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This year 5 /6 intervention or booster lesson pack is designed to support pupils who are working below age-related expectations in developing their writing skills. The resource provides a structured writing sequence, guiding pupils through the process of writing a recipe.

What’s Included?
• Teaching PPT
• 3 Photocopy Masters (PCMs)
• Teacher Guidance

Objectives
This teaching sequence will help pupils understand the writing process and practise:
• Writing for a range of purposes and audiences
• Choosing vocabulary and grammar suited to the task
• In non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points)

Timing
The sequence consists of 5 stages, each taking around 20-30 minutes. Teachers may complete one stage per session or combine stages to create sessions which suit their timetable.

Structure
The stages / sessions outlined on the PPT are as follows:

Analyse: Introduce the text type and analyse an example text
Plan: Make notes for writing a first draft
Draft: Create initial version
Revise and edit: Make improvements to first draft
Share : If time allows, pupils might rewrite their draft; alternatively, they could just share their improved draft with teachers or a peer and receive feedback.

Resource Details
This resource contains a teaching PPT to guide pupils through the writing process; plus, the following PDFs:
• A copy of the model text with an annotation key which pupils can complete by devising their own code before annotating
• A recipe features reference sheet which pupils can use to help them at different stages. It contains the features of a recipe and also lists commonly-used words pupils could select to use in their own writing.
• A planning frame to help pupils organise notes prior to writing the first draft
In addition, there is a guidance sheet which provides tips on how to organise the sessions.

Further Practice
The PPT includes ideas for further practice. Teachers could have pupils complete a further practice task with less support if their understanding is sufficient.