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Y6 Autumn Fiction: Stories which Raise Issues: OutsidersUnit 5Composition: Extended writing: write an outsider storyTeacher NotesEssential text:Eric by Shaun TanOptional text:The Island by Armin GrederNotes for Teaching:To get the most out of this unit, children should be familiar with a couple of stories about outsiders. It would be beneficial to refresh children’s memories of Eric and The Island before teaching.After Unit 5 Day 1, photocopy any shared plans to encourage independent writing next session.For Unit 5 Day 2, you will need to have thought of a simple outline of an outsider story. Use the planning sheet (Day 1 resources) to record your outline. Be ready to model the opening of this story in the teaching. With Unit 5 Day 2, two prompt sheets are available for display/printing for teacher or student reference. For further teaching and resources on adverbs and adverbials for cohesion, see Unit 4. With Unit 5 Day 3, a prompt sheet is available for display/printing for teacher or student reference. For further teaching and resources on pronouns and determiners for cohesion, see Unit 1. With Unit 5 Day 4, a prompt sheet is available for display/printing for teacher or student reference. For further teaching and resources on conjunctions for cohesion, see Unit 2. SCROLL DOWN FOR TEACHING AND ACTIVITIESY6 Autumn Fiction: Stories which Raise Issues: OutsidersUnit 5 Day 1Plan a story about an outsiderTeaching Show chn Eric (and The Island if using). What do these stories have in common? They are about characters who are outsiders.The setting is as important as the main character as this is what the character experiences. They don’t fit into the setting they have entered.Explain that chn will be writing their own outsider story in this unit.Display and discuss the sheet, Our stories: Things to ponder (see resources).Encourage chn to discuss ideas with a partner. Explain that by thinking about these questions, chn will be planning a new story.Activity: Plan a story about an outsiderObjectives: Composition Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own; Note and develop initial ideas, drawing on reading and research where necessary; In writing narratives, consider how authors have developed characters and settings You will need: Our stories: Things to ponder (see resources); Planning grid (see resources)Children work individually or in a supported groupActivityDistribute sheets, Our stories: Things to ponder (see resources). Give chn some thinking time. They may wish to make notes on the sheet.Then distribute the Planning Grid (see resources) or ask chn to plan their story in a preferred format.Chn plan stories using their ideas from their discussions.Chn could include some useful adverbials of time or place to act as reminders when they come to write their stories. Easy: Some children may find this stage a little overwhelming. Discuss ideas as a group and create a group plan, explaining that you would be delighted if they wanted to add or make changes to this plan as they write.Plenary Ask chn to read their story plans and then talk their story through with a partner. Discuss endings that chn have planned for their characters. How will things turn out for your character? Ensure endings are well thought through. OutcomesI can plan a story on a theme.I can create a character and a setting with a purpose in mind.Y6 Autumn Fiction: Stories which Raise Issues: OutsidersUnit 5 Day 2Write the opening to an outsider story, using adverbs/adverbials for cohesionTeaching Explain that you too have planned an outsider story, as the chn did last session (see teacher notes). Display/read your plan, noting that you will be opening your story by describing the setting before the outsider arrives.Model/shared write an opening paragraph, explicitly modelling using adverbs and adverbials to create cohesion. Explain that you will be looking for chn to do the same in their writing today. Ask chn to discuss and then share some useful linking adverbials that could be useful (Before the trouble began,… For as long as they could remember,… On a distant planet… etc.). Record and display to support chn in their writing today.Activity: Begin writing stories using story plansObjectives: Composition Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning; In narratives, describe settings, characters and atmosphere; Use a wide range of devices to build cohesion within and across paragraphs; Assess the effectiveness of their own and others’ writing; Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningGrammar Use and understand the grammatical terminology in English Appendix 2 (adverbs & adverbials)You will need: Plans chn created on Day 1, teacher-created plan for modelling; displayed or copied useful adverbs and adverbials (see resources)Chn work individuallyActivityToday chn start writing their stories, using their plans produced yesterday. Use mini plenaries to focus on effective creation of cohesion, using adverbs and adverbials to show when and where the events took place, especially where they are used to link between paragraphs.Tell chn that they may have time to start the next part of their stories. This will be the part of the story where the outsider appears.Plenary In pairs, chn share stories so far. Partners write comments on a sticky note. Give chn time to edit their writing before tomorrow’s lesson.OutcomesI can write an effective opening to a story.I can use and develop ideas from a plan.I can use adverbs and adverbials for cohesion.I can give advice on how to improve a piece of writing.Y6 Autumn Fiction: Stories which Raise Issues: OutsidersUnit 5 Day 3Continue writing an outsider story, selecting determiners and pronouns for cohesion and clarityTeaching Together reread the opening to the shared story you began yesterday. Explain that the next part of your story will involve the stranger appearing and the locals reacting. What will this part of the story do? (describe the outsider; show reactions, including dialogue; build up to the crisis) - You will save the crisis for tomorrow. Today’s writing is building up to it!If chn need it, briefly revise dialogue punctuation and ask chn to use for impact: it should give character clues or advance the action.Remind chn how determiners and pronouns can help to provide cohesion by avoiding repetition and creating clarity. (We don’t want to write ‘the stranger’ several times in every sentence!)Model writing the opening sentences of the next part of your story, pointing out where you are using pronouns and determiners for clarity and cohesion.Activity: Continue writing stories using story plansObjectives: Composition Select appropriate grammar and vocabulary; In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action; Use a wide range of devices to build cohesion within and across paragraphsGrammar Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading (pronouns & determiners)You will need: Chn’s plans and writing so far; displayed or copied determiners and pronouns sheets (see resources)Children work individuallyActivityChn write the build up to their stories, introducing the outsider and showing their first interactions with the setting and locals.Use mini plenaries to focus on effective creation of cohesion, using pronouns and determiners.Remind chn to continue to use adverbs and adverbials to show when and where the events took place, especially where they are used to link between paragraphs.If chn finish this section, encourage them to reread their writing so far, thinking about cohesion and looking for ways to improve it.Plenary Ask chn to reread the dialogue they have included. Does it give clues or advance the action? Ask chn to look for ways to improve it with a partner.OutcomesI can write an effective build-up to a story.I can use and develop ideas from a plan.I can use pronouns and determiners for cohesion.I can use dialogue to give clues to character and advance the action.Y6 Autumn Fiction: Stories which Raise Issues: OutsidersUnit 5 Day 4Finish writing an outsider story, selecting conjunctions for cohesion and clarityTeaching Ask chn to look at their story plans. Today’s writing will take the outsider to a moment of crisis and then describe what happens at the end.This is a bit of the story which may include some explaining (cause) or the demonstrating of differences (contrast) in addition to creating links to do with time and place. Conjunctions can be very useful here for cohesion.Display or plan to distribute a list of useful conjunctions (see resources).Model writing the crisis moment in your shared story, explicitly using conjunctions for cohesion.Activity: Finish writing stories using story plansObjectives: Composition Select appropriate grammar and vocabulary; In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action; Use a wide range of devices to build cohesion within and across paragraphsGrammar Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading (conjunctions)You will need: Chn’s plans and writing so far; displayed or copied useful conjunctions (see resources)Children work individuallyActivityChn write the crisis and ending to their stories, making sure that they have resolved the problem: this could be happily or unhappily!Use mini plenaries to focus on effective creation of cohesion, using conjunctions.Remind chn to continue to use all the cohesive devices you have been practising throughout this unit.As children finish, encourage them to reread their writing aloud to listen out for places to improve it.Plenary Ask chn to think about their original plans and their completed stories. Are they very similar or did chn develop them as they wrote? What sort of changes did they make? Are they happy with their finished stories?OutcomesI can write a satisfying end to a story.I can explain reasons for writing choices.I can use conjunctions for cohesion.I can use a range of cohesive devices.Y6 Autumn Fiction: Stories which Raise Issues: OutsidersUnit 5 Day 5Improve a story for cohesion, accuracy and impact Teaching Explain that today chn will be evaluating their writing and improving it. It is often easier for someone else to spot areas to improve so chn will be pairing up to provide constructive writing partnerships.Ask chn to read their stories to a partner. Can their partner tell when a new paragraph is starting, by the cohesive adverbial?Can chn hear conjunctions linking ideas, especially for cause, contrast and time? Are there repetitive or unclear parts which could be improved with determiners or pronouns? Ask chn to make quick notes on areas to improve, noticed by themselves or their partner.Remind chn that they can check spellings that do not look ‘right’ with a dictionary.Activity: Evaluate and improve writing with a partnerObjectives: Composition Assess the effectiveness of their own and others’ writing; Propose changes to vocabulary, grammar and punctuation; Proof-read for spelling and punctuation errors; Perform their own compositions, using appropriate intonationTranscription Use dictionaries to check the spelling; Use the first three or four letters of a word to check spelling in a dictionaryYou will need: Chn’s writing; copies of adverbs, adverbials, pronouns and determiners, and conjunctions from Days 2-4 (see resources); dictionariesChildren work with a partner and individuallyActivityChn spend some time improving their writing, using the notes they made with their writing partner. They do not have to do this with their partner, but it may be helpful to sit together to clarify or check improvement points.Once children have improved for grammar, ask them to make improvements to punctuation and spelling. If a word does not look ‘right’ they should check using a dictionary.Chn can then make a final check for the impact of their stories. Are there any vocabulary choices which could be improved? If chn finish they can return to their partner to share the improvements or read to a new person to get their first impression.Plenary Put chn into threes. Children take turns to read their stories to this small audience, aiming to use a clear speaking voice and appropriate intonation. Celebrate the children’s achievements and plan to share the stories with a wider audience, either through inviting in an audience or publishing polished versions.OutcomesI can make improvements to my writing.I can give constructive improvement advice.I can use a dictionary to check spelling.I can read my own writing to a small group with clarity and appropriate intonation.The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. ................
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