This Year 4 Real Writing unit focuses on an original model text by Loretta Schauer, a formal protest letter about destroying an ancient woodland. Pupils read, analyse and discuss the text, exploring fronted adverbials and the suffix ‘-ous’.
Over two to three weeks, pupils plan, draft and write their own formal letters on local or topical issues. Lessons link to science topics on habitats and living things, as well as geography or local studies.
All texts in the Real Writing collection are by published children’s authors. Each unit follows a mapped framework and includes detailed lesson planning to support teaching of vocabulary, grammar and writing composition.
Curriculum links
- Vocabulary: Use the suffix ‘-ous’ to form adjectives
- Grammar: Use fronted adverbials in discursive writing
- Writing composition: Organise paragraphs around a theme and use simple organisational devices
- Revisited skills: Conjunctions to link clauses, present perfect tense, consistent tense, commas in lists
Vocabulary
- Tier 2 words: albeit, assertion, contrary, express, furthermore, however, in addition, outrageous, precious, preserve, proposal, reconsider, urge
- Tier 3 words: biodiversity, habitat, species
- Common exception words: build, exercise, interest, natural, often, particular, popular, purpose, recent, through
Resources included
- Model text PDF (plain, illustrated, annotated)
- Annotated and non-annotated PowerPoint slides
- Word cards and vocabulary match activities
- How to write a formal letter poster
- Discussion writing poster
- Margin planner for letter planning
- Writing skills check for proofreading and editing
- Images to support debate hook activities
Key teaching activities
- Hook: Show images of a woodland and a new development. Ask pupils to express their feelings and viewpoints.
- Read and analyse the model text: Identify formal letter features, layout and discussion writing elements.
- Vocabulary exploration: Investigate tier 2 and tier 3 words in context; complete vocabulary activities.
- Grammar focus: Teach suffix ‘-ous’ and fronted adverbials using targeted lessons and resource sheets.
- Debate a topical issue: Choose a local or class-relevant issue. Pupils create lists of opposing viewpoints and deliver short speeches using formal language.
- Plan and draft writing: Use the margin planner to structure letters, revisiting viewpoints and discussion language.
- Write and edit letters: Draft formal letters over several sessions. Use writing skills checks to proofread and focus on spelling, punctuation and structure. More confident pupils may draft replies showing opposing viewpoints.
Outcomes
By the end of this unit, pupils will be able to:
- Write a formal letter of protest about a topical or local issue
- Use fronted adverbials effectively in discussion writing
- Apply the suffix ‘-ous’ correctly in their own sentences
- Organise paragraphs around a theme and maintain consistent tense
- Use formal vocabulary and punctuation accurately
- Demonstrate understanding of opposing viewpoints through discussion or letter writing
This unit equips pupils with structured practice in formal letter writing while developing vocabulary, grammar and discussion skills in an authentic, real-world context.