Year 5 - English
Planning the first recount paragraph of a journalistic report about the Titanic
The Titanic: journalistic report writing
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils write a journalistic report as if they were a journalist reporting on the departure and voyage of the Titanic in 1912. Pupils incorporate their learning about modal verbs, parenthesis denoted by brackets and a full range of simple, compound and complex sentence structures.
Lesson Summary
You will learn to use research to plan the recount paragraph, focusing on the Titanic's design and construction.
Key Notes
- The purpose of the recount section is to engage the reader and give them specific information about what happened.
- An introductory sentence explains what the paragraph is about.
- Relative complex sentences and passive voice enable the writer to convey information in varied ways.
- Relative clauses begin with the relative pronouns 'who' or 'which'.
- Plans should include clear, concise notes.
Vocabulary To Learn
- specific information: clear, exact and particular information
- active voice: a spoken or written voice in which the subject does the verb in a sentence
- passive voice: a spoken or written voice in which the subject is acted upon by the verb
- relative complex sentence: a sentence formed of a main clause and a relative subordinate clause
- parenthesis: additional information that is added to a sentence; if it is removed, the sentence still makes sense
Common Mistakes To Avoid
- Pupils may want to include quotes from bystanders or other interested parties at the event.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
The purpose of the recount section is to engage the reader and give them specific information about what happened. An introductory sentence explains what the paragraph is about.
2. Define this language term and use it in a sentence. 'specific information'
clear, exact and particular information.
3. Correct this common English misunderstanding.
Mistake: Pupils may want to include quotes from bystanders or other interested parties at the event. Correction: Ensure pupils know that there will be a specific section devoted to quotes from bystanders in another part of the journalistic report.
More Lessons In This Unit
- Editing the first recount paragraph of a journalistic report about the Titanic Study Guide
- Identifying the features of a journalistic report in preparation for writing about the Titanic Study Guide
- Planning and writing the quotes section of a journalistic report about Titanic Study Guide
- Planning the closing of a journalistic report about the Titanic Study Guide
- Planning the opening of a journalistic report about the Titanic Study Guide
- Planning the second recount paragraph of a journalistic report about the Titanic Study Guide
- Researching the Titanic in preparation for writing a journalistic report Study Guide
- Writing the closing of a journalistic report about the Titanic Study Guide
- Writing the first recount paragraph of a journalistic report about the Titanic Study Guide
- Writing the opening of a journalistic report about the Titanic Study Guide
- Writing the second recount paragraph of a journalistic report about the Titanic Study Guide
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