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Year 3 - English

Writing the build-up of 'The Iron Man' (part two)

'The Iron Man': narrative writing

Unit Summary

In this unit, pupils write their own complete narrative version of 'The Iron Man', based on their understanding and exploration of the original text by Ted Hughes from the accompanying reading unit. Pupils write the full narrative arc from opening to build-up, climax and resolution.

Lesson Summary

You will learn to write the second paragraph of the build-up of 'The Iron Man'.

Key Notes

  • In part two of the build-up, humanity responds angrily to the Iron Man by trapping and burying him.
  • There is a contrast between how the farmers and Hogarth feel after the Iron Man is buried.
  • The use of precise and ambitious vocabulary supports the building of suspense.
  • 'Show and tell' can be used to convey emotions and how these intensify and shift.
  • Using a range of sentence types supports text flow and helps achieve the text's purpose.

Vocabulary To Learn

  • suspense: when you are feeling anxious or excited about what may happen
  • 'show and tell': a writing technique for showing a character's feelings with description of their actions and expressions
  • contrast: the comparison of two or more elements that are strikingly different

Common Mistakes To Avoid

  • Children may not notice the subtle shifts in intensity and suspense at different points, e.g. how emotions may have shifted when the farmers waited and the Iron Man didn't arrive.

3 Quick Questions (With Answers)

1. Explain this English learning goal in two key points.

In part two of the build-up, humanity responds angrily to the Iron Man by trapping and burying him. There is a contrast between how the farmers and Hogarth feel after the Iron Man is buried.

2. Define this language term and use it in a sentence. 'suspense'

when you are feeling anxious or excited about what may happen.

3. Correct this common English misunderstanding.

Mistake: Children may not notice the subtle shifts in intensity and suspense at different points, e.g. how emotions may have shifted when the farmers waited and the Iron Man didn't arrive. Correction: Ask children to imagine or act out how they would have felt as the farmers at each point to support them in incorporating the appropriate 'show and tell' throughout.

More Lessons In This Unit

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