WEEKLY PLANS FOR REVISED LITERACY STRATEGY

Unit: SHORT STORIES WITH FLASHBACKS, UNIT 4, NARRATIVE

Phase
1

Childrens Objectives

I can identify how an author has

created the mood of a text and how an
author indicates shifts in time.

I can plan and write a narrative

which conveys mood and shifts in time.

Summary of activities
Devise and answer questions for a character.
Write a story review.
Make a story graph.
Plan a narrative piece using a paragraph
planner.
Sentence construction.
Write narrative from an alternative
viewpoint.
Select visual images to accompany narrative.
Review/evaluate work.

Strand
Strand 1 Speaking

Strand 2 Listening and responding

Strand 6 Word structure and spelling

Strand 7. Understanding and interpreting texts

Strand 9 Creating and shaping texts

Strand 10 Text structure and organisation

Date: 1 week block Spring 2011

Year group: 6 Miss Wilson and Miss Renier

Learning Outcomes

Children can identify how the author

has used a range of techniques to create
the mood of a text and to indicate shifts in
time.
Children can plan and write a narrative
using paragraphs to structure their writing
and create pace, and using a range of
techniques to indicate mood and shifts in
time.

Objective
Use a range of oral techniques to present persuasive arguments and
engaging narratives.
Make notes when listening for a sustained period and discuss how notetaking varies depending on context and purpose.
Use a range of appropriate strategies to edit, proofread and correct
spelling in own work, on paper and on screen.
Understand how writers use different structures to create coherence and
impact.
Understand underlying themes, causes and points of view.
Use different narrative techniques to engage and entertain the reader.
Integrate words, images and sounds imaginatively for different purposes.
Use varied structures to shape and organise texts coherently.

Week 1: 14th 18th February 2011

WEEK
MONDAY
W.A.L.T:
Understand how
flashbacks can
be used in
stories

VCOP:

Shared learning and teaching

Story opening with a flashback

What do you know about flashbacks? Do you know any stories with
flashbacks? Harry Potter, Charlie and the Chocolate factory.
Discuss different types of flashback e.g. memories, dreams
What do you think the Steps for Success are for a flashback
story?

I can start my story by describing the actions of the

character and the setting by using adjectives, similes and
metaphors to describe the setting and characters emotions
and actions

I can use powerful adverbs and verbs to describe actions

during the flashback

I can include flashbacks by using present tense for the

current action and changing to past tense for the flashback
OR I can indicate time change by use of age or year.

I can use time connectives to show the passing of time.

Flashback: if your story is being told in present tense then the

convention is simple. Put story-time action in present tense and put
the entire flashback in past tense. When you're ready to return to
story time, simply resume present tense
Read Hajj Extract 1 from the CD-ROM. Used it typed with
different colours showing parts which are flashbacks.
Discuss the impact of the opening, how the narrator is feeling, and
pick out the dramatic descriptions of the nightmare.
Establish that the story is in the present tense at the beginning,
first person, and that the author is using flashback (in past tense)
to tell the story. Ask the children what the Virginia is, what they
think may have happened and who the characters are. Encourage
them to use evidence from the text.
Ask the children to discuss in pairs who they think the narrator is,
how old he is, and how he feels about events. Share some ideas
with the class.
NO TA: setting up Eisteddfod

L
Using a copy of
Hajj as a group
with Teacher,
highlight key
emotive language,
where the
flashback starts,
powerful verbs
and adverbs.
Discuss as a group
what they think
will happen next.

M
Using a copy of
Hajj, highlight key
emotive language,
where the
flashback starts,
powerful verbs
and adverbs.

H
Using a copy of Hajj,
highlight key
emotive language,
where the flashback
starts, powerful
verbs and adverbs.
Write what you
think will happen
next?
Gifted and Talented:
Children to
write their memory
as a flashback.
Thinking about how
they start their
story of their
memory e.g. The
memory is always the
same. I will never
forget it.
I am running..

Plenary
Some of the
GT children
to share
their
flashbacks.

Assessment Criteria
Steps for Success:

I
can annotate a text
finding the key
features of a
flashback.

TUESDAY
W.A.L.T: write
a short
flashback

VCOP:

Creating mood through writing a flashback

Revisit the different types of flashback e.g. memories, dreams

and the SFS that we discussed yesterday.
What do you think the Steps for Success are for a flashback
story?

I can start my story by describing the actions of the

character and the setting by using adjectives, similes and
metaphors to describe the setting and characters emotions
and actions

I can use powerful adverbs and verbs to describe actions

during the flashback

I can include flashbacks by using present tense for the

current action and changing to past tense for the flashback
OR I can indicate time change by use of age or year.

I can use time connectives to show the passing of time.

Look at Hajj chapter one again and ask some children come up to
the board and highlight the SFS showing PRESENT AND PAST
TENSE USE to show where the flashback starts, use of powerful
vocabulary to describe the flashback in detail.
Tell the children that often flashbacks are used in films. Ask the
children about what they remember about The Piano from year 5
character descriptions.
With the class watch the film The Piano what is happening in
the short story? http://sph3re.tv/get/the-piano
What are the memories/flashbacks? Use your red thinking hat.
Discuss how many flashbacks there were and what they were.
Write a shared opening to a flashback e.g
Everyday, I sit there and play my favourite piece of music.
Specifically, I play the music that reminds me of the old times. As
I listen to my much-loved pieces, I remember memories of my
past; memories that have lasted a lifetime......
Children to choose one of the flashbacks from the clip to write.
NO TA: as inputting assessment data

Children to write
about one of the
flashbacks seen in
the video clip.
Use the prompt to
support them with
a starter to get
them going.

Children to work
with the teacher
to plan to write
about one of the
flashbacks seen in
the video clip.
Get them to focus
on the sentence
structure and use
of time
connectives.

Children to write
about at least two of
the flashbacks.
They are aiming to
get all of the SFS in
their extract using
different methods
of entering into the
flashback.

Gifted and Talented:

Teacher to work
Children to
with Focus Children. write about the
video clip that they
have just seen,
including at least two
of the flashbacks
can they use two
different ways of
entering into the
flashback?
Can they include 2
flashbacks?
Present, Past,
Present, Past,
Present

Children to
swap with
their partner
and find 2
pink and 2
green. Can
you reply to
your target?

Steps for Success:

I can start my story

by describing the
actions of the
character and the
setting by using
adjectives, similes and
metaphors to describe
the setting and
characters emotions
and actions

I can use powerful

adverbs and verbs to
describe actions during
the flashback

I can include
flashbacks by using
present tense for the
current action and
changing to past tense
for the flashback OR I
can indicate time
change by use of age or
year.

I can use time

connectives to show
the passing of time.

WEDNESDAY
W.A.L.T: write
a short
flashback

VCOP:
VCOP:

Handling time

Revisit the different types of flashback e.g. memories, dreams

and the SFS that we discussed yesterday.
What do you think the Steps for Success are for a flashback
story?

I can start my story by describing the actions of the

character and the setting by using adjectives, similes and
metaphors to describe the setting and characters emotions
and actions

I can use powerful adverbs and verbs to describe actions

during the flashback

I can include flashbacks by using present tense for the

current action and changing to past tense for the flashback
OR I can indicate time change by use of age or year.

I can use time connectives to show the passing of time.

Recap on what we have done so far in this unit. Hajj and

the piano.
Display and recap on the opening of the story Hajj. Draw a
character web, establishing what we already know about the
characters. Establish the mood of the story so far (tense,
awkward, and guilty). Picking out evidence from the text, show how
the author creates the mood (through characters thoughts,
actions, short sentences, vocabulary).

Children to write
their memory as a
flashback. Use the
5 senses to help
plan their ideas.
Use given prompt
on a mind map
planning frame for
their flashback.
Children can use
the shared
opening to start
them off.

Children to plan
their flashback
using the senses.
Children to then
write their
flashback in a
short paragraph.
Children to write
their own opening,
but can use ideas
from the shared
opening if
struggling.

Children to write
their memory as a
flashback.
Think of their own
opening.

Gifted and Talented:

Children to
write their memory
as a flashback.
Thinking about how
they start their
story of their
memory.

Teacher to work
with Focus Children. Can they include 2
flashbacks?
Present, Past,
Present, Past,
Present

Discuss the
effect of
using
flashback.
Does it add
to the mood
of the story?
What is the
impact of
writing the
story in the
first person?
How would
the story be
different if
it were
written from
the point of
view of one
of the other
boys?

Steps for Success:

I can start my story

by describing the
actions of the
character and the
setting by using
adjectives, similes and
metaphors to describe
the setting and
characters emotions
and actions

I can use powerful

adverbs and verbs to
describe actions during
the flashback

I can include
flashbacks by using
present tense for the
current action and
changing to past tense
for the flashback OR I
can indicate time
change by use of age or
year.

I can use time

connectives to show
the passing of time.

Get the
children to do
peer
assessment
looking for 3
tickled pink
points,

Tell the children there task: to write down their own earliest
memory/flashback. They should be given 5-10 minutes to sit
quietly to carefully think about this memory. It can be happy, sad,
scary or humorous but it must be real and memorable. When do
you find yourself day dreaming or having a flashback to another
time? What could their memory be? A time on a beach, a

holiday, a visit to a park.

How could you start your flashback?
Sitting at the same desk, staring out of the same window and
listening to Miss Wilson drone on and on about the same old
things...
NO TA in Elder
THURSDAY
W.A.L.T: Write
a short story
with a flashback

BIG WRITING: Story with a flashback

Could use Open Book Video as a prompt?

V naming the object and adding an adjective/adverb

C look at a range of time connectives
O concentrate on the use of ly followed by a comma and ing
connectives

Steps for Success:

I can start my story by describing the actions of the character and the setting by
using adjectives, similes and metaphors to describe the setting and characters emotions
and actions

I can use powerful adverbs and verbs to describe actions during the flashback

I can include flashbacks by using present tense for the current action and changing to
past tense for the flashback OR I can indicate time change by use of age or year.

I can use time connectives to show the passing of time.

P using questions to build tension and speech, new line, new

speaker.
VCOP:

VCOP
FRIDAY

VCOP:

Evaluation
Ask children to reflect on the story Hajj. Ask them to consider
the themes of the story, and generate a list. These may include
relationships between generations, loss, trauma, misunderstanding,
reconciliation, forgiveness, war. What did they like/dislike about
the story? What do they think the authors message was? Was
there a message or is it just a story?
Watch the opening the Edward Scissor hands and discuss the
flashback????

GT to think
of green for
growth,
If time add in
personal
target
Invite the
children to
read their
reviews to
the class. The
reviews could
be made into
a display or a
class book.