St. Peter’s CE JIN School
Literacy Unit Plan
Name: Mrs Jane Allott
Term: Autumn
Year Group: 5
Week beginning: 20th September 2010
Texts/ resources: Variety of Jacqueline
Wilson books. Adverbs in dialogue
activity. Extract of The Lottie Project
Red group – Lower achievers and SEN
children – Blue group Middle / Green
Group Middle / Purple group Higher
Day
Objectives
1
Compare
different
types of
narrative
and
information
texts and
identify how
they are
structured
2
Punctuate
sentences
accurately,
including
using speech
marks and
apostrophes.
Whole class work
Explain that as Jacqueline
Wilson is our chosen
significant author they are
going to look at other
examples of her story
openings to gather more
information about how writers
open stories.
Use The Lottie Project
Extract 2 to discuss how
dialogue is set out.
Unit: Narrative Unit 1 – Significant
Authors Week 2
Guided group tasks
Prior learning: :Plan, tell and write
complete stories with a clear sequence of
events and showing how one event leads
to another; use detailed description and
powerful verbs to evoke setting and
portray characters. Be able to punctuate
dialogue.
Differentiated independent tasks
Children working in pairs for peer support. Each pair have a different story by Jacqueline Wilson
and then read 1st chapter and make notes about the setting, characters, how the story is opened,
in first or third person, as a diary? Opened with a description of the setting, dialogue etc. What
are the main events in the first chapter that draw the reader in, what would you like to find out in
the story, what do you think will happen next?
Independent work – children to write a dialogue between a parent and child with the child upset
or anxious about a situation that could be a story opener.
Model the start on the board.
Use The Lottie Project
Extract 2 to discuss how
dialogue is used to show a
character’s feelings. Discuss
how the writer shows a more
compassionate side to Lottie
Red group supported by HN
Blue group to be supported by JA
Green and Purple groups to work independently – encourage use of adverbs also in their
dialogue.
Direct phonics group to go and do this at 11.45
Plenary focus
Pairs to feedback about
their chosen story.
Share some good
examples of dialogue
and ask children to pick
out the words and
phrases that show a
good example.
through her actions and
responses in the dialogue.
Explain that the following
points: when a new person
speaks, the words they
Ask the following key
questions: How does the
writer show Lottie’s anxiety?
How does Lottie manage to
hide it from her mother?
Model sentences on board
without speech marks –
where do they go –
brainstorm a list of words to
use other than said.
3 &4
Experiment
with
different
narrative
forms and
styles to
write their
own stories
5.
Infer writers'
perspectives
from what is
written and
what is
implied
Explain to the children that
they have compared different
story openings, introducing
the character, dialogue,
description of setting etc.
Children to work independently on experimenting with different ways to open the story.
They are going to now
experiment with different
ways to open a story.
Use the story of Little Red
Riding Hood from internet
brothers grimm website.
Direct phonics group to go at 11.45 am with HN
Model an opening using
dialogue, model an opening
in the first person, model a
description of the character,
or the setting
We have been reading
“Buried Alive” as a serialised
class novel by Jacqueline
Wilson
Explain that we are going to
revisit the first chapter and
look at what Jaqueline
JA to support green group
Share some of the
different story openers
together and discuss
their effectiveness.
HN to support blue group
Children to find evidence about Tim’s character through the dialogue with other characters and
what they imply – particularly dad. Work in pairs and make a list of phrases that they have found
in the text. Make suggestions about the author’s perspective on Tim.
HN to support red group
JA to support purple group
Feedback ideas to the
class about their
findings of what is
implied about Tim’s
character.
Wilson implies about Tim’s
character.
Evaluation of objectives/ Next steps:
What went well?
What needs reinforcing?
What to do differently next time:
Individual children causing concern/ exceeding expectations: