| Name | Not Now Bernard |
|---|---|
| Owner | Poppychick |
| Level | 1 |
| Topic | Literacy |
| Unit | Narrative |
| Description | |
| File 1 | 30_Not Now Bernard.doc |
| File 2 |
☝️ Download Planning |
LITERACYPLANNER
Yeargroup: 1 Term:Autumn1st 2007 Week:1/4 Narrative Unit1 Stories & Poems withFamiliar Settings Outcome:3 simple sentences totell a story. Text:Not NowBernard | New FrameworkOverview: This is the firstof a block of four narrative units in Year 1. It builds onchildrens experience and knowledge from the Early Years FoundationStage and introduces new areas of learning that will be developedduring the year. The unit can be linked to many other curriculumareas such as history or personal, social and health education. Itcan be taught in two sequences each lasting two weeks, asillustrated below, or as a single 4-week unit. The teachingsequence is repeated but the texts read and the writing outcomesare different.
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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 (withteacher/TA) | Independentlearning / differentiation | Plenary &AFL |
Mon | LO: to identifythe main character in a story Read the story NotNow Bernard Begin with walkthrough discussion of front coverillustration who might the characters be? What do you think themonsters part in this story might be? Introduce the termcharacter as the people in a story. Make a list of the charactersin this story and talk about who is the most important. Describethe monster as main character. Write several key words todescribe the monster on the board then model putting one in asentence. The monster is Challenge the children tofind exciting words that we can add to our wow word tree.
| Dentists- with JLdraw a picture of the monster. Share ideas of words to describe andteacher scribe on large paper. Chn to sound out the wordsphonetically on their paper too.
Police withGB | Fire Fighters
Key words of thisweek.
Write in a shapeusing felt tips.
2 groups to accesscontinuous provision. | Introduce somevocabulary not used in the session ie. interesting adjectives. Sortinto two sets those which describe the monster and those which donot. | |
Tues 1/4
| LO: to identify anddescribe a character to useconnectives in writing Show a large pictureof the monster ask the children who it is . Use talking partnersto generate description of monster. Use the stem sentence fromyesterday. Choose a couple of sentences then ask chn if they couldadd a bit more to their sentence by using a connective. Show theword because help to read then add to end of sentence and discusswho we could finish the sentence. Scribe some of the childrensideas then choose a favourite one to go on the wow sentencesdisplay. Read it all together. | Lollipop ppl withJL Paramedics withGB
Provide some words todescribe the monster eg. cheeky, friendly, greedy. Ch put into asentence using because and record on worksheet. Illustrate with apicture and action using the monster. | Dentists
Key words of the week rainbow writing using felt tips.
2 groups to accesscontinuous provision. | Sentencepuzzles
Beginning,connective and end jumbled. Chn to put these together. | |
Thur 1/4 | LO: to write asentence using a cpl and fs. Human sentencesrelating to the story. Talk about what a good sentence needs andrelate to the writing toolkit tell the ch they can use this tocheck their work (helping hands). Show Rubys sentence with somemistakes. Can the ch spot what is missing from the sentence? TargetHA asking how could Ruby improve her sentence? (aim for using ofadjectives or connectives) Aim for a wow sentence for thedisplay. | Fire Fighters withJL
As yesterdays guidedwriting. Support by providing stem sentences and ch only providethe subordinate clause.
Dentists withGB Use helping hands tocheck a set of sentences related to the text. | Lollipoppatrol
Key words of theweek
Write in a shapeusing felt tips.
2 groups to accesscontinuous provision. | Spot themistake
Sort 4 sentences intocolumns to see whether they are a good sentence or not. Show thehelping hands to help and demonstrate how to check. | |
Fri 1/4
| LO: To retell astory using pictures.
Show a set ofpictures from the text. Ask children to describe each picture,encourage use of full sentences. Show a simple sentences relatingto one of the pictures. Encourage use of all strategies to read thesentence phonics, use of context, key words. Ask the childrenhow many sentences are contained in it (make sure there is just onebut over two lines). Remind ch of concept of a sentence as oneidea. Look at all the features of the good sentence they have read.Match the sentence to the correct picture from the text. Repeat iftime allows. | Dentists withJL
Use storyboard tocreate 3 pictures from the text in the correct order. JL to labelwith the childs words what they are.
Fire Fighters withGB As Dentists. | Paramedics
Make monster mask anddecorate. | Children who mademonster masks to wear their mask and say lines from the story oftheir choice. | |
Mon 1/4 | LO: To retell astory using key words from the text. Children to work inmixed ability pairs use a small whiteboard to write a sentenceabout the story from the beginning, middle or end. Share severalthen choose different parts of the story and ask the class to putthem in the correct order. Read together as a story. | Paramedics withGB Lollipop Patrol withJL
Write sentences onpost it notes about the story. Sequence them in correctorder. | PoliceOfficers
Make monster mask anddecorate. | Talk about thechildrnes favourite part of the story and relate to beginning,middle or end. | |
Tues 2/4
| LO:Recogniseautomatically an increasing number of familiar high frequencywords Introduce the weekskey words. Talk about the sounds in them that the children knowalready and highlight those. Practise look, cover, write, check onindividual whiteboards. Show a piece of text relating to the story.Ch identify they key words and write them on their boards chooseindividuals to come up and underline on the smart board. | Police with JL Lollipops withGB Sound swap, symbolsearch and sentence dictation on relevant unit fromSoundswrite.
| Soundswriteactivities for two groups to complete independently. | Play pairs using theHF words introduced today. | |
Thurs 2/4
| LO: To sequencethe main events of a story.
Story map createwhole class story map of the story. Order main events put beginningand end on first then work from there. Add some key words andphrases from the story to the map. | Paramedics withJL Police with GB
Make own story map.Increased amt of detail from Paramedics. Police to make sure 3 keyparts to story are present. | Key word activitiesindependent group. | Share some of thestory maps explain and encourage use of beginning, middle and endto support retelling of story. | |
Mon 2/4
| Read our classstory map. Have illustrations and key phrases from the text onstrips of paper. Sort into headings; beginning, middle and end tohelp sequence the story.
Key word activity LCWC possibly. | Dentists withJL Make a group storymap. Adult to do most of scribing. Ch to illustrate a key part oftext and stick in correct place.
Fire Fighters withGB Make a simple storymap featuring three key parts of the story. | LollipopPatrol
Create own storymaps. | Key wordplenary |
Tues 2/4
| LO: To discussand explore characters Show a pictureof a monster do the children believe in monsters? Have they everseen one? On TV? Make a list of things that a monster likes to doalso things that they like to do, are there any that both like todo?
Give themonster a name. | Lollipop withJL Police with GB
Make a list of thingstheir monster likes to do. My Monster Likes To . | Paramedics Paint a monster andgive it a name. | Explain to the chwhat the plot will be for their story. Link to the list ofsuggestions made about things that a monster likes to do. |
Wed
| LO: to use sentencesto write a simple story. 3 pieces of paper indifferent colours to represent beginning, middle and end. Start onewith the words One day . Talk to the children about things theydo everyday discuss what they could pretend that they were doingwhen they met a monster. Use Talking Partners to encourage ch toshare ideas. Choose one of the ideas and scribe the sentence on thefirst sheet. Explain to the children that this is the beginning ofthe story. Continue this process to write the middle and end of thestory. | Fire with GB Police with JL
Write own storycalled The day I met a monster. Use ideas from list made previousday.
Childrens writing tobe in a book with same coloured 3 sheets of paper to representbeginning, middle and end. | Dentists Paint a monster andgive it a name. | Read some of thestories. Evaluate some of the ideas to see if they are exciting,use good words etc. |
Thurs | LO: to use sentencesto write a simple story. Read the class storyagain. Discuss how many sentences in each part and how we know.Check sentences using helping hands. Ask ch to choose a differentactivity from the list and write a middle sentence on their whiteboards. Discuss some examples using helping hands etc depending ontheir contents. | Lollipop withGB As Paramedics butwith adult support.
Dentists withJL Choose a sentence tosay what they did with the monster. Write independently andillustrate. | Paramedics Write storyindependently. | Evaluate a couple ofthe stories using 3 stars and a wish. |