From Telling to Writing Literacy Unit Plan



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From Telling to Writing - Literacy Unit Plan

Name:

Year Group: Class:


Term:

Week Beginning:

Unit: Narrative 2

Texts/Resources: ‘Little Daisy’ resources. DEW 78-82

Text Level Objs:

T1 T2 T3 T4 T7 T8 T11




Sentence Level Objs:

S1 S2 S5 S6 S7 S8



Word Level Objs:

W7 W2 W10 W11 W12 W13 W14



Speaking and Listening focus:

Use words to signal sequence; Show awareness of listener;

Speak audibly; Identify beginnings, character and plot.


Class Target:

To write a story like ‘Little Daisy’




Outcomes:

Role play

Oral retelling of stories

Class story book






Day

Whole Class Phonics.


Whole Class Shared Reading and Writing

Guided Group Tasks

(W7)

Differentiated


Independent Tasks


Plenary Focus

1

Phonics

Handwriting

(W13 W14)


T1 T2 T3 S1 S2

Shared Reading: ‘Little Daisy’.

Demo. And compare difference between spoken and written forms. (T3)

Discuss settings and characters.







Role play: Each child to be a character.

Oral rehearsal of sequence and repetition. More able to innovate on ‘Little Daisy’



Reinforce difference between spoken and written retelling. Listen to ones group’s role play and model changing their talk into written form.

2

Phonics

Shared Reading: ‘Little Daisy’. Identify and collect new words. (W12 S2) Focus on those from List 1. (W9 W11) Look at punctuation and the concept of a sentence as an idea. (S5 S6) Look at story repetition.





Sequencing and story mapping: Using clip art and arrows to sequence pictures.

Matching words and pictures



(W9 W11) Read and spell words from List 1 – especially those useful for this story and next week’s writing.

3

Phonics

Shared Reading: ‘Little Daisy’. Look at connectives. Collect from story and add alternatives for writing own stories.






Sequence own story using setting and character cards from Pie Corbett’s ‘Story Writing at Key Stage 1

Look at another short story and identify and collect alternative connectives. (See stories at back of ‘Story Writing at Key Stage 1’)

4

Phonics

Shared Reading: ‘Little Daisy’. Look at speech. Identify sentences by idea and punctuation. (S7) DEW. P72 – 82





Speech bubbles. ‘What does ….. say?’

Look at speech bubbles done in independent activities. Discuss alternatives to ‘said’ (quacked, squeaked, barked)

5

Phonics

Shared Writing: Improving Billy’s boring story start. Demonstrate story plan.

_/\/\/\/\/\






Draw and label a story map/grid of ‘Little Daisy’ or other favourite story. (Three Bears, Little Pigs) or one of your own.



Talk about writing next week. Think about your story and characters over the week end. Who will they be? What will they eat?

6

Phonics

Shared Writing: (S1 S6 S7) Teacher demo. Opening, first characters, setting. Edit and revise at point of writing.

Plan: Animals Billy meets and what they eat. Extend setting vocabulary.

(Write each sentence in a different colour.)





Write opening – supported with writing frames/ prompts where necessary. Plan settings, animals and what they eat.

Share independent work and use to clarify and reinforce features. Copy one onto white board and edit and revise. (Or provide dull one)

7

Phonics

Shared Writing: Teacher demo. (S1 S6 S7)

DEW. P78 – 82 Billy’s first encounter – who? what food? what said? use connectives identified last week and relevant words from list 1.





Write first encounter. Use connectives identified in shared write.

‘Is it a sentence?’ game.

Incomplete sentence game.

See DEW p72-82


8

Phonics

Shared Writing: Shared composition. Billy’s second encounter. As above.





Write second encounter.

Share independent work and use to clarify and reinforce features. Copy one onto white board and edit and revise. (Or provide dull one)


9

Phonics

Shared writing: Shared composition. Billy’s third encounter. As above.





Write third encounter.

(W9 W11) Read and spell words from List 1 – especially those useful for this story and next week’s writing.


10

Phonics

Shared Writing: Resolution and ending. Revise and improve.





Write resolution and ending.

Share independent work and use to clarify and reinforce features.

Make into class story book.




Evaluation of Objectives/Next Steps:






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