Rigby Dimensions Weekly Plan
L Year:
6
Code:
Less able,
I Booster
Middle,
T Wk : 1
More Able.
E
Whole Class
Whole Class
R
Shared Text
Phonics, Spelling,
A
Read/Write
Vocabulary,
C
Grammar
Y
M Q What do you know about the Work in pairs to retell or
story of Little Red Riding
summarise the story (Drama).
O Hood? Which different
Success criteria- can you
versions have you read? Look
recall the story using time
N
TEACHER/ Teaching
Assistant Focus Group
Learning Intentions
Renewed Framework related objectives- Strand 2- Analysing & evaluating how
speakers present points effectively through language & gesture.
Strand 8 - Use narrative techniques to entertain & engage the reader.
Revision objectives: To identify features of recounted texts.
To be able to write a first person recount.
To use connectives, especially time connectives effectively in
their writing.
(To use the style & convention of a journalist to report on
imagined events)
Guided
at Rigby Dimensions electronic
storyline on SMARTBOARD.
Watch Opening Experience.
What sort of text is this
demonstrating? What did you
like about it?
connectives to order it
correctly?
Pick out words that back up
possibilities that may be
recount/explanation/report.
W
E
D
Use Module 1 shared writing
starter- Which tense is this
written in? Who is writing
this? Find evidence in test to
support this.
Identify 3rd person pronouns.
Highlight verbs we like, e.g.
swooped, edit those we don’t
e.g. said, with a partner. (Use
screen pencil with class).
Plan your recount of what the Jester was
reporting on- who will you be writing
as?(Choose LRRH or the wolf) What was your
involvement in the whole thing. Use The
Storyline Planner on screen to decide where to
start/end the recount.
As less able but without
teacher help and children
should ad in speech and
thought bubbles for the
characters in each
picture.
Work together to record
the names of people
Jester needs to talk to
and why he should
interview these people.
Have a copy of The
Storyline Plan (Fiction
section). You will be
writing as either the old
lady or as an eyewitness.
T
H
U
Pick up features of the
recount- is there anything that
we would change for this
particular recount Look again
at the clip and shared writing
starter.
Model writing opening
sentences for children ‘s 1st
person recounts as LRRH. Edit
words with children e.g. I was
busy cooking in my kitchen
when suddenly…
Work with children to support them in
beginning their recount as the Jesterthink of an interesting headline like the
ones that flashed up on the screen in
the clip.
Begin to write up
recount as Granny or
another eyewitness. Use
Storyline planner from
yesterday.
F
R
I
Work with response partnersgreen highlighters select
words we like about our
partners writing, pink- words
that we would change.
Gibe reasons for the choices
we have made to our partnersI liked this because…..,,
I changed this as….,,
Finish writing recounts.
Teacher and any available teaching assistant to help and support children where necessary.
Encourage the use of dictionaries and thesauruses.
Celebrate children’s achievements by sharing a best paragraph with group or whole class.
T
U
E
Opportunities
For:
Assessment
Paired activity- each pair has 6 cut out
pictures.
What order should they/can they go in?
Discuss why you out them in that order.
Recall the story using time connectives
to join pictures together.
Who could Jester interview so that he
can recount what has happened
accurately or in greater detail for his
newspaper? Note down questions that he
could ask.
Are children able to write in the 1st person?
Can children use time connectives effectively in their
work>
Are they able to edit work for themselves/a peer?
ICT
PLENARY
Children in pairs order the
pictures- give reasons for their
order. Tell the story,
use time connectives to help order
pictures and adverbs to describe
actions of characters.
In Pairs conduct interview. Use
whiteboards or a notebook to jot
Qs and As –1 person be Jester,
the other one of the other people
involved, e.g. eye witness, LRRH.
Plan recount that Jester will write
for the Newspaper after
collecting all the information. (Use
Recount Planner)
Hot seat
characters
from the
pictures- Wolf,
LRRH, Granny,
Woodcutter.
Whose version
of events would
be the most
biased? Why?
Begin to write up recount as LRRH
or wolf using Storyline planner as
a guide.
Hot seat the
characters
from our
recounts.
What are the
features of a
recount? Class
generate success
criteria for this
activity.
What other
genre are
similar to
recounts?
Discuss.
Using the SMARTBOARD to play clip, Display LRRH storyline, Shared Writing Starter.
Rigby Dimensions: Whose Side Are You On? Text to be used: Red Riding Hood Storyline page 2, Opening Experience.
L Year:
6
I Booster
T Wk : 2
E
Whole Class
R
Shared Text
A
Read/Write
C
Y
M
O
N
Watch Opening Experience
again. Is it persuasive or
biased or is it a balanced view
of events? Give evidence.
Code:
Less able, Lower Middle,
Upper Middle, More Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
Show interest groups on the
screen. What would their view
of the court case be?
(Classroom to be set up like a
courtroom)
Revise what we were learning
about yesterday.
What words persuaded us that
that interest group’s viewpoint
had to be taken seriously?
What might the consequences
of this story be? E.g. no one
wanting to go to the forest
anymore. Look at Language
Card 3 (Tourist Officer)
How can we effectively
persuade people to agree with
our viewpoint of events?
(disguise opinions as facts).
T
H
U
Revisit the classes edited
version of The Forest saved as
The Forest 2. Look at role of
rhetorical questions in work.
What are they? Why use
them?
Look at the role of specific
connectives, e.g. because, as, when,
where in persuasive writing. Word
Sort- divide connectives into those
we would/not use in persuasive
writing, e.g. not but.
F
R
I
Conscience Alley Activity:
Make 2 lines down middle of classroom.
1 line is going to persuade child walking down the middle to visit
the forest, the other warning against going there. Comment as
the child in the middle walks past.
T
U
E
W
E
D
Opportunities
For:
Assessment
TEACHER/ Teaching
Assistant Focus Group
Shared & Modelled WritingThe Forest - Look at the
words which persuade
effectively. Edit underlined
words for better alternatives
as a class.
Guided
Learning Intentions
Renewed Framework related objectives- Strand 1 use a range of oral techniques to
present persuasive arguments & engaging narrative. Strand 4- Improvise using a
variety of drama strategies.
Revision Objectives: To be able to use persuasive phrases and
PLENARY
rhetorical questions effectively in writing.
To be able to use figurative language, ie similes and metaphors in
a description.
To use connectives to join sentences together and link clauses
within sentences.
To recognise how arguments are constructed effectively.
DEBATE. (Use whiteboards to jot notes)
Give evidence
Motion: The wolf has deceived people so
Give evidence/view as Give evidence as
as either: a)
should be sentenced to 3 years in prison. either: a) Wolf
either: a)LRRH’s
the forest
Support less able with their oral
Protection Society or mother or b) Wolfie’s
rangers or b)
argument as a) The Wolf’s cubs,
b) Mrs Wolf
teacher.
farmers.
b) Pigs United.
Divide into 2 smaller groups:
Write approximately
Write 50 words that make us feel sorry
1) Sympathise with wolf, b) anti
50 words that make
for the wolf as: a) wolf, b) member of his
wolf as wolf’s teacher.
us feel sorry for
family, e.g. Mrs Wolf, Wolf cubs.
Write exactly 50 words to make the
LRRH/Grandma.
reader believe your viewpoint is correct.
1st drafts
Design a poster to
Design a flyer for cars Produce article
Work with good middles on producing a
encourage visitors to
to encourage people to
for forestry
leaflet persuading locals & tourists to
visit the forest
visit the forest.
commission
visit the forest.
again.
encouraging
Focus on including similes/metaphors in
visitors to
work.
forest.
Continue to work on work from yesterday.
Work with response partner to edit work.
Look at using a response partner to a) Make work more creative/persuasive and b) correct errors.
Was the motion
carried?
Why?
Discussion: Look at our work that we have completed this week.
What have we learnt about writing persuasively?
How have we written descriptively?
What have our successes been?
How could we
adapt the work so
that we could
actually send it to
the Forestry
Commission for
them to use?
Can children write persuasively by:
a) using rhetorical questions,
b) including descriptive/persuasive language,
c) using time/other suitable connectives.
ICT
Set up success
criteria as a
class for
persuasive
writing.
How could we
distribute
posters, fliers,
leaflets, articles
etc.
Display work on
tables- walk
round classroom
pick out work
we like & why.
Use of SMARTBOARD to display clip, language cards & interest groups.
Use of 2 school microphones for debate on Monday for which ever child is talking/offering
their view at a given time.
Rigby Dimensions: Whose Side Are You On? Text to be used: Interest Groups pages 4 – 7, The Forest.
L Year:
6
I Booster
T Wk : 3
E
Whole Class
R
Shared Text
A
Read/Write
C
Y
M
O
N
Code:
Less able, Lower Middle,
Upper Middle, More Able.
TEACHER/ Teaching
Assistant Focus Group
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
Guided
Learning Intentions
Renewed Framework objectives- Strand 1 use a range of oral techniques to present
persuasive arguments & engaging narrative. Strand 10- express subtle distinctions
of meaning by constructing sentences in varied ways.
Revision Objectives: To be continue to be able to use persuasive
PLENARY
phrases and rhetorical questions effectively in writing.
To comment critically on the style, language and success of nonfiction material, ie advertisements.
To revise the differences between spoken & written language.
To be able to use punctuation, such as exclamation marks and
question marks effectively in their writing.
To be able to present a text in the most appropriate form.
Add in
Make radio jingle for a
Make jingle for
musical
Make radio jingle for
sheep shampoo or
other animal in
instruments
Sheep Fleece N Go
conditioner with a
pairs, e.g. horse to make the
Shampoo in pairs.
different eye catching
straightners
jingle more
name.
for horse mane!
effective.
Look at Magazine Advert- page
10- Fleece ‘N’ Go. Why is it
called this? What else could
the shampoo be called?
Pick out the words, which
would persuade farmers to buy
it- “gleaming”, “you’ll be
hooked”.
Make a radio jingle for another farm
animal product, such as Pig Conditioner
as a whole group.
Why is advertising so
powerful? How else do
companies advertise? E.g. TV,
the Internet. Look at The
Internet Shopping Page.
Look at Holiday brochure &
small ad on page 9. Why are
they are on the same page?
(Make holiday link)
Use an on screen drawn Venn
Diagram on SMARTBOARD to
compare today’s text to
yesterdays.
Work as a group to present Sheeps’ Kin
Clothes in a different way- use
computers in the classroom/ICT suite to
present work in a different way.
Who else would need a break in
fairy tales apart from a
shepherd, e.g. The Three
Bears etc. Collect children’s
ideas.
Begin to plan & write own small
advertisement on theme of sheep. May
be advertising cheap sheep shearing for
example.
T
H
U
Q Why do advertisements need
humour? Collect responses from
children on whiteboards.
Watch an advert from the TV for a
holiday destination.
Pick out language from
Thomson advert that would
convince people to visit that
place.
F
R
I
What have we learnt about
Persuasive Writing over the
last fortnight?
Display Module 1 review sheet
on SMARTBOARD. Go through
questions as a class.
Finish writing from yesterday, work with response partners of similar ability to improve
text, change lay out, ensure punctuation is used to the best effect, as in Shepherds &
small ad. Etc.
Use Persuasive Writing Checklist generated from last week.
Complete Review Sheet 1 for Module 1- I have been learning to talk & write persuasively.
LA: Support from teacher/Adults to complete sheet. Record answers in simple phrases.
MID: Complete review sheet as it is.
MA: Add in their own ideas for what else could be on the review sheet.
T
U
E
W
E
D
Opportunities
For:
Assessment
Are children able to:
a) use ? and ! correctly?
b) select the best lay out for a particular style of
advertisement to present their work in, so that it
captures the reader’s attention & maintains it?
ICT
Editing- Edit the
Internet Shopping
Page by changing
words, such as “stay
ice- cool”
Begin to plan & make
up a page for a
holiday brochure
describing Black
Rock lighthouse to
attract shepherds
Edit words in magazine advert. Focus on
how written language will be different
from oral language from yesterday. (All
middle groups)
Why edit
adverts?
Discuss as a
class.
Begin to plan & make up a
page for a holiday
brochure for Blackrock
lighthouse to attract
another fairy tale
character needing a break,
e.g. Grandma from LRRH.
Paired dramashepherd going
into travel
agents. How
does the travel
agent
persuade? Swap
roles.
Begin to plan &
make up own
Internet
Shopping Pagee.g. for Rumpel’s
Kilts & tins!
Display on screen Venn Diagram.
Recorded advertisement from TV of Thomson Holiday company.
Use of Rigby Dimensions Module review Sheet- display on SMARTBOARD.
Rigby Dimensions: Whose Side Are You On? Text to be used: Advertisements Pages 9 – 11.
Share work
with class,
pick out
favourite
phrases.
How confident
are children at
writing
persuasively?
Collect their
confidence
Scores.
L Year:
6
I Booster
T Wk : 4
E
Whole Class
R
Shared Text
A
Read/Write
C
Y
M Read through a range of
letters. (Put range of letters
O on each table, such as letters
N of complaints, apology, thank
T
U
E
W
E
D
T
H
U
F
R
I
you).
Read Bo Peep’s Letter to
Farmer Brown (pg 8). Why is
she writing? What credentials
does she have?
Select MA child to read Bo
Peep’s letter again to the class.
Identify what each paragraph
is about, e.g. 1- why she is
writing, 2. her experience etc
Design Success Criteria as a
class for writing a formal
letter.
Code:
Less able, Lower Middle,
Upper Middle, More Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
What are the similarities
between these letters? E.g.
they all have an address on;
they end with the sender’s
name.
Identify what text type it isi.e. formal letter applying for a
job & reasons/vocabulary that
show this, e.g. address, yours
faithfully etc.
With green highlighter in pairs
highlight the words or phrases
that we like in this letter that
would persuade Farmer Brown
to give her the job.
With pink highlighters in pairs
highlight the words or phrases
that we would change in this
letter, e.g. faithfully to
sincerely.
Children read their letters to the class.
Do they fulfil the purpose for which they were intended?
When LA read theirs class could be Farmer brown and decide
whose application is the best and why.
Opportunities
For:
Assessment
TEACHER/ Teaching
Assistant Focus Group
Guided
Learning Intentions
Renewed Framework objectives- Strand 2- listen for language variation in formal &
informal contexts.
Strand 6- appraise a text quickly, deciding on its value, quality & usefulness.
Revision Objectives: To be able to read formal letters & identify
PLENARY
the purpose of different examples of them.
To use paragraphs correctly and know when it is appropriate to
start a new one.
To lay out a formal letter correctly and structure one in the
correct style.
First Steps Style Activity- design set of criteria to sort the letters into. Work in small tables of 4.
Give more guidance to LA; suggest possible categories- e.g. persuasive letters, formal letters.
MA: Could be given a specific number of categories to sort the letters into.
Chn justify
reasons for how
they sorted the
letters.
Work in mixed ability tables of 4- Drama Activity. Farmer Brown interviews people for the job.
Look at Bo Peep Newspaper article on screen- how does this influence the farmer’s questions & Bo Peep’s answers.
LA: Farmer Brown interviewer, has to ask different candidates different questions (support from TA/Teacher).
LM: Bo Peep. GM: Another female fairy tale character who has experience of animals, e.g. LRRH, Goldilocks.
MA: A Wolf!
Ask farmers
which candidate
was the most
persuasive & gave
best answers.
Plan then begin to write a letter of
complaint to Bo Peep from Farmer
Brown about the poor standard of her
work. Work with teacher to decide
what the plan should look like.
Work with middle groups on developing
their replies. Focus on why
connectives need to be used- a) time
ones and b) connectives to join
sentences such as but & because.
Write letter from Farmer
Brown back to Bo Peep
informing her if she has got the
job or not. (Both middle gps)
Q- Whose
address is it at
the top of the
letter on pg 8?
How do you know?
Finish writing complaint letters
from yesterday.
Use checklist
with partner to
check if our
work fulfils the
formal letter
criteria.
LA: Using Bo Peep’s letter as a
modelled example, write another
letter to the Farmer applying
for a job writing as a shepherdBen Peep.
Finish writing job request
letters from yesterday.
Draw Venn Diagram with 3 circles on SMARTBOARD.
Children come up and record similarities and differences between their letters in the correct section.
Can children write and lay out a formal letter in the
correct style? (See Formal letter Success Criteria)
ICT
Using SMARTBOARD to draw Venn Diagram
Rigby Dimensions: Whose Side Are You On? Text to be used: Please, Please, Please…. Letter from Bo Peep.
Look at what
might go on the
outside of the
circles.
L Year:
6
I Booster
T Wk : 5
E
Whole Class
R
Shared Text
A
Read/Write
C
Y
M Listen to famous Narrative
O Poem- The Nightmail on the
SMARTBOARD Rigby
N Dimensions Bombs Away
Theme – Year 4)
Code:
Less able, Lower Middle,
Good Middle, More Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
Identify key characteristics
of this Narrative Poema) beat/rap/rhythm, b) the
rhyming couplets.
T
U
E
Look at page 12 of Little Red
Riding Hood Narrative Poem.
Compare it to night Mail.
Look at the words, which
rhyme, e.g. feel, meal. How
come they sound the same but
are spelt differently?
W
E
D
Read the whole of the
Narrative Poem. How is it
supposed to be read?
Look at where speech marks
are used. Identify that ! come
before the closing speech
marks.
T
H
U
Look at the end of the poem.
What do you like about it &
what would you alter?
Hot seat Grandmamma and the
wolf at different stages in the
poem. How do they feel?
F
R
I
Look at our own work alongside
the original text. Is it in a
similar style?
Identify how bold text and
writing some word in block
capitals can be effective.
Opportunities
For:
Assessment
TEACHER/ Teaching
Assistant Focus Group
Guided
Learning Intentions
Renewed Framework objectives- Strand 7- Read extensively including reading
groups, use different techniques to make a text come alive.
Revision Objectives: To be able toRecognise the key features of a Narrative Poem.
Sort words according to their spelling pattern that they follow.
Use commas, exclamation marks & questions marks appropriately
before speech marks.
a) Read and b ) write a Narrative Poem that engages the reader
and sustains their interest throughout the poem.
PLENARY
LA: Work in pairs to practice reading
MA: 4th verse,
the first verse of the poem with
GM: As less able but
work on keeping
LM: As less able but
instruments. Work as a group. Some chn
with the third verse
the rhythm,
with the second
can read, other click fingers or use
starting at letters
even though
verse.
instruments, such as drum or
with holiday snaps…
rhyme patterns
tambourine.
alters.
First Steps Spelling Linked Activity Words Sort.
Practice spelling them correctly using Look, Say, Cover, Write, Check, with partner after sorting.
LA: Sort words into groups- ee, ea. MID gps: i in bite, right sound. MA: augh sound as in saw, door, naughty.
Perform whole
poem as a class.
Write own starting verse for Little Red
Write own starting
Write 1st verse of a Narrative Poem for
Riding Hood- include a different
verse for this poem
another fairy tale, e.g Goldilocks & Three
character, e.g. Little Red Ring Hood may
in the same style
Bears, Jack & the Beanstalk, Cinderella.
be involved or the Woodcutter.
keeping characters
As lower middle but without support.
the same.
Work in ability groups to produce own group’s Narrative Poem. Choose whose starter you will edit from
yesterday. Who will write the middle parts? Who will write the end?
Will you stick with Little Red Riding Hood and play safe, or will you choose another fairy tale completely.
Children could have different roles: Artist, Scribe, Editors, Rhythm maker etc.
Teacher/TA to be used for supporting less able children’s groups.
Pick out your
favourite verse
of the poem and
why.
Continue to work on Narrative poems, aiming for completion by the end of this session.
Plan in how instruments could/will be used in the performance of the poem.
Perform
Narrative
poems to the
class.
Can children work cooperatively?
Are children able to a) read aloud keeping an appropriate
rhythm or beat, b) write in the style of a Narrative
Poem?
ICT
Which words
are
homophones,
e.g. reel, real.
Review how far
we have got &
any problems
encountered.
Use of Nightmail Video, from Bombs Away Module 1- poetry section.
Performance of the children’s poems on Friday could be filmed by a Teaching assistant in
the plenary session.
Rigby Dimensions: Whose Side Are You On? Text to be used: Little Red Riding Hood and the Wolf- pages 12- 15.
Rigby Dimensions: Bombs Away: Poetry Video The Nightmail.
L Year:
6
I Booster
T Wk : 6
E
Whole Class
R
Shared Text
A
Read/Write
C
Y
M
Read a range of openings for
O original and alternative fairy
N tales in different children’s
books.
T
U
E
W
E
D
Continue to read Once Upon a
Time. How does the story
develop? Use Storyline in
Rigby Dimensions Fiction
section to plot it.
Read page 21. Does the ending
satisfy the reader? Give it a
mark out of 10.
Code:
Less able, Lower Middle,
Upper Middle, More Able.
Whole Class
Phonics, Spelling,
Vocabulary,
Grammar
Guided
Learning Intentions
Renewed Framework objectives- Strand 9- Use varied sentence structure to shape
and organise texts coherently, use punctuation to clarify meaning in complex
sentences.
Revision Objectives:
PLENARY
To be able to: identify whether a story opening is speech, action
or description, or a combination of2 of these.
To engage the reader in a story opening by using vocabulary and
punctuation effectively.
To write an ending for a story that satisfies a reader.
Which of them are Speech?
Action? Description? What is
Once Upon Another Time?
Look at Rigby Dimensions
shared writing starter on
SMARTBOARD.
Pick out words that have been
used instead of said- e.g.
exclaimed, gasped, by the
characters.
Rewrite story
Write opening
opening as action.
Rewrite opening as
that combines 2
Rewrite the opening paragraph for Once
Think how commas
speech- focus on using
or more types
Upon a Time as description. Work with
can be used to create ! and , and ? correctly
of opening, e.g.
teacher on using appropriate vocabulary.
effect & slow down
within speech.
action &
the action.
description.
First Steps Character rating Sheet to develop comprehension skills, especially inference & deduction skills.
LA: Complete 1 for Sylvan in the story.
MID: Complete 1 for Granny Hood. (Both middle groups).
MA: Rosie, (Need to infer and deduce information from pictures & words).
How would you change the
ending page. E.g. change said
for better word, have Little
Red Riding Hood speaking
instead.
Look at Powerpoint on Once Upon another Time endings (up to slide 7)
Read the 4 endings for the story.
Work in mixed ability pairs to decide what sort of ending each is. (Give each pair a copy of the 4 slides).
Give each ending a) a score /10 for how imaginative it is and b) a score /10 as to how confident you are as to
what type of ending it is.
Model using commas correctly
in a list, to separate phrases
and clauses and to create an
effect for the reader.
Write an ending that ends with
dialogue.
Work with children on ensuring
punctuation, e.g. commas and ! ?
within speech is secure.
T
H
U
Complete, as a class, on the
SMARTBOARD an example of
another style of ending for the
story that is not a dialogue
ending.
F
R
I
Conscience Alley- Two lines down the centre of the classroom of
children opposite each other. They are the characters thoughts.
How can Granny and the wolf get their own back on Rosie?
Two children walk down the middle and each child gives Granny
and the wolf an idea for revenge!
Opportunities
For:
Assessment
TEACHER/ Teaching
Assistant Focus Group
Write a conclusive
ending for the
story.
Write an ending for
the story that is left
on a cliff-hanger, but
that still can be
classed as an ending.
Write an ending for the
story that is a reflective
ending.
Complete story endings.
Use response partners to check accuracy of work and improve the content of it.
Can children write a story ending that satisfies a reader
in a specific style?
Are children able to use commas, exclamation marks and
question marks within speech marks accurately?
ICT
Which type of
opening is most
effective for
Once upon
Another Time?
What other
characteristics
could we add to
our sheet? Use
spare box.
Look at the
final slide- do
any of the
endings combine
different types
of ending?
Q What age is
this story
ending suitable
for in its
original form?
Read our
endings to each
other. Are they
better than the
original?
Use of SMARTBOARD to display Shared Writing Starter, Storyline & to complete class
shared writing of an ending.
Powerpoint Presentation on Endings to be displayed on SMARTBOARD
Rigby Dimensions: Whose Side Are You On? Text to be used: Once Upon Another Time- pages 16- 21.