Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’ Teachers sl & cp year 4 Week beginning 28th September 2009



Download 140.11 Kb.
Date conversion06.12.2016
Size140.11 Kb.
Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’


Teachers SL & CP Year 4 Week beginning 28th September 2009

Phase

Objectives

Whole-class Shared Session

Guided and Independent Activities

Plenary

Learning Outcome

Mon

LI: To know the spelling and meaning of common homophones (Spelling)
LI: To identify details in a text which describe character and setting.

LI: To raise questions about details in a story.



Starter: (SPELLING) Play Bingo – ch choose from a selection of homophones. Teacher says word meaning.
Main – Explain that some historical stories are fictional with elements of fact. Introduce story ‘The Thief, the Fool and the Big Fat King’ by Terry Deary. Read first chapter. Model identifying details which describe main character and setting and record on flip chart. Identify specific historical features. Identify the vivid descriptive details that help to evoke another time and place and pick out expressive words or phrases

Read chapter 2. Whilst reading ch note down details which describe main character and setting (BEL main character only).

In pairs ch then discuss and agree details to feedback to class.

AEL 8 details; EL 6 details; BEL 4 details.

ON whiteboards.


Pairs feed back details of historic character and setting to class to be added to f/c.

Read chapter 3 of story. As whole class, TPS questions about details in the story. E.g. about word meaning, characters, plot etc. Gather information about features of stories with historical settings, for example a distinctive setting, often an adventure but which can be another type of story; fictional characters, based on historical details, who sometimes encounter real people from history.


Children can gather information about story setting and characters, as well as raise questions about details in a story.

Children can ask questions about details they do not understand in a story.

1. Listen to the story.

2. Identify something you want to question.

3. Talk to partner then write a question.


Tues

LI: To know what an adverb is (Grammar)
LI: To recognise adverbials and to use adverbial phrases in sentences.

Starter: (Grammar) tchr to give cards to pairs chn to act out and other child to guess the adverb.
Main Read chapter 4. Whilst reading ch think of questions they could ask about details in the story. In pairs ch share possible questions and discuss with whole class.

Read chapter 5. When come across adverbials jot them down on f/c. What do they notice about sentences with adverbials in? Read chapter 6. Ask ch to raise hand when they think they hear adverbials. Practice use of adverbs. Provide chn with adverbs they must use as openers in sentences that they can use to describe different parts of the story (EL/BEL) AEL to use the thesaurus to create their own.

Add more details about character and setting to f/c started yesterday.

Children can use adverbs to organise sentence structure.

  1. Look at your adverb.

  2. Think about a part in the story that you could describe in your sentence.

  3. Write your sentence and check.

Weds

L.I. (Handwriting) To join up y’s, g’s and p’s.
L.I. To write a character sketch.

Starter: (Handwriting) Practise joining up lower case y’s, g’s and p’s, etc.

Main: Look back at character profile of James developed over last 3 days. Read parts of story which describe Henry (p. 34, 37, 40, 41,44, 46). What does the author do to make us feel dislike for this character? Encourage ch to use ideas from story and combine with own. Model writing character sketch (description, how they act, etc) using narrative style – model process of saying sentences aloud and perfecting verbally before writing.


Ch to write their own character sketch for a character in the book (e.g. the Witch or the father).

AEL: to use 6 adjectives and 6 adverbs.

EL: To use 5 adjectives and 5 adverbs.

BEL: to use 3 adjectives and 3 adverbs.

EXT: To draw a picture of their character.


Read character profile to partner. Make corrections if necessary.
(Work to be quality marked – identify words which could be more ambitious). Read to end of story. Add more details about character to f/c started yesterday. How do we feel about this character? Sympathy…

Ch can write a character sketch.

  1. Think about what they would look like and describe using adjectives.

  2. Think about how they would act, move, talk, walk, etc and add averbs.

Thurs - Big writing.


LI: To know the features of good writing (story)
L.I to use WOW words.

Discuss Talk Homework briefly and remind ch of features of information texts. 35 mins VCOP games. V = Put an object in the middle of the room, ch to add one adjective to it and move along the class (change object when no more can be thought of). C = Connectives cricket (give 2 ch 2 sentences that are linked – 3rd ch writes a connective on whiteboard that joins the 2 sentences). O = 60 second challenge to write as many openers ending in –ly and then swap with a friend to complete the sentences. UP-level some of them. P = Kung –fu punctuation. WMG STORY, DISCUSS IN PARTNERS AND REPORT BACK AS WHOLE CLASS AND CREATE ONE FOR LAERNING WALL. TCHR TO CREATE SMALLER ONES FOR CHN TO USE DURING THEIR WRITING.


Ch will be writing a story about visiting Simile the alien (from ICT lessons) on his home planet of Lexicon & will have spoken to carers about it for Talk Homework (e.g. introduction, build up, climax, resolution, ending). Give ch 10 mins planning time.

BREAK


45 mins writing.

Use mini plenary system throughout writing (10 min reminders).

End with self-evaluation faces/ circle WOW words. Chn to up-level work on Monday morning with class teacher.



Ch can write a “good” information text.
Steps for success:

  1. Plan what to write.

  2. Think about the organisation of the text.

  3. Remember to use VCOP.

Check. Re-check.

Fri

Tu


L.I. To use commas to create complex sentences (punctuation).

LI: To know how differences in time and place are represented on TV.



Starter: Punc. =Show ch a range of complex sentences. Explain that there is a main clause (makes sense on its own) and a subordinate clause (that does not make sense on it’s own). E.g. Whilst following my mother, I went to the shop. Ch to put the comma in the correct place in their sentences. Discuss and show:

http://www.northwood.org.uk/complex%20sentences.htm
Main: Watch part of DVD – The Prince and the Pauper.

What indicates that the story takes place in a particular period of history? Discuss features that paper-based stories do not have e.g. costumes, music and scenery.


Ch to watch more of the DVD and TPS every 5 minutes about costume, music, scenery, how they talk perhaps? Etc.


Add information to flip chat for learning wall.

Ch know how differences in time and place are represented on TV.


Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’

Teachers SL & EF Year 4 Week beginning 5th October 2009 Week 2




Objectives

Whole-class Shared Session

Independent Activities

Guided writing activity

Plenary

Learning Outcome

Mon

Mon



L.I.(Starter – Spelling) To spell 2-syllable words containing double consonants.
LI: To identify historical setting within a story.
LI: To identify how words and actions can convey a different meaning.

Starter: Show contrasting word lists (diner, dinner; biter, bitter; coma, comma; writing, written; taping, tapping; pole, pollen; hoping, hopping; super, supper; lady, lady). Show how long vowels in middle of words are followed by one consonant, but short vowels are followed by 2. Give cards with the words on for ch to read aloud. Ch to work out if it has a long or short sound and therefore one or 2 consonants. Ch holds up correct card.

Story circle:

Tchr to start off a story in a historical setting, reminding chn that stories have a beginning middle and end. Tchr to start with one sentence and chn to say one sentence to enable us to make a class verbal story while passing around the wand. Chn to remember the details of the setting to ensure that ithe story remains historical. Could we improve our story? How?


Main: refer back to ‘The thief the fool and the big fat king.’ Ask questions to prompt discussion – what tells you it is set in the past etc? remind chn of the part when Henry VIII and James’ father were playing the card game, how did he pretend that he was playing fair, did James’ father know that Henry was cheating? Discuss what characters say and do, are they trying to hide anything? Do actions demonstrate the same thing as their words?

Chn to have 15 mins to role-play in groups of 3, the card game scene. Chn to focus on the thoughts and feelings of the characters.

BEL (TA SUPPORT)

Tchr to bring back and discuss with chn, did you find you were saying one thing but meaning another?
Chn to work in table groups to interview one character from the card game scene, James, father, King Henry. Chn to note down questions they want to ask in their groups and one child takes the role of the character. Tchr to model. BEL TA SUPPORT. (James) AEL: To ask why questions that need more detail for answers. (Father) EL: to focus on the actions and behaviour of their character (King Henry)

Discuss with chn in Group C, how can we show different emotions when we are acting? What can we do to make sure the audience believes us?

Chn to write down questions they want to ask their character. One child to be the character and answer questions if they were them. Relating to what they meant when they said, how they felt, the actions they choose.

What does this tell you about the character? Do you feel that you can understand why the character behaved a certain way?



Ch to act out some of their role-plays ( ICT - film using digi-blue cameras to put on website).



Ch can demonstrate an understanding of words and actions.
1. Think about the card game and vote which character you want to be.

2. Work through the scene in groups focussing on the actions and words you will use.

4. Rehearse with group.



Tues

Phase 1 Session 1



LI: (starter – handwriting) – To improve their cursive script.
L.I to identify historical setting within a story.
LI: (Main) To use language to represent a passing of time.

Starter (handwriting): Show children spelling list for this term and write using cursive script on board. Ch to use “magic finger” to draw in the air several times for each word.
Text analysis: chn to have one good story and one bad story with a historical setting and chn to highlight the key features to make a WMG story with a historical setting.
Main. Refer back to the book from last lesson ‘The thief, the fool and the big fat king’. How do you know that time has passed in the key points of the story? Chn to describe the key points of the story using language of time. Tchr to create a story map of the book on flip chart.

Whole class activity:

Chn to suggest ideas of how we can create actions for the story, e.g. the same action for the same word. To work as a whole class suggesting ideas for our story map actions. Then to practice as a whole class. Focussing on the actions to represent the language of time.

Tchr to split the class in half and see if they can remember all the details. What was tricky to remember? What did you do if you got stuck or forgot part of the story?
Chn to then practice in groups focusing on remembering the language of time.


Group C - Thcr to discuss with the chn what they found hard? Were their particular parts they found difficult? Why?
What can we do to make sure we remember the key points?



Tchr to bring back class and perform as a whole group, have we improved? What effect does the language of time have on our story?

Chn can create a story map with actions using language to represent a passing of time.

Steps for success:

1. Practice the actions using the story map on the learning wall.

2. Think of strategies to help you remember key points in the story, e.g. looking at friends, remembering key actions.

3. Show to the rest of the class.


Weds

LI (Starter –Grammar for writing): to identify use of powerful verbs.
LI (Main): to innovate own story from a traditional tale using powerful verbs.
LI: To use settings and characterisation to engage readers interest.

Starter: Use GFW p. 78 y4 term 1 s3. Identify the verbs, can we improve them as a whole class? TPS.

Main: tchr to remind chn of the work produced on Wednesday, creating actions for our story so that we are able to tell others and make storytelling more interesting. Tell chn they will be focussing on the conflict and resolution and recreating their own including powerful verbs.

Tchr to ask chn what are powerful verbs? Why do we use them? What effect does it create for the reader? Discuss how we can engage the reader/ listener in our innovations of our stories? What will keep them interested? Repetitive phrases, vocabulary, sentence length.


Chn to create in groups an adaptation of the ‘The thief, the Fool and the Big Fat King.’ Firstly by creating a story map then ensuring they use powerful verbs in retelling and using actions for them. Remind chn to focus on the features of a historical setting.

Shared writing: tchr to model how chn may like to set out their innovations through writing or pictures, tchr to complete 1 and chn to say one, can we make it better? Then write down improved sentence.


AEL: To create a story map and adaptation telling the story from a different viewpoint using powerful verbs.

EL: To use powerful verbs by adding in a new scene to follow on from the end of the story.

BEL: to change what happens in the story e.g the main event (To work with TA to come up with new actions and event).


3A CHN- Pupil writing target:

Use adverbs and adjectives selectively to add detail, choosing the most appropriate.



Why do we need powerful verbs in our writing? What effect does it have?

Tchr to inform chn that they will be creating a scene to follow on from the end of the story, discuss what could happen? How could we make it interesting create a story map of the key events and include powerful verbs adjectives and adverbs. Chn to give examples and write. making

Chn to perform in the groups, tchr to pose questions such as how can we make this more memorable etc?


Tchr to ask chn what they found difficult/ easy about the session? Chn to self assess their group work using the traffic lights.

Ch can use powerful verbs and innovate own story from a traditional tale.

Chn can engage the readers interest by using setting and characterisation.


Steps dependent on the group they are in.


Thurs

LI: To know the features of good writing.

L.I. To use time connectives.



WMG Account DISCUSS IN PARTNERS AND REPORT BACK AS WHOLE CLASS AND CREATE ONE FOR LAERNING WALL. TCHR TO CREATE SMALLER ONES FOR CHN TO USE DURING THEIR WRITING.Chn to write and account of what they have been doing during the past 5 weeks during enrichment afternoons. Chn to give a description, give specific details about what happened. Powerful vocabulary to add impact to the events, time connectives, feelings and reactions. This account needs to be more formal than a recount.

Games to be played for 10 mins each.

V- make up alliterative phrases using different vocabulary.

C- Create sentences using time connectives.

O- power openers chn have 60 seconds to think of as many power openers as they can.

P- tchr gives sentences orally, chn shout out punctuation they need giving actions.




Chn to have 45 minutes to write an account about the enrichment afternoons.

Chn have 10 mins after games to plan in writing journals. Then write the LI and date before break.


After break chn to write in silence for 45 minutes to big writing music.

Tchr to sit with group B – focussing on time connectives and target (P) have they punctuated their sentences correctly? Can they improve sentences? Is their work clear?


Use mini plenary system throughout writing (10 min reminders).

End with self-evaluation faces oops and yippee. Chn to then circle the time connectives they have used and complete their oops statement.



Ch can write a “good” recount.
Steps for success:

  1. Plan what to write.

  2. Think about the organisation of the text.

  3. Remember to use VCOP.

Check. Re-check.

Fri

LI (Main): to tell stories effectively and convey information coherently for listeners.

Extra session: chn to continue to practise their innovations in their groups. When chn are ready tchr to record using the microphone, chns innovations and place on Fronter with link to podcasting site. Chn for homework to respond to forum question about their peers work.

Chn to continue rehearsing their group innovations and record using class microphone. BEL (TA SUPPORT)

Group D- Tchr to encourage this group to use only key points in their innovations.

Chn to assess other groups, did the story engage you? What did you enjoy about the innovations, 2 stars and a wish for each group.

Ch can tell stories effectively and convey information coherently for listeners through recording and performing.

Steps dependent on the group they are in.




Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’

Teachers SL & EF Year 4 Week beginning 12th October 2009 Week 3





Objectives

Whole-class Shared Session

Independent Activities

Guided writing activity

Plenary

Learning Outcome

Mon

LI: (Starter): Grammar: To understand how the author engages the reader by using punctuation, sentence structure and paragraphs.

LI: To be able to develop and refine ideas in writing using planning.



(STARTER): chn to identify how the author of the story has organised the text from the book we have been reading, chn to be given pieces of the text to go through and analyse in their partners. What punctuation has been used for effect, how do they keep the reader interested what is the use of paragraphs?
Main: chn to use their innovations from last week to write the story they created in groups.

Part 1: chn to answer questions in Literacy books relating to their innovation: Creating a historical setting

  1. Use old-fashioned words and ways of speaking for dialogue.

  2. Make sure dialogue doesn’t use modern language.

  3. Only mention things people wore or used in those days.

  4. Describe in detail the way things were (places, buildings, everyday objects, clothing, food, transport).

Part 2: chn to develop their character in their story focussing on the main event, feelings of the character and where it takes place.

AEL: To include key vocabulary for their setting that is relevant to Tudor period. EL: To focus on using different words to describe feelings.

BEL: To use describing words to focus on creating a historical setting.

(TA SUPPORT)


3A CHN - Pupil writing target:

Use descriptive language to establish a specific setting in writing.

Chn to list key words associated with the Tudors to describe the setting and objects which we may not have now. Chn to incorporate these into their writing for their planning. Are the words we have used appropriate, do they link to the stories we are writing about? Chn to share the descriptive language they have used in their planning.


Chn to share their plans with a friend in their group, what detail have they got that is different to yours? Why might this be?

Chn can develop and refine their ideas through planning.
Steps for success:

1. Choose an event in your innovation.

2. Write about how the character feels during the event.

3. Describe the setting of where the event takes place, focussing on historical features.



Tues



LI (Starter) Spelling: To find spelling patterns for spellings for this term

LI: To use show cohesion using paragraphs.



Starter: find spelling/ shape patterns/ tips to be able to spell words for this term. TPS and share with the rest of the class to help one another.

Chn to use their innovations from their group work and planning to write their new story, using paragraphs to show cohesion and organisation in their story.


Shared writing: tchr to use a child’s example of their plan from yesterday. Tchr to write 1 sentence and chn to suggest another, remembering that the first sentence we think of may not always be the best sentence we can create. Can we improve it? Write down sentence, tchr to repeat process to make sure all chn understand.

Chn to tell their story to a friend (chn should be able to do this as they have had the opportunity to develop their group innovation over the past few Literacy sessions.

Chn to complete their story independently in their Literacy books, leaving 1 line between each written line to be able to edit their work tomorrow. All to use the language of time and powerful verbs.

AEL: use various compound, complex and simple sentences in their writing for effect.

EL: To use compound and simple sentences in their writing.

BEL: To focus on vocabulary to interest the reader. (TA SUPPORT)


3A CHN - Pupil writing targets:

Identify and interpret writers use of expressive language, comment on the writers choice of words and their success in creating moods and building tension in texts.

Chn to look at paragraph given by teacher and identify how a writer has created these effects.

Chn to use their plans to develop their language to wite to create tension and mood in their writing. How have we done that? How could we do this? chn to share what they have written and chn in the group to identify mood/ atmosphere and what language helped to create it.



Chn to self assess their own work with Yes and oops comments, have they engaged the reader? What could they do tomorrow to improve their writing?

Chn can show cohesion by using paragraphs in their writing.

Steps for success:

1. Look at your plans from yesterday.

2. Think about how your innovation begins and the different ways of starting stories.

3. Write your introduction, then the events that follow, remembering your sentence structure, language of time and powerful verbs.

4. Read through your work, have you engaged the reader? How?



Weds


LI: (starter): To use powerful verbs and adverbs (handwriting).

LI: To use editing skills to improve story and engage the reader.



Starter: Show ch 2 story openings. 1 at level 2 and 1 at level 4. Discuss the differences. What is better about the level 4 piece of work? Identify the powerful verbs and adverbs (there will be more in level 4 work). Ch to write out the powerful verbs using cursive script several times.

Tchr to ask chn why is it important to edit work we have done?

How can we engage the reader? What will make the reader want to continue reading our stories? Chn to suggest reasons such as including good vocabulary, humour, detail about the setting so they understand and are interested. Chn to also think about sentence structure, what types of sentences create effect? Tchr to model examples of what sentences and punctuation we could use for effect and encourage readers to read on. Chn to suggest what atmosphere it creates etc.



Tchr to model how we improve our writing to ensure all chn are using time correctly and improving their writing effectively e.g not using too many words, editing sentence structure to create effect etc.
Chn to read through their work from yesterday and using a different coloured pencil to improve their work using their VCOP cards to help them.
AEL: To focus on sentence structure and atmosphere they have created using punctuation.

EL: to develop their vocabulary to the historical setting.

BEL: To use simple sentences to create effect.

(TA SUPPORT)



3A CHN - Pupil writing targets:

To consider the beginnings of paragraphs and begin to use connectives to help structure text.

Chn to read through their stories written yesterday. Tchr to use one child example and to improve as a group. Can they improve the opening of their story. What connectives are necessary, can we up level them or alter the sentence? Discuss. After tchr has completed shared writing chn to edit and improve their own opening. Ask chn what can we do for our other paragraphs? Tchr to work through a different child’s example and encourage chn to continue with their own.


Story circle, chn to start with one sentence and chn to continue with one sentence when the wand reaches them. Have we improved our story telling? What did we do differently? What were we able to do this time and not do last week?

Chn can edit their work to improve their writing to engage the reader.

Steps for success:

1. Read through a paragraph.

2. Have you engaged the reader, e.g. have your provided a powerful opening and given relevant detail about the setting?

3. Are you paragraphs coherent/ do they flow?

4. Have you used enough description about the character and setting? Think about your 5 senses and how the character is feeling.

5. Does your ending make sense is it clear?


Thurs




Hampton court trip: Tchr to tell chn ghost story on trip to Hampton court to link to next phase of storytelling and innovation.













Fri

LI: (starter) To use the correct punctuation in a piece of text.

LI: To explore and respond to the main characters and setting in a historical story.



STARTER: Punctuation: chn become the punctuation police, chn have a certain amount of time to include the missing punctuation and solve the case in a piece of text. Discuss if we had used a different piece of punctuation would it have altered the sentence meaning?
Tchr to ask chn to remind them of the story they were told on yesterday’s trip to Hampton court palace. How did it make them feel sitting in the place where it happened? How did you feel about the characters that had to be there? How do you think they felt?

Chn to record initial responses to the story they heard yesterday.
AEL: imagining they were still there focussing on how it made them feel, how being in the setting helped and how the characters may have felt.

EL: focus on their feelings, the setting/ characters and how it contributed to the story.

BEL: to focus on their personal feelings and those of the character.


3B CHN - Pupil writing target:

Show awareness of the point of view being presented in a text.

Chn to think about the character and their point of view in the story, what information are we given by the writer? What can we infer? What experiences can we use, or emotions to help us understand what the characters are feeling? Relate to the setting, mood and atmosphere created by the writer.

Chn to share and then write their ideas in their Literacy books remembering to give evidence from the story if they can.


Chn create a story map of the tale in partners then to share to make a whole class map.

Chn can explore and respond to the main characters in a historical story.

Steps for success:

1. How did you feel at different stages of the story?

2. How do you think being in the place where it happened help?

3. How do you think the characters felt being there, what were they feeling at different stages of the story?





















































Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’

Teachers SL & EF Year 4 Week beginning 19th October 2009 Week 4





Objectives

Whole-class Shared Session

Independent Activities

Guided writing activity

Plenary

Learning Outcome

MON

Starter grammar LI: To be able to write complex sentences.


LI: To explore the main characters and setting to retell a historical story. LI: To innovate stories using a range of language to interest the reader.

Teacher to show PowerPoint on complex sentences:

http://www.primaryresources.co.uk/english/powerpoints/complex_sentences.ppt teacher to then provide examples for children to build on, encourage BEL to create compound sentences using different connectives. Chn to use mini whiteboards and TPS to create compound and complex sentences from examples provided by the teacher
Tchr to retell the story from Hampton Court Palace yesterday. Chn to then retell to a partner. Did they remember the key events in the story? Create a boxed up version of the story, putting key events in boxes, e.g why is the ghost there/ who is he bothering/ what happens in the end? Discuss the characters feelings at each stage to support their retelling imitations.

Chn to then think of actions they may use for these key events. Chn to work in same ability groups to decide on their own actions using key words. Chn to create a repetitive phrase to use in the story. Shared writing: tchr to model how chn may like to set out their innovations through writing, tchr to complete 1 line and chn to say one, can we make it better? Then write down improved sentence. Reinforcing to the children we can improve our writing.

AEL : Chn to include time connectives and powerful verbs in their innovations.

EL: To focus on language of time and adjectives to describe the setting.

BEL: To use language of time and include the correct punctuation, e.g. capital letters and full stops (TA support). (20 mins)


3B CHN - Pupil writing target:

Use adjectives and adverbs to create variety and add interest for the reader.


Tchr to model retelling a different story using a repetitive phrase. Chn to use their story map to think of a repetitive phrase and tchr supports in their sequencing using the images on the story map.
What language can we use to engage the reader? What repetitive phrase could we use that is relevant to the story to help others remember the key points?

Chn to share their group work with the rest of the class, what have they done differently? Have they remembered they key events? Ask chn, how will this help us to write our own stories?


chn can explore the characters and setting in a historical story to help support them in retelling a story.

Steps for success:

1. Look at the boxed up version of the story.

2. Think about how you will link the events.

3. Discuss actions you can use to tell the story.

4. Rehearse your actions and story telling in your groups.



TUES

LI: To use cursive script accurately.

LI: To use stories we already know to invent a new story with a historical setting.



Starter: chn to write 2 complex sentences in their neatest handwriting about how Catherine and Henry feel during the story. Chn to verbalise to a partner then write down referring to the handwriting chart on visualiser.

Main: tchr to ask chn to retell the ghost story heard at Hampton Court Palace. How did it make them feel being where it happened? What do they think Catherine Howard/ Henry felt like? Tchr to tell chn about the main activity, referring to Monday’s lesson and how describing words can create effect and interest the reader.


Reminding chn to refer to the class boxed up version of the original story and think about what they could alter/ change to create a new story. Go over WMG story with a historical setting,.Tchr to remind chn of how we planned our story last week, tchr to focus on the introduction, build up, climax, resolution, ending. Chn to plan these sections of their story using their story maps.


Chn to have a few minutes to think about what they may change from the original story, then to describe to their partner, what did they find difficult? Did they say everything?

Chn to then retell their story to someone else, did they change their story in any way? Include more detail? Use their previous partner’s ideas etc?


Chn to then complete their boxed up plans provided by the teacher individually including bullet points of key events that happen in each section to help with their writing process.
AEL: To write intro, build up, conflictx2, resolution x2 and ending.

EL: To write intro, build up, conflict, resolution and ending.

BEL: To write beginning, middle and end with TA support.


2A CHN – Pupil writing target:

Use interesting vocabulary varying the use of verbs for effect and using adjectives for impact.

Chn to share their story ideas with the group and other chn to provide feedback on how the individual’s stories can be improved. Chn to plan their stories using bullet points for the key events that happen in their story. Once they have finished to give their plans to their partner, have they included what they said they would?

Tchr to ask chn what language we could use to describe… (Different locations the chn have mentioned in their story from Hampton court.) chn to include key phrases on their plans.

Chn to complete planning their innovation with tchr prompting Q’s where necessary.

Ask chn to imagine they are in Hampton court palace and to use their 5 senses to describe what they see, hear, touch, taste and smell, tchr to create a class list and chn to add to their plans, key phrases they wish to use in their story tomorrow.



Chn can invent new stories by creating a story map to support their planning Steps to success:

  1. Plan your introduction, build up, and conflict, resolution, ending using bullet points.

  2. Include key words and description that you will use in each section.

WEDS

LI: To identify descriptive language.
LI: To be able to develop and refine ideas from planning using features to interest the reader


Tchr to show chn 4 descriptive openings and chn have to guess the setting. Chn to pick out the key language that helped them to guess what setting it was. Encouraging chn to understand they do not have to state where they are but use description to help set the scene.

Tchr to model how to write an effective opening verbally with the chns support, demonstrating to the children they need to say the sentence before they write it. Looking at yesterday’s list of key phrases for description.




Chn begin to write their story using their story maps for support and to ensure they include all aspects of WMG story with a historical setting for their opening, build up and conflict for their story.
Remind chn to leave 1 line between each written line to allow them to edit and improve their writing.

AEL: To focus on adding interest for the reader using adjectives/. Adverbs for effect and to create atmosphere (pupil target revisit). EL: to organise paragraphs to show cohesion and using adjectives to describe the setting. BEL: to focus on adjectives/ adverbs to describe character/ setting (TA support)

Ask some chn after 5 mins to share their first opening sentence, is it effective? How?


2A CHN - Pupil writing target:

use interesting vocabulary varying the use of verbs for effect and using adjectives for impact.


Tchr to ask chn where each of their openings is set, chn to support one another in using their experiences from Hampton Court Palace to give detail and interest. Making sure chn focus on their 5 senses.

Encourage chn not to use too much description. Tchr to write down a good and bad sentence on mini w.b and ask chn to compare, which one is better? Why? Which one will interest the reader? Which one sets the scene and tells us where the character is without saying Hampton Court Palace.

Chn to use these ideas to support their writing. Chn to share their verbs and adjectives for impact to support their peers, to discuss as a group.


Chn to share with their partner 1 sentence they are really pleased with in the opening or build up and say why e.g. used good description, creates an atmosphere etc.

Chn can develop and refine ideas from planning using features to interest the reader.

Steps for success:

1. Use adjectives to show the historical setting.

2. Say your sentence, does it make sense? Then write it down.

3. Re-read your sentence have you thought about your sense?

2. Have you kept the reader interested?



THURS

LI: To punctuate sentences using capital letters and full stops. (basic skills focus)

Part 1: LI: To be able to edit and improve writing to interest the reader.



(10 mins) Chn to have differentiated sentences to work in partners to solve AEL: COMPLEX EL: COMPOUND Chn to place the sentences in the correct order and then put in the correct punctuation either- , . ? or capital letter. BEL: SIMPLE to include .? or capital letters, chn to work individually then compare with partner. Chn to then discuss with other partners on their tables, have they missed any punctuation or capital letters?

Tchr to ask chn, why do we need to edit out work/ why is it important? To improve our writing to make sure we keep the reader interested in our stories the whole way through. How can we edit our work? E.g. to improve our writing, by reading each sentence and seeing what we can do to create an atmosphere/ feeling, to interest the reader, by including more description or changing the sentence type.

tchr to model how to edit and improve the opening. Then go through the build up of another child’s work, chn to give suggestions based on tchrs example given. Chn to TPS then give suggestions to the whole class..


Tchr to remind the chn that when we edit our work we are not just including ‘wow’ words or connectives. We can alter sentence structure and make sure we have the basics in our sentences e.g. full stops and capital letters, we are making our writing more interesting for the reader.



Chn to read their stories to their partner. Chn to go through their own opening/ build up and conflict using a different colour pencil to edit their work, focussing on the language they have used and the sentence type. Encourage chn to read the sentence and ask themselves, does this make sense? Can I alter it to make it sound better?
Tchr to inform chn on different Literacy tables:

AEL: to focus on sentence structure for effect and atmosphere.

EL: To focus on the use of adverbs and adjectives in their story to describe setting and characters. (TA to work with group D)

BEL: To concentrate on their basic skills, punctuation, agreeing tenses and sentences.

(E.N to have own work plan)

Chn to read through their opening, build up and conflict and use their WMG to support their editing.

Have completed everything on the WMG sheet? Chn to tick off what they think they have included in their opening and build up and conflict. WMG sheets differentiated by ability.

Peer assess: Chn to read their stories to the same partner once edited, have they improved? How? What did you like about the story the second time you heard it?


2C pupil writing target::

Choose words for effect making writing interesting for the reader.

Tchr to ask chn what are the basic skills we need in our writing? Chn to suggest, punctuation, capital letters, clear sentences that make sense. Chn to swap books and read their partners opening, is it clear? Have they used their capital letters correctly? Chn to edit their basic skills in their opening.

Tchr to model with own example of how to identify descriptive words or phrases to show chn what is expected. Chn to read aloud their build up to the group. Chn to listen to others and give examples of words or phrases that make the writing interesting. Can we improve this part of their writing? How? Chn to suggest 1 idea for every member of the table for them to improve their build up.

Chn to then highlight key words or phrases they have used in their conflict, share with a partner, are they interesting? Chn to edit accordingly, with tchr support and guidance.



(15 mins)

Tchr to inform chn that tomorrow we will be writing our endings. Tchr to show a good and bad ending on IWB (ICT LINK). Chn to TPS which is better and why. Chn to then think about what makes a good ending and to create a WMG for tomorrow’s lesson.

Homework: (ICT LINK) show chn Fronter forum that they will need to add to about the endings of their stories, chn to upload the final sentence of their story for us to look at tomorrow and include in our writing.


Chn can edit their work to improve their writing.

  1. Read through your opening.


  2. Do your sentences make sense?

  3. Can you improve your sentence by adding/ deleting descriptive language?

  4. Can you improve your sentence by altering the sentence type?

  5. Tick off what you have done on your WMG.

  6. Repeat for your build up and conflict.




FRI

LI: Spelling – To recognise letter patterns.

LI: To create an atmosphere in writing using a range of sentence types.





Tchr to show factsheet on different letter patterns. Chn to identify similar words with letter patterns e.g. bought, sought, ought etc. show and work through as a class. http://www.bbc.co.uk/skillswise/words/spelling/recognising/letterpatterns/game.shtml
Tchr to show Fronter forum that chn have added their final sentences to, chn to say what they like about the final sentences and to suggest improvements. Tchr to remind chn of the importance of saying their sentences before they write them, link to yesterdays lesson, how will this help our writing?
Tchr to ask chn what should happening the resolution and ending? Tchr to show a good and bad ending, which one is better? How does it keep the reader interested right to the end of the story? How can we end our stories effectively TPS.

Chn to have 15 minutes to write their resolution, ensuring they are using the WMG sheets to make sure they are including key aspects to make their story good, ticking them off as they use them.

Chn to then tell their partner how they are going to end their story, happy/ sad ending, cliff hanger etc? partner to give feedback on their friends ending, what works well, can they contribute other ideas to improve it? Chn to then have a further 15 minutes to write their ending.


3b pupil writing target: Use adjectives and adverbs selectively to add detail, choosing the most appropriate.


Using their own writing children read adjectives/noun verb/adverbs to each other and discuss their overall effect in the section of their story.

Ask chn to explain their choices for words they have used? Is it to create an atmosphere, give more detail about the setting or character? Other chn to give opinions on choices of words others have used.

Is it necessary to use this adjective/ adverb there? Why/ why not? Can we use a different one?

Chn to describe their endings to the group, chn to provide possible descriptive language to their friends to support their writing.




Chn to go to 5C and read their finished stories to another child in Year 5. Remembering WMG reading aloud. Chn in Year 5 to try and guess the setting and time in History. Year 5 chn to give Year 4 chn 2 stars and wish for their story in their books.

Chn can complete ghost story creating an atmosphere by using different sentence types.

  1. Think about what type of sentence you want to create simple, compound, complex.

  2. Say your sentence

  3. Write your sentence.

  4. Re-read to check it makes sense.






The database is protected by copyright ©hestories.info 2017
send message

    Main page