Jes Powell

Range:Text

Text Level

SentenceLevel

Word Level

Speaking &Listening

Fact files andbiographies.

Asa class and in groups children respond to a range of stimuli,video, text, talk, and apply a variety of dramatic techniques toexplore characters and situations. They will retrieve informationand use to write

The teacher models and exploreswriting in several different patterned forms.

Following on from this modeling,children in pairs or individually (possibly then working with aresponse partner) write their own simple patterned texts developingtheir writing following a particular pattern or within a givenappropriate frame.

See Phonicsplans

Gaining andmaintaining the interest and response of different audiences.Asking relevant questions to clarify and gather information. Makingcontributions relevant to the subject. Using dramatic techniques toexplore characters and situations.

Whole ClassTeaching

Shared/ GuidedWork

Independent groups/Differentiation

Plenary

Evaluation

M

Review thestory of Pocahontas. Look at the mind map that was completed afterwatching the Pocahontas film.

Discus thequestion words and how questions can be asked.

Using thiswrite some questions that the mind map shows the answers to. EgWhen was Pocahontas born?

Where didshe die?

Use theinformation given in the answers to build up a character fact filefor Pocahontas.

Complete thefact file with a picture of her showing one of the key events inher life.

Share theinformation from the fact files.

T

Discus how weused questions tons to gather information about Pocahontas. Now usethe same questioning techniques to gather information about anadult in the classroom.

Ask the childrento think about the question words to use, how answers will be foundto these questions not from watching a film or reading abook!

Childrenwork in pairs to devise questions to gather the information o theclass teacher or TA.

If thequestions are not suitable they will not be answered!

Hot seat theteacher. Children ask their questions.

W

Use theinformation from the hot seating session to write a brief fact fileon the teacher from yesterdays plenary.

Childrento interview each other using similar questions to those used whenhot seating the adult in the class.

Are therecommon questions that need to be answered by parents or otheradults at home?

Th

Use the factfile on the teacher from yesterdays lesson and turn it into anautobiographical piece of writing.

Discus thedifferences writing in the first person, more scope to writeabout feelings and emotions.

Childrento begin to write a fact file on themselves using the questions onthe sheet as guidance.

Anyquestions that cant be answered could be taken home to see ifparents can provide the information.

Read examples ofthe fact files.

Tell childrenthat they will be using their own information in the Big Writetomorrow!

F

BigWrite.

Use their ownfact file to write an autobiography, perhaps concentrating on onekey moment in their lives to use to express more detailed feelingsand emotions.

Refer towriting targets of each group and to VCOP

1cI can write lettersto make words and remember to put a finger space between mywords.

1b / aI can check throughmy work and put capital letters and full stops in the rightplaces.

2cI can check that Ihave used capital letters, full stops, question marks andexclamation marks in the right places.

2aI can check that mywork has short and longer sentences that includeconnectives.