Literacy Weekly Plan-Authors and Texts: Phillip Pullman Wk1

Literacy Weekly Plan- Year 2011 Term 2 Week 1 Authors and Texts: Phillip Pullman wk1 Speaking & Listening Objectives/Drama Reading objectives Writing objectives 8. Engaging with and 6. Word structure and spelling 1. Speaking responding to  Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words texts  Use a range of oral techniques to  Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen present persuasive arguments and  Read extensively engaging narratives and discuss 9. Creating and shaping texts personal reading  Use the techniques of dialogic talk with others,  Set their own challenges to extend achievement and experience in writing to explore ideas, topics or issues including in reading  Use different narrative techniques to engage and entertain the reader 3. Group discussion and interaction groups 10. Text structure and organisation  Understand and use a variety of  Sustain ways to criticise constructively and engagement with  Use varied structures to shape and organise texts coherently respond to criticism longer texts, using different  Use paragraphs to achieve pace and emphasis 4. Drama techniques to make the text come alive 11. Sentence structure and punctuation  Improvise using a range of drama strategies and conventions to  Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways explore themes such as hopes,  Use punctuation to clarify meaning in complex sentences fears and desires 12. Presentation

 Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style

 Select from a wide range of ICT programs to present text effectively and communicate information and ideas Key Vocabulary: setting, characters, atmosphere, see, hear, feel, touch, Philip Pullman, Fantasy, Gothic, Melancholy, Morbid Learning Objective: To create a reading journal and use it in a variety of ways to record, explore and extend their own reading.

Day Whole Class/introduction Activity/Differentiation Plenary Resources Emails for Characters:

[email protected] password: clockwork

[email protected] password: PPullman

[email protected] password: gretlgretl [email protected] Password: green6KG

[email protected] Password Clockman

Phase 1: Establishing the use of a reading journal, on paper or on screen (possibly online), while exploring the work of a particular author (3 days) One Oral Language warm-up: ‘Just a Minute’ in pairs. One minute to say as much about Clockwork Rereading Each group, Comprehens and Philip Pullman as they can without ummms, repeating, etc. Choose a couple of children to using skimming shares back ion LO: To present to the class. and scanning in question Questions answer a range of pairs – answer answers to the for Text: Brainstorm as much as they know about Pullman. Look at his website. comprehensio comprehension class. Clockwork. n questions http://www.philip-pullman.com/index.asp questions on Emailing # HW for Clockwork. character. students to http://www.philip-pullman.com/pages/content/index.asp?PageID=103 Divide up (Teacher make their pullman website and what he says about Clockwork questions into responds daily own front threes. Record in role) cover to be Give out reading journals and explain that they will be using their journals to collect together in journals. techniques, thoughts, opinions, moods, character analysis etc on the author, Philip Pullman. stuck on the reading Book Jackets - Explain that to some people the most important part of a book is its jacket and that journal to be publishers use the jacket of a book to attract readers to the book by making it look as appealing, given exciting or interesting as possible. Most people are attracted to a book by the picture on the front Friday. cover. They then read the back cover of the book to find out whether they are interested in the Cornerstone story, so a publisher has to make it sound as interesting as possible in very few words! Of course, s Pupil Book the title and the author are important too, so the title has to be catchy and engaging. p.50-53 has a unit on Look at from cover of Clockwork. As a class annotate with the following. Book  The title of the book in large type and an eye-catching design Reviews.  The name of the author, particularly if he or she is well-known and popular  A striking image, picture or design which will give a flavour of the book to the prospective reader.  The quote Quickly recap story as a class (main characters, plot development, motives, genres covered).

Model answering and discussing the first question. Two Sentence Level: Conditionals Slide 1,2 & 3practise on their Whiteboards. Give each pair of children a Emailing Language section of the book to analyse. character. Detective LO: To Text: Children find evidence of words (Teacher Sheet (in Y6 sequence events in a Language Detectives - Re-read the opening of Clockwork (Page 11-21). As a and phrases that help build a responds daily reading story. class discuss ways in which the author uses language to describe characters’ picture of the characters, settings, in role) journal) appearances, actions, feelings; settings and situations. Note these words and situations and events. phrases down on Language Detective template and comment upon the effect Response they have upon you, the reader. Children complete ‘Language Stems on Detective’ sheet for Reading IWB Provide children with response stems to help them with their answers – See IWB Journals. Copy of text Children share discoveries and the rest of the class add notes to their sheets. Three Sentence Level: Slide 4,5 & 6 practise on their Whiteboards. Children complete ‘Comparing Emailing Comparing Characters’ sheet using evidence character. Characters L.O: To Text: from the text. (Teacher Sheet compare two characters Comparing Characters - Discuss the differences between two of the main responds daily The children can draw small (in Y6 from the characters; Karl and Gretl. in role) portraits in the frames at the top reading story. - How are they similar? How do they differ? - What do they think of each other? of the page. journal) - How do they behave? LA – Compare Karl and Gretl - What do they look like? - What is their main function in the story? (supported) - What happened to them in the end? Encourage the children to give reasons for their opinions AND to back these up MA – Compare Karl and Gretl with reference to the text and the language used by the author. HA – Compare Fritz and Dr. Kalmenius

Phase 2: Exploring the characters and their conflicts or dilemmas through empathy and role-play, recording outcomes in the reading journal (2 days) Four Sentence Level: Slide 7,8 & 9 practise on their Whiteboards. In pairs, children act their interview Choose a good Homework – (character and a friend) Explain that they example of each Book Review L.O: to use Text: might be asked to perform this role character and of Clockwork Role Play to play or to tell others in your group or discover more children share for Reading In mixed ability pairs, explain to the children that they are going to about class about it. They must make sure their role play Journal imagine that they are one of the characters in the book. The other is a Characters they are prepared for this! with the class. ‘friend’ of the character. Model being Karl with another child asking (any book questions. Child asks Karl to describe exactly what happened the night Characters: Emailing review sheet that Dr. Kalmenius came to the White Horse Tavern. Explain that they character. suitable) Karl must ask questions of the character to find out why they reacted the way (Teacher that they did. They will need to ask lots of questions beginning with Gretl responds daily ‘why’, ‘how’, ‘explain’ etc. in role) Fritz Here are some questions to get them started (IWB): Dr. Kalmenius  How did it make you feel when you met Dr. Kalmenius?  How did you feel when you first saw Sir Ironsoul? Sir Ironsoul  What were going to do with Sir Ironsoul? Prince Florian  Why did you try to use Prince Florian as your clockwork figure?  What do you think you should have done?  Tell me what you would do differently if you were ever in a similar situation again.  What were the consequences of this event?  How could you have avoided this happening?  What impact did this have on those around you? Guided http://www2.scholastic.com/browse/collateral.jsp?id=1006_type=Book_typeId=3749 Reading Day clockwork discussion guide - brilliant help

http://www.scholastic.com/titles/features/fantasy/clockwork_rrr.asp scholastic webpage - student reviews

http://www.scholastic.com/titles/features/fantasy/clockwork.htm synopsis and review

Spelling HW: To write a book review on Clockwork 2 weeks:

Handwriting They can publish on: http://www.storiesfromtheweb.org/joinin/review/review-index.htm

Cool Reads: http://www.cool-reads.co.uk/ework:

Groups Session 1 – 30mins Session 2 – 30mins Session 3 - 30mins Resources

1 LS Spelling/Word/Sentence I Listening Post LS Guided Reading CD Northern Lights Phillip Activity Pullman. Listen to Northern Lights by Read “Puss in Boots” by Phillip When do we use the words: If, Phillip Pullman Pullman. Cornerstones pupil book. could, should and would? Discuss the story as it (conditional) progresses and how the author Children write sentences using has developed the plot and these words e.g. If Miss characters. Simpson had a million pounds Use p.55 Cornerstones Pupil Book she would buy a sports car! If as a discussion as the students Miss Simpson had a million read, at different stages of the text. pounds she could buy a speed boat. If Miss Simpson had a million pounds she should give some of it to charity.

2 T Guided Reading LS Guided Reading TA Spelling/Word/Sentence “The Firework-Makers Activity Daughter” By Phillip Pullman Read “The Firework-Makers Continue Reading “The Daughter” By Phillip Pullman. Firework-Makers Daughter” Conditional Clauses – Children Cornerstones Pupil Book. By Phillip Pullman. Complete complete conditional clauses in Teacher to discuss setting of P58 Developing Literacy up to Chapter 5 sentences. P58 Dev. Lit story and the main characters Sentence Level Sentence Level involved. Use p.55 Cornerstones Pupil Book as a discussion as the students EXT – Write independent Assessment Lesson: AF6 read, at different stages of the text. sentences using: if, would, (identify and comment on should and could writers' purposes and viewpoints and the overall effect of the text on the reader), AF7 (relate texts to their social, cultural and historical contexts and literary traditions)

Ask AF6 & AF7 questions, record on Assessment Sheet

3 TA Guided Reading T Spelling/Word/Sentence I Listening Post “The Scarecrow and his Activity Servant” By Phillip Pullman Read “The Scarecrow and his Servant” By Phillip Pullman Conditional Clauses – Children Listen to Northern Lights by Northern Lights by Phillip complete conditional clauses in Phillip Pullman Pullman CD TA to discuss setting of story sentences. P58 Dev. Lit and the main characters Cornerstones pupil book. Sentence Level involved. Use p.55 P58 Developing Literacy Cornerstones Pupil Book as a EXT – Write independent Sentence Level discussion as the students sentences using: if, would, read, at different stages of the should and could text.

4 I Listening Post TA Spelling/Word/Sentence T Guided Reading “Once Upon a Time in the Activity North” Listen to Northern Lights by Read “Once Upon a Time in Phillip Pullman ‘Supposing’ Conditional Sheet the North” Northern Lights by Phillip Dev Lit P30. Complete Pullman CD Assessment Lesson: AF6 sentences using could, would (identify and comment on Cornerstones pupil book. and should. Write a paragraph writers' purposes and viewpoints about what might happen. Developing Literacy – Sentence and the overall effect of the text on Structure and Punctuation P30 the reader), AF7 (relate texts to their social, cultural and historical contexts and literary traditions)

Ask AF6 & AF7 questions, record on Assessment Sheet