weekly literacy hour plan

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					                                                                                           History/Literacy Plan: Key Stage 2

What do I want the majority of my class to achieve by the end of the term? (class target)                      Evaluation for previous week – next steps:   Inclusive teaching checklist:
                                                                                                                                                            o    culturally relevant and accessible material
                                                                                                               This unit will follow work                   o    visual support: pictures, puppets, props, checklists real objects
Teacher:                         TEXT / RANGE:
                                                                                                               already done in Literacy or                  o     drama: role play, hot seating, freeze frame, mime
                                 Stories that raise issues and recounts
                                                                                                                                                            o      talk partners (whole class and independent work)
Class and year: 4                Cross curricular links: History – What was it like for children in the        History on World War 2.                      o     collaborative and mixed attainment group work/ pairs
                                 Second World War (QCA Unit 9): That the war affected children in
Date – week beginning:           different ways; The treatment of Jewish people during the war.                Children should already                      o     developing vocabulary: word banks, picture prompts

                                 End of Unit Writing Outcome: Recounts of life for children in World           have knowledge of what life                  o     home languages
                                 War 2 from the point of view of a Jewish child living in Germany and                                                       o     scaffolding and modeling reading (sequencing, visualizing,
                                 the point of view of a German child living in Germany
                                                                                                               was like for children in                         questions) and writing (teacher scribing, thinking aloud, writing
                                                                                                               England during the war.                          frames)

Text Level objectives:                                     Sentence Level objectives:                          Word Level objectives:                                          Speaking and listening:

Reading:To identify social, moral or cultural issues       To use connectives, eg adverbs, adverbial phrases
                                                                                                               To use adverbs to qualify verbs (W10)                           Group discussion and decision making – zones of
in stories and discuss how characters might deal           and conjunctions (S4)
                                                                                                               To identify mis-spelt words in their own writing (W2)           Relevance
with them (T1). To read stories from other                 To identify common punctuation marks and respond

cultures (T2)                                              to them appropriately when reading (S2)                                                                             Telling stories from pictures

Writing: To explore the main issues of a story by

writing about a dilemma and the issues it raises

for the character (T11). To write a recount

based on an historical event from two different

points of view (T24)

                                    WHOLE CLASS TEACHING                                         GUIDED WORK 1                             INDEPENDENT ACTIVITIES                                              PLENARY
                                                                                                    (Teacher)                           Include differentiation and grouping                                 Key Questions
              Shared reading and writing              Word level and sentence level work                                                                                          Resources
M        Look at a picture of a child in world war 2. What does this picture tell us? Using     Work with a group    In mixed ability groups give the children different     Zones of relevance      How did World War 2 affect
          the Here, Hidden and Head cards encourage the children to ask questions about          of LA children on       pictures depicting children in the war. Some                                 children in different ways?
        the picture in order to ‘read’ the information from the text. Ask the children what       questioning the       children should have Jewish children and some            Statements          Draw together the children’s
           they think life for the child in the picture would have been like during the war.    picture. Choose an   should have German children. Ask them to use the                                  ideas and add them to the
        Show the children the zone of relevance and various statements about the picture.       area to focus on –    Here, Hidden and Head cards to brainstorm what         Pictures of children    chart begun in the first part
         Ask the children to help you to prioritise the information found in the picture and       do they need        they think life for the children in their picture           in WW2                     of the lesson.
                                   sort onto the zone of relevance.                                 retrieval or       was like. Jot their ideas down on large sheet of                                 Read Erika’s story to the
               On the IWB record what the children think life for this child was like.           inference more?                          sugar paper.                          Erika’s Story          class and explain that she
                                                                                                                            Give children the same words from the                                     was a Jewish child in World
                                                                                                                     introduction to sort in their groups onto the zones         Sugar Paper           War 2 and that this week
                                                                                                                                         of relevance.                            and pens              they will be focussing on
                                                                                                                                                                                                      what life would be like for
                                                                                                                                                                                                            children like her.
T          What is a recount? Explain to the children that this week they will be writing a                             Looking back at their pictures from day 1 and        Pictures of children     What do we know that life
             recount of life in WW2 for a Jewish child living in Germany. Share a list of                            using their notes on the sugar paper encourage the            in WW2               was like for children in
              features that make up a recount (see Grammar for Writing purple pages)                                  children to sort their information into what they                               WW2? Why is it important
           Explain that in recounts and in history, order of events is very important. Read                           know for certain, and what they think they know.           Sugar Paper            to think about what is
           Erika’s story to the class again, this time encouraging the children to note down                         Is there anything they don’t know that they would                                  certain and what isn’t?
                         aspects of the text that show the recount features.                                                           like to find out?                       Fact and opinion       Encourage children to think
            Show the children a time line and some of the events in Er’ka’s life. Ask the                               Children work in mixed ability 3’s to sort the               Grid                about the validity of
                   children to order the events onto the line in chronological order.                                            information and fill in a grid.                                               resources.

       Encourage the children to think about Erika at each of the points on the time line.
       How might these events have impacted on her life? How might she feel now? How
        might she have felt then? Encourage the children to distinguish between what
        they know for certain and what they think they know. Begin drawing up a table.

W     What is a connective? Ask the children to call out all the connectives they know –       Independently children draw the time line for       Time lines on A3        In pairs recount their
       then, next, first, later etc. Once all the common connectives are stated explain          their character’s life. Children to label the         sheets             stories. Partner A tells
        that there are other ways of linking ideas within paragraphs together including        significant dates and events in the character’s                          story, Partner B tells what’s
        verbs and adverbs. Highlight some of the examples that occur within the text,                                 life.                        Picture of child              different.
                                           Erika’s story.
      Explain that over the next few days they are going to write their own recount, like                                                           Word banks for
      Erika’s but about another Jewish child in Germany during WW2. Look at a picture                                                                SEN/EAL to
        of a child and explain to the children that they are going to be working out the                                                          support their ideas
        story of this child based on everything they know and think about what life was
         like for children at this time. Display the grid that the children have already                                                          Grid from previous
      produced and encourage the children to draw on the information to help them. In                                                                   lessons
        groups the children discuss and build up an idea about who this character is and
         what their experience of the war was. Show some sample questions that they
                                could ask themselves to help them.
       Hotseating – in groups send one character from each group to a new group to be
          interviewed. Find out as much as possible about the character. Remind the
        children that there is no right or wrong answer but that it is important to know
                                      their character’s story.
               Bring back up the timeline of Erika’s life and talk through it briefly.
T     Tell the children your story using your pre-prepared timeline. How can I link each     On their time lines use post-it notes to annotate       Post-it notes      Again, retell their stories to
       part of my story? Show the list of connectives from Tuesday’s session and then        how they will link each of the significant events                          a partner but this time
       model taking post-it notes adding possible linking words and phrases to each part                         together.                                              ensuring that they use their
            of the story on the timeline. Encourage the children to help you choose                                                                                     planned connecting words
                   alternatives such as verbs or adverbs as sentence starters.                                                                                          and phrases.

F       Model writing the story. Put the list of features of a recount on display for the    Children to write the recounts of their characters                          Share their recounts with
        children to read. Be explicit about the choices you are making in relation to the       using their timelines as the planning format.                            groups. Highlight 3 stars
       features and especially drawing out interesting ways of starting sentences to link                                                                                 and a wish for each one.
           the different ideas within paragraphs and to link the key events together.

Evaluation: annotate the plan to indicate how successful the sessions have been in relation to the children achieving the objectives and writing outcome