Literacy Planning Sheet

Year 5 2007/08 Term 6 Week 5 Y5/6 Transition

Year 2007/08
Class Year 5
Teacher / Term 6
Week 5
W/b 30.06.08
Unit Transition Y5/6 / Text level objectives:
Locate evidence about characters and settings
Focuses for this phase:
Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing / Sentence level (VCOP)
Adjectives and adverbs / Word level (inc. phonics) / Resources / texts
Extract from ‘Boy’
Extract from ‘Counting Stars’
Curricular targets – reading / Must
I can locate information confidently and efficiently by using skimming and scanning skills. I can use this information to identify a point of view or justify my opinion. / Should
I can identify a viewpoint or issue raised in a text and locate evidence to support it. I can distinguish between fact and opinion. / Could
I can discuss the actions of the main characters and justify my views using evidence from the text. I can identify underlying themes and ideas in a text.
Curricular targets – writing / Must
I can use powerful openers, e.g. –ly words, -ing words, connectives and –ed words. / Should
I can add a clause to a sentence to add detail and interest. / Could
I can confidently write a complex sentence and understand how clauses can be used to achieve different effects.
WALT / Word / sentence starter / Main Lesson Activity
Independent Activities – Must / Should / Could / Plenary /
Day 1
WALT find information about a character in an autobiography / Read extract from ‘Boy’. Focus on description as “the very centre of our lives” – look at ‘centres’ of own lives (e.g. football pitch, park). Why do you think Mrs Pratchett said what she did? What might she say about the boys when they were not there? Do you think Dahl has described the sweet-shop and its owner accurately? Why has he exaggerated? / Highlight words and phrases that were particularly effective in describing character. Collect on display.
Complete sheet on Mrs Pratchett (WG p. 8).
LSA to work with group 4. / Must +
Consider author’s intentions in writing description.
Teacher to work with group 3. / Must +
Give details of author’s intentions in writing description.
Day 2
WALT find information about a place in an autobiography / Read extract from ‘Counting Stars’. Point out how he tells us what he could see, feel and smell. What season is it? How do we know? Look closely at description of chicks; pinpoint adjectives & verbs. How do you think David is feeling? What makes you think that? Talk about how they gradually find out about the incident. Look at character of Grandad. What is he like? How do we know? / Ask children to identify wow words. Children to ‘guess’ which words teacher has chosen for display. Discuss use of “always”. Draw up scale of words from “always” to “never”. Children to make up sentences using these words, first about someone they know well, then about Mrs Pratchett.
Complete sheet on David’s journey from home to grandad’s greenhouse, noting what he saw, felt, etc at each step of the way.
Miss Knight to work with group 4. Mrs Fackrell to work with group 3.
Day 3
WALT describe a setting / Use bag of mystery objects. Each child in turn picks object from bag and completes sentence by adding clause:
“On my way to school I found a ... which ...” / Explore with the children what makes a place memorable. Emphasis that the place may be special because of what happened there or how you felt. Look again at extract from ‘Counting Stars’ and discuss what was memorable about the allotments. Draw attention to use of senses to describe. Ask children to think of a place that is memorable for them and to shut their eyes, conjure up place in imagination and think about what they can see / hear / smell / feel / taste. / Ask a few children to describe one of their places. Could you imagine what it was like?
Teacher to support group 4. / Complete sheet with notes about 3 places that are memorable for them.
LSA to support group 3 to ensure they use interesting adjectives. / Write a paragraph which describes one of their places. Describe the setting to evoke what was special about it, including sounds, sights and smells.
Day 4
WALT identify key events as a basis for autobiography / Explain to the children that they will be writing their own autobiography. Invite them to think of special times in their lives and share them with the class. Can they remember saying or doing something funny or naughty when they were little? Tell class about some moments from own past. Model creating map showing important events, e.g. winding road representing life. / Children describe one of the events in their life to a partner. Partner to ask questions to help speaker to describe details.
Fill in ‘This is my life’ sheet, writing brief notes about most special day, funniest thing that happened, etc.
Create map of life, showing important events. Teacher + LSA to support individuals who are finding it difficult to think of events.
Day 5
WALT to describe an event, using effective vocabulary / Human sentence – start with “I moved house.” Children to suggest words and clauses that could be added to make sentence more interesting. / Read the two versions of ‘The Missing Easter Egg’. Children discuss with partner which text is better. Highlight effective words or phrases. Model how to add detail to ‘Baking the Cakes’ to make it more effective. / Ask each child to share one sentence from their writing which includes some description.
Teacher to support group 4 to develop their ideas. / Write a paragraph about one of the events they identified yesterday, including detail to interest the reader.
LSA to support group 3 to develop their ideas and add description.
Day 6
WALT write an autobiography (Big Write) / Create a story as a class – teacher provides opening sentence and connectives to introduce new event, choose a child to finish each sentence. / Read example of autobiography from recount skeleton book. Plot events onto timeline. Discuss purpose of introduction. Identify examples of first person, past tense and connectives to show chronology. / Look back to example autobiography. How could the writer end her autobiography? Model write conclusion.
Teacher to support group 4 to develop their ideas. / Begin writing autobiography, using ideas from last week.
Success criteria:
* Use complex sentences
* Add detail to describe characters and settings
* Include interesting adjectives and adverbs
LSA to support group 3 to ensure they include description
Day 7
WALT write an autobiography / Look at example autobiography written by teacher. Shared edit, improving elements of VCOP. / Share a few good examples from the class’ writing.
LSA to support group 4 to develop their ideas. / Finish writing autobiography. Edit for VCOP.
Autobiography could be written up in progress books in class later in week.
Teacher to support group 3 to ensure they include description
Target children
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Assessment / Next steps
Curricular targets – reading / Must
I can locate information confidently and efficiently by using skimming and scanning skills. I can use this information to identify a point of view or justify my opinion. / Should
I can use a word, phrase or sentence from a text to justify and elaborate on my view or opinion. I can skim for general understanding efficiently and scan for specific information. / Could
I can tell you about the thoughts, feelings and reasons for a character’s actions in a story.
Assessment focus (reading) / 3b
Infer reasons for actions and events based on evidence from the text / 3a / 4c
Make reasoned judgements on characters’ actions
Use clues from action, dialogue and description to interpret meaning / 4b / 4a
Recognise ways in which writers present points of view
Show an awareness of the writer’s viewpoint
Texts used / Extract from ‘Boy’ & ‘Dear Dumb Diary’ / Extract from ‘Boy’ & ‘Dear Dumb Diary’ / Extract from ‘Boy’ & ‘Dear Dumb Diary’
Guided reading / Day 1 / Day 2 / Day 3
Group 1 (4a / 4b): / Independent task 2: Editing text
Read extract from ‘Harry Potter’ and add punctuation. / Independent task 1: Explore the bookshelf
Browse the books on both bookshelves to find books you would be interested in reading. Look at the front covers of books and read the blurb on the back. Write down the details of 3 books you would like to read next year. / Pre-reading
Read extract from ‘Boy’ (Chapter 2). Identify the main events in the text and the character’s feelings. / Guided group
Re-read extract from ‘Boy’ (Chapter 2). Identify and define unfamiliar vocabulary. Discuss main points of text. Identify questions that explore the major issues, focusing on identifying feelings and reasons for actions.
Group 2 (4c / 3a): / Guided group
Read extract from ‘Boy’ (Chapter 2). Identify and define unfamiliar vocabulary. Discuss main points of text. Identify questions that explore the major issues, focusing on identifying feelings and reasons for actions. / Follow up
Write 3 questions that could be answered by reading the extract from ‘Boy’ and 3 questions that cannot be answered from text. / Independent task 1: Explore the bookshelf
Browse the books on both bookshelves to find books you would be interested in reading. Look at the front covers of books and read the blurb on the back. Write down the details of 3 books you would like to read next year. / Pre-reading
Group 3 (3a): / Pre-reading
Read extract from ‘Boy’ (Chapter 2). Identify the main events in the text and the character’s feelings. / Guided group
Re-read extract from ‘Boy’ (Chapter 2). Identify and define unfamiliar vocabulary. Discuss main points of text. Identify questions that explore the major issues, focusing on identifying feelings and reasons for actions. / Follow up
Write 3 questions that could be answered by reading the extract from ‘Boy’ and 3 questions that cannot be answered from text. / Independent task 1: Explore the bookshelf
Browse the books on both bookshelves to find books you would be interested in reading. Look at the front covers of books and read the blurb on the back. Write down the details of 3 books you would like to read next year.
Group 4 (3b): / Independent task 1: Explore the bookshelf
Browse the books on both bookshelves to find books you would be interested in reading. Look at the front covers of books and read the blurb on the back. Write down the details of 3 books you would like to read next year. / Pre-reading
Read extract from ‘Boy’ (Chapter 2). Identify the main events in the text and the character’s feelings. / Guided group
Re-read extract from ‘Boy’ (Chapter 2). Identify and define unfamiliar vocabulary. Discuss main points of text. Identify questions that explore the major issues, focusing on identifying feelings and reasons for actions. / Follow up
Write 3 questions that could be answered by reading the extract from ‘Boy’ and 3 questions that cannot be answered from text.