Bishopsworth Cof E Junior School: Literacy Planning Sheet
Bishopsworth Cof E Junior School: Literacy Planning Sheet
Class 5/6K 2008/09 Term 1 Week 3
Year 2008/09Class 5/6 K (Year 6 group)
Teacher Miss Knight / Term 1
Week 3
W/b 15.09.08
Unit Narrative 1: Fiction Genres / Text level objectives:
To identify different fiction genres
Focuses for this phase:
Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing / Sentence level (VCOP)
To use interesting openers
To add a clause to a sentence / Word level (inc. phonics) / Resources / texts
Extracts from Scholastic 100 Literacy Lessons Year 6
Extracts from Short! (Kevin Crossley-Holland)
Extracts from The Story Shop (Nikki Gamble)
Curricular targets – reading / Must
I can make reasoned judgements about the actions of a character. / Should
I can talk about a character’s moods and feelings using inference and deduction. / Could
I can explain and comment on implicit and explicit points of view.
Assessment focus - reading (text types – AF4) / Level 3
· 3c / 3b: Identify the features of different text-types
· 3b: Evaluate specific texts with reference to text types
· 3a: Identify features of different fiction genres / Level 4
· 4c: Identify features of different fiction genres
· 4b: Recognise texts that contain features from more than one genre / Level 5
· 5c: Identify the key features of a range of texts
· 5c : Identify themes across a range of texts
· 5b: Explain themes over a range of texts
· 5a: Compare and contrast the key features of a range of texts
Curricular targets – writing / I can add a clause to a sentence to add detail and interest. / I can confidently write a complex sentence and understand how clauses can be used to achieve different effects. / I can move the clauses around in a sentence to have an effect on the reader.
Assessment focus – writing (vocabulary – AF 7) / Level 2
· Can use appropriate vocabulary (coherent and mainly sensible)
· Can use interesting and ambitious (age related) words sometimes
· Sometimes uses adjectives and descriptive phrases for detail and emphasis / Level 3
· Can use varied interesting word choices
· Can use adjectives and adverbs for description / Level 4
· Can use interesting language to sustain and develop ideas
· Can select from a range of know adventurous vocabulary for a purpose, some words are particularly well chosen for effect
WALT / Word / sentence starter / Main Lesson Activity
Independent Activities – Must / Should / Could / Plenary /
Mon
WALT identify key features of story genres / Organise the children into pairs as talk partners. Ask them to discuss with their partner which fiction genres they have read or know about and which genres they enjoy reading. Ask them to think of titles of books from these genres. Take answers from the children and generate a class list of different fiction genres – historical, mystery, crime, ghost, funny and so on. Ask the children to work with their talk partner again and discuss whether they can name any features of these genres such as character types, settings, plots, themes. Discuss their answers and begin class Features of… lists for the genres previously listed. Display the lists in the classroom and add to during this unit. / Discuss how they made their decisions & what gave them the clues to the genre. Which of your books would be their choice of a ‘top read’? Are they mad on science fiction? Can’t get enough of animal stories? Or an expert on all things humorous? Launch the discussion into their favourite genres to read.
Children to work in mixed ability pairs to enable peer support with reading. / Give children extracts from a range of genres. Children discuss with partner what genre of anthology they think each extract could have come from & match to the possible front covers provided, sticking cover and appropriate extracts next to each other on paper (store in English folder).
Tues
WALT identify features of science fiction and mystery stories / Show the book Short! by Kevin Crossley-Holland. Explain that this is a book of short stories – very short stories in fact! Enlarge the ‘Contents’ page, showing all story titles. Can children tell what genre a story is likely to be from its title only? How? Which ones are dead giveaways? Which are we not sure about? Discuss the power & effect of words chosen for a title. Do children think it is a good idea to give clues to the genre in the title? Why/why not? Think about which of the titles stand out most. Why is this case? Alliteration, funny etc/... / Display Creatures of the deep extracts from the CD-ROM. Read them to the class. Ask the children which fiction genre they think it is (science fiction) and ask them to pick out evidence to support their views. Model identifying the features of science fiction by annotating text; for example, typical characters such as aliens, typical plot – invasion of Earth, use of language features which create suspense. Children could annotate these on their copy of the text.
Display The Falcon’s Malteser extract from the CD-ROM. As above, read and identify the features of the mystery genre – clues to solving the mystery contained in the text, familiar characters/settings, detective. Children could annotate these on their copy of the text. Add features found in the two extracts to the class Features of… lists.
Ask the children to share which extract they preferred and give reasons why. Establish that we all have different reading preferences. / Discuss together the children’s preferences. Ask them which extracts they preferred, and why. Is it because of the plot, the setting or something else?
Children to work in mixed ability pairs to enable peer support with reading. / Give the children other short extracts from mystery and science fiction books to read independently. Ask them to identify the genre and annotate the texts (highlighting/underlining/labelling), picking out features of the genre using the Features of… checklists created by the class. Decide which story they would want to read and why, prepare reasons.
Wed
WALT identify features of fantasy and historical stories / Write a boring story title on the board ‘The mouse in the house’ challenge children to make it into an interesting ghost story title. Next try another genre, perhaps historical or romance! Discuss the need for wonderful vocabulary choices. / Read Beyond the Deepwoods, a fantasy story, and Into the deep Extracts 1 and 2. Establish the settings, characters, plot. Model identifying the features of each genre by annotating the texts (from checklists devised with children) and add any further features to the lists. Refer to photocopiable page 24 ‘Genre features’. Discuss the reading preferences of the children. / In pairs, children should talk to their partner about which genre they preferred from the four read to them, and why. Ask children to feedback to the class the preferences and reasons of their partner.
Children to work in mixed ability pairs to enable peer support with reading. / Select further extracts from the fantasy and historical genres for the children to read independently. Annotate texts with features of the genre (from the checklist). Decide which story they would want to read and why; prepare reasons.
Thurs
WALT identify descriptive words / What can children remember about improving writing? Collect examples on board, clustering into vocabulary, connectives, openers and punctuation. List 4 features, capitalise first letter to identify VCOP. Use 'Electronic Punctuation Pyramid' on Ros Wilson's Big Writing Games CD-ROM and challenge the pupils to say what each punctuation mark is before they reveal it. Give oral quick-fire sentences, pupils write the punctuation they would use on individual white board. / Read text 'Howl...'. Identify VCOP features and collect on board. Brainstorm more descriptive words for monsters (using language 'adjective' and 'adverb' when appropriate). Model how to use some of these words to expand sentences using clauses. / Collect examples of descriptive words (write on sugar paper so that they can be displayed during writing tomorrow)
Write lists in book of descriptive words for monsters. Use some in sentences, adding detail as a clause.
Give out copies of 'Monsters' excerpts. Pupils read in pairs and choose one excerpt. Use highlighters or coloured pencils / pens to underline descriptive words.
Fri
WALT continue a story using descriptive words / Pupils practise, then read extract chosen yesterday from 'Monsters' to class, with expression. Discuss features of text that help to inform expression. Use highlighters / underlining to identify VCOP features and discuss.
Play 'Find the Word' - children work in pairs to find the word in the paragraphs that means that same as the phrase teacher gives. / Return to text 'Howl...'. Read together as a class. Share likes / dislikes about the passage and talk about suspense.
Tell them they are going to continue the story. Review collections of words / phrases from activities yesterday. / Ask again who has used VCOP features. Read a chosen example from the class (identified while pupils are writing). Ask pupils to listen and remember a good example of VCO or P or favourite phrase / sentence.
Could take digital photo of writing and display on IWB.
Less able supported by scaffold, modelled words / phrases, adult support or working in a pair. / In big writing books, pupils stick in 'Howl...' extract and write next paragraphs to continue the story, copying the style of the writing. Use Big Writing Timer from Fiery Ideas website (http://www.fieryideas.com/freebies.php?id=34) to create calm atmosphere. Stop after 10 mins and aks who has used more than one type of punctuation, an interesting sentence opener, more than two different connectives or an interesting word. Praise. Continue for further 10 minutes (or more if productive).
Target children / Next steps
Spellings
Guided reading / Monday
Task 1: / Tuesday / Wednesday
Task 2: / Thursday / Friday
Blue A:
Sammi, Daniel, Jack / Independent reading – free choice (fiction, non-fiction, magazines) / Independent task 1 – see above / Guided reading:
‘Trapped’ (Navigator Red) - ‘The Coral Island’ Lesson 2 (p.13-24): Focus on Setting & Theme / Follow up:
PCM 2 – Write rules to follow on desert island / Independent task 2 – see above
Blue B:
Lois, Summer, Fern / Independent task 1 – see above / Guided reading:
‘All Alone’ (Navigator Max Red) - ‘The Diamond Cave’ Lesson 2 (p.4-18 Focus on Articulating personal responses / Follow up:
PCM 2 – Write story (planned last week) / Independent reading – free choice (fiction, non-fiction, magazines) / Independent task 2 – see above
Yellow:
Courtney-Rose, Adrienne, Kieran, Jacob, Courtney, Rhys / Follow up:
PCM 2 - / (Rhys with Mrs Sach)
Independent reading – free choice (fiction, non-fiction, magazines) / Independent task 1 – see above / Independent task 2 – see above / Guided reading:
‘In Trouble’ (Navigator Blue) - ‘A Brush with Trouble’ Lesson 2 (p.15-22): Focus on Viewpoints
Red A:
Julie, Sam, Lewis / (With Mrs Sach) / Follow up (from Mrs Sach): / (With Mrs Sach) / Independent task 1 – see above / Independent reading – free choice (fiction, non-fiction, magazines)
Green A:
Keanon, Bradley, Georgina, Lacyleigh, Abbey / Guided reading:
‘Dare to be Different’ (Navigator Max Blue) - ‘A Traveller’s Tale’ Lesson 2 (p.5-19): Focus on Point of View / Follow up:
PCM 2 - Changing point of view / Independent reading – free choice (fiction, non-fiction, magazines) / Independent task 1 – see above / Independent task 2 – see above
Red B:
Ella, Paige / Independent task 1 – see above / With Mrs Fackrell – RWI / Independent task 2 – see above / With Mrs Fackrell – RWI / Independent reading – free choice (fiction, non-fiction, magazines)
Red C:
Jamie, Jade / With Mrs Fackrell – RWI / Independent task 1 – see above / With Mrs Fackrell – RWI / Independent task 2 – see above / With Mrs Fackrell – RWI
Green B:
Callum, Lauryn, Hollie / (Callum & Lauryn with Mrs Wood)
Hollie – / (Hollie with Mrs Wood)
Callum & Lauryn – / (Lauryn with Mrs Wood)
Hollie – / (Hollie with Mrs Wood)
Lauryn – / (Lauryn with Mrs Wood)