Literacy Unit Summary Plan



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Literacy Unit Summary Plan




Name:



Class:


Year Group/s: One and Two


Additional Narrative Unit – The story of Jake and Bones



Term:


Week Beginning:


Outcome
Children will produce a written version of the story ending, using a comic strip style.



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.
Most children learn to:
(The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit.)

1. Speaking

  • Y1: Tell stories and describe incidents from their own experience in an audible voice

  • Y2: Speak with clarity and use appropriate intonation when reading and reciting texts

  • Y1: Retell stories, ordering events using story language
  • Y2: Tell real and imagined stories using the conventions of familiar story language


2. Listening and responding

  • Y1: Listen to tapes or videos and express views about how a story or information has been presented

  • Y2: Respond presentations by describing characters, repeating some highlight and commenting constructively

3. Group discussion and interaction

  • Y1: Take turns to speak, listen to each other's suggestions and talk about what they are going to do

  • Y2: Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement

  • Y1: Ask and answer questions, make relevant contributions, offer suggestions and take turns

  • Y2: Work effectively in groups by ensuring that each group member takes a turn challenging, supporitng and moving on

4. Drama

  • Y1: Explore familiar themes and characters through improvisation and role-play

  • Y2: Adopt appropriate roles in small or large groups and consider alternative courses of action

7. Understanding and interpreting texts

  • Y1: Identify the main events and characters in stories, and find specific information in simple texts

  • Y2: Draw together ideas and information from across a whole text, using simple signposts in the text

  • Y1: Make predictions showing an understanding of ideas, events and characters

  • Y2: Give some reasons why things happen or characters change

8. Engaging with and responding to texts
  • Y1: Visualise and comment on events, characters and ideas, making imaginative links to their own experiences


  • Y2: Engage with books through exploring and enacting interpretations

9. Creating and shaping texts

  • Y1: Find and use new and interesting words and phrases, including story language

  • Y2: Make adventurous word and language choices appropriate to the style

10. Text structure and organisation

11. Sentence structure and punctuation

  • Y1: Compose and write simple sentences independently to communicate meaning

  • Y2: Write simple and compound sentences and begin to use subordination in relation to time and reason





Overview

Jake and Bones is an interactive story, taken from the RSPCA's Education website, which allows children to explore the possible decisions and actions to be taken in connection with the problem of re-homing Jake's dog, Bones.

Jake and his family are moving house and, as a result, Bones needs a new home that will be more suitable for him. Jake is concerned to find a loving home for Bones; various opportunities present themselves. The children can explore these options and, through the interactive story, they are guided to consider the consequences and possible outcomes for Bones.

This unit develops the children's enjoyment of the story, and their empathy with the characters, through a range of drama and speaking and listening activities that support appropriate oral rehearsal prior to the written outcomes.



Prior Learning


  • In order to engage fully with the learning opportunities within this unit the children will need to have as a starting point some knowledge of animals' basic needs.

  • It is therefore suggested that the following interactive activities taken from www.rspca-education.org.uk are followed before beginning Phase 1 of the unit.

  • Follow the link www.rspca-education.org.uk 'animals' needs' section into the 'meeting their needs' section and complete as a whole-class interactive activity. This is an opportunity to assess children's prior knowledge and address any misconceptions early.

  • Use the five freedoms activity to establish the basic welfare needs of pets and other animals. Follow the path: Start – Animals and the law – the Five freedoms. www.rspca-education.org.uk


Check that children can already:


  • listen attentively to stories being told or read and then identify the main characters and the setting

  • re-enact a story they have heard and include the main character and some of the main events

  • begin to form a simple sentence when attempting writing for different purposes and build on these skills throughout the unit.








Phase 1 – approx 2 days

The first phase introduces the story of Jake and Bones to the children and sets the context for this narrative unit. There are several opportunities for the children to discuss their personal experiences of owning pets or experiences with domestic animals. Through shared reading the children consider the various options open to Jake and his family; the teacher demonstrates how to navigate through the interactive story. Children should be given the opportunity to reread the text and develop their own site navigational skills as a guided or independent activity.




Learning outcomes


  • Establish, through teacher questioning during shared times and close observation of children working with response partners, that the predictions that children are making about both the characters and events in the story show an understanding of the story of Jake and Bones. Identify moments when children make direct reference to the story as evidence for their predictions.





Resources:

  • Jake and Bones - Main file


ZIP 3.6MB
  • Jake and Bones - Additional resources


ZIP 3.2MB
www.rspca.org.uk RSPCA website


Phase 2 – approx 3 days
The second phase develops further empathy with the characters and secures engagement with the dilemma within the story. Following clear demonstration and modelling by the teacher, hot-seating, telephone conversations and role play activities support the children's developing understanding of the characters and the dilemmas facing each of them. Shared writing supports the children's organisation of these early ideas.



Learning outcomes

  • Examine the character profiles completed in the role-play area. Have the children related to clues from the pictures in their written profiles of the animal characters? Have they used the model from shared writing to structure their thoughts?


  • Observe children working in the role-play area and identify how the information and ideas explored through the unit so far are influencing their illustration of the characters during their role-play sessions.





Phase 3 – approx 5 days
The third phase provides structured oral rehearsal through freeze-frame and thought-tracking activities. Shared and supported writing combine with these activities to prepare the children to focus on the outcome of the story, which they record as their final written outcome.



Learning outcomes


  • During oral rehearsal, do the children's contributions demonstrate their understanding of the dilemmas within the story and can they express these ideas, using appropriate vocabulary from both the story and the information available from the RSPCA site?

  • When the children provide the written outcome to the story is it a logical development and is it supported by previous work on consequences of actions covered earlier in this unit?







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