Session - Cambo



Non-fiction Unit 4.2 The Most Incredible Sport

About this unit:

In this unit, the children explore the big question: What is the world’s most incredible sport? They read the interactive eBook, finding information and distinguishing between fact and opinion. They answer the big question, planning and writing their own newspaper report.

Stimulus synopsis: Incredible Sports

Have you ever heard of bossaball, joggling or disc golf? This eBooks leads you through an exciting world of incredible sports! This interactive eBook includes pop-up fact boxes, animation, videos and supplementary text to engage children and support learning.

Recommended Route

This recommended route is a varied learning pathway through the lessons available, which ensures full coverage of the curriculum objectives for the year group within a given number of weeks. It will typically progress from comprehension to composition, with grammar and depth focus lessons scheduled where relevant. The learning objectives for each lesson are listed in the lesson plans below, and national curriculum coverage can be viewed in The National Curriculum for England Correlation Chart Year 4, The National Curriculum for Wales Correlation Chart Year 4, The National Literacy and Numeracy Framework Correlation Chart Year 4 (Wales), The Curriculum for Excellence Correlation Chart P5 (Scotland) and The Northern Ireland Curriculum Correlation Chart Year 5.

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |

|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |

Recommended Grammar Lessons

These short, discrete grammar lessons can be taught at any point in the recommended route, either spread between the lessons or taught in one session as a group. All of the units across a year group contain grammar lessons that, between them, cover the curriculum requirements for the year group.

|Grammar Lesson 1 |Grammar Lesson 2 |

|Revise adjectives and adverbs |Practise linking clauses with |

| |conjunctions in multi-clause |

|Look at patterns in grammar |sentences |

|(comparative and superlative | |

|forms) | |

| | |

|Revise suffixes | |

Lesson Bank

If you would prefer to develop your own route through the material, the lessons detailed below, alongside additional lessons, are available in the lesson bank for the unit. This lesson bank contains all available lessons for the unit, including comprehension lessons, composition activities (both long and short), and depth focus and sentence grammar lessons where relevant. If you are planning a thematic curriculum, or using Wordsmith alongside other resources, you can select appropriate lessons from the lesson bank for your own planning.

Spelling list

The spelling list linked below contains all the spellings children will come across in this unit. They are linked to the spelling requirements for the National Curriculum for England Programme of Study for the year group. This list can be used to issue spellings to children on a weekly basis.

NF AR 4.2.1 Spelling List: The Most Incredible Sport

You can also view the complete spelling list for Year 4.

Teaching Strategies

Throughout the lesson plans, key teaching techniques such as ‘Babble Gabble’ appear in green. For a definition of each of these techniques, consult the Wordsmith Glossary of Teaching Strategies, which outlines what each technique involves and how it can be used.

Grammar Assessment

At the end of each term, once all four units have been covered for the year group, children’s individual knowledge of the grammar concepts taught during the unit can be assessed using the printable grammar progress check and mark scheme.

• About the Grammar Progress Checks

• Grammar Progress Check: Year 4, Spring Term

• Grammar Progress Check Answers: Year 4, Spring Term

You can record children’s attainment on the Grammar Progress Checks using the editable Class Record.

Day 1: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 1 |Introduce the unit and |Introduce the Big Question: What’s the world’s most incredible sport? |Core: In pairs, the children play ‘Weird sport’ (NF PCM 4.2.1). |

| |the Big Question |Talk Partners use the text and contents on Screen 1 to predict what | |

| | |the incredible sports in the eBook will be. |Support: In pairs, the children choose two sports from ‘Weird sport’ |

| |Identify the text type |The children Think-Pair-Share what text type this is and how they can |NF PCM 4.2.1 to combine. They name their new sport and describe it in |

| | |tell. |two or three sentences. |

| |Create and describe own |Discuss different kinds of journalistic writing (e.g. news reports, | |

| |incredible sports |features, editorials etc.). Ask groups to browse through a collection |Extend: In pairs, the children invent up to five new incredible sports|

| | |of newspapers to find an example of each. |by combining known sports. They choose their favourite idea and write |

| | |Show ‘Create a weird sport’ (NF ITP 4.2.1). Ask volunteers to create a|a description of the sport and how it is played. |

| | |new sport by combining two sports shown. Discuss appropriate names for| |

| | |the new sports. | |

| | |Explain that the purpose of this unit is to answer the Big Question by| |

| | |writing their own report to be included in a newspaper ‘extra’. | |

|Objectives: Read differently structured books; read for range of purposes; Understand what they read, in books they can read independently; Check that text makes sense and is in context |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: NF PCM 4.2.1 |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.1 |

Day 2: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 2 |Read for information: |Talk Partners use the headline on Screen 2 of the eBook to discuss |Divide the children into small, mixed-ability teams. The teacher acts |

| |Disc Golf |what this sport might involve. |as quizmaster, asking the questions on ‘A question of disc golf’ (NF |

| | |Read the report and discuss whether the children’s predictions of the |PCM 4.2.2). Teams ‘buzz in’ to give the answer, using evidence from |

| | |sport were correct. |the text to support it. Points are awarded for each correct answer and|

| | |Click on the ‘Rule Book’ supplementary text and explore the features |the team with the most points at the end wins. |

| | |and content of the instructional text. | |

| | |Is disc golf an expensive sport to take up? Model skimming and | |

| | |scanning to find the answer. | |

| | |Is disc golf a sport you may like to try? How has the article | |

| | |influenced you? | |

|Objectives: Understand what they read, in books they can read independently; Retrieve and record information from non-fiction; Discuss books that are read to them and those they read themselves |

|Spoken language: Listen and respond appropriately |

|Photocopiables: NF PCM 4.2.2 |

|Digital resources: eBook of Incredible Sports |

Day 3: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 3 |Identify features of |Reread the main text on Screen 2. Discuss what the purpose of the |Core: Individually or in pairs, the children complete ‘Feature |

| |journalistic reports |report is and who would be the intended audience. What impact did the |detective’ (NF PCM 4.2.3). |

| | |reporter want to have on the reader? | |

| | |Identify the features of a journalistic report and discuss their |Support: In pairs, the children label the features on ‘Feature |

| | |functions (e.g. headline, byline, introductory paragraph, quotes, |detective’ NF PCM 4.2.3, using key words from NF ITP 4.2.2. |

| | |photo and caption, past tense, third person, journalistic language | |

| | |etc.). |Extend: On ‘Feature detective’ NF PCM 4.2.3, the children find |

| | |Show ‘Newspaper report features’ (NF ITP 4.2.2). How does each feature|examples of journalistic language (e.g. powerful verbs and adjectives,|

| | |help the reader to understand the text? Are there any other features |word play and fronted adverbials). They record them on ‘Newspaper |

| | |you can add? |language’ (NF PCM 3.2.10). |

|Objectives: Identify themes and conventions; Identify how language, structure and presentation contribute to meaning; Retrieve and record information from non-fiction |

|Spoken language: Listen and respond appropriately |

|Photocopiables: NF PCM 4.2.3, NF PCM 3.2.10 |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.2 |

Day 4: Depth focus

|Session |Main focus |Teaching summary |Activity description |

|Depth focus 1: |Explore the way language |Show Screen 2 of the eBook. Discuss the different ways that language |Core: Individually or in pairs, the children rewrite ‘Bossaball |

|Newspapers and media |is used in the media |is used in newspapers and the media to capture the reader’s attention.|report’ (NF PCM 4.2.6) so that it captures the reader’s attention and |

| | | |uses interesting journalistic language. |

| | |Highlight examples such as word play (e.g. ‘discguised’ or ‘flying | |

| | |start’), alliteration (e.g. ‘sporting sensation’ or ‘discovered the |Support: The children use ‘Newspaper language’ (NF PCM 4.2.10) to help|

| | |delights of disc golf’) and descriptive vocabulary that exaggerates or|them to rewrite the headline and one paragraph from ‘Bossaball report’|

| | |evokes emotion (e.g. ‘sensation’, ‘exciting’, ‘energetic’ or |(NF PCM 4.2.6) using appropriate language. |

| | |dramatic). | |

| | |Discuss any vocabulary that is subject specific to journalism (e.g. |Extend: The children rewrite ‘Bossaball report’ (NF PCM 4.2.6) using a|

| | |‘media’, ‘newspaper’, ‘headline’, ‘byline’, ‘reporter’, ‘columns’, |range of language features and sentence structures (e.g. wordplay, |

| | |‘fact’, ‘opinion’, ‘quote’ and ‘bias’). |alliteration, powerful verbs and fronted adverbials). They may refer |

| | |Show ‘Compare reports’ (NF ITP 4.2.5). Compare the two reports of same|to NF ITP 4.2.5 for ideas. |

| | |event. Which is more exciting? | |

|Objectives: Develop positive attitudes to reading and understanding of what they read; Discuss words/phrases that capture reader’s interest; Identify how language, structure and presentation |

|contribute to meaning |

|Spoken language: Build their vocabulary; Consider and evaluate different viewpoints |

|Photocopiables: NF PCM 4.2.6, NF PCM 4.2.10 |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.5 |

Day 5: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 4 |Identify features of |Recap ‘Newspaper report features’ (NF ITP 4.2.2). Read Screen 3 of the|Core: In pairs, the children complete ‘Text types’ (NF PCM 4.2.4). |

| |journalistic reports |eBook. What features can you spot? Are there any new features? Add | |

| | |these to the list on NF ITP 4.2.2. |Support: The children cut out the pieces of text from ‘Text types’ (NF|

| |Compare different types |Discuss the differences between this report and the one on Screen 2, |PCM 4.2.4) and sort them into columns headed ‘Fact’ and ‘Fiction’. |

| |of newspaper reports |e.g. purpose (Screen 2 reports on a sports event, i.e. it is a news | |

| | |report; Screen 3 describe three sports, i.e. it is a feature article).|Extend: The children rewrite an extract from ‘Text types’ (NF PCM |

| |Read and listen to a |What is incredible about these sports? Allow the children Think Time |4.2.4) as a different type of text (e.g. rewriting the news report as |

| |sports commentary |before taking feedback. |commentary, or the play script as fiction). |

| | |Read and listen to the ‘sports commentary’ supplementary text. What | |

| | |sort of text is it? (Script.) How is it different from a newspaper | |

| | |report, and a play script? What does the audio add to our | |

| | |understanding? | |

| | |Bring the class together after the activity to share the children’s | |

| | |outcomes. | |

|Objectives: Identify how language, structure and presentation contribute to meaning; Retrieve and record information from non-fiction; Discuss books that are read to them and those they read |

|themselves |

|Spoken language: Listen and respond appropriately |

|Photocopiables: NF PCM 4.2.4 |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.2 |

Day 6: Sentence grammar

|Session |Main focus |Teaching summary |Activity description |

|Sentence grammar 1: Nouns and |Use nouns and pronouns |Revise pronouns. |Core: Individually or in pairs, the children complete the first part |

|pronouns |effectively and |Show Screen 1 of ‘Nouns and pronouns’ (NF ITP 4.2.6). Read the |of ‘Nouns and pronouns’ (NF PCM 4.2.7), replacing repeated nouns with |

| |appropriately to avoid |sentences and highlight the repetition of nouns. What pronouns could |pronouns. |

| |repetition and ambiguity |we use instead? | |

| | |Show Screen 2 of NF ITP 4.2.6. Identify and explain the ambiguity in |Support: The children complete ‘Replace the noun’ (NF PCM 4.2.11). |

| | |each sentence (e.g. first sentence: the pronoun could refer to two | |

| | |different nouns; second sentence: there is a missing noun, i.e. ‘While|Extend: The children complete ‘Nouns and pronouns’ (NF PCM 4.2.7), |

| | |the player is swimming ...’; third sentence: the noun ‘bat’ has more |replacing repeated nouns with pronouns and then rewriting sentences |

| | |than one meaning. |with ambiguous pronouns. |

|Objectives: Choose nouns/pronouns appropriately |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: NF PCM 4.2.7, NF PCM 4.2.11 |

|Digital resources: NF ITP 4.2.6 |

Day 7: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 5 |Read for information: |Read Screen 4 of the eBook. What links the three sports described in |Core: In pairs, the children Role Play an interview with a korfball |

| |non-chronological report,|this report? (They’re now played in PE lessons in schools.) |player. The interviewer can use the questions from the street-surfer |

| |rules and interview |Ask the children to Think-Pair-Share which of the three sports they |interview in the eBook, and/or from ‘Interview questions’ (NF ITP |

| | |would like to introduce to their PE lessons, giving reasons. |4.2.3), but should also be encouraged to think of additional questions|

| |Identify features of |Discuss and highlight the features of a newspaper report on this |to ask. Ask one or two pairs to share their Role Play with the rest of|

| |journalistic reports |spread. |the class. |

| | |Read the ‘interview’ supplementary text. What different information | |

| |Devise interview |does this give the reader? |Support: In pairs, the children prepare for Role Play by choosing |

| |questions |What other questions might the interviewer have asked? Use ‘Interview |three or four questions to ask a korfball player and rehearsing the |

| | |questions’ (NF ITP 4.2.3) to help generate other questions. |answers. They then take turns to be interviewer korfball player. |

| | |Read and discuss the ‘Rule book’ supplementary text describing the | |

| | |rules of korfball. Leave this text on-screen for the children to refer|Extend: The children prepare for Role Play by selecting ‘open’ |

| | |to during the activity. |questions that will encourage longer and more interesting answers from|

| | | |the sports player being interviewed. They use the on-screen text to |

| | | |make sure the player can answer the questions, using inferences where |

| | | |necessary. |

|Objectives: Identify themes and conventions; Identify how language, structure and presentation contribute to meaning; Retrieve and record information from non-fiction |

|Spoken language: Speculate, hypothesise, imagine and explore ideas |

|Photocopiables: n/a |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.3 |

Day 8: Depth focus

|Session |Main focus |Teaching summary |Activity description |

|Depth focus 2: |Distinguish between fact |Discuss the distinction between a fact (a true statement) and an |Core: In groups, the children devise and write statements related to |

|Fact and opinion |and opinion |opinion (a statement that tells what someone thinks). |familiar sports on individual cards (e.g. making five fact cards and |

| | |Discuss the functions of fact and opinion (e.g. quotes) in news |five opinion cards). They then swap their cards with another group, |

| | |reports. |discussing which statements are facts and which are opinions. |

| | |Show ‘Fact or opinion?’ (NF ITP 4.2.4) and sort the statements under | |

| | |the appropriate headings. |Support: In groups, the children devise and write five facts and one |

| | |Reread a screen from the eBook, e.g. Screen 2 about disc golf. Can you|opinion about a familiar sport. They then swap their cards with |

| | |spot two facts and two opinions? Highlight the fact that both fact and|another group, which decides which one is the opinion. |

| | |opinion may be present in a single sentence (as in the introductory | |

| | |paragraph). |Extend: In groups, the children search the eBook for examples of |

| | |Discuss the concept of bias (putting across an unfair or unbalanced |opinions, which they copy onto sticky notes. |

| | |opinion). What happens if a reporter is biased? | |

|Objectives: Understand what they read, in books they can read independently; Draw inferences and justify with evidence; Retrieve and record information from non-fiction |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: n/a |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.4 |

Day 9: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 6 |Read for information: |Read the headline on Screen 6 of the eBook. What do ‘bog’ and |Core: In groups, the children rank the three sports on screens 6 and 7|

| |news report and feature |‘snorkelling’ mean? Model scanning the spread to see if there are |of the eBook as ‘incredible’, ‘more incredible’ and ‘most incredible’,|

| |article |clues to their meaning. Then check the meaning of the words in a |backing up their choices with evidence from the text. |

| | |dictionary. | |

| |Identify features of |Read and discuss the rest of Screen 6, including the interactive |Support: In groups, the children discuss which of the three sports on |

| |journalistic texts |pop-ups. How does the headline use words in a clever way? What |screens 6 and 7 of the eBook they would like to try. Each child gives |

| | |questions are answered in the introductory paragraph? Who is quoted |his/her opinion and a reason, and the others say if they agree or |

| |Evaluate texts and |and how do they feature in the story? Can you summarise what bog |disagree. |

| |express own views |snorkelling is in no more than three sentences? | |

| | |Read Screen 7 of the eBook. What do these sports have in common? (Both|Extend: In groups, the children try to answer the question posed on |

| | |take place in England.) In which of these sports would you like to |Screen 7: Are they sport – or not? Encourage the children to take |

| | |participate? Why? |turns and listen to what others say. Groups note down their points for|

| | | |and against on ‘Debate B’ (EWF 7). They then try to reach a |

| | | |conclusion. |

| | | | |

| | | |Come back together as a class. The children share their activities and|

| | | |ideas with each other. |

|Objectives: Use dictionaries; Check that text makes sense and is in context; Identify how language, structure and presentation contribute to meaning |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: EWF 7 |

|Digital resources: eBook of Incredible Sports |

Day 10: Short composition 1

|Session |Main focus |Teaching summary |Activity description |

|Day 1 |Write a headline and |Show ‘Disc golf’ (NF ITP 4.2.8). Recap features of the headline (e.g. |Core: The children think of their own improved joggling headlines and |

| |introductory paragraph |that it’s short and catchy; the word play of ‘discguised’ etc.). |then use the notes made in the session to write introductory |

| |for a newspaper report |Discuss how the ‘W’ questions (who, what, when, where) are answered in|paragraphs to go with them. Remind the children that the headline |

| | |the introductory paragraph to sum up the story and interest the |should be short and snappy to grab the reader’s interest and that the |

| | |reader. Elicit answers to the questions from the children and add |paragraph should be written in complete sentences. |

| | |these to NF ITP 4.2.8. | |

| | |Now write ‘Joggler sets new record’ on the board. Role Play an |Support: The children compose their headlines in pairs, and orally |

| | |interview in which a child from the class (the reporter) interviews |rehearse sentences for their introductory paragraphs prior to writing.|

| | |you (a joggler) to answer the four ‘W’ questions. Add the answers to | |

| | |the board for reference during the activity. | |

| | | |Extend: The children each think of three possible headlines before |

| | | |choosing the most attention-grabbing one. They then try to write one |

| | | |sentence that contains all the introductory information needed. They |

| | | |each improve their sentence to make it even more powerful (e.g. by |

| | | |adding adjectives or adverbials). |

|Objectives: Plan their writing; Discuss writing similar to that which they are planning to write; Discuss and record ideas |

|Spoken language: Listen and respond appropriately |

|Photocopiables: n/a |

|Digital resources: eBook of Incredible Sports; NF ITP 4.2.8 |

Day 11: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 7 |Read for information: an |Ask the children to scan the format of Screen 8 quickly. Turn the |Core: Talk Partners discuss what they have learned about mountain |

| |interview |screen off. What kind of article is it? Discuss the purpose of an |unicycling from the interview and diary extract. They then work |

| | |interview and the difference between a job interview (evaluative) and |individually to write a short paragraph (four or five sentences) about|

| |Summarise and record |a news interview (informative). |the sport. |

| |relevant information |Read just the headline and introductory paragraph on Screen 8. Turn | |

| | |the screen off. Establish what the incredible sport is. Discuss the |Support: Talk Partners discuss what they have learned about mountain |

| | |humour in the headline. |unicycling from the interview and diary extract. They then work |

| | |The children Think-Pair-Share questions they would ask if they were |individually to write three or four facts about mountain unicycling in|

| | |interviewing Phil. |full sentences. |

| | |Now read and discuss the interview. Were your questions | |

| | |asked/answered? |Extend: Talk Partners discuss what they have learned about mountain |

| | |Discuss the use of non-standard English in the interviewee’s answers. |unicycling from the interview and diary extract. They then work |

| | |Read the supplementary texts. What additional information does the |individually to write a paragraph to persuade people to try mountain |

| | |diary provide? Which amazing fact do you find most amazing? |unicycling. |

|Objectives: Read differently structured books; read for range of purposes; Ask questions to improve understanding; Retrieve and record information from non-fiction |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: n/a |

|Digital resources: eBook of Incredible Sports |

Day 12: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 1 |Plan and discuss ideas |Recap the Big Question and the outcome of this unit, which is to write|In small, mixed-ability groups, the children discuss and plan their |

| |for writing a newspaper |a newspaper-style report answering it. The reports will be compiled in|newspaper reports, using ‘Report plan’ (NF PCM 4.2.9) to support them.|

| |report |a class supplement. |They should work on this task together, but should each complete their|

| | |The children Role Play a ‘morning conference’, where reporters meet to|own plan. To lead the activity, you could appoint Group Editors from |

| | |decide what news stories will be covered and who will report on what. |children usually given ‘Extend’ activities. |

| | |As Editor, elicit answers to the Big Question and, based on the | |

| | |answers, assign the children (reporters) to small groups, each of |The teacher completes their own version of NF PCM 4.2.9 to use on Day |

| | |which will report on the same sport (either one from the eBook, or one|2. |

| | |of their own choosing). | |

| | |Recap ‘Newspaper report features’ (NF ITP 4.2.2). Display this during | |

| | |the activity as a checklist for writing. | |

|Objectives: Plan their writing; Discuss writing similar to that which they are planning to write; Discuss and record ideas |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: NF PCM 4.2.9 |

|Digital resources: eBook of Incredible Sports, NF ITP 4.2.2 |

Day 13: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 2 |Draft and write a |Use your completed ‘Report plan’ (NF PCM 4.2.9) and Modelled Writing |Still in their small, mixed-ability groups, children start the process|

| |newspaper report |to compose part of a newspaper report from the plan, encouraging the |of drafting and writing their reports. Encourage them to refer to the |

| | |children to contribute ideas. |first screen of ‘Newspaper report features’ (NF ITP 4.2.2) and/or to |

| | |Begin with the introductory paragraph, modelling how to summarise what|‘Newspaper language’ (NF PCM 4.2.10), and offer ‘Non-fiction report B’|

| | |the report is about by answering the ‘W’ questions. |(EWF 2) for further support. |

| | |Discuss how further details might be grouped for subsequent paragraphs| |

| | |and think of sub-headings. |In your role as Editor of the supplement, you can offer advice to your|

| | |Finally, compose an appropriate headline that is short, snappy and |reporters during the writing process. |

| | |attention-grabbing. | |

|Objectives: Draft and write, using oral rehearsal, rich vocabulary and increasing range of sentence structures; Draft and write, organising paragraphs around a theme; Use simple organisational |

|devices in non-narrative material |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: Teacher-completed version of NF PCM 4.2.9, NF PCM 4.2.10, EWF 2 |

|Digital resources: NF ITP 4.2.2 |

Day 14: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 3 |Draft and write a |The children use the whole session to continue writing their reports. |Core: The children read what they have written so far and then |

| |newspaper report |Encourage them to rehearse sentences orally before committing to |continue writing their reports, referring to screens 1 and 2 of |

| | |paper, ensuring that they are using nouns and pronouns appropriately |‘Newspaper report features’ (NF ITP 4.2.2). They should include a |

| | |to avoid repetition or ambiguity; pay attention to structure to ensure|quote and a short closing paragraph. |

| | |that it follows that of a newspaper report with appropriate | |

| | |paragraphing; use journalistic language that engages the reader. |Support: The children read what they have written so far and then |

| | | |continue writing their reports, remembering to start new paragraphs |

| | | |when appropriate. |

| | | | |

| | | |Extend: The children focus on sustaining a journalistic style by using|

| | | |oral rehearsal. Challenge them to use a variety of appropriate |

| | | |sentence structures, including multi-clause sentences and embedded |

| | | |information. |

|Objectives: Draft and write, using oral rehearsal, rich vocabulary and increasing range of sentence structures; Draft and write, organising paragraphs around a theme; Use simple organisational |

|devices in non-narrative material |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: n/a |

|Digital resources: NF ITP 4.2.2 |

Day 15: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 4 |Evaluate their own and |With their permission, use a child’s writing to show how to evaluate |Core: Talk Partners assess each other’s work, commenting on its |

| |others’ writing |the writing and give constructive feedback. |overall structure, its use of paragraphs and its use of journalistic |

| | |Using ‘Newspaper report features’ (NF ITP 4.2.2) as a checklist, focus|language. |

| |Edit and redraft their |on the overall structure, paragraphs and journalistic language, and |They then redraft their writing in light of the feedback, if |

| |own writing |how they have followed the newspaper report plan. Give Two Stars and a|necessary. |

| | |Wish. | |

| | | |Support: Talk Partners assess each other’s work against three key |

| | | |criteria, decided in advance (e.g. ideas grouped into paragraphs; key |

| | | |features such as a headline, byline and introduction; some powerful |

| | | |words or phrases. The children make changes following this feedback. |

| | | | |

| | | |Extend: In small groups, the children hold an ‘editorial meeting’ to |

| | | |go through the reports. They can ask for help with improving specific |

| | | |parts of their own reports as well \as commenting oon those of |

| | | |others’. They then redraft their writing in light of the feedback, if |

| | | |necessary. |

| | | | |

| | | |As a class, compile the reports into a journal to display on the |

| | | |Learning Wall. |

|Objectives: Assess own and other's writing; Propose changes to improve consistency; Proof-read for errors |

|Spoken language: Consider and evaluate different viewpoints |

|Photocopiables: n/a |

|Digital resources: NF ITP 4.2.2 |

Grammar lessons

Grammar Lesson 1: Y4 Comparative and superlative

|Main focus |Teaching summary |Activity description |

|Revise adjectives and adverbs |Before the session, ask four children to devise a performance of the story text, |Act it out |

| |using ‘Morris, Horace and Doris’ (G PCM 4.2.1). |Work in groups or as a whole class. Give adjectives or adverbs and ask the children to|

|Look at patterns in grammar (comparative |Show ‘Hot, hotter and hottest’ (G ITP 4.2.2). Ask the four children to perform |act them out in the basic, comparative, and superlative forms, growing steadily more |

|and superlative forms) |their version of the story to the class as the rest of the children follow it on |dramatic. Good examples are: grumpy, sad, happy. Or you could work through the Seven |

| |screen. |Dwarves from Snow White! |

|Revise suffixes |Explain to the children that the ‘–er’ and ‘–est’ forms of adjectives and adverbs| |

| |are known as comparative and superlative. Help the children identify the pattern | |

| |in the story. | |

| |On Screen 1, drag and drop adjectives and adverbs into the three columns: big, | |

| |bigger, biggest. | |

| |Repeat for ‘ugly’ and ‘bored’ and for Screens 2 and 3. | |

| |Can you work out the pattern? (‘More’ and ‘most’ are used with longer words which| |

| |cannot take an extra syllable.) | |

| |Note the irregular forms (good/better/best; bad/worse/worst and more/most, for | |

| |which there is no simple adjectival form). | |

| |Top tip: irregular forms like these are often the cause of grammatical errors. | |

| |Make a class collection of errors such as ‘goodest’ and ‘bestest’ and the correct| |

| |Standard English forms. | |

|Objectives: Use and understand the grammatical terminology in Appendix 2 |

|Photocopiables: G PCM 4.2.1, G PCM 4.2.2, G PCM 4.2.3, G PCM 4.2.4 |

|Digital resources: G ITP 4.2.2, Pilot’s Licence 4.11 |

|Further Activities: |

|Activity 1: |

|Pen and paper: Using Morris, Horace and Doris 1, 2 and 3’ (G PCM 4.2.2, G PCM 4.2.3, G PCM 4.2.4) as appropriate, the children practise using comparative and superlative adjectives. |

|Activity 2: |

|Get creative: Show the children how to create comparative phrases, e.g. Brighter than a thousand suns; taller than a full-grown oak tree; more intelligent than Albert Einstein. |

|Activity 3: |

|Ask the children to write a short description of a superhero, using at least four comparative phrases. Extend it into writing a villain. |

| |

|Use the quiz (Pilot’s Licence 4.11) to reinforce children's knowledge of the terminology and content of the lesson. |

Grammar Lesson 2: Y4 Multi-clause sentences

|Main focus |Teaching summary |Activity description |

|Practise linking clauses with conjunctions |Sing the Sentence Song II, using the backing audio on ‘Sentence song II’ (G ITP |Show ‘The giant laughed’ (G ITP 4.2.5) (The giant laughed. He was happy.) How do you |

|in multi-clause sentences |4.2.3) if needed. Refer to ‘Sentence Song I’ (G ITP 1.1.1) for the tune if |know these are clauses? Identify the verbs. |

| |required. | |

| |Show ‘Conjunction store’ (G ITP 4.2.4) and remind children about conjunctions. |Click Next. What’s happened to the clauses? Which one no longer makes sense on its |

| |Split the class into small teams. |own? Identify the main and the subordinate clause. |

| |Display the first main clause: The giant laughed | |

| |Ask them to choose a conjunction and use it to add another clause to the |Click Next. What’s happened? Which clause has moved? |

| |sentence. They will get 1 point for using a conjunction from the shelf on the |Working in pairs, children take one of the sentences jotted down earlier. They |

| |left-hand side of the page, 2 points for those from the top shelf on the right |practise orally moving the clauses around. |

| |and 3 points for those from the bottom shelf on the right. Record the team | |

| |scores. |Top tip: subordinate clauses starting with a conjunction are adverbial. This is why |

| |Click on the text box to change the main clause, and repeat the activity with the|they can move around the sentence. |

| |children. | |

| |Remind children about main clauses and subordinate clauses. | |

| |Jot down some of the best sentences for use later. | |

|Objectives: Use a wider range of conjunctions; Use conjunctions, adverbs and prepositions |

|Photocopiables: N/A |

|Digital resources: G ITP 1.1.1, G ITP 4.2.3, G ITP 4.2.4, G ITP 4.2.5, Pilot’s Licence 4.12 |

|Further Activities: |

|Activity 1: |

|Each pair composes a two-clause sentence that follows the pattern The giant laughed whenever he was happy (or uses one of the sentences you collected earlier), and writes it clearly on a long strip of paper. They |

|cut them up into two clauses. Play Human Sentences to show that the clauses can be swapped around. They then join up with other pairs to attach their main clauses with the other pair’s subordinate clause to make a|

|funny sentence. |

|Activity 2: |

|Choose a shared text (or texts) containing conjunctions in the middle of the sentences. Mask them with sticky notes on which you have written ‘and’. Discuss which conjunctions would be the most appropriate in |

|place of ‘and’, then check to see which the author has used. |

| |

|Use the quiz (Pilot’s Licence 4.12) to reinforce children's knowledge of the terminology and content of the lesson. |

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