T3-Biography+Fairy+Tale

__**Task:**__ Write a biography based on a fairy tale character, use your imagination and add your slant to the life events of the character. (This is not a recount of the fairy tale story, rather a possible timeline of the characters life) __**Learning Intentions:**__ __**Integration with other curriculum areas:**__ __Guided Reading__ - Unpacking of short biographies. __Inquiry__ - TVNZ Web Challenge 2010 __**Success Criteria:**__ My writing is clear about whom I am writing about. My introduction makes the reader want to read on. I have written in the third person consistently. I have sequenced a series of events in chronological order. I have written information using paragraphs. I have used a tense that is appropriate to the time. I have used time and contrast connectives to link different events. I have used succinct and descriptive nouns, verbs, adjectives and adverbs I have used a variety of sentence beginnings, lengths and structures for effect. 
 * Fairy Tale Biography**
 * Students will gain an understanding about the structure of a biography
 * Students will learn how deeper & surface language features shape their writing

In the deep dark forest there is a family of wolfs theres a special wolf named potash. Potash was born on the 19/16/2001 .He has a mum named mrs wolf and and his dads named mr wolf. His mums job is a soup maker and his dads job is a electrician. Potash is an only child.

When Potash was four he got a shock on a power line he simply tried to swing off it but zzzzzzzzzzzzz and he was on the ground in pain a lot of pain. Later on that year. his mum just about cut of his hand and put it in the soup she was making for tea.

In 2006 he had his first day at school he had no friend the first day <;or the second day that made him really depressed. He never seemed to have lunch money because bullies used to steal it. At cross country he came second thats because thats the only thing that he was good.

A couple of years past he got a job as a stop and go sign person and he got a girlfriend At this time he was very happy they had kids a lived happily ever after. Not really they didn’t get that far because he picked his nose and his girlfriend saw him then walked out the door and she was gone for ever.

In 2008 he was walking and he saw a little red girl he followed her to where she was going. He followed him to a house a little wooden one in the and it was about 12 o clock and he got chopped up

Spelling: 3P For more than one wolf (For most words ending in f or fe, change the f or fe to v before adding es, eg Wolf becomes wolves. Structure: 3P - You have successfully written in past tense, third person and have followed a chronological order - well done. Punctuation: 3P - You have used simple punctuation correctly remember to use capital letters for names of people and places, e.g mrs wolf Mrs Wolf.

 Thank you, Miss Workman **(Proficient)** ||  **Level 3** **(Proficient)** ||  **Level 4** **(Proficient)** ||
 * || **Level 2**
 * || May make a simple attempt to conclude  ||  Includes a simple conclusion  ||  Includes a simple appropriate conclusion  ||
 * Structure ||  Largely sequences events in time order

Links events by using simple connectives that indicate the passage of time e.g “first” “then” “next” ||  Sequences in events in time order

May link events by using connectives (words and/or phrases), e.g., “later that evening”, “because” etc.

Attempt paragraphing. || Manages sequencing (events in time order) well.

Links events in ways that indicate cause and effect and /or passage of time, e.g., “such as”, “as a result”, “beforehand”, etc.

Uses paragraphing linking main ideas and supporting details. ||
 * Punctuation ||  Uses most simple sentence indication ie, caps, full stops, question marks.

Errors may interfere with comprehension.

Attempts some other basis punctuation e.g, caps for proper nouns, commas in lists, speech marks, apostrophes for contraction ||  Uses simple correct sentence indication ie, caps, full stops, question marks.

Errors may interfere with comprehension.

Uses some other basic punctuation correctly e.g caps for proper nouns, commas in lists, speech marks, apostrophes for contraction ||  Uses consistent correct sentence indication ie, caps, full stops, question marks, exclamation.

Errors do not interfere with comprehension.

Mostly uses accurate complex punctuation e.g commas, colons, hyphen, ellipses, apostrophe of possession, and the punctuation for dialogue. ||
 * Spelling ||  Spells most high frequency words (list 1-4) correctly.

Understands frequently used spelling patterns (e.g changing t to ies, double consonant when adding ing).

Approximate spellings show knowledge of consonant sounds, blends, and vowel sounds. || Spells most high frequency words (list 1-6) correctly.

Understands most spelling patterns including some complex patterns (e.g plurals, using ch, sh, x, o).

Has some success with multi-syllabic (hygienic), irregular (yacht), or technical words. || Few errors within high frequency words (list 1-7).

Understands most spelling patterns including some complex patterns (e.g soft ‘g’ or ‘c’, keep the ‘e’ manageable.).

Uses complex multi-syllabic irregular or technical words. ||