WEEKLY LITERACY PLAN



WEEKLY LITERACY PLAN. CLASS 4 YEAR 5/6 |WEEK BEGINNING: 12.11.07 | |

|NLS LEARNING OBJECTIVES |

|Y5 7.2, 7.5, 8.1, 8.2, 9.2, 11.1, 11.2, 12.1 |

|Y6 1.3, 3.2, 7.2, 7.4, 8.3, 9.2, 9.4, 10.1, 10.2, 11.1, 11.2, 12.1 |

|RESOURCES |VOCABULARY |HOMEWORK |LINKS TO OTHER CURRICULUM AREAS. |

|Word cards, plane crazy and Kensukes Kingdom from |Genre, text, action, dialogue, narrative, narrator, |Talk homework linked to big write – recapping on |Geog - mountains |

|100 lit new Y5, photocopy good openings sheet, range|setting, scene, effective, technique, opening, |adventure story, going to write a letter to either | |

|of books, |cliffhanger. |thank someone on the plane, or to complain to | |

| | |airline. | |

|WEEKLY OUTCOME: TO |

|MON |LEARNING INTENTION |We Are Learning To: identify how authors write effective openings. |

|RECAP |INTRO |MODELLING AND INPUT |

|(9:30 – 9:40) |What are the diff ways stories can begin? Setting, dialogue, |Spelling test |

|Y1/2 word list – |action etc |Give out copies of Plane Crazy and Kensukes Kingdom, what genre are these? How do we know? what are the essential components |

|snap, match pairs | |of an opening – setting, character and problem. Make list of key features of a good opening. Use photocopy Y5 100 lit new pg |

|or say + spell | |26 to write top tips. Give selection of book for children to identify other story openings. Model writing opening which makes|

| | |reader want to know more e.g I wanted it so badly. I really did, but I knew I would never get. Everyone else in my class had |

| | |one. I was the only one who didn’t. |

|RECAP |INTRO |MODELLING AND INPUT |

|(9:30 – 9:40) Y4/5 |Can we use a wow word in a sentence? |Ask for a sentence which has a wow word in it, another which begins with an ing word, another with an ing word then an ly |

|word list (5 only) | |word, another which begins with an ing word, then has an ly word and also has a wow word. Who can come up with the best |

|write on friend’s | |sentence? Write on card and display with child’s name. |

|back/in air on | |Show interactive activity Lottie and George on 100 lit new Y5 cdrom. When finished ask children to identify evidence from |

|table etc | |text to support this. |

|RECAP |INTRO |MODELLING AND INPUT |

|(9:30 – 9:40) |Show boring sentence , add wow words to make better. |Recap on plenary from last lesson. Discuss terms reporting clause, reported speech and direct speech. Show examples of each. |

|handwriting joining| |Provide with Lottie Project extract 2, highlight reporting clauses and direct speech in the text. Discuss. How do characters |

|2/3 letters (sch, | |show what they are feeling? Show top tips for good dialogue sheet. Discuss and complete with examples. |

|spl, str, ch, tr, | | |

|cr etc) phonics | | |

|help | | |

|RECAP |INTRO |MODELLING AND INPUT |

|(9:30 – 9:40) |Show 3 sentences, join with range of connect, try connect at |Give out Lottie proj extract 3. identify how dialogue and action show that Charlie’s view of Jamie is changing. How does |

|phonics – tell |beginning of sentence. |conversation and incident show that Charlie’s view has changed? How does author show how Charlie reacts? How does author |

|friend what sound | |balance conversation and narration? What clues do we, as reader, get that Jamie likes Charlie? Identify how reporting clause |

|pair of letters | |varies, sometimes just said and others has action or description. Discuss how author shows Charlie’s inner thoughts through |

|make/ what sound | |narration. If time, give children scenario that one is trying to get another to come out to play. Sit 2 back to back and hold|

|can you hear at | |telephone conversation. How could we write this to show differences in tone of voice and expression? |

|beg/end of this | | |

|word? etc | | |

RECAP

(9:30 – 9:40)

Give out spellings

|INTRO

VCOP activities. |MODELLING AND INPUT

Recap on talk homework give 10 mins for planning time for big writing after Activate.

Activate then big writing for 45 mins |SUCCESS CRITERIA

Must

Should

Could |ALL GROUPS PLANNING

To write |AND CARRYING OUT

Letter of thanks |BIG WRITING TASK.

Or complaint |

About air crash |PLENARY

What features have they used in their letter? Is it formal or informal? | |

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