Igniting Writing: Margaret Wild Learning intention: To write an epilogue for Fox in the style of Margaret Wild. Learning intention: To write an epilogue

Igniting Writing: Margaret Wild

Learning intention:To write an epilogue for Fox in the style of Margaret Wild.

Success criteria:1. I must know what an epilogue

is.2. I should be able to create an

epilogue to the story of Fox.3. I might be able to explain other

possibilities for an epilogue to Fox.

Turn-and-talk!What happened at the end of Fox?

LI: To write an epilogue for Fox in the style of Margaret Wild.


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?



One of the great mysteries of Fox is what happened after the end of the story. We call this the ‘epilogue.’

Turn-and-talk!What do you think are the answers to the above questions?



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:

You are going to write an epilogue to Fox in the style of Margaret Wild today.

repetitionvivid verbs characterisation



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.

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!



Let’s reflect!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.’




Learning intention:To explore how writers make conscious decisions about word choice.

Success criteria:1. I must understand that writers

use words to convey meaning.2. I should be able to find

interesting words or phrases by other authors.

3. I might be able to use interesting words or phrases by other authors in my own writing.

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.


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?



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?



“Trapped am I” “Know you not that I am tooth and claw”

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?



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

Let’s reflect!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.



Learning intention:To identify and use alliteration in our writing.

Success criteria:1. I must describe what alliteration

is.2. I should be able to identify

examples of alliteration in texts.3. I might be able to create my own

examples of alliteration.

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.


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



alliterationAlliteration 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?



“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?



Stop and listen!Let’s have a go together at crafting

some of our own examples of alliteration.

The alliteration in this sentence is on the /f/ sound being repeated over and over.

“run with me over creeks of flickering fish.”


Turn-and-talk!Now that we know what alliteration is. why

does Margaret Wild use it?


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.”


Let’s reflect!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.



Learning intention:To identify and use personification in our writing.

Success criteria:1. I must describe what

personification is.2. I should be able to identify

examples of personification in texts.

3. I might be able to create my own examples of personification.

Turn-and-talk!What do we recall about

‘alliteration’? Why do authors use alliteration?


LI: To identify and use personification in our writing.

Today we are going to look at another language device that is all about word

choice.



personification


personificationPersonification 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?



“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.


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!


Need some inspiration? Here is a small list of some extinct and endangered animals:

Dinosaur Woolly Mammoth Thylacine DodoGolden Toad Japanese River Otter Blue Buck Baiji

Laughing Owl Quagga

There are lots of ways to plan. Popplet is one way

you could plan your writing.


Let’s reflect!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.

Documents

Igniting Writing: Margaret Wild Learning intention: To write an epilogue for Fox in the style of Margaret Wild. Learning intention: To write an epilogue