Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’
Teachers SL & CP
Year 4
Week beginning 28th September 2009
Phase
Objectives
Whole-class Shared Session
LI: To know the
spelling and
meaning of
common
homophones
(Spelling)
Starter: (SPELLING) Play Bingo – ch choose from a selection of
homophones. Teacher says word meaning.
Guided and Independent
Plenary
Learning Outcome
Pairs feed back details of historic
character and setting to class to
be added to f/c.
Read chapter 3 of story. As
whole class, TPS questions
about details in the story. E.g.
about word meaning, characters,
plot etc. Gather information
about features of stories with
historical settings, for example a
distinctive setting, often an
adventure but which can be
another type of story; fictional
characters, based on historical
details, who sometimes
encounter real people from
history.
Add more details about
character and setting to f/c
started yesterday.
Children can gather information
about story setting and
characters, as well as raise
questions about details in a
story.
Children can ask questions
about details they do not
understand in a story.
1. Listen to the story.
2. Identify something you want to
question.
3. Talk to partner then write
a question.
Read character profile to
partner. Make corrections if
necessary.
Ch can write a character sketch.
1. Think about what they
would look like and
describe using
adjectives.
2. Think about how they
would act, move, talk,
walk, etc and add
averbs.
Mon
Activities
LI: To identify
details in a text
which describe
character and
setting.
LI: To raise
questions about
details in a story.
LI: To know what
an adverb is
(Grammar)
Starter: (Grammar) tchr to give cards to pairs chn to act out and other
child to guess the adverb.
Main Read chapter 4. Whilst reading ch think of questions they could
ask about details in the story. In pairs ch share possible questions and
discuss with whole class.
Tues
LI: To recognise
adverbials and to
use adverbial
phrases in
sentences.
Main – Explain that some historical stories are fictional with elements of
fact. Introduce story ‘The Thief, the Fool and the Big Fat King’ by Terry
Deary. Read first chapter. Model identifying details which describe main
character and setting and record on flip chart. Identify specific historical
features. Identify the vivid descriptive details that help to evoke another
time and place and pick out expressive words or phrases
L.I. (Handwriting)
To join up y’s, g’s
and p’s.
Weds
L.I. To write a
character sketch.
Starter: (Handwriting) Practise joining up lower case y’s, g’s and p’s,
etc.
Main: Look back at character profile of James developed over last 3
days. Read parts of story which describe Henry (p. 34, 37, 40, 41,44,
46). What does the author do to make us feel dislike for this character?
Encourage ch to use ideas from story and combine with own. Model
writing character sketch (description, how they act, etc) using narrative
style – model process of saying sentences aloud and perfecting
verbally before writing.
Read chapter 2. Whilst reading
ch note down details which
describe main character and
setting (BEL main character
only).
In pairs ch then discuss and
agree details to feedback to
class.
AEL 8 details; EL 6 details; BEL
4 details.
ON whiteboards.
Read chapter 5. When come
across adverbials jot them down
on f/c. What do they notice about
sentences with adverbials in?
Read chapter 6. Ask ch to raise
hand when they think they hear
adverbials. Practice use of
adverbs. Provide chn with
adverbs they must use as
openers in sentences that they
can use to describe different
parts of the story (EL/BEL) AEL
to use the thesaurus to create
their own.
Ch to write their own character
sketch for a character in the
book (e.g. the Witch or the
father).
AEL: to use 6 adjectives and 6
adverbs.
EL: To use 5 adjectives and 5
adverbs.
BEL: to use 3 adjectives and 3
adverbs.
EXT: To draw a picture of their
character.
(Work to be quality marked –
identify words which could be
more ambitious). Read to end of
story. Add more details about
character to f/c started
yesterday. How do we feel about
this character? Sympathy…
Children can use adverbs to
organise sentence structure.
1. Look at your adverb.
2. Think about a part in
the story that you
could describe in your
sentence.
3. Write your sentence
and check.
Thurs - Big writing.
LI: To know the
features of good
writing (story)
L.I to use WOW
words.
LI: To know how
differences in time
and place are
represented on
TV.
Tu
Fri
L.I. To use
commas to create
complex
sentences
(punctuation).
Discuss Talk Homework briefly and remind ch of features of information
texts. 35 mins VCOP games. V = Put an object in the middle of the
room, ch to add one adjective to it and move along the class (change
object when no more can be thought of). C = Connectives cricket (give
2 ch 2 sentences that are linked – 3rd ch writes a connective on
whiteboard that joins the 2 sentences). O = 60 second challenge to
write as many openers ending in –ly and then swap with a friend to
complete the sentences. UP-level some of them. P = Kung –fu
punctuation. WMG STORY, DISCUSS IN PARTNERS AND REPORT
BACK AS WHOLE CLASS AND CREATE ONE FOR LAERNING
WALL. TCHR TO CREATE SMALLER ONES FOR CHN TO USE
DURING THEIR WRITING.
Starter: Punc. =Show ch a range of complex sentences. Explain that
there is a main clause (makes sense on its own) and a subordinate
clause (that does not make sense on it’s own). E.g. Whilst following my
mother, I went to the shop. Ch to put the comma in the correct place in
their sentences. Discuss and show:
http://www.northwood.org.uk/complex%20sentences.htm
Main: Watch part of DVD – The Prince and the Pauper.
What indicates that the story takes place in a particular period of
history? Discuss features that paper-based stories do not have e.g.
costumes, music and scenery.
Ch will be writing a story about
visiting Simile the alien (from ICT
lessons) on his home planet of
Lexicon & will have spoken to
carers about it for Talk
Homework (e.g. introduction,
build up, climax, resolution,
ending). Give ch 10 mins
planning time.
BREAK
45 mins writing.
Use mini plenary system
throughout writing (10 min
reminders).
End with self-evaluation faces/
circle WOW words. Chn to uplevel work on Monday morning
with class teacher.
Ch can write a “good”
information text.
Ch to watch more of the DVD
and TPS every 5 minutes about
costume, music, scenery, how
they talk perhaps? Etc.
Add information to flip chat for
learning wall.
Ch know how differences in time
and place are represented on
TV.
Steps for success:
1. Plan what to write.
2. Think about the
organisation of the
text.
3. Remember to use
VCOP.
Check. Re-check.
Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’
Teachers SL & EF
Year 4
Week beginning 5th October 2009 Week 2
Objectives
Whole-class Shared Session
Independent Activities
Guided writing activity
Plenary
Learning Outcome
L.I.(Starter –
Spelling) To spell
2-syllable words
containing double
consonants.
Starter: Show contrasting word lists (diner, dinner; biter,
bitter; coma, comma; writing, written; taping, tapping; pole,
pollen; hoping, hopping; super, supper; lady, lady). Show
how long vowels in middle of words are followed by one
consonant, but short vowels are followed by 2. Give cards
with the words on for ch to read aloud. Ch to work out if it
has a long or short sound and therefore one or 2
consonants. Ch holds up correct card.
Chn to have 15 mins to role-play in
groups of 3, the card game scene.
Chn to focus on the thoughts and
feelings of the characters.
BEL (TA SUPPORT)
Tchr to bring back and discuss with
chn, did you find you were saying
one thing but meaning another?
Discuss with chn in Group C,
how can we show different
emotions when we are
acting? What can we do to
make sure the audience
believes us?
Ch to act out some
of their role-plays
( ICT - film using
digi-blue cameras
to put on website).
Ch can demonstrate an
understanding of words
and actions.
Tchr to bring back
class and perform
as a whole group,
have we improved?
What effect does
the language of
time have on our
story?
Chn can create a story
map with actions using
language to represent a
passing of time.
Steps for success:
1. Practice the actions
using the story map on the
learning wall.
2. Think of strategies to
help you remember key
points in the story, e.g.
looking at friends,
remembering key actions.
3. Show to the rest of the
class.
Tchr to ask chn
what they found
difficult/ easy about
the session? Chn
to self assess their
group work using
the traffic lights.
Ch can use powerful verbs
and innovate own story
from a traditional tale.
Chn can engage the
readers interest by using
setting and
characterisation.
LI: To identify
historical setting
within a story.
Mon
Mon
LI: To identify how
words and actions
can convey a
different meaning.
LI: (starter –
handwriting) – To
improve their
cursive script.
L.I to identify
historical setting
within a story.
Phase 1 Session 1
Tues
LI: (Main) To use
language to
represent a
passing of time.
Weds
LI (Starter –
Grammar for
writing): to identify
use of powerful
verbs.
LI (Main): to
innovate own story
Story circle:
Tchr to start off a story in a historical setting, reminding chn
that stories have a beginning middle and end. Tchr to start
with one sentence and chn to say one sentence to enable
us to make a class verbal story while passing around the
wand. Chn to remember the details of the setting to ensure
that ithe story remains historical. Could we improve our
story? How?
Main: refer back to ‘The thief the fool and the big fat king.’
Ask questions to prompt discussion – what tells you it is set
in the past etc? remind chn of the part when Henry VIII and
James’ father were playing the card game, how did he
pretend that he was playing fair, did James’ father know that
Henry was cheating? Discuss what characters say and do,
are they trying to hide anything? Do actions demonstrate the
same thing as their words?
Starter (handwriting): Show children spelling list for this term
and write using cursive script on board. Ch to use “magic
finger” to draw in the air several times for each word.
Text analysis: chn to have one good story and one bad story
with a historical setting and chn to highlight the key features
to make a WMG story with a historical setting.
Main. Refer back to the book from last lesson ‘The thief, the
fool and the big fat king’. How do you know that time has
passed in the key points of the story? Chn to describe the
key points of the story using language of time. Tchr to
create a story map of the book on flip chart.
Starter: Use GFW p. 78 y4 term 1 s3. Identify the verbs, can
we improve them as a whole class? TPS.
Main: tchr to remind chn of the work produced on
Wednesday, creating actions for our story so that we are
able to tell others and make storytelling more interesting.
Tell chn they will be focussing on the conflict and resolution
and recreating their own including powerful verbs.
Chn to work in table groups to
interview one character from the card
game scene, James, father, King
Henry. Chn to note down questions
they want to ask in their groups and
one child takes the role of the
character. Tchr to model. BEL TA
SUPPORT. (James) AEL: To ask
why questions that need more detail
for answers. (Father) EL: to focus on
the actions and behaviour of their
character (King Henry)
Whole class activity:
Chn to suggest ideas of how we can
create actions for the story, e.g. the
same action for the same word. To
work as a whole class suggesting
ideas for our story map actions. Then
to practice as a whole class.
Focussing on the actions to
represent the language of time.
Chn to write down questions
they want to ask their character.
One child to be the character
and answer questions if they
were them. Relating to what
they meant when they said, how
they felt, the actions they
choose.
What does this tell you about
the character? Do you feel
that you can understand why
the character behaved a
certain way?
Group C - Thcr to discuss
with the chn what they found
hard? Were their particular
parts they found difficult?
Why?
What can we do to make sure
we remember the key points?
Tchr to split the class in half and see
if they can remember all the details.
What was tricky to remember? What
did you do if you got stuck or forgot
part of the story?
Chn to then practice in groups
focusing on remembering the
language of time.
Chn to create in groups an
adaptation of the ‘The thief, the Fool
and the Big Fat King.’ Firstly by
creating a story map then ensuring
they use powerful verbs in retelling
and using actions for them. Remind
chn to focus on the features of a
historical setting.
1. Think about the card
game and vote which
character you want to be.
2. Work through the scene
in groups focussing on the
actions and words you will
use.
4. Rehearse with group.
3A CHN- Pupil writing target:
Use adverbs and adjectives
selectively to add detail,
choosing the most appropriate.
Why do we need powerful
verbs in our writing? What
effect does it have?
Tchr to inform chn that they will
from a traditional
tale using powerful
verbs.
LI: To use settings
and
characterisation to
engage readers
interest.
LI: To know the
features of good
writing.
L.I.
To use time
Thurs
connectives.
Fri
LI (Main): to tell
stories effectively
and convey
information
coherently for
listeners.
Tchr to ask chn what are powerful verbs? Why do we use
them? What effect does it create for the reader? Discuss
how we can engage the reader/ listener in our innovations of
our stories? What will keep them interested? Repetitive
phrases, vocabulary, sentence length.
WMG Account DISCUSS IN PARTNERS AND REPORT
BACK AS WHOLE CLASS AND CREATE ONE FOR
LAERNING WALL. TCHR TO CREATE SMALLER ONES
FOR CHN TO USE DURING THEIR WRITING.Chn to write
and account of what they have been doing during the past 5
weeks during enrichment afternoons. Chn to give a
description, give specific details about what happened.
Powerful vocabulary to add impact to the events, time
connectives, feelings and reactions. This account needs to
be more formal than a recount.
Games to be played for 10 mins each.
V- make up alliterative phrases using different vocabulary.
C- Create sentences using time connectives.
O- power openers chn have 60 seconds to think of as many
power openers as they can.
P- tchr gives sentences orally, chn shout out punctuation
they need giving actions.
Extra session: chn to continue to practise their innovations
in their groups. When chn are ready tchr to record using the
microphone, chns innovations and place on Fronter with link
to podcasting site. Chn for homework to respond to forum
question about their peers work.
Shared writing: tchr to model how
chn may like to set out their
innovations through writing or
pictures, tchr to complete 1 and chn
to say one, can we make it better?
Then write down improved sentence.
AEL: To create a story map and
adaptation telling the story from a
different viewpoint using powerful
verbs.
EL: To use powerful verbs by adding
in a new scene to follow on from the
end of the story.
BEL: to change what happens in the
story e.g the main event (To work
with TA to come up with new actions
and event).
Chn to have 45 minutes to write an
account about the enrichment
afternoons.
Chn have 10 mins after games to
plan in writing journals. Then write
the LI and date before break.
be creating a scene to follow on
from the end of the story,
discuss what could happen?
How could we make it
interesting create a story map of
the key events and include
powerful verbs adjectives and
adverbs. Chn to give examples
and write. making
Chn to perform in the groups,
tchr to pose questions such
as how can we make this
more memorable etc?
Tchr to sit with group B –
focussing on time connectives
and target (P) have they
punctuated their sentences
correctly? Can they improve
sentences? Is their work clear?
Use mini plenary
system throughout
writing (10 min
reminders).
End with selfevaluation faces
oops and yippee.
Chn to then circle
the time
connectives they
have used and
complete their oops
statement.
Ch can write a “good”
recount.
Group D- Tchr to encourage this
group to use only key points in
their innovations.
Chn to assess
other groups, did
the story engage
you? What did you
enjoy about the
innovations, 2 stars
and a wish for each
group.
Ch can tell stories
effectively and convey
information coherently for
listeners through recording
and performing.
After break chn to write in silence for
45 minutes to big writing music.
Chn to continue rehearsing their
group innovations and record using
class microphone. BEL (TA
SUPPORT)
Steps dependent on the
group they are in.
Steps for success:
1. Plan what to
write.
2. Think about the
organisation of
the text.
3. Remember to
use VCOP.
Check. Re-check.
Steps dependent on the
group they are in.
Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’
Teachers SL & EF
Year 4
Week beginning 12th October 2009 Week 3
Objectives
Whole-class Shared Session
Independent Activities
LI: (Starter):
Grammar: To
understand how
the author
engages the
reader by using
punctuation,
sentence structure
and paragraphs.
(STARTER): chn to identify how the author
of the story has organised the text from the
book we have been reading, chn to be given
pieces of the text to go through and analyse
in their partners. What punctuation has
been used for effect, how do they keep the
reader interested what is the use of
paragraphs?
Part 1: chn to answer questions in Literacy
books relating to their innovation: Creating
Guided writing
Plenary
Learning Outcome
activity
Mon
1.
2.
3.
4.
Main: chn to use their innovations from last
week to write the story they created in
groups.
LI: To be able to
develop and refine
ideas in writing
using planning.
a historical setting
Use old-fashioned words and ways
of speaking for dialogue.
Make sure dialogue doesn’t use
modern language.
Only mention things people wore or
used in those days.
Describe in detail the way things
were (places, buildings, everyday
objects, clothing, food, transport).
Part 2: chn to develop their character in
their story focussing on the main event,
feelings of the character and where it
takes place.
AEL: To include key vocabulary for their
setting that is relevant to Tudor period. EL:
To focus on using different words to
describe feelings.
BEL: To use describing words to focus on
creating a historical setting.
(TA SUPPORT)
3A CHN - Pupil writing
target:
Use descriptive
language to establish a
specific setting in
writing.
Chn to list key words
associated with the
Tudors to describe the
setting and objects
which we may not have
now. Chn to incorporate
these into their writing
for their planning. Are
the words we have used
appropriate, do they link
to the stories we are
writing about? Chn to
share the descriptive
language they have
used in their planning.
Chn to share their
plans with a friend in
their group, what detail
have they got that is
different to yours? Why
might this be?
Chn can develop and refine their ideas
through planning.
Steps for success:
1. Choose an event in your innovation.
2. Write about how the character feels
during the event.
3. Describe the setting of where the event
takes place, focussing on historical
features.
LI (Starter)
Spelling: To find
spelling patterns
for spellings for
this term
Tues
LI: To use show
cohesion using
paragraphs.
Starter: find spelling/ shape patterns/ tips to
be able to spell words for this term. TPS
and share with the rest of the class to help
one another.
Chn to use their innovations from their
group work and planning to write their new
story, using paragraphs to show cohesion
and organisation in their story.
Shared writing: tchr to use a child’s
example of their plan from yesterday. Tchr
to write 1 sentence and chn to suggest
another, remembering that the first
sentence we think of may not always be
the best sentence we can create. Can we
improve it? Write down sentence, tchr to
repeat process to make sure all chn
understand.
Chn to tell their story to a friend (chn
should be able to do this as they have had
the opportunity to develop their group
innovation over the past few Literacy
sessions.
Chn to complete their story independently
in their Literacy books, leaving 1 line
between each written line to be able to
edit their work tomorrow. All to use the
language of time and powerful verbs.
AEL: use various compound, complex and
simple sentences in their writing for effect.
EL: To use compound and simple
sentences in their writing.
BEL: To focus on vocabulary to interest
the reader. (TA SUPPORT)
3A CHN - Pupil writing
targets:
Identify and interpret
writers use of
expressive language,
comment on the writers
choice of words and
their success in creating
moods and building
tension in texts.
Chn to look at
paragraph given by
teacher and identify how
a writer has created
these effects.
Chn to use their plans to
develop their language
to wite to create tension
and mood in their
writing. How have we
done that? How could
we do this? chn to share
what they have written
and chn in the group to
identify mood/
atmosphere and what
language helped to
create it.
Chn to self assess
their own work with
Yes and oops
comments, have they
engaged the reader?
What could they do
tomorrow to improve
their writing?
Chn can show cohesion by using
paragraphs in their writing.
Steps for success:
1. Look at your plans from yesterday.
2. Think about how your innovation begins
and the different ways of starting stories.
3. Write your introduction, then the events
that follow, remembering your sentence
structure, language of time and powerful
verbs.
4. Read through your work, have you
engaged the reader? How?
LI: (starter): To
use powerful verbs
and adverbs
(handwriting).
Tchr to ask chn why is it important to edit
work we have done?
How can we engage the reader? What will
make the reader want to continue reading
our stories? Chn to suggest reasons such
as including good vocabulary, humour,
detail about the setting so they understand
and are interested. Chn to also think about
sentence structure, what types of sentences
create effect? Tchr to model examples of
what sentences and punctuation we could
use for effect and encourage readers to
read on. Chn to suggest what atmosphere it
creates etc.
Thurs
Weds
LI: To use editing
skills to improve
story and engage
the reader.
Starter: Show ch 2 story openings. 1 at level
2 and 1 at level 4. Discuss the differences.
What is better about the level 4 piece of
work? Identify the powerful verbs and
adverbs (there will be more in level 4 work).
Ch to write out the powerful verbs using
cursive script several times.
Hampton court trip: Tchr to tell chn ghost
story on trip to Hampton court to link to next
phase of storytelling and innovation.
Tchr to model how we improve our writing
to ensure all chn are using time correctly
and improving their writing effectively e.g
not using too many words, editing
sentence structure to create effect etc.
Chn to read through their work from
yesterday and using a different coloured
pencil to improve their work using their
VCOP cards to help them.
AEL: To focus on sentence structure and
atmosphere they have created using
punctuation.
EL: to develop their vocabulary to the
historical setting.
BEL: To use simple sentences to create
effect.
(TA SUPPORT)
3A CHN - Pupil writing
targets:
To consider the
beginnings of
paragraphs and begin to
use connectives to help
structure text.
Chn to read through
their stories written
yesterday. Tchr to use
one child example and
to improve as a group.
Can they improve the
opening of their story.
What connectives are
necessary, can we up
level them or alter the
sentence? Discuss.
After tchr has completed
shared writing chn to
edit and improve their
own opening. Ask chn
what can we do for our
other paragraphs? Tchr
to work through a
different child’s example
and encourage chn to
continue with their own.
Story circle, chn to
start with one sentence
and chn to continue
with one sentence
when the wand
reaches them. Have
we improved our story
telling? What did we do
differently? What were
we able to do this time
and not do last week?
Chn can edit their work to improve their
writing to engage the reader.
Steps for success:
1. Read through a paragraph.
2. Have you engaged the reader, e.g. have
your provided a powerful opening and
given relevant detail about the setting?
3. Are you paragraphs coherent/ do they
flow?
4. Have you used enough description
about the character and setting? Think
about your 5 senses and how the
character is feeling.
5. Does your ending make sense is it
clear?
LI: (starter) To use
the correct
punctuation in a
piece of text.
Fri
LI: To explore and
respond to the
main characters
and setting in a
historical story.
STARTER: Punctuation: chn become the
punctuation police, chn have a certain
amount of time to include the missing
punctuation and solve the case in a piece of
text. Discuss if we had used a different
piece of punctuation would it have altered
the sentence meaning?
Tchr to ask chn to remind them of the story
they were told on yesterday’s trip to
Hampton court palace. How did it make
them feel sitting in the place where it
happened? How did you feel about the
characters that had to be there? How do
you think they felt?
Chn to record initial responses to the story
they heard yesterday.
AEL: imagining they were still there
focussing on how it made them feel, how
being in the setting helped and how the
characters may have felt.
EL: focus on their feelings, the setting/
characters and how it contributed to the
story.
BEL: to focus on their personal feelings
and those of the character.
3B CHN - Pupil writing
target:
Show awareness of the
point of view being
presented in a text.
Chn to think about the
character and their point
of view in the story,
what information are we
given by the writer?
What can we infer?
What experiences can
we use, or emotions to
help us understand
what the characters are
feeling? Relate to the
setting, mood and
atmosphere created by
the writer.
Chn to share and then
write their ideas in their
Literacy books
remembering to give
evidence from the story
if they can.
Chn create a story
map of the tale in
partners then to share
to make a whole class
map.
Chn can explore and respond to the main
characters in a historical story.
Steps for success:
1. How did you feel at different stages of
the story?
2. How do you think being in the place
where it happened help?
3. How do you think the characters felt
being there, what were they feeling at
different stages of the story?
Year 4 Narrative Unit 1 Stories with Historical Settings (3 weeks) Link to History topic ‘The Tudors’
Teachers SL & EF
Year 4
Week beginning 19th October 2009 Week 4
Objectives
MON
Starter grammar LI:
To be able to write
complex sentences.
LI: To explore the
main characters and
setting to retell a
historical story. LI:
To innovate stories
using a range of
language to interest
the reader.
Whole-class Shared Session
Independent Activities
Guided writing activity
Plenary
Teacher to show PowerPoint on complex sentences:
http://www.primaryresources.co.uk/english/powerpoints/complex_se
ntences.ppt teacher to then provide examples for children to build
on, encourage BEL to create compound sentences using different
connectives. Chn to use mini whiteboards and TPS to create
compound and complex sentences from examples provided by the
teacher
Chn to then think of actions they may use for these key
events. Chn to work in same ability groups to decide on
their own actions using key words. Chn to create a
repetitive phrase to use in the story. Shared writing:
tchr to model how chn may like to set out their
innovations through writing, tchr to complete 1 line and
chn to say one, can we make it better? Then write
down improved sentence. Reinforcing to the children
we can improve our writing.
3B CHN - Pupil writing target:
Use adjectives and adverbs to create
variety and add interest for the reader.
Chn to share their group
work with the rest of the
class, what have they done
differently? Have they
remembered they key
events? Ask chn, how will
this help us to write our own
stories?
Tchr to retell the story from Hampton Court Palace yesterday. Chn
to then retell to a partner. Did they remember the key events in the
story? Create a boxed up version of the story, putting key events in
boxes, e.g why is the ghost there/ who is he bothering/ what
happens in the end? Discuss the characters feelings at each stage
to support their retelling imitations.
AEL : Chn to include time connectives and powerful
verbs in their innovations.
EL: To focus on language of time and adjectives to
describe the setting.
BEL: To use language of time and include the correct
punctuation, e.g. capital letters and full stops (TA
support). (20 mins)
Tchr to model retelling a different story
using a repetitive phrase. Chn to use
their story map to think of a repetitive
phrase and tchr supports in their
sequencing using the images on the
story map.
What language can we use to engage
the reader? What repetitive phrase
could we use that is relevant to the
story to help others remember the key
points?
Learning Outcome
chn can explore the characters
and setting in a historical story
to help support them in retelling
a story.
Steps for success:
1. Look at the boxed up version
of the story.
2. Think about how you will link
the events.
3. Discuss actions you can use
to tell the story.
4. Rehearse your actions and
story telling in your groups.
LI: To use cursive
script accurately.
TUES
LI: To use stories we
already know to
invent a new story
with a historical
setting.
LI: To identify
descriptive
language.
Starter: chn to write 2 complex sentences in their neatest
handwriting about how Catherine and Henry feel during the story.
Chn to verbalise to a partner then write down referring to the
handwriting chart on visualiser.
Chn to have a few minutes to think about what they
may change from the original story, then to describe to
their partner, what did they find difficult? Did they say
everything?
Chn to then retell their story to someone else, did they
change their story in any way? Include more detail?
Use their previous partner’s ideas etc?
Main: tchr to ask chn to retell the ghost story heard at Hampton
Court Palace. How did it make them feel being where it happened?
What do they think Catherine Howard/ Henry felt like? Tchr to tell
chn about the main activity, referring to Monday’s lesson and how
describing words can create effect and interest the reader.
Chn to then complete their boxed up plans provided by
the teacher individually including bullet points of key
events that happen in each section to help with their
writing process.
Reminding chn to refer to the class boxed up version of the original
story and think about what they could alter/ change to create a new
story. Go over WMG story with a historical setting,.Tchr to remind
chn of how we planned our story last week, tchr to focus on the
introduction, build up, climax, resolution, ending. Chn to plan these
sections of their story using their story maps.
AEL: To write intro, build up, conflictx2, resolution x2
and ending.
EL: To write intro, build up, conflict, resolution and
ending.
BEL: To write beginning, middle and end with TA
support.
Tchr to show chn 4 descriptive openings and chn have to guess the
setting. Chn to pick out the key language that helped them to guess
what setting it was. Encouraging chn to understand they do not
have to state where they are but use description to help set the
scene.
Chn begin to write their story using their story maps for
support and to ensure they include all aspects of WMG
story with a historical setting for their opening, build up
and conflict for their story.
Remind chn to leave 1 line between each written line to
allow them to edit and improve their writing.
LI: To be able to
develop and refine
ideas from planning
using features to
interest the reader
Tchr to model how to write an effective opening verbally with the
chns support, demonstrating to the children they need to say the
sentence before they write it. Looking at yesterday’s list of key
phrases for description.
AEL: To focus on adding interest for the reader using
adjectives/. Adverbs for effect and to create
atmosphere (pupil target revisit). EL: to organise
paragraphs to show cohesion and using adjectives to
describe the setting. BEL: to focus on adjectives/
adverbs to describe character/ setting (TA support)
WEDS
Ask some chn after 5 mins to share their first opening
sentence, is it effective? How?
2A CHN – Pupil writing target:
Use interesting vocabulary varying the
use of verbs for effect and using
adjectives for impact.
Chn to share their story ideas with the
group and other chn to provide
feedback on how the individual’s stories
can be improved. Chn to plan their
stories using bullet points for the key
events that happen in their story. Once
they have finished to give their plans to
their partner, have they included what
they said they would?
Tchr to ask chn what language we
could use to describe… (Different
locations the chn have mentioned in
their story from Hampton court.) chn to
include key phrases on their plans.
Chn to complete planning their
innovation with tchr prompting Q’s
where necessary.
2A CHN - Pupil writing target:
use interesting vocabulary varying the
use of verbs for effect and using
adjectives for impact.
Tchr to ask chn where each of their
openings is set, chn to support one
another in using their experiences from
Hampton Court Palace to give detail
and interest. Making sure chn focus on
their 5 senses.
Encourage chn not to use too much
description. Tchr to write down a good
and bad sentence on mini w.b and ask
chn to compare, which one is better?
Why? Which one will interest the
reader? Which one sets the scene and
tells us where the character is without
saying Hampton Court Palace.
Chn to use these ideas to support their
writing. Chn to share their verbs and
adjectives for impact to support their
peers, to discuss as a group.
Ask chn to imagine they are
in Hampton court palace and
to use their 5 senses to
describe what they see,
hear, touch, taste and smell,
tchr to create a class list and
chn to add to their plans, key
phrases they wish to use in
their story tomorrow.
Chn to share with their
partner 1 sentence they are
really pleased with in the
opening or build up and say
why e.g. used good
description, creates an
atmosphere etc.
Chn can invent new stories by
creating a story map to support
their planning Steps to success:
1.
Plan your
introduction, build
up, and conflict,
resolution, ending
using bullet points.
2.
Include key words
and description
that you will use in
each section.
Chn can develop and refine
ideas from planning using
features to interest the reader.
Steps for success:
1. Use adjectives to show the
historical setting.
2. Say your sentence, does it
make sense? Then write it
down.
3. Re-read your sentence have
you thought about your sense?
2. Have you kept the reader
interested?
LI: To punctuate
sentences using
capital letters and full
stops. (basic skills
focus)
(10 mins) Chn to have differentiated sentences to work in partners
to solve AEL: COMPLEX EL: COMPOUND Chn to place the
sentences in the correct order and then put in the correct
punctuation either- , . ? or capital letter. BEL: SIMPLE to include .?
or capital letters, chn to work individually then compare with partner.
Chn to then discuss with other partners on their tables, have they
missed any punctuation or capital letters?
Chn to read their stories to their partner. Chn to go
through their own opening/ build up and conflict using a
different colour pencil to edit their work, focussing on
the language they have used and the sentence type.
Encourage chn to read the sentence and ask
themselves, does this make sense? Can I alter it to
make it sound better?
Part 1: LI: To be able
to edit and improve
writing to interest the
reader.
Tchr to ask chn, why do we need to edit out work/ why is it
important? To improve our writing to make sure we keep the reader
interested in our stories the whole way through. How can we edit
our work? E.g. to improve our writing, by reading each sentence
and seeing what we can do to create an atmosphere/ feeling, to
interest the reader, by including more description or changing the
sentence type.
tchr to model how to edit and improve the opening. Then go through
the build up of another child’s work, chn to give suggestions based
on tchrs example given. Chn to TPS then give suggestions to the
whole class..
Tchr to inform chn on different Literacy tables:
AEL: to focus on sentence structure for effect and
atmosphere.
EL: To focus on the use of adverbs and adjectives in
their story to describe setting and characters. (TA to
work with group D)
BEL: To concentrate on their basic skills, punctuation,
agreeing tenses and sentences.
(E.N to have own work plan)
THURS
Tchr to remind the chn that when we edit our work we are not just
including ‘wow’ words or connectives. We can alter sentence
structure and make sure we have the basics in our sentences e.g.
full stops and capital letters, we are making our writing more
interesting for the reader.
LI: Spelling – To
recognise letter
patterns.
LI: To create an
atmosphere in
writing using a range
of sentence types.
Tchr to show factsheet on different letter patterns. Chn to identify
similar words with letter patterns e.g. bought, sought, ought etc.
show and work through as a class.
http://www.bbc.co.uk/skillswise/words/spelling/recognising/letterpatt
erns/game.shtml
Tchr to show Fronter forum that chn have added their final
sentences to, chn to say what they like about the final sentences
and to suggest improvements. Tchr to remind chn of the importance
of saying their sentences before they write them, link to yesterdays
lesson, how will this help our writing?
FRI
Tchr to ask chn what should happening the resolution and ending?
Tchr to show a good and bad ending, which one is better? How
does it keep the reader interested right to the end of the story? How
can we end our stories effectively TPS.
Chn to read through their opening, build up and conflict
and use their WMG to support their editing.
Have completed everything on the WMG sheet? Chn to
tick off what they think they have included in their
opening and build up and conflict. WMG sheets
differentiated by ability.
Peer assess: Chn to read their stories to the same
partner once edited, have they improved? How? What
did you like about the story the second time you heard
it?
Chn to have 15 minutes to write their resolution,
ensuring they are using the WMG sheets to make sure
they are including key aspects to make their story
good, ticking them off as they use them.
Chn to then tell their partner how they are going to end
their story, happy/ sad ending, cliff hanger etc? partner
to give feedback on their friends ending, what works
well, can they contribute other ideas to improve it? Chn
to then have a further 15 minutes to write their ending.
2C pupil writing target::
Choose words for effect making
writing interesting for the reader.
Tchr to ask chn what are the basic skills
we need in our writing? Chn to suggest,
punctuation, capital letters, clear
sentences that make sense. Chn to
swap books and read their partners
opening, is it clear? Have they used
their capital letters correctly? Chn to
edit their basic skills in their opening.
Tchr to model with own example of how
to identify descriptive words or phrases
to show chn what is expected. Chn to
read aloud their build up to the group.
Chn to listen to others and give
examples of words or phrases that
make the writing interesting. Can we
improve this part of their writing? How?
Chn to suggest 1 idea for every
member of the table for them to
improve their build up.
Chn to then highlight key words or
phrases they have used in their conflict,
share with a partner, are they
interesting? Chn to edit accordingly,
with tchr support and guidance.
(15 mins)
Tchr to inform chn that
tomorrow we will be writing
our endings. Tchr to show a
good and bad ending on
IWB (ICT LINK). Chn to TPS
which is better and why. Chn
to then think about what
makes a good ending and to
create a WMG for
tomorrow’s lesson.
3b pupil writing target: Use adjectives
and adverbs selectively to add detail,
choosing the most appropriate.
Chn to go to 5C and read
their finished stories to
another child in Year 5.
Remembering WMG reading
aloud. Chn in Year 5 to try
and guess the setting and
time in History. Year 5 chn to
give Year 4 chn 2 stars and
wish for their story in their
books.
Using their own writing children read
adjectives/noun verb/adverbs to each
other and discuss their overall effect in
the section of their story.
Ask chn to explain their choices for
words they have used? Is it to create an
atmosphere, give more detail about the
setting or character? Other chn to give
opinions on choices of words others
have used.
Is it necessary to use this adjective/
adverb there? Why/ why not? Can we
use a different one?
Chn to describe their endings to the
group, chn to provide possible
descriptive language to their friends to
support their writing.
Homework: (ICT LINK) show
chn Fronter forum that they
will need to add to about the
endings of their stories, chn
to upload the final sentence
of their story for us to look at
tomorrow and include in our
writing.
Chn can edit their work to
improve their writing.
1.
Read through your
opening.
2.
Do your sentences make
sense?
3.
Can you improve your
sentence by adding/
deleting descriptive
language?
4.
Can you improve your
sentence by altering the
sentence type?
5.
Tick off what you have
done on your WMG.
6.
Repeat for your build up
and conflict.
Chn can complete ghost story
creating an atmosphere by
using different sentence types.
1.
Think about what
type of sentence
you want to create
simple, compound,
complex.
2.
Say your sentence
3.
Write your
sentence.
4.
Re-read to check it
makes sense.