<p>Year 2 Literacy Amethyst class</p><p>Term: 1 Week 1 beginning 12-9-11 Session 1 Main Focus Speaking and listening: 2. Respond to stories by describing characters, repeating some highlights and commenting constructively. Learning Success Main teaching/Context Intention/skills criteria/ Show the children My Mum and Dad Make Me Laugh by Nick Sharratt. Assessment Ask the children what they notice about the Mum and the Dad. What do they think the book will be about? We are learning to opportunities make predictions. Allow the children time to discuss with their talk partners. Remember to listen Take suggestions without recording. to the story Read book up to the page where Mum likes the jaguars and cheetahs and Dad likes the zebras. carefully. Ask What animal do children think the boy will like? Go back through the book page by page Remember to make talking about the sequence and looking at all the pictures to give the children some ideas. Focus Group predictions about Chn discuss with their partners. HA the boy’s favourite On the IWB model how to write their prediction. animal. On the IWB show the children pictures of different animals to give them some ideas. At the same TA Remember to time show an information text about animals and model how we look things up about particular discuss with your LA/SpNds animals. partner. Activity HA/MA Remember to refer HA MA LA Sp Nds to information Title My Mum and Dad Make Me Laugh books. Sub title My Prediction. Remember to Children write their predictions for what animal they think the boy will like. record in your book. HA/MA Provide a selection of picture information books about animals with lots of illustrations. Extension: Children make a list of stripy and spotty animals using the information books to help them. 1 Plenary AFL Read the last two pages of Making sensible predictions. the story. Who predicted To recognise typical characters, familiar and unfamiliar settings and to make predictions about how a correctly? What other character might behave. animals did children suggest? Attempts writing for different purposes. Child is able to state the purpose for writing. Writing communicates meaning through simple words and phrases. To analyse the sequence of events in different stories and predict endings.</p><p>Session 2 Learning Success Main teaching/Context Intention/skills criteria/ Reread the story with the children asking them to read some parts together or asking individual We are learning to Assessment children to read. Explain that today we are going to sequence the story and then retell it in our own words sequence the story opportunities and retell it in our Display different parts of the story for the children to sequence. Ask for volunteers to do this. Remember to own words. Next display some text. Ask the children to read the text and to decide which picture it matches. sequence the Explain to the children that we are going to use the pictures to help us to retell the story by pictures. playing a game of Babble Gabble. (Explain how to do this) Remember to match One child starts to retell the story. Next person continues to tell the story on the sound of the some of the text to chime bars. the pictures. Activity MA Sequence the LA Provide the Sp Nds Provide the Focus Group Or remember to story and write a children with pictures children with pictures write a sentence HA Sequence the LA/SpNds sentence about each to sequence and match to sequence and then about each picture. pictures and TA picture. Provide the correct sentence. talk about the story in independently write a MA communicate in print their group. sentence about each word bank for support. picture. Plenary AFL Traffic light work. (Those that have written in their books.) To use some story language and patterns from a familiar story orally. Ask some of the children if they would like to read the sentences that To analyse the sequence of events in different stories they have written. To open sentences to show sequence eg first, then, next, last etc.</p><p>2 Session 3 Learning Success criteria/ Main teaching/Context Intention/skills Assessment Begin session by playing babble Gabble and allowing the chn to retell the story again. We are learning opportunities Explain to the children that they will be participating in some drama activities today. Explain that to act in role of a Remember to: they are going to look at the story from a different view point. Ask whose viewpoint is the story story character. Remember to plan written from at the moment? (The boy’s) Tell them their challenge is to adopt the role of either your ideas before the Mum or the Dad and say how the story would be different if they were telling it. you start. Allow the children to discuss some of their ideas with their partner. Remember to take Ask for feed back and discuss as a class. What might they stress eg the boy likes grey, the “funny” the role of a story food he eats and the contrast between his room and his parent’s room. character. Prepare children to act out a short phone conversation taking the role of one of the two parents talking to a friend by modelling this with an adult (TA). Focus Group Remember to work with a partner on a Do children think the friend will like the same as that parent – ie stripes if it is Dad’s friend? Or drama activity. might the friend like something different? If the friend went to the zoo what sort of animal would Remember to use they like eg another stripy or spotty animal or a brightly coloured one? clear, expressive Activity voices when acting Children to work with a drama partner. Discuss the expectations of the drama task eg clear voices, in role. good ideas and at the end of the time they have to act out a phone conversation between one of the parents and their friend. Remind children of the ideas collected in the first part of the lesson. First ask them to decide which parent one of them is going to be (Mum or Dad), and then decide which child is going to be the friend and whether they are going to like the same things or different things. Then they need to decide what the conversation will be about. It might be a conversation about the sort of clothes they like wearing or what sort of wallpaper would they choose to have in their house? Plenary AFL Ask children to sit in a circle and choose some pairs to share their Beginning to use story language in re-telling or role-play. dialogues. Before they start, tell children that you will be looking out To imitate and use familiar stories orally. for children who speak clearly and with most expressive voices. Praise To improvise and rehearse new dialogue between familiar characters. those who have managed to do this.</p><p>3 Session 4 Writing: 2. Listen to others in class and ask relevant questions. 9. Draw on knowledge and experience of conversation in deciding and planning what dialogue to write. Learning Learning Learning Intention/skills Intention/skills Intention/skills Remind children of the conversation they acted out yesterday and ask one of the better pairs to We are learning to Remember to: perform theirs again. How can we go from acting out a conversation like this one to writing it using speech bubbles? write dialogue using 1 recall the Discuss some children’s ideas. speech bubbles. conversation. On the IWB show the children some characters and some speech bubbles. Discuss how we use 2 write in the them to record dialogue. speech bubbles. Ask the pair to model their conversation again, but this time tell the children that after they have 3 use the word listened you want them to help you to fill in the speech bubbles on the IWB. Ask the pair to pause bank to help you. every time the reply has been made and with the children’s help and suggestions fill in 2 speech Focus Group bubbles at a time until the conversation has all been recorded. Activity MA LA LA HA Provide children with pictures Talk for writing. Discuss as a Draw pictures of the of characters. Children group what the characters characters having a discuss what their characters might be saying. Model writing conversation using extended are saying with their partner some of the children’s sentences and then write the dialogue in suggestions together. Children write a conversation their speech bubbles. Provide SP Nds between 2 characters. Provide communicate in print word As LA TA support communicate in print word bank bank for support. for support. Plenary AFL Ask children to bring their sheets to the carpet and sit in a circle. Ask I can write speech in a speech bubble. confident children to volunteer to switch conversations with another pair. Taking it in turns each pair acts out the new conversations in the speech bubbles. Did it make sense? Do any parts need changing? If time repeat with another 2 pairs.</p><p>4 5</p>