E N G L I S H Select the most appropriate planning frame for the genre of writing, making note of precise vocabulary. Expand vocabulary and use subjectrelated words appropriately. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently. Proof-read for spelling and punctuation errors and consistent and correct use of tense/person. Retrieve, record and skillfully present relevant information from non-fiction, including Look up in a dictionary what the word identity means. Use a thesaurus to find out how many synonyms it has. Create a personal mind map (using a range of given headings) to help them reflect on their own identity. Choose one aspect of their identity of which they are proud and record this on a postcard. Prior to John s visit, ask children to record on their mind maps the different things that make up a person s identity, such as their looks, beliefs, personality, opinions, likes and dislikes. Explain to children that they will share their mind map information with a visitor tomorrow! Fold a piece of A4 paper like a concertina. On each folded strip write an aspect of their identity, taken from their mind map. Tear the strips and organise them into class tubs of physical features, personality types, likes, dislikes, beliefs, opinions and hobbies. Mix the strips up and take it in turns to choose a strip or two from each of the tubs. Putting them all together, what type of new identity have they created? When they have created the new character or identity, children should write a short descriptive paragraph about him or her. Read their paragraphs back to the class. Does anyone recognise their original traits? What kind of new identity have they created? Read the first chapter of Bill s New Frock by Anne Fine and discuss what happens to Bill. Talk about how they might feel if they woke up in the morning with a new identity and how others might treat them differently. Begin to draft a short narrative, imagining they have woken one morning to discover that they are somebody else! Perhaps they have become their Mum, Dad, or elderly relative, a friend, a family pet or someone altogether different and unfamiliar. A number of films and stories are based on this theme such as the film Freaky Friday and the picture book, My Cat, in which a young boy wakes up to find he has turned into his cat. It s a book for very young children but nevertheless a funny read! Complete their narratives, checking for spelling and punctuation errors. Write out a final draft in their best handwriting. Children could receive a letter or email back from John Doe describing how he has been getting on with his new identity. Use a range of information and online resources to find out ten facts about fingerprints. Make a Fascinating Fingerprints Facts list to share with others in the group, checking the facts scientific accuracy as necessary. Did you know that no two people have exactly the same arrangement of ridge patterns in their
leaflets, programmes and reviews. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently. Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis). Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader. fingerprints? Fingerprints offer an infallible means of personal identification: other personal characteristics may change, but fingerprints are for ever constant. Listen to an expert explain how fingerprints are harvested from a crime site, or watch the process on video or film clips. Take notes to remember key facts and compare their notes with others for accuracy. Provide a range of books, access to the internet, leaflets and other resources to help children collect information and find answers to any follow up questions. There are useful online videos about lifting fingerprints. Think about and decide upon the headings and sub-headings needed for a non- chronological report on the topic of fingerprints. Consider what aspects to include and whether they would write their headings as questions or statements. Plan how they might organise an informative report all about fingerprints. Provide examples of non-chronological reports for children to refer to for layout. Brainstorm and display any key or technical vocabulary associated with the theme that should be used in their reports. Begin to draft their non-chronological reports, referring back to source materials and online research to gather and check information. Search the web for images to include in their reports and save them in an images file, ready to add to their reports. Encourage children to talk with a partner to share their ideas and intentions about their reports, offering each other positive contributions of help to improve their work. Make a final copy of their report using ICT to paste in their chosen images. Use a word processing programme to explore and choose suitable fonts for headings and titles. Encourage children to help make a display, incorporating their reports and fingerprint art work. Hold a class discussion about things they like and dislike, making lists of each and identifying which items appear on both lists. Take one cross-over item and work in two groups to persuade the other group why they should like or dislike it. Help children structure their discussion by asking questions to stimulate
Spoken Language Independently articulate and justify answers, arguments and opinions. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently. Expand vocabulary and use subjecttheir talk. For example, What are the benefits of spaghetti? or What disadvantages does eating spaghetti have?. You could choose and discuss any item from the children s list: the more unusual the item, the more imaginative the discussion! If anyone changes their mind by the end of the discussion, they may swap sides. Discuss the meaning of the word taste and what this means in relation to likes and dislikes. Check the dictionary definition and give examples of when and how the phrase might be used. Consider what it means when people say somebody has good or bad taste. Work in friendship groups to create a map of their tastes. This activity also links with the reasons why people who have similar or the same tastes tend to be friends. Ask children whether they can be friends with someone who doesn t share their own tastes. Do opposites attract? In groups, consider how they might advertise their friendship group to others to encourage them to join. Think about their key messages, looking at ways in which other groups and organisations advertise themselves. Read and discuss the type of language, slogans and straplines used. National groups such as the Scouts, the Girl Guides, Unicef and the Woodland Trust provide good examples. Design and make a web landing page that represents their friendship group and encourage others to join it. Create a strapline that embodies their identity and provides snippets of information about their interests, tastes, likes and dislikes. Consider what images could be included. Children could use existing landing page examples as a stimulus and then storyboard their ideas and plans on a sheet of A1 paper. Encourage groups to share and develop their ideas, asking for feedback and suggestions for improvement from others. Create their web page using ICT. Word process text and experiment with fonts, layout and language to make it as attractive and appealing as possible to their online visitors. Present their pages to another class and find out which page has attracted the most visitors to like or join? Encourage children to swap pages and review each other s work. Ask them to write a review about another group s page, outlining three stars and a wish for improvement. Discuss e-safety issues associated with social networks and the use of persuasion. Ensure children know how to keep safe and what to do if they feel threatened or frightened when online.
related words appropriately. Distinguish between statements of fact and opinion. Make inferences about authorial intent, characters and aspects of the plot, using evidence from the text. Talk about and explore the difference between a fact and an opinion, looking at examples provided and explaining why each is either a fact or an opinion. Highlight the type of language used in either a factual statement or an opinion. Define and give their own examples of a fact in a short paragraph, then repeat the process for an opinion. Consider why, where and how we use facts and opinions. To review the lesson, offer an example of each and ask children to suggest their own examples. Read and recall a range of a traditional children s tale such as Goldilocks and the Three Bears or The Three Little Pigs, perhaps choosing the class favourite! Working in small groups,take on the role of one of the characters and discuss what that character s opinion might be of the events in the story. Make a mind map or take notes to record their ideas and share their initial ideas with the rest of the class. In Goldilocks and the Three Bears, children might take on the roles of Goldilocks and each of the three bears. Ask the children to imagine they really are that character: what would be their view (opinion) of the day s events and how might it differ from other characters? Spoken Language Independently articulate and justify answers, arguments and opinions. In the role of their tale character, draft a short paragraph which recounts the events in the story. Include both facts and opinions in their account. Swap their account with a partner and spot the facts and opinions expressed. It might be useful to give some examples of facts before starting the task For example, there were three bears, Goldilocks had golden hair, the bears lived together in the house in the woods and she ate three bowls of porridge. Can the children suggest any other facts? Find a partner and begin to draft a tribute to them. The tribute must include both facts about that person and their opinions about them. Talk to their partner to find out some relevant factual information before starting to write, taking notes for later reference. Set a positive tone for the activity with this preparation game. Children sit in a circle and an object is
Critically evaluate their own and others writing, indicating changes to vocabulary, grammar and punctuation to improve clarity and effect. passed from child to child. On the Stop command, other children in the circle stand up to offer a positive opinion about the classmate holding the object. Each statement begins, In my opinion, Jake is. Complete their written tributes, checking for spelling, grammar and punctuation errors. Word process their work, coding the facts in one colour and the opinions in another. Print out their finished tribute and read it aloud to the person about whom it is written. Display their tributes with a photograph of the subject. Perhaps the children could interview you to find out some interesting facts and give some opinions about you? If you are feeling brave enough, this would make for an interesting piece of writing! Spoken Language Listen carefully to others during discussion, demonstrating empathy and understanding by responding positively to their ideas and views. Compare themes and Take part in identity games and discussions including the Circle Game. Listen carefully to instructions and criteria for entering a circle drawn on the ground. When hearing a criterion that matches an aspect of their own identity, make their way into the circle. Take turns in giving criteria and leading the game. After playing, quickly write a list of those features and characteristics which define them, reflect their character and make them unique. Begin with simple physical criteria such as brown hair or wearing glasses. Extend further to likes, dislikes and then to views and opinions. Finish by giving the class a collective group forming criteria that draws them altogether with a shared identity. For example, Come into the circle if you are in (Class name/number). Children could shout, We are! for any collective criteria! Use a dictionary and thesaurus to thought shower as many words as possible that they feel describe their looks, feelings, views and opinions. Use different coloured pens and pencils to record their words, making a word cloud in which the more popular the characteristic or feature, the larger the word is written. Alternatively, word clouds can be generated free of charge online. The more frequently the word is entered, the larger the word will appear in the word cloud, and vice- versa.
conventions within and across text types, with growing confidence. Critically evaluate their own and others writing, indicating changes to vocabulary, grammar and punctuation to improve clarity and effect. Perform their own compositions effectively, using appropriate intonation, volume and movement so that meaning is clear. Look at a range of calligrams or shape poems about people, discussing how this type of poem is presented. Look at a range of examples, explaining which ones they like and dislike and why. Draft ideas for a poem called My Identity which focuses on themselves and reflects what they have learned during the project. There are some great online examples of people-themed calligrams or shape poems to inspire children s creative thinking. Decide on the form of their calligram or shape poem, its length and whether or not it will rhyme. Share their ideas and plans with an adult or writing partner. Keep this form in mind when writing their poem, reading their poems aloud to check for sense and effect. When children have decided on the form their poems will take, create a draft copy to see if it works. Photographs and hand prints can be photocopied in different sizes to suit the children s writing. Photocopies are easier to write on than photographs. Write a final display copy of their poem in their chosen form. Read aloud to check, and then learn it by heart. Practise and perform their poem to an audience of parents, teachers and peers. Display their poems in a display called My Identity.