P. Lenthall-Green PLANNING
LITERACY PLANNING-
Year: 5/6 / Week Beg:25th June 2012 / Summer Term / Narrative WritingUnit Objectives
Understand underlying themes & points of view.
Use paragraphs to achieve pace and emphasis.
Understand the process of decision making.
Infer writer’s perspectives from what is written & from what is implied.
Compare the usefulness of techniques such as visualisation & empathy in exploring the meaning of texts.
Use different narrative techniques to engage and entertain the reader.
Select words and language drawing on knowledge of diary features.
Use paragraphs to achieve pace and emphasis. / Unit Outcomes
Children can:
Use correct punctuation and layout.
Create an outline of a film.
Think about and discuss the viewpoint of a film.
Take into account the mood of the film they wish to create.
Talk about their ideas for a film, and listen/respond to others.
Consider the mood of a film, and how to achieve this.
Be aware of mood and how it is created.
Sequence a story and identify key events in the plot.
Write a character profile.
Use powerful adjectives and similes.
Use suitable connectives and arrange review in paragraphs.
Identify the feelings of the main character in different parts of the film.
Identify the mood of a film or section of a film.
Understand the concept of plot.
Watch a film with attention and concentration.
Identify the different sections in a film.
Make effective notes.
Give reasons for opinions.
Whole Class LO / Activities/Differentiation Including TA support / Plenary / Assessment
Mon / Understand underlying themes & points of view.
Use paragraphs to achieve pace and emphasis.
Understand the process of decision making. / Watch the clip of The Story of A Lone Robot.
Discuss it in groups – Where did the Robot come from? Why is it alone in the woods? How do you think he may be feeling? Agree that the robot will be feeling lonely.
Inference and Deduction - How can we tell he is lonely? Does he feel at home in the woods? How do we know? What is the factory like inside? Why does he decide to go back to the woods?
Watch the clip again. Pause the video at the point where the robot is about to go into the factory – ask children to discuss with their “talk partners” whether they think the robot should go into the factory or not – why? Feedback to the rest of the class. Vote whether he should go into the factory or not. Watch the rest of the clip.
Can they give reasons? Can they write about what is inside and why it is a good idea to stay in the woods?
Independent Activities
Level 3c/3b - to work with KE to discuss what is in the factory and why the robot should stay in the woods.
Level 3a - to write a paragraph on what is inside the factory and give 2 reasons why the robot should stay in the woods.
Level 4b/4a - to work independently to write a detailed description of what was in the factory and give 3 reasons why the robot should stay in the woods. / Children to share their work with the rest of the class.
Children to then swap work with someone who has worked at the same level as them and peer assess using the given criteria.
Children to set their peer a target. / Level 3 children will loosely link ideas together in a paragraph.
Level 4 children will use paragraphs and begin to link paragraphs together.
Level 5 children will use clear structured paragraphs which are linked together.
Tues / Infer writer’s perspectives from what is written & from what is implied. / Re - watch the clip from the previous lesson.
Discuss how the robot may have been feeling when he was wandering through the woods - ask children as they watch the clip to write down the things that the robot saw, heard etc.
Discuss what the children have noticed from the clip.
Independent activities.
Ask the children to write about a being wandering through the woods, describing him and his surroundings without revealing what he is until the end.
Level 3c/3b - to be given a writing frame to help them order and plan their writing.
Level 3a - to work independently.
Level 4 - to work with KE to add similes and metaphors to their writing. / Children to self-assess their own work using the given success criteria and set themselves a target. / Level 3 children will attempt to adopt a viewpoint.
Level 4 children will establish and maintain a viewpoint.
Level 5 children will establish and maintain a consistent clear viewpoint.
Wed / Infer writer’s perspectives from what is written & from what is implied.
Compare the usefulness of techniques such as visualisation & empathy in exploring the meaning of texts. / Rewatch the clip – discuss the work done in the previous lesson.
Discuss what the inside of a factory looks like – brainstorm words around a picture of a factory. Feedback.
Tell children that when the robot went through the factory it was not what you would expect, what could it be? Discuss the idea of Willy Wonka’s Factory/Narnia/Monster Inc.
Children to talk in their talk partners about what they think there may have been behind the factory doors. Feedback. Analyse how the descriptions would differ.
Independent Activities.
Level 3c/3b- to be given a template what did the robot hear? See? Feel?
Level 3a - to describe what happened when the robot went into the factory, what did he see? Hear? Feel? What was in the factory?
Level 4 - as Level 3a/4c but the children must write about the robot going into a place which he feels uncomfortable in and must express the robots viewpoint in their writing, / Children to share their work with the rest of the class.
Children to give feedback to the children on their work. / Level 3 children will have made some attempt to
elaborate on basic
information or events,
e.g. nouns expanded
by simple adjectives.
Level 4 children will have used some ideas and material developed in
detail, e.g. descriptions
elaborated by adverbial and expanded nounphrases.
Level 5 children will relevant ideas and
material developed
with some imaginative
detail.
Thurs / Use different narrative techniques to engage and entertain the reader.
Select words and language drawing on knowledge of diary features.
Use paragraphs to achieve pace and emphasis. / Rewatch the clip for final time and ask the children to note down the main the events of the “story” on a whiteboard. Discuss what happened in the clip – beg, mid, end.
Discuss recount and what it means.
Explain to the children that they are going to write a diary entry as if they were the robot and recount what happened in the clip.
Independent Activities
Write a diary entry for the robot focusing on the events in the film.
Level 3 – Children to be given writing frame to help them order their ideas.
Level 4 – Children to write the diary entry independently.
Level 4a/5 – To work with KE - Children to write a diary entry from the Robot focussing on writer’s viewpoint – what should the reader feel when they have read the diary? / Children to peer assess using two stars and a wish. / Level 3 will have made an attempt toadopt a viewpoint.
Level 4 children will have straightforward viewpoint generallyestablished and
maintained,
Level 5 children will establish and maintain a consistent clear viewpoint.
Fri / Describe a character / Re - watch the clip – discuss the work done in the previous lesson.
Discuss the fact that the robot is lonely; discuss times when we feel lonely. What can we do when we feel lonely? Brainstorm ideas on The IWB.
Independent Activities
Create a friend for the robot. Draw or describe him. Give him a personality.
Level 3c/3b – Children to write a character description for the Robot with a given writing frame.
Level - 3a – Children to write a character description for the robot’s friend with a given tick list of things they must include.
Level 4 – Children to do as above but independently. / Children to self-assess their work and set themselves a target against the success criteria.
Level 5 children will relevant ideas and
material developed
with some imaginative
detail. / Level 3 children will have made some attempt to
elaborate on basic
information or events,
e.g. nouns expanded
by simple adjectives.
Level 4 children will have used some ideas and material developed in
detail, e.g. descriptions
elaborated by adverbial and expanded noun phrases.