Weekly Plan for Literacy: Year 1 s4

Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes This plan can be taught alongside Theme 7, Sessions 6 to 7 and Theme 5, if you have a link school that chn are writing letters to. This will mean that some parts of that theme are reinforced. You will need a copy of Letters to Africa, a University of Central Lancashire book, the sales of which go towards buying vital teaching resources for African chn. Collect & photocopy (blanking out appropriate details as necessary, e.g. names, first lines of address, etc) some examples of letters received &/or sent to use with the Hard group on Monday – as wide a range as possible (check they are suitable!). y

a Main focus: Write the word letters on f/c. What do we mean Highlight Easy/Medium Hard Children can: d n

o Discuss letters by this? Symbols for a sound used in speech or of examples of In pairs, chn think about Chn look at the example letters you 1. Discuss & M

received & written an alphabet or a written, typed or printed verbs that the reasons have photocopied. (Some examples are list why 1 by chn communication sent by post or messenger. We’re show the they or provided in plan resources). Discuss the letters are k e

e 5/7 Use evidence going to look at communicating by letter in this writer’s someone in reasons these letters have been written.

W from across a text plan. Have chn ever received any letters? Who do thoughts – their family written & whether they are formal or 2. Identify to explain ideas. they come from? What do they feel when they think, might write a informal. Together draw up a list of formal & 5/7 Infer writers’ receive a letter? Have they ever written a letter believe, letter. Collect the types of letters, e.g. thank you, informal perspectives from or replied to a letter? Why? To whom? What consider, ideas and invitation, complaint, information, etc. letters. what is written. about parents & other adults – what sort of wish, know, then compare sorting them into formal & informal (or 3. Recognise 6/7 Appraise a letters do they receive or write at home or at etc. Can chn to the list in both) at the same time, e.g. one thought text quickly. work? Bills, bank statements, birthday cards, think of plan invitation could be quite formal & verbs. 6/7 Understand invitations, orders, tickets, complaints, job other e.g.s? resources another completely informal. TD underlying themes. application, etc. as well as personal letters from List on f/c. TA to give this out after friends & relatives. appropriate time has elapsed. Would each letter be formal or informal? Plenary Hard group feedback their findings to the rest of the class. Can other chn add any types of letters to the list? y

a Main focus: Ask chn if there is anywhere else where we might read letters – in Easy Medium/Hard Children can: d s

e Identify features newspapers and magazines. Show some examples from your local Chn look at BBC In pairs or small groups, chn look at 1. Identify u

T of letters newspaper, a national newspaper or a children’s magazine (beware of websites (see letters from yesterday & today & features of

5/7 Compare content of ‘Dear Marge’ type letters!) – cut them out and scan them list below) & highlight features, e.g. layout, language letters. k

e different types of to display on an IWB or photocopy & hand out to chn. What are these identify features used. They should make notes as 2. Recognise e

W texts & identify letters often about? A topical issue, a recent news or magazine item, of formal & necessary & be prepared to join in a common & a public thank you, etc. What is their purpose? – complaints, informal letters. discussion at the end of the task. individual

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y5/6 AF N_F Plan 8 – Weeks 6-7 Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes how they are protests, informing, requesting help, giving thanks, etc. These are Plenary features of structured. public letters; thousands of people will read them. Explain that most Discuss the features of letters, encouraging all informal & formal 6/7 Understand letters are intended for just one person, a family or perhaps a group pairs/groups to make a contribution. Are there features letters. how writers use of people at work. How do these letters differ from those we looked common to both formal & informal letters? Make a list on 3. Join in a class different at yesterday? Usually start with, e.g. Dear Sir or Dear ‘name of f/c of features of both types of letter (or use plan discussion. structures to magazine’, don’t give writer’s full address or even name sometimes, resources). create coherence etc. Are they formal or informal letters? & impact. y

a Main focus: Identify & use Look again at examples of letters & pick out those that Easy Medium Hard Children can: d s

e model verbs complain, argue a point or try to persuade. Writers of Give chn copy (plan Chn use copy (plan Same as 1. Identify & n

d 5/11 Adapt sentence letters which are written to complain, argue a point or resources) of letter resources) of letter Medium, but use modal e with modal verbs W construction to diff text persuade often include modal verbs to strengthen their view with modal verbs, also finish verbs.

1 missing. In 2s

types. – e.g. must, should, will are used to influence the reader. thought verbs and letter. Medium/Hard k

e 6/11 Express meaning by diff Together identify any examples seen in letters. Can chn discuss & complete. group names missing. 2. Use thought e

W sentence constructions. think of any other modal verbs – see plan resources? Plenary Check accuracy of insertions. verbs. y

a Main focus: Plan letter to Explain that we are going to look at Look at a sample persuasive Easy/Medium/Hard Children can: d s

r supermarket writing a persuasive letter, which tries letter (plan resources) about Chn should plan a letter to their local 1. Discuss a u

h 5/9 Adapt non-narrative forms to encourage people, companies, shops, banning playtimes at school. supermarket asking some of the questions topical issue. T

1 to write factual texts. governments, etc. to change in some Highlight the connectives raised during the discussion and sharing 2. Identify

k 5/9 Develop viewpoint through way. Some of the public letters seen used. (Note modal verbs & their point of view. Discuss how letter connectives that e e selection of detail. earlier may have been persuasive thought verbs as well!) Can should be laid out and discuss who will be could be used in W 6/7 Recognise devices used to letters (identify these if appropriate). chn suggest other reading these letters, it is important to be persuasive persuade. Discuss problems with supermarkets – connectives that could be polite and show a clear point of view. Remind writing. 6/9 In non-narrative, establish, the fact that food is imported from all used in a persuasive letter chn that we do have power over 3. Plan a balance & maintain viewpoints. over the world and local produce is (plan resources) to link or supermarkets: it is our money that keeps persuasive letter. 6/9 Select words & lang; draw often not available for sale, fair trade extend the idea or them going…. Easy group can use letter 4. Use on knowledge of lit features & goods are not always available - see argument? Grammar for template (plan resources). connectives in formal & informal writing. Theme 7, Africa Topic), (or use of Writing Unit 46, pp130-131, Plenary persuasive 5/6 Group words according to plastic bags instead of re-usable bags Spelling Bank, p59. Support Have chn used connectives? Ask volunteers writing. their meanings. if not studying Africa). for Spelling, pp92-94. to read out some examples. Main focus: Write letter to Write fact & opinion on f/c. What do we mean by Easy/Medium/Hard Children can: supermarket these words? How could we define these words for Chn complete and check their letters & then share them with a 1. Write a 5/2 Analyse the use of a dictionary entry? Look again at the sample response partner. Use 3 Stars and a Wish to give each other persuasive letter. persuasive language. persuasive letter (plan resources). Ask chn to feedback (plan resources). Edit & redraft as necessary.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y5/6 AF N_F Plan 8 – Weeks 6-7 Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes y

a 6/2 Listen for language variation identify sentences in the letter that are fact & Plenary 2. Edit their own d i

r in formal & informal contexts. those which are opinion. Discuss whether fact Share some of letters. Would other chn be persuaded by the work. F

1 5/9 Reflect critically on their and/or opinion should be used in their letters to letters? If appropriate send/give the letters to a local 3. Give & receive

k own writing & edit & improve it. the supermarket. Agree that chn will definitely be supermarket (explaining the task to the manager, so that positive criticism. e e 6/6 Use range of appropriate giving their opinion, but that they should back this hopefully a reply will be sent to the class!) W strategies to edit text. up with some facts.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y5/6 AF N_F Plan 8 – Weeks 6-7 Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes If possible organise a link with a school in Africa so that chn can write to ‘real’ penfriends – see School to School Links Theme in Africa Topic for help with this. Otherwise arrange for chn to write to another school in the UK or a school in a different country that you already have links with. y

a Main focus: Read the introduction to Letters to Africa by Lauren St John & the Easy Medium/Hard Children d n

o Identify Dear reader introduction on p4. Discuss reasons why this book was Give chn a copy of some of the Give chn a copy of some of the letters can: M

features of produced. Find Zambia & Kenya on a map of Africa & explain that the letters about sports and games, about school, p31 onwards. Chn identify 1. Identify 2 informal African chn in this bk are from the Maasai tribe. Has anyone heard p73 onwards. Chn identify features as Easy group. Also make features k e

e letters of the Maasai? Have any chn visited Zambia or Kenya? Read some features of these letters by notes on the content and tone of the of an

W 5/7 Make fascinating facts about Maasai people towards end of book. Write highlighting & annotating. letters if appropriate. informal notes on & penfriend & pen pal (used more in USA) on the board. Do chn know Plenary Discuss features of these informal letters, e.g. handwriting, letter. use evidence what these words mean? These are people that we become friendly Dear Friend or similar from British chn, but Dear name of 2. Make across text. with by exchanging letters – we may never meet, but can still become child from African chn (the British chn didn’t know who would notes on a 6/7 Appraise friends. Does anyone have a penfriend? Read one of the letters and be given their letter), endings – not so informal, paragraphs, text. a text the reply on the opposite page. Are they formal or informal? A friend questions, description of some aspect of chd’s life, etc. Note quickly. who moves away can also become a penfriend, whom you seldom see. also spelling & grammatical mistakes – not as important as the content in these informal letters. y

a Main focus: Use Discuss some of the comments made by the chn in England in the letters Easy/Medium/Hard Children can: d s

e evidence from text looked at yesterday – they imply (probably unintentionally) that the chn Chn choose one of the African or British chn they heard 1. Discuss an u

T to describe a chd in Africa are ‘inferior’ or less aware of modern life sometimes, e.g. p36 about today. Annotate a picture of a chd from issue.

6/2 Make notes ‘We have computers which are clever electrical devices…’ or p34 ‘I know Africa/England (plan resources) with details about them 2. Listen k

e when listening. that it is very hard for you over in Africa…’ or p40 ‘How much electricity that we have discovered from their letter. Give Easy group carefully & e

W 5/7 Make notes on do you have?’ Had any of Medium/Hard groups noticed this & made a a copy of the relevant letter if their notes are not make notes. & use evidence note about it? What do class think about this? Read some more letters sufficiently detailed. 3. Use evidence from across a text. from Letters to Africa from another section of the book, e.g. animals. Plenary from across a 6/8 Use different Ask chn to listen carefully & to note down what they found out about … How do chn think the African chn felt about receiving the text. techniques to make (name of chd/chn). Discuss what we found out about one of the chn. Does letters from British chn – we can tell from some of their the text come alive. this give us a good picture of the chd in our minds? What about their responses? What about the British chn – we don’t know how 5/8 Use techniques character, personality, likes & dislikes, understanding of Africa? Have they responded, as we don’t have a copy of the next letter such as visualisation we found out about where they live or their family? Do the letters give they wrote. How would chn feel if they received a letter in exploring texts. us an idea of what the chn think/know about Africa? from a new African friend? Excited, happy, etc. y

a Main focus: Draft a Read another few letters from other section of book, e.g. food & drink. Point Easy/Medium/Hard Children can: d s

e letter to a penfriend out the questions asked. Look for the relevant answers in the reply. Discuss Chn draft the content of a letter to a new 1. Draft an n

d 5/9 Adapt non-narrative open & closed questions. Explain that chn are going to write a letter to a penfriend. Introduce themselves. Tell their informal letter e

W styles to write factual penfriend (if at all possible make this a real experience by organising a link friends some things about themselves, but also to a penfriend.

texts. with a school in Africa - see above). In pairs, discuss what they would tell a include some open questions, so that they will k

e 6/9 Set their own new penfriend about themselves & what they would like to find out about. find out something about their new penfriend. e

W challenges to extend Come back together as a class & list ideas on f/c. Did chn have ideas Don’t make the letter too long – they will want to achievement & different from those that the chn in Letters to Africa wrote? Perhaps have something to write about in the next letter! experience in writing. music, families, their town, village or city, hobbies other than sports, Plenary Volunteers share excerpts from letters. languages spoken, etc. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y5/6 AF N_F Plan 8 – Weeks 6-7 Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes y

a Main focus: Write Look again at the layout of the letters in Letters to Africa. Teach this first Easy/Medium/Hard Children can: d s

r the letter to their What is missing because the letters have been published in a Write penfriend on Chn write a final version of their letters. 1. Learn to u

h penfriend book? The address and date. Remind chn that this happens with f/c. This is a Write in paragraphs for clarity – ensure speak some Maa T

2 5/12 Adapt other published letters in newspapers & magazines – though compound word. there are an introductory paragraph & a words.

k handwriting for sometimes a partial address is used, e.g. the town or city. Chn do Compound words are concluding paragraph. Think about their 2. Use e e specific purposes. need to include these features in their letters. They can describe made up from two handwriting. It needs to be legible appropriate W 6/12 Use different the place they live in too. Discuss how they might organise their other words. Can chn enough for their new penfriend to read. style of styles of handwriting writing into paragraphs – they should introduce themselves in the suggest other Have they used the correct layout for a handwriting. for different opening paragraph, write some details about themselves in one or compound words? letter? 3. Use correct purposes. more paragraphs & ask relevant questions & then write a Remind chn that it Plenary layout to write 5/10 Experiment with concluding paragraph. Point out to chn that English may not be the helps them to spell In pairs chn read their letter to each a letter. order of paragraphs. first language of the chn they are writing to, so that they must be these words if they other. Come together as a class & ask 6/10 Use paragraphs careful about using slang or abbreviations. Read the section about split the word into volunteers to tell the class something to shape & organise the Maa language in letters to Africa on pages 126-132. Try out its two smaller about their partner that they discovered text. some of the Maa words. Compare to Swahili learnt in Africa Topic. words. from their letter. y

a Main focus: Compare Ask chn what we often receive or send today instead of letters? Emails or Easy/Medium/Hard Children can: d i

r letters, emails & text text messages – electronic communication. Sometimes emails are laid out like Chn rewrite their letter as an email or 1. Recognise the F

2 messages. a letter, especially if it is a formal communication. Personal emails tend to be part of it as a text message (the differences between

k 6/9 Set their own more informal and are not laid out like a letter. Sometimes a letter is added complete letter would almost certainly letters, emails & text e e challenges to extend as an attachment to an email for the receiver to print out. Text messages are be too long for a text message). messages. W achievement & experience in short usually & words or phrases are often abbreviated, as the cost depends Plenary 2. Identify the writing. on the number of characters used. What are the advantages of using emails How has the layout changed? Has features of emails & 6/9 Select features for to communicate? Quicker, less expensive, can send to several people at once, spelling, punctuation or content text messages. informal writing. clearer to read as they are typed, etc. What are the disadvantages? Not changed? Volunteers share their 3. Understand the 5/8 Compare how a common everyone has access to emails, it costs you to print them out, handwritten emails/text messages. Display letters advantages & theme is presented in letters add a personal touch, etc. What about text messaging? Quick, fairly & emails/text messages alongside each disadvantages of the different text types. cheap (especially if the receiver lives in the same country & uses the same other. different types of 6/8 Compare how writers mobile network), can be written anywhere as long as you have remembered As replies to letters arrive give chn text communication. use language & present your phone & you are not in a very remote place, etc. the opportunity to share them & reply. experiences in diff ways. Scroll down for success criteria and book & website lists

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y5/6 AF N_F Plan 8 – Weeks 6-7 Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught. Easy Medium Hard  Discuss & list why letters are written  Discuss & list why letters are written  Discuss & list why letters are written  Begin to identify formal & informal letters  Identify formal & informal letters  Identify formal & informal letters  With support, identify features of letters  Recognise thought verbs  Recognise thought verbs  Begin to recognise common & individual features  Begin to identify features of letters  Identify features of letters of informal & formal letters  Recognise common & individual features of  Recognise common & individual features of informal &  Join in a class discussion informal & formal letters formal letters  Identify & use modal verbs with support  Join in a class discussion  Join in a class discussion  Discuss a topical issue  Identify & begin to use modal verbs  Identify & use modal verbs  Begin to identify connectives that could be used in  Begin to use thought verbs  Use thought verbs persuasive writing  Discuss a topical issue  Discuss a topical issue  With support, plan a persuasive letter  Identify connectives that could be used in  Identify connectives that could be used in persuasive  With support, use connectives in persuasive persuasive writing writing writing  Plan a persuasive letter  Plan a persuasive letter  With support, write a persuasive letter  Use connectives in persuasive writing  Use appropriate connectives in persuasive writing  Edit their own work  Write a persuasive letter  Write a persuasive letter  Give & receive positive criticism  Edit their own work  Edit their own work  Begin to identify features of an informal letter  Give & receive positive criticism  Give & receive positive criticism  Make notes on a text with support  Identify features of an informal letter  Identify features of an informal letter  Discuss an issue  Make notes on a text  Make notes on a text  Listen carefully & with support make notes  Discuss an issue  Discuss an issue  Begin to use evidence from across a text  Listen carefully & make notes  Listen carefully & make notes  With support, draft an informal letter to a  Begin to use evidence from across a text  Use evidence from across a text penfriend  Draft an informal letter to a penfriend  Draft an informal letter to a penfriend  Learn to speak some Maa words  Learn to speak some Maa words  Learn to speak some Maa words  Use appropriate style of handwriting  Use appropriate style of handwriting  Use appropriate style of handwriting  With support, use correct layout to write a letter  Use correct layout to write a letter  Use correct layout to write a letter  Recognise the differences between letters, emails  Recognise the differences between letters,  Recognise the differences between letters, emails & & text messages emails & text messages text messages  With support, identify the features of emails &  Identify the features of emails & text messages  Identify the features of emails & text messages text messages  Begin to understand the advantages &  Understand the advantages & disadvantages of the  Begin to understand the advantages & disadvantages of the different communication different communication text types disadvantages of the different communication text types text types

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y5/6 AF N_F Plan 8 – Weeks 6-7 Year 5/6 Africa: Weeks 6-7 Literacy Non-fiction: Plan 8 Letters

Books: Letters to Africa a book collated by the University of Central Lancashire, ISBN: 9780956528315

Websites: http://www.oxforddictionaries.com/page/375 Example letters of complaint adapted from this site http://www.bbc.co.uk/schools/ks2bitesize/english/writing/letters/read1.shtml Revise letter writing on BBC site http://www.bbc.co.uk/schools/ks2bitesize/english/writing/letters/play.shtml BBC formal letter writing activity http://www.bbc.co.uk/schools/ks2bitesize/english/writing/letters/watch.shtml Watch Melvin and Steven write some letters!! http://www.bbc.co.uk/apps/ifl/schools/ks2bitesize/english/quizengine?quiz=letters&templateStyle=english Try out the BBC letters quiz

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