LITERACY HOUR: Weekly Plan 5 Class: Year 5 Term: Spring Date: Text Level Text Word Level 1) to identify and classify the features of myths, legends Aesop's Fables - retold by Jacqueline Morley 12) to investigate metaphorical expressions and figures of and fables, e.g. the moral in a fable, fantastical beasts in speech from everyday life; legends; Sentence Level 3) to explore similarities and differences between oral and 3) to understand how writing can be adapted for written story telling; different audiences and purposes, e.g. by changing 14) make notes of story outline as preparation for oral vocabulary and sentence structures; storytelling; DAYS Whole Class Work Guided Independent Work Plenary Work Mon Distribute different fables to pairs of children to read with the moral covered up. Discuss Writing: In pairs children read given Feedback on text and what type of text it is (fable) and what they know about fables. Share as a class - teacher Use legend from text and decide if it is a myth, discuss with another scribes up comments for a checklist for fables and uses an enlarged text of a fable to last week to legend or fable. Annotate pair. annotate key features. In pairs identify the moral of their fable - compare with Aesop's evaluate with text for key features. moral. partner. R Key points: Set 2 - 3 personal ~ not based on fact; writing targets. ~ characters are animals with good and bad human characteristics; ~ teach a lesson; ~ moral explicitly stated at end; Tues From Monday's independent work Using a flowchart teacher demonstrates taking notes In pairs using given fable Review notes with compare fables with myths and from a fable that show key events and characters. children use flowcharts to another pair - what was legends and add details to grid make notes on story outline. difficult? How started in week 3. R successful have they been? Weds Using flowchart from yesterday teacher retells the fable to class. (Record it if possible) In pairs children retell story Whole class - were Select a child to read written version of fable and in pairs children to comment on from yesterday's notes to there any other differences they noticed. another pair and then swap. differences that they Key points; noticed between oral ~ use of gestures and intonation; and written retellings? ~ use of 'and' a lot more in oral retelling; ~ different sentence constructions; ~ incomplete sentences in oral retelling; ~ added asides in oral retelling; Brainstorm together benefits and uses of both oral and written retellings. Thurs Word 12 Using flowchart from Tuesday teacher starts In pairs using same fable as Share with another pair demonstrating rewriting it for 'streetwise' before children use flowchart who suggest 1 teenagers. Completes through teacher scribing. to rewrite for 'streetwise' improvement. teenagers. Fri Word 12 Again, using flowchart, teacher starts to scribe In same pairs children use In pairs compare the 3 rewriting as a horror story for 10 - 11 year olds. flowchart to rewrite as a versions of the fable - Children complete using supported composition. horror story for 10 - 11 year what are the key olds. differences? What remains the same? Etc.