WEEKLY PLANS FOR REVIESED LITERACY STRATEGY
WEEKLY PLANS FOR REVISED LITERACY STRATEGY
Unit: SHORT STORIES WITH FLASHBACKS, UNIT 4, NARRATIVE Date: 1 week block Spring 2011 Year group: 6 Miss Wilson and Miss Renier
|Phase |Children’s Objectives |Summary of activities |Learning Outcomes |
|1 |I can identify how an author has created the mood of a text and|Devise and answer questions for a character. |Children can identify how the author has used a range of techniques |
| |how an author indicates shifts in time. |Write a story review. |to create the mood of a text and to indicate shifts in time. |
| | |Make a story graph. | |
|2 |I can plan and write a narrative which conveys mood and shifts |Plan a narrative piece using a paragraph planner. |Children can plan and write a narrative using paragraphs to |
| |in time. |Sentence construction. |structure their writing and create pace, and using a range of |
| | |Write narrative from an alternative viewpoint. |techniques to indicate mood and shifts in time. |
| | |Select visual images to accompany narrative. | |
| | |Review/evaluate work. | |
|Strand |Objective |
|Strand 1 Speaking |Use a range of oral techniques to present persuasive arguments and engaging narratives. |
|Strand 2 Listening and responding |Make notes when listening for a sustained period and discuss how note-taking varies depending on context and purpose. |
|Strand 6 Word structure and spelling |Use a range of appropriate strategies to edit, proofread and correct spelling in own work, on paper and on screen. |
|Strand 7. Understanding and interpreting texts |Understand how writers use different structures to create coherence and impact. |
| |Understand underlying themes, causes and points of view. |
|Strand 9 Creating and shaping texts |Use different narrative techniques to engage and entertain the reader. |
| |Integrate words, images and sounds imaginatively for different purposes. |
|Strand 10 Text structure and organisation |Use varied structures to shape and organise texts coherently. |
Week 1: 14th – 18th February 2011
|WEEK |Shared learning and teaching |L |M |H |Plenary |Assessment Criteria |
|MONDAY |Story opening with a flashback |Using a copy of Hajj as|Using a copy of Hajj, |Using a copy of Hajj, |Some of the GT |Steps for Success: |
| |What do you know about flashbacks? Do you know any stories with flashbacks? |a group with Teacher, |highlight key emotive |highlight key emotive |children to share |I can annotate a text |
|W.A.L.T: Understand |Harry Potter, Charlie and the Chocolate factory. |highlight key emotive |language, where the |language, where the |their flashbacks. |finding the key features |
|how flashbacks can | |language, where the |flashback starts, |flashback starts, powerful| |of a flashback. |
|be used in stories |Discuss different types of flashback e.g. memories, dreams |flashback starts, |powerful verbs and |verbs and adverbs. | | |
| | |powerful verbs and |adverbs. | | | |
|[pic][pic] |What do you think the Steps for Success are for a flashback story? |adverbs. | |Write what you think will | | |
| |I can start my story by describing the actions of the character and the | | |happen next? | | |
|VCOP: |setting by using adjectives, similes and metaphors to describe the setting |Discuss as a group what| | | | |
| |and characters emotions and actions |they think will happen | |Gifted and Talented: | | |
| |I can use powerful adverbs and verbs to describe actions during the flashback|next. | |[pic]Children to write | | |
| |I can include flashbacks by using present tense for the current action and | | |their memory as a | | |
| |changing to past tense for the flashback OR I can indicate time change by use| | |flashback. Thinking about | | |
| |of age or year. | | |how they start their story| | |
| |I can use time connectives to show the passing of time. | | |of their memory e.g. The | | |
| | | | |memory is always the same.| | |
| |Flashback: if your story is being told in present tense then the convention | | |I will never forget it. | | |
| |is simple. Put story-time action in present tense and put the entire | | | | | |
| |flashback in past tense. When you're ready to return to story time, simply | | |‘I am running…..’ | | |
| |resume present tense | | | | | |
| | | | | | | |
| |Read Hajj Extract 1 from the CD-ROM. Used it typed with different colours | | | | | |
| |showing parts which are flashbacks. | | | | | |
| | | | | | | |
| |Discuss the impact of the opening, how the narrator is feeling, and pick out | | | | | |
| |the dramatic descriptions of the nightmare. | | | | | |
| | | | | | | |
| |Establish that the story is in the present tense at the beginning, first | | | | | |
| |person, and that the author is using flashback (in past tense) to tell the | | | | | |
| |story. Ask the children what the Virginia is, what they think may have | | | | | |
| |happened and who the characters are. Encourage them to use evidence from the | | | | | |
| |text. | | | | | |
| |Ask the children to discuss in pairs who they think the narrator is, how old | | | | | |
| |he is, and how he feels about events. Share some ideas with the class. | | | | | |
| | | | | | | |
| |NO TA: setting up Eisteddfod | | | | | |
|TUESDAY |Creating mood through writing a flashback |Children to write about|Children to work with |Children to write about at|Children to swap |Steps for Success: |
| |Revisit the different types of flashback e.g. memories, dreams and the SFS |one of the flashbacks |the teacher to plan to |least two of the |with their partner|I can start my story by |
|W.A.L.T: write a |that we discussed yesterday. |seen in the video clip.|write about one of the |flashbacks. |and find 2 pink |describing the actions of |
|short flashback |What do you think the Steps for Success are for a flashback story? | |flashbacks seen in the | |and 2 green. Can |the character and the |
| |I can start my story by describing the actions of the character and the |Use the prompt to |video clip. |They are aiming to get all|you reply to your |setting by using |
| |setting by using adjectives, similes and metaphors to describe the setting |support them with a | |of the SFS in their |target? |adjectives, similes and |
|[pic][pic] |and characters emotions and actions |starter to get them |Get them to focus on |extract – using different | |metaphors to describe the |
|[pic][pic] |I can use powerful adverbs and verbs to describe actions during the flashback|going. |the sentence structure |methods of entering into | |setting and characters |
|VCOP: |I can include flashbacks by using present tense for the current action and | |and use of time |the flashback. | |emotions and actions |
| |changing to past tense for the flashback OR I can indicate time change by use| |connectives. | | |I can use powerful adverbs|
| |of age or year. | | | | |and verbs to describe |
| |I can use time connectives to show the passing of time. | | |Gifted and Talented: | |actions during the |
| | | |Teacher to work with |[pic]Children to write | |flashback |
| |Look at Hajj chapter one again and ask some children come up to the board and| |Focus Children. |about the video clip that | |I can include flashbacks |
| |highlight the SFS showing PRESENT AND PAST TENSE USE to show where the | | |they have just seen, | |by using present tense for|
| |flashback starts, use of powerful vocabulary to describe the flashback in | | |including at least two of | |the current action and |
| |detail. | | |the flashbacks – can they | |changing to past tense for|
| | | | |use two different ways of | |the flashback OR I can |
| |Tell the children that often flashbacks are used in films. Ask the children | | |entering into the | |indicate time change by |
| |about what they remember about The Piano from year 5 character descriptions. | | |flashback? | |use of age or year. |
| |With the class watch the film – The Piano – what is happening in the short | | | | |I can use time connectives|
| |story? | | |Can they include 2 | |to show the passing of |
| |What are the memories/flashbacks? Use your red thinking hat. | | |flashbacks? | |time. |
| | | | | | | |
| |Discuss how many flashbacks there were and what they were. Write a shared | | |Present, Past, Present, | | |
| |opening to a flashback e.g | | |Past, Present | | |
| |Everyday, I sit there and play my favourite piece of music. Specifically, I | | | | | |
| |play the music that reminds me of the old times. As I listen to my much-loved| | | | | |
| |pieces, I remember memories of my past; memories that have lasted a | | | | | |
| |lifetime...... | | | | | |
| | | | | | | |
| |Children to choose one of the flashbacks from the clip to write. | | | | | |
| | | | | | | |
| |NO TA: as inputting assessment data | | | | | |
|WEDNESDAY |Handling time |Children to write their|Children to plan their |Children to write their |Discuss the effect|Steps for Success: |
| |Revisit the different types of flashback e.g. memories, dreams and the SFS |memory as a flashback. |flashback using the |memory as a flashback. |of using |I can start my story by |
|W.A.L.T: write a |that we discussed yesterday. |Use the 5 senses to |senses. Children to |Think of their own |flashback. Does it|describing the actions of |
|short flashback |What do you think the Steps for Success are for a flashback story? |help plan their ideas. |then write their |opening. |add to the mood of|the character and the |
| |I can start my story by describing the actions of the character and the |Use given prompt on a |flashback in a short | |the story? What is|setting by using |
| |setting by using adjectives, similes and metaphors to describe the setting |mind map planning frame|paragraph. | |the impact of |adjectives, similes and |
|[pic][pic] |and characters emotions and actions |for their flashback. | |Gifted and Talented: |writing the story |metaphors to describe the |
|[pic][pic] |I can use powerful adverbs and verbs to describe actions during the flashback| |Children to write their|[pic]Children to write |in the first |setting and characters |
|VCOP: |I can include flashbacks by using present tense for the current action and |Children can use the |own opening, but can |their memory as a |person? How would |emotions and actions |
| |changing to past tense for the flashback OR I can indicate time change by use|shared opening to start|use ideas from the |flashback. Thinking about |the story be |I can use powerful adverbs|
|VCOP: |of age or year. |them off. |shared opening if |how they start their story|different if it |and verbs to describe |
| |I can use time connectives to show the passing of time. | |struggling. |of their memory. |were written from |actions during the |
| | | | | |the point of view |flashback |
| |Recap on what we have done so far in this unit. Hajj and the piano. | | |Can they include 2 |of one of the |I can include flashbacks |
| | | |Teacher to work with |flashbacks? |other boys? |by using present tense for|
| |Display and recap on the opening of the story Hajj. Draw a character web, | |Focus Children. | | |the current action and |
| |establishing what we already know about the characters. Establish the mood of| | |Present, Past, Present, | |changing to past tense for|
| |the story so far (tense, awkward, and guilty). Picking out evidence from the | | |Past, Present | |the flashback OR I can |
| |text, show how the author creates the mood (through character’s thoughts, | | | | |indicate time change by |
| |actions, short sentences, vocabulary). | | | | |use of age or year. |
| | | | | | |I can use time connectives|
| |Tell the children there task: to write down their own earliest | | | | |to show the passing of |
| |memory/flashback. They should be given 5-10 minutes to sit quietly to | | | | |time. |
| |carefully think about this memory. It can be happy, sad, scary or humorous | | | | | |
| |but it must be real and memorable. When do you find yourself day dreaming or | | | | | |
| |having a flashback to another time? What could their memory be? A time on a | | | | | |
| |beach, a holiday, a visit to a park. | | | | | |
| | | | | | | |
| |How could you start your flashback? | | | | | |
| |Sitting at the same desk, staring out of the same window and listening to | | | | | |
| |Miss Wilson drone on and on about the same old things... | | | | | |
| | | | | | | |
| |NO TA in Elder | | | | | |
|THURSDAY |BIG WRITING: Story with a flashback | |Get the children | |
| |Could use ‘Open Book’ Video as a prompt? |Steps for Success: |to do peer | |
|W.A.L.T: Write a | |I can start my story by describing the actions of the character and the |assessment looking| |
|short story with a |V – naming the object and adding an adjective/adverb |setting by using adjectives, similes and metaphors to describe the setting|for 3 tickled pink| |
|flashback |C – look at a range of time connectives |and characters emotions and actions |points, | |
| |O – concentrate on the use of ly followed by a comma and ing connectives |I can use powerful adverbs and verbs to describe actions during the | | |
|[pic][pic] |P – using questions to build tension and speech, new line, new speaker. |flashback |GT to think of | |
|VCOP: | |I can include flashbacks by using present tense for the current action and|green for growth, | |
| | |changing to past tense for the flashback OR I can indicate time change by | | |
| | |use of age or year. |If time add in | |
|VCOP | |I can use time connectives to show the passing of time. |personal target | |
|FRIDAY |Evaluation | |Invite the | |
| | | |children to read | |
|[pic][pic] |Ask children to reflect on the story Hajj. Ask them to consider the themes of| |their reviews to | |
|[pic][pic] |the story, and generate a list. These may include relationships between | |the class. The | |
|VCOP: |generations, loss, trauma, misunderstanding, reconciliation, forgiveness, | |reviews could be | |
| |war. What did they like/dislike about the story? What do they think the | |made into a | |
| |author’s message was? Was there a message or is it just a story? | |display or a class| |
| | | |book. | |
| |Watch the opening the Edward Scissor hands and discuss the flashback???? | | | |
| | | | | |
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