Michelle150

LiteracyPlan

Week beginning:21.04.08

Teacher:***************************** Unit:Unit 4 Stories about FantasyWorlds.

Class: 2 Year1

S&L Focus:Describe characters and settings orally. Listen and respond tofantasy stories.

Outcomes at the endof the unit: Compose complete sentences correctly demarcated bycapital letters and full stops. Write a short story with theevents organised sequentially into problem and resolution (markingand feedback given against agreed success criteria).

Objectives

Whole classword/sentence level

Whole class textlevel work

Differentiated /Independent

activities

Plenary

Mon: To read and respond to a fantasystory.

See separatephonics plan

Introduce the newunit to the class. Talk about what fantasy stories are imaginarylands, space, talking animals, imaginary creatures, magic. Show cha few examples of story books. Can they guess from title/cover ifthey may be fantasy stories? Introduce the Little Mermaid book.Look at cover; ask ch if they know what mermaids are. Has anyoneread the story? Watched the film? Where do they think story isset?

Share the story anddiscuss with the ch. Question to check for understanding ofstory/sequence of events.

Floppy To record inwords and pictures their favourite part of the story. Providestart of sentence. MH to work with.

Kipper To record inwords and pictures their favourite part of the story.

Chip &Biff To write a fullsentence about their favourite and their least favourite part ofthe story. Biff group to give reasons for choices usingbecause.

Ask ch to share withthe rest of the class their favourite/least favourite part of thestory.

AfL Are ch able torespond to the story of the Little Mermaid either orally or throughwords and pictures?

Evidence - Observewhole class whilst on carpet during WCT. Observe Floppy duringindependent work. Independent written work of ch.

Tues: To identify and discuss a storysetting.

See separatephonics plan

Recap on the storyof the Little Mermaid from yesterday. Ask the ch if they knowwhere the story takes place the setting. Look at pictures inbook to help us. Display picture from story on IWB. As a classthink of as many words as we can to describe the scene. Writearound image. Repeat with the images of inside Ursulas cave.Compare the two settings.

Provide ch with apicture from the story so they can describe the setting.

Floppy &Kipper Write words aroundthe pictures to describe the setting. MH work with Kipper.

Chip &Biff Write wordsaround image to describe the setting. Use words to write fullsentences to describe the setting.

Also diff byoutcome.

Ask some ch to sharewith the rest of the class words to describe the setting for theLittle Mermaid. Which are really good describingwords/phrases?

AfL Can ch think ofwords/phrases to describe the setting? Evidence Observe wholeclass whilst on carpet during WCT. Observe Kipper ch duringindependent work. Independent written work of ch.

Weds: To identify and discuss a main character in astory.

See separatephonics plan

Look at the frontcover of the book. Who can we see on the cover? Talk about eachof the three characters and what they are like, what they do in thestory. Ask ch if they now who the main character is. Who is thestory about? Show picture of Ariel on IWB. As a class think ofwords phrases to describe what Ariel looks like, acts like, does,wears, where she lives, who are her family etc.

Each group are towrite a character profile of Ariel. Differentiated byoutcome.

Floppy &Kipper Collect words andwrite around the picture of Ariel.

Chip &Biff Write fullsentences to describe Ariel.

MH to work with Biffto extend. Remind of capitals and full stops and encourage moreambitious language in their sentences.

Ask the ch from Biffto share some of their sentences to describe Ariel.

AfL Are ch able tothink of appropriate adjectives to describe a character?

Evidence Observewhole class whilst on carpet during WCT. Observe Biff ch duringindependent work. Independent written work of ch.

Thurs:To identify and discuss a main character ina story.

See separatephonics plan

Recap on story.What are the main events? Who are the characters in the story?Make a list on the whiteboard. Who are the good characters? Arethere any evil characters? Why are they evil? What do they do?Show picture of Ursula on IWB. As a class think of words todescribe her what she looks like, what she does, how she moves,what she is wearing, where she lives etc.

Provide ch with apicture of Ursula the Sea Witch.

Floppy Write words thatdescribe Ursula around the picture.

Kipper- Write words thatdescribe Ursula around the picture.

Chip Write fullsentences to describe Ursulas character. SR to support writingfull sentences and including interesting adjectives.

Biff Write sentencesto describe the character Ursula.

Ask the ch from Chipto share some of their sentences to describe the Sea WitchUrsula.

AfL Are ch able tothink of appropriate adjectives to describe an evilcharacter?

Evidence Observewhole class whilst on carpet during WCT. Observe Chip ch duringindependent work. Independent written work of ch.

Fri: To compare stories with a similar setting and toexpress preferences.

See separatephonics plan

Show the ch the bigbook The fish who could wish. What do they think it is going to beabout? What might the fish wish for? Can fish really wish? Askch to think about where the book is set. Read the story anddiscuss. Do they notice the rhyming pattern? Did all these thingsreally happen or was it just the fishs imagination? As a classlist any similarities with the Little Mermaid story setting, fishcharacter, a castle under the sea, dangerous sharks. Write on thewhiteboard. Ask the ch which story they prefer and why.

The ch are to recordwhich story they preferred and why.

Floppy Use template torecord preferences and reasons why. SR to work with to check thatorally the ch can talk about their preferences and why.

Kipper Use template torecord preferences and reasons why.

Chip Write fullsentences about which story they prefer and why.

Biff Write fullsentences about which story they prefer using the connectivebecause to give reasons. E.g. I liked the Fish who could wishbecause the fish drove a sports car.

Ask some ch to sharewith the group which underwater story they prefer and why. Can thech think of any other stories that are set in the underwater?(Nemo, Rainbow Fish)

AfLCan ch expresspreferences about two stories and give reasons for choices?

Evidence Observewhole class whilst on carpet during WCT. Discussion andquestioning with Floppy during independent work. Independentwritten work of ch.