Literacy: Autumn – Week 1& 2 Games & Mummy Tomb Non-fiction: Unit 1 Instructions 05/10/09& 12/10/09
Main focus: Use a set
of instructions to play
a game.
To be able to follow
instructions
To be able to evaluate
the usefulness of
instructions.
To know the features of
instructions.
To be able to create a
set of instructions orally
To know and use less
common prefixes and
suffixes –im, in.
Week 1
Wed 7th
Oct 09
Week 1 Tuesday 6th Oct 09
Week 1 Monday 5th Oct 09
Objectives
Text/Speaking/Listeni
ng
Word/Sentence
Enlarge the instructions as to how to play Sevens
using cards. Look at the instructions. What do chn
notice about how these are laid out? They are given
in an order. They are bullet-pointed. Each sentence
is fairly short. There are many ‘bossy’ verbs: ‘place’,
‘play’, ‘turn’ etc. Explain that we call these
‘imperative’ verbs – an imperative is a command.
Discuss why it is helpful to have ‘bossy’ verbs and
short clear sentences. Divide the class into three
teams. Deal out seven cards to each team and the
teacher! Play a little of the game of Sevens,
following the instructions. Demonstrate how we can
follow the instructions to play.
Return to features of instructions. Chn have a go at
writing a WMG. Show chn an instructions tick list.
Have they go on their web all these features? If not
add. Glue into literacy book. Ask chn to think of a
new idea for a card game. Use a talking partner &
brainstorm a game idea. Gather everyone’s
ideas/discuss the concepts. Pick one idea. Decide
how many players we will need & how to play it. Allow
chn time with talking partners to practise playing the
game. Ask some chn to demonstrate. How will we
write the instructions? What comes first? (Title,
subheading.) What is our first instruction? Repeat
modelling for a few more sentences.
BOOK ICT SUITE
Go to the BBC website
Tell ch you were playing a
with games
game and the instructions
http://www.bbc.co.uk/
were impossible.Write
cbbc/games/play/inde
Independent group activities
Outcomes
Chn work in groups of 4 to follow instructions and play a card game.
They can choose which game to play, but they must follow the
instructions. Once chn have mastered one game, give them a new set of
instructions and ask them to follow these to learn a new game.
Children can:
1. Recognise the
features of good
instructions.
2. Follow a set
of instructions
to learn a new
game.
Plenary
Discuss how easy it was to follow instructions to play a card game.
Which instructions were good? Could any of the instructions be
improved? Take suggestions.
Easy
Chn work with teacher to
invent a new game. They try
it, then improve it, listening
to each other’s suggestions.
Teacher scribes instructions.
Medium/Hard
Chn work in pairs/threes to invent a
simple new card or dice game (depends
on resources at school). Encourage chn
to discuss and talk through their
instructions first. One child to say the
oral instructions, while the other chn
try playing it. Do they make sense? Do
you need to add more words to make
them clearer? Chn discuss and then redraft their instructions accordingly.
Chn play the games on the websites listed below these plans (scroll
down). They work in pairs, and choose one game. They must make notes
about: how to play it, tips for playing well, typical scores… etc.
Children can:
1. Make their
own individual
WMG
2. To be bale to
give clear
instructions.
Children can:
1. Know and use
prefixes ‘in’ and
‘im’.
Literacy: Autumn – Week 1& 2 Games & Mummy Tomb Non-fiction: Unit 1 Instructions 05/10/09& 12/10/09
Week 1 Friday 9th Oct 09
Week 1 Thursday 8th Oct 09
Objectives
Text/Speaking/Listeni
ng
Word/Sentence
To identify good
instructions an justify
why,
impossible on the f/c.
Under-line the prefix: ‘im’.
Explain that this means
‘not’. Brainstorm other ‘im’
words (p57 NLS Spelling
Bank). Remind chn that ‘in’
is the same.
To be able to speak
clear instructions for a
game.
Recap WMG. Ch go out
onto the playground. As a
group they have to chalk
onto the ground a
hopscotch. They play the
game so that they
understand the rules.
x.shtmlAllow chn time
to play some of the
games. Discuss with
chn what makes a good
game. How do we find
out how to play it
(largely trial and
error).
Model putting an action
to the spoken sentence.
eg First pick up a stone.
To be able to put an
action to an instruction
to remember it.
To be able to write a
story.
Big Writing
V – Change boring words
for WOW words.
C- Start a sentence with a
given connective.
O- ing/ly openers
P- Give chn unpunctuated
text for them to put in
punctuation.
Independent group activities
Plenary
Look at one of the games. Look at instructions. Do they use any of the
features we have looked at? Were they good?
Get the children to justify why the game they played had good
instructions.
2. Realise what
instructions will
be needed to
learn how to play
an online game.
Children work as a group to put an action to each instruction and create
a group spoken set of instructions. CT to record each group.
Children can:
Orally speak
clear
instructions.
Rehearse clear
instructions and
remember the
order
Plenary
Play the sound file to the class. Assess if the instructions are using the
features.
Use story start from
Espresso – scary - crop
circles. Chn to use a s a
stimulus to write a
scary story.
Outcomes
Children writing their story. Does it have the B, M and end? Does it
have a plot with a conflict and resolution?
Chn to highlight examples in their writing of features from WMG
narrative.
The children will
have a written
an extended
piece of
narrative
Literacy: Autumn – Week 1& 2 Games & Mummy Tomb Non-fiction: Unit 1 Instructions 05/10/09& 12/10/09
Week 2 Tuesday 13th Oct 09
Week 2 Monday 12th Oct 09
Objectives
Text/Speaking/Listening
To know the features of
instructions.
To be able to design a modern
day tomb.
To understand the importance
of giving precise instructions.
To be able to give clear oral
instructions.
Word/Sentence
Recap the features of clear instructions by
referring to WMG from last week. Review some of
the game instructions on an interactive screen. Focus
on the sentence structure. Are the sentences on the
whole short or long? Why? (Because it is too
confusing if there are lots of words.) Why do they
often begin with a verb? (It cuts out more words and
makes it clear what you have to do right from the
start.) Have they used any bullet points or
paragraphing?
Class teacher to dress
up as Miss Muddle (a
muddled up teacher).
Return to the classroom
and ask the children to
give instructions to
draw a stick a man. e.g.
draw a circle-teacher to
draw a huge circle. This
should show that the
instructions need to be
precise and clear.
Class teacher to return.
“I bumped into another
teacher as I came back,
she said you were giving
instructions about how to
make a stick man.”
Ask children to write
down an instruction. Use
doc cam to share 3.
Underline imperative verb
and model up-levelling.
Independent group activities
Easy/Medium/Hard
Tell children that this week we are going to be planning and writing
instructions for making a modern day tomb out of lego for a mummy.
E. G instead of a pyramid what could it be like? Show ch some
photos of different architecture (modern like Oscar Nemeiyer to
encourage thinking outside the box). link to history and
mummification. Allow ch time to play with lego and make their design
– bearing in mind that they are going to write instructions explaining
how someone else can make it.
Plenary
Take photographs of each child’s design and allow time for ch to
circulate room to see each others designs. .
Children work in mixed ability pairs. One turns there back on
the other, so working blindly and gives instructions to the other
to build their tomb. Can the child follow the instructions and
rebuild the tomb? Switch over.
Class teacher to record pairs giving instructions with
microphone.
Plenary
Play the sound files created from the focus children. Pause after
each instruction. Was that a clear instruction? Did they sue an
imperative verb? Children to all up level one of the heard
instructions.
Outcomes
Children can:
1. Children can
list the
features of
instructions
2. Children
make a design
for a tomb.
Children can:
1. Give clear
oral
instructions
2. Can identify
imperative
verbs,
Literacy: Autumn – Week 1& 2 Games & Mummy Tomb Non-fiction: Unit 1 Instructions 05/10/09& 12/10/09
Text/Speaking/Listening
To be able to give instructions
orally.
Word/Sentence
Independent group activities
Class teacher to dress up as Miss Muddle again (a
muddled up teacher). Return to the classroom and
ask the children to give instructions to making a
sandwich. e.g. put the butter on the bread. Teacher
to literally put whole slab on bread. This should
reiterate that the instructions need to be precise
and clear.
Children have lego. They need to follow the instructions to create
the tomb. There will be a poor example of instructions but have
diagrams. Ch evaluate the usefulness of the instructions.
Give the ch a good set of instructions to follow to create the same
thing. Children evaluate the usefulness of the instructions.
To be able to use adverbs to
improve a spoken sentence.
Give out the adverb
cards. Ch say an
instruction to their
friend using the
adverb related to
their tomb design.
eg- place the red
rectangular piece on
the top of the
square cautiously.
Ch working in pairs to talk through their design. This time not blind,
child a - say the sentence, child b – follow the instruction. If child B
doesn’t understand then child a has to say sentence again and add an
imperative verb or colour to add detail etc.
Class teacher to work in a guided group with Brackets and record
the spoken instructions for building their tomb as a group. This
group will write the same instructions.
DH- to work with a whole group – Apostrophes
Take one action from each group and then whole class have a set
action for each feature. Act it out. CT to record as a video and
upload to PC.
Big Writing- instructions
VCOP:
Recap features by
showing video of
actions and then
repeat the actions.
Acting out the
WMG.
To be able to identify what
makes instructions clear.
Week 2 Friday 16th
Oct 09
Week 2 Thursday 15th Oct 09
Week 2 Wednesday 14th Oct 09
Objectives
To be able to write instructions
for a modern day mummy tomb.
Recap WMG instructions.
Tell the children they need
to work in groups to come up
with an action to remember
each feature. e.g. bossy
verbs – hands on hips, bullet
points – a punch forward.
Have an action for each and
recite.
Ch write clear instructions
for building their tomb.
Give the children their
photo of their design to
glue on their instructions
as a diagram. Also have
their model in front of
them so they can build it
Outcomes
Children can:
1. Identify good
and bad
instructions and
justify why.
Plenary
Put the A and B instructions under the doc cam. Discuss why and
what made them effective. Why they were hard to follow etc.
Children write their instructions.
Put punc target at top of page and then self assess with oops and
wahey at bottom.
Children will
know what an
adverb is and
its effect on
writing.
Children will
have spoken
clear
instructions to
create a
modern day
mummy tomb.
Chidlren will be
able to write
clear
instructions
Chidlren will eb
able to evalute
wheter
instrucitons are
Literacy: Autumn – Week 1& 2 Games & Mummy Tomb Non-fiction: Unit 1 Instructions 05/10/09& 12/10/09
Objectives
Text/Speaking/Listening
Imperative verbs.
In one minute write
down ans many as
can think of, share.
Adverbs: Give all a
sentence and up
level.
Word/Sentence
as they write to remember
each step.
Independent group activities
Use doc cam to show some instructions. If time, CT to record a child
reading out their instructions. Class to listen back and evaluate
whether they think they could follow those instructions and create the
tomb.
Outcomes
clear or why it
is they are not.