National Literacy Strategy Teaching Objectives Weekly Plan



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Phase 2

Objectives

Whole Class shared reading and writing.

Whole Class – phonics, spelling, vocab. and grammar.

SEN

(TA Support)



AA

MA (Teacher Support)

BA

Plenary.

Evaluation

Tue
Day 1

4. Reflect on how working in role helps explore complex issues. 8. Compare usefulness of techniques such as visualisation, prediction & empathy in exploring the meaning of texts.

9. Vary the pace & develop the viewpoint through the use of direct & reported speech, portrayal of action & selection of detail.



dr24 Reflect how working in role helps to explore complex issues
wc10 Vocabulary is imaginative and is used precisely

Tell chn that seeing the story through the eyes of a character and feeling what they feel is a very important part of reading & enjoying books. With the children hot seat and devise the reading for guided reading sessions based on the BFG book. With the children assess the work that they are looking at. Revisit the BFG ‘Story Map’ created in week one on Tuesday. Remind chn that the story uses suspense, conflict & resolution to maintain interest. Think about the BFG at each key point in the story. What might he be thinking? How might be feeling? Show the children this within a question class session. Encourage chn to use the text as evidence. Explain that we can empathise with characters by looking for clues in the descriptions of their appearance, but also by looking at their actions & words. Highlight examples using enlarged pages from book. Try to include some simile eg “She was trembling like a leaf in the wind, and, a finger of ice was running up & down the length of her spine” p24.

With the children track the BFG’s character through the story and ask the children to see how the character changes as the story develops. The children are to take special note of this as they are to develop their own ideas as to how the character changes and why.
What makes the BFG change in his thoughts?

Look at the way the character changes.

How does he interact with the characters in the story?

Need to read through the story in story time. Explain to the children how the character acts.

Still using the Dahl’s Desert Island books ask children to use the character they chose in the previous session and to collect more evidence, finding descriptive phrases or incidents that tell us more about their chosen character. Children think about what they have learned about that character from reading all the descriptions, e.g. “All at once a huge tear rolled down and fell with a big splash on the floor. It made quite a puddle!”


Share write from pictorial evidence how the BFG acts.

The children are to use extracts to write phrases that track the BFG’s character throughout the book.

The children to be given the BFG story and to annotate the character as he develops.

Children to write a paragraph about what they have learned in the story about the BFG. Back this up with evidence studied.


The children are to use extracts to write phrases that track the BFG’s character throughout the book.
The children to read through the next two chapters and discuss the changing developments in the story. Explain to the children that they need to infer meaning from the texts.


Give the children visual aids from the story and link it into the work studied. How do the pictures tell us about the changing character of the BFG?
Read through the story with the characters and explain to them how the characters develop. Get the less able to become a character.

With the children Hot seat different members of the class and ask questions linked to how the BFG reacted to different characters.
Children track the character on the board.
















SEN

(TA Support)



AA

MA (Teacher Support)

BA




Wed.

Day 2


9. Vary the pace & develop the viewpoint through the use of direct & reported speech, portrayal of action & selection of detail. T7 Use connectives to link clauses within sentences & to link sentences in longer texts. T6 Investigate clauses.

wc10 Vocabulary is imaginative and is used precisely



Think about the characters studied in the last two sessions. Discuss which had leading roles and which had smaller supporting roles. The children found this difficult we related it back to Roald Dahl. Point out that Dahl often based his characters around people who knew – he based one of the witches in The Witches on his mother! As he was nearly 2 metres tall maybe he was the friendly giant?

‘The Bloodbottler’ chapter 9 describes the Bloodbottler & the action using complex sentences. Highlight examples eg “the Bloodbottler, still holding the BFG by the arm, was examining the rows & rows of bottles” (see resources).
Use Grammar for Writing p104 & play the “adding conjunctions” activity starting with text related clause, “The Giant strode into the cave….”

Share write a description of the new giant.

Chn imagine that a new giant had visited the BFG’s cave that day. They should name the giant, opening the account with the line: “Look out!” cried the BFG. “It’s the _________ !” Chn write one paragraph describing the giant’s appearance, making good use of similes & imagery to aid the reader’s imagination. Encourage them to include some complex sentences using conjunctions. The children used different parts of the body to help them. Chn then go on to describe the giant’s actions in the cave & interaction with the BFG and Sophie. Remember this is still part of the overall description of the character!

The children use visual maps linked to different parts of the giants body.

With the children share their ideas. Use developments about how they could incorporate what they have learned so far in their own story.
















SEN

(TA Support)



AA

MA

BA (Teacher Support)




Wed.

Day 3


11. Punctuate sentences accurately including using speech marks. 8. Compare the usefulness of techniques such as visualisation, prediction & empathy in exploring the meaning of texts.

sp16 A range of punctuation, including commas, apostrophes & inverted commas, is usually used correctly

Model how dialogue (what is said by characters) gives the reader valuable clues about characters, about how they are feeling & their relationship with other characters. Reading part of We read through some extra stories to show speech development. ‘The Great Plan’ chapter 15 of The BFG highlight how Sophie’s mood changes from disgust to anger to excitement. How does having some empathy with a character help us understand them & also to read with expression? The children were able to understand the development of empathy in the stories.

Look at an enlarged copy of the BFG/Sophie dialogue printed without the appropriate punctuation for direct speech.
Tell the chn that direct speech records the things that are actually said. We looked at the module from grammar for writing. We need to extend this during tomorrow’s session. Use Grammar for Writing p108 to discuss and model the use of correct punctuation. Start to add the punctuation for speech in the right places.
Make a list of reporting clauses on the flip chart.

Share write three correct sentences using speech.

Get the children to extend their story of the new Giant entering the BFG book. They are to use the correct conventions of speech to carry the story forwards. The children were able to use the speech correctly in the story.
Development of correct speech in the story is vital. Mark against this.

Get the children to extend their story of the new Giant entering the BFG book. They are to use the correct conventions of speech to carry the story forwards. The children able to develop their extended work in their stories as looked at.
Development of correct speech in the story is vital. Mark against this.

Using part of dialogue (see resources) ask the chn to read the passage & punctuate the direct speech correctly. We displayed the dialogue sheet to show the children how this has been put together. Get the children to extend their descriptions using speech correctly.

Go through the correct use of speech in the children’s work.. Explain to them that this is really important for them to be able to develop their ideas further. Children are beginning to understand how speech is put in documents.



























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