intelligence type
Linguistic
capability and perception and activities
words and language:write a set of instructions; speak on a
subject; edit a written piece or work; write a speech; commentate on
an event; apply positive or negative 'spin' to a story
logic and numbers: perform a mental arithmetic calculation;
Logical-Mathematical
Musical
Bodily-Kinesthetic
Spatial-Visual
Interpersonal
Intrapersonal
create a process to measure something difficult; analyse how a
machine works; create a process; devise a strategy to achieve an
aim; assess the value of a business or a proposition
music, sound, rhythm: perform a musical piece; sing a
song; review a musical work; coach someone to play a musical
instrument;
body movement control:create a mime to explain
something; act out , tableau
images and space: design a costume; interpret a painting;
create a room layout; create a corporate logo; design a building;
pack a suitcase or the boot of a car
other people's feelings: demonstrate feelings through body
language; affect the feelings of others in a planned way; coach or
counsel another person
self-awareness: consider and decide one's own position in
relation to situations
Technique
Preposition
Definition
Examples
Prepositions indicate time,
position or direction.
in
under before outside
up along beyond
below at opposite nearby
by with during while
Verb ending
in -ing
Verbs are words that express
an action, a happening, a
process or a state. Verbs
ending in –ing indicate
continuous action.
hoping
running
strolling
galloping
sneering
laughing
smiling
fearing
peering
fearing
Verb ending
in -ed
Verbs are words that express
an action, a happening, a
process or a state. Verbs
ending in –ed indicate the
past tense.
exhausted
scared
tired
invigorated
placed heated
opened packed
irritated
draped
cluttered
Adverb
Adverbs provide more
information about the verb
(i.e. how the action is
done).
silently noisily
helpfully
interestingly
hopefully
expectantly frighteningly
unhappily
slowly
Connective
Connectives are words or
phrases that link clauses
or sentences.
meanwhile although despite
consequently
likewise
similarly however
finally
furthermore
The cat sat on the
mat

Alter the above sentence in various ways
using the ideas from the previous slide
 How
to make it fun?
 How to get them to remember?
And use it?
Resource 2.2a
To vary my sentences I can start with:
an ‘-ed’

Click here for an example
an ‘-ing’
Click here for an example

Exhausted, the man
slumped onto the
chair.
Looking through
the window, the girl
gazes out at the
world.
The Main Clause
Read the following complex sentences.
Can you identify the main clause?
The old woman sat on the park bench, her feet
were red and blistered.
The stolen car sped up the hill, chased by two
patrol cars.
The flowers, that had bloomed in the spring,
were fading fast.
The Main Clause
The old woman sat on the park bench, her feet
were red and blistered.
The stolen car sped up the hill, chased by two
patrol cars.
The flowers, that had bloomed in the spring,
were fading fast.
The Main Clause
Highlight the main clause in the following
sentences:
1.
2.
3.
4.
5.
6.
7.
The old woman sat on the park bench, her feet were
red and blistered.
Daniel, who was the bravest of the group, knocked on
the door.
We found ourselves in a weird room, the walls covered
in strange scribbles.
As he carried his plate into the kitchen, Amir tripped
over the carpet.
After a long day at school I had an appointment with
the dentist.
Before opening the door, I took a deep breath.
Sarah, the best netball player in the school, has been
picked to play for England.
Check Your Understanding
1.
2.
3.
4.
5.
6.
7.
The old woman sat on the park bench, her feet were
red and blistered.
Daniel, who was the bravest of the group, knocked on
the door.
We found ourselves in a weird room, the walls covered
in strange scribbles.
As he carried his plate into the kitchen, Amir tripped
over the carpet.
After a long day at school I had an appointment with
the dentist.
Before opening the door, I took a deep breath.
Sarah, the best netball player in the school, has been
picked to play for England.
‘Stylish’ writing challenges – choose one of the 3
in red and have a go! Topic: holidays…










Write an extended metaphor, which you develop
throughout a paragraph
Include four similes in a paragraph
Write a paragraph that includes five commas, two
colons, two semi-colons and a dash
Write a paragraph that ends with the topic sentence
Write paragraph that rises to a climax
Write a paragraph that uses repetition for effect
Write a paragraph that is all one sentence
Write a paragraph with five sentences, increasing the
number of clauses per sentence from one to five across
the five sentences
Write a paragraph in which no sentence has more than
six words
Write a paragraph without using the letter ‘e’
10 Top Tips for Improving
Writing
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Use talk to rehearse and clarify ideas prior to
writing
Use reading as a bridge to writing - ‘writers are
thieves’
Use the teaching sequence for writing (esp. model planning, writing
and redrafting)
Provide opportunities for shared and collaborative writing
Explore grammar and punctuation ‘little and often’, in context – NOT
one-off exercises.
Use interactive and ‘game-like’ approaches to rehearse ideas
Provide pupils with a toolkit of short-cuts and strategies (i.e. PAF, A
CARP PIE, TipTop, etc.)
Provide dedicated writing time
Give immediate feedback on successes as well as areas for
development (i.e. verbal, peer, etc.)
Ensure that errors are seen and used as opportunities for learning
Poetry

How to teach poetry???

Poetry Ideas (From Zigzag)
– Use of props
-
Add or remove punctuation
Tableau or freeze frame
Relate to other texts being studied
Class reading with actors joining in
Discuss the themes (see Vultures)
Cut up poems and match / reorganise
Use photos to represent (See WWTL)
Re-write poem from another point of view
Replace words (especially if words repeated)
(SFMT)
- Draw the metaphors / imagery
- Watch / listen to a performance of it – podcasts etc
especially if read by poet
- Write a reply to poet addressing issues (HC)
- Write a letter to future self addressing issues /
answering questions / being character
- Describe the place in the poem if part of students lives
e.g a room for This Room
- Use real life examples (TR / HHE)
- Analyse related material especially for context
understanding
- Write something related e.g police report for Not my
business showing different point of view
- Be a character in the poem and write / act in that way
Crunching



Use Teachit works
Or there is a ‘word’ doc tells you
how…to collapse a text
What would you do with the crunched
words? List 5 activities designed to ….
air alive all and and and are are arrives
bang be bed breaking by ceiling celebration,
chairs clang clapping clouds corners cracking
crash crowds daily dark door empty excitement
fan feet fly for from furniture garlic hands
I’m I’ve improbable in in in is is is is its
its itself left lifting light lives looking my my
nightmares no of of of of of one onions
our out out outside own pans past place
pots rising room search space spices stirs the
the the the the the the this this this
though through time to to together up walls
when when where why wondering
10 Top Tips for Teaching
Poetry
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Don’t begin with technique-spotting
Use DARTs activities to introduce the poem
Plan activities to elicit personal response and individual
interpretation
Model “it could mean…because…” NOT “it means…”
Encourage collaborative exploration (i.e. pairs, groups)
Use visual/aural stimulus and drama techniques for exploring
poems (i.e. still images, rolling theatre, etc.)
When exploring language, use fragments initially to prevent pupils
from feeling overwhelmed
Get pupils writing poems in order to understand the writer’s
process (i.e. ‘collapse the text’)
Teach PEE/PETAL/hamburger frames for writing responses
Teach pairs of poems to develop comparative skills (required for
GCSE)
Plenary

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



Draw what you have learned today
Or make up a poem /song
Or turn your learning into a chart / graph
Or design 5 questions to ask others
List 3 new things, 2 scary things, 1
rubbish thing you learnt today!
Or draw a poster to advise others to
attend next course