| Name | Robin Hood planning |
|---|---|
| Owner | chelsey |
| Level | 5 |
| Topic | Literacy |
| Unit | Legends |
| Description | New Framework based planning Legends |
| File 1 | 31_full RobinHood.doc |
| File 2 |
☝️ Download Planning |
Week commencing
| YEAR GROUP: 5 SEN/EALSupport:
| Focus: Legends(week 1 of 4) Texts: RobinHood | |||||
| Sentence/Word Level TextLevel | Independent
| Plenary | SuccessCriteria | KeyWords | ||
T H U
| O to identify features of legends A Ask chn whatthey think of when you talk about legends are there any storiesthat come to their minds scribe ideas on bd use one of theexamples to help create a checklist of features of legends features oflegends charactersshrouded in mystery could be real not sure but set in realplaces and in real historic times Also Repetition repeated phrases, motifs, etc. Use of a setpattern to the verse or to the story (beginning = set up situation,middle = action, end = conclusion, usually amusing or humorous andoften with a twist in the tail.) Use of significantnumbers (3, 7 etc.) Stockcharacters: - cheeky/naughty/intelligenthero - big, braveside-kick - baddy,villain Perhaps a slightlyunconventional sweetheart | O to identify features of legends A Chn to copydown main features of legends from board and then in pairs think ofstories they know, have been told that might fit with thosefeatures scribe notes on bds to feed back
Chn feedback withdifferent stories hopefully, stories from different cultures too see how they fit with features | Talk about howlegendary stories are passed on from generation to generation oral storytelling how does this affect the story changingit | MUST I can recognisefeatures of a legend SHOULD I can explain thefeatures of a legend COULD I can giveexamples of features of a legend | features legend historic mystery hero heroic traditional
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F R I
| O to identify features of legends A Read ListenOne and All opening to Robin Hood page by page discussingdifficult words and asking chn to find features of legends as youread scribe on board as you go | O to identify features of legends A Using theheadings from yesterday in books write down the examples offeatures found in the intro to Robin Hood
LA printedheadings | Go throughfeatures and examples found were there any differences why doyou think these occurred? | MUST I can recognisefeatures of a legend SHOULD I can explain thefeatures of a legend COULD I can giveexamples of features of a legend |
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Week commencing 7thJan 2008 |
| Focus: Legends(week 2 of 4) Texts: RobinHood | |||
| Sentence/Word Level TextLevel | Independent
| Plenary | SuccessCriteria | KeyWords |
M
| O to compare different versions of samestory A Read story ofFriar of Fountaindale get chn to recap to each other whathappened in story and to plot key points on w/bds Remind chn oftradition of oral storytelling how it changes over the years.Explain they will compare the version they have just heard with twodifferent versions they should note the differences in how theyare told, written, presented | O to compare different versions of samestory A Chn to use DKand Marcia Williams versions of Friar Tuck story and compare thedifferences, making notes on w/bds | What differencescould we find why do you think they are?
Which one did theyprefer why? | MUST I can find thedifferences between different versions of a story SHOULD I can explain thedifferences COULD I can compare thedifferences | features legend historic mystery hero heroic traditional
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T U E
| O to investigate characters A Show two clipsof Robin Hood from film and from BBC trailers are thesecharacters portrayed differently why is that Read Stranger onthe Bridge, stopping frequently to recap, then plot key events onboard what do we learn about Robin from this story mindmapideas on board Model re-tellingstory from Robins point of view | O to re-tell a story from a characters point ofview A In pairs, chnto take on roles of Robin and Little John and retell story fromtheir point of view encourage to include feelings as well asactions | Hotseat differentchn as characters | MUST I can retell astory from the point of view of a character SHOULD I can use wordsand sentences appropriate to that character COULD I can show thefeelings of the character | features legend historic mystery hero heroic traditional
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W E D
| O to investigate characters A Mindmap on bd,what we know about the character of Robin so far what hispersonality is like, how he approaches different things Read Allan a Dale keep stopping to recap on what is happening what else do welearn about Robin from this episode.
Model role on thewall activity | O to investigate characters A On each table,A3 sheet with picture of Robin, chn to write around picture ideasas to personality, feelings, descriptive words etc to build up apicture of Robin | Transfer chnsideas to w/bd to use later
Watch interviewwith BBC Robin Hood actor listen to how he interprets thecharacter | MUST I can describe acharacter SHOULD I can use powerfulvocabulary in my descriptions COULD I can describe theemotions and wishes of a character | features legend historic mystery hero heroic traditional
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T H U
| O to investigate characters AWatch more of theinterviews with the actors that played the characters in the TVseries. Tell chn that a director would spend a lot of time lookingfor the right actors to suit the character in the film or show.When selected they would be given a detailed character profile sothat they can get into character. If they are going to bebelieved by the audience they actually are that person rather thanan actor playing them, they need to understand who they are.Explain that chn are going to write a character profile for anactor to play a role in the new TV series Robin Hood. | LA O to investigate characters AChn work with anadult as scribe to create a detailed character profile for RobinHood (the actor playing him) | Listen to lots ofchns profiles others to add in extra ideas that hadnt occurredto them to build up as bigger picture as possible of their chosencharacter | MUST I can write acharacter profile SHOULD I can use shortdescriptive sentences in my profile COULD I can understand acharacters role in a traditional story | features legend historic mystery hero heroic traditional
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HA/MA O to investigate characters AChn write acharacter profile of any of the characters in Robin Hood. Theircharacter profile is going to be given to an actor/actress who isgoing to play the part of this character in the TV series.Therefore the character profile needs to be detailed we shallneed to use short descriptive sentences | |||||
F R I
| O to investigate characters A Recap oncharacters met so far Robin, Little John, Friar Tuck, Allan aDale, Sheriff of Nottingham, and what we know about them Read DK story ofMarion what sort of person do we think she is add in notes todetails collected about other characters Model writing as acharacter and generate success criteria | O to write as a character AAsk chn to choosetheir favourite character (other than Robin Hood). They write adiary entry for that character for a day in one of the stories theyhave read. Remind chn to write in the 1st person as ifthey are the character! Encourage chn to use the characterdescriptions to help. Are they inside their character? Thinkabout how they would talk about the other characters | Listen to some ofthe diary entries
How successfulwere these pieces of writing | MUST I can write in the1st person SHOULD I can write fromthe point of view of a character COULD I can show therelationship between my character and others in my writing | features legend historic mystery hero heroic traditional
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Week commencing 14thJan 2008 |
| Focus: Legends(week 3 of 4) Texts: RobinHood | |||
| Sentence/Word Level TextLevel | Independent
| Plenary | SuccessCriteria | KeyWords |
M
| O to understand the movement of a plot A Re-read Story ofFriar Tuck (use Marcia Williams cartoon version) and demo how toplot on tension graph
Talk through howtension ebbs and flows during story how does a storyteller/writerensure he/she keeps audience interested? | O to consider the build up of tension in astory A Read GoldenArrow (from Marcia Williams version) and whilst reading, pause forchn to plot where they think the tension has reached on their owngraph. | Compare differentgraphs are there differences, why do we think these arose? | MUST I can see thestructure of a plot SHOULD I can understandthe movement of a plot COULD I can showexamples of how tension is created | features legend historic mystery hero heroic traditional
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T U E
| O to order key events in a story A Have on theboard some of the key events of the Golden Arrow story in theincorrect order chn to re-order and to help re-tell thestory
Which charactercould be telling this story? How do we know?
How would thesentences change if the Sherriff was telling the story? | O to re-tell a story from a characters point ofview A Chn to makebullet points for key events of Golden Arrow story, told from thepoint of view of the Sherriff. | Different chn tore-tell Golden Arrow story, using their notes, as theSherriff | MUST I can retell astory from the point of view of a character SHOULD I can use wordsand sentences appropriate to that character COULD I can show thefeelings of the character | features legend historic mystery hero heroic traditional
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W E D
| O to plot main events of a story A Read The MayProcession and keep pausing to recap and note events on bd | O to plot main events of a story A Chn to usenotes from board and create a story circle showing main events ofMay Procession story.
LA pictorial MA pics andwords (narrative) HA includedialogue | Chn to use thisresource to re-tell story compare to bullet points yesterday which was better to use - why | MUST I can recall mainevents of a story SHOULD I can order themain events of a story correctly COULD I can includedialogue when ordering the main events of a story | features legend historic mystery hero heroic traditional
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Week commencing 21stJan 2008 |
| Focus: Legends(week 4 of 4) Texts: RobinHood | |||
| Sentence/Word Level TextLevel | Independent
| Plenary | SuccessCriteria | KeyWords |
M
| SENTENCE O to investigate using connectives A para from RH onboard already split into short sentences. Chn to give suggestionshow these short sentences could be joined together. brainstormother connectives that could be used. Use pyramid to referto | O to plan own version of a legend A Chn to plan ownversion of a Robin Hood story using writing frame (differentiatedwriting frames)
| Chn to plot ownplan onto tension graph and review with partner | I can use features of alegend include abeginning, middle and end build up tensionin my story | features legend historic mystery hero heroic traditional
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TEXT O to plan own version of a legend based on oneread A Using planningframe plan own Robin Hood story talk children through process using ideas from other stories, ideas of what might happen fromwhat we know about Robin (ie disguise, archery competition,fighting for good) check ideas on plan against features of alegend | |||||
T U E
| WORD O to investigate powerful vocabulary A Read hiddenpara to chn as they are listening, they should note down on w/bdsthe powerful vocabulary they hear. Feedback and discuss how doesthe use of these words help the story? | O to describe a character in detail A Chn to createown character profiles using own story plan ideas | Referring back toopening, and additionally thinking about each character, give eachtable some strips of paper and a box of felts. Chn to write someWOW words that they think they might use when writing their ownstories put these up on working wall | I can describe mycharacters use excitingvocabulary consider emotionsof my characters | features legend historic mystery hero heroic traditional
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TEXT O to create character profiles A Using ideasfrom yesterdays plan take each character and begin to map outfeatures of each looks, what they sound like, what theirreactions and actions are in the storyline | |||||
W E D
| SENTENCE O to revise use of punctuation A Use pyramid andrecap on the use of punctuation | O to write an opening to a story AUsing own plans,chn to begin to write own story ensure chn know that it is onlythe beginning they are writing today | What did they finddifficult, why how did they overcome difficulties? | I can use my plan towrite the opening to my story use paragraphsappropriately in my writing use the featuresof a good story opening in my writing use punctuationcorrectly | features legend historic mystery hero heroic traditional
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TEXT O to begin to write own version of a legend based on oneread A Model openingof own story based on plan consider ways of opening story, waysof introducing characters, setting scene paragraphs check buildup of tension putting questions in readers minds | |||||
T H U
| WORD O to revise use of powerful vocabulary A Remind chn ofWOW words collected on wall get chn to think of own plan and tomake a list of WOW words that they might use | O to continue own version of a legend A chn to continueto use plan to write own version of legend ensure they arefocusing on build up of tension in middle of story | Review beginningand middle of story demo editing to improve and give chn time todo the same | I can use my plan towrite the middle of my story use paragraphsappropriately in my writing build up tensionin my story include detailsabout characters and settings in my story use punctuationcorrectly use powerfulvocabulary | features legend historic mystery hero heroic traditional
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TEXT O to continue to write own version of alegend A continue tomodel writing own version from plan ensure chn understand thatthis is the middle of the story and therefore this is where themain action will take place refer back to tensionchart | |||||