Plan Lesson 9
Can I choose effective vocabulary and Writer's Knowledge to plan my Restoring the Environment Narrative?
Handwriting
Handwriting
palm crouch
thumb push
finger tap
finger lift
R E A D Y
__________________________________________________________________________________________
chap
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
My Turn
Your Turn
Sentence Accuracy
Sentence Accuracy
Quick Build: single-clause sentence
Verb
were swaying
Who/What
the flowers
Sentence
The flowers were swaying.
Add Detail: relative clauses
,which were swaying in the breeze,
_________________________________________________
The colourful flowers
were whipped away.
Re-read
Build
,which were swaying in the breeze,
_________________________________________________
were whipped away.
Check
The colourful flowers
___________________________________________________________________________
My turn to write the sentence.
Listen to my writer's voice.
Let me hide it!Now your turn.
Your turn to write a sentence.
Write?
Dictate?
Adapt/Extend?
Combine?
Fix?
Use your Sentence Checker
Sentence time over! Click to move on.
Quick Build: single-clause sentence
Verb
gazed
Subject
she
Sentence
She gazed on.
Add Detail: dashes for independent clauses
She gazed on in horror - could this be the end of her home?
_____________________
_______________________________
Re-read
Build
Insert the dash to link the two independent clauses that could stand alone.
Check
She gazed on in horror could this be the end of her home?
___________________________________________________________________________
My turn to write the sentence.
Listen to my writer's voice.
Let me hide it!Now your turn.
Your turn to write a sentence.
Write?
Dictate?
Adapt/Extend?
Combine?
Fix?
Use your Sentence Checker
Sentence time over! Click to move on.
Can I choose effective vocabulary and Writer's Knowledge to plan my Restoring the Environment Narrative?
How Restoring the Environment Narratives Work
First: A beautiful environment is shown and we see that something has started to damage it.
Then:The main character discovers the cause, challenges it, and helps others realise the harm.
Finally:Everyone works together to fix the damage and restore the environment to its natural beauty.
Let me show you how to plan.
Teacher's Plan: Greta Saves the Jungle
Example Text: Greta Saves the Woods
Your Plan: Greta Saves the Forest
Part 1: Main character in beautiful environment described with slight damage
Part 2: Main character discovers characters causing damage. Environment’s damage becomes worse
What good writing looks like
This will show you how to plan and write
Part 3: Main character confronts other characters
Part 4: Other characters realise damage caused. Main character persuades them to change their ways
Part 5: Other characters help to restore the environment to its former beauty
My Turn: Part 1
Your Turn: Part 1
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 2
Your Turn: Part 2
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 3
Your Turn: Part 3
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 4
Your Turn: Part 4
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 5
Your Turn: Part 5
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Completed Plan
Click
Now talk through your plan
Can I plan my Restoring the Environment Narrative?
CEW
Handwriting
Writing Effects
Spelling
Ideas
Other...
Feedback: Who did what well?
She gazed on in horror - could this be the end of her home?
_____________________
_______________________________
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Frog Jump-Squat down low, hands on the floor. Jump forward and land softly.
Elephant Walk-Bend forward, arms hang. Walk and swing arms side to side.
Caterpillar Crawl-Walk hands forward, then feet up to hands. Repeat.
Turtle Push-Push hands into floor or wall. Hold, then relax.
Crab Crouch-Lift hips in crab position. Walk forwards or backwards.
Monkey Grab-Reach one arm across the body, then the other. Alternate rhythmically.
Seal Clap-Clap in front, above, and below while keeping rhythm.
Crocodile Twist-Keep feet still. Twist upper body side to side slowly.
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
,which were swaying in the breeze,
_________________________________________________
were whipped away.
The colourful flowers
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Curve around, up to the top, down the same line, up and over with a flick at the end.
Y5F Greta and the Giants Plan L9
Literacy Counts
Created on April 10, 2026
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Transcript
Plan Lesson 9
Can I choose effective vocabulary and Writer's Knowledge to plan my Restoring the Environment Narrative?
Handwriting
Handwriting
palm crouch
thumb push
finger tap
finger lift
R E A D Y
__________________________________________________________________________________________
chap
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
My Turn
Your Turn
Sentence Accuracy
Sentence Accuracy
Quick Build: single-clause sentence
Verb
were swaying
Who/What
the flowers
Sentence
The flowers were swaying.
Add Detail: relative clauses
,which were swaying in the breeze,
_________________________________________________
The colourful flowers
were whipped away.
Re-read
Build
,which were swaying in the breeze,
_________________________________________________
were whipped away.
Check
The colourful flowers
___________________________________________________________________________
My turn to write the sentence.
Listen to my writer's voice.
Let me hide it!Now your turn.
Your turn to write a sentence.
Write?
Dictate?
Adapt/Extend?
Combine?
Fix?
Use your Sentence Checker
Sentence time over! Click to move on.
Quick Build: single-clause sentence
Verb
gazed
Subject
she
Sentence
She gazed on.
Add Detail: dashes for independent clauses
She gazed on in horror - could this be the end of her home?
_____________________
_______________________________
Re-read
Build
Insert the dash to link the two independent clauses that could stand alone.
Check
She gazed on in horror could this be the end of her home?
___________________________________________________________________________
My turn to write the sentence.
Listen to my writer's voice.
Let me hide it!Now your turn.
Your turn to write a sentence.
Write?
Dictate?
Adapt/Extend?
Combine?
Fix?
Use your Sentence Checker
Sentence time over! Click to move on.
Can I choose effective vocabulary and Writer's Knowledge to plan my Restoring the Environment Narrative?
How Restoring the Environment Narratives Work
First: A beautiful environment is shown and we see that something has started to damage it.
Then:The main character discovers the cause, challenges it, and helps others realise the harm.
Finally:Everyone works together to fix the damage and restore the environment to its natural beauty.
Let me show you how to plan.
Teacher's Plan: Greta Saves the Jungle
Example Text: Greta Saves the Woods
Your Plan: Greta Saves the Forest
Part 1: Main character in beautiful environment described with slight damage
Part 2: Main character discovers characters causing damage. Environment’s damage becomes worse
What good writing looks like
This will show you how to plan and write
Part 3: Main character confronts other characters
Part 4: Other characters realise damage caused. Main character persuades them to change their ways
Part 5: Other characters help to restore the environment to its former beauty
My Turn: Part 1
Your Turn: Part 1
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 2
Your Turn: Part 2
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 3
Your Turn: Part 3
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 4
Your Turn: Part 4
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Turn: Part 5
Your Turn: Part 5
Pictures
What will you plan? What ideas did you gather?
Writer's Knowledge
Words and phrases
WorkingWall
My Completed Plan
Click
Now talk through your plan
Can I plan my Restoring the Environment Narrative?
CEW
Handwriting
Writing Effects
Spelling
Ideas
Other...
Feedback: Who did what well?
She gazed on in horror - could this be the end of her home?
_____________________
_______________________________
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Frog Jump-Squat down low, hands on the floor. Jump forward and land softly. Elephant Walk-Bend forward, arms hang. Walk and swing arms side to side. Caterpillar Crawl-Walk hands forward, then feet up to hands. Repeat. Turtle Push-Push hands into floor or wall. Hold, then relax. Crab Crouch-Lift hips in crab position. Walk forwards or backwards. Monkey Grab-Reach one arm across the body, then the other. Alternate rhythmically. Seal Clap-Clap in front, above, and below while keeping rhythm. Crocodile Twist-Keep feet still. Twist upper body side to side slowly.
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
,which were swaying in the breeze,
_________________________________________________
were whipped away.
The colourful flowers
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Thumb to first finger, press down hard 1, 2, 3, 4. Move to the next, let's do some more 1, 2, 3, 4.
Curve around, up to the top, down the same line, up and over with a flick at the end.