1 of 11 Primary Every Child a Writer - Narrative historical setting: teachers planning

Transcription

1 1 of 11 Primary CLASS TEACHER: SUBJECT: English LENGTH OF UNIT OF WORK: Three weeks YEAR GROUP: Four WEEK BEGINNING: STARTING POINT OF UNIT: stories with a historic setting. Key Vocabulary: OUTCOME OF UNIT: Independent story with a historical setting for Year 3 to read and review. Sequence, time line, recount, fiction, column, paragraph, past tense, fiction, narrative, chapter, metaphor, simile, setting, description, Victorian, story. Every Child Matters Be healthy Stay safe Enjoy and achieve Childrens writing links to their Victorian Topic and trip to local museum. Layered curricular targets to be identified in italic red GENRE & PURPOSE OF UNIT Narrative stories with a historic setting. LAYOUT: (SKELETON) Narrative Group 1 (AA) Above average Group 2 (A) Average Group 3 (BA) Below average Positive contribution AUDIENCE OF UNIT: Year 3 STYLE: story - fiction I = Independent TA = Teaching Assistant CT = Class Teacher Economic well-being Write complex sentences, selecting and using a wide range of subordinators. although, because, since, when, while, before, whenever, wherever, if Write simple and compound sentences and begin to use relative clauses. who, which, whose, whom, that Write simple and compound sentences. Begin to use some subordinators e.g. if, so, while, though, since PDF-EN-02 Crown copyright 2010

2 2 of 11 Primary Day Learning objective (LO) & success criteria (SC) Guided writing/independent activities (consider differentiation) Plenary Linked to learning objective Children exceeding or not achieving 1 LO: We are learning to compare the different contributions of music, words and images in short extracts from TV programmes. I can watch a video clip and identify how it is set in the past. I can compare the setting with a modern story setting. I can draw a historical setting. I understand the term historical and setting. Phase 1 Introduce unit, narrative, history. Look at historical photos how do you know it is from the past? Make sure children understand the term setting. Start reading class novel Oliver Twist. Watch first few mins of DVD. Independent groups Compare the read/watched scene. Describe a scene. See, smell, hear, touch, taste. Draw a picture label parts. Write name and author of story. Make a time line using flashcards. Drawing a picture of their setting. What can you see? Smell? Hear? Etc. Drawing a picture of their setting. What can you see? Smell? Hear? Etc.

3 3 of 11 Primary 2 LO: We are learning to compare the different contributions of music, words and images in short extracts from TV programmes. CCL History. I can watch a film and compare the scenery to the present day. Describe scene that they created in their picture to a friend Scribe key words. Place Oliver Twist in context of the Victorian era. Watch part of video. Independent groups CCL history In groups look at flashcards of key Victorian life. What do we know now about the Victorians? Show picture with something wrong. Read more Oliver Twist. I can work in a group to order the pictures from the Victorian era. CT guided Setting layered targets with children. TA share key vocabulary with children learning EAL. 3 LO: Use settings and characterisation to engage reader s interest. I can write a description of my setting. I can include adjectives. I can use interesting vocabulary. Focus on setting. How do we know it is in the past? What words tell you it is from the past? IWB Look at a picture from the past. Children brainstorm key words in connection. Mindmap senses. Varying sentence structure for effect. Support with vocabulary. Make a word bank of good vocabulary used..

4 4 of 11 Primary 4 LO: To learn how to describe a character by including lots of detail. I can write a description of a character. I can include adjectives. I can use interesting vocabulary. I can use capital letters and full stops accurately. Show pupils a picture of Oliver Twist. In talk partners discuss key features of Oliver s character, e.g. his appearance, his personality, the text etc. Do you like Oliver? Why? Why not? How would you feel if you were Oliver? What words would you use to describe how he looks? What words would you use to describe how he acts? How would you describe his personality? Shared write a description as a class. Discuss opening sentences, punctuation, vocabulary, etc. Role on the wall use outline of Oliver Twist, in groups of three, annotate with sentences about him. Outside the outline for things we know from the text. Inside things we can guess from clues in the text.. Show them a picture of Fagin. How can we describe this character? Create a class mindmap of ideas.. Model write an opening sentence using a whiteboard. What do you notice about my words, punctuation, etc. Support them in their writing. Encourage them to reread their writing. Does it make sense? Draw a picture of Oliver and label it with descriptive words. TA to model write a describing sentence.

5 5 of 11 Primary 5 LO: To learn how to describe a story setting. I can write in the past tense. I can describe a setting in detail. I can use capital letters and full stops. Look at a picture together. Can we describe it? Model write a description. Talk about writing in past tense. Show pupils a different picture and ask them to study in detail. Take away the picture. Can they describe the picture from memory? Describe the story to a partner. Listener to listen and notice anything they have missed out. Listener notes down the useful vocabulary they use. Swap roles. How much they can remember? Which were the key words/vocabulary the children used when talking to their partners? Make a note of these words onto working wall. Why are these words useful? How do they help the reader? CT guided Looking at word choice. Focus on descriptive words. Descriptive writing how can we help the reader imagine the setting? 6 LO: To learn about why and how we write in past and present tense. I can identify a sentence written in the past tense. I can identify a sentence written in present tense. Past and present tense lesson Look at PowerPoint presentations. What is the difference between past, present and future tense? Model write how to change a sentence so it is written in the past/present tense. Complete a range of activities based on identify and changing tenses. Clearing up any misconceptions are there any words which are tricky to turn into past tense? I can change the tense of a sentence. CT guided Using flashcards with verbs to make some sentences. Which are in the past and which are present? Can we Match the words, one verb is written in the past tense, one in the present tense. Sort the words in a list under two titles.

6 6 of 11 Primary swap them? When might we use each one? 7 LO: To learn to use powerful verbs, adjectives and adverbs in my writing. I can think of a better verb or adjective to make my sentence more effective. I can add an adverb to a sentence to make it more interesting. Read a sentence together on the IWB. Where is the verb? Can we think of a better verb to replace it with? Discuss the meaning of an adjective. In pairs, add an adverb to information to the reader. the sentence so it gives more Change the boring verbs and ordinary adjectives. Share some of the sentences and words found. Display them on the working wall. Change the verb activity. Rewrite the text together. TA guided group Give the group the word went. Can they list some more interesting ways to say went? E.g. walked, jumped, hopped, etc. Use the thesaurus to identify new words.

7 7 of 11 Primary 8 LO: To learn about Victorian life to give us ideas for a story. To learn how to make notes. I can make notes from a text or video. I can remember information about life during the Victorian period. CCL history What was life like? What could we write stories about? Look at a video about Victorian life make notes for their own stories. What is note taking? What kind of information do we record? Shared/read a Victorian diary. Make notes on what we learn. Make notes of ideas/vocabulary that you could use in a story. Order pictures of the day in the life of a Victorian. Discuss the questions What could we write our Victorian stories about? again. Identify some key things we need to find out from our trip to Blists Hill. Focus on setting, atmosphere and vocabulary. Talk about what we know about Victorians. How could we turn what we know into a story? TA Group Yellow group Read a Victorian diary together. Encourage children to make notes while TA is reading. 9 Trip to Blists Hill children complete notes for what they can hear, see, smell and feel in different shops in the museum. Where will their story be set? Children photograph/video key artefacts and settings they will use in their story.

8 8 of 11 Primary 10 LO: To learn how to write exciting story starters. I can write an interesting story starter. I can use full stops, capital letters and exclamation marks. I can use speech marks (AA). How do we start a story? Talk about Once upon a time being for fairytales not Victorian stories. Look at a range of books How do they start? What do you like about them? How do they grab your attention? Model write a story opener by looking at the front cover of a book. Give pupils a range of pictures from trip. Can they write a story opener and closer for each picture? Use word banks on working wall Working together to think of some exciting story openers. Share some of the story starters written. Which ones will grab the reader s attention? What mood is created in each one happy, scary, sad, threatening?

9 9 of 11 Primary 11 LO: To learn how to make our writing better by planning it before we write it. I can plan to use paragraphs. I can plan a problem and a resolution. I can write the opening of my story by describing a character. Model how to plan a story Thinking about powerful verbs, opening/closers, descriptive settings, describing characters, etc. Use boxes for each papragraph. In pairs, talk about the events that could happen in a Victorian story and how they could be resolved. Demonstrate how to record this on the planning sheet. Planning Victorian stories. Planning stories with an easy pro forma. Share some plans. Self-assessment look back at the SC. Have you done them all? Orally rehearse stories tell your story to your partner. Homework take your story plan home and tell your story to someone at home. Orally tell a story to a partner. Record using Speak-easi. Listen back does anything need to be amended or re-said? TA guided group Guide children to plan their writing and encouraging them to look at their target. Demonstrate recording the story onto a story plan.

10 10 of 11 Primary 12 Filmed lesson LO: We are learning to write a historical story. I can describe a setting I can use adventurous words to engage the reader. I can explain why I have chosen a word. Explain to the children that now we have planned our stories and written the first paragraph we now need to write our story setting/introduction. Ask children to describe what we are learning by referring to the LO. What will they be able to do by the end of the lesson? Model writing a setting description. Demo using the story plan to refer to. Use historical vocabulary. What do you like about it? Can we highlight the words to engage the reader? Peer assessment read setting descriptions to writing partner. Together, highlight words which will engage the reader. Explain to one another how/why they would be engaging. Use resources and photos from trip to describe a story setting. Generate new vocabulary together. Shared write an opening setting together. Use vocabulary cards from Aiden s tuition session.

11 11 of 11 Primary LO: To write a story with an historical setting Give pupils time to look back at their planning and their writing so far. Share your story with your partner. I can use paragraphs. I include full stops and capital letters. I use exciting adjectives and adverbs. I can write an exciting story! Shared writing focus on key elements identified through previous day s writing. Independent groups All pupils working independently to write a Victorian story. Self-assessment Have you done all of the SC? Have you used historical words and ideas? Bring together children Bring together children Is your story with similar needs with similar needs exciting for the identified through marking identified through marking reader? yesterday. Guide them to yesterday. Guide them to improve their stories. improve their stories.