Você está na página 1de 48

Year 4 - Independent Writing Activities

Introduction Index
This book of Independent Writing Narrative Information Text
Activities covers the genres for the The Other World How Seeds are Scattered
8 to 9 year old age group. It has Stimulus 4 Stimulus 25
been written to the UK National Planning notes 5 Planning notes 26
Strategy Primary Framework for Final Written Work 6 Final Written Work 27
Literacy.
The Evacuees The Helifish
It contains at least two independent Stimulus 7 Stimulus 28
writing activities for each genre type Planning notes 8 Planning notes 29
and is an ideal vehicle for assessing Final Written Work 9 Final Written Work 30
pupil progress in writing when used
with the different Levels found in the Keep Out of the Mud
Writing Assessment Guidelines, Stimulus 10
which accompany the Primary Planning notes 11
Explanation
Framework for Literacy. (The Final Written Work 12 Push-Along Cart
appropriate levels for this age group Stimulus 31
have been reproduced under licence Planning notes 32
at the beginning of this book.) Final Written Work 33
Play Script
The author has also used this The New Family How to Look After a Pet
approach successfully with children Stimulus 13 Stimulus 34
to embed the features of each genre. Planning notes 14 Planning notes 35
This was achieved by re-visiting a Final Written Work 15 Final Written Work 36
previously studied genre later in the
term, so that the children practised it The Empty House
once again. This ensured that the Stimulus 16
Planning notes 17
Persuasion
features of that particular type of
Final Written Work 18 School Uniform
writing remained firmly embedded in
Stimulus 37
the childrens memory. Thus when
Planning notes 38
the children were tested or came to
Final Written Work 39
write in that particular genre at a later Recount
date it was not just a distant memory. Healthy Schools Week Choco Power!
Stimulus 19 Stimulus 40
There are six similar books in this Planning notes 20 Planning notes 41
series covering the work of pupils Final Written Work 21 Final Written Work 42
from Year 1 through to Year 6 (ages
5 to 11). PDF or Download versions Playtime Activities
are also available of these books for Stimulus 22
use on Interactive Whiteboards. Planning notes 23 Poetry
Final Written Work 24 Night / Morning Poem
Stimulus 43
Planning notes 44
Final Written Work 45

Acrostic Poetry
Stimulus 46
Planning notes 47
Final Written Work 48

Topical Resources publishes a range of Illustrated by John Hutchinson, For the latest catalogue
Educational Materials for use in Primary Art Works, Fairhaven, 69 Worden Lane, Tel 01772 863158
Schools and Pre-School Nurseries and Leyland, Preston
Playgroups. Fax 01772 866153
Designed by Paul Sealey, PS3 Creative, email: sales@topical-resources.co.uk
Copyright 2009 Heather Bell 3 Wentworth Drive, Thornton, Lancashire.
First Published September 2009. Visit our Website at:
ISBN: 978-1-907269-02-8 Printed in the UK for Topical Resources www.topical-resources.co.uk
by T. Snape and Co Ltd., Boltons Court,
Preston, Lancashire.

page 1
The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L2, L3

page 2
Writing assessment guidelines: levels 2 and 3

Pupil name Class/Group Date

AF5 vary sentences AF6 write with AF3 organise and AF4 construct AF1 write imaginative, AF2 produce texts AF7 select AF8 use correct spelling Handwriting and
for clarity, purpose technical accuracy of present whole texts paragraphs and use interesting and which are appropriate and presentation
and effect syntax and effectively, cohesion within and thoughtful texts appropriate to task, effective
punctuation in sequencing and between paragraphs reader and purpose vocabulary
phrases, clauses and structuring
sentences information, ideas
and events
Level In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing
3 reliance mainly on straightforward some attempt to some internal structure some appropriate purpose simple, generally correct spelling of legible style, shows
simply structured sentences usually organise ideas with within sections of text ideas and content established at a appropriate some common accurate and
sentences, variation demarcated related points e.g. one-sentence included general level vocabulary used, grammatical function consistent letter
with support, e.g. accurately with full placed next to paragraphs or ideas some attempt to main features of limited in range words formation, sometimes
some complex stops, capital letters, each other loosely organised elaborate on basic selected form some words common content/lexical joined
sentences question and openings and within information or events, sometimes selected for words with more than
and, but, so are the exclamation marks closings usually paragraphs/sections, e.g. nouns expanded signalled to the effect or one morpheme, including
most common some, limited, use of signalled some links between by simple adjectives reader occasion compound words
connectives, speech punctuation some attempt to sentences, e.g. use of attempt to adopt some attempts at likely errors
subordination comma splicing sequence ideas or pronouns or of viewpoint, though often appropriate style, some inflected endings,
occasionally evident, particularly material logically adverbials not maintained or with attention to e.g. past tense,
some limited in narrative movement between inconsistent, e.g. reader comparatives, adverbs
variation in use of paragraphs/sections attitude expressed, but some phonetically
tense and verb sometimes abrupt or with little elaboration plausible attempts at
forms, not always disjointed content/lexical words
secure

Level In some forms of In some forms of In some forms of In some forms of writing In some forms of In some forms of In some forms of In some forms of writing In some forms of
2 writing writing writing ideas in sections writing writing writing usually correct spelling of writing
some variation in clause structure some basic grouped by content, mostly relevant ideas some basic simple, often high frequency letters generally
sentence openings, mostly grammatically sequencing of some linking by simple and content, purpose speech-like grammatical function correctly shaped but
e.g. not always correct ideas or material, pronouns sometimes repetitive established, e.g. vocabulary words inconsistencies in
starting with name or sentence e.g. time-related or sparse main features of conveys relevant common single orientation, size and
pronoun demarcation with words or phrases, some apt word choices story, report meanings morpheme use of upper/lower
mainly simple capital letters and full line breaks, create interest some appropriate some content/lexical words case letters
sentences with and stops usually headings, numbers features of the adventurous likely errors clear letter formation,
brief comments,
used to connect accurate openings and/or questions about events given form used word choices, inflected endings, e.g. with ascenders and
clauses some accurate use closings or actions suggest some attempts to e.g. opportune past tense, plurals, descenders
past and present of question and sometimes viewpoint adopt appropriate use of new adverbs distinguished,
tense generally exclamation marks, signalled style vocabulary phonetic attempts at generally upper and
consistent and commas in lists vowel digraphs lower case letters not
mixed within words

BL
IE
Key: BL Below level IE Insufficient evidence

Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3

QCA Crown copyright 2008


Back to Contents
The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L3, L4
Writing assessment guidelines: levels 3 and 4
Pupil name Class/Group Date
AF5 vary sentences for AF6 write with AF3 organise and AF4 construct AF1 write AF2 produce AF7 select AF8 use correct spelling Handwriting and
clarity, purpose and technical present whole paragraphs and use imaginative, texts which are appropriate and presentation
effect accuracy of texts effectively, cohesion within and interesting and appropriate to effective
syntax and sequencing and between paragraphs thoughtful texts task, reader and vocabulary
punctuation in structuring purpose
phrases, clauses information,
and sentences ideas and events
Level Across a range of writing Across a range of Across a range of Across a range of writing Across a range of Across a range of Across a range of Across a range of writing
4 some variety in length, writing writing paragraphs/sections help writing writing writing correct spelling of
structure or subject of sentences ideas organised to organise content, e.g. relevant ideas and main purpose of some evidence of most common grammatical
sentences demarcated by clustering main idea usually content chosen writing is clear but deliberate function words, including
use of some accurately related points or supported or elaborated some ideas and not always vocabulary adverbs with -ly formation
subordinating throughout the text, by time sequence by following sentences material developed in consistently choices regularly formed
connectives, e.g. if, including question ideas are within detail, e.g. maintained some expansion content/lexical words,
when, because marks organised simply paragraphs/sections, descriptions main features of of general including those with multiple
throughout the text speech marks to with a fitting limited range of elaborated by selected form are vocabulary to morphemes
some variation, denote speech opening and connections between adverbial and clear and match topic most past and present tense
generally accurate, in generally accurate, closing, sentences, e.g. over-use expanded noun appropriate to inflections, plurals
tense and verb forms with some other sometimes linked of also or pronouns phrases purpose likely errors
speech punctuation ideas or material some attempts to straightforward style generally homophones of some
commas used in generally in establish simple links viewpoint generally appropriate to common grammatical
lists and logical sequence between established and task, though function words
occasionally to but overall paragraphs/sections not maintained, e.g. awareness of occasional phonetically
mark clauses, direction of writing always maintained, e.g. writing in role or reader not always plausible spelling in
although not not always clearly firstly, next maintaining a sustained content/lexical words
always accurately signalled consistent stance

Level In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing In most writing
3 reliance mainly on straightforward some attempt to some internal structure some appropriate purpose simple, generally correct spelling of legible style,
simply structured sentences usually organise ideas within sections of text e.g. ideas and content established at a appropriate some common grammatical shows accurate
sentences, variation demarcated with related points one-sentence paragraphs included general level vocabulary used, function words and consistent
with support, e.g. some accurately with full placed next to or ideas loosely organised some attempt to main features of limited in range common content/lexical letter formation,
complex sentences stops, capital each other within elaborate on basic selected form some words words with more than one sometimes
and, but, so are the letters, question openings and paragraphs/sections, information or events, sometimes selected for effect morpheme, including joined
most common and exclamation closings usually some links between e.g. nouns expanded signalled to the or occasion compound words
connectives, marks signalled sentences, e.g. use of by simple adjectives reader likely errors
subordination some, limited, use some attempt to pronouns or of adverbials attempt to adopt some attempts at some inflected endings, e.g.
occasionally of speech sequence ideas or movement between viewpoint, though appropriate style, past tense, comparatives,
some limited variation in punctuation material logically paragraphs/sections often not maintained with attention to adverbs
use of tense and verb comma splicing sometimes abrupt or or inconsistent, e.g. reader some phonetically plausible
forms, not always evident, particularly disjointed attitude expressed, attempts at content/lexical
secure in narrative but with little words
elaboration

BL
IE
Key: BL Below level IE Insufficient evidence

Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High 4
QCA Crown copyright 2008

page 3
Back to Contents
Back to Contents
Year 4 Narrative Stimulus

T he O t he r Wo r l d
Read the following extract:
Emma and Tom are walking along the cliffs high above the sea when a
very strange event takes place.

Emma looked ahead. Tom was there one minute and the next he was gone.
She ran to the spot shouting.
Tom! Stop messing about. Where are you?
All of a sudden she felt herself falling downwards and with a thud she
landed on the damp floor of a cave.
Tom was busy brushing mud and moss from his clothes.
Where on earth are we? asked Emma?
I dont know, answered Tom, but it sure feels very strange.
They walked to the entrance of the cave and found themselves in a place
unlike any they had ever seen before.
Task
Your task is to continue the story describing the place, who they meet and
finally how they get back.

page 4 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Narrative Planning Notes

The Other World


Name Date

The characters in this story are:

What is the place like?

Who do the children meet?

How did they get home?

Useful descriptive words and phrases:

Topical Resources. May be photocopied for classroom use only. page 5


Back to Contents
Year 4 Narrative Final Written Work

The Other World


Name Date

Emma and Tom are walking along the cliffs high above the sea when a very
strange event takes place.

Emma looked ahead. Tom was there one minute and the next he was gone.
She ran to the spot shouting.
Tom! Stop messing about. Where are you?
All of a sudden she felt herself falling downwards and with a thud she
landed on the damp floor of a cave.
Tom was busy brushing mud and moss from his clothes.
Where on earth are we? asked Emma?
I dont know, answered Tom, but it sure feels very strange.
They walked to the entrance of the cave and found themselves in a place
unlike any they had ever seen before.

page 6 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Narrative Stimulus

The Evacuees During the Second World


War children were
evacuated. This means they
were taken out of the cities
to go and live in the country
to keep them safe from
aircraft bombing raids.

The childrens parents did


not go with them - they went
alone.

Read the following extract in


which two children from
London arrive in the small
country village of Suddum.

The train pulled to a halt. Mary and John were led with the other
children from the station to the village hall. A number of local villagers
and farmers had gathered to choose who they would look after. A large
burly farmer and his wife who had a smiley face beamed down at Mary
and John.

You two are to come with us to stay at Greengate Farm, said the
farmer.

The two children, weary from their long journey, looking small and lost,
picked up their bags and followed the couple outside.
Task
Your task is to write the story which follows this passage. You need to
write about the new life the children experience on the farm, the family
they are staying with and their eventual return home.

Topical Resources. May be photocopied for classroom use only. page 7


Back to Contents
Year 4 Narrative Planning Notes

The Evacuees
Name Date

Text is the story set? What was the farm/village like?


Where

Characters: What were the children like? What was the family they
stayed with like?

How did the children feel when they arrived? What did the family feel
about the children?

What tasks are the children given on the farm? How is it different from
their normal home in the city?

How long are the children evacuated for? How do they feel when they
have to return home?

page 8 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Narrative Final Written Work

The Evacuees
Name Date

Topical Resources. May be photocopied for classroom use only. page 9


Back to Contents
Year 4 Narrative Stimulus

Keep Out of the Mud

George has a little brother who is just four years old. His mother
needed to visit his grandma who was sick. She asked George to look
after Alfie for the afternoon. However, George had planned to build a
den with his friends in Bluebell Wood.

His mothers last words to George were, Whatever you do, dont let
Alfie get dirty. He is to go to a birthday party at four oclock and I
wont have time to get him changed.

Task
Your task is to write a story with the title Keep Out of the Mud. It tells
how George tries to join his friends to help build the den and look after
Alfie at the same time possibly with a disastrous result!

page 10 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Narrative Planning Notes

Keep Out of the Mud


Name Date

Story Setting: Where is the den to be built?.

Characters:

George:_________________________________________________

Alfie: __________________________________________________

Friend 1: ________________________________________________

Friend 2: ________________________________________________

The story begins when George is left alone with Alfie. What do they
decide to do?

What happens to Alfie when the boys are building a den? Why?

What does George do to resolve the problem?

What happens when his mother comes home?

Topical Resources. May be photocopied for classroom use only. page 11


Back to Contents
Year 4 Narrative Final Written Work

Keep Out of the Mud


Name Date

page 12 Topical Resources. May be photocopied for classroom use only.


The New Family
Back to Contents
Year 4 Play Script Stimulus

A new family has moved in next door to Suraj. The new boy, Dominic, is of
a similar age to Suraj. The two boys see each other for the first time
when they meet in the gardens behind their houses. They have the
following conversation over the fence

Suraj: (Shyly leaning on the fence) Have you just moved in?

Dominic: (Pleased to have someone to talk to) Yes. My name is Dominic.


Whats your name?

Suraj: My names Suraj. Do you like football?

Task
Your task is to write a play script continuing the conversation between the
two boys in which they talk about things they enjoy doing, their feelings
and school.

Topical Resources. May be photocopied for classroom use only. page 13


Back to Contents
Year 4 Play Script Planning Notes

The New Family


Name Date

Think about the characters in the play. What are they like?

Suraj:

Dominic:

What does each boy like doing? Do they like the same things or do they
like different things?

Who does each boy live with? Do the boys have any family of similar ages?
If so, what are they like?

page 14 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Play Script Final Written Work

The New Family


Name Date

Suraj: (Shyly leaning on the fence) Have you just moved in?

Dominic: (Pleased to have someone to talk to) Yes. My name is Dominic.


Whats your name?

Suraj: My names Suraj. Do you like football?

Topical Resources. May be photocopied for classroom use only. page 15


Back to Contents

The Empty House


Year 4 Play Script Stimulus

Two friends decide to go and explore an empty house. The beginning of


the conversation is in the box below

Billy: (Nervously) Do you think we dare go inside?


Cara: (Looking excited and brave) Oh come on, lets go in. Im sure its
empty.
Billy: What do you think we will find?
Cara: You never know, there might be treasure!

Task
Your task is to write a play script continuing the conversation between the
friends as they explore the house but discover it is not as empty as they
thought!

page 16 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Play Script Planning Notes

The Empty House


Name Date

Think about the characters in the play. What are they like?

Billy:

Cara:

What do they see inside the house?

Why is the house not as empty as they thought?

Topical Resources. May be photocopied for classroom use only. page 17


Back to Contents
Year 4 Play Script Final Written Work

The Empty House


Name Date

Billy: (Nervously) Do you think we dare go inside?


Cara: (Looking excited and brave) Oh come on, lets go in. Im sure its
empty.
Billy: What do you think we will find?
Cara: You never know, there might be treasure!

page 18 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Recount Stimulus

Healthy Schools Week


Read the box below. Here are some of the activities and events that took
place at Green Street School during the Healthy Schools Week.

Task
Your task is to write a magazine article reporting on the events that took
place at Green Street School during Healthy Schools Week. You will need
to include some events you have made up yourself.

Topical Resources. May be photocopied for classroom use only. page 19


Back to Contents
Year 4 Recount Planning Notes

Healthy Schools Week


Name Date

Snappy title:

Other events that may have taken place during Healthy Schools Week:

Useful words and phrases for your magazine report:

page 20 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Recount Final Written Work

Name Date

Healthy Schools Week

Topical Resources. May be photocopied for classroom use only. page 21


Back to Contents
Year 4 Recount Stimulus

Playtime Activities
The Parents and Friends Association at your school have given a large
amount of money to be spent on playground activities and equipment.

Task
Your task is to write a report for the school newsletter explaining what
the money has been used for and how the children feel about it.

page 22 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Recount Planning Notes

Playtime Activities
Name Date

Snappy title:

Items bought for children to play with on the playground at break time:

Items bought for children to play with during a wet playtime:

How the children feel about the new activities:

Topical Resources. May be photocopied for classroom use only. page 23


Back to Contents
Year 4 Recount Final Written Work

Playtime Activities
Name Date

page 24 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Information Text Stimulus

How Seeds
are Scattered
Look at the diagrams below, which explain the
different ways in which seeds are scattered.

Task
Your task is to write an information sheet to explain the different ways
seeds are scattered.

Topical Resources. May be photocopied for classroom use only. page 25


Back to Contents
Year 4 Information Text Planning Notes

How Seeds are Scattered


Name Date

Title:

Introduction:

Seeds scattered by the wind:

Seeds scattered by animals:

Seeds scattered by explosion:

Seeds scattered by water:

page 26 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Information Text Final Written Work

How Seeds are Scattered


Name Date

Topical Resources. May be photocopied for classroom use only. page 27


Back to Contents
Year 4 Information Text Stimulus

The Helifish
Here is a picture of the newly discovered Helifish.

Task
Your task is to write an information sheet for a website which explains the
following: How the Helifish was discovered, what the creature looks like,
where it is found, what it eats, how it moves and is it dangerous to
humans?

page 28 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Information Text Planning Notes

The Helifish
Name Date

Title:

Introduction/how it was discovered:

What it looks like:

Where it is found/what it eats:

How it moves:

Is it dangerous to humans and if so, how?

Topical Resources. May be photocopied for classroom use only. page 29


Back to Contents
Year 4 Information Text Final Written Work

The Helifish
Name Date

page 30 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Explanation Stimulus

Push-Along Cart
Here is a picture of a push-along cart with wooden bricks inside.
Young children often use these when they are learning to walk.

Task
Your task is to write an information leaflet which explains what it is and
how it works. Remember to include a simple labelled diagram.

Topical Resources. May be photocopied for classroom use only. page 31


Back to Contents
Year 4 Explanation Planning Notes

Push-Along Cart
Name Date

Title:

Introduction explaining what the toy does and who would use it:

How the toy works and what it is made of:

Uses for the toy:

Labels for your diagram:

page 32 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Explanation Final Written Work

Push-Along Cart
Name Date

Topical Resources. May be photocopied for classroom use only. page 33


Back to Contents
Year 4 Explanation Stimulus

How to Look
After a Pet
Here is a picture of a pet dog with information about how to look after it.

Task
Your task is to write an information leaflet on how to look after a pet of
your choice. Remember to include where it sleeps, what and how often it
should be fed, exercise required and how to keep it healthy.

page 34 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Explanation Planning Notes

How to Look After a Pet


Name Date

Title:

Introduction:

Where it sleeps/lives:

What and how often it should be fed:

Exercise/keeping it healthy:

Topical Resources. May be photocopied for classroom use only. page 35


Back to Contents
Year 4 Explanation Final Written Work

How to Look After a Pet


Name Date

page 36 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Persuasion Stimulus

School Uniform
Here is a piece of persuasive writing suggesting the
point of view that school uniform is very important.

It is vital that we keep school uniform


and maintain a tradition that has been
in existence for years. It is
traditions like these which
make the British Educational
system the envy of the world!

School uniform brings


discipline, encourages good
behaviour and sets
standards which will
ensure pupils give of
their best. The
garments are simple,
easily replaced and kept
clean.

They prevent Mr Richs


son from becoming the
hero just because he has
the right designer label.

School uniform is a way of


giving everyone the same
chance, the same opportunity,
of making everyone equal.

Whatever happens school


uniform must stay!
Task

Your task is to create a piece of persuasive writing that argues against


having school uniform. Make your leaflet as persuasive as possible.

Topical Resources. May be photocopied for classroom use only. page 37


Back to Contents
Year 4 Persuasion Planning Notes

School Uniform
Name Date

Reasons for
not
having a school uniform

Persuasive words and phrases:

page 38 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Persuasion Final Written Work

School Uniform
Name Date

Topical Resources. May be photocopied for classroom use only. page 39


Choco Power!
Back to Contents
Year 4 Persuasion Stimulus

Here is a picture of a new chocolate bar.

Task
Your task is to design an advertising poster to persuade as many people as
possible to buy a bar of Choco Power! Think about the ingredients, how
healthy it is, the cost, the taste and where you can buy it.

page 40 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Persuasion Planning Notes

Choco Power!
Name Date

Ingredients Healthy?

Main features of
Choco Power!

The cost and where Taste words


you can buy it

Imaginative and persuasive words:

Topical Resources. May be photocopied for classroom use only. page 41


Back to Contents
Year 4 Persuasion Final Written Work

Choco Power!
Name Date

page 42 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Poetry Stimulus

Read the poem below:


Night
Cats howling
Car doors banging
Babies wailing
Wind whistling
Curtains flapping
Grandma snoring
Footsteps tapping
Voices whispering
Night
People laughing
Owls hooting
Stairs creaking
Dogs barking
Poem
Clocks chiming
Night

Text
Task

Task
Your task is to write a poem similar in style and content with
the title Morning.

Topical Resources. May be photocopied for classroom use only. page 43


Back to Contents
Year 4 Poetry Planning Notes

Morning Poem
Name Date

Sounds Sights

Morning

Tastes Events

Descriptive words and phrases:

page 44 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Poetry Final Written Work

Morning Poem
Name Date

Topical Resources. May be photocopied for classroom use only. page 45


Acrostic Poetry
Back to Contents
Year 4 Poetry Stimulus

Read the Acrostic poem below. The poem is about a junk shop.
The title can be seen in the capital letters at the beginning of
each line of the poem.

Jewels and gems gleam in bright coloured brooches


Useless broken chairs carelessly piled on grubby rugs
Nothing new, everything old
Knick-knacks, bric a brac from dusty attics

Statues of music composers and chipped garden gnomes


Hairy teddies slightly bald from years of cuddles
Old cups and saucers chipped and cracked
People rummaging, looking for bargains
Task
Your task is to write a poem using one of the following acrostics:
BIRTHDAY
CHRISTMAS
SATURDAY

page 46 Topical Resources. May be photocopied for classroom use only.


Back to Contents
Year 4 Poetry Planning Notes

Acrostic Poetry
Name Date

Your Title: Collect descriptive words and phrases

Topical Resources. May be photocopied for classroom use only. page 47


Back to Contents
Year 4 Poetry Final Written Work

Acrostic Poetry
Name Date

page 48 Topical Resources. May be photocopied for classroom use only.