Intended Learning
Outcomes / Introduction
(Word/sent level)
Shared Work
(E.g. modelling texts etc) /
Independent work
/ Plenary(Key Questions)
/ Resources
M
O
N / To be able to use drama techniques to generate ideas for recount
To be able to use both direct and reported speech and understand the difference / How else might reporters find out information in order to write a story? Interviews. Who might we interview? Howard Carter- develop questions they might ask. Teacher in role as Howard Carter, children ask questions and note down answers as if they are reporters.
Take a look at somebody’s notes, how might we write these in a report. Write down 1 sentence or reported and 1 sentence of direct speech. What’s the difference?
Take a look at the punctuation of direct speech physically act out the punctuation, how can we act out reported speech to help us remember how to write it? Get a child to verbally report something and everyone else to write it in direct or reported speech.
Example: I couldn’t believe my eyes when Mr Carter opened up the tomb! / Who else could we hot seat? Egyptian workers, Lord C. Children work in pairs to develop questions and the answers that might be given.
Hot seat volunteers get the children to ask them questions and the child being hot seated to answer.
Everyone else to write down answers in direct or reported speech. / Teacher to write a sentence in reported speech and children to change into direct speech and vice versa
T
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S / To be able to plan a newspaper report
To know the features of a newspaper report and colour code them in the plan. / Retell Newspaper report of King Tut with actions.
Remind children that we are using this structure plus our guided reading to help us to structure our own writing.
Show children blank grid. Remind the children what needs to go in each box and ask the children if they can remember what the different colours mean for this text type. Ask children for ideas to go in the boxes, what colour would they be? What time connectives could we use? Who might we interview- what would they say?
Show how to construct key sentences like name person sentences and embedded clauses, sentences that begin with a connective. What do you notice about the punctuation? Can anyone physically punctuate the sentences orally?
Also typical newspaper sentences, what actions do we use to help us remember them? Ask children to imitate.
Think back to guided reading: what phrases did we magpie? / A.A: Children to map information onto the grid (Howard Carter finding the tomb) Practise telling the story of their newspaper report. Practise the punctuation of key sentences like embedded clauses and sentences that begin with a time/causal connective. Think about brackets and dashes / Can children tell the story of their newspaper report using their grids?
A: Children to map information onto the grid (Howard Carter finding the tomb) Practise telling the story of their newspaper report. Practise the punctuation of key sentences like embedded clauses and sentences that begin with a time/causal connective.
B.A: Children to map information onto the grid (Howard Carter finding the tomb) Practise telling the story of their newspaper report. Practise the punctuation of key sentences
W
E
D / To be able to plan an introduction in detail
To use talk to improve and generate ideas. / Take one of the children’s plans and think about an introduction. What are the key features? Think about 5 questions, hook and features of a newspaper report like sensationalised language, names, facts, details for interest etc.
Using a child’s plan map out the introduction as a whole class. Get the children to tell say the introduction altogether and then to their talk partners and then ask them all to write the first sentence. Check all the sentences have similar structure.
Can they write the next sentence? Ensure children are keeping to the structure and punctuating effectively. / A.A:
Children to plan their introduction using pictures and words. Must answer all questions with hook and features of a newspaper. Retell to talk partners. / Who wants to use their plan to tell the story of their introduction?
A:
Same as above with support from teacher. Pick up on punctuation/time connectives in particular.
B.A:
As a group children to plan their introductions- keeping it brief and answering questions being main focus.
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S / To be able to write a newspaper report using their pictures plans/grids to help support structure. / Take examples from different children’s grids (plans) to scaffold learning through shared writing. Show children how to think like a writer by building on children’s ideas like a writer would. Start off with 2 sentences from different children and show how you’d link these sentences, any more sentences that are relevant? Could take 4 different sentences and form a paragraph. From children’s work. Remind children to SWAG anything that they like. / Children to write their newspaper report about the discovery of Tutankhamen’s tomb. / Check for punctuation/sense/spellings.
F
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I / To be able to edit and improve
To know what features I’ve included in my writing
To see which targets I’ve met in my writing / Take examples of children’s work and put on the visualiser. Children to have copies photocopied on their desk. Ask children about the colours we used to help us recognise the features. Can the children pick out any of these features in the reports given? Highlight with talk partner. Feedback to teacher. Clear up any misconceptions. Discuss the piece in general what did they like? What might be improved? / Children to take their own work and colour code the sentences/phrases in the correct colour. Then check punctuation/spellings with dictionary.
Look back at targets have they met any? Where is the proof? Children to number in the margin where they think they’ve met their targets. / Share findings as a whole class and celebrate achievements.
Purpose
By the end of this unit the children will be able to:
Identify and apply techniques for effective use of the authorial voice, punctuation and use direct and reported speech accurately, develop cohesion in writing by organising ideas within paragraphs.