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Whole Class shared reading and writing - Primary Resources

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					       National Literacy Strategy Teaching Objectives                                                                                             Weekly Plan.
       Name of Text:The Twits, The BFG, The Witches                                       Unit: Narrative Unit 1, Stories from significant authors.                  Year Group: 5       Term:      1 part 1    Week Beg:   5/11/07


                                                        Learning outcomes For Phase 1:                                                                                                               1998 Framework Objectives:
Prior Learning
                                                        Read stories by a significant children's author including a serialised class novel. Children express their                         Year 5, Term 1: T1 openings; T2 compare
Plan, tell and write complete stories with a            response with reference to other books they have read by the same author. Visualise setting, make                                  story structure; T3 presentation of
clear sequence of events and showing how one            predictions about plot and note story structure. Compare story openings and experiment with different                              characters; T4 links with author's
event leads to another; use detailed                    types of opening.                                                                                                                  experience; T9 active attitude towards
description and powerful verbs to evoke                 Learning outcomes For Phase 2:                                                                                                     reading; T10 evaluate books; T11
setting and portray characters.                         Explore aspects of an author's style by comparing themes, settings and characters in different stories.
                                                                                                                                                                                           experiment with story openings; T12 appeal
                                                        Focus on characterisation and make inferences about the author's perspective on a particular character.
                                                                                                                                                                                           of established authors; T14 map out texts;
Participate in group discussion by offering             Review conventions of dialogue: what it reveals about plot or character. Write a new scene for a story in
                                                                                                                                                                                           T15 write new scenes or characters.
reasons for their opinions supported by                 the style of the author.
evidence, summarising ideas, reaching                   Learning outcomes For Phase 3:
agreement and presenting ideas to an                    Explore the idea of a 'significant author' by collecting information about an author. Draw on children's own
                                                                                                                                                                                           S5 difference between direct and reported
audience.                                               responses, survey popularity in the class or school and collect background information. Children work                              speech; S7 how dialogue is set out.
                                                        collaboratively in groups to research an author of their choice and make a presentation to the class.
Talk about books by a favourite author,                 Learning outcomes For Phase 4:
explaining why they enjoy them and how and              Write a new story inspired by a favourite book or author. Include elements based on reading, for example
why the books were written.                             an interesting story opening or language used to create a particular comic or dramatic effect. Vary the
                                                        length of sentences to achieve particular effects.


Overall Unit Target:                                                                                                                                         Speaking, Listening, Group work, Drama Focus
Most children learn to:                                                             Spelling Targets.
(The following list comprises only the strands, numbered 1 through 12,
that are relevant to this particular unit.)                                         Spell words containing unstressed vowels                                 Read and compare stories by significant children's authors. Include at
                                                                                                                                                             least one serialised class novel and draw on children's wider reading for
3. Group discussion and interaction                                                                                                                          examples.
                                                                                    Know and use less common prefixes and
Plan and manage a group task over time using different levels of planning           suffixes such as im-, ir-, -cian
Understand different ways to take the lead and support others in groups                                                                                      Map and compare story structure in different stories. Compare story
Understand the process of decision making                                           Group and classify words according to                                    openings.
                                                                                    their spelling patterns and their meanings
7. Understanding and interpreting texts
                                                                                                                                                             Explore aspects of an author's style, for example themes, settings,
Infer writers' perspectives from what is written and what is implied
                                                                                    Sentence Structure and Punctuation.                                      typical characters. Make links with children's own reading habits and
Compare different types of narrative and information texts and identify how                                                                                  preferences. Look at different ways of presenting characters, for
they are structured                                                                 Blue emphasised text signifies end-of-year (EOY)
Explore how writers use language for comic and dramatic effects                     objectives within Mathematics and Early Learning Goals                   example dialogue, action, description, and discuss response.
                                                                                    (ELG) within Foundation Stage. In Years 1 to 6, Literacy
8. Engaging with and responding to texts                                            does not have end-of-year (EOY) objectives.
                                                                                                                                                             Explore meaning of text through prediction, visualisation and empathy
Reflect on reading habits and preferences and plan personal reading goals
Compare the usefulness of techniques such as visualisation, prediction and          Adapt sentence construction to different                                 with characters.
empathy in exploring the meaning of texts                                           text-types, purposes and readers
                                                                                                                                                             Develop particular aspects of written narrative: experiment with story
9. Creating and shaping texts                                                       Punctuate sentences accurately, including                                openings; write new scenes or characters into a familiar story in the
                                                                                    using speech marks and apostrophes                                       style of the author; organise scenes using paragraphs effectively.
Experiment with different narrative forms and styles to write their own stories

11. Sentence structure and punctuation

Punctuate sentences accurately, including using speech marks and
apostrophes

12. Presentation

Adapt handwriting for specific purposes, for example printing, use of italics




                                                                         T = Teacher.      C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc           OA = Other adult.           I = Independent.
National Literacy Strategy Teaching Objectives                                                                                     Weekly Plan.
Name of Text:The Twits, The BFG, The Witches                               Unit: Narrative Unit 1, Stories from significant authors.              Year Group: 5       Term:      1 part 1    Week Beg:   5/11/07

Phase 1                                   Children can express their opinion of a story with reference to other work by the same author.                                                         Phase 1: Reading and response.
                                          Children can visualise a setting and make predictions about events that might happen there.                                                            Introduce the unit by reading and
                                          Visualise a setting and make predictions about events that might happen there (discussion, questioning). Write                                         responding to a short story by an author
                                          alternative openings for a familiar story using, for example, dialogue, description or an event (marking and                                           with whom children are likely to be
                                          feedback).                                                                                                                                             familiar. Children read a variety of
                                                                                                                                                                                                 different books. (6 days)
Phase 2                                   Children can talk about the distinctive features of an author's style by referring to characters, themes, settings or                                  Phase 2: Analysis, response and writing
                                          use of language.                                                                                                                                       Explore aspects of the author's style by
                                          Children can write a new scene for a story in the style of the author. They can organise the scene into a sequence of                                  making generalisations about recurring
                                          paragraphs.                                                                                                                                            themes or settings, typical characters and
                                          (see also Grammar for writing, Year 5 unit 36                                                                                                          their use of language. Refer to stories
                                          Demonstrate understanding of an author's style by writing a new scene for a story in the style of the author;                                          read together and draw on children's
                                          scene is organised into a sequence of paragraphs (marking and feedback).                                                                               wider reading.(5 days)
Phase 3                                   Children can work effectively as part of a group to research a significant author and make a presentation to the                                       Phase 3: Speaking, listening and writing
                                          class.                                                                                                                                                 Explore the idea of a 'significant author'
                                          Grammar for writing, Year 5 unit 34                                                                                                                    by researching information about the
                                          Work as part of a group to research a significant author and make a presentation to the class; individuals take                                        author you are reading in class. Pose
                                          on a specific role in the group and play a role in planning what needs to be done and negotiating problems                                             questions for research. (4 days)
                                          (teacher observation, feedback from groups).
Phase 4                                   Children can write a complete story with a sequence of events arranged into paragraphs, linked with a range of                                         Phase 4:Writing
                                          connectives and varying sentence length                                                                                                                Introduce the writing task by asking
                                          (see also Grammar for writing), Year 5 unit 34                                                                                                         children to reflect on a favourite author
                                          Write a complete story with a sequence of events arranged into paragraphs, linked with a range of connectives                                          or text. They consider what it is that
                                          and using varying sentence length (marking and feedback against agreed success criteria).                                                              they like about it and use this as the
                                                                                                                                                                                                 starting point for their own writing (5
                                                                                                                                                                                                 days)
Spelling Objectives and                   Spelling Bank
Sentence Level Objectives                           Week 1:  To investigate, collect and classify spelling patterns in pluralisation,
                                                     construct rules for regular spellings, e.g. add s to most words; add es to most
                                                     words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when
                                                     y is preceded by a vowel, add s
                                                    Week 2: Know and use less common prefixes and suffixes such as im-, ir-, -cian
                                                    Week 3: To investigate, collect and classify spelling patterns in pluralisation, e.g.
                                                     change f to ves
                                                    Week 4: To identify word roots, derivations, and spelling patterns, e.g. sign,
                                                     signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order
                                                     to extend vocabulary and provide support for spelling.




                                                            T = Teacher.    C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc       OA = Other adult.           I = Independent.
National Literacy Strategy Teaching Objectives                                                                                Weekly Plan.
Name of Text:The Twits, The BFG, The Witches                          Unit: Narrative Unit 1, Stories from significant authors.              Year Group: 5           Term:      1 part 1    Week Beg:   5/11/07




Year Group 5                               Fiction Yr 5 N1                               Unit Novels and stories                         No. of Weeks                   4                  Core Text
                                                                                         by significant children’s
                                                                                         authors
Curricular Target:
   Speaking and Listening (S 1 – 4)                                        Text Level – reading (S 7 / 8)                                                        Text Level – writing (S 9 / 10)

          Plan and manage a group task over time                             Infer writers' perspectives from what                                                 Experiment with different narrative
           using different levels of planning                                  is written and from what is implied                                                    form and styles to write their own
                                                                               Understand underlying themes, causes                                                   stories Use different narrative
          Understand different ways to take the                               and points of view                                                                     techniques to engage and entertain the
           lead and support others in groups                                                                                                                          reader
           Understand and use a variety of ways to                            Compare different types of narrative
           criticise constructively and respond to                             and identify how they are structured                                                  Vary the pace and develop the viewpoint
           criticism                                                           Understand how writers use different                                                   through the use of direct and reported
                                                                               structures to create coherence and                                                     speech, portrayal of action and selection
          Understand the process of decision                                  impact                                                                                 of detail Select words and language
           making Consider examples of conflict                                                                                                                       drawing on their knowledge of literary
           and resolution, exploring the language                             Explore how writers use language for                                                   features and formal and informal
           used                                                                comic and dramatic effects Recognise                                                   writing
                                                                               rhetorical devices used to argue,
                                                                               persuade, mislead and sway the reader

                                                                              Reflect on reading habits and
                                                                               preferences and plan personal reading
                                                                               goals Read extensively and discuss
                                                                               personal reading with others, including
                                                                               in reading groups

                                                                              Compare the usefulness of techniques
                                                                               such as visualisation, prediction and
                                                                               empathy in exploring the meaning of
                                                                               texts Sustain engagement with longer
                                                                               texts, using different techniques to
                                                                               make the text come alive

Sentence Level (S 11)
                                                       T = Teacher.    C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc       OA = Other adult.               I = Independent.
National Literacy Strategy Teaching Objectives                                                                           Weekly Plan.
Name of Text:The Twits, The BFG, The Witches                     Unit: Narrative Unit 1, Stories from significant authors.              Year Group: 5       Term:      1 part 1    Week Beg:   5/11/07




          Punctuate sentences accurately, including using speech marks and apostrophes
          Use punctuation to clarify meaning in complex sentences Adapt sentence construction to different text-types, purposes and readers

     Word Level (S 6)
      Spell words containing unstressed vowels
      Know and use less common prefixes and suffixes such as im-, ir-, -cian
      Group and classify words according to their spelling patterns and their meanings
      Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words
      Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen

     Presentation (S 12)
      Adapt handwriting for specific purposes, for example printing, use of italics
      Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style

Key Outcome             To write a new story inspired by a favourite book or author.

Differentiate the outcome according to curricular targets and needs of the class.




                                                  T = Teacher.    C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc       OA = Other adult.           I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                           Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                     Unit: Narrative Unit 1, Stories from significant authors.                        Year Group: 5                 Term:             1 part 1       Week Beg:       5/11/07



Phase     Objectives                            Whole Class shared reading and writing.                             Whole Class – phonics, spelling, vocab.                 SEN                                                          Independent Group Tasks.                                     Plenary.         Evaluation
1                                                                                                                   and grammar.


Mon.      1. Present a spoken
          argument defending views
                                                Read the BFG in shared reading.                                     Create a list of singulars with                         Read a series of            Ask anyone to name                 Ask the children to           Provide a collection    Discuss our
                                                                                                                                                                                                                                                                                                                                    Formatted: Font: 5 pt
                                                Have extracts prepared from The Twits and The                       their plurals, either by                                                            Dahl books and they’ll             discuss which book            of Roald Dahl books.    Desert Island
          with evidence & making use                                                                                                                                        titles with the             come up with the old               they would like to            Which have children     book – which title
          of persuasive language. 8.            Witches for comparative purposes and introduce                      brainstorming, collecting over                                                                                                                                                                                  Formatted: Font: 7 pt
          Reflect on reading habits &                                                                                                                                       children and ask            favourites! Using                  read based on a set           read? Explain that      gets most votes?
                                                children to the “Dahl style.”                                       time or by using the lists below.
          preferences.                                                                                                                                                      them what they              Roald Dahl Official                of extracts that they         there is a radio
          T10 Write (talk) about a              The children needed to recap the different stories                  Invite children to group them                                                       Site encourage this                are given.                    program called          Discuss with the
          novel or a story e.g. to              that they have read. We looked at the different                     according to the way they add                           think each of               group of children to                                                                     children the
          describe, explain &
          comment upon it.                      aspects of the language understood.                                 and change their endings to                             the books could             make a case for                                                  Desert Island Discs:    reasons why this
          The children are beginning                                                                                accommodate the plural. Use                             be about.                   lesser known titles                The children to               famous people           is the case. List
                                                                                                                                                                                                                                                                                                                                    Comment [s2]: Children have found it
          to explain stories to each                                                                                                                                                                    during the Desert                  discuss in their              imagine themselves      some on the Flip
          other with success.
                                                Review The BFG as a text. Which children enjoyed the                ‘show me’ cards for s/es endings.                       Explain to the              Island discussion.                 groups how to                 on a desert island      chart.                             difficult to understand the idea of
                                                book? What reasons do they give for their answers?                  Children show the correct ending                        children that we                                               develop these ideas           with only a few
          re13 Show understanding               Would they recommend this book or want to try other                 in response to an oral word.
                                                                                                                                                                                                                                                                                                                                    pluralisation. We needed to spend extra time
          of a range of texts,                                                                                                                                              can produce a               With the children                  further in discussion         objects, incl ONE
                                                                                                                                                                                                                                                                                                                                    going through these spelling skills.
                                                Dahl titles? Make a list of other books written by Dahl             Individual whiteboards: children                                                    discuss what they                  time.                         book.
          selecting essential points
                                                                                                                                                                            verbal argument             think will be in each
          and using inference &                 – see a complete list at Roald Dahl Official Site in “The           attempt to apply taught rules in
          deduction where                                                                                                                                                   for and against             of the different                                                 Which Dahl title                                           Comment [s3]: Sent some examples home
                                                Works” Section. How many have the class read                        response to a given word. Cloze
          appropriate
                                                between them? Use the list to stimulate discussion                  passage featuring deleted                               any book we                 books. Discuss why                                               would they take &                                          for spelling homework. This will aid the
                                                                                                                                                                                                        this might be of                                                 why? Is that                                               children understand plurals.
                                                about Dahl’s books.                                                 plurals.                                                read based on               interest to others                                               particular title
                                                                                                                                                                            our own opinions.           who are a fan of                                                 suitable for Desert                                        Comment [s4]: We developed the children
                                                                                                                                                                                                        Roald Dahl.                                                      Island reading! It
                                                                                                                                                                                                                                                                         needs to be a book                                         knowledge of the different books by using
                                                                                                                                                                                                                                                                         they could read over                                       the blurb.
                                                                                                                                                                                                                                                                         & over
                                                                                                                                                                            SEN                         AA                                 MA (Teacher                   BA                                                         Comment [s1]: The children found this
                                                                                                                                                                            (TA Support)                                                   Support)                                                                                 difficult. We used the Roald Dahl website to
Tues.     7. Compare different                  Andrew Attenborough taught this lesson. These are notes fed         Use book blurbs research to                             The children to             Allow chn to select the            Children start                Children start          Produce a class                    list different books. The less able children
                                                                                                                                                                                                        book they chose as their
          narrative texts &                     back to me by Keeley E.                                             make a persuasive case for book                         produce a graph
                                                                                                                                                                                                        Dahl’s Desert Island book
                                                                                                                                                                                                                                           reading and creating          reading and creating    map of the BFG,                    were read to using pictures from a variety of
          identify how they are                                                                                                                                             based on the story                                             a “Story Map based            a “Story Map based      explain that a
          structured. 8. Reflect                As a class create a ‘Story Map’ for The BFG. The children were
                                                                                                                    titles.
                                                                                                                                                                            they have read.
                                                                                                                                                                                                        and to create a ‘Story
                                                                                                                                                                                                                                           on the story linked to        on the story linked     story can have
                                                                                                                                                                                                                                                                                                                                    his books.
                                                                                                                                                                                                        Map’ for it. Where are the
          on reading habits and                 able to work through the story clearly with the teacher. Hot                                                                Explain to the              highs, lows, the suspense,         the tasks set.                to the tasks set. ”     many conflicts and
                                                                                                                    The children to read from the                                                                                                                                                                                   Formatted: Font: 7 pt
          preferences. T8                       seating helped understanding. Work through the book together                                                                children that this will     conflicts and conclusions?                                       Model the use of a      resolutions linked
          Record predictions,                   and from memory extract the main events from each chapter.          IWB different blubs from the                            help them to write          At session end bring the           Children to comment           reading journal to      to different ideas.
                                                                                                                                                                                                        chn together to have a                                                                                                      Formatted: Font: 7 pt
          questions & reflections               Look at the contents ‘List of Chapter Headings’ to jog              different stories from Roald                            their own stories                                              on each choice and            note down ideas and
                                                                                                                                                                                                        look at the story maps.
          in a journal.                         memories. How could the story be represented as a                   Dahl. We looked at the work the                         later on in the next        Are there similarities?            say why they chose            thoughts as you go.     The children need
          re13 Show understanding               Rollercoaster? Steady climb to climax followed by resolution                                                                few weeks.                  Did Dahl use a tried and           that idea. The                Children developed      to be able to map                  Comment [s6]: Andrew went through the
          of a range of texts,                                                                                      children did yesterday in order
          selecting essential points
                                                and maybe the odd twist or turn! Where are the conflicts and
                                                                                                                    for them to understand the
                                                                                                                                                                                                        tested formula, a                  children worked on            own ideas linked to     out the story to                   features that Roald Dahl used in his stories
                                                complications and how are they resolved? Stress the                                                                                                     marvellous ‘story- writing         this with Andrew A.           the tasks set.          help them with
          and using inference &
                                                                                                                    importance of the blurb.They are                                                    potion’? What can we learn                                                                                                  to help the children understand the way the
          deduction where                       importance of a good story structure to the overall effect of                                                                                                                              Where did the                                         their own planning.
                                                                                                                                                                                                        from Dahl to make our
          appropriate                           the story on the reader.                                            to explain what they thought and                                                    stories as memorable?              evidence come from.           Make predictions                                           books were written.
                                                                                                                    the reasons why they would or                                                                                                                        about what might
                                                                                                                    would not buy that book.                                                                                                                             happen next.                                               Comment [s5]: The children have begun to
                                                                                                                                                                            SEN                         AA                                 MA (Teacher                   BA                                                         understand how the story can be shown by
                                                                                                                                                                            (TA Support)                                                   Support)                                                                                 pictures an visual map.
Wed.                                            Re-read the opening chapter of the The BFG, ‘The Witching           Get the children to                                     With the children           Using photocopied pages            With the children             Provide children with   Put on the board
          9. Vary the pace & develop the
          viewpoint through the use of
                                                                                                                                                                            highlight different         from their Dahl Desert             highlight the different
                                                                                                                                                                                                                                                                                                                                    Comment [s7]: Worked with the TA to
                                                Hour’ On the Interactive Whiteboard enlarge a copy look in                                                                                                                                                               photocopies of the      an opening to a
                                                                                                                    understand that variety in
          direct speech, portrayal of action
          & selection of detail.
                                                detail at how Dahl opens the story. Children worked from the
                                                                                                                                                                            phrases and their meaning   Island book ask the children
                                                                                                                                                                                                        to highlight description,
                                                                                                                                                                                                                                           actions of the story.
                                                                                                                                                                                                                                                                         opening pages of the    Roald Dahl book.                   understand the different elements around
                                                                                                                                                                            on an A3 sheet. Use                                            Highlight Action, dialogue
                                                                                                                    sentence type can create
          7. Compare narrative texts &
          identify how they are structured.     enlarged copy. We looked at the language faced by the work.                                                                 different colours for
                                                                                                                                                                                                        action & dialogue in three
                                                                                                                                                                                                                                           and description.              class book. Using 3     Analyse the                        mapping a story. 1:1 support given.
                                                                                                                                                                                                        different colours. Can some
                                                                                                                    interest in the reader.
          re13 Show understanding of a
                                                Remind the chn that the opening chapter is VERY important;                                                                  action and dialogue.        sentences be more than one
                                                                                                                                                                                                                                                                         different coloured      opening of the
          range of texts, selecting essential
          points and using inference &          some readers might not continue after it, the author must make                                                                                          type? Discuss any which            This will help the children   pencils highlight       Dahl story,
          deduction where appropriate
                                                people WANT to read on. Demonstrate how sentences can                                                                                                   children are unsure of. Look       understand the make up        description, action &   highlight.
                                                Describe (describe the setting), be Action (describe what’s         Go through different                                                                at the highlighted page.           of the sentences. See if
                                                                                                                                                                                                                                                                         dialogue. As a group
                                                                                                                                                                                                                                                                                                                                    Comment [s8]: We developed this by using
                                                                                                                                                                                                        What have we learnt about          they can pick out the
                                                happening!) or Dialogue (who’s saying what). Using three            sentence structures’ and how                                                        Dahl and the way he started        different clause types.       children should                                            the ideas from previous writing. We used
                                                different colours mark examples We developed the children
                                                                                                                    we use them. We developed
                                                                                                                                                                                                        his stories. Discuss the
                                                                                                                                                                                                        differences & similarities
                                                                                                                                                                                                                                                                         discuss sentences                                          the Robin Hood work.
                                                by looking at the difference in word usage.                                                                                                             between his stories. We
                                                                                                                                                                                                                                           Children were able to         which they are
                                                of each sentence type. What is the overall balance? Are there       this further.                                                                       needed to develop this
                                                                                                                                                                                                                                           highlight. Need to            unsure of.
                                                                                                                                                                                                        further in order to                develop text marking
                                                patterns?
                                                                                                                                                                                                        understand the writing.            skills first.
                                                                                          T = Teacher.    C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc                  OA = Other adult.                           I = Independent.
       National Literacy Strategy Teaching Objectives                                                                                                                   Weekly Plan.
       Name of Text:The Twits, The BFG, The Witches                                                           Unit: Narrative Unit 1, Stories from significant authors.                        Year Group: 5                Term:          1 part 1       Week Beg:     5/11/07




Thur      9. Vary the pace &
                                         Take another look at the highlighted                                   Look at a picture book of                               With the                      Using the picture books as stimuli, ask chilldren to plan a story opening for    With the children go
                                                                                                                                                                                                                                                                                                                      Comment [s11]: The children were able to
          develop the viewpoint                                                                                                                                                                       a fairy story or traditional tale using what they have learned from Dahl’s       through the planning
          through the use of             Dahl story openings created in the                                     a very familiar story                                   children share                writing. We will be looking at the three little pigs. Encourage children to      and discuss the best           plan using the planning grid and the shared
          direct & reported
                                         previous session. We looked at the                                     (fairy tales would work                                 plan the story                open the story in the same way that Roald Dahl did in their chosen book,         way to transfer the            writing. This has really helped them to
          speech, portrayal of                                                                                                                                          of the three                  eg Charlie and the Chocolate Factory starts with ’These two very old             planning into writing.
                                         different language types. Remind chn                                   well).                                                                                                                                                                                                understand the objectives. This worked to
          action & selection of                                                                                                                                                                       people are the father and mother of Mr. Bucket…’ so children could start         Explain to the
                                                                                                                                                                        little pigs.                                                                                                                                  show the children how to plan using other
          detail.
                                         that sentences have different                                                                                                  Explain to them
                                                                                                                                                                                                      their story in the same way with character descriptions, We had to go            children that we will
          10. Change the order                                                                                                                                                                        through the characters and how they were shown. “These three pigs are            pick up our own class          authors ideas.
          of material within a           purposes; some might even fulfil two.                                  We worked on some                                       how to do this in             the youngest piglets of Mr. and Mrs Pig…. ”. Chn re-read their planning          anthology later on in
          paragraph, moving the
                                         In the same way that Dahl used a                                       different fairy stories.                                detail.
                                                                                                                                                                                                      frequently to ensure that they are ‘getting the balance right!’ Developed        the phases.                    Comment [s12]: Developed the ideas that
          topic sentence.                                                                                                                                                                             the characterisations that Roald Dahl used.
          sp16 A range of                winning story structure he often                                       We used verbal changing                                                                                                                                                                               Roald D used in the opening of the story.
          punctuation, including                                                                                                                                                                                                                                                                                      This helped the children understand the
          commas, apostrophes &          opened his stories in a similar way.                                   to help the children.
                                                                                                                                                                                                                                                                                                                      objective better.
          inverted commas, is usually
          used correctly
                                         Characters need to be introduced,                                      ‘Share Write’ an opening
                                         settings described and the story                                       using a similar structure
                                         action moved along. Successful                                         to that used by Dahl for
                                         authors get the balance right!                                         The BFG.                                                                                                                                                                                              Comment [s9]: The children are beginning
                                                                                                                                                                        SEN                           AA                  MA (Teacher                             BA                                                  to understand the different styles that the
                                                                                                                                                                        (TA Support)                                      Support)                                                                                    author used. This has really helped the
Fri.      8. Compare the
                                         Revise previous sessions learning that                                 Using The BFG use the                                   With the childen              With the children read through                              The children to      Look at all the characters
                                                                                                                                                                                                                                                                                                                      children understand the planning task set.
          usefulness of                                                                                                                                                                                                                                                                created by Dahl What
                                                                                                                                                                        look at how they              what they have written. Get them                            discuss with the
          techniques such as             opening paragraphs are important as                                    first two chapters to                                                                                                                                                  range of characters did
                                                                                                                                                                                                                                                                                                                      Comment [s10]: We were able to use the
                                                                                                                                                                        can develop their                                                                                              Dahl use? Are there
          visualisation,
                                         they introduce characters and                                          study characters. What                                                                to edit their work and discuss it in                        teacher how
                                                                                                                                                                        knowledge of the
                                                                                                                                                                                                                                                                                       patterns in the
                                                                                                                                                                                                                                                                                                                      children’s ideas to develop a short part of
          prediction & empathy                                                                                                                                                                        detail. Explain to the children that                        they could           characters? - Normal
          in exploring the               setting to the reader. Tell children                                   do we learn about from                                  key words and link                                                                                             little boys and girls that     the story. This has helped them understand
                                                                                                                                                                        this into their               it is important that they edit their                        develop their        achieve amazing things,
          meaning of texts.
                                         that although Roald Dahl died many                                     the opening paragraphs?                                                                                                                                                                               the different outcomes in more detail.
          9. Understand how to                                                                                                                                          extended work.                work. Explain to the children that                          editing skills.      characters ugly on the

                                         years ago he is still working… Working                                 Sophie wears glasses…                                                                                                                                                  inside and the outside!        Displayed work around the classroom.
          vary pace & viewpoint                                                                                                                                                                       this was one of the elements picked                         Look at one          Highlight how the
          through the selection
                                         our imaginations! Read and developed                                   “She reached for her                                                                  up from the tray analysis.                                  piece of work
                                                                                                                                                                                                                                                                                       character descriptions
          of detail.                                                                                                                                                                                                                                                                   and settings would be
          7. Use evidence from           ideas from the paragraphs written.                                     glasses, steel rimmed and                                                             The children beginning to edit their                        and discuss how      very valuable to a book
                                                                                                                                                                                                                                                                                       illustrator! Vote for a
          a text to explain
                                         Read several opening paragraphs                                        very thick”. BFG                                                                      own work. This has developed in                             they could edit      class favourite, pair off
          ideas.
          re13 Show understanding of a   encouraging children to close their                                    “Wearing a long black                                                                 line with objectives.                                       it.                  characters and have them
                                                                                                                                                                                                                                                                                       compete against each
                                                                                                                                                                                                      Ask the children how they could
          range of texts, selecting
          essential points and using
                                         eyes and visualise the scenes and                                      cloak” (Chapter 2).                                                                                                                                                    other with the most
                                                                                                                                                                                                                                                                                       popular going through to
                                                                                                                                                                                                      edit their work. Ask the children                           Apply this to
          inference & deduction where
          appropriate
                                         characters he wrote about.                                             Create a list of                                                                                                                                                       the next round!
                                                                                                                                                                                                                                                                                                                      Comment [s13]: Used the editing grid in
                                                                                                                                                                                                      what would help then edit their                             own work
                                                                                                                descriptive phrases.                                                                  work better.
                                                                                                                                                                                                                                                                                                                      the backs of their books to show own editing
                                                                                                                                                                                                                                                                                                                      techniques. The children need to develop
                                                                                                                                                                                                                                                                                                                      these ideas further.

Extended Writing                         Objectives                                          Activity                                      Group 1                                   Group 2                              Group 3                                      Evaluation
                                                   To be able to write a                    The children to write the opening             The children to use their planning to
                                                                                                                                           convert the story into a Narrative
                                                                                                                                                                                     The children to use their planning
                                                                                                                                                                                     to convert the story into a
                                                                                                                                                                                                                          The children to use their planning to
                                                                                                                                                                                                                          convert the story into a Narrative story.
                                                                                                                                                                                                                                                                       Editing is the development process for next
                                                    descriptive opening from                 to the Roald Dahl style story.
                                                    their planning.
                                                                                                                                           story.                                    Narrative story.                                                                  week. The children need to understand the
                                                                                             They are to write about                                                                                                      Explain to the children how this can be
                                                   To be able to use their                                                                Explain to the children how this can
                                                                                                                                                                                     Explain to the children how this     completed using the different sentence       importance of working on the editing. The
                                                                                             The children need to look at                  be completed using the different
                                                    planning to convert a fairy                                                            sentence structures looked at.            can be completed using the           structures looked at.                        children need to make sure they follow the
                                                    tale into a Roald Dahl type              paragraphs to aid writing.                                                              different sentence structures
                                                    story.                                   Discuss the impact of overuse of              Get the children to visualise a setting   looked at.                           The teacher to work with the less
                                                                                                                                                                                                                                                                       editing sheet on their tables linked to COPS   Comment [s14]: Children developed ideas
                                         wc9 Writing is varied and interesting, conveying
                                                                                             action, description or dialogue on
                                                                                                                                           and make predictions about events
                                                                                                                                           that might happen there (discussion,
                                                                                                                                                                                                                          able. The children need work with            work.                                          from the planning well. Used ICT to develop
                                         meaning clearly in a range of forms for different
                                                                                                                                                                                     Visualise their work in line
                                         readers, using a more formal style where            the reader. What is the effect of             questioning). This will help them to be
                                                                                                                                                                                     with what they have written.
                                                                                                                                                                                                                          a scribe to expand their planning                                                           further.
                                         appropriate                                                                                       able to alternative openings for a                                             for development of their writing.
                                                                                             changing the order of sentences               familiar story using, for example,        Get the children to discuss
                                                                                             within the paragraph?                         dialogue, description or an event                                                                                                                                          Comment [s15]: The children were able to
                                                                                                                                                                                     in response partners.
                                                                                                                                           (marking and feedback).
                                                                                                                                                                                                                                                                                                                      write a detailed story. Need to focus on
                                                                                                                                                                                                                                                                                                                      paragraphing.
                                                                                              T = Teacher.     C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc                  OA = Other adult.                      I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                                 Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                           Unit: Narrative Unit 1, Stories from significant authors.                   Year Group: 5            Term:          1 part 1      Week Beg:       5/11/07



Phase     Objectives                     Whole Class shared reading and writing.                         Whole Class – phonics, spelling, vocab. and grammar.                     SEN                  AA                           MA (Teacher                   BA                                Plenary.         Evaluation
2
                                                                                                                                                                                  (TA Support)                                      Support)
Tue       4. Reflect on how working in
          role helps explore complex
                                         Tell chn that seeing the story through the eyes of a
                                         character and feeling what they feel is a very important
                                                                                                         With the children track the BFG’s character through the story
                                                                                                         and ask the children to see how the character changes as the
                                                                                                                                                                                  Share write          The children are to use
                                                                                                                                                                                                       extracts to write phrases
                                                                                                                                                                                                                                    The children are to use
                                                                                                                                                                                                                                    extracts to write phrases
                                                                                                                                                                                                                                                                  Give the children visual
                                                                                                                                                                                                                                                                  aids from the story and
                                                                                                                                                                                                                                                                                               With the children
                                                                                                                                                                                                                                                                                               Hot seat different                 Formatted: Font: 5 pt
Day 1
          issues. 8. Compare             part of reading & enjoying books. With the children hot         story develops. The children are to take special note of this as         from pictorial       that track the BFG’s         that track the BFG’s          link it into the work        members of the
          usefulness of techniques       seat and devise the reading for guided reading sessions         they are to develop their own ideas as to how the character                                   character throughout the     character throughout the      studied. How do the          class and ask                      Formatted: Font: 5 pt
          such as visualisation,         based on the BFG book. With the children assess the work        changes and why.
                                                                                                                                                                                  evidence how         book.                        book.                         pictures tell us about the   questions linked to
          prediction & empathy in        that they are looking at. Revisit the BFG ‘Story Map’                                                                                    the BFG acts.        The children to be given                                   changing character of the    how the BFG                        Comment [s18]: Children used the story
          exploring the meaning of       created in week one on Tuesday. Remind chn that the story       What makes the BFG change in his thoughts?                                                    the BFG story and to         The children to read          BFG?                         reacted to
          texts.                         uses suspense, conflict & resolution to maintain interest.      Look at the way the character changes.                                                        annotate the character as    through the next two                                       different                          from the Internet to show their
          9. Vary the pace & develop     Think about the BFG at each key point in the story. What        How does he interact with the characters in the story?                                        he develops.                 chapters and discuss the      Read through the story       characters.                        understanding. We looked at the giants and
          the viewpoint through the      might he be thinking? How might be feeling? Show the            Need to read through the story in story time. Explain to the                                  Children to write a          changing developments in      with the characters and
          use of direct & reported       children this within a question class session. Encourage chn    children how the character acts.                                                              paragraph about what they    the story. Explain to the     explain to them how the      Children track the                 how we could perhaps develop our own giant.
          speech, portrayal of action    to use the text as evidence. Explain that we can empathise      Still using the Dahl’s Desert Island books ask children to use                                have learned in the story    children that they need to    characters develop. Get      character on the
          & selection of detail.         with characters by looking for clues in the descriptions of     the character they chose in the previous session and to collect                               about the BFG. Back this     infer meaning from the        the less able to become a    board.                             Formatted: Font: 5 pt
          dr24 Reflect how working in    their appearance, but also by looking at their actions &        more evidence, finding descriptive phrases or incidents that tell                             up with evidence studied.    texts.                        character.
          role helps to explore          words. Highlight examples using enlarged pages from book.       us more about their chosen character. Children think about
                                                                                                                                                                                                                                                                                                                                  Formatted: Font: 5 pt
          complex issues                 Try to include some simile eg “She was trembling like a leaf    what they have learned about that character from reading all
                                         in the wind, and, a finger of ice was running up & down the     the descriptions, e.g. “All at once a huge tear rolled down and
          wc10 Vocabulary is             length of her spine” p24.                                       fell with a big splash on the floor. It made quite a puddle!”                                                                                                                                                            Comment [s17]: Children able to track the
          imaginative and is used                                                                                                                                                                                                                                                                                                 characters ideas throughout the whole story.
          precisely
                                                                                                                                                                                                                                                                                                                                  Much clearer use of the children’s ideas in
                                                                                                                                                                                  SEN                  AA                           MA (Teacher                   BA
                                                                                                                                                                                                                                                                                                                                  text recognition and own feelings.
                                                                                                                                                                                  (TA Support)                                      Support)
Wed.      9. Vary the pace &             Think about the characters studied                              ‘The Bloodbottler’ chapter 9 describes                                   Share write a        Chn imagine that a new giant had visited                   The children use             With the                           Formatted: Font: 5 pt
Day 2     develop the viewpoint                                                                                                                                                                        the BFG’s cave that day. They should                                                    children share
                                         in the last two sessions. Discuss                               the Bloodbottler & the action using                                      description of                                                                  visual maps
          through the use of
                                                                                                                                                                                                       name the giant, opening the account with                                                their ideas.                       Formatted: Font: 5 pt
          direct & reported              which had leading roles and which                               complex sentences. Highlight examples                                    the new giant.                                                                  linked to
                                                                                                                                                                                                       the line: “Look out!” cried the BFG. “It’s                                              Use                                Comment [s16]: The children worked on the
          speech, portrayal of           had smaller supporting roles. The                               eg “the Bloodbottler, still holding the                                                                                                                  different parts
          action & selection of                                                                                                                                                                        the _________ !” Chn write one                                                          developments
                                         children found this difficult we                                BFG by the arm, was examining the                                                                                                                        of the giants                                                   different texts. They were able to develop
          detail. T7 Use                                                                                                                                                                               paragraph describing the giant’s                                                        about how
          connectives to link            related it back to Roald Dahl. Point                            rows & rows of bottles” (see                                                                                                                             body.                                                           their ideas using the text marking
                                                                                                                                                                                                       appearance, making good use of similes &                                                they could
          clauses within                 out that Dahl often based his                                   resources).                                                                                   imagery to aid the reader’s imagination.                                                incorporate                        techniques.
          sentences & to link
          sentences in longer
                                         characters around people who knew –                                                                                                                           Encourage them to include some complex                                                  what they                          Formatted: Font: 5 pt
          texts. T6 Investigate          he based one of the witches in The                              Use Grammar for Writing p104 & play                                                           sentences using conjunctions. The                                                       have learned
                                                                                                                                                                                                       children used different parts of the                                                    so far in their                    Formatted: Font: 5 pt
          clauses.                       Witches on his mother! As he was                                the “adding conjunctions” activity
          wc10 Vocabulary is                                                                                                                                                                           body to help them. Chn then go on to                                                    own story.
          imaginative and is used        nearly 2 metres tall maybe he was                               starting with text related clause, “ The                                                                                                                                                                                 Comment [s21]: Children were able to use
                                                                                                                                                                                                       describe the giant’s actions in the cave &
          precisely
                                         the friendly giant?                                             Giant strode into the cave….”                                                                 interaction with the BFG and Sophie.                                                                                       class planning and individual support groups to
                                                                                                                                                                                                       Remember this is still part of the overall                                                                                 develop their writing.
                                                                                                                                                                                                       description of the character!
                                                                                                                                                                                                                                                                                                                                  Comment [s20]: The children were able to
                                                                                                                                                                                  SEN                  AA                           MA                            BA (Teacher
                                                                                                                                                                                                                                                                                                                                  identify with the new character in the story.
                                                                                                                                                                                  (TA Support)                                                                    Support)
                                                                                                                                                                                                                                                                                                                                  Children understand the idea that sometimes
Wed.      11. Punctuate sentences        Model how dialogue (what is said by                             Look at an enlarged copy of the BFG/Sophie                               Share write          Get the children to          Get the children to           Using part of dialogue       Go through the
Day 3     accurately including           characters) gives the reader valuable clues                     dialogue printed without the appropriate                                                      extend their story of        extend their story of         (see resources ) ask         correct use of                     introducing a character is a whole chapter,
                                                                                                                                                                                  three correct        the new Giant entering       the new Giant entering
          using speech marks. 8.         about characters, about how they are feeling                    punctuation for direct speech.                                                                                                                           the chn to read the          speech in the                      we can state what that character is like by
          Compare the                                                                                                                                                             sentences using      the BFG book. They are       the BFG book. They
                                                                                                                                                                                                                                                                  passage & punctuate          children’s work..
                                         & their relationship with other characters.                                                                                                                   to use the correct           are to use the correct                                                                        providing actions.
          usefulness of
                                         Reading part of We read through some extra                      Tell the chn that direct speech records the                              speech.              conventions of speech        conventions of speech
                                                                                                                                                                                                                                                                  the direct speech            Explain to them
          techniques such as                                                                                                                                                                                                                                      correctly. We                that this is
                                         stories to show speech development. ‘The                        things that are actually said. We looked at the                                               to carry the story           to carry the story                                                                            Comment [s19]: The children found this
          visualisation, prediction                                                                                                                                                                    forwards. The children       forwards. The children        displayed the dialogue       really important
                                         Great Plan’ chapter 15 of The BFG highlight                     module from grammar for writing. We need to                                                                                                                                                                              concept difficult to understand. We looked
          & empathy in exploring                                                                                                                                                                       were able to use the         able to develop their         sheet to show the            for them to be
                                         how Sophie’s mood changes from disgust to                       extend this during tomorrow’s session. Use
          the meaning of texts.                                                                                                                                                                        speech correctly in the      extended work in their        children how this has        able to develop                    at different books by Roald Dahl. This
          sp16 A range of                anger to excitement. How does having some                       Grammar for Writing p108 to discuss and model                                                 story.                       stories as looked at.         been put together.           their ideas
          punctuation, including         empathy with a character help us understand                     the use of correct punctuation. Start to add the                                                                                                                                                                         helped the children understand that
                                                                                                                                                                                                                                                                  Get the children to          further.
          commas, apostrophes &
                                         them & also to read with expression? The                        punctuation for speech in the right places.                                                   Development of correct       Development of correct        extend their                 Children are                       different ideas come from different sources,
          inverted commas, is usually
          used correctly                 children were able to understand the                                                                                                                          speech in the story is       speech in the story is        descriptions using           beginning to                       no matter how strange.
                                                                                                                                                                                                       vital. Mark against this.    vital. Mark against           speech correctly.            understand how
                                         development of empathy in the stories.                          Make a list of reporting clauses on the flip chart.
                                                                                                                                                                                                                                    this.
                                                                                                                                                                                                                                                                                               speech is put in
                                                                                                                                                                                                                                                                                               documents.



                                                                                          T = Teacher.          C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc             OA = Other adult.                  I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                        Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                  Unit: Narrative Unit 1, Stories from significant authors.                     Year Group: 5               Term:         1 part 1    Week Beg:     5/11/07




Thur       To be able to plan           Explore the author's use of language by rereading extracts and asking children to recall memorable                    TA to work with             The children use the          The children use the      Work with the           Review some
Day 4      a story to continue          phrases. Look at examples of the use of language for comic and dramatic effects and consider                                                      planning grid to              planning grid to
                                        whether this is typical of a particular author's style. The children develop the ideas of speech use
                                                                                                                                                              the children to             develop their scene           develop their scene
                                                                                                                                                                                                                                                  children to             good ideas
           a scene from a well
                                        in their work. We went through the correct use and displayed our findings. The children have to                       scribe a plan to            linked to the story           linked to the story       create a story          linked to the
           know author.
           Sl14 Listen attentively to
                                        do the seven point check before writing out their speech. We used this to check through our work                      develop their               The BFG.                      The BFG.                  board. Explain          planning of the
                                        for themselves.
           what others say asking                                                                                                                             ideas in line with          Get the children to           Get the children to
                                                                                                                                                                                                                                                  to the children         tasks set.
           questions to develop ideas
           & make contributions that    Get the children to demonstrate how to use what they have learned about the author's style to plan                    their IEP’s.                swop with their               swop with their           that they will be       Explain to the
           take account of others’
           views
                                        and write a new scene for the class novel. The children carried on writing the next part of the                                                   response partners             response partners         working                 children that
                                        story for the BFG and the new giant. The children need to develop this further. They need to use                                                  how they might                how they might
                                        paragraphs in their work in order to improve accuracy. Demonstrate how to use paragraphs                                                          improve their work.           improve their work.
                                                                                                                                                                                                                                                  independently on        they need to             Comment [s24]: We worked on this in detail
                                        effectively to organise events in the scene. Children write their own scenes. Read examples aloud                                                                                                         their planning to       develop their            in the plenary. A worthwhile session with
                                        and discuss successful ways that children have taken on the author's style.                                                                                                                               develop own             ideas to include         many comments and questions from the
                                        The children use the planning grids to plan the story of their new scene to The TwitsBFG. We
                                                                                                                                                                                                                                                  ideas.                  humour and               children.
                                        carreid on with the BFG due to the TWITS not being covered linked to the INSET day.The                                                                                                                                            detail.
                                        children to pick a point in the story where The Twits have done something stupid. The new scene                                                                                                                                                            Comment [s22]: The children are beginning
                                        will require an introduction----build up-----conflict/climax-----resolution.                                                                                                                                                                               to use their own planning grids in order to
                                                                                                                                                                                                                                                                                                   write detailed plans. We now need to develop
                                                                                                                                                                                                                                                                                                   speed and accuracy. The less able children
                                                                                                                                                              SEN                         AA                            MA (Teacher               BA                                               still need grid support. We tried to give
                                                                                                                                                              (Teacher                                                  Support)                                                                   them no grids and this produced some issues.
                                                                                                                                                              Support)                                                                                                                             We need to develop further these ideas.
Fri.       To be able to edit           Plan a group activity researching other authors and            Show the children a number of good                     Support the less            Children to write a           Children to write a       The children to work    Play back some of the
                                                                                                                                                                                                                                                                                                   Comment [s23]: The children were able to
Day 5      work.                        making a presentation about what makes them                    books that they have read from their                                               radio broadcast for           radio broadcast for       with the teacher to     recordings and allow
           re14 Retrieve and collate    'significant'. Children are responsible for assigning roles    choices. Read the blurb on the back of
                                                                                                                                                              able by helping             their favourite book.         their favourite book.     discuss their           the children the time    work through with their ideas in order to
           information from a range     within the group, planning how to carry out the research       each of the books. What instantly                      them record                 The children to               The children to           favourite books.        to listen to others
                                                                                                                                                                                                                                                                                                   develop the correct use of the planning this
           of sources
                                        and negotiating problems. They report back to the class        captures the children’s imagination?                   sentences and               record these and set          record these and set      Explain to the          and their views on
                                                                                                                                                                                                                                                                                                   helped them develop further. We need to
                                        about favourite books and a range of background                How can we use this?                                                               them up as pod casts.         them up as pod casts.     children that need to   their favourite books.
           it25 Choose and integrate
           elements into a              information about the author.
                                                                                                                                                              playing it back             The children to redo          Get the more able         be able to record       Develop this further     make sure the children understand this and
           presentation                                                                                Explain to the children that reading                   to them.                    and reedit their work         children to develop       themselves using the    and post on the
                                                                                                                                                                                                                                                                                                   can use this more readily.
           it26 Create, organise and
                                        Get the children to decide what makes a good book and          and reporting back on our favourite                    Improve their               verbally. They are to         their podcasts and        pod-casting system.     website.
                                        how they can use this information into their writing.          book is really important. Develop the                                              use the ideas to              show them this work
           re-organise sounds
                                                                                                       speaking and listening element of this
                                                                                                                                                              S/L by                      develop their writing.        on the website.
                                                                                                       part of the unit.                                      developing                  Explain to the                Explain to the
                                                                                                                                                              ideas.                      children that this is         children that this is
                                                                                                                                                                                          really important for          really important for
                                                                                                                                                                                          them to sell the book         them to sell the book
                                                                                                                                                                                          to other children so          to other children so
                                                                                                                                                                                          they can share their          they can share their
                                                                                                                                                                                          experiences.                  experiences.




Extended Writing                        Objectives                                Activity                                         Group 1                               Group 2                            Group 3                                    Evaluation
                                                The children can write a         The children write the new scene to              The children write the                The children write the new         BA:
                                                 complete scene written           the twitsBFG. They are to read                   new scene to the story                scene to the story and work on     The children write the new scene
                                                 into paragraphs, linked          through their work and add together              and work on evaluating                evaluating each others work.       to their story.
                                                 with a range of                  the improvements that they could                 each others work. The Go
                                                 connectives and varying          make.                                            group have produced some              Much better use of planning        SEN:
                                                 sentence length.                                                                  excellent focussed                    grids. The children focussing      The children write the conflict                                                        Comment [s25]: We focussed on the use of
                                        wc9 Writing is varied and interesting,                                                     writing. This has enabled             on their work and writing with     and resolution to their stories and
                                        conveying meaning clearly in a range of                                                    the children to work and              greater accuracy. Focus on         share write.
                                                                                                                                                                                                                                                                                                   speech marks. We also developed the ideas
                                        forms for different readers, using a
                                                                                                                                   be accurate with their                writing paragraphs and link it                                                                                            linked with paragraphing the work looked at.
                                        more formal style where appropriate
                                                                                                                                   work. Focus on writing                in to the work completed on
                                                                                                                                   paragraphs and link it in             verbal stories.                                                                                                           Comment [s26]: The children have been
                                                                                                                                   to the work completed on                                                                                                                                        able to work independently to put together
                                                                                                                                   verbal stories.
                                                                                                                                                                                                                                                                                                   complete sentences.
                                                                                   T = Teacher.        C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc               OA = Other adult.                    I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                         Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                   Unit: Narrative Unit 1, Stories from significant authors.                       Year Group: 5            Term:        1 part 1     Week Beg:    5/11/07



Phase     Objectives                     Whole Class shared reading and writing.                  Whole Class – phonics, spelling, vocab. and grammar.                    SEN                       AA                        MA (Teacher               BA                          Plenary.      Evaluation
3
                                                                                                                                                                          (TA Support)              (Groups of 4)             Support)                  (Groups of 4)
Mon.      6. Group & classify            Some authors use comic language to add                   In The BFG Dahl gave the BFG some                                       The children to share     Tell chn that they are going to create a Dahl       With the                Go through
Day 1     words according to             drama and humour. Tell chn that this is                  interesting things to say, some of which were                           write their own           Dictionary with lots of made up words (some of                              with the
          their spelling patterns                                                                                                                                         dictionary and use        which he didn’t have time to create before he
                                                                                                                                                                                                                                                        children work on
                                         typical of Dahl’s style! He even makes up                deliberately spelt wrong for effect! Using                                                                                                                                    children how
          and their meanings. W1                                                                                                                                          this to explain           died) & their definitions. Dahl was very clever     the meanings of
                                         words for effect! With chn working in                    the (see resources) ask chn in pairs with                                                                                                                                     we could
          Identify mis-spelt                                                                                                                                              different words. Link     because even though some of his words were          new words.
          words. W13 Compile             pairs looking through the collected Dahl                 dictionaries to find the correct spelling of                            this back to children’s   invented readers could still understand; eg                                 develop their
          own class dictionary           texts ask chn to find invented words and                 the words. Also highlight how the BFG                                   spelling strategies.      jipping and skumping could have been created
                                                                                                                                                                                                                                                        Explain how this        ideas further.
          using personally               record them on the f/c chart when they                   doesn’t use standard English, study and then                                                      from skipping and jumping! A sizzlepan could be     develops our
          written definitions.           do.                                                      correct examples eg I is making – I am                                                            something like a frying pan which would sizzle      spelling skills.
          sp15 Words with complex                                                                                                                                                                   with sausages in it! Chn make up their own
          regular patterns are usually                                                            making.
                                                                                                                                                                                                    words, create a definition for it and illustrate
          spelt correctly
                                                                                                                                                                                                    before adding it to the ‘Dahl’s Dictionary of
                                                                                                                                                                                                    Definitions.’
                                                                                                                                                                          SEN                       AA                        MA (Teacher               BA
                                                                                                                                                                          (TA Support)                                        Support)
Tues.     8. Compare the                 Roald Dahl has been voted the UK’s favourite             Look at short sections of Dahl’s books in film                                                    With the children watch extracts from different videos. Give them           Take a vote on
Day 2     usefulness of                  author; he is one of the world’s most significant        formats (see websites) but before watching the                                                    extracts from the books and as a class comment on the difference.           one Dahl text
          techniques such as             chn’s authors. But what is a ‘significant author?’       introductions of each read the book versions. After                                               Explain to the children that films sometimes have a different feel to the
                                                                                                                                                                                                                                                                                that is now a
          visualisation; prediction      What do chn enjoy about Dahl? How popular are            each clip discuss the similarities and more                                                       books because they are one persons interpretation of a story. Like our
          & empathy in exploring         his books? Which is his most popular book in the         importantly the differences. Would Dahl have                                                      minds may interpret picture and images differently.                         film. Which is
          the meaning of texts.          school? Which are best sellers? Which won                approved of the new Charlie and the Chocolate                                                                                                                                 better, film or
          Compare how a common           awards? Which have become block-busting                  Factory? Do the pictures on the scene match those                                                 Children use white boards to comment.                                       book?
          theme is presented in          Hollywood films? Use websites below (scroll              that Dahl paints in our heads? Which do chn prefer?
          other media.                   down) to find out more.
          re13 Show understanding
          of a range of texts,
          selecting essential points
          and using inference &
          deduction where
          appropriate


                                                                                                                                                                          SEN                       AA                        MA                        BA (Teacher
                                                                                                                                                                          (TA Support)                                                                  Support)
Wed.      Explore the idea of a          With the children read through the                       Put a list of subordinating conjunctions on display, eg                 Scribe the                The children to           The children to           The children to         With the
Day 3     'significant author' by                                                                 after, although, as, as if, as long as,
          researching
                                         website biography of Roald Dahl.                         before, if, in case, since, unless, when(ever),
                                                                                                                                                                          information onto          use the planning          use the planning          be given short          children go
          information about the          Get the children to note down                            where(ever), whereas. Start with a main clause,                         the planning              grids to                  grids to                  paragraphs              over the
          author you are reading         interesting facts about him when he                      eg we didn’t wear our coats and ask the children in                     grids for the             research from             research from             about Roald             Internet
          in class. Pose questions                                                                turn to make up subordinate clauses to
          for research.
                                         was younger before he started                            precede the main clause, eg Before it was cold, we
                                                                                                                                                                          children to be            the text given            the text given            Dhal. Explain to        version of
          re13 Show understanding        writing. Remind the children that                        didn’t …, Unless it was cold, we didn’t                                 able to look at.          and to input the          and to input the          the children            Roald Dahls
          of a range of texts,
          selecting essential points
                                         Roal Dahl actually won first prize at                    …, Wherever we went we didn’t …, In case it got                                                   relevant                  relevant                  that they will          life. How
                                                                                                  hot, we didn’t … When they say the
          and using inference &          Cadbury’s for writing.                                   sentence, they should insert the comma with a curled
                                                                                                                                                                                                    information onto          information onto          develop the             could we add
          deduction where
          appropriate                                                                             finger and the rest of the children spot the                                                      the grids.                the grids.                biography               to our own
          re14 Retrieve and collate
                                         Remind the children that we will be                      verb in the subordinate clause.                                                                                                                       tomorrow with           work?
          information from a range of    writing a biography to go with our                       Grammar for writing, Year 5 unit 34
                                                                                                                                                                                                    Tomorrow use              Tomorrow use              the Internet to
          sources
                                         work on this author.                                                                                                                                       laptops to                laptops to                help them add
                                                                                                                                                                                                    improve                   improve                   information.
                                                                                                                                                                                                    accuracy of               accuracy of
                                                                                                                                                                                                    data.                     data.




                                                                                   T = Teacher.         C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc                 OA = Other adult.                I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                         Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                   Unit: Narrative Unit 1, Stories from significant authors.                    Year Group: 5            Term:         1 part 1     Week Beg:    5/11/07




Thur       Explore the idea of          Some authors use comic language to add drama and humour. Tell chn that this is typical of Dahl’s                       The children              The children are to plan     The children are to     The children to          With the
Day 4      a 'significant               style! He even makes up words for effect! With chn working in pairs looking through the collected                                                a biography linked to        continue to plan a
                                        Dahl texts ask chn to find invented words and record them on the f/c chart when they do.
                                                                                                                                                               share plan using          the author of Roald          biography linked to
                                                                                                                                                                                                                                              continue to plan         children explain
           author' by
                                                                                                                                                               the information           Dahl. They are to use        the author of Roald     using the                to them that
           researching                  In The BFG Dahl gave the BFG some interesting things to say, some of which were deliberately                           given to them.            the laptops for              Dahl. They are to       planning grid            they have
           information about            spelt wrong for effect! Using the (see resources) ask chn in pairs with dictionaries to find the                                                 information and the          use the laptops for
           the author you are           correct spelling of the words. Also highlight how the BFG doesn’t use standard English, study and
                                                                                                                                                               Work together             shared text given. This      information and the
                                                                                                                                                                                                                                              given about              completed a
           reading in class.            then correct examples eg I is making – I am making.                                                                    with the                  text is to be used to        shared text given.      Roald Dahl and           planning grid.
           Pose questions for                                                                                                                                  children and              help them plan the           This text is to be      who he was.              Give them more
                                                                                                                                                                                         information needed to        used to help them
           research.                    With the children continue the research into the author called Roald Dahl. Give them the laptops                       decide how they           write the biography in       plan the information
                                                                                                                                                                                                                                              Give them                information for
           re14 Retrieve and collate    and a saved file in the common directory. Explain to the children that they are going to plan a non-
           information from a range     fiction biography of the author Roald Dahl. They are to use the different ideas looked at over the
                                                                                                                                                               could interpret           the extended writing         needed to write the     simplified texts         them to add.
           of sources                   last few weeks in order to get an understanding of the author.                                                         the information.          session.                     biography in the        to help.                 Share ideas as a
           wc9 Writing is varied and                                                                                                                                                                                  extended writing
           interesting, conveying                                                                                                                                                                                     session.
                                                                                                                                                                                                                                                                       class.
           meaning clearly in a range
           of forms for different
           readers, using a more
           formal style where
           appropriate


                                                                                                                                                               SEN                       AA                          MA (Teacher              BA
                                                                                                                                                               (TA Support)                                          Support)
Fri.       6. Group & classify          Re-Read the Biography of Roald Dahl from the Internet            With the children look at the                         With the                  Develop the ability to      The children swap        The children edit and    Read out a good piece
Day 5      words according to           and text mark the explanatory sentences and how they             techniques used for spelling key words                                          write clear individual      their books with their   discuss work looking     of edited work and
                                        are used to make the text even more accurate. Explain            correctly.. Explain to them how this is
                                                                                                                                                               children focus            sentences from work         response partners and    at how they could        explain why this is a
           their spelling
                                        to the children how this works to improve the overall            covered.                                              on keywords and           completed.                  edit, comment and        improve their writing.   good piece of work.
           patterns and their           text types.                                                                                                            sentence                                              review work
           meanings. W1                                                                                  Show example of child’s work and                                                The children swap           completed so far.        Discuss why this
           Identify mis-spelt           Remind the children how to improve their work and                correct with the children.
                                                                                                                                                               structure work            their books with their                               process is useful. Get
           words. W13                   remind them that self editing is vital. The children are                                                               linked to IEP’s           response partners and                                the children to
           Compile own class            to decide how to develop their own writing in line with          Make a key skills checklist.                                                    edit, comment and                                    reflect what they
                                        the high expectations.                                                                                                                           review work                                          have learned so far.
           dictionary using
                                                                                                                                                                                         completed so far.
           personally written
           definitions
           sp15 Words with complex
           regular patterns are
           usually spelt correctly




Extended Writing                        Objectives                                  Activity                                        Group 1                               Group 2                          Group 3                                  Evaluation
                                              To be able to explore the idea       The children are to write a biography           Children use the planning to          Children use the planning to     Children use the planning to be
                                                 of a 'significant author' by       about what they have found out linked           be able to write the                  be able to write the             able to write the biography in the
                                                 researching information about
                                                                                    to the author. They are to use the              biography in the correct              biography in the correct         correct layouts.
                                                 the author the children are
                                                 reading in class.                  information researched to help them.            layouts.                              layouts.
                                                Pose questions for research.       Remind the children that this is not a                                                                                 TA support.
                                                Children able to write a           story and in fact it needs to reflect                                                 Teacher support                  Scribed.
                                                 biography.                         the language of a report. Remind the
                                        re14 Retrieve and collate information
                                                                                    children that writing to the genre is
                                        from a range of sources
                                                                                    extremely important.
                                        ha8 Handwriting is joined clear and
                                        fluent and, where appropriate, is adapted
                                        to a range of texts




                                                                                     T = Teacher.       C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc             OA = Other adult.                  I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                                Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                          Unit: Narrative Unit 1, Stories from significant authors.                      Year Group: 5            Term:         1 part 1     Week Beg:      5/11/07



Phase     Objectives                           Whole Class shared reading and writing.                   Whole Class – phonics, spelling, vocab. and grammar.                    SEN                     AA                          MA (Teacher                 BA                            Plenary.     Evaluation
4
                                                                                                                                                                                 (TA Support)            (Groups of 4)               Support)                    (Groups of 4)
Mon.      Spell words containing               Consider again what it is that they & millions of         Discuss common themes in Dahl stories, one of the                       The children            The children to think       The children to think       Give the children         Children need
Day 1     unstressed vowels                    other readers around the world like about the             main characters is often an ordinary girl or boy,                                               of a story they could       of a story they could       support with their        to create a
                                               works of Roald Dahl. Is it the story structures           other characters may be extraordinary, magical or
                                                                                                                                                                                 share write the         write about a child         write about a child         planning using picture
                                                                                                                                                                                                                                                                                           story plan.
          Compare different                    and themes he used? The colourful characters,             make believe! Model the planning of a simple story                      planning for            giving that child a         giving that child a         references. Ask the
          types of narrative and               based loosely on people he once knew? The                 (take a look at a real Dahl draft at Charlie Story                      their story.            super power. But the        super power. But the        children how they
          information texts and                dazzling descriptions? The invented words and             Draft) using a storyboard. Encourage chn to think                                               child doesn’t know          child doesn’t know          would want to plan        With the
          identify how they are                use of humour... or maybe a combination of all            carefully about ideas before committing them to                                                 until strange things        until strange things        this story. Walk          children
          structured                           these things. (This is a useful point to recap on all     paper. What will be the conflict or concern, how will                                           start to happen.            start to happen.            through with them         identify the
          sp15 Words with complex              the learning in the block so far.) Tell the chn that      it be resolved in the end. Encourage chn to think                                                                                                       physically how to use     main
          regular patterns are usually         between now and the end of the week they are              creatively about their theme and their characters                                               (A link could be used       Teacher support.            their individual ideas.
          spelt correctly                                                                                                                                                                                                                                                                  characters, a
                                               going to write their own Dahl style story as if           avoiding simply copying Dahl’s ideas. Allow chn time to                                         in Harry Potter.)                                       Extend further by
                                               they were Dahl himself.                                   discuss initial ideas with a writing partner. They                                                                                                      developing this via
                                                                                                                                                                                                                                                                                           conflict & how
          wc9 Writing is varied and
          interesting, conveying                                                                         might be able to make suggestions or help firm up                                                                                                       discussions and then      it is resolved
          meaning clearly in a range                                                                     parts of the story which need more thinking.                                                                                                            commit to paper.          in the end.
          of forms for different
          readers, using a more
          formal style where
          appropriate


                                                                                                                                                                                 SEN                     AA                          MA (Teacher                 BA
                                                                                                                                                                                 (TA Support)                                        Support)
Tues.     Compare                              Remind the chn about their opening paragraphs,            Allow chn opportunity to re-read their story plans                      Share write the         Children write the          Children write the          Assist the children       Create story
Day 2                                          research, & stress the importance of a strong             from Monday before they start writing. Encourage                        opening of the story    opening to their            opening to their            with the writing of       openings using
          different types                      opening that grabs the attention! What will be            chn to rehearse lines orally, before committing them                    from the children’s     stories. Link this into     stories. Link this into     their opening
                                                                                                                                                                                                                                                                                           their story
          of narrative and                     the focus, introducing the characters just like           to paper. Chn should make adventurous choices for                       shared planning.        the work they did on        the work they did on        paragraph. Explain to
                                                                                                                                                                                                                                                                                           plans as a
          information                          Charlie and the Chocolate Factory? Or straight            words and be reminded that Dahl made up his own                         Explain to the          Robin Hood. Explain         Robin Hood. Explain         the children that they
                                               into the action of The BFG? Remind them that a            words when one from the dictionary just wouldn’t do!                    children that they      this will be similar but    this will be similar but    are to develop their      guide.
          texts and                            good writer uses DAD to move the story along              Be on the look out for egs of work in progress where                    need to include their   more descriptive            more descriptive            writing.
          identify how they                    (Description Action Dialogue). Tell the chn that          chn have captured the Dahl style. Share these with                      keywords from their     based on development        based on development
          are structured                       they should also try to make use of longer and            class as inspiration: clever descriptions, invented                     IEP’s                   points learned.             points learned.
          wc9 Writing is varied and            shorter sentences for dramatic effect. Also show          words, dramatic dialogue are easier to understand
          interesting, conveying               how to use dramatic effect of longer and shorter          when examples are given! Share work in progress in
          meaning clearly in a range           sentences.                                                pairs; encourage writing partners to be positive but
          of forms for different               Use Grammar for Writing Unit34 for this                   not afraid to offer suggestions to improve each
          readers, using a more
                                               purpose.                                                  others work!
          formal style where
          appropriate

          wc10 Vocabulary is
          imaginative and is used
          precisely

                                                                                                                                                                                 SEN                     AA                          MA                          BA (Teacher
                                                                                                                                                                                 (TA Support)                                                                    Support)
Wed.                                                                                                                                                                                                                                                                                       Go through
          Use a range of ICT programs to
                                               Re-read Chapter 13 The BFG (‘A                            Enlarge part of the chapter to highlight how                            Share write the         Children write the          Children write the          Assist the children
          present texts, making informed
Day 3                                          Trogglehumper for the Fleshlumpeater’).                   Dahl selected strong action verbs to build                              build-up of the story   build-up to their           build-up to their           with the writing of
                                                                                                                                                                                                                                                                                           the
          choices of which electronic tools
          to use for different purposes.
                                                                                                                                                                                 from the children’s     stories. Link this into     stories. Link this into     their build-up
                                               Discuss events in the chapter & the                       pace. Make 2 columns on flip chart with
          Create multi-layered texts,                                                                                                                                            shared planning.        the work they did on        the work they did on        paragraph. Explain to     completed
                                               change of pace created. Starting slowly                   headings speech & movement. Ask chn to find
                                                                                                                                                                                                                                                                                           paragraphs
          including the use of hyperlinks,
                                                                                                                                                                                                         Robin Hood.                 Robin Hood.                 the children that they
          linked with web pages
                                               (conversations & description) quick action                words in text & add them to the correct list                            Explain to the                                                                  are to develop their
                                                                                                                                                                                                                                                                                           so far.
          wc9 Writing is varied and
          interesting, conveying meaning       (movement, happenings, the battle), then                  (punched, screeched, and walloping). Which                              children that they      Explain this will be        Explain this will be        writing.
                                                                                                                                                                                                                                                                                           Explain to
          clearly in a range of forms for
          different readers, using a more      slow again (conversation, conclusion). What               list does bungswoggling belong?                                         need to include their   similar but more            similar but more
                                                                                                                                                                                 keywords from their     descriptive based on        descriptive based on                                  the children
          formal style where appropriate
                                               effect does this have on the reader? Tell
                                                                                                                                                                                 IEP’s                   development points          development points
                                                                                                                                                                                                                                                                                           how to
          wc10 Vocabulary is imaginative and
                                               chn that they should aim for the same                     Grammar for writing, Year 5 unit 36
          is used precisely
                                                                                                                                                                                                         learned.                    learned.
                                               change of pace in their story!                                                                                                                                                                                                              improve
                                                                                                                                                                                                                                                                                           their work.




                                                                                          T = Teacher.         C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc                OA = Other adult.                  I = Independent.
        National Literacy Strategy Teaching Objectives                                                                                                                  Weekly Plan.
        Name of Text:The Twits, The BFG, The Witches                                                            Unit: Narrative Unit 1, Stories from significant authors.                    Year Group: 5              Term:        1 part 1      Week Beg:      5/11/07




Thur       Use a range of ICT           Re discuss about the writing task by asking children to                  With the children share write the                      Share write the             Children write the conflict/Climax to their             Children write the     Assist the children
Day 4      programs to present          reflect on a favourite author or text.                                   climax, conflict of their story. Remind                Conflict/Climax of          stories. Link this into the work they did on            Conflict/Climax to     with the writing of
           texts, making                                                                                         the children how they could develop                    the story from the          Robin Hood.                                             their stories. Link    their Conflict/Climax
           informed choices of          They consider what it is that they like about it and use                 this in their writing. Explain to the                  children’s shared                                                                   this into the work     paragraph. Explain to
           which electronic tools       this as the contiuation point for their own writing, for                 children that this is really important                 planning.                   Explain this will be similar but more descriptive       they did on Robin      the children that
           to use for different         example a funny story with a real-life setting about a                   not to skip as this is the exciting part                                           based on development points learned.                    Hood.                  they are to develop
           purposes.                    favourite character. They discuss in pairs and note their                of the story. Remind the children in                   Explain to the                                                                                             their writing.
           wc9 Writing is varied and    ideas for a style of story, a setting, characters and                    the Robin Hood work they skipped the                   children that they                                                                  Explain this will be
           interesting, conveying       some key events.                                                         conflict part and the story came to an                 need to include their                                                               similar but more
           meaning clearly in a range
                                                                                                                 abrupt halt.                                           keywords from their                                                                 descriptive based on
           of forms for different
           readers, using a more        Children have worked independently to plan and write a                                                                          IEP’s                                                                               development points
           formal style where           complete story with an interesting story opening,                                                                                                                                                                   learned.
           appropriate                  paragraphs for build-up,

           wc10 Vocabulary is
                                        They now need to relook at the climax or conflict
           imaginative and is used
           precisely                    resolution and ending, and examples of language used to
                                        create a particular comic or dramatic effect. Use a
                                        range of connectives to introduce scenes and link events.
                                                                                                                                                                        SEN                         AA                  MA (Teacher                         BA
                                                                                                                                                                        (TA Support)                                    Support)
Fri.       W2 – I can                   Discuss with the children the completed draft                            Using an enlarged copy of one                          The children                The children use the feedback                           The children use       The teacher is to
Day 5                                   of the teacher’s story. This needs to be                                 child’s writing from yesterday,                                                                                                            the feedback           read examples of
           identify mis-                                                                                                                                                look at                     sheet and work with their response
                                        created and written before the final day.                                together as a class highlight the                                                                                                          sheet and work         completed storied
           spelt words in                                                                                                                                               completed                   partner to improve and critically
                                        Explain to the children how this can be improved                         strengths of this piece of writing                                                                                                         with their             to the class to
           my own writing;                                                                                                                                              sentences and               develop their writing. They are to
                                        and go through noting the adverbs and changing                           and areas for the child to work                                                                                                            response partner       show final versions
           and to keep                  according to work covered.                                               on in relation to the objectives                       how they could              improve their work accordingly.                         to improve and         of the story.
           individual lists in                                                                                   set. Involve the child concerned                       improve their                                                                       critically develop
           spelling logs.               Explain this is the same process as we used in                           and the class’s views. Model how                       work.                       They are to use their spelling                          their writing.
                                        Robin Hood. Explain and develop ideas.                                   it could be improved.                                                              journals to improve their work more                     They are to
           I can discuss                                                                                                                                                                            accurately.                                             improve their work
                                                                                                                 Use the tick list idea and the                                                                                                             accordingly.
           how to improve
                                                                                                                 feedback sheet in their
           my work using
                                                                                                                 extended writing books.                                                                                                                    Differentiated
           my reading as                                                                                                                                                                                                                                    feedback sheet.
           evidence.                                                                                             Demonstrate the spelling log and
           wc9 Writing is varied and
           interesting, conveying
                                                                                                                 how we could use this to write
           meaning clearly in a range                                                                            down words which we spelt
           of forms for different                                                                                wrongly and then work out how
           readers, using a more
           formal style where                                                                                    we could remember how to spell
           appropriate                                                                                           them correctly next time.
           wc10 Vocabulary is
           imaginative and is used
           precisely




Extended Writing                        Objectives                                          Activity                                         Group 1                               Group 2                            Group 3                                    Evaluation
                                              The children can write a complete story      The children write the conflict and              The children write the                The children write the             BA:
                                                  with a sequence of events arranged into
                                                  paragraphs, linked with a range of        resolution. They are to read through             conflict and resolution to            conflict and resolution to         The children write the conflict
                                                  connectives and varying sentence          their work and add together the                  the story and work on                 the story and work on              and resolution to their story.
                                                  length.
                                                 ha8 Handwriting is joined clear and       improvements that they could make.               evaluating each others work.          evaluating each others work.
                                                  fluent and, where appropriate, is                                                          Focus on writing paragraphs           Focus on writing paragraphs        SEN:
                                                  adapted to a range of texts
                                                                                                                                             and link it in to the work            and link it in to the work         The children write the conflict
                                                                                                                                             completed on verbal stories.          completed on verbal stories.       and resolution to their stories and
                                                                                                                                                                                                                      share write.


                                                                                             T = Teacher.        C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc                OA = Other adult.                I = Independent.
National Literacy Strategy Teaching Objectives                                                                          Weekly Plan.
Name of Text:The Twits, The BFG, The Witches                    Unit: Narrative Unit 1, Stories from significant authors.              Year Group: 5       Term:      1 part 1    Week Beg:   5/11/07




                                                 T = Teacher.    C:\Docstoc\Working\pdf\c0bddf9b-fd58-47ac-bdee-055b2db86c0f.doc       OA = Other adult.           I = Independent.

				
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