Literacy Unit Summary Plan



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Literacy Unit Summary Plan





Name:



Class:


Year Group/s: Two and Three and Four



Narrative Unit – 3 weeks

Extended Stories


Term:


Week Beginning:


Outcome
Write a story that has: a transfer to an imaginary world, paragraphs (Year 4) with connectives to signal time, sequence or place; description of an imaginary setting and characters (marking and feedback against agreed success criteria, self-assessment).

Objectives

In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:


Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1

Strand 6 – Word Structure and Spelling at KS2.

Strand 11 – Sentence Structure and Punctuation at both key stages.

 

These are in addition to the Objectives listed below.


2. Listening
  • Year 2 - Respond to presentations by describing characters, repeating some highlights and commenting constructively.


  • Year 4 - Compare the different contributions of music, words and images in short extracts from TV programmes.

3. Group discussion

4. Drama

  • Year 3 - Use some drama strategies to explore stories or issues.

7. Understand and interpret texts

  • Year 2 - Give some reasons why things happen or characters change.

  • Year 4 - Deduce characters' reasons for behaviour from their actions.

8. Engaging with and responding to texts

  • Year 3 - Empathise with characters and debate moral dilemmas portrayed in texts.

9. Creating and shaping texts

  • Year 3 - Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved.

  • Year 4 - Show imagination through the language used to create emphasis, humour, atmosphere or suspense.

10. Text structure and organisation

  • Year 3 - Signal sequence, place and time to give coherence.

  • Year 3 - Group related material into paragraphs.

11. Sentence structure and punctuation
  • Year 3 - Show relationships of time, reason and cause through subordination and connectives.


  • Year 3 - Compose sentences using adjectives, verbs and nouns for precision, clarity and impact.





Overview
Reading, response, analysis: Begin reading an extended story by a significant children's author as a serial story. Continue throughout the unit and have other longer stories available for children to read independently and in guided reading sessions as appropriate. Use video clips of film or TV versions of the story to explore character and discuss possible alternative courses of action.
Writing: Children work with appropriate support to plan and write their own sustained story with a logical sequence of events. They include elements from reading, for example characterisation, setting, story language and adding detail.



Prior Learning
Check that children can already:


  • write in complete sentences with capital letters and full stops

  • work collaboratively in a group, taking turns and reaching agreement

  • identify story elements: characters, setting, and key events

  • write a complete story using a shared story plan, making use of features from reading to make it 'sound like a story'

  • present a logical sequence of events and make use of connectives to show links between events.







Phase 1

  • Read an extended story by a significant author as a serial.


  • View a video version or versions of parts of the story and consider the different contributions of music, words and images.

  • Use drama strategies to explore the story.


Phase 1 Learning outcomes


  • Year 2 - Children can make predictions about a text and discuss the way characters develop across a story.

  • Year 3 - Children can infer characters' feelings in a variety of situations.

  • Year 4 - Children can deduce characters' reasons for behaviour from their actions.

Resources:


  • Developing early writing, (Ref: 0055/2001).

  • Speaking, listening, learning: working with children at Key Stage 1 and 2, (Ref: 0627-2003 G).

  • Grammar for writing, (Ref: 0107/2000), units 16, 17 and 18.

  • Aspects of narrative: adventures, mysteries, historical tales, sci-fi, fantasy and stories with issues.

  • Digital camera.

  • Range of children's digital photographs of the local environment or images sourced from the Internet.

  • Photo-editing software with a range of filters, paint options and a cutting tool to cut and paste images of objects onto the landscape.

  • Aspects of narrative: fictional settings.

  • Fictional settings.



Phase 2


  • Create fantasy settings using photo-editing software.

  • Use images to discuss character responses to settings and reflect on feelings, behaviour and relationships.

  • Analyse language use and connectives to signal time, place or sequence.

  • Explore different types of sentences and the effect of varying sentence length (composing compound sentences and using subordination).





Phase 2 Learning outcomes


  • Year 2 - Children can use the language of time to structure a sequence of events.

  • Year 3 - Children can compose sentences using appropriate language.

  • Year 4 - Children can clarify meaning by using varied sentence structure orally.





Phase 3


    • Children plan and write an extended story set in an imaginary world.

    • Story ideas and support for planning are provided by working with groups during the writing process.

    • Success criteria suitable for the different groups are discussed and agreed.

    • Identify a character whose actions are influenced by the setting.

    • Children review their own writing.

    • Finished stories are presented to the class, for example, as a book.





Phase 3 Learning outcomes

  • Year 2 - Children can plan a story that has a logical sequence of events.


  • Year 2 - Children can write an extended narrative with: a logical sequence of events; sentences grouped together; temporal connectives

  • Year 3 - Children can write an extended story with logically sequenced events and a resolution.

  • Year 4 - Children can write a narrative using paragraphs to organise ideas maintaining cohesion within and between paragraphs.

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