Literacy Unit Plan
Year Group: 6 | Class(es): 13 & 14
| Teacher(s): Elaine & Amanda | Term: Autumn 1 | Date: 10-09-07 | |
Literacy Unit: Narrative Unit1 Main Focus: Mysterystories | Texts: Extracts fromFingers on the Back of the Neck and other short stories. Pelican InteractiveBig Books Ghost Story (shortfilm) | Outcomes: Childrencan identify and discuss the principal features of different genresof children's fiction. Childrencan explain reading preferences in terms of the differentgenres. Childrencan analyse the language and organisational features of fictiongenres. Childrencan plan, draft, write and improve an engaging short story in aparticular genre using appropriate language and organisationalfeatures. | |||
Whole ClassWork
| Whole ClassWork | Independent / guidedwork | Plenary |
Revise word classesfrom Y5. Focus on adverbs. | What do we knowabout the word suspense? Ask children to think of stories andfilms which make us feel tense. Why do we feel like this? Read the2 story openers from Fingers (SMARTboard.) Highlight the thingsthat build up suspense. | Read opening extractfrom The Hand exemplar in pairs and highlight the features thatbuild up suspense.
MA pupils alsohighlight The Body (from Pie Corbett KS2 English Fiction Purplebook) | Think of an openingsentence to use in a suspense story with a partner.
|
Discuss importanceof creating suspense immediately in scary/suspense stories. Readopeners again and talk about important features of story openers:dialogue, something strange or intriguing, asking the reader aquestion. Introducing characters also an important feature ofopeners. Read build up. Discuss techniques for creating atmosphereand describing setting. Examine adescription of a setting. (Pelican Interactive Book B How toWrite Better Stories Tutorials and Activities Sentence LevelActivity.) Change short sentencesinto longer, flowing sentences. Correct punctuation. Refer toVCOP. | Text analysis looking for evidence of suspense in The Hand and The Body | Create menu so farof features that should appear in suspense/mystery stories.
Homework KBworksheet how does Charles Dickens build up suspense in OliverTwist extract? | |
Connectives exploring impact of different connectives and use of connectives atthe beginning of sentences. | Introduce further 2sections to suspense stories: dilemma and events and read checklistof features included. Further read sections of short stories andidentify techniques used by authors. | HA Gps KeyComprehension Unit 13
LA Gps Letts KeyUnit 2 Comprehension
| Read dilemma andevents section of the hand ask children to find examples ofappropriate features and highlight. |
Introduce the finalstrand of a suspense story the resolution. Ask children topredict how the shared reading stories will end. Read ending ofGhost Story and identify features of this section for themenu/checklist. Talk about the possibility of Scooby Doo endings a human and normal explanation for the weird events. (longerplenary) | In pairs, predictand write the ending of Fingers Down the Back of the Neck, usingsome of the features identified; either a real ghost or a ScoobyDoo ending. | Read the ending ofFingers. | |
Openersin descriptive sentences. Flash up an openerand picture of a scary scene on IWB. Ask pairs to write a sentencedescribing that scene, making it as eerie as possible. | Discuss stories readso far this week and how an element of suspense has been created.Create a menu for mystery/scary genre. | 2007 SAT paper talk through planning process with pupils for 10 minutes then allow20 minutes independent writing. Use candle & music as if BIGwriting and write in BIG writing portfolios. | |
Recap menu andfeatures. Listen to music from Ghost Story and ask children toidentify what is happening. at different points. Watch the videoand explain that we are going to use it as the basis for a story.We need to create a plan which includes information about thecharacter and how he came to be in this situation. Plan theW.
| Children plan theirversion. SEN and LA using a scaffold ladder and some suggestioncards to help them. Guided:Writing: planningeffectively; using cohesion in writing through linking thebeginning and end of stories e.g. through common events.
| Share ideasgenerated and plans. Encourage pupils to indicate through pictureswhere they could use the senses hand, exclamations, good vocabularyand intriguing questions. | |
Remind children oftechniques used in stories we read for the opening/introduction ofcharacter section. Model writing ownopening; pairs to contribute focusing particularly on sentenceopeners
| Write1st of 5 stages in suspense story. Encourage use ofdifferent connectives and punctuation of sentences. All usingwriting frame (inc Guided group) | Read a partnerswork. Tell them 2 things you liked (2 stars) | |
Remind children oftechniques used in stories we read for the build up and dilemma.Model writing own mid sections,asking children to contribute to ideas for use of senses hand andshort sentences. Remind children to stop as the man opensthe door. Use 2 examples ofsentences from shared writing. Experiment with changing connective how does it alter meaning?
| Write sections 2 & 3sections of ghost story and check for features as in whole classsession. GuidedWriting: Use marked written work from yesterday as a starting pointfor corrections / guiding the group. Use some examples of goodwriting and show how they can be improved. Supportindividuals. | Useone childs story from GW and check for features. Improve 2sentences using VCOP. | |
Remind children oftechniques used in stories we read for the events and resolution.Model/shared writing own final sections. Discuss option ofeverything being normal having only seemed scary, or finishingwith an eerie piece of information.
| Write final sectionsof suspense story.
GuidedWriting: Use marked written work from yesterday as a starting pointfor corrections / guiding the group. Use some examples of goodwriting and show how they can be improved. Supportindividuals. | Self checking forVCOP and genre features. | |
BIG Writing: Assessment ofunderstanding of genre. Give children a checklist of features toenable them to successfully write a scary story. | Read opening ofstory and identify successful features. Take suggestions and giveopportunity for paired discussion of what happens next? (10minutes) Allow pupils time to plan on given planning frame andcirculate to support(10 minutes) Independent writing (40minutes) | ||
GUIDEDREADING OBJECTIVES: Identify methodsused by author to intrigue reader in suspense stories locateevidence in text. Assess individualreaders. | WORD/SENTENCE LEVELOBJECTIVES: Revise word classesfrom Year 5 Usedifferent styles of handwriting for different purposes with a rangeof media, developing a consistent and personal legible style Expresssubtle distinctions of meaning, including hypothesis, speculationand supposition, by constructing sentences in varied ways Use arange of appropriate strategies to edit, proofread and correctspelling in their own work, on paper and on screen
ACTIVITIES: Week 1 Adverbs (Black P14)change adjectives into adverbs. Weekly spellings in sentences & LSCWC Connectives Handwriting Spelling Test Week 2 Spelling log/editingfrom independent writing Weekly spellings in sentences & LSCWC Extending sentences adding clauses worksheet Handwriting Spellingtest | ||