- Aspirational message for class display
- Write a diary entry as Jim Jarvis
- Film a video diary entry from the point of view of a modern day homeless child.
- Write a playscript depicting an important event from ‘Street Child’
- Write in role as a character from the story
- Retell the story in 1st person as Jim Jarvis
- Write a free verse poem as a Victorian factory worker
- Write instructions for a Victorian meal.
Street Child / 1. Responding to the Text
- Visual literacy: Children to mind map using the cover page of the book. Who is he? Where does he live? What is the text about?
- Book talk: Read text and compare with ideas in mind map.
- Book talk: What clues are there that show that this is set in another time and culture?
- What clues are there about how Jim Jarvis feels at different points?
- Book talk: What might be the main theme? What does the writer want us to understand?
- Writer talk: How does the writer make links between events and paragraphs?
- What language does the writer use to let us know that this is a child’s perspective?
Hook
- Video diary entry – Literacy Shed
- Compare to modern diary entry.
2. Capturing Ideas
- Make a story map
- Retell story orally from story map
- Think of questions to ask Jim Jarvis
- Hot seat main characters
- Write a conversation between two characters using speech marks
- Role on the wall for Jim Jarvis
- Role play important events from the story – map on ipads
- Persuasive writing – Poster about homeless charities in the UK
- Research homeless charities in the UK – how are times different from the past
- Develop descriptive language - verbs, adverbs, adjectives and adjectival phrases
- Develop use of speech in writing
- Compare old and new holidays by the seaside
- Speech marks for direct speech
- Extending noun phrases
- Use of adverbs
- Prepositions and prepositional phrases
- Adverbials
- 1st person, 3rd person
- Formal voice/informal voice
- Use of speech (and punctuation) in writing
- Present perfect tense
Guided Reading Possibilities
- Street Child as guided reading
- Non- fiction books about Victorian period
- Horrible Histories – ‘Vile Victorians’
4. Modelled Writing
Shared Writing
Guided Writing
Independent Writing
MAKING LINKS ACROSS THE CURRICULUM
Geography/Science/History
• Can they describe events from the past using dates when things happened? • Can they use a timeline within a specific period in history to set out the order events may have happened?
• Can they use their mathematical knowledge to work out how long ago events would have happened?
• Can they suggest why certain events happened as they did in history? • Can they suggest why certain people acted as they did in history?
• Can they talk about how some magnets attract or repel each other?
• Can they classify which materials are attracted to magnets? / Maths
Multiplication and Division
- Recall and used the multiplication and division facts for the 3, 4, and 8 tables
- Write and calculate statements for multiplication and division, including 2-digit x 1-digit.
- Estimate and read time with increasing accuracy to the nearest minute
- Tell and write the time from an analogue clock, including using Roman numerals
- Make 3D shapes using modelling materials
• Can they use various sources to piece together information about a period in history?
• Can they, through research, identify similarities and differences between given periods in history?
• Can they use various sources of evidence to answer questions? • Can they research a specific event from the past ? • Can they use their ‘information finding’ skills in writing to help them write about historical information?
PSHE
Say no to bullying / Useful links
BBC Primary History - Victorians
Art/DT
Can they use their sketches to produce a final piece of work?
• Can they use different grades of pencil shade, to show different tones and texture?
• Can they create a background using a wash?
• Can they use a range of brushes to create different effects? /
Author: Christopher Gregowski
Publisher: Frances Lincoln
ISBN- 0780711217300
© Focus Education UK Ltd 2014