Objectives: 5. (S) to form complex sentences through,e.g.:using different connecting devices; reading back complexsentences for clarity of meaning, and adjusting as necessary;evaluating which links work best; exploring how meaning is affectedby the sequence and structure of clauses; 6. (S) to secureknowledge and understanding of more sophisticated punctuationmarks: colon; semi-colon; parenthetic commas, dashes,brackets. 7.(T) to planquickly and effectively the plot, characters and structure of theirown narrative writing; 5. (W) to use word roots, prefixes and suffixesas a support for spelling: ex, prim, re, duo,

Whole class sharedreading and writing

Whole class phonics,spelling and grammar

Vocabulary & Resources

Group guided reading /writing

Independent grouptask(s)

Plenary, hwk.

& cross-curric.links

MONDAY

Opening introducing characters.Discuss the 5 elementsof story writing user the eraser on IWB. List as many differenttypes of opening and the criteria they offer. Shared reading:analyse and annotate two

examples/create checklist on IWB for creatingeffective characters.

Form longer sentences using different connectingdevices: *compound sentences (using connectives)

*complex sentences (using punctuation to addfurther clauses/phrases to simple clauses).

implicit /explicit

compoundsentences

complexsentences

clause,

connective

guided group

reading /writing

Teacher to work with one group,based on teacher assessment of weaknesses in guidedwriting/reading.

Working in pairs, analyse theopenings of other short stories (guided reading books?). Highlighton the text techniques the writer uses to introduce characters:an interesting name, description of what the character islike etc.

Children contribute to the class checklist offeatures of effective openings. Reveal the opening for BloddonsAdventure from the planning frame on the IWB. Hwk: Ch. Plan ownadventure story.

TUESDAY

Opening introducing characters.

Teacher writing demonstration using checklistfrom yesterday for writing effective openings. Use visual promptsand vocabulary of Bloddon to support the writing of theopening.

Canyou spot the spelling and punctuation mistakes? IWB.

Prefix:

Sub

guided group

reading /writing

Teacher to work with one group,based on teacher assessment of weaknesses in guidedwriting/reading.

Children to work independently, apply thechecklist to write an opening that introduces the characters.Remember to give an idea of the setting and get the storymoving.

Identify features of effective writing. How didyou introduce your character? Have you used connectives? Where?When? Have you used powerful verbs?

WEDNESDAY

Build-up.

Discuss with the children what should happen inthe build up part of the story. Shared reading: Quickly re-cap whathas happened so far in the story. Continue to analyse and annotateMacs Adventure.

Create a checklist for effectivebuild-ups.

guided group

reading /writing

Teacher to work with one group,based on teacher assessment of weaknesses in guidedwriting/reading.

Working in small groups, analyse the build-upand setting of other short stories and extend the checklist.

Contribute to the class checklist build-ups.

Reveal the build-up for Bloddons Adventurefrom the planning frame on the IWB.

THURSDAY

Build-up.

Teacher writing demonstration using checklistfrom yesterday for writing effective build-ups. Use visual promptsand vocabulary of Bloddon to support the writing of thebuild-up.

Canyou spot the spelling and punctuation mistakes? IWB.

implicit /explicit

compoundsentences

complexsentences

clause,

connective

guided group

reading /writing

Teacher to work with one group,based on teacher assessment of weaknesses in guidedwriting/reading.

Children to work independently, apply thechecklist to build- up the story and to establish thesetting.

Work evaluated against checklist. Have you usedinvented words and names? Have you used connectives? Where? When?Have you included details about the senses?

FRIDAY

Dilemma

Discuss with the children what sort of dilemmascould happen in this part of the story. Shared reading: Continue toanalyse and annotate Macs Adventure.

What sort of dilemmas wouldreally affect the main character:

e.g. timid character = a scaryevent. Record on the IWB.

Colon,

semi-colon,parenthetic commas,

dashes,

brackets

guided group

reading /writing

Teacher to work with one group,based on teacher assessment of weaknesses in guidedwriting/reading.

Working in pairs, analyse the dilemma of othershort stories and extend the checklist.

Contribute to the class checklist dilemma.

Reveal the dilemma for Bloddons Adventure fromthe planning frame on the IWB.