Professional Documents
Culture Documents
Week 2
Level
Descriptors/Lite
racy Strands
Steps to Success
Differentiation
PPM
Resou
APP Foci
Monday
IALT know
the
structure
of a text.
I can
identify
key events
in a text.
I can
identify
problems
and
solutions.
I
understan
d how the
structure
of a text
engages a
reader.
Today IALF you to know the story of The Lost Happy Endings
and begin to discuss the structure of the text.
What do I mean by Key Event?
On IWB show some key events and non-key events in Goldilocks
e.g. The bears find Goldilocks asleep and it was a sunny day
or the chair was made of oak or the moon was full and bright.
What does your reader NEED to know?
Activities
Remember:
A good story map only includes the main parts of the story
the parts your reader wants to know/needs to know!
You should be able to share this story to someone who has
never heard this before so that they know the main points!
L2- Story Map With pictures of events in the text.
L3 With TA Model and then get children to work
independently on including just the KEY EVENTS! Story
mountain/roller-coaster showing problems and solutions in the
narrative. Choice over which they would choose.
L4 With CT diamond Nine activity in small groups/pairs
Small
pictures
the boo
(main e
only) to
order fo
LA.
Story
Mounta
templat
L3 child
find
present
tricky.
Laptop
each ta
with a c
of text
laptop p
pair if
possible
borrow
Week 2
other ye
groups?
Tuesday
2a I can use some
interesting and
ambitious words (words
not usual for age).
3c I can use
interesting and varied
words.
3b I can use ambitious
word choices (picking
up on ambition from
L2).
IALT create
and
describe a
character
in detail.
L2/Low L3
Out with a TA
These children
will be rewriting the
story instead
of creating
their own.
(Logan, Harry,
Charlotte W,
Callum).
Outline
child
charac
ub
Adjecti
Adverb
bank /
Emerge
packs.
Activity 1 (6 minutes)
Jubs outline inside write what we know about Jub. This will help us
to know what our Jub-like character should be like!
e.g. lives in a hole, tries to defeat a witch, must be extraordinary in
some way, special job, be a child but perhaps slightly elf-like?
Why must your character be very similar to Jub? So that you get a
similar style narrative to The Lost Happy Endings and achieve our
writing for real purpose.
Week 2
Act 1:
Use an outline
of Jub filling in
words about
appearance on
the outside
and
personality/thi
ngs we dont
know from
looking at Jub
on the inside.
Out wi
for foc
Kian
Max
Ayus
Ereni
Joe
Jame
Week 2
to describe Jub.
Challenge
ideas open
with an
adverb, use ,
to list
adjectives,
include a
conjunction
(but, because,
also, as well
as,
Wednesday
3c
I am beginning to
IALT
describe
the action
in a scene.
p. 4 of t
book
Map of
she mig
go.
4c
I am beginning to
I can use a
variety
verbs to
describe
movement
I can use
sensible
adverbs to
describe a
verb.
use figurative
language including
similes, metaphors
and personification.
I can use a range of
ly words to open
sentences.
4a
I can use figurative
language (not always
accurately).
I can select from a wide
range of ambitious and
imaginative vocabulary
and use this precisely.
5c
I can use
adverbs
and verbs
precisely.
Week 2
continue in books
after but must
complete 3
sentences with you
that contain
SE Pict
sheet w
locatio
ideas
ADJECTIVES FOR
NOUNS!
Shared writing
What might be my next sentence?
What could be described about the environment around her?
Take different ideas. Can we link two of these different ideas
I can use
together? Could we improve the sentence to start with an adverb?
figurative
Writing
language
to explain Children to write their journey
movement Challenge Can you describe everything within the picture before Jub
moves on?
.
Plenary
What would your 3 top tips be for someone from this lesson? What
ingredients have you used to make your description effective?
ADVERBS FOR
Out wi
for foc
Ensure every
Kian
adverb and verb
Max
are accurately
Ayus
used sensible
Ereni
get them to act
Joe
out. Focus on depth Jame
VERBS!
of description of
object before
moving on.
Challenge them
further by
helping children to
choose interesting
verbs and adverbs.
Clarify what they
are going to
describe. Challenge
to write sentences
Week 2
that start with
adverb+ verb
double whammies like Darting briskly
through the forest,
Jub saw.
Ensure every
adverb and verb
are accurately
used. Focus on
depth of
description of
object before
moving on.
CT - Ensure using
interesting
language to
describe. Look at
using similes to add
to their description
of movement e.g.
trees in
background.
Thursd
ay
IALT
improve
the range
of
connectives
and
conjunction
s I use.
Starter
Connective and conjunction hunt Get children to draw two
columns
One titled Introducing (an idea) and one joining (an idea) - read
through Lost Happy endings and record connectives and conjunctions
in your book.
Steps to
Success
I know the
role of a
conjunction
I can identify
sentences
that can be
joined with a
conjunction.
Model
I can build on E.g.
my
Although the lady looked old and feeble, her grip was strong. The
Week 2
L2 Out with
LW as
yesterday Go
through using
a wider range
of
conjunctions/c
onnectives
they rarely use
from Level 3
see
connectives
card. Model
some
sentences
using these
and get them
to write their
own!
L3 LK to
support
Tommy,
Scarlett and
There a
conjun
sheets
emerge
packs t
use.
There a
connec
sheets
there t
young girl tried to escape; Consequently the old hags grip grew
tighter! Hope was fleeing from Jubs body. Nevertheless, she held
back her tears. She was worried due to the fact her endings were
within the witchs reach!
Plenary
Tell me why you should use conjunctions in your writing!
Did you overcome a fear? What new conjunction/connective have you
been able to use today?
Week 2
Charlotte L in
using more
ambitious
conjunctions
and
connectives in
their writing
get them to
use Level 4
ones if possible
and model how
to use get
them to record
their own
sentence in
their book!
L4/L5 - All
others work
independently
and ask for
support if
unsure about
how to use
conjunction! Or
check in the
dictionary if
there is an
Friday
IALT
improve
the
punctuatio
n that I
use.
Use ! to
create
surprise and
shock for my
reader.
Use , to list
adjectives.
Week 2
example in a
sentence!
L2/Low 3: Use .
and CL
accurately.
Use ! ? and ,
for lists.
With Mrs Webb
in year 6
classroom a
sentence
showing a !,
another
showing ?,
another
showing , for a
list. RHC using
to mark
contraction
(dont, wont,
couldnt).
L3: Use . CL ! ?
and , for lists
accurately.
Use ,, and () to
add extra
information.
Activity 2:
Timed pair share how does your character defeat the thief and get
back their bag of beautiful beginnings?
Children to discuss with a partner how their thief is defeated.
Feedback ideas as a class with CT making notes on the whiteboard.
Activity 3:
L2 to begin writing their ending with support from TA.
L3 5 Teacher modelling how to use ,, () and ; in a piece of writing.
Emphasise that ; is used in place of a conjunction or can be used to
replace a . between two simple sentences. The two ideas either side
of the ; should make sense on their own.
All children to now begin writing independently.
Plenary:
Read back through a partners work and read their writing aloud
really emphasising the punctuation that they have put in.
Does their writing make sense? Have they used the punctuation
correctly? Any missing punctuation?
Give them verbal feedback as to what they did well and what you
think their punctuation target is.
Week 2
L4 5: Use . CL
! ? , and ()
accurately.
Use ; to join 2
closely linked
clauses.