Literacy Weekly PlanFiction- Poetic styleSpring 2 week 1Date:23rd-27thFeb 2015 Year group: 5 Class: Shackleton

Weekly Speaking and Listening Objectives:

Listening and responding
  • Compare the different contributions of music, words and images in short extracts.
  • Identify some different aspects of talk which vary between formal and informal.
Drama
  • Experiment with moving to define status and discuss opinion towards body language.
  • Improvise a range of drama strategies and conventions to explore themes such as desires and choices.
  • Read a wide range of texts on screen and on paper.
  • Discussion and role play to consider motivations and alternative endings.
  • Hot-seating.
  • Role play- status and sub text.
Reading
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages. /

Weekly Learning Objectives:

Understanding and interpreting texts
  • Use knowledge of word structures and origins to develop their understanding of word meanings.
  • Recognise purpose of language.
  • Understand language and develop strategies for translations of unfamiliar words.
  • Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in fiction.
Word structure and spelling
  • Know and apply common spelling rules.
  • Use knowledge of word structures and origins to develop their understanding of word meanings.
  • Use a range of appropriate strategies to edit, proofread and correct spelling in own work, on paper and on screen.
  • Tense awareness- developing strategies for self correcting.
Engaging with and responding to texts
  • Interrogate texts to deepen and clarify understanding and response.
  • Sustain engagement with longer texts, using different techniques to make the text come alive.
  • Compare how writers use language to create images in the readers mind.
  • Complete a range of writing tasks to engage with the text.
  • Reflect independently and critically on own writing and edit and improve it.
  • Use punctuation to clarify meaning in complex sentences.

IEP Targets:
Salman, Priyanka and Avinash, AF2 I can start my sentences in different ways. Deep(if returned from trip), Sumaya, Fahim and Max, Armaan and Nuno to explain why they like or dislike something.
Salman, Max, Abdu, Armaan and Irfan to focus on presentation particularly handwriting that is legible. Deep and Sheeraz to become more assertive during their group work.
Jeanne – to practice talking through her sentences before writing them down.
Salman; independently share ideas with his mixed ability group. / Text/s:
‘Last Night I saw The City Breathing’ by Andrew Fusek Peters.
Goodnight Stroud
Group targets:
Please see AM grid week 1 planning. CT = Class teacher. TA= Teaching assistant. WC= whole class. If TA is teaching children from more than one level that day is highlighted so they know to look at ALL level pages. Also Grammar Hammer grid gaps from (6thFeb). Focus infinite article- a or an.


/ Key vocabulary:
SynonymAnalysesequence antonym
Verb tenses Modern
SuffixesThird person Introductory paragraphs
Paragraph sentence
Inference relevant information
Language summarise
Concluding paragraphs consequences pejorative language
vocabulary dilemma
Recount retell change
Past tense Present tense Third personPurpose
AdjectivesAdverbs Characters

Day

/ Learning Intention / Success Criteria / Whole-Class/ Independent Work /

Differentiation and extension

/ Plenary
1
Monday 23rd February 2015 / LI: to develop an awareness of how poets use language to recreate real or imagined experiences. / I understand that poets use language in different ways.
I have considered the vocabulary for its purpose. / Show ‘Goodnight Stroud’explaining any tricky words or phrases. (1.1)
Read poem 1 (1.2)- ‘Last night I saw the city breathing’. Use MT/YT for each point.
Read poem 2 using exaggerated intonation. TTYP & take feedback.
(Then display 1.3)
Encourage children to make links between their own experiences and the poem. TTYP & take feedback. / Children write notes in their daily log (from discussion 1.6) saying which they liked best. Tell them to write one more similie about the city at night.
HA working independently to write their daily log.
MA- with support from CT children justify their opinion making links to poems and their experiences in their daily log.
LA-To explain their opinion of the poem with support from TA. / Big ?
What do you think?- big question:
Can a city breathe?
Peer Assess
Each child swaps their books with someone from another pair to
Peer Assess quality of the writing and how they have backed up their opinion.
Use of ICT:Interactive white board display Unit 3 day1 (1.1, 1.2, 1.3, 1.4, 1.5 1.6 and 1.7)
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
2
Tuesday 24thFebruary 2015 / LI: to increase my knowledge of and application of synonyms and to examine how writers use language for effect. / To be able to find synonyms for common words.
To understand characters are driven by feelings and emotions.
To see an alternative view point. / Print 2.2 words- TTYP & take feedback for their thoughts about how the words change the pictures our minds see.
Show (2.3). What do you think that the shadows might be of?
TTYP & take feedback.
Why are the office blocks described as fat? What are they packed with?
What might the streets be paved with? What would the road be dreaming of?
Read poem 3 ‘Last Night I saw The City Breathing’ LNISTCB by Andrew Fusek Peters.
Read p32-33 to the children from the Anthology with great enjoyment.
TTYP & take feedback after introducing p26 in the pupil books. / Whole class-Children write in their daily log their initial response to the poem.
Model: I think the poem is serious and funny because… The poet has managed to make the poem seem serious and funny by…
HA working independently to write their daily log.
MA- with support from TA children justify their opinion in their daily log.
LA-To explain their opinion of the poem with support from CT.
CT and TAto focus on AM targets for groups. / Self Assess
Have they included their opinion about the poem?
What do you think:
Big ?
Is it important to have poets in the world?
Use of ICT:Interactive white board IWB slides Unit 3 day 2 (2.1-2.4).
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
3
Wednesday 25thFebruary 2015 / LI: to learn the meaning of vocabulary and discuss how phrases are used. / Children read Anthology p32-33.
Display special phrases 3.3 and discuss.
TTYP & take feedback.
Link the big question to Science- maybe write something in Science relating to debate after lesson… we can discuss.
Ignore the above Mrs Ali; we will do tomorrow. / Children write notes in their daily log (from discussion p32-33) saying which lines they liked best.
HA working independently to write upthe daily log with support from CT children justify their opinion.
MA- Write up their daily log.
LA-To explain their opinion of the poem with support from TA. / Big ?
What do you think?- big question:
Should natural environments be destroyed to make way for buildings for humans?
All children write justifying their opinion.
Cross curricular link to Science?! Materials debate…
Use of ICT:Interactive white board IWB slides day 3 3.1-3.4
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
4
Thursday 26thFebruary 2015 / LI: to deepen my understanding of the poem through increasing familiarity with the text. / I understand that it is important to read over texts to gain more meaning. / Children re-read p32-33. Tell children to record anything in their daily logs (thoughts, ideas, questions, or favourite bits). It is more important to think about what they’re reading than to get to the end of it.
TTYP & take feedback about Personification (4.1). -> person.
Personification= giving human characteristics to a non-human object.
Use (4.2)- Goodnight Stroud to show examples of personification.
Ask children to identify the non-human object and the human action in the phrases TTYP & take feedback.
4.3- LNISTCB
4.4- Show grid for lines 1, 6, 10, 16, 21 and 24 showing the human action verbs for the non-human objects ‘city’. TTYP & do the activity on p.28 in the pupil book. Check answers by looking at the Anthology on p32-33. / Children draw a mind map of their favourite stanzas. Remind them to use a combination of pictures and words and phrases from the poem.
EAL -Children have support from CT along with word banks to support them. / Big ?
What do you think?- big question:
How would the way we live be different if buildings had feelings?
Use of ICT:Interactive white board IWB slides unit 3 day 4(4.1- 4.8)
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
5
Friday 27thFebruary 2015 / Grammar hammer
LI: needs identified from week beginning 9thFeb(-13thFebruary). / Needs identified from week ending 13th Feb- subordinating conjunctions and fronted adverbials. / Needs will be identified from week ending 13thFeb. / Needs will be identified from week ending 13thFeb. / Needs will be identified from week beginning 9thFeb.
Use of ICT:Interactive white board IWB slides
Adult support: Miss Hewer, Ms Bartley, Mr Lewis