Weekly literacy planning sheet use Smart notebook : piratessmartnotebook1 for support teacher: text range: N3 Adventures and mystery (week 1 of 4) class: 3 week beginning: support: school target



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WEEKLY LITERACY PLANNING SHEET Use Smart notebook : piratessmartnotebook1 for support

TEACHER: TEXT RANGE: N3 Adventures and mystery (week 1 of 4) CLASS: 3

WEEK BEGINNING: SUPPORT:

SCHOOL TARGET


Reading Objectives (R)

Writing Objectives (W)

Word Level Objectives (WL)

Speaking & Listening Objectives (SL)

Handwriting Objectives (H)

  1. TBAT listen to and follow text as it is read.

  2. TBAT identify features of an adventure story.

  3. TBAT make predictions about outcomes.

  4. TBAT empathise with characters.




  1. TBAT create own Neverland islands and label with descriptions.

  2. TBAT create a storyboard.

  3. TBAT create a character sketch for Peter Pan.

  4. TBAT write positives and negatives of being a lost boy/girl.

  5. TBAT write positive and negatives of flying to Neverland.

  1. TBAT use adjectives to describe settings.

  2. TBAT identify past tense verbs in text.

  3. TBAT use a thesaurus to find alternative adjectives.

  4. TBAT identify adverbials in text.

  1. TBAT act in role as a character.


  2. TBAT interview a character.

  3. TBAT use dramatic techniques to explore issues.

  1. TBAT write with increasing consistency in size.




Shared Reading/Writing

Sentence, Word Level and Phonics

Independent/Group Tasks Including Differentiation

Plenary

Resources

Assessment & Evaluation

M

O

N

(R1, 2 & W1) What is an adventure story? Can you tell me about any you have read or seen?

Begin to read ‘Peter Pan’ by J.M. Barrie. Discuss format of characters we have met so far and what we know about them. Read to page 15.

Discuss the characters ‘neverlands’ how do they compare to one and other?
Setting pictures on tables and ask pairs to discuss what settings they might find on their own neverland island and what might be in each setting. Discuss as a class

Children imagine their own neverland

Talking partners

Use your senses what can you: See/Hear/Touch Smell/Taste around the island?

Display a blank island map on IWB. Draw and label different areas on neverland island based on ideas generated by class.


(WL1) What is an adjective?

Display Word wall to show adjectives describing neverlands.


(W1) I can create an example of a neverland island and label with description.

I can use adjectives to describe my island.

A3 island sheets. A6 pieces of paper for each section. (ST)


Pairs to show their neverland islands to the class.

What can be found on your island? Describe what you will see and hear?
Which areas are safe? Unsafe? Fun? Scary?

  • Peter Pan

  • Neverland image/island IWB

  • Setting images etc

  • IWB blank island

  • A3 islands 1bt2

  • A6 paper

  • Scissors

  • Pencil crayons

  • Computers




LA

MA

HA

Discuss island as a group. Create two areas together.
Draw and label and discuss what would find there.

Pairs to then work together to create their own islands.




Create neverland islands in pairs

. Each pair to create at least two areas each and stick on A3 island and label and note description using list adjectives.


Two pairs to use computers – Granada or paint to draw two sections for neverland.

Create neverland island in pairs. Discuss. Each pair to create at least two areas each and stick on A3 island and label and note description using adjectives to describe sight and sound.


T

U

E

(R1, 3, W2) Continue to read Peter Pan up to page 20. Recap on what has happened so far. Discuss what a shadow is. Does your shadow leave you? Discuss how it is different in the story. Discuss predictions about what we think will happen next regarding ‘shooting star’ and shadow etc.

Display some images of people with their shadows including Peter Pan.

Ch to close eyes as though fast asleep in bed. Their shadows are feeling mischievous and decide to go on a mini adventure for the night and creep out of bed and escape out of the window.

What adventure is your shadow going to have? Talk partners to discuss what their shadows might do on their adventure. Super shadow? Adventure? Fly? Pretend to be a real person? Meet up with other shadows? Using story board template on IWB draw and write what shadow gets up to from ch’s ideas.

Use past tense and draw on past tense verbs from earlier.



(WL2) First: MA What is a verb? Play the ‘yesterday I…’ game n tables. Which words are the verbs? What tense are they in? Agree past tense because already happened. Provide short extract from Peter Pan read yesterday. MA pairs to highlight past tense verbs in text. Discuss as class and highlight on IWB.

I can design my own storyboard.

(W2) Create story boards showing what their shadow does on its mini adventure before creeping back into bed before ch wake up. Past tense.



Take pictures of ch with their shadows.

Ch to share their storyboards with the class. What did their shadow get up to on its mini adventure? Did your shadow do something similar or different?








LA

MA

HA

EAL support.

Key words left in to display examples of writing.


As a group to then complete own storyboards. (Must write past tense verbs but other details if possible).
.

Complete and create storyboard for shadow adventure in pairs. Full sentences.
.

Complete and create shadow adventure independently. Full sentences.

W

E

D

(R1, 4) Recap on what we have read so far. What has happened? What do we know about the characters? Peter Pan in particular? What happened to Peter’s shadow? What do you think might happen next and why?
Read up to page 30. Discuss Peter’s return to the house, what he is looking for and what happens when he cannot reattach his shadow to him.

How does the writer describe how Peter feels? How might you feel if you lost something/broke something and couldn’t find/fix?





I can describe characters from a story using interesting adjectives .

(SL 1, 2)Mixed ability 3’s.

One ch to be Peter and other two to act as interviewers. Display some questions about how Peter felt when he lost his shadow and when he eventually found it how he felt when he couldn’t reattach it. Interviewers need to ask Peter who will sit in a hot-seat.

Adult general support.

Discuss how different Peter’s answered their questions.


(W3) Peter Pan sketch using only what ch know so far from the text.

Ch to show their Peter Pan character sketches/profiles and discuss.

What are the similarities and differences between sketches.


What evidence was in the text to support your description?

  • Peter Pan

  • Picture of Peter Pan IWB character sketch e.g. template

  • Questions for hot seating Peter on IWB

  • EAL and LA whiteboards for TA’s

  • HA character profile template




LA

MA

HA

Draw image of Peter and write key words and notes around to describe the character we know so far. JW support. Discuss and create together.

Draw Peter and write notes and key words to describe character so far.

Complete Peter Pan character profile in template including name, age, appearance, personality etc. Draw picture.

CR support.





T

H

U

(R1, 4, W4) Recap on what we have read so far. Plot and characters. Recap on Peter Pan character sketch so far. What do we know about Peter’s character up to now? Do you think this will change? Develop? Why? Read up to page 37. Discuss dialogue between Peter and Wendy and his actions/behaviour throughout the interaction. When Peter throws the boys out of their beds discuss. Do you think that was the right thing to do? Why? What would have you done in that situation? Why do you think he did that after what Wendy had said? Discuss how Peter is a lost boy. Discuss positives and negatives of being a lost boy/girl by looking at lost boy images/sections from movie. MA paired timed activity, half the class to brainstorm positives, other half negatives of being a lost boy/girl. Collate some ideas together on IWB.

(WL3, 4) What is an adjective? MA pairs look at an extract from Peter Pan read so far and highlight examples of adjectives. Collate a short list on IWB and pairs to look for alternatives in a thesaurus. Explain that thesauruses are good for looking for more exciting vocabulary.

(W4)

Discuss positives and negatives of being a lost boy or girl and discuss reasons why that would be positive or negative and how that would make the ch feel and why.


  • Adjective extract from Peter Pan

  • Thesauruses

  • IWB images of lost boys to project + and – images/sections from movie

  • IWB flipchart with + and – table template




LA

MA

HA

I can choose words for variety and which add interest and detail. I can write positives and negatives of being a lost boy/girl.

Write + and – of being lost boy or girl in a table in sentences with justifications. Independent work.

Teacher support LA and EAL
(W5) Create + and – conscience alley (table) in books.


F

R

I

(R1, SL3) Recap on what we have read so far. Continue to read Peter Pan to page 44. Discuss the children’s decision to fly away from home without telling their parents.

Was this the right thing to do? Why? What would you have done in the same situation? What would your parents do if you arrived home after flying away without permission?
Discuss that although this was a little bit naughty of the ch there would have been some positive reasons for them to go to Never Neverland and join the lost boys.

What positives?

Use evidence from the text. Split class in half, half to discuss and write positives for flying to Neverland and other to write negatives. Explain we are going to create a conscience alley. One side +, other -. Ch to walk through conscience alley while both sides persuade to do + or -. Ch to explain what they would do and what whispers influenced them in particular and why.


(WL5) What is an adverbial? Explain to ch what an adverbial is. Look at some sentences on IWB based on Peter Pan which contain adverbials. Highlight adverbials in the sentences. Display another sentence




(Longer than usual) Recap on indep/paired work. Positives? Negatives? Which decision would you make? Why?

(SL 1


  • Adverbial sentences IWB with definition

  • Peter Pan

  • Characters flying flip chart

  • Conscience alley flip chart (see HP from last year)

  • LA and MA conscience alley sheets

  • LA CA templates on computers

  • Music







LA

MA

HA

I can give reasons for my answers . I can justify an argument.

Note + and – in conscience alley bubbles. (Complete on sheet). Paired work.

Two pairs to use computers. Print to put into books.

Same as LA.

Create + and – conscience alley table in books. Write notes/sentences including justifications as to why + or -. E.g. It is a bad idea to fly to Neverland because they have never flown before and it could be very dangerous.


Use of ICT

Cross Curricular Links


Notes to inform future planning based on assessment




















LA: W – 1A



MA: 2C – 2B

HA: 2B - 3




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