National Literacy Strategy Teaching Objectives Weekly Plan



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Phase 4

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


Spell words containing unstressed vowels
Compare different types of narrative and information texts and identify how they are structured

sp15 Words with complex regular patterns are usually spelt correctly
wc9 Writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate


Consider again what it is that they & millions of other readers around the world like about the works of Roald Dahl. Is it the story structures and themes he used? The colourful characters, based loosely on people he once knew? The dazzling descriptions? The invented words and use of humour... or maybe a combination of all these things. (This is a useful point to recap on all the learning in the block so far.) Tell the chn that between now and the end of the week they are going to write their own Dahl style story as if they were Dahl himself.

Discuss common themes in Dahl stories, one of the main characters is often an ordinary girl or boy, other characters may be extraordinary, magical or make believe! Model the planning of a simple story (take a look at a real Dahl draft at Charlie Story Draft) using a storyboard. Encourage chn to think carefully about ideas before committing them to paper. What will be the conflict or concern, how will it be resolved in the end. Encourage chn to think creatively about their theme and their characters avoiding simply copying Dahl’s ideas. Allow chn time to discuss initial ideas with a writing partner. They might be able to make suggestions or help firm up parts of the story which need more thinking.

The children share write the planning for their story.

The children to think of a story they could write about a child giving that child a super power. But the child doesn’t know until strange things start to happen.
(A link could be used in Harry Potter.)

The children to think of a story they could write about a child giving that child a super power. But the child doesn’t know until strange things start to happen.
Teacher support.

Give the children support with their planning using picture references. Ask the children how they would want to plan this story. Walk through with them physically how to use their individual ideas. Extend further by developing this via discussions and then commit to paper.

Children need to create a story plan.
With the children identify the main characters, a conflict & how it is resolved in the end.
















SEN

(TA Support)



AA

MA (Teacher Support)

BA




Tues.

Day 2


Compare different types of narrative and information texts and identify how they are structured

wc9 Writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate
wc10 Vocabulary is imaginative and is used precisely

Remind the chn about their opening paragraphs, research, & stress the importance of a strong opening that grabs the attention! What will be the focus, introducing the characters just like Charlie and the Chocolate Factory? Or straight into the action of The BFG? Remind them that a good writer uses DAD to move the story along (Description Action Dialogue). Tell the chn that they should also try to make use of longer and shorter sentences for dramatic effect. Also show how to use dramatic effect of longer and shorter sentences.

Use Grammar for Writing Unit34 for this purpose.

Allow chn opportunity to re-read their story plans from Monday before they start writing. Encourage chn to rehearse lines orally, before committing them to paper. Chn should make adventurous choices for words and be reminded that Dahl made up his own words when one from the dictionary just wouldn’t do! Be on the look out for egs of work in progress where chn have captured the Dahl style. Share these with class as inspiration: clever descriptions, invented words, dramatic dialogue are easier to understand when examples are given! Share work in progress in pairs; encourage writing partners to be positive but not afraid to offer suggestions to improve each others work!

Share write the opening of the story from the children’s shared planning. Explain to the children that they need to include their keywords from their IEP’s

Children write the opening to their stories. Link this into the work they did on Robin Hood. Explain this will be similar but more descriptive based on development points learned.

Children write the opening to their stories. Link this into the work they did on Robin Hood. Explain this will be similar but more descriptive based on development points learned.

Assist the children with the writing of their opening paragraph. Explain to the children that they are to develop their writing.

Create story openings using their story plans as a guide.
















SEN

(TA Support)



AA

MA

BA (Teacher Support)




Wed.

Day 3


Use a range of ICT programs to present texts, making informed choices of which electronic tools to use for different purposes.
Create multi-layered texts, including the use of hyperlinks, linked with web pages

wc9 Writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate
wc10 Vocabulary is imaginative and is used precisely

Re-read Chapter 13 The BFG (‘A Trogglehumper for the Fleshlumpeater’). Discuss events in the chapter & the change of pace created. Starting slowly (conversations & description) quick action (movement, happenings, the battle), then slow again (conversation, conclusion). What effect does this have on the reader? Tell chn that they should aim for the same change of pace in their story!

Enlarge part of the chapter to highlight how Dahl selected strong action verbs to build pace. Make 2 columns on flip chart with headings speech & movement. Ask chn to find words in text & add them to the correct list (punched, screeched, and walloping). Which list does bungswoggling belong?
Grammar for writing, Year 5 unit 36

Share write the build-up of the story from the children’s shared planning.
Explain to the children that they need to include their keywords from their IEP’s

Children write the build-up to their stories. Link this into the work they did on Robin Hood.
Explain this will be similar but more descriptive based on development points learned.

Children write the build-up to their stories. Link this into the work they did on Robin Hood.
Explain this will be similar but more descriptive based on development points learned.

Assist the children with the writing of their build-up paragraph. Explain to the children that they are to develop their writing.

Go through the completed paragraphs so far. Explain to the children how to improve their work.




























Thur

Day 4


Use a range of ICT programs to present texts, making informed choices of which electronic tools to use for different purposes.

wc9 Writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate
wc10 Vocabulary is imaginative and is used precisely


Re discuss about the writing task by asking children to reflect on a favourite author or text.
They consider what it is that they like about it and use this as the contiuation point for their own writing, for example a funny story with a real-life setting about a favourite character. They discuss in pairs and note their ideas for a style of story, a setting, characters and some key events.
Children have worked independently to plan and write a complete story with an interesting story opening, paragraphs for build-up,
They now need to relook at the climax or conflict resolution and ending, and examples of language used to create a particular comic or dramatic effect. Use a range of connectives to introduce scenes and link events.

With the children share write the climax, conflict of their story. Remind the children how they could develop this in their writing. Explain to the children that this is really important not to skip as this is the exciting part of the story. Remind the children in the Robin Hood work they skipped the conflict part and the story came to an abrupt halt.

Share write the Conflict/Climax of the story from the children’s shared planning.
Explain to the children that they need to include their keywords from their IEP’s

Children write the conflict/Climax to their stories. Link this into the work they did on Robin Hood.
Explain this will be similar but more descriptive based on development points learned.

Children write the Conflict/Climax to their stories. Link this into the work they did on Robin Hood.
Explain this will be similar but more descriptive based on development points learned.

Assist the children with the writing of their Conflict/Climax paragraph. Explain to the children that they are to develop their writing.










SEN

(TA Support)



AA

MA (Teacher Support)

BA




Fri.

Day 5


W2 – I can identify mis-spelt words in my own writing; and to keep individual lists in spelling logs.
I can discuss how to improve my work using my reading as evidence.

wc9 Writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate
wc10 Vocabulary is imaginative and is used precisely

Discuss with the children the completed draft of the teacher’s story. This needs to be created and written before the final day. Explain to the children how this can be improved and go through noting the adverbs and changing according to work covered.
Explain this is the same process as we used in Robin Hood. Explain and develop ideas.

Using an enlarged copy of one child’s writing from yesterday, together as a class highlight the strengths of this piece of writing and areas for the child to work on in relation to the objectives set. Involve the child concerned and the class’s views. Model how it could be improved.
Use the tick list idea and the feedback sheet in their extended writing books.
Demonstrate the spelling log and how we could use this to write down words which we spelt wrongly and then work out how we could remember how to spell them correctly next time.

The children look at completed sentences and how they could improve their work.

The children use the feedback sheet and work with their response partner to improve and critically develop their writing. They are to improve their work accordingly.
They are to use their spelling journals to improve their work more accurately.

The children use the feedback sheet and work with their response partner to improve and critically develop their writing. They are to improve their work accordingly.
Differentiated feedback sheet.

The teacher is to read examples of completed storied to the class to show final versions of the story.


























































Extended Writing

Objectives

Activity

Group 1

Group 2

Group 3

Evaluation

  • The children can write a complete story with a sequence of events arranged into paragraphs, linked with a range of connectives and varying sentence length.

  • ha8 Handwriting is joined clear and fluent and, where appropriate, is adapted to a range of texts

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

The children write the conflict and resolution to the story and work on evaluating each others work. Focus on writing paragraphs and link it in to the work completed on verbal stories.

The children write the conflict and resolution to the story and work on evaluating each others work. Focus on writing paragraphs and link it in to the work completed on verbal stories.

BA:

The children write the conflict and resolution to their story.


SEN:

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








T = Teacher. OA = Other adult. I = Independent.
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