National Literacy Strategy Teaching Objectives Weekly Plan



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Thur

Day 4


To be able to plan a story to continue a scene from a well know author.

Sl14 Listen attentively to what others say asking questions to develop ideas & make contributions that take account of others’ views

Explore the author's use of language by rereading extracts and asking children to recall memorable phrases. Look at examples of the use of language for comic and dramatic effects and consider whether this is typical of a particular author's style. The children develop the ideas of speech use in their work. We went through the correct use and displayed our findings. The children have to do the seven point check before writing out their speech. We used this to check through our work for themselves.
Get the children to demonstrate how to use what they have learned about the author's style to plan and write a new scene for the class novel. The children carried on writing the next part of the story for the BFG and the new giant. The children need to develop this further. They need to use paragraphs in their work in order to improve accuracy. Demonstrate how to use paragraphs effectively to organise events in the scene. Children write their own scenes. Read examples aloud and discuss successful ways that children have taken on the author's style.
The children use the planning grids to plan the story of their new scene to The TwitsBFG. We carreid on with the BFG due to the TWITS not being covered linked to the INSET day.The children to pick a point in the story where The Twits have done something stupid. The new scene will require an introduction----build up-----conflict/climax-----resolution.






TA to work with the children to scribe a plan to develop their ideas in line with their IEP’s.

The children use the planning grid to develop their scene linked to the story The BFG.
Get the children to swop with their response partners how they might improve their work.

The children use the planning grid to develop their scene linked to the story The BFG.
Get the children to swop with their response partners how they might improve their work.

Work with the children to create a story board. Explain to the children that they will be working independently on their planning to develop own ideas.

Review some good ideas linked to the planning of the tasks set. Explain to the children that they need to develop their ideas to include humour and detail.










SEN

(Teacher Support)



AA

MA (Teacher Support)

BA




Fri.

Day 5


To be able to edit work.

re14 Retrieve and collate information from a range of sources
it25 Choose and integrate elements into a presentation
it26 Create, organise and re-organise sounds

Plan a group activity researching other authors and making a presentation about what makes them 'significant'. Children are responsible for assigning roles within the group, planning how to carry out the research and negotiating problems. They report back to the class about favourite books and a range of background information about the author.
Get the children to decide what makes a good book and how they can use this information into their writing.

Show the children a number of good books that they have read from their choices. Read the blurb on the back of each of the books. What instantly captures the children’s imagination? How can we use this?
Explain to the children that reading and reporting back on our favourite book is really important. Develop the speaking and listening element of this part of the unit.

Support the less able by helping them record sentences and playing it back to them. Improve their S/L by developing ideas.

Children to write a radio broadcast for their favourite book. The children to record these and set them up as pod casts.

The children to redo and reedit their work verbally. They are to use the ideas to develop their writing.



Explain to the children that this is really important for them to sell the book to other children so they can share their experiences.

Children to write a radio broadcast for their favourite book. The children to record these and set them up as pod casts. Get the more able children to develop their podcasts and show them this work on the website. Explain to the children that this is really important for them to sell the book to other children so they can share their experiences.

The children to work with the teacher to discuss their favourite books. Explain to the children that need to be able to record themselves using the pod-casting system.

Play back some of the recordings and allow the children the time to listen to others and their views on their favourite books. Develop this further and post on the website.


























































Extended Writing

Objectives

Activity

Group 1

Group 2

Group 3

Evaluation

wc9 Writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate

The children write the new scene to the twitsBFG. They are to read through their work and add together the improvements that they could make.

The children write the new scene to the story and work on evaluating each others work. The Go group have produced some excellent focussed writing. This has enabled the children to work and be accurate with their work. Focus on writing paragraphs and link it in to the work completed on verbal stories.

The children write the new scene to the story and work on evaluating each others work.
Much better use of planning grids. The children focussing on their work and writing with greater accuracy. Focus on writing paragraphs and link it in to the work completed on verbal stories.

BA:

The children write the new scene to their story.


SEN:

The children write the conflict and resolution to their stories and share write.





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