Imaginative
Orientation → complication → development → resolution.
Model: “Steam curled above the night-market stalls as Mina tightened her grip on the missing-wallet poster.”
Year 5 English • AC9E5LY06
Plan → Draft → Revise → Edit → Publish
Teach the whole writing process, not isolated grammar.
1. Learning goal + writing cycle
Purpose + audience → Plan → Draft + develop → Revise meaning → Edit conventions → Publish
Ask: What am I trying to achieve? Who will read this? What should they think, know, feel or do?
Teacher emphasis: revising and editing are different. Revision changes ideas, order and development. Editing fixes grammar, spelling and punctuation.
2. Match purpose to structure
Informative
Overview → logically grouped factual sections → useful conclusion/summary.
Model: “Mangroves tolerate salty conditions and their roots shelter many young animals.”
Persuasive
Position → reasons + evidence → conclusion/call to action.
Model: “Refill stations would reduce single-use plastic and make water easier to access.”
3. Model a paragraph revision
Weak draft: Native plants are good. They are plants. Bugs live near plants. Our shed is green. They do not need as much water.
Think aloud: What is the controlling idea? Which sentence is irrelevant? What evidence develops the idea? Which connective shows addition?
Revised: Native plants are practical choices for school gardens. Because they suit local conditions, many species need less watering once established. In addition, their flowers and foliage can provide food and shelter for local insects. These benefits make native planting both water-wise and useful for biodiversity.
4. Cohesion and precise language
Connectives
Addition: also, furthermore. Cause/result: because, therefore. Contrast: however, although. Sequence: first, meanwhile, finally.
Rule: choose the connective for the relationship, not because it sounds formal.
Expanded noun groups
bird → the small bright-blue bird near the creek
Add details only when they help the reader.
Technical vocabulary
Use accurate terms such as evaporation, erosion, habitat; explain them if the audience may not know them.
5. Dialogue punctuation
- “Watch the tide,” Dad warned.
- “Are we ready?” asked Noah.
- Mia said, “We should leave now.”
- Start a new paragraph when a new character speaks.
Check: Where does the comma or question mark belong, and why?
6. Multimodal choices
Visuals must contribute meaning. Compare these choices for a volcano explanation:
- Strong: labelled cross-section with crater, vent and magma chamber.
- Weak: decorative stars or an unrelated beach photo.
A useful caption adds context; a graph needs labels and units; a final publication check includes image relevance and permission.
7. Questions with answers
- What should a writer decide before drafting?Purpose, audience, main idea/position and suitable structure.
- What is the difference between revision and editing?Revision improves ideas, order, development and cohesion; editing corrects conventions.
- Why remove a correct sentence?If it is irrelevant to the paragraph focus, correctness alone does not make it useful.
- When is technical vocabulary effective?When it increases precision and is appropriate or explained for the audience.
- What makes a multimodal feature useful?It adds information, clarifies relationships or helps the audience understand the message.
8. Common traps + exit ticket
- Adding a connective that does not match the logical relationship.
- Fixing spelling while ignoring weak organisation.
- Using difficult words instead of precise words.
- Keeping irrelevant supporting details.
- Adding decorative visuals that compete with meaning.
Exit ticket: Improve “The playground needs shade. Shade is good. My cousin has a skateboard.” State one revision and explain why it improves the text.
9. Practice and mastery
Use the Worksheet for written application, then the 48-question Practice bank for feedback. The 16-question Test bank uses separate unseen contexts and checks transfer across imaginative, informative, persuasive and multimodal writing.