| Name | Fantasy Stories (2) |
|---|---|
| Owner | Poppychick |
| Level | 1 |
| Topic | Literacy |
| Unit | Fantasy Stories |
| Description | Where the wild things are |
| File 1 | 30_7 days of Where the Wild Things Are.doc |
| File 2 |
☝️ Download Planning |
LITERACYPLANNER
Yeargroup: 1 Term:Spring2 2008 Week:Wks 3 and 4 ofFantasy Stories unit Where the Wild ThingsAre Outcome:Compose completesentences correctly demarcated by capital letters and full stops(marking and feedback against agreed success criteria). Write ashort story with the events organised sequentially into problem andresolution (marking and feedback against agreed successcriteria).
Text:Where the Wild ThingsAre | New FrameworkOverview:
Readstories about fantasy worlds, for example imaginary lands, space,animal homes. Visualise settings, talk about what is new orunexpected and predict how characters will look and behave in thesesettings. Make links with children's experience, for example, whatwould you do if you found yourself here? Compare and contraststories with different settings and encourage children to expresspreferences. Identifythe main characters and events in a story. Children retell orallywith main events in sequence. Watcha short performance or film version of a story with a fantasysetting. Ask children to identify the key features and expressviews about, for example, how they created a sense of excitement.Children write about a significant incident from the story that wasperformed. Readseveral short stories with similar imaginary settings. Ask groupsof children to make predictions about what will happen in that typeof story and how characters will behave. They check theirpredictions by reading further stories. Createan imaginary setting and characters with the class. Explore storyideas using discussion and role-play. Record the main events for aclass story based on children's suggestions and tell the storyorally. Children then write their own version of the story, usingor adapting the class ideas. Support children in writing storieswith a clear beginning, middle and end. Each part has more than onesentence and events are sequenced logically. The stories couldinclude good and bad characters and examples of storylanguage.
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New FrameworkObjectives
Most childrenlearn to: 1. Speaking Tellstories and describe incidents from their own experience in anaudible voice Retell stories,ordering events using story language 2. Listening andresponding Listen withsustained concentration, building new stores of words in differentcontexts 4. Drama Explore familiarthemes and characters through improvisation and role-play 5. Wordrecognition: decoding (reading) and encoding (spelling) Recognise and usealternative ways of pronouncing the graphemes already taught Recognise and usealternative ways of spelling the graphemes already taught Identify theconstituent parts of two-syllable and three-syllable words tosupport the application of phonic knowledge and skills Recogniseautomatically an increasing number of familiar high frequencywords Apply phonicknowledge and skills as the prime approach to reading and spellingunfamiliar words that are not completely decodable Readmore challenging texts which can be decoded using their acquiredphonic knowledge and skills, along with automatic recognition ofhigh frequency words Readand spell phonically decodable two-syllable and three-syllablewords 6. Word structureand spelling Spell new wordsusing phonics as the prime approach Segment soundsinto their constituent phonemes in order to spell themcorrectly Recognise and usealternative ways of spelling the graphemes already taught Useknowledge of common inflections in spelling, such as plurals, -ly,-er Readand spell phonically decodable two-syllable and three-syllablewords 7. Understandingand interpreting texts Identify the mainevents and characters in stories, and find specific information insimple texts Usesyntax and context when reading for meaning 8. Engaging withand responding to texts Select books forpersonal reading and give reasons for choices Visualise andcomment on events, characters and ideas, making imaginative linksto own experiences 9. Creating andshaping texts Independentlychoose what to write about, plan and follow it through Usekey features of narrative in their own writing Create shortsimple texts on paper and on screen that combine words with images(and sounds) 10. Text structureand organisation Writechronological and non-chronological texts using simplestructures 11. Sentencestructure and punctuation Compose and writesimple sentences independently to communicate meaning
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| Whole classlearning | Whole classword/sentence | Guidedlearning
| Independentlearning / differentiation | Plenary &AFL |
Thur
| WALT use storyopenings to begin our writing.
Read a variety ofstories, record the opening sentence each time and discuss. Shared writing of astory opening. Choose together one of the openings found in thebooks. Spin to find a character. Model writing the beginning of astory eg.
Once there was asilly, greedy dragon who lived in a castle. He liked doing naughtythings and eating lots of food up.
Use up-levelling toimprove the sentence according to VCOP. | Miss Lucas
Lollipops Use spinners tochoose a character write an opening sentence for a story usingthat character. Ensure use of WOW words and connectives. | Paramedics
Choose a characterpicture from sheet complete last week. Write an opening sentencefor their character. Possibly use Jims character dice for thisactivity. Where did the pictures come from?
Police Officers &Fire Fighters
Three pictures on agrid. Children write a sentence for each one use pictures fromWTWTA.
Dentists - CP | Choose my favouritecharacter from the spinner and describe it with one WOWword. | |
Friday
| WALT considerand describe a story setting.
Recap on the settingof the story wild place, vines, magical bedroom etc. Show thestory The Tiger Who Came to Tea discuss setting. Categorise alist of settings into everyday and fantasy. Ask children to choosetheir favourite. Write favourite setting on planning sheets whilston carpet.
| Miss Lucas PoliceOfficers Use the settingsspinner, cover up adjectives. Describe setting ..
How does itlook? What is there? What sounds arethere? Daniel fingerspaces | Lollipops &Paramedics
Choose a storysetting card from the table think of two wow words with a partnerto describe that setting.
Dentists As PO and FFyesterday, possibly use just 2 pictures.
FF Activityarea |
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Mon
| WALT make a plan fora fantasy story.
Explain that we canuse a good model to help us to write our own fantasy story andre-tell this one. Look at the 5 key questions and answer them inrelation to WTWTA.
What magical thinginitiates the adventure? (bedroom, porridge, costume) How do you get to thesetting? (boat) What happens when youget there? (met wild things and had wild rumpus) Who do you meet?(wild creatures) How did you get back?(boat)
Look at the chartmade for homework, discuss use of connectives to plan a story. Givech a character and setting on a piece of paper, then model writingour own story plan.
| Miss Lucas Dentists & FireFighters http://www.bbc.co.uk/cbeebies/stories/jackbeanstalk.shtml
sequencing, captionsactivity use storyboard pictures on memory stick
Miss Hampson Lollipop Patrolcomplete sheet for WTWTA
| Paramedics
Completeindependently
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Tues
| WALT make a plan fora fantasy story.
Remind of 5 keyquestions from yesterday. Tell children we will be planning a classfantasy story over the next few days and writing our own stories onFriday. Today we will plan a new story about Max by answering thefive questions.
Decide together whatmagical thing initiates the adventure by using the objects spinner.Choose setting using the spinner. Choose a way of transport to thesetting.
Record this on aplanning sheet using pictures / words. Remind ch that we aremaking notes not writing a story and therefore dont need fullsentences. | Miss Lucas Miss Hampson
Dentists & FireFighters
Complete steps asdone in whole class work on simple planning sheet. | Paramedics &Lollipops
Complete planningsheets and select wow words for their setting and object.
PoliceOfficers As Dentists andFF. | Tick off thequestions we have answered, talk about next steps. | |
Wed
| WALT make a plan fora fantasy story.
Use talking partnersto discuss what happens at the setting. Allocate groups to discussdifferent settings from the spinner. Model note making about theactivity at the setting on the story plan. Repeat for who they meet. Then how they get back.
Ask focus children toretell our class story. | Miss Lucas
Dentists & FireFighters
Illustrate and writekey words to describe what happened there.
| Other groups completestory plan. |
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Thurs
| WALT use connectivesin our writing.
Look at story planand show connectives; first, then, soon, after that, later,finally.
Write sentences forfirst two parts of the story using a connective. Tick off whenused. Children write on whiteboards. Relate this to the HOTsentences display. | MissLucas Paramedics &Lollipops
Sentences from classstory in jumbled order without connectives. Children must addconnective and put in order.
| Mrs. Corfield
Fire Fighters withLC Police Officers -I Writing frame withconnectives at start of sentence, complete sentences.
Dentists CP | Play Improve usingwhiteboards. | |
Fri
| WALT use a storyplan to write a fantasy story. Look at openingsfrom last week. Complete the storyplan.
Create successcriteria To use some good wowwords to describe your Wild Thing. To use capitalletters and full stops. To write in fullsentences, using connectives. | Writingassessment Mrs.Corfield | |||
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Tues
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Thurs
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