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Y2 Man on the Moon – Narrative

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Give time for children to retell a their version of the story using the boxed up to support. Model the use of the adventurous and appropriate vocabulary recorded on the working wall. Give access to the thinking, feeling saying cards used in the role plays for reference.

Use recording software or voice recorders for children to record and listen back to their stories. Discuss success criteria/ key features of a successful story e.g. Are they in the correct sequence? Have they used appropriate time connectives to signal a change in the setting? Is it entertaining to the listener? How have they shown the characteristics? How can they be improved?

Use Shared writing to model how to turn the oral story into a written story. Teacher Models start of this section of the story, using time connectives from the story (to show how we can use ideas from reading to help with writing). Model orally rehearsing the whole sentence before writing and checking it makes sense and says what you wanted it to say. Keep rereading what you have written. Model segmenting sounds as you write unfamiliar words asking children to have a go with some words on small whiteboards. Use adventurous and appropriate language. Teacher scribes children’s ideas, and explains why they have been chosen, and how to change word order to help the reader understand and be entertained.

Use Supported composition to develop ideas for writing on whiteboards in pairs to encourage oral rehearsal.

Give time for children to write their own stories, using the recorded oral stories and the boxed-up story to support the structuring and detail of the story. Allow children to read stories to one another, discuss what is successful/could be improved and amend content where necessary.

Use Guided writing to support particular groups and individuals, identifying a writing target which will move children’s writing forward.

Phase outcomes: Children can use planning to create sections in writing; children can retell a story in order, recognising key events.

Experience: Use CrazyTalk to bring Bob ‘alive’. Scan a picture of Bob in his front room and record a message for the children, explaining that he has just applied for and got a new job – a very UNUSUAL job. He is going to be the cleaner on the Moon! He’s thrilled to bits but needs some good ideas to help him get started. Key questions: What do we know about the Moon? How will he get there? What should he take with him? Clothing, equipment etc. This can also be achieved by the teacher becoming Bob in role.

Capturing ideas

Oral Rehearsal

The children respond to the Bob experience by writing letters or creating videos to send to Bob to explain what he will need.

Read story with the children, noting the time clues. Children create a timetable of events by ordering pictures of Bob’s day, and adding times and matching events, or combining text and images to sequence.

Children take on role of Bob and write a diary of his day (reinforce writing in the first person) or create a video diary or space log using audio recorders.

Give 3 pictures from story. Children look carefully, using magnifying glasses or the zoom function on IWBs. What do they notice? What is happening? Add notes/post-its with arrows. Swap pictures with another pair. What else can they add? Swap again.

What have they found out already about the story (note the story of the aliens, which runs parallel to Bob’s story, but is only revealed in pictures!)

Picture reading – aliens’ story. What are the aliens thinking? Doing? Saying to each other? (eg when the aliens are hiding from Bob, one of them is reading a book – what might the book be?)Use Thinking, feeling saying cards to record ideas.

Use the timetable previously created. Change into a timetable for aliens! Ask the children, when Bob is cycling to the rocket, what are the aliens doing? When Bob is cleaning, what are the aliens doing? Children create an alien timetable

Refer back to the letters or video messages sent to Bob at the start of the unit. What more do they know now? What else would they advise Bob to take now they have more knowledge?

Phase outcome: read text and pictures; understand how two parallel stories are linked; show understanding of story through diary writing

WRITING:

Model, scribe, support

INDEPENDENT

Use the timetable of events to orally retell the story. Using whole class collaborative story-telling, retell the story, using actions for key time connectives which link sections together. Give time for children to retell the story as a class, in groups, pairs and as individuals so that they all become familiar with the story structure. Record any appropriate adventurous vocabulary on the working wall for others to use.

Focus on a specific part of the story and expand the story to include the story of the aliens. For example, take the part of the story where Bob arrives on the moon and starts to clean. What could happen next? What do the aliens do? How does the moon get so much rubbish? Is it the aliens or the tourists? What would happen if the tourists spotted the aliens? In groups, role play alternatives for the action assigning different roles to each group member – Bob, different alien characters and a director. Use Forum theatre so that children have chance to try out alternative actions and consequences. Freeze frame key parts of the aliens’ story to discuss – what is happening? What would the character’s say? How are they feeling? Use thinking, feeling saying cards to record interesting ideas.

Use hot seating to ask questions of Bob about his time on the moon. Teacher models Bob’s responses then allows children to take the role of Bob. Give time for groups to think of 3 good questions – each one beginning with How, When, Which.

Add the details of all the imagined scenarios to the timetable to create a ‘boxed up’ version of ‘Bob’s unusual day’.

Phase outcomes: Children can retell a story in order, recognising key events; Children can work effectively in groups and consider different courses of action; use details from a story to imagine and extend ideas.

Prior Knowledge: Check that children can already:

Demonstrate understanding of characters by talking about what a character looks like, how the character behaves and suggesting reasons for the character's feelings or actions.

Write a complete story using a shared story plan, making use of features from reading to make it 'sound like a story'. Present a logical sequence of events and make use of connectives to show links between events.

Familiarisation and immersion in text

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WRITING:

Model, scribe, support

INDEPENDENT

Capturing ideas

Oral Rehearsal

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In association with Barbara Derbyshire

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Emma Rogers Education Ltd

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