Weekly Literacy Hour Plan

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					Refugee Week Plan: Journey Home Year 5 NB: Resources for these plans are online:
What do I want the majority of my class to achieve by the end of the term? (class target)

Inclusive teaching checklist:

Class and year: Year 5 Date – week beginning: 19th June 2006

TEXT / RANGE: Formal Letter Cross curricular links: PHSCE – Feelings, Refugee Week End of Week Writing Outcome: A formal letter requesting funds for a refugee charity

o o o o o o o o

culturally relevant and accessible material visual support: pictures, puppets, props, checklists real objects drama: role play, hot seating, freeze frame, mime talk partners (whole class and independent work) collaborative and mixed attainment group work/ pairs developing vocabulary: word banks, picture prompts home languages scaffolding and modeling reading (sequencing, visualizing, questions) and writing (teacher scribing, thinking aloud, writing frames) Speaking and Listening: To use persuasive devices in speaking

Text Level objectives: Reading T12 to read and evaluate letters intended to inform and persuade, considering (i) how they are set out (ii) how language is used, e.g. to gain attention, respect, manipulate Writing T17 to draft and write letters for real purposes, e.g. to comment on an emotive issue WHOLE CLASS TEACHING Shared reading and writing Word level and sentence level work M

Sentence Level objectives: S6 to investigate clauses through: understanding how clauses are connected

Word Level objectives:

INDEPENDENT ACTIVITIES Include differentiation, grouping and role for additional adults

PLENARY Key Questions

Learning intention: to empathise with a character

Show the colour picture of a man driving his donkey through the green lush village. If you have a white board, use the spotlight tool to just show the man’s face. Who do they think this is? Think of a name, family, country, job. Then show the cart and donkey. Now what do they think this picture is about? Then look at the whole picture. Use talk partners to say how their ideas about the characters and the story changed. Using the same sequence, show the sepia brown picture of the man carrying a baby through a destroyed village. Be prepared to talk with the children about how this may be a very sad picture, but they will be working towards a positive activity about helping people like this over the whole week.

Use copies of these key pictures from the text. Children annotate with notes on what they picture makes them think, who/what/why/when/where etc. Children to share what they think about the pictures with the class. Encourage the children to use a thesaurus to gather really powerful words as these will be useful later in the week.

Self Evaluation Question: What part of looking at these pictures really made you think? Read the first half of the story.

Learning Intention: to empathise with real children

Give children 2 minutes to write down on white boards all the people they think of in their community (friends, school, family, the lollipop lady, neighbours). Think about people close or distant, both physically and emotionally.

Refugee Children’s stories (this comes from the primary activity pack from Children should read the four stories, in mixed ability pairs or small groups, and then fill in the table. After they have completed the table they can consider the questions.

In pairs discuss: What might children need in a crisis? Brainstorm a class list of things that you would need.

Think about which of those people make up your ‘home’ or your ‘community’. Read the rest of the story. Who are Mai’s ‘community’? Where is home for her? Introduce the idea that being a refugee like Mai’s mother happens today, all over the world. Introduce the four refugee children: Sado, Manuel, Elmer and Renovat. Using an atlas or globe to find the countries where they have lived.

Learning Intention: to know the features of a persuasive letter (in the context of a fundraising letter)
Recap the rights of a child covered yesterday. Remind students of the key issues faced by Mai’s mom when she was an orphan. Introduce the charity the Red Cross ( which helps people in crisis, whoever and wherever they are. Show some images from the website, or look at the information sheet. Key vocabulary for pre-teaching to EAL students or further discussion for understanding: crisis, conflict, distress, compassion, generosity, suffering, shelter. Ask children to tell their partner one thing they have spent money on, and why they spent that money. Take feedback on what persuaded the child to spend that money. Some communities have charity giving as part of their expected behaviours (especially among faith communities), but this may only have been experienced by children at second hand. If no one mentions giving to charity, draw out the idea of getting something in return for your money.

What do Sado, Manuel, Elmer and Renovat have in common? What are their differences? How do their lives match mine? Obviously there is a need for sensitivity around children sharing their own lives. For a non-text based way into this issue, use video showing refugee children’s stories. To be a Refugee: Video aimed at 8-12 year olds including powerful testimonies from Refugee children around the world. Produced by UNHCR. Tel: 020 7828 9191 or email: In mixed ability pairs, look at an example of a fundraising letter. Text mark in pairs. First read it through looking at the layout of the letter. Use one colour to mark layout features (bold, underlining use o paragraphs) which make the letter eye-catching. After the majority of the class has done this, have a mini plenary about layout features. Record the key features in a list. Also identify pairs who have found ways to collaborate supportively and productively. Then ask the children to, re-read the text again more closely this time looking at the use of language. Using another colour ask the children to highlight key words or phrases which they will then have to use in sentences of their own. Extension: children who finish this quickly, could make a glossary of key words (or phrases) found and their definitions. They could use dictionaries and a thesaurus to expand this list.

Self Evaluation Question: What did you enjoy about working in groups?

Which phrases were the most powerful – and why? Would you give money to this cause – why or why not?



Learning Intention: to use persuasive devices

Ask the children to persuade you verbally to give them some money. Play devil’s advocate, forcing the children to give watertight reasons. Once that has been modeled for a few sentences, give them a chance to persuade each other in pairs. Take feedback on which of their partner’s reasons was the most convincing and powerful. Review the class list from Wednesday’s lesson (the kinds of help that children in crisis might need). These may be a direct list of the Rights of a Child. Look at a list of things that orphans might need and ask the children in pairs to think which are the most important two things, and why. Share the reasons back with the class.

In mixed ability groups pupils have to prepare a presentation about why someone should give money to their orphanage. They should think about what would be the best ways to spend money, what would donors want to see in an orphanage. How would they know the money went to a good place? Ask children to use some of the phrases they read in the letters to come up with persuasive Children less familiar with group work may benefit from having assigned roles: one person in charge or visuals, one in charge of scribing people’s ideas, on in charge of making sure everyone has a turn to speak.

Learning Intention: to write a persuasive letter (in the context of a fundraising letter)

Look at the use of complex sentences to increase the tension. With sentences from the story, look at how commas are used to demarcate phrases. Experiment with moving around clauses: what punctuation needs to change? How does it change the impact of the sentence on the reader? Recap the key features of a persuasive text. Model writing the opening of a fundraising letter on behalf of an orphanage. Think aloud and ask children to suggest stronger more convincing vocabulary and structures.

Children write independently a fundraising letter. Use scaffold to support those who need. Have word banks and sentence starters created and gathered over the week available for children to refer to. If appropriate towards the end of the session, give pupils a chance to read a partner’s work and comment on the phrases that they think have the strongest persuasive impact. These letters could be sent for reading by the head teacher, or these skills could be used as part of a fundraising activity in school for charitable purposes.

Each student has £20 to give away to charity either all in one go, or in lots of £5 or £10. Choose 4 pupils/pairs to present their argument. The other students have to listen and then decide whose charity they would give it to, and give reasons why. What language persuaded you that this was the best place for your money? Self Evaluation Question: What did you find tricky about making a persuasive argument?

The children can participate in the following linked activities outside of Literacy time: a) Making a kite that shows who they are. Make a class display (encourage them to write words in any languages other than English that they know). Ask children to say how they made their kite to represent themselves (e.g. I chose to draw … because…). b) Painting/drawing of a dangerous journey for them (real or imaginary). Encourage the children to tell the class about their pictures. c) ‘Home is..’ collage/painting/poem (These can be displayed and shared with the class.)