association
with the sea.
HA: Deepen the moment.
Smell
Use an alliterative opener to set the
scene, followed by short sentences
to heighten the tension around the
brewing storm.
HA: Deepen the moment.
*HA = Higher Attainers
© Jane Considine 2019
 Experience Day (3)
Learning Objective:
DAY 5
To experience/relive a storm using drama
conventions.
Vocabulary
storm

• Working in pairs, pupils to choose a powerful storm word, e.g.

treacherous, dangerous, wild, threatening. It doesn’t matter if more than
one pair has the same word.
> Build a communal voice/poetic storm:
> Play a storm soundscape in the background
> Teacher acts as an orchestra conductor, pointing at different pairs of
pupils around the room
> Each pair says their word
> Whole class repeats it
• Watch some film clips of storms (e.g. Life of Pi; Castaway).

Experience sessions should be rinsed for vocabulary using The FANTASTICs

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Sentence Stacking Lesson 3
Learning Objective:

DAY 6 A To write effective sentences for our story.

storm swells
Steps to Success:
A
Fronted adverbials (double stack)
storm swells Plot Point 3
Personification
Inverted commas

Initiate Model Enable

Fronted Fronted Fronted
adverbials adverbials adverbials
Learning chunk 1

• Collect a bank of ‘sudden’ Teacher model: Suddenly, out of Use an adverb + adverbial to create
adverbs – immediately, instantly, nowhere, a storm swelled. a moment of tension before the
swiftly, abruptly, instantaneously, storm.
unexpectedly. HA: Deepen the moment.
• Gather ‘sudden’ adverbial
phrases – all of a sudden; all at
once; without warning; in the
blink of an eye; as quick as a
flash; catching them unawares;
at that moment.

Personification Personification Personification

Learning chunk 2

• Talk about the storm being a Teacher model: It picked up the boat Write two personification sentences
monster. and tossed it across the ocean. It (one action; one communication).
• Gather ‘angry’ human actions screamed incessantly. HA: Deepen the moment.
– throwing, kicking, punching,
screaming, thrashing, pushing,
pulling, punching.
• Collect human ‘shouting’
synonyms – screaming, bawling,
wailing, yelling, ranting, shrieking.

Inverted commas Inverted commas Inverted commas

Learning chunk 3

• Read Grandma’s letter (see
Appendices). Pupils to choose
their favourite lines.
• Gather ‘watery’ verbs to explain
how Grandma’s words washed
over Lucy – e.g. floated, drifted,
sailed, cascaded, submerged,
flowed, ebbed.
Provided sentence: Lucy’s troubled mind Pupils to choose their own advice
drifted to her Grandma – the strongest from the letter and include a
lady she knew. What would she do? ‘watery’ verb.
Teacher model: Some words from HA: Deepen the moment.
Grandma’s letter washed over
her…"even at your lowest ebb, your most
difficult moment, when you feel like
there’s no way out, battle on, persevere
and hang in there. It will be worth it."

*HA = Higher Attainers

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019

Storm
DAY 7 havoc & a
splintered
boat
Storm havoc & a
splintered boat Plot Point 4
Initiate
Feelings
Learning chunk 1
• Explore negative/chaotic
emotions and states of being –
e.g. hopelessness, terror, disarray,
pandemonium, disorder, bedlam,
anxiety, nervousness, alarm.
Pathetic fallacy
Learning chunk 2
• Discuss how the sky/
environment can mirror the hurt/
damage caused by the storm.
• Display images of ‘wounded’
skies and collect vocabulary
– bleeding, purplish, bruised,
red, pulsating, crumpled clouds,
hurting, struggling to recover
from the onslaught.
Simile
Learning chunk 3
• Gather a bank of everyday
‘broken’ items for a simile – e.g.
dropped jigsaw, smashed vase,
shattered window.
• Collect vocabulary for a ‘calm’
ocean – still, glassy, tranquil,
rippling, smooth.
A Write Stuff Unit Plan
Based on the book The Whale by Ethan & Vita Murrow
Sentence Stacking Lesson 4
Learning Objective:
To write effective sentences for our emotive
story.
Steps to Success:
Feelings
Pathetic fallacy
Simile
Model
Feelings
Teacher model: Panic. Distress. Fear.
The storm wreaked havoc. Chaos.
Turmoil. Dejection. The boat drifted
away. Relief. Devastation. Confusion.
The adventurer was alive.
Pathetic fallacy
Teacher model: The sky was
battered and bruised while Lucy felt
the pain of the attack.
Simile
Teacher model: Like shards of
broken glass, the splintered wood
dissipated into the depths of the
now calm ocean.
Enable
Feelings
Pupils to use repetition for effect
and single-word sentences to create
tension and summarise the impact
of the storm.
HA: Deepen the moment.
Pathetic fallacy
Describe an aspect of the
environment that mirrors Lucy’s
pain.
HA: Deepen the moment.
Simile
Open with a simile and bring the
ocean back to tranquillity.
HA: Deepen the moment.
*HA = Higher Attainers
© Jane Considine 2019
 Sentence Stacking Lesson 5
Learning Objective:
A To write effective sentences for our story.
DAY 8 silhouette

Steps to Success:
A
Noticing/sights
silhouette Plot Point 5
Actions
Alliteration

Initiate Model Enable

Noticing Noticing Noticing
Learning chunk 1

• Explore synonyms for ‘giving
up’ – admitting defeat, giving in,
surrendering, calling it a day.
• Generate onomatopoeic words
for the whale surfacing –
whoosh, fizz, splash, splosh,
slosh, splatter.
• Collect synonyms for ‘silhouette’
– outline, shadow, shape, figure,
entity, profile, image.
Teacher model: Just as she was Use onomatopoeia to introduce the
about to admit defeat…whoosh! She whale and describe the silhouette/
turned to see a silhouette poking shape that Lucy sees.
above the crest of a wave. HA: Deepen the moment.
Provided sentence: At that very
moment, she noticed the lookout
tower. Her prayers had been
answered.

Actions Actions Actions

Learning chunk 2

• Collect ‘ing’ verbs for ‘wanting’ Teacher model: Craving a better Open with an ‘ing’ verb and
– desiring, yearning, hankering, view, she dashed towards it, describe three of Lucy’s hurried
hoping, longing, hungering. scrambled to the top and craned her actions.
• Gather powerful verbs for Lucy’s
neck for a clearer picture. HA: Deepen the moment.
actions as she rushes to the
lookout tower – sped, raced,
sprinted, dashed, clambered,
climbed, stretched, strained,
lengthened.

Alliteration Alliteration Alliteration

Learning chunk 3

• Explore alliterative pairs of
feelings for Lucy – hypnotised
and hopeful; mesmerised and
motivated; captivated and
curious; fixated and fascinated;
tearful and transfixed.
Teacher model: Curious and Write a sentence including two
captivated, mesmerised and alliterative pairs.
mystified, she scrutinised the HA: Deepen the moment.
horizon.

*HA = Higher Attainers

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Sentence Stacking Lesson 6
Learning Objective:

DAY 9 The whale To write effective sentences for our story.

talks to her
Steps to Success:
The whale
Fronted adverbial
talks to her Plot Point 6
Metaphor
Inverted commas

Initiate Model Enable

Fronted adverbial Fronted adverbial Fronted adverbial
Learning chunk 1

• Discuss with the children how the Teacher model: Through the Use a fronted adverbial to describe
moment spurs Lucy on but she still hazy lenses of the binoculars, the the state of the binoculars.
feels unsure. mystical outline arced across her HA: Deepen the moment.
• Gather a bank of words for ‘dirty’
view.
– unclear, indistinct, bleary, blurred,
fuzzy, hazy, granular, vague, grainy,
obscure, ill-defined.
• Collect words for ‘mystical’ –
mysterious, strange, magical,
unusual, mystifying, puzzling, baffling,
shadowy, perplexing, dark, curious.

Metaphor Metaphor Metaphor

Learning chunk 2

• Explore objects/people/animals Teacher model: The moon was the Build a moon metaphor, where it
as metaphors for the moon – e.g. glowing halo of an angel guiding appears to be guiding Lucy
silver coin, lighthouse beacon, Lucy. HA: Deepen the moment.
torch, lantern, flame, unblinking
eye, diamond, platinum pendant,
silver compass.
• Collect adjectives for the moon –
shimmering, glistening, ghostly,
glowing, glimmering, gleaming,
captivating, mesmerising,
haunting, radiant, luminous.
•

Inverted commas Inverted commas Inverted commas

Learning chunk 3

• Talk about cohesion and the use Teacher model: As she listened to Add the whale’s message, using
of the pronoun to avoid the night, she could hear a whale inverted commas.
repetition e.g. she talking to her. “Follow me. I’ve HA: Deepen the moment.
• Listen to a YouTube video of been here all along. Tonight is your
whale song.
chance to find me.”
• Remind pupils of Grandma’s
letter: the whale song providing
the answers.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Experience Day (4)
Learning Objective:
DAY 10
To take part in a problem-solving challenge
related to Lucy’s adventure.
Floating &
sinking challenge

• Pupils have 20 minutes to build a boat/raft that will float with a ball of
Plasticine in it.
• Provide groups with a collection of materials, e.g. string, lollipop sticks,
masking tape, corks, cotton reels, paper, card, glue.
• Boats need to float for 20 seconds.
• Mark teams out of 10 for resilience, resourcefulness, logic etc.

Experience sessions should be rinsed for vocabulary using The FANTASTICs

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Sentence Stacking Lesson 7
Learning Objective:

DAY 11 Repairing To write effective sentences for our story.

her boat
Steps to Success:
Repairing
Dialogue
her boat Plot Point 7
Adjectives & dash
Fronted adverbials

Initiate Model Enable

Dialogue Dialogue Dialogue
Learning chunk 1

• Explore ideas for exclamations Lucy might Teacher model: Hastily, she leapt Open with an adverb to introduce
make to her boat – e.g. I need to fix you up! to the aid of her boat. “It’s up to us the action. Write two or three
Let’s do this! It’s up to us now! now. Let’s get you patched up. We sentences of dialogue from Lucy.
• Pupils to recall their own boat-building
can do this!” HA: Deepen the moment.
experiences and suggest verbs – e.g. seal,
stick, fix, fasten, attach, secure, screw, bolt,
join, seal, patch up.
• Gather ‘fast’ adverbs – hastily, quickly,
briskly, rapidly, speedily.
• Collect verbs for Lucy springing into action –
jumped, scrambled, leapt, rushed, dived.

Adjectives Adjectives Adjectives

& dash & dash & dash
Learning chunk 2

• Refer to a boat diagram and Teacher model: Broken bow, leaning Use adjectives for three broken
collect technical language – e.g. mast, splintered deck – where parts of the boat, followed by a long
stern, bow, hull, keel, mast, deck. should she begin? dash and a question.
• Collect ‘broken’ adjectives for the HA: Deepen the moment.
parts of Lucy’s boat – shattered,
cracked, split, snapped,
splintered, fractured, buckled,
warped, bulging, crumpled.

Fronted Fronted Fronted

adverbials adverbials adverbials
Learning chunk 3

• Gather adverbs that mean ‘as luck would have Teacher model: Fortunately, Lucy Begin your first sentence with an
it’ – fortunately, luckily, thankfully, mercifully. was renowned for her quick- adverb and your second with a time
• Explore Lucy’s positive personality traits that
thinking nature. Before long, her adverbial.
will help her in this situation – quick-thinking,
boat was seaworthy. HA: Deepen the moment.
nimble, resilient, brave, determined, resourceful,
courageous, inventive, ingenious.
• Gather time adverbials – before long; in no time
at all; some time later; after a while; as soon as;
minutes later; an hour later; shortly afterwards.

*HA = Higher Attainers

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Sentence Stacking Lesson 8
Learning Objective:
A glimpse
DAY 12 of the To write effective sentences for our story.
magnificent
creature
Steps to Success:
A glimpse of the
Sights & superlatives
magnificent creature Plot Point 8
Feelings
Rhetorical questions

Initiate Model Enable

Sights & Sights & Sights &
superlatives superlatives superlatives
Learning chunk 1

Teacher model: Curving powerfully over

• Share YouTube clips of whales and dolphins Pupils to describe the arcing whale
her head, there it was. The most splendid,
arcing. and build a second sentence
• Gather a bank of powerful action words –
the most divine, the most magnificent
including superlatives.
propelling, arcing, diving, thrusting, launching. creature she had ever seen.
HA: Deepen the moment.
• Explore synonyms for ‘beautiful’ (exquisite,
dazzling, stunning, splendid, divine, sublime)
and ‘large’ (huge, enormous, gargantuan,
grand).
• Discuss how to turn these into superlatives,
using ‘the most’.

Feelings Feelings Feelings

Learning chunk 2

• Explore how we can reveal Teacher model: Her eyes widened, Include three clues to the reader
Lucy’s ‘shock’ without her her heart fluttered and her jaw that Lucy is shocked.
talking – e.g. eyes widened, jaw dropped. She couldn’t believe what HA: Deepen the moment.
dropped, sharp intake of breath,
she was witnessing.
gasped, reeled, heart raced, skin
Provided sentence: In the blink of an
tingled/had goosebumps, hairs
eye, it was gone.
on back of neck stood up, blinked
rapidly, smiled from ear to ear,
clasped hand over mouth.

Rhetorical Rhetorical Rhetorical

questions questions questions
Learning chunk 3

• Provide a close-up image of Lucy Teacher model: Could it be true? Use three rhetorical questions to
spotting the whale. Where had it come from? Where establish a cliffhanger moment.
• Set up a freeze-frame, with had it gone? HA: Deepen the moment.
pupils staring at the whale and
provide enormous thought
bubbles to thought-shower
rhetorical questions – e.g. Where
had it come from? Was she
dreaming?

*HA = Higher Attainers

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Sentence Stacking Lesson 9
Learning Objective:
News To write effective sentences for our story.
DAY 13
report
Steps to Success:
News Headline (pun)
report Plot Point 8
Strapline (alliteration)
Intro/lead paragraph (facts/4Ws)

Initiate Model Enable

Headline Headline Headline
Learning chunk 1

Teacher model: WHALE HELLO Pupils to write their own pun

• Gather pairs of homophones
THERE! headline.
and near-homophones to build a
fishy pun headline – e.g. tail/tale, HA: Deepen the moment.
scales/scales; fishy/fishy; fins/
things; spotted/spotted; whale/
well; sea/see.
• Model some possible headlines
– e.g. WHALE HELLO THERE!
SOMETHING FISHY GOING ON!
WHALE I NEVER! AN ASTONISHING
TAIL! STRANGE FINS HAPPENING!

Strapline Strapline Strapline

Learning chunk 2

• Build alliteration banks for each Teacher model: Dynamic diva Summarise the plot using
segment of the strapline – 1. Lucy dodges danger and makes dream alliteration.
(ardent adventurer; dynamic diva; discovery. HA: Deepen the moment.
terrific teen; magnificent miss;
wondrous warrior); 2. Triumphs over
adversity (dodges danger; survives
storm; braves battering; bails out boat;
mends mast); 3. Whale experience
(dream discovery; magical moment;
watches whale; spies sea monster).

Intro/lead Intro/lead Intro/lead

paragraph paragraph paragraph
Learning chunk 3

• Show pupils a question frame
commonly used by journalists
to orientate the reader – who,
what, when, where.
• Determine the 4Ws for Lucy’s
story.
Teacher model: Lucy (aged 10)
last night rediscovered a species
of whale in Cape Tribulation that
marine biologists had previously
thought extinct.
Answer the four 4Ws in one punchy
sentence.
HA: Deepen the moment.

*HA = Higher Attainers

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Appendix
Please find enclosed :

Teacher Model

Letter to Grandma

Guidance on a Teaching Sequence for Independent

Writing.

Guidance on success criteria.

A blank narrative journey map or a blank non-fiction

journey map.

Pupil pathway from planning to independent writing.

Guidance on editing.

Any other related materials to the teaching of this unit.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Teacher Model
Lucy stood and pondered the question that occupied the wall. Hair scraped back, ripped,
baggy jeans and a pair of binoculars at the ready, she was always seeking adventure. Her
eyes were drawn closer and closer. This was no ordinary whale. A spotted whale? How
strange! Close to these shores? Not possible! Is it real? I must find out. Lucy, who wasn’t fazed
by a challenge, was determined to find out if the mystical creature still existed.

Without hesitation, she tightened her trusty backpack and headed towards the harbour. Lucy
thought about how she had always loved the sea. The ocean was in her blood. As soon as
she stepped off dry land, she was home. Salty sea spray wafted up her nostrils. Lucy knew a
change was coming. Musty. Damp. Sulphurous. The sky darkened.

Suddenly, out of nowhere, a storm swelled. It picked up the boat and tossed it across the
ocean. It screamed incessantly. Lucy’s troubled mind drifted to her Grandma – the strongest
lady she knew. What would she do? Some words from Grandma’s letter washed over her…
’even at your lowest ebb, your most difficult moment, when you feel like there’s no way out,
battle on, persevere and hang in there. It will be worth it.’

Panic. Distress. Fear. The storm wreaked havoc. Chaos. Turmoil. Dejection. The boat drifted
away. Relief. Devastation. Confusion. The adventurer was alive. The sky was battered and
bruised while Lucy felt the pain of the attack. Like shards of broken glass, the splintered wood
dissipated into the depths of the now calm ocean.

Just as she was about to admit defeat…whoosh! She turned to see a silhouette poking above
the crest of a wave. At that very moment, she noticed the lookout tower. Her prayers had
been answered. Craving a better view, she dashed towards it, scrambled to the top and
craned her neck for a clearer picture. Curious and captivated, mesmerised and mystified, she
scrutinised the horizon.

Through the hazy lenses of the binoculars, the mystical outline arced across her view. The
moon was the glowing halo of an angel guiding Lucy. As she listened to the night, she could
hear a whale talking to her. “Follow me. I’ve been here all along. Tonight is your chance to find
me.”

Hastily, she leapt to the aid of her boat.

“It’s up to us now. Let’s get you patched up. We can do this!”
Broken bow, leaning mast, splintered deck – where should she begin? Fortunately, Lucy was
renowned for her quick-thinking nature. Before long, her boat was seaworthy.

Curving powerfully over her head, there it was. The most splendid, the most divine, the most
magnificent creature she had ever seen. Her eyes widened, her heart fluttered and her jaw
dropped. She couldn’t believe what she was witnessing. In the blink of an eye, it was gone.
Could it be true? Where had it come from? Where had it gone?

WHALE HELLO THERE! Dynamic diva dodges danger and makes dream discovery. Lucy (aged
10) last night rediscovered a species of whale in Cape Tribulation that marine biologists had
previously thought extinct.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Letter from Grandma
My dearest Lucy,

If you are opening this letter, then it’s your tenth birthday. You may not know,
and I feel it my place to pass on to all future females of the Ross family our rich heritage
of discovery and adventure. For the past three hundred years the Ross women have
always been brave and fearless adventurer and explorers who have had a calling
for the sea.

A life of intrigue, risk-taking and exciting escapades await you. Because of this I feel
compelled to offer a few words of advice. Always follow your instinct, you will know
when you have a calling and it is futile to resist. Secondly, even at your lowest ebb,
your most difficult moment, when you feel like there’s no way out, battle on, persevere
and hang in there. It will be worth it. And finally, when your lost and confused, and don’t
know what to do, stand under the light of a full moon and listen to the whale
song and the answers will find you.

Until the turning of the next tide,

Grandma Edith.
xxx

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Teaching Sequence for Independent Writing
(Reference to STA: 2018 Teacher Assessment Guidance KS2)

1 2 3 4 5 6 7 8
PLAN

DRAW OUT PUPILS EDIT

RECAP EXPERIENCE PLAN INDEPENDENT TEACHER FINAL
SUCCESS WORK
SENTENCE WRITING WRITING MARKS FOR JUDGEMENT
CRITERIA
STACK – Key features: EDITING
“AUDIENCE + Key features: Key features: Key features: Key features:
PURPOSE” Key features:
Memorable. Key features:
Interrogate work
Stimulates Use maths paper. Paced out Quick comparative
Key features: Co-construct through five
imagination (story). Plot success chunks of time. All work marked judgement.
success criteria lenses e.g..
Build knowledge criteria. through the three Intensive
from unit of work. Spelling,
Clarify writer’s (non-fiction). Consider writing In silence. ways of editing. assessment of
Do provide punctuation,
intent. ideas, techniques Chance to Pupils not told ‘grey’ area writing.
examples. re-read, rewrites,
Sharpen purpose. “Emerges from a and grammar. build stamina. how to improve. Weaknesses fed
Story - 9 plot add more.
Consider text, topic, visit, or “Pupils writing Teacher models into next
points Provide quality
overall impact - curriculum “Enables pupils upon which good editing teaching cycle.
= 9 success time to make
effective aspects. experience in to use their teachers base processes with an
criteria/non- amendments.
which pupils have own ideas and their judgements exemplified piece. “ a degree of
fiction. Pupils are clear
“The national had opportunities provides them must be produced subjectivity is
8 shapes = about different
curriculum is clear to discuss and with an element independently.” “...not independent needed to
8 success criteria. strategies for
that writing should rehearse what of choice, when the pupil has assess it.
also be produced improvement.
is to be for example been directed to Teachers are
“Using success
through discussion written about.” writing from change specific therefore
criteria does not “has been edited,
with the teachers the perspective words.. or when afforded more
mean that a pupil’s if required by the
and peers.” of a character incorrectly spelt flexibility in
writing is not pupil without the
they have chosen words have been reaching a
independent; they support of the
themselves.” identified.” rounded
would simply need teacher, although
judgement.”
to avoid modelling this may be in
or over scaffolding response to self,
the expected peer or group
outcome.” evaluation.”

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Success Criteria
Pupils should be provided with success criteria prior to independent writing.
Success criteria should be chosen from the teaching points covered in a unit
and could be identified together by looking at your class Sentence Stack.

Success criteria should include a mix from the ‘Three Zones of Writing‘.

Example

Example Use this space to set or negotiate success

criteria with your class.

1. Feelings
(Add description)

2. Noticing
(Add description)

3. Punctuation

4. Complex
Sentence

5. Repetition
(Power of 3)

6. Personification

Please ensure that success criteria does not include examples. Please also
ensure that there is no modelling or over scaffolding during the Independent
Writing Teacher Sequence.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
Character Narrative Map
Highs
This is a blank planning grid for you to plan your character and plot point sequence.
+10 (Please decide how many plot points are needed before asking children to start planning.)
9
8
7
6
5
4
3
2
1

Character

1
2
3
4
5
6
To understand how to
7
use this map, please
Character 8 read the page titled
9 ‘Narrative Journey’.
Lows -10

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Pupil Pathway...
from planning to independent writing

Step 1: Plot points

Pupils use a blank narrative

map to plan their plot points.

Step 2: Success criteria plotting

Position success criteria with Fronted adverbial

negative / positive intent on
the map.

• Positive fronted adverbial

• Negative simile
Simile

Step 3: Planning sentences to deliver success criteria

Sentences can be added to the narrative map e.g.

Positive fronted adverbial

High in the sky, Ben watched the bird soar gracefully in the shafts of sunlight.

Steps 4 and 5: Independent writing.

Pupils to be made aware that a plot point should make a paragraph. Children should spend
time writing in silence.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 Editing Independent Writing

Once the independent writing process is over, it is important pupils are given space and time
to edit their work. Pupils need to be aware that there are different ways they can improve
their writing.

E1 Edit: The Revise

Edit Type 1: These are often “little” adjustments or changes and tend to fall into one of these
categories.

Spelling Missed or additional words Punctuation

E2 Edit: The Rewrite

Edit Type 2: This is crucial and particularly for primary age pupils’ thinking needs to be
attached to sentence rewrites. A rewrite would be appropriate if a sentence doesn’t make
sense, could be restructured or generally improved.

E3 Edit: The Reimagine

Edit Type 3: This is when a writer wants to add more sentences to develop an idea further.
Pupils are often resistant about adding more as it presents the problem of where to fit
additional sentences. This is an ideal opportunity to train pupils to use ‘editing flaps’.

Editing flaps are extra pieces of paper that stick onto their writing and show the additional
sentences added into their work.

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019
 The Writing Rainbow
A visual display of ‘The Three Zones of Writing’

The Writing Rainbow offers a complete view of ‘The Write Stuff’ methods and systems. This
is an excellent tool for teachers and pupils that have adopted the approaches found in Jane
Considine’s book ’The Write Stuff’.

The poster is perfect for working walls; to add pupil and author examples of sentence
types and structures, e.g. a complex/multi-clause sentence, a simile sentence. The poster
is organised into three tiers to match the ‘Three Zones of Writing’; the FANTASTICs, the
Grammaristics and the Boomtastics.

The Writing Rainbow provides guidance for pupils writing at greater depth. Pupils familiar
with this poster use it as a visual reminder of the wealth of ways they can showcase flair and
select a focus for Deepen the Moment.

The poster is also a bright and colourful reminder that can be referred to during
demonstration writing.
Digital and print versions are available to buy from our online shop

Print version
www.thetrainingspace.co.uk/product/the-writing-rainbow-poster/

Digital download
www.thetrainingspace.co.uk/product/writing-rainbow-poster-electronic-version-for-
whiteboard-use/

A Write Stuff Unit Plan

Based on the book The Whale by Ethan & Vita Murrow © Jane Considine 2019