Literacy Weekly Plan Fiction Spring 1 week 2 Date: 19th-23rd Jan 2015 Year group: 5 Class: Shackleton Weekly Speaking and Listening Objectives: Weekly Learning Objectives: Understanding and interpreting texts Listening and responding  Use knowledge of word structures and origins to develop their understanding of word . Compare the different contributions of music, words and images in short extracts. meanings. . Identify some different aspects of talk which vary between formal and informal.  Recognise purpose of language.  Understand language and develop strategies for translations of unfamiliar words. Drama  Deduce characters' reasons for behaviour from their actions and explain how ideas are . Experiment with moving to define status and discuss opinion towards body language. . Improvise a range of drama strategies and conventions to explore themes such as developed in fiction. desires and choices. Word structure and spelling . Read a wide range of texts on screen and on paper.  Know and apply common spelling rules. . Discussion and role play to consider motivations and alternative endings.  Use knowledge of word structures and origins to develop their understanding of word . Hot-seating. meanings. . Role play- status and sub text.  Use a range of appropriate strategies to edit, proofread and correct spelling in own work, on paper and on screen. Reading  Tense awareness- developing strategies for self correcting. Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1 Engaging with and responding to texts Strand 6 – Word Structure and Spelling at KS2.  Interrogate texts to deepen and clarify understanding and response. Strand 11 – Sentence Structure and Punctuation at both key stages.  Sustain engagement with longer texts, using different techniques to make the text come alive.  Compare how writers use language to create images in the readers mind.  Complete a range of writing tasks to engage with the text.  Reflect independently and critically on own writing and edit and improve it.  Use punctuation to clarify meaning in complex sentences.

IEP Targets: Text/s: Salman, Priyanka and Avinash, AF2 I can start my sentences in different ways. Bling- with Billy Midas. Deep(if returned from trip), Sumaya, Fahim and Max, Armaan and Nuno to lay work out appropriately for the reader. Salman, Max, Abdu, Armaan and Irfan to focus on presentation particularly handwriting that is legible. Deep and Sheeraz to become more assertive during their group work. Jeanne – to practice talking through her sentences before writing them down. Salman; independently share ideas with his mixed ability group. Group targets: Key vocabulary: Please see AM grid week 1 planning. CT = Class teacher. TA= Teaching assistant. Synonym Analyse sequence WC= whole class. If TA is teaching children from more than one level that day Verb tenses Modern Suffixes Third person Introductory paragraphs is highlighted so they know to look at ALL level pages. Also Grammar Hammer Paragraph sentence th grid gaps from (12-16 Jan). Focus infinite article- a or an. Inference relevant information https://www.englishclub.com/grammar/adjectives-determiners-the-a-an.htm Language summarise https://www.englishclub.com/pronunciation/a-an.htm Concluding paragraphs consequences vocabulary dilemma http://www.theschoolrun.com/what-are-fronted-adverbials Recount retell change Past tense Present tense Third person Purpose Adjectives Adverbs Characters Day Learning Intention Success Criteria Whole-Class/ Differentiation and Plenary Independent Work extension

1 LI: to understand the main I understand that a character Characters are vital in a dilemma story. LA with support from TA asking character’s motivation in is a vital ingredient in a Discuss 7.1 image. questions to draw as much from Big ? Monday them and challenge them- What do you think?- th order to predict how they dilemma story. Children to discuss their opinion of Summarise in as few bullet points 19 big question: might act. Billy- why? Proof from the text. as possible yet with as much January detail as is important. I have considered my What would say to Billy CT model a diary entry from Billy’s point 2015 character making it as his mother? of view. LA Write a diary as Billy when interesting, sympathetic and Display 7.2 and reveal the questions to you discover your cat Goji has How do you think he their dilemma a struggle my prompt with writing. been turned into a golden statue. would react? reader can relate to. Ask children how to lay out a diary- AA with CT support-write a diary Each child swaps their discuss features (including pat tense) in some detail ensuring not to books with someone and how starting with the pronoun ‘I’ is over describe people or events. from another pair to boring. Use tense correctly. Begin with a check if they have variety of openers. missed any important Use 8.1 bare bones to help children with detail out. task. > Enable children to say their HA- Children write a dairy in role Peer Assess quality of sentence to a partner before writing as Billy’s mum. Reference details the writing. down. from the story as though Billy had told you some of them- for example the gold chain:

Today was pretty calm (aside from an incident with Billy). Since claiming he found that gold chain, Billy has been acting strangely. I can’t quite put my finger on it but he’s just not been himself. First there was shouting then stomping then shouting again. When I asked him what had happened he dismissed me …

EAL -Children have support from CT and must then independently arrange their main points in to chronological order.

All children begin a diary as Billy after seeing 7.4 example, give copies of 7.3 to pairs. Use of ICT: Interactive white board IWB slides:8.1-5 Adult support: Miss Hewer, Ms Bartley, Mr Lewis 2 LI: to consider the dilemma To be able to identify how Recap feelings and diaries from What if not a looser? from another view point. another person perceives yesterday in partners. Talk about Justification and key evidence Self Assess Tuesday different opinions and feelings of the that supports idea. things to be similar or 20th characters. Whole class-Children write Have they included different. including as much detail as their point of view? January To understand characters are Consider how Billy was perceived at possible. 2015 driven by feelings and school before he began to turn things What do you think?- into gold and afterwards. Children to write a letter: big question: emotions. LA: write a reply letter from an To see an alternative view Write a letter of advice to Billy offering agony aunt to Billy suggesting What is popularity? point. him suggestions of what he should do. what he should do.

MA: Children to write in role as Calum, the cool kid at school, giving Billy advice about what he should do.

HA: Write a letter from an agony aunt to Billy’s mum offering her advice on her son growing up and what she should do.

CT and TA to focus on AM targets for groups.

Consider different accounts of the same event and discuss viewpoints then log.

Use of ICT: Interactive white board IWB slides Adult support: Miss Hewer, Ms Bartley, Mr Lewis 3 LI: to write a diary from I can write an appropriate Read 6.1 comment on the attributes of Children write in their daily log- Billy’s point of view, for the ending: using description, Goji compared with the dead, gold a diary entry from Billy. Explain Big ? Wednesday statue. How has Goji changed? what he decided to do about his What do you think?- st end of the story. considering the impact of dilemma and the consequences of 21 big question: language and punctuation in Show 6.4 building on Billy’s dilemma. his decision. January Give children anthologies to read to get Talk in character before writing. order to create an effect. Do you agree with your into character as Billy. Children write in their daily log 2015 partner’s decision? an idea they discussed with their Why? partner. HA with CT- focus on vocabulary choices and varying sentence SA- children re- length for effect. No sentences read their work. to begin with I.

MA write

LA and EAL with TA- Children can use images to support their understanding in words. Use of ICT: Interactive white board IWB slides day 9 Adult support: Miss Hewer, Ms Bartley, Mr Lewis 4 LI: to read and share my I understand that it is Characters are vital in a dilemma story. LA with support from CT asking diary extract. important I read my work Discuss choice Billy made. questions to draw as much from Thursday them and challenge them- Each child swap their nd expressively to myself and Children to discuss their opinion of Summarise in as few bullet points 22 books with another others. Billy- why? as possible the positive and what pair to check the work January they need to work on (yet with as of someone they don’t much detail as is important). 2015 I have considered my audience normally read.

when reading my work. AA with LSA support-Evaluate Peer Assess quality of the diaries they read in some the writing. I can offer my peers helpful detail ensuring not to over advice on how to improve their describe and give helpful constructive feedback so their work. peers can improve.

HA- Children work in pairs to decide upon positive main points and next steps for improvement in writing.

EAL -Children have support from CT and must then independently read someone else’s work.

All children can compare diary as Billy after seeing 7.4 example, or 7.3. Use of ICT: Interactive white board IWB slides 4.1-5:8.1-5 Adult support: Miss Hewer, Ms Bartley, Mr Lewis 5 Grammar hammer I can use adverbials to give more http://www.theschoolrun.com/what TA is in Phonics so chn to sit in mixed ability topic seats for Ask children to PA rd LI: to use fronted adverbials detail to the verb. -are-fronted-adverbials Friday 23 confidently. I can begin a sentence using a discussion then ability pairs for their partners’ work . the times tasks. CT with LA chn. January fronted adverbial; considering the Put adverbial on the IWB In purple pen describe effect this has on the reader as Set the timer and get children to 2015 HA- Children to use a fronted what an adverbial is. opposed to in the middle or end of discuss the meaning. See how many adverbial to open sentences. sentence. sentences they can make up in one Compare to other positions min using an adverbial- then again within a sentence and consider for one min with an adverbial as an effect. Identify them in their opener ‘fronted adverbial’. Swap own and others writing. with talk partner and see who got AA - Children to use a fronted the highest score. Practice talking adverbial to open sentences. and then writing. Compare to other positions within a sentence and consider effect.

LA- work with CT to identify adverbials and practice saying and then writing them.

EAL children with Ms Metta being pre-taught vocabulary for next week. Those in the class work with CTD LA to begin their work-Children write sentence about what they have done this week! Use of ICT: Interactive white board IWB slides 4.1-5:8.1-5 Adult support: Miss Hewer, Ms Bartley, Mr Lewis