National Literacy Strategy Teaching Objectives Weekly Plan



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Phase 3

Objectives

Whole Class shared reading and writing.

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

SEN

(TA Support)



AA

(Groups of 4)



MA (Teacher Support)

BA

(Groups of 4)



Plenary.

Evaluation

Mon.

Day 1


    6. Group & classify words according to their spelling patterns and their meanings. W1 Identify mis-spelt words. W13 Compile own class dictionary using personally written definitions.

sp15 Words with complex regular patterns are usually spelt correctly


Some authors use comic language to add drama and humour. Tell chn that this is typical of Dahl’s style! He even makes up words for effect! With chn working in pairs looking through the collected Dahl texts ask chn to find invented words and record them on the f/c chart when they do.

In The BFG Dahl gave the BFG some interesting things to say, some of which were deliberately spelt wrong for effect! Using the (see resources) ask chn in pairs with dictionaries to find the correct spelling of the words. Also highlight how the BFG doesn’t use standard English, study and then correct examples eg I is making – I am making.

The children to share write their own dictionary and use this to explain different words. Link this back to children’s spelling strategies.

Tell chn that they are going to create a Dahl Dictionary with lots of made up words (some of which he didn’t have time to create before he died) & their definitions. Dahl was very clever because even though some of his words were invented readers could still understand; eg jipping and skumping could have been created from skipping and jumping! A sizzlepan could be something like a frying pan which would sizzle with sausages in it! Chn make up their own words, create a definition for it and illustrate before adding it to the ‘Dahl’s Dictionary of Definitions.’

With the children work on the meanings of new words. Explain how this develops our spelling skills.

Go through with the children how we could develop their ideas further.
















SEN

(TA Support)



AA

MA (Teacher Support)

BA




Tues.

Day 2


8. Compare the usefulness of techniques such as visualisation; prediction & empathy in exploring the meaning of texts. Compare how a common theme is presented in other media.

re13 Show understanding of a range of texts, selecting essential points and using inference & deduction where appropriate


Roald Dahl has been voted the UK’s favourite author; he is one of the world’s most significant chn’s authors. But what is a ‘significant author?’ What do chn enjoy about Dahl? How popular are his books? Which is his most popular book in the school? Which are best sellers? Which won awards? Which have become block-busting Hollywood films? Use websites below (scroll down) to find out more.

Look at short sections of Dahl’s books in film formats (see websites) but before watching the introductions of each read the book versions. After each clip discuss the similarities and more importantly the differences. Would Dahl have approved of the new Charlie and the Chocolate Factory? Do the pictures on the scene match those that Dahl paints in our heads? Which do chn prefer?




With the children watch extracts from different videos. Give them extracts from the books and as a class comment on the difference. Explain to the children that films sometimes have a different feel to the books because they are one persons interpretation of a story. Like our minds may interpret picture and images differently.
Children use white boards to comment.

Take a vote on one Dahl text that is now a film. Which is better, film or book?
















SEN

(TA Support)



AA

MA

BA (Teacher Support)




Wed.

Day 3


Explore the idea of a 'significant author' by researching information about the author you are reading in class. Pose questions for research.

re13 Show understanding of a range of texts, selecting essential points and using inference & deduction where appropriate
re14 Retrieve and collate information from a range of sources


With the children read through the website biography of Roald Dahl. Get the children to note down interesting facts about him when he was younger before he started writing. Remind the children that Roal Dahl actually won first prize at Cadbury’s for writing.
Remind the children that we will be writing a biography to go with our work on this author.

Put a list of subordinating conjunctions on display, eg after, although, as, as if, as long as,

before, if, in case, since, unless, when(ever), where(ever), whereas. Start with a main clause,

eg we didn’t wear our coats and ask the children in turn to make up subordinate clauses to

precede the main clause, eg Before it was cold, we didn’t …, Unless it was cold, we didn’t

…, Wherever we went we didn’t …, In case it got hot, we didn’t … When they say the

sentence, they should insert the comma with a curled finger and the rest of the children spot the

verb in the subordinate clause.


Grammar for writing, Year 5 unit 34


Scribe the information onto the planning grids for the children to be able to look at.

The children to use the planning grids to research from the text given and to input the relevant information onto the grids.
Tomorrow use laptops to improve accuracy of data.

The children to use the planning grids to research from the text given and to input the relevant information onto the grids.
Tomorrow use laptops to improve accuracy of data.

The children to be given short paragraphs about Roald Dhal. Explain to the children that they will develop the biography tomorrow with the Internet to help them add information.

With the children go over the Internet version of Roald Dahls life. How could we add to our own work?



























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