Day - Primary Resources



|Day |Learning Intention & |Teaching |Independent Activity |Plenary |Key Vocabulary |Resources |

| |Success Criteria | | | | |& Home learning |

| | | |HA |MA |LA/SEN/EAL | |

|Day 2 |L.I. To be able to write |Start by discussing any characters they can think of that would fit the ‘humour|Ask the children to create a character portrait for |Ask the children to create|Give children a |As a class, create|

| |an effective character |story’ genre. (Horrid Henry, Just William, Dennis the Menace, Tracy Beaker). |their main character. Develop their personality. Use |a character portrait for |picture of a |a list of |

| |description. |Explain that today they are going to make up their own character to be able to |‘What a character’. |their main character |character and ask |interview |

| | |use in their story later on in the week. Looking at the example of Horrid | |Use ‘What a character’ |them to write |questions to ask |

| |S.C. |Henry, they will watch a short clip from TV programme (see website below). Who | | |notes around the |the characters. |

| |I can create a character |is he? What does he do? Where does he live? Ask the children to talk with a | | |picture about that|Pair the children |

| |to use in my story |response partner and encourage them to talk about the character’s life, | | |character. |to hot seat each |

| |I can develop my |abilities, family, personality, ambitions and so on. Take ideas from some of | | |Use ‘What a |other as their |

| |characters personality |the pairs. | | |character’. |character, using |

| | | | | | |the questions |

| | | | | | |generated. This |

| | | | | | |could be done as a|

| | | | | | |whole class |

| | | | | | |activity. |

|Day 4 |LI: To be able to plan a |Explain that over the past few days, they have been exploring and developing |Ask children to start planning their own story using |Ask children to start |Provide each child|Choose diff chn to|

| |humour story |their knowledge of humour stories. Today we are going to look at planning a |the same structure as the story read in class. |planning their own story |with a writing |discuss their |

| | |humorous story. Get children remind themselves of some features of a humorous | |using the same structure |frame story |story plan. Is the|

| |SC: I can use the previous|story: Funny characters, amusing situations, likable rogue trying to better | |as the story read in |planner. They use |ending appropriate|

| |lessons to support |himself. | |class. |this to plan |to their story? |

| |planning my story. |Children plan key events for their story | | | |Can chn listening |

| |I can plan the main |Model how to plan, explaining that a humorous story can contain the same simple| | | |identify the |

| |events, following the |structure as an adventure story. Explain importance of using the character | | | |problem/conflict |

| |structure of a humorous |development and the dialogue work from the last few days to support their | | | |in each example? |

| |story. |planning. | | | |What alternative |

| | |If needed, children can use the ‘planning events’ sheet to plan the main events| | | |ways of resolving |

| | |for their story. | | | |the problem can |

| | | | | | |they suggest? |

|Week 2 |L.I. To be able to |Discuss & review what makes a good story. It should carry the reader’s |Review writing from yesterday. Using checklists for |Children should |See above |Planning and |

| |continue writing a humour |attention. What are some techniques for making sure this happens? Note some |SC, they give partner feedback on where they have |self-assess against the | |introduction from |

|Day 6 |story following a plan. |ideas on f/c: |used the features of humour stories and give wishes. |checklist of features for | |the past few days.|

| | |Make sure the story has a good character and that the reader can identify with | |genre and/or generic | | |

| |S.C. |this character. (Often the story is written from their point of view.) |Children should continue writing their own stories |narrative checklist. | | |

| |Set their own challenges, |What happens in the story? What are the events? How are these described? |independently, adhering to their plans and |Assess whether they have | | |

| |extend experience in |Is the story well structured? Does it flow smoothly? |incorporating the language and organisational |addressed the improvements| | |

| |writing. |Does the story begin well – are we drawn in? |features from the checklists. |suggested by their | | |

| |Use paragraphs for pace. |Remind them what tense they will be writing in – past tense. Remind also about | |response partner. | | |

| |Use punctuation to clarify|use of correct sentence punctuation, e.g. question marks and exclamation marks.| | | | |

| |meaning. | | | | | |

| | |Continue to model the writing of the story from a child’s plan (focusing on | | | | |

| | |build up today) incorporating organisational and language features of the | | | | |

| | |genre, effective vocabulary choice, as well as modelled sentence construction | | | | |

| | |and punctuation. Model the various stages of story writing, for example how to| | | | |

| | |build up a story by developing characters, giving the reader clues to the | | | | |

| | |problem. | | | | |

|Day 7 |L.I. To be able to |Explain to the children that each story has one or many dilemmas to solve by |Finish writing stories. Ask the children to read the |Children to give examples |See above |Literacy books |

| |understand how dilemmas |the end of the story. What are the dilemmas in The Perfect Day and how are they|dilemmas from their stories. In each case, the |of how they ended their |(children use word| |

| |can be resolved in a |solved? |children identify the resolution and any words or |stories. Quite suddenly...|mats to extend | |

| |story. | |phrases used by their partner to analyse. |straight after that... no |vocabulary) | |

| | |Today we are going to look at how the author solved the dilemmas in The Perfect|When finished, children swap books to create a star |sooner had he... what | | |

| |S.C. |Day. We will examine how he builds the tension and the phrases he uses to move|and a wish, using the checklist/ SC. |seemed like a lifetime | | |

| |Identify complications & |from the dilemma to the resolution. | |after ... in no time at | | |

| |cliff-hangers | | |all... at that moment.. | | |

| |Vocabulary |Start a class collection of useful phrases that could be used in their ending; | | | | |

| |Sentence structure |for example with ‘But just then...; (to be completed later in the lesson – see | | | | |

| |Punctuation |plenary). | | | | |

|Day 8 |LI: To be able to analyse |Explain that previously, we have been looking at humour stories and have had |Mixed ability groups: |Feedback features to the |Horror |Teacher guide – |

| |key features of a horror |the chance to write our own. For example, films may be classified into genres |Children locate key features on the text using |class, modeling on the |Setting |Horror Story |

| |story |such as science fiction, horror, etc. What genre have we looked at already? |highlighters. |text on the flipchart. |Ghost and monsters|The unusual ghost |

| |SC: I can identify the key|Today we will be looking at a horror story. |Look at who is telling the story? From whose | |Past tense |text |

| |features of a horror story|Read the story, ‘The Unusual Ghost’. Get children to brainstorm some features |perspective is the story told? What tense is it | |Third person |Flipchart |

| |I can gather evidence to |of a horror story: a spooky setting, a ghost or monster as a character, |written in? | | | |

| |support my opinions |descriptive words, short sentences, cliff hangers, ending with a surprise. (use|(Use these to display at the beginning of the | | | |

| | |teacher guide in your pack for more key features) |literacy working wall) | | | |

| | |Read The Perfect Day with children. Our story begins on a.... It is written in | | | | |

| | |the third person and the story is told from a narrator. Remind children that | | | | |

| | |stories (narrative) are most commonly written in the past tense. | | | | |

|Day 9 |LI: To be able to identify|Explain to the children that most descriptive narrative stories rely on short |Find examples in text then make complex sentences on |Find examples in text then|Begin by making |Children share |

| |and create complex |snappy sentences and complex sentences to help build tension. Go through |whiteboards |make complex sentences on |simple sentences, |their complex |

| |sentences |definition of a complex sentence; one subordinating clause (doesn’t make sense | |whiteboard |then joining them |sentences with the|

| |SC: I can recognise a |on its own – gives more information to the sentence), one main clause (makes | | |with a connective |class, where they |

| |complex sentence |sense on its own). Explain that some may be separated by a connective or by a | | |on whiteboards |spot the main |

| |I can create examples of |comma. Do a few examples, highlighting the two clauses and any | | | |clause, |

| |complex sentences |punctuation/connectives. Using ‘the shadow’, children can identify complex | | | |subordinate clause|

| | |sentences. | | | |and connective |

|Week 3 |L.I. To be able to write |Start by discussing any characters they can think of that would fit the ‘horror|Ask the children to create their ‘monster’. Begin by |As a class, create a list |See previous |Ghost story vocab |

| |an effective character |story’ genre. (ghosts, ghouls, monsters, zombies...). Explain that today they |drawing it briefly, then coming up with ways to |of interview questions to |lessons |bank |

|Day 11 |description. |are going to make up two characters; the main character (child, man, woman) and|describe it; using the information from previous |ask the | |Good adjectives |

| | |the monster. Looking at the example of Scooby Doo, they will watch more of the |lessons. |characters/monster. Pair | |Bad adjectives |

| |S.C. |short clip from TV programme (see website below). Who is/are the main | |the children to hot seat | | |

| |I can create characters to|characters? Who is the monster? How do they meet? How does the main character |Later, create a character portrait for their main |each other as their | | |

| |use in my story |feel? |character. Look at feelings of this character when he|character/monster, using | | |

| |I can develop my |Explain that in videos, we can rely on how scary the character looks but when |meets the monster. |the questions generated. | | |

| |characters personality |writing, we have to rely on our ability to describe, to promote a feeling to | |This could be done as a | | |

| | |the reader. | |whole class activity. | | |

|Day 12 |LI: To be able to plan a |Explain that over the past few days, they have been exploring and developing |Ask children to start planning their own story using |Ask children to start |Provide each child|Choose diff chn to|

| |horror story |their knowledge of horror stories. Today we are going to look at planning a |the same structure as the story read in class. |planning their own story |with a writing |discuss their |

| | |horror story. Get children to remind themselves of some features of a humorous| |using the same structure |frame story |story plan. Is the|

| |SC: I can use the previous|story ( see previous lessons for key features) | |as the story read in |planner. They use |ending appropriate|

| |lessons to support |Children plan key events for their story | |class. |this to plan |to their story? |

| |planning my story. |Model how to plan. Explain importance of using the character development, | | | |Can chn listening |

| |I can plan the main |complex sentences and setting description from the last few days to support | | | |identify the |

| |events, following the |their planning. | | | |problem/conflict |

| |structure of a humorous |If needed, children can use the ‘planning events’ sheet to plan the main events| | | |in each example? |

| |story. |for their story. | | | |What alternative |

| | | | | | |ways of resolving |

| | | | | | |the problem can |

| | | | | | |they suggest? |

| | | | | | | |

|Day 14 |L.I. To be able to |Discuss & review what makes a good story. It should carry the reader’s |Review writing from yesterday. Using checklists for |Children should |See above |Planning and |

| |continue writing a horror |attention. What are some techniques for making sure this happens? Note some |SC, they give partner feedback on where they have |self-assess against the | |introduction from |

| |story following a plan. |ideas on f/c: |used the features of horror stories and give wishes. |checklist of features for | |the past few days.|

| | |Make sure the story has a good character and that the reader can identify with | |genre and/or generic | | |

| |S.C. |this character. (Often the story is written from their point of view.) |Children should continue writing their own stories |narrative checklist. | | |

| |Set their own challenges, |What happens in the story? What are the events? How are these described? |independently, adhering to their plans and |Assess whether they have | | |

| |extend experience in |Is the story well structured? Does it flow smoothly? |incorporating the language and organisational |addressed the improvements| | |

| |writing. |Does the story begin well – are we drawn in? |features from the checklists. |suggested by their | | |

| |Use paragraphs for pace. |Remind them what tense they will be writing in – past tense. Remind also about | |response partner. | | |

| |Use punctuation to clarify|use of correct sentence punctuation, e.g. question marks and exclamation marks.| | | | |

| |meaning. | | | | | |

| | |Continue to model the writing of the story from a child’s plan (focusing on | | | | |

| | |build up today) incorporating organisational and language features of the | | | | |

| | |genre, effective vocabulary choice, as well as modelled sentence construction | | | | |

| | |and punctuation. Model the various stages of story writing, for example how to| | | | |

| | |build up a story by developing characters, giving the reader clues to the | | | | |

| | |problem. | | | | |

|Day 15 |L.I. To be able to |Explain to the children that each story has one or many dilemmas to solve by |Finish writing stories. Ask the children to read the |Children to give examples |See above |Literacy books |

| |understand how dilemmas |the end of the story. What are the dilemmas in The unusual ghost and how are |dilemmas from their stories. In each case, the |of how they ended their |(children use word| |

| |can be resolved in a |they solved? |children identify the resolution and any words or |stories. Quite suddenly...|mats to extend | |

| |story. | |phrases used by their partner to analyse. |straight after that... no |vocabulary) | |

| | |Today we are going to look at how the author solved the dilemmas in The unusual|When finished, children swap books to create a star |sooner had he... what | | |

| |S.C. |ghost. We will examine how he builds the tension and the phrases he uses to |and a wish, using the checklist/ SC., ensuring that |seemed like a lifetime | | |

| |Identify complications & |move from the dilemma to the resolution. |each dilemma has been resolved. |after ... in no time at | | |

| |cliff-hangers | | |all... at that moment.. | | |

| |Vocabulary |Start a class collection of useful phrases that could be used in their ending; | | | | |

| |Sentence structure |for example with ‘But just then...; (to be completed later in the lesson – see | | | | |

| |Punctuation |plenary). | | | | |

YouTube – Horrid Henry Episode

You Tube – Scooby Doo Episode

Use extended writing time to continue story writing time.

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