Weekly plan for Literacy: Year 1



| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: To build upon existing |Poetry – Building upon previous knowledge |P6 LA |P6 HA |P7 LA |P7 HA |Today the children will|

| |knowledge of poetry. |Introduce the topic – Poetry |Group 3 (p7) will |Group 1 will create|Group 3 (p7) will |Group 2 (p7) will |build a broad |

| | |In groups the ch’n will have a blank page. Working as a group they will write down |create their own song. |a card that someone|create their own |create a TV advert |understanding of what |

| |To gain a broad understanding of |sentences or words to describe what poetry means to them. |Based on school, |would buy in a |song. Based on |of their choice. |poetry is. |

| |what poetry is |The ch’n will then recite their ideas to the rest of the class. |sports, being happy, |shop. Birthday, |school, sports, |Sweets, toys, | |

| | | |sad, or a location, the|Christmas, |being happy, sad, |clothes, mobile |The children will build|

| | |K.Q - Where do you see poetry in the world? |beach, forest, holidays|Halloween, easter, |or a location, the |phones, laptops |on previous knowledge |

| | |Show clip – go compare advert |etc. |well done, |beach, forest, |etc. |and give poetry a |

| | | |CD Support |congratulations. |holidays etc. | |platform. |

| | | | | | | | |

| | |Music lyrics, cards, football chants, books, TV advertisements, nursery rhymes. | | | | |The children will |

| | |K.Q – Why is poetry used in cards? Football chants? TV Adverts? – Expressive – easy| | | | |create (as a group) |

| | |to remember and catch on to. | | | | |their own poetic |

| | |K.Q – how can you tell if writing is poetry? Rhymes. | | | | |activity |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | |As a class think of a ‘silly’ rhyme (unrelated topics) | | | | | |

| | |T.P – If you find it hard to find a rhyme with a word - change the sentence | | | | | |

| | |structure. | | | | | |

| | |I.e. There was a tall ship called titanic | | | | | |

| | |The titanic was so big and so tall | | | | | |

| | | | | | | | |

| | | | | | | | |

| | |START Group tasks: | | | | | |

| | |In groups the children are going to create their own poetry. | | | | | |

| | | |Plenary | |

| | | |Recap key points the ch’n have learned today. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: write a poem in the |Notes from previous lesson: Any type of video doesn’t work. |Differentiation in terms of output. |Today the children are |

| |first person based on |Encourage ch’n to get more involved by prompts/questions. |Today the children are going to create their planning sheet for their poem based on|going to plan their |

| |personification |Children worked well in groups. |personification. I.e. giving the Titanic human characteristics, feelings, thoughts |poem from the viewpoint|

| | |Input |etc. |of the titanic. |

| | |First person poetry | | |

| | |Today we are going to be looking at first person narrator/teller |First they will research using primary resources for paragraph 1 and then paragraph| |

| | |KQ: what is first person narrator/teller? |2 is an opportunity to use their creativity. | |

| | |Speaking as from your point of view (I, we, my) | | |

| | |KQ: can anyone give me any examples? | | |

| | | | | |

| | |Related-stimulus activity | | |

| | |I want you to think of a big occasion in your life. | | |

| | |How did you feel? What did you see that day? | | |

| | | | | |

| | |Today we are going to retell the launch of the Titanic from a point of view of the | | |

| | |Titanic. | | |

| | |Obviously the Titanic is an object it’s not a person, but today I want to write a | | |

| | |poem as if the Titanic was a person. There will be a lot to write about. It’s | | |

| | |simple, put yourself in the shoes of the Titanic on its launch day. | | |

| | |Show video bbc.co.uk/news/13598405 | | |

| | | | | |

| | |Planning sheet | | |

| | |KQ’s | | |

| | |Paragraph 1 | | |

| | |What can you see? Hear? Smell? Taste? | | |

| | |Paragraph 2 | | |

| | |How do you feel? Thoughts? Emotions? | | |

| | | | | |

| | |There will not be any input of ideas until the end of the lesson as poetry is | | |

| | |expression not imitation. The ch’n will be able to add things to their planning | | |

| | |sheet once they have has thoughts of their poem. | | |

| | | | | |

| | | | | |

| | | |Plenary | |

| | | |Recite ideas of the children and input ideas of my own. The children in this part | |

| | | |of the lesson will write ideas they think are good that they have heard. | |

| | | |Note: Although the ch’n will inevitably copy what they have heard, they don’t know | |

| | | |this is going to happen at the end so they will have to consider their own ideas | |

| | | |first. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: today the children are |Note from previous lesson: the ch’n need to use dictionaries if they are unsure how|Easy |Medium |Hard |Today the children are |

| |going to write poetic sentences |to spell words. And we will discuss the use of thesaurus to improve their |The ch’n are going to |The ch’n are going to create |The ch’n are going to create|going to create their |

| |using the writing frame they created|vocabulary. Discuss the following… |create poetic sentences|poetic sentences using the |poetic sentences using the |own poetic sentences |

| |last week. |Get the ch’n to explain emotions don’t just state. |using the writing |writing framework created last|writing framework created |using the information |

| | |Show, don’t tell. |framework created last |week. |last week. |they gained from the |

| | |Don’t use inappropriate vocabulary ** |week. | | |previous lesson. |

| | |Tell the reader everything,don’t miss anything out |Focus: Tell me |Focus: Descriptions in detail.|Ext:The ch’n will work on | |

| | |Recap and give back the ch’ns writing frames to read 2mins: |everything you see and | |the show don’t tell strategy|Note: we aren’t |

| | |KQ: what are we writing about in poetry? |feel. | |of writing to include within|creating rhyming |

| | |KQ: what point of view are we telling the story? 1st | | |their poems. |stanzas today as that |

| | |I, WE, US, ME etc. | | | |would be too much too |

| | |*Make the poem as human as possible* | | | |soon too quickly. |

| | |Watch:index?desktop_uri=%2F&gl=GB#/watch?v=vNNMCYVndFI | | | | |

| | |Tell the reader all (L>A, A>A, H>A): | | | | |

| | |Don’t assume the reader knows what you are talking about. | | | | |

| | |Tell the reader everything – | | | | |

| | |You’ re happy – why? | | | | |

| | |Waves crashing – against what? | | | | |

| | |You hear celebrations – how – what are the people doing? | | | | |

| | | | | | | |

| | |Input (carpet) (H.A): | | | | |

| | |‘Show don’t tell’ | | | | |

| | |KQ: what does this mean? Guess | | | | |

| | |Activity – Strike an emotion. | | | | |

| | |The children are going to strike different emotions like the game ‘statues’. | | | | |

| | |Show me you’re happy, excited, sad, teary, scared. | | | | |

| | | | | | | |

| | |Show don’t tell examples: | | | | |

| | |The people are very happy looking at me. | | | | |

| | |The roar of the crowds, the applause, the music, the flashes – all because of me. | | | | |

| | | | | | | |

| | |Final Note: The children today aren’t going to worry about: rhymes, stanzas, Iambic| | | | |

| | |Meter, they are simply going to write poetic sentences of description. | | | | |

| | | |Plenary | |

| | | |A walk around: the children are going to walk around different tables and read what| |

| | | |others have written for ideas. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: today the children are |Note from previous lesson: |Easy |Medium |Hard |The children will write|

| |going to create their own poems |Try to tell a story within the poem |These learners have |These learners have been given|These learners have been |a poem using the |

| |using the scaffolding approach. |Tell the reader everything |been given feedback on |feedback in terms of use of |given feedback in terms of |information they have |

| | |Remember check your spelling and use thesaurus |their work. Focusing on|vocabulary, ideas and specific|show don’t tell and specific|created during the last|

| | |Re-read your work |descriptions and |descriptions. |descriptions. |two lessons. |

| | |Write in sentences not paragraphs |feelings. | | | |

| | | | | | |The children will look |

| | |Feedback – | | | |at poetic structure. |

| | |Give the ch’n a couple of minutes at the start of the lesson to look at their | | | | |

| | |feedback of yesterdays work. | | | |The children will |

| | | | | | |develop their poetic |

| | |Intro | | | |voice. |

| | |Recap of yesterdays lesson and key points of Poetry | | | | |

| | |Rhythm | | | | |

| | |Rhymes | | | | |

| | |Describe | | | | |

| | |Explain | | | | |

| | | | | | | |

| | |Now we have looked at the thoughts and feelings of the titanic, today we are going | | | | |

| | |to move a step further and try to tell a story within the poem. | | | | |

| | |Beginning, middle and end. | | | | |

| | |Use a poem as the example of this (with permission) | | | | |

| | | | | | | |

| | |Group discussion on events | | | | |

| | |Beginning events, sunrise, day light etc | | | | |

| | |Middle – passengers start to party, board etc | | | | |

| | |End – the doors close, tugboat etc | | | | |

| | | | | | | |

| | |Discussion on Rhyming – show Poem If by Rudyard Kipling to learners. | | | | |

| | |Remember to use the sentences you have created yesterday. | | | | |

| | | | | | | |

| | |Use your books today to write your first draft of the poem which could possibly be | | | | |

| | |typed onto a computer in the nest session. | | | | |

| | | | | | | |

| | | |Plenary- ask some of the children to read out their poems to the class and pick out| |

| | | |specific poetic sentences. Or complete a walkaround. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: to write a poem using |Note from previous lesson: Critiquing means to look and pick out good points and |Easy |Medium |Hard |Voice final thoughts on|

| |the knowledge from the ‘scaffolding’|even better if… |The ch’n will be |The ch’n will be writing the |The ch’n will be writing the|the launch day of |

| |approach of learning poetry. |Don’t get sucked into the find any rhyme trap |writing the final |final version of their poems |final version of their poems|titanic using activity |

| | |Use thesaurus |version of their poems |taking on board their final |taking on board their final |echoes. |

| | |Think rhythm (complete activities) |taking on board their |comments. |comments. | |

| | | |final comments. | | |The children will use |

| | |Rhythm activities using drums | | |Show don’t tell* |the information from |

| | | | | | |the last few weeks to |

| | |Feedback: the ch’n will have a few minutes to read their feedback on their poetry | | | |write their final |

| | |verses to think of way to improve. | | | |version of their poems.|

| | | | | | | |

| | |Input | | | | |

| | |Today is the day you write the final version of your poems. Use all the information| | | | |

| | |you have learned over the last couple of weeks to help you. | | | | |

| | | | | | | |

| | |Activity ‘echoes’ or ‘ voices alleyway’ | | | | |

| | |The children will stand facing each other and I will walk up the middle of the | | | | |

| | |alleyway and the ch’n will voice my thoughts on the launch day. | | | | |

| | | | | | | |

| | | | | | | |

| | |Things to remember: | | | | |

| | |- Tell a story | | | | |

| | |- Write verses – make sure the information in the verses are linked. | | | | |

| | |- Use imaginative Vocabulary | | | | |

| | |- Describe, describe, describe | | | | |

| | |- Avoid using unprofessional language (competition) | | | | |

| | |- Think about patterns | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | |Plenary: walk around – the ch’n will switch all swop their work with another member| |

| | | |of the class and read the work. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: to finish their poems |Note from previous lesson: Today the children are going to use and apply their |Easy |Medium |Hard |The children will |

| |off in relation to the launch of the|knowledge to a new part of the story. I feel the children this time need to focus |The ch’n will be |The ch’n will be finishing off|The ch’n will be finishing |extend their vocabulary|

| |Titanic |on the story opposed to what they see/hear/feel etc. Although it is important to |finishing off the final|the final version of their |off the final version of |using a thesaurus. |

| | |include that within it. |version of their poems.|poems. |their poems. | |

| | |Today you are going to finish off your poems of the launch day of the Titanic. | | | |The children will |

| |Two: | | | | |finish off their poems |

| |Main focus: retell the story of the |New topic – Poetry – The Collision – Applying their knowledge. | | | |about the launch day of|

| |collision from first person |Today we are going to start writing a new poem about the crash of the Titanic. This| | | |the Titanic. |

| |narrator. |time you can chose who your narrator is. | | | | |

| | |Discuss ideas or narrator | | | |Create a shared success|

| | |I.e. the captain, lookouts, the band, the iceberg or anyone you can think of. | | | |criteria list. |

| | | | | | | |

| | |Hot –seating activity – individual characters will be given prompts to assist their| | | | |

| | |answers from the class. | | | | |

| | | | | | | |

| | |First person poetry (recap) | | | | |

| | |Today we are going to be looking at first person narrator/teller | | | | |

| | |KQ: what is first person narrator/teller? | | | | |

| | |Speaking as from your point of view (I, we, my) | | | | |

| | | | | | | |

| | |Focus on telling a story | | | | |

| | |Discuss what would be in the | | | | |

| | |Beginning, middle and end? | | | | |

| | | | | | | |

| | |Create a shared success criteria list. | | | | |

| | |Tell a story (beginning, middle end?) | | | | |

| | |Describe feelings and thoughts. | | | | |

| | |Use interesting vocabulary | | | | |

| | |Show don’t tell | | | | |

| | |Write in verses. | | | | |

| | |Take a new line for new ideas. | | | | |

| | |New paragraphs for each section of the story. | | | | |

| | | |Start a new poem with |Start a new poem with template|Start a new poem without | |

| | | |template of prompts. |of prompts. |template of prompts. | |

| | | |Plenary: walk around – the ch’n will switch all swop their work with another member| |

| | | |of the class and read the work. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: create poetic sentences |Note from previous lesson: Yesterday the ch’n were using a writing template to |Easy |Medium |Hard |The children will |

| |in first person about the collision |start to think about their new poem about the titanic collision. |The children are going |The children are going to |The children are going to |extend their vocabulary|

| |of Titanic |Remember/discuss |to complete their |complete their poetic |complete their poetic |using a thesaurus. |

| | |– First person narrator |poetic sentences using |sentences using their writing |sentences using their | |

| | |Poetic structure |their writing |templates. |writing templates. |The children will use a|

| | |Events prior to the iceberg. |templates. | | |writing template to |

| | |Suspense building (focus). | | | |assist writing a poem. |

| | | | | | | |

| | |Visual stimulus | | | |Create a shared success|

| | |Play movie clip 1 hr 33 minutes 53 seconds to 1:38:35 on mute: this will cut out | | | |criteria list. |

| | |the one occasion of inappropriate language yet give the children a visual image of | | | | |

| | |what happened. | | | |The children will |

| | | | | | |create a suspense poem.|

| | |Shared writing piece | | | | |

| | |Focus: Building suspense. | | | | |

| | |Beginning | | | | |

| | |KQ: what was life like before you saw the Titanic | | | | |

| | |KQ: what were you doing? Thinking about? | | | | |

| | |Middle: fast paced, rushing, frenzy, panic, terror, fear give examples. | | | | |

| | |End: how things turn out in the end. Calm again. | | | | |

| | | | | | | |

| | |Key teaching points | | | | |

| | |There needs to be a change in mood/rhythm. Pinnacle.triangle. | | | | |

| | |Keep everything calm and cool until you see the iceberg. | | | | |

| | | | | | | |

| | |Discuss a shared success criteria list. | | | | |

| | |Tell a story (beginning, middle end?) | | | | |

| | |Describe feelings and thoughts. | | | | |

| | |Use interesting vocabulary | | | | |

| | |Show don’t tell | | | | |

| | |Write in verses. | | | | |

| | |Take a new line for new ideas. | | | | |

| | |New paragraphs for each section of the story. | | | | |

| | | |Plenary: walk around – the ch’n will switch all swop their work with another member| |

| | | |of the class and read the work. | |

| | | |WOW |OW | |

| |Objectives |Text/Speaking/Listening |Stimulus Learning Activity |Independent group activities |Outcomes |

| |Main focus: today we are going to be|Note from previous lesson: Break the learning down into smaller steps and actively |Easy |Medium |Hard |The children will |

| |looking at ‘show don’t tell’ to use |get the ch’n to create examples of these smaller steps in other ways than |The children are going |The children are going to |The children are going to |explore the writing |

| |in our poetry. |discussions. Also, I will give the ch’n success criteria and use WALT and WILF |to think about show |think about show don’t tell, |think about show don’t tell,|technique show don’t |

| | |today. |don’t tell, give |give examples and act out a |give examples and act out a |tell |

| | | |examples and act out a |short story using only |short story using only | |

| | |Today we are going to try a new strategy of learning. I know some of us find it |short story using only |actions. |actions. |The children will act |

| | |difficult to remember all the things we should include in our poem so from now on |actions. | | |out a short sketch of a|

| | |we are going to create success criteria for each lesson for you to place in your | | | |story using only |

| | |books with a checklist. Some of the checklist you will be able to tick off today | | | |actions and props. |

| | |but others you will have to wait to write in you poem then check it off. | | | | |

| | | | | | |The children will tick |

| | |Input | | | |off their checklist and|

| | |Today we are going to be looking at ‘show don’t tell’. | | | |give examples of show |

| | |KQ: what do you think ‘Show don’t tell’ is? | | | |don’t tell. |

| | |KQ: can you give me any examples? | | | | |

| | |On the board I will place two different sentences. The children will read both of | | | | |

| | |them and think as a reader, which sounds better and why? | | | | |

| | |“A tear trickled down Sally’s right cheek as she thought about her lost dog.” | | | | |

| | |“Sally cried and cried over her lost dog.” | | | | |

| | |KQ: why is showing more effective? It creates imagery! | | | | |

| | | | | | | |

| | |Shared examples | | | | |

| | |KQ: Can you give me an example of showing and an example of telling? | | | | |

| | |Ask a few children to act out a snippet scene. | | | | |

| | | | | | | |

| | |Group work | | | | |

| | |In groups the children are going to attempt to create a story using only actions, | | | | |

| | |not speech. You can use props. | | | | |

| | | | | | | |

| | | |Plenary: the children will tick off their success criteria checklist and give | |

| | | |examples of show don’t tell in the context of Titanic. | |

| | | |WOW |OW | |

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