Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
A Writing Root for
The Man Who walked Between the Towers
by Mordicai Gerstein
Literary Theme: Ambition & desire
Mixed Age Theme(s): Pride & courage (4/5);
Crime & punishment (5/6)
Recommended Age: Y5
Cross-curricular Coverage: Geography (Y5 Place knowledge): Understand geographical
similarities and differences through the study of human and physical geography of a region of
the United Kingdom, a region in a European country, and a region in North or South America;
Science (Y5 Forces): Explain that unsupported objects fall towards the Earth because of the
force of gravity acting between the Earth and the falling object; Identify the effects of air
resistance, water resistance and friction, that act between moving surfaces
Text(s): The Man Who walked Between the
Towers by Mordicai Gerstein
Duration: 3 weeks, 15 sessions
Outcomes: Fact file, journalistic writing, setting descriptions, letter of advice, persuasive speech
Main outcome: Biography
Overview and outcomes: In this 3+ week Writing Root using The Man Who Walked Between the Towers by Mordicai Gerstein, children explore how a real-life story has been portrayed as fiction. They
consider a diary entry found written by Philippe Petit just before he leaves to walk between the towers and write letters of advice to him, considering the pros and cons. After reading up to the point of the
act, children write a recount in the first person as the main character. As witnesses and reporters, they create news updates for The New York Times or write content for an American news programme. They
also role play making a speech as Philippe Petit in court, defending himself and his actions. Finally, the children gather everything they have learnt about Philippe Petit and write a biographical account of
his life, researching where needed to fill in gaps about childhood and events prior to this.
Coverage from National Curriculum 2014: Reading and Writing coverage from Curriculum 2014. Spoken language is covered throughout.
Word Reading
• Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology),
as listed in English Appendix 1, both to read aloud and to understand the meaning of new words
that they meet.
Writing Transcription (Spelling and Handwriting)
• Use further prefixes and suffixes and understand the guidance for adding them (-auto)
• Use knowledge of morphology and etymology in spelling and understand that the spelling of
some words needs to be learnt specifically (where words are spelt differently in UK English to
American English)
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Reading Comprehension
Understand what they read by:
• Checking that the book makes sense to them, discussing their understanding and exploring
the meaning of words in context
• Asking questions to improve their understanding
• Drawing inferences such as inferring characters’ feelings, thoughts and motives from their
actions and justify inferences with evidence
• Predicting what might happen from details stated and implied
• Identifying how language, structure and presentation contribute to meaning
• Participating in discussions about books that are read to them and those they can read for
themselves, building on their own and others’ ideas and challenging views courteously
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Vocabulary, Grammar & Punctuation
Develop their understanding of the concepts set out in English Appendix 2 by:
• Recognising vocabulary and structures that are appropriate for formal speech and writing,
including subjunctive forms
• Using passive verbs to affect the presentation of information in a sentence
• Using expanded noun phrases to convey complicated information concisely
• Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative
pronoun
• Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for
example, might, should, will, must]
• Use of commas to clarify meaning or avoid ambiguity
• Using brackets, dashes or commas to indicate parenthesis
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Writing (Composition)
Plan their writing by:
• Using a wide range of devices to build cohesion within and across paragraphs
• Identifying the audience for and purpose of the writing, selecting the appropriate form and
using other similar writing as models for their own
• Noting and developing initial ideas, drawing on reading and research where necessary
Draft and write by:
• Selecting appropriate grammar and vocabulary, understanding how such choices can
change and enhance meaning
• Using further organisational and presentational devices to structure text and to guide the
reader [for example, headings, bullet points, underlining]
• In narratives, describing settings, characters and atmosphere and integrating dialogue to
convey character and advance the action
Evaluate and edit by:
• Assessing the effectiveness of their own and others’ writing
• Proof-reading for spelling and punctuation errors
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
1) To ask a
range of
investigative
questions
I can use
question
marks and
question
words
Children come into class to find a mysterious
backpack. When opened, lay out the contents on a
desk and inspect with children. Items to include in the
backpack could be pieces of rope, a hardhat, some
juggling balls, pictures or postcards of the Sydney
Harbour Bridge, the Notre Dame Cathedral and the
World Trade Centre. There could also be a map of NYC
and the Twin Towers. Also have in the backpack a diary
labelled Philippe Petit. In the diary have handwritten:
Backpack and
contents
Once children have explored and discussed the
contents, they can start asking investigative
questions. Use Talk to the Hand (see resources) to
support them record a variety of questions.
Lay out pieces of rope
along the length of the
hall on the floor and
allow children time to try
and tightrope walk the
full length. On the IWB
place images of the roof
of the Twin Towers or the
Notre Dame Cathedral to
‘heighten’ the experience.
I can use
conjunctions
to make
predictions
I can use
modal verbs
2) To use
pronouns and
noun phrases
to build
cohesion in a
fact file
I can group
information
into
paragraphs
I can create
subheadings
I can use
pronouns and
noun phrases
to avoid
repetition
Diary with extract
written inside
Talk to the Hand
(see resources)
Dear diary,
For some time now I have been watching
them being built and stared at their majestic
beauty. Secretly (and dressed as a construction
worker), I shall enter the south tower tonight
with my rope and arrows. And then, I will step
out and walk across! I have already conquered
Sydney Harbour Bridge and Notre Dame but this
will be the biggest challenge of all!
How many synonyms can children think of for the
words big and building? Give time to generate
word clouds. Reinforce possible new words such as
structure, edifice, monument. Can they create any
noun phrases? e.g. giant feats of engineering…
Show children the front cover of the book and
explain to children a bit about Philippe Petit and his
extraordinary achievements. Show children pictures
of the Twin Towers and of Ground Zero as it is now.
Can they think of any adjectives to describe these?
Why do you think Mordicai Gerstein wanted to write
this book? Elicit that after the deeply tragic events of
September 11th 2001, he wanted to remember some
positive memories associated with the Twin Towers. Do
any children have any previous knowledge about the
Twin Towers?
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
What is he going to do?
Why does he want to do this?
Could he be joking?
What is his life like?
After children have generated a range of
questions in groups, they can begin to make
predictions about this man and his life, using
modal verbs and conjunctions.
I think he must be joking as no one
would ever actually go through with this
plan. I think he could be an extreme
tightrope artist because he talks about a
rope and a pole.
Falling out facts
Have falling out facts (see resources) in
envelopes on the table for children to discover.
These could be in a top-secret file alongside
diagrams and pictures. Explain that we are now
part of Philippe’s team and need to find out all
we can about these buildings. Children begin
by grouping the statements into paragraphs on
sugar paper and thinking about subheadings.
These could be: The History of the WTC;
Interesting People; Tragic End; Facts and
Figures. Children to work in small groups to
create paragraphs (teachers may wish to allocate
one paragraph per group). They will need to
use pronouns and noun phrases to avoid the
repetition of “Twin Towers”. They could use
some of the adjectives they generated at the
start of the lesson: these iconic buildings;
the magnificent structures; these feats of
engineering; metal giants of industry…
How did they feel? How
difficult was it not to
fall off? Record any
emotion adjectives onto a
Grammar Splat.
Children could have a go
at other circus skills.
To create further cohesion,
encourage children to join
or extend statements with
various conjunctions. E.g.:
These iconic structures
collapsed in 9/11, 2001
when George Bush was
president. After this
tragic attack occurred,
Ground Zero was built
to remember.
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
3) To use
modal verbs to
give advice
I can use
command
sentences
Read the book up to …why not between these towers?
Sugar paper and
felt pens
Show children a range of modal verbs and ask
them to identify the ones which are stronger
and the ones which are weaker (this could be
completed using a continuum line). Children
look at the command sentences and add in their
modal verbs to add weight to their argument. This
could be done in books or on sentence strips.
Allow children to decide
at the end which side
of the argument they
agree with and explain
their answers.
I can identify
strong modal
verbs
I can use
conjunctions
to give
reasons
Ask children whether they think Philippe Petit is
strange, selfish or brave? What is strange/brave/selfish
about what he is doing? Can they think of or find any
synonyms for either of these adjectives? Do we think
he should go through with this act? In small groups,
children come up with a pros and cons list on sugar
paper. Encourage them to use command sentences.
As we are members of his team, if things go wrong,
would we be to blame?
Pros
Cons
Seize the day.
Find other ways to
challenge yourself.
You must seize the day as the opportunity
may never come again. You ought to find
other ways to challenge yourself because
this is extremely reckless and highly
eccentric.
Conscience Corridor:
Divide the class into two halves – pros and cons.
Each child chooses their favourite arguments and
write this up on a mini whiteboard. Use some of
the synonyms from the warm-up e.g. You must
reconsider; this is a reckless and highly
irregular thing to do. Teacher in role as
Philippe walking down the corridor as children
give their advice as persuasively as they can.
Can they explain what a command sentence is? Can
they identify the imperative verb in each sentence?
4) To write a
letter of advice
I can use
a range of
modal verbs
I can use
conjunctions
to give
reasons
I can use
the present
perfect tense
Ext: I can
begin with a
subordinating
clause
Recap on the debate from the previous session.
Can children think of any noun phrases to describe
Philippe Petit depending on their opinion? E.g. a
heroic individual, an independent character,
an athlete of courage and ingenuity, a careless
criminal, an eccentric oddball…
Record a range of positive/negative noun phrases.
Look at the sentences from yesterday and, if children
are ready, model changing the order of clauses so the
sentence begins with the subordinating clause.
What affect does this have on our argument?
As this once-in-a-lifetime opportunity may
never come again, you must seize the day.
Elicit that this clause order can place more emphasis
on our reasons.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Letter paper
for instant
publishing
Explain that we are going to be writing a letter
of advice to Philippe. When modelling this letter,
you could draw children’s attention to the use of
present perfect tense. Why does this tense work
here? Explain that this is because we are talking
about things that started in the past and are still
happening now.
Shared writing:
Dear Philippe,
I have worked with you for many years
and stood beside you during many daring
projects. I have always been a big supporter
but I don’t feel I can be part of this team
anymore.
Perhaps they could
move to one side of the
room to show if they’re
for or against.
Watch the trailer to the
documentary Man on
Wire (2008).
Give children the
opportunity to read out
their work. Children
can give each other
feedback.
Were they able to use
the present perfect
tense?
Did they use modal
verbs and conjunctions?
As this is such a dangerous project,
you ought to think about your friends
and family. You must think about their
feelings…
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
5) To use
expanded
noun phrases
to describe in a
diary entry
I can use
-ing words as
adjectives
Read the book up to, He felt alone and happy and
absolutely free. Draw children’s attention to the
author’s use of:
Simile - ‘as if he were walking on thin air’
Alliteration - ‘many winds whirled up’
Personification - ‘the towers breathing’
Why does the author use these techniques here?
Senses splat
Look at the illustration on these pages and
imagine what Philippe would be seeing, hearing
etc. Children use the jigsaw feelings model to
write noun phrases on post-its and stick them on
the senses splat (which could be displayed on
the working wall). These could be developed into
sentences. For example:
Challenge children to
use alliteration, simile
and personification
to develop their
descriptions. E.g.:
I can use
noun (of)
noun phrases
I can use
prepositions
Ext: I can use
figurative
language
Jigsaw feelings
Post-it notes
I felt the whirling wind on my skin and
through my hair which sent a spiralling
wave of excitement up my spine.
Jigsaw feelings:
What are some of the emotions you think Philippe
is feeling at this moment in his life? Give children a
jigsaw feelings grid (see resources) and allow them to
create expanded noun phrases e.g. an electrifying
sense of freedom in my heart; an overpowering
wave of excitement through my whole body
I saw the angry
traffic whiz and
wail below me like
a stampede of tiny
ants.
Children to write this up as a diary entry in role,
using the range of descriptive devices.
Dear diary,
I can’t believe I did it. What a day that
was! How can I begin to describe what it
was like up there? I felt an….
6) To write
a formal
interview
transcript
I can use
a range of
sentence
types
I can use
contractions
I can use a
colon
Ext: I can use
noun phrases
Read up to the end of the sentence, Who would come
and get him? Focus children’s attention on the double
page spread of the crowd looking up at Philippe.
Classroom is a newsroom:
Have the New York Times logo on the door and a
picture of journalist offices on the IWB. Perhaps have
some typewriter sound effects to make the context
clear. Explain to children that we are going to roleplay
being journalists. As a team, we must find out all we
can about the incident that has just happened at the
Twin Towers. Either use adults or select a few confident
children to role play being eyewitnesses - a police
officer, office worker, taxi driver etc. Other children ‘the journalists’ - can brainstorm questions whilst the
eyewitnesses get into role. Line up chairs at the front
of the classroom and hotseat eyewitnesses. Journalists
take notes of the answers.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Props to make
the classroom
feel like a
newsroom
Shared writing:
Model recording the interviews like an official
transcript and highlight using contractions to
record the natural way people talk. Give children
official New York Times headed paper for instant
publishing.
Interviewer: NYT Journalists (J)
Interviewee: Office worker
Date: August 7th, 1974
Location: NYT Offices
J: When did you first notice the incident?
Office worker: Well, I was just coming
out of the tube when I noticed everyone
pointing and gasping. I looked up and
I was, like, totally shocked. I couldn’t
believe my eyes. What an eccentric oddball
I thought!
Depending on the
interviewee’s opinion
of Philippe Petit,
encourage children to
use some of the noun
phrases generated in
session 4. E.g.:
Police officer: This
guy is nothing more
than a careless
criminal and should
be locked up.
Disgraceful!
Discuss: In what other
contexts might we need
to write an interview
transcript?
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
7) ) To write
quotations in
a journalistic
style
I can use
inverted
commas to
mark direct
speech
Newspaper or narrative:
Give children a range of synonyms for said: bellowed,
cried, laughed, commented, explained, stated,
outlined, observed, barked, moaned, noted,
added, reported. Children group them into
newspaper or narrative. Explain to children that the
more formal words tend to be unemotional.
Sentence strips
Cutting in clauses:
Sentence strips could work here to model cutting
the reporting clause in half to insert a relative
clause. Use masking tape to stick the clause in
and write the commas on these.
Children experiment
with using direct speech
and inserting relative
clauses.
I can use
formal
synonyms
for said
I can use
appropriate
punctuation
8) To write in a
journalist style
If children are ready, model inserting a relative clause
to add more specific information.
I can group
information
into
paragraphs
Newspaper adverbials:
Remind children that adverbials tell the reader
when, where and how an incident happened. Play
newspaper adverbials - when or where? (see
resources). Children sort the phrases depending on the
job they do in a sentence. Note that some are adverbial
phrases and some adverbial clauses. Discuss the
inclusion of the verb to distinguish between the two can children identify each type?
I can use
quotations
Ext: I can use
future tense
in the final
paragraph
Masking tape
One office worker noted.
Recap on the previous lesson. Model taking one of the
quotes and place inverted commas around it as well as
a reporting clause.
One office worker noted, “Everyone was in
shock, I think. People were pointing and
gasping.”
Ext: To use
relative
clauses
to add
information
I can use
formal
adverbials
of time and
place
Scissors
Plan a short news bulletin with children. This could be
written as a script for a news programme – perhaps
look up different American news channels with
children - or as a news update for the NYT website.
What information do we want to include? What skills
have we covered that we can use here?
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Sentence strips can go
on sugar paper and be
placed on the working
wall.
who was on her way home
One office worker, who was on her way
home, noted, “Everyone was in shock, I
think. People were pointing and gasping.”
News update
template –
include the NYT
logo on this
Shared writing:
In the early hours of yesterday morning,
a man tightrope walked across the newly
built Twin Towers in New York city.
Philippe Petit, who is a French citizen,
was immediately arrested by the police
New York’s finest after the incident and
incarcerated.
This eccentric individual has trained for
many years and claims he is a performing
artist however many people believe his act
was both dangerous and criminal.
He was able to enter these iconic buildings
by pretending to be a construction
worker….
Challenge children to
end their report in the
future tense to explain
what will happen next.
Once children have
finished writing their
news update, they could
act this out at a news
desk as if presenting a
live bulletin. Record this
and, if possible, have a
QR code in books along
with writing.
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
9) To use
modal verbs
to write a
persuasive
speech
I can use
modal verbs to
persuade
Read up to the sentence, ‘They brought him to court’
and watch an interview with Petite online so children
can hear him in his own words. Allow children time to
take notes and imagine what he would have said in
court to defend himself. Look at some different words
and phrases that are used in court e.g. accused of
a crime, trespassing, dismiss these charges,
disorderly conduct, innocent, guilty, charges,
accomplices, stand before you, in the dock,
acquit…
Publish on court
paper with the
logo of the New
York Supreme
Court.
Draw children’s attention to the use of varying
conjunctions and modal verbs to build emphasis.
Put an image of an
American court on the
IWB and allow children
time to deliver their
speeches. This could be
in pairs with children
performing to each
other.
I can use
conjunctions
to give reasons
I can use
formal words
and phrases
In pairs, children try to define what these words and
phrases mean. Go over meanings with children and
rehearse using them ‘in court’.
10) To plan a
biography
I can group
information
into
paragraphs
I can create
subheadings
I can use
a range of
conjunctions
Read the story to the end.
How many synonyms can children think of to
describe Phillippe Petit? Review words like: athlete,
entertainer, tightrope-walker, artist, aerial
performer.
Explain that, as we have been learning so much about
Petit, we are now equipped to become his official
biographers. Why do children think it is important to
learn about Petit’s life story? As this is a celebration
of his life, we will be choosing positive synonyms and
noun phrases.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Falling out facts,
Part 2
Shared writing:
Your honour, I stand before you accused
of trespassing and disorderly conduct. I
must insist that you dismiss these charges
because they are all false. Today, I stand
here in the dock and present myself
as a man who has dedicated his life to
improving his skills. I am an athlete and
a performing artist. My aim is to entertain
and make people believe in the impossible.
If you believe in these principles, then you
should dismiss these charges and let me
go free.
Falling out facts:
Have falling out facts, part 2 (see resources) in
envelopes on the table for children to discover.
These could be in the top-secret file used earlier,
alongside relevant pictures.
Children begin by grouping the statements into
paragraphs on sugar paper and thinking about
subheadings. At this point, encourage children
to: add further details of their own; extend and
join sentences with conjunctions; think about
synonyms, pronouns and noun phrases to avoid
repetition. Examples of subheadings they could
use are: Early Life, Achievements, The Walk
Across the Twin Towers, At the Top, His Life
Now
Emphasise use of body
language and arm
gestures. Children to
think about how they
use their voices in a
speech.
Children share their facts
and explain how they’ve
sorted them.
If you feel they need a
further session to plan,
please see resources for
an example planning
template.
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
11) To use
adverbials
of time to
develop clear
paragraphing
I can use
adverbials
Remind children of the skills that we’ve covered over
this sequence of lessons. What further skills might
we need to complete this section/chapter? Children,
in pairs, can look back through their books and
create their own success criteria. Note that we will
start writing out the body of the text and then finish
by topping and tailing with the introduction and
conclusion.
Planning
template or
individualised
planning sheet
Children to use the structure of the modelled
writing to develop adverbials of time to build
cohesion.
Children edit and
celebrate their writing
so far.
Shared writing:
Did they manage to use
a range of conjunctions
to extend sentences?
I can use
a range of
conjunctions
I can write in
past tense
I can insert a
quote
Early Life
Since he was a child, Philippe Petit
practised his skills frequently. School
did not capture his interest as he was
only interested in one thing: becoming a
performing artist. Every day, Philippe Petit
this budding performer practised. He was
so focused on this that he was…
Early Life
Did they use a noun
phrase to avoid
repetition?
When he was a young man, he moved to
Paris and…
“My parents were intelligent and
encouraging,” Petit stated fondly.
12) To insert
quotations
into factual
paragraphs
I can use
adverbials
I can use
a range of
conjunctions
Today we will be moving on to writing the next
paragraphs in the main body of the biography. What
skills might we need to complete this section/chapter?
Could we start with a quote this time? Perhaps have
some speech bubbles with different quotes on them
for children to use.
I can write in
past tense
I can insert a
quote
Achievements
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Planning
template or
individualised
planning sheet
Children to use the structure of the modelled
writing to begin with a quote.
Shared writing:
Achievements
“He doesn’t do anything halfway,” Joseph
Gordon-Levitt, who played Petit in the
movie The Walk, commented.
Philippe Petit completed many great
achievements before he walked across the
towers. In June 1971, Petit tied secured a
wire between the two main towers of Notre
Dame de Paris. Remarkably, this man of
skill juggled balls and walked back and
forth while huge crowds applauded below.
Children edit and
celebrate their writing
so far.
Did they manage to use
a range of conjunctions
to extend sentences?
Did they take new
paragraphs when
the location or time
changed?
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
13) To use
a change
in tense to
maintain
cohesion
I can use
adverbials
Move on to writing the final paragraphs to be included
in the main body of the biography. What skills might
we need to complete this section/chapter? What skills
will we need to describe his experience of being on top
on the towers? Will we have to change tense to write
about his life now?
Planning
template or
individualised
planning sheet
Children to use the structure of the modelled
writing to focus on adverbials and tense changes.
Children edit and
celebrate their writing
so far.
I can use
a range of
conjunctions
The Walk Across the Towers
Since he was a child, Philippe Petit In
August 1974, at approximately 7am, Philippe
stepped out on the wire between the two
towers of the World Trade Centre. These
were the most iconic buildings in the heart
of New York. On the roof, he was filled
with an overpowering sense of freedom.
Before this moment, there were months of
preparation…
I can write in
past tense
I can insert a
quote
Shared writing:
The Walk Across the Towers
I can switch
tense
His Life Now
Did children use
expanded noun phrases
to describe being on top
of the Twin Towers?
Were children able to
use present tense to
write about his life now?
His Life Now
Petit currently lives in New York. He is
the artist-in-residence at St John Divine
which is a cathedral in New York City. He
often gives lectures and writes about his
experiences…
14) To write an
introductory
and
concluding
paragraph
I can use
different
sentence
types
I can use
a range of
conjunctions
I can switch
tense
Discuss with children how the introduction and
conclusion mirror each other. The conclusion will recap
on the intro and highlight what we have learned.
Introduction
Conclusion
Planning
template or
individualised
planning sheet
Children to use the structure of the modelled
writing to create their introduction and
conclusion.
Children edit and
celebrate their writing
so far.
Shared writing:
Were they able to use
present tense to write
the conclusion?
Introduction
Philippe Petit is a man who has always
followed his dreams. He accomplished
many things in his lifetime and took the
art of tightrope walking to a new level.
This biography will look at the…
Conclusion
Philippe Petit is remembered for countless
reasons. Many love to read his story
because it is extraordinary….
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Learning
Objective
Success
Criteria
Whole Class
Resources
Independent Work
Plenary
15) To edit
and publish a
biography
I can dit for
coherence
and cohesion
Once children have finished their biographies,
allow time to edit with a particular focus on tense
consistency and clear paragraphing throughout.
Pictures of key
moments in
Philippe Petit’s
life
Publish the biographies as a double page/A3
spread with photos and maps to enhance.
Children present and
read their finished
pieces to an audience.
I can check
consistency
of tense
I can check
conjunctions
and
prepositions
I can check
adverbials and
paragraphing
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Mixed Age Planning Suggestions (to be used alongside main Writing Root sessions)
If teaching a mixed-age class, these additional planning suggestions will support coverage of appropriate National Curriculum objectives. Teachers may wish to use suggested models and resources,
however further personalisation of children’s independent work may be necessary.
Session/Learning
Objective
Additional Year 4 Suggestions
Additional Year 6 Suggestions
Session 1
Provide conjunctions and prepositions on cards to support children in
explaining their predictions:
Challenge children to vary their sentence construction to start with the
subordinate clause, i.e. give their explanation first and then make a statement.
Y4) To use a range of conjunctions
and prepositions to make
predictions
Y6) To vary clause order within a
sentence
because
as
since
when
while
before
after
during
in
because of
I don’t think he’s joking since it says he’s been watching the towers
for a long time.
Conjunction
explanation
,
statement
Since it says he’s been watching the towers for a long time,
I don’t think he’s joking.
I He might want to challenge himself because of something that has
happened to him before in his life.
Session 2
Y4) To structure paragraphs to
organise information around a
theme
Y6) To use cohesive devices to link
information within and across
paragraphs
Session 3
Y4) To begin to use modal verbs to
give advice
Y6) To use rhetorical questions to
create cohesion
Once they have grouped sentences and given each a title, children to think
about topic sentences to introduce each new paragraph. Provide prompt
questions as a guide:
What is the paragraph about?
How could you summarise its content?
How can we tell the reader what the rest of the paragraph will be about?
Tragic End
Sadly, the World Trade Centre is now remembered for a very
different reason.
Using a human continuum line or with cut up cards on tables, ask children to
order the modal verbs from strongest to weakest:
can
will
must
should
might
Children can select an appropriate modal verb depending on the strength of
the advice they want to give, e.g.
You might fall if you attempt this challenge.
It will be your greatest moment!
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Prior to writing, generate a range of adverbs and adverbial phrases which
could be used to link sentences within paragraphs, for example:
Interestingly…
Without doubt…
Unfortunately…
As a consequence…
In contrast..
On the other hand…
To add further weight to their arguments and create cohesion, children can
add a linked rhetorical question beforehand. Encourage them to also use
appropriate modal verbs. For example:
Do you know what this will be?
It will be the greatest moment of your life!
Have you thought about what you are doing?
You must not go through with this reckless act.
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
.
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Session/Learning
Objective
Additional Year 4 Suggestions
Additional Year 6 Suggestions
Session 4
Remind children about the present perfect tense, i.e. that we use the present
tense to have plus the past participle of the verb to write about things that
have happened recently or haven’t finished yet, e.g.
Revisit learning from session 1 where children practised changing the order
of clauses within a sentence. Ask children to draw a comma on a mini
whiteboard and, as you read out the following sentences, raise it where they
think the comma should go.
Y4) To use the present perfect
tense to write a letter
Y6) To begin a sentence with a
subordinating clause and use a
comma to separate clauses
I have
+
verb -en
I have taken
I have been
I have
+
verb -ed
I have worked
I have looked
Children to generate further verbs which could be included in their letter to
Philippe. When writing their letters, they should aim to use the present perfect
tense plus a range of modal verbs from the previous session.
Session 5
Y4) To use expanded noun
phrases and conjunctions to build
descriptive sentences
Y6) To use figurative language to
write in role
Allow children time to build a range of expanded noun phrases using the
jigsaw feelings grid (modify by removing some columns if necessary). Then
focus on building them into sentences using conjunctions from session 1, e.g.
I felt an electrifying wave of excitement up my spine as I took my
first step out on to the wire.
As this is such a dangerous project you ought to think about your
family and friends.
If you manage to pull this off it will be the greatest moment of
your life.
While some may consider you a hero of great courage I am yet to
be convinced.
Split Y6 children into three groups and give each group one type of figurative
language: simile, alliteration, and personification. Challenge children to come
up with a range of figurative phrases which could be used to add description
within their diary entries, e.g.
Simile: like a predator stalking its prey
Alliteration: fantastic freedom
Personification: the city held its breath
Children can share the banks of phrases they have generated and aim to use
at least one example of each when writing their diary entries.
Session 6
Y4) To use apostrophes for
contraction of modal verbs
Y6) To use vocabulary typical of
formal and informal speech
Using modal verbs from session 3, create contractions with apostrophes to
indicate where letters are missing. Contraction action booklets could be used
for this, e.g.
won’t
Discuss how we can show a difference in tone between the journalist, who
would be using a polite, formal tone, and the office worker, who may be overexcited and speaking informally.
Collect a range of verbs in the table below which children can draw on when
writing up their interview transcripts:
will not
Formal
When recording interviews, children could use speech bubbles to record
eyewitness statements in preparation for the next lesson.
depart
recount
comment
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Informal
come out
see
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Session/Learning
Objective
Additional Year 4 Suggestions
Additional Year 6 Suggestions
Session 7
If children recorded quotes in speech bubbles in the previous session, model
‘popping’ the bubbles and turning the quote into direct speech.
If children are ready, you could model placing the reporting clause either
before or after the quote. Point out the change in punctuation needed, e.g.:
Depending on children’s experience with using speech punctuation, teachers
may choose to follow the suggested teaching in the main Writing Root for Y5
and Y6 children.
If Y6 children are ready, model how to insert a reporting clause in the middle
of a quotation, taking particular note of the punctuation used if the sentence
is broken halfway through, e.g.:
Y4) To use direct speech
punctuation to record quotations
Y6) To vary the position of
the reporting clause within a
quotation
“I looked up and I couldn’t believe my eyes!” one office worker
claimed.
One office worker claimed, “I looked up and I couldn’t believe my
eyes!”
Session 8
After looking at and sorting adverbial phrases and clauses, show children how
we can use adverbials as openers at the start of a sentence. If we use them in
this way, we also need to add a comma.
Y4) To use fronted adverbials
followed by a comma
Y6) To use varied sentence
structures for impact
Since he was young
,
Philippe Petit has been training for this moment.
Provide further sentences and ask children to suggest fronted adverbials which
could go before each one.
“Everyone was in shock,” one office worker noted, “and couldn’t
believe what they were seeing.”
Show children the same sentence as the Y4 children, but challenge children
to suggest alternative positions for the adverbial clause, and also where any
additional commas should go, e.g.
Since he was young, Philippe Petit has been training for this
moment.
Philippe Petit, since he was young, has been training for this
moment.
Philippe Petit has been training for this moment since he was
young.
Which sounds best? Why? Why would we use one sentence construction over
another? Explain that we can begin a sentence with the information we want
to emphasise the most – the write always has control over this.
Session 9
Y4) To use a range of modal verbs
to write a persuasive speech
Y6) To use semi-solons to mark
independent clause boundaries
Return to the modal verbs introduced in session 3. Share the following
sentence with children and discuss the impact of different modal verbs in the
gap. Which is strongest? Which is most persuasive?
If you believe in my principles, you _____ dismiss these charges
and let me go free.
When children write their persuasive speeches, they can use a range of modal
verbs, as well as fronted adverbials from session 8.
Show children the following sentence on a sentence strip, then cut it up into
two clauses plus a conjunction. Show children how the conjunction can be
replaced with a semi-colon to create two linked independent clauses, where
the second is given more impact, e.g.:
You must dismiss these charges since I have done nothing wrong!
You must dismiss these charges; I have done nothing wrong!
When children write their persuasive speeches, they should try to use a semicolon to emphasise an independent clause.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Session/Learning
Objective
Additional Year 4 Suggestions
Additional Year 6 Suggestions
Session 10
When children have sorted statements into paragraph groups, they can
consider the best order for the sentences with the paragraph. Reordering cards
physically will help with this.
In addition to other adverbial phrases and conjunctions, children can use
relative clauses to link points and provide further information to the reader.
Model with the following:
Y4) To plan the order of sentences
within paragraphs
Y6) To use relative clauses and a
range of relative pronouns to plan
a biography
Philippe Petit was arrested.
Which sentence should come first?
Which sentence makes most sense next?
How should the paragraph end?
To help with planning, they can also create topic sentences, as in session 2.
Philippe Petit
,
was arrested.
who had walked on the rope for an hour ,
When children sort statements for their paragraphs, they can extend some of
the points with relative clauses and a range of relative pronouns – who, which,
that, whose, when, where.
Session 11
Y4) To use adverbs and adverbial
phrases to link sentences
Y6) To use relative clauses and a
range of sentence constructions to
write a biography
Session 12
Y4) To accurately punctuate direct
quotations
Y6) To use relative clauses within
quotations
Provide the following adverbs and adverbial phrases on cards. As children
begin to write their biographies, they can use them to link their sentences
together, creating cohesion. They may also have ideas of their own.
Interestingly,
At the age of 11,
In the dark of night,
Following that,
For a long time,
Unfortunately,
As well as adverbials and conjunctions taught in the main Writing Root,
children can attempt to use relative clauses when writing the first paragraphs
of their biography.
They should also consider the order of clauses within their sentences as looked
at in sessions 1 and 8.
where
which
who
whose
when
that
Revisit how to punctuate direct quotations, as well as how to vary the position
of the reporting clause, e.g.:
How can we combine relative clauses with direct quotations within our
biographies? Model how to add a relative clause to add detail to a quote, e.g.:
“He’s one of the great entertainers of our time!” commented one
adoring fan.
“He’s one of the great entertainers of our time!” commented one
adoring fan, who had witnessed many of Petit’s daring feats.
One adoring fan commented, “He’s one of the great entertainers of
our time!”
Children could also consider the order of clauses when using quotations.
Notice how the punctuation changes, e.g.:
Notice how the punctuation changes when moving the position of the
reporting clause.
One adoring fan, who had witnessed many of Petit’s daring feats,
commented, “He’s one of the great entertainers of our time!”
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Session/Learning
Objective
Additional Year 4 Suggestions
Additional Year 6 Suggestions
Session 13
Encourage children to switch tenses as they move from talking about
Philippe’s past experiences to his life now. Generate a range of verbs children
could use within their writing.
Children should continue to write their biographies as per the Y5 group,
focusing on including adverbials and conjunctions, and also examples of all
previous learning
Y4) To write a biography using
a change in tense to maintain
cohesion
__________ed
__________s
Y6) To use a range of adverbials,
conjunctions and relative clauses
to write a biography
Session 14
Y4) To maintain the appropriate
tense to write an introduction and
a conclusion to a biography
Y6) To make careful vocabulary
choices to write a biography
Look at the following sentences and ask children to decide whether they would
be more suitable for the introduction or conclusion to their biographies.
Philippe Petit is a man who has always followed his dreams.
Generate a range of synonyms for ‘achievement’, e.g. accomplishment,
success, feat, triumph, realisation. Then complete a continuum line, placing
the strongest synonyms on the right end of the scale and weaker synonyms
on the left.
Petit is remembered for many daring achievements
During his lifetime, he has achieved many great things.
As children continue writing, encourage them to select the most appropriate
word each time, depending on the strength of the message they are trying to
give. Ensure thesauruses are available.
This biography will look at...
Notice that both paragraphs use the present tense as they are talking about a
man who is still alive today.
Session 15
Y4) To edit for cohesion by using
pronouns to avoid repetition
Y6) To edit for cohesion using a
range of cohesive devices
Revisit work on pronouns to avoid repetition. Use lists of words generated by Y6
children in the previous session to generate phrases for Petit’s achievements,
e.g.
Children to edit for cohesion based on the previous work on relative clauses,
order of clauses, and adverbials to mark the movement of time, as well as
whole class work on pronouns and synonyms to avoid repetition.
his amazing accomplishment
the unbelievable success
Petit’s greatest triumph
As children edit for cohesion, they should look out for repetition and replace
repeated words with pronouns or alternative phrases.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Glossary
Talk to the Hand – Children use 6 question stems (who, what, when, where, why
and how) to ask questions about a story, setting or character.
Grammar Splat – Use the text to identify a specific word class, write them on a
post-it and stick them to the grammar splat to form a word bank based upon the
author’s vocabulary choices.
Conscience Corridor – A drama technique used to explore a dilemma faced by a
character. Children form two lines facing each other, with each line representing
one side of the argument. The teacher or a child walks through the middle of the
corridor while other children give their advice.
Shared Writing (may refer to):
Bare-bones – Identify the main elements of the narrative and use boxes to
sequence them in order.
Talking Partners – Usually in whole-class teaching, each child has a partner,
with whom they feel comfortable and with whom they share ideas, opinions and
planning, before feeding back to the class.
Independent Writing – Remind pupils of the specific writing focus before they
write. Some pupils may need support. Prior to writing, refer to models of quality
examples, including those developed in class. Refer to prompts on working wall.
Display examples of pupil work during plenaries or further class sessions to
support editing process.
Modelled Writing – Demonstrate by explaining aloud, talking as a writer,
focusing upon the objective, include: new and difficult aspects of writing;
transforming a plan into writing; rehearsing, evaluating, rereading, referring to
checklists, scaffolds & models.
Teacher as Scribe – Pupils participate with the teacher as editor and scribe.
Keep focus clearly on the learning objective. Encourage pupils to rehearse
sentences and reconsider children’s suggestions when necessary. Maintain pace.
Supported Writing – Practise trying out words, sentences or paragraphs on
whiteboards or sentence strips. Use a range of strategies such as writing
partners, working from modelled text, writing frames, sentence prompts etc.
Teacher-in-Role – Teacher takes on a role from the text.
Writing-in-Role – Whilst in role, model writing as a character from the story.
Falling out Facts – A selection of facts relating to one aspect of the text (for
example a building, an event or a time in history) or a character in the story which
‘fall out’ of the text or an envelope. Children can read and sort the statements as a
basis for writing in paragraphs.
Senses Splat – Children consider a character’s experience at a certain point in a
story by exploring the senses they are feeling.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Talk to the hand
Wh
Wher
e
Why
When
Is
Would
ld
Shou
o
ld
u
Co
ha
W
D
t
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
o
e
s
?
How
?
Which
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Falling out facts
the Twin Towers were also known as the World Trade Centre
construction of the Twin Towers began in 1966
the Twin Towers was an ambitious project of engineering
the Twin Towers housed 50,000 employees
the Twin Towers were 110 stories high
the Twin Towers were designed by architect Minoru Yamasaki
George Bush was the president in 2001
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
the Twin Towers cost $2.3 billion to build
the Twin Towers were built by more than 10,000 workers
the Twin Towers were opened in 1973
three men parachuted from the Twin Towers
twelve mountain climbers climbed the Twin Towers
the Twin Towers collapsed on the 11th September 2001
jet airliners crashed into the Twin Towers
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Jigsaw feelings
Adjective (ing)
Noun
Abstract Noun
Prepositional Phrase
a spiralling
sense of
freedom
up my spine
a twisting
pang of
excitement
at the back of my mind
an overpowering
wave of
beauty
in my gut
a deepening
flush of
confidence
in my heart
an electrifying
rush of
contentment
around my mind
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Senses splats
feeling
sound
smell
taste
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Newspaper adverbials - when or where?
at approximately 7am
while he performed
on the 27th August
below him
between the hours of …. and ….
in the heart of the city
since he was young
high above the city
in the future
before his court appearance
after the incident
on the roof
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Following out facts, part 2
Philippe Petit was born in Nemours in 1949
Philippe Petit was expelled from five schools
Philippe Petit practised his skills all the time
Philippe Petit was also a juggler and magician
Philippe Petit earned money by juggling
Philippe Petit tightrope walked across the Notre-Dame de Paris
Philippe Petit walked across the pylons of Sydney Harbour Bridge
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Philippe Petit walked across Niagara Falls
Philippe Petit was helped by a group of friends
Philippe Petit had planned the walk for a long time
Philippe Petit hired a helicopter to sneak equipment up
Philippe Petit was arrested
Philippe Petit lives in New York City
Philippe Petit is the artist-in-residence at St John the Divine
Philippe Petit is remembered for multiple reasons
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Planning template example
Introduction
The Walk Across
the Twin Towers
Early Life
What is the title of your
biography?
His Life Now
Achievements
Conclusion
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree
Downloaded by sarahrefdy@gmail.com on 25th November, 2024 @ 16:47
Grammar splats
Noun
Adverb
A noun is a word that refers to somebody or
something.
Adverbs give extra meaning to a verb, an adjective,
another adverb or a whole sentence.
Names of people and places are called Proper Nouns
They are sometimes (but not always) ‘ly’ words.
In the sentence ‘My older sister won some money in
a competition’, ‘sister’, ‘money’ and
‘competition’ are nouns.
In the sentence, ‘I really enjoyed the party’, ‘really’ is
an adverb.
Verb
Adjective
A verb is a word that expresses an action, a
happening, a process or a state.
An adjective is a word that describes a noun
(somebody or something).
Some people think of it as a ‘doing’ or ‘being’ word.
In the sentence, ‘Mark is tired and wants to go to
bed’, ‘is’, ‘wants’ and ‘go’ are verbs.
A Writing Root for The Man Who walked Between the Towers by Mordicai Gerstein.
Date written: July 2014
Updated: September 2022
Old, blue,
busy, careful and horrible are all adjectives.
Adjectives either come before a
noun, or after verbs.
This resource is for the sole use of the licensed downloader and cannot be reproduced or shared.
© Literacy Tree