Literacy – Narrative: Unit 1: Stories with historical settings – Wk 2

Lesson 5 – 15/03/10 / Intro / M&O Starter / Quick Activity / Main Activity / Extension / Plenary / Resources
L.I- To begin to plan my Tudor story using a story mountain
Must
Be able to think of a character that would fit into the setting of Hampton Court Palace
Should
Be able to think of a problem that will happen in the story
Could
Be able to think about your story as a whole and have some ideas of what may happen / Recap using the story mountain on Friday to review the story we have been reading. Go through each section to make it clear how the different sections make up the story. / Show the picture of the Hampton Court archway. Explain that this will be the setting for our stories.
Show the power point on planning a story.
Use talk partners to share ideas of how the story could begin and the characters involved.
Share ideas as a class, as a place to start for those who may struggle. List some of the characters who may be at Hampton Court on the board. / Use the story mountain to start to map out your own ideas.
Think of the story as a whole so you have an idea how it will start, the problem and how it will end. Jot down ideas on the mountain to remind you during the week.
Take your time to consider these questions, we will answer them in detail throughout the week;
What does the setting look like?
What will your characters be like at the beginning, will they change during the story?
What will the problem be?
How will it get solved?
How will the story end – happy, sad, cliffhanger? / Start to think of how you will describe the setting using lots of good adjectives. / Share some ideas that children have come up with. This will help children who have found it difficult. / A3 Story mountain from Friday’s lesson to recap
Power point on ‘Planning a Story’
Story mountains – one each
Hampton Court archway picture as setting
Lesson 6 – 16/03/10 / Intro / M&O Starter / Quick Activity / Main Activity / Extension / Plenary / Resources
L.I- To write the start of your story
Must
Be able to share some ideas of how you could start your story
Should
Be able to decide which technique you want to use and start your story
Could
Write the start of your story using adjectives and powerful verbs to make the reader want to read more / Recap the picture for the setting and some of the ideas from the previous lesson.
Explain that today we are going to be thinking about how to start our story. / Look at the power point for some more ideas of story openers.
Discuss with a partner how you might like to start your story.
Share some ideas. / Begin to start your story. Decide if you are starting with the setting or character descriptions. Remember to include adjectives and powerful verbs to make your writing more interesting.
You should aim to have described the setting and the main character in the first part of your story to make the reader want to know what happens.
Setting – what can you see, hear and smell? Think about colours, textures and feelings.
Character – Male/female, Age range, distinctive features, hair/eye colour, what they are wearing, personality, what they are doing….
Put up good and bad character adjectives for display. / Read your writing to make sure it makes sense. Check for punctuation mistakes and use a dictionary to check for spellings.
Early Intervention:
Adult support / Share some ideas so far. How will your story progress? / Picture of Hampton Court archway
Power point of story openers
Story mountains
Literacy books
Good & bad character adjectives
Lesson 7 – 17/03/10 / Intro / M&O Starter / Quick Activity / Main Activity / Extension / Plenary / Resources
L.I- To write the build-up of your story
Must
Be able to think of some effective wicked words to add excitement
Should
Be able to write your build-up using effective wicked words to keep the reader gripped
Could
Use a thesaurus to make your writing as exciting as possible / Explain that in this lesson we will be thinking about the build-up to the problem. If some children are not as far along as this, they can continue at the stage they are at and bear this in mind when they come onto it. / Share some ideas of children’s build ups.
Discuss how they could be improved by using language to create suspense, panic, anger or sadness to make the reader feel part of the story.
Use talk partners to discuss some words that could be used for added effect, use a thesaurus if children are struggling;
Suddenly, unexpectedly, abruptly,
Panic – dreaded, terrifying, horror, frightening, alarming…
Angry – furious, rage, annoyed, mad, bad-tempered
Sad – sorrow, unhappiness, misery, gloomy, devastated
Remind the children that it is important to make the build-up as exciting as possible. / Write your own build-up, making sure that you make it as exciting as possible – keep the reader gripped!
Use a thesaurus to help with some more effective wicked words. / Read your writing to make sure it makes sense. Check for punctuation mistakes and use a dictionary to check for spellings.
Early Intervention:
Adult support / Share some writing. Use 2 stars and a wish as an assessment tool for feedback and improvement points. / Thesaurus
Story mountains
Literacy books
Lesson 8 – 19/03/10 / Intro / M&O Starter / Quick Activity / Main Activity / Extension / Plenary / Resources
L.I- To write the problem of your story
Must
Include a problem which will be solved in your story
Should
Describe what happens and how the characters are feeling
Could
Use adjectives and powerful verbs to give more impact to your descriptions / Explain that in this lesson we will be thinking about the problem part of the story. If some children are not as far along as this, they can continue at the stage they are at and bear this in mind when they come onto it. / Discuss with the children how this is the main part of the story, that we have been building up to and where things may start to change. Think back to ‘The Thief……’, the beginning part was building up to the family losing everything before things started to change for them when they met the Fool.
Look at the story mountain, the problem part is at the top of the mountain because it is the high-point of the story. / Write the problem of your story. Remember to describe what happens and how the characters are feeling. Adjectives and powerful verbs will give more impact to this part of your story. / Read your writing to make sure it makes sense. Check for punctuation mistakes and use a dictionary to check for spellings.
Early Intervention:
Adult support. / Share some writing. Use 2 stars and a wish as an assessment tool for feedback and improvement points. / Story mountains
Literacy books