Weekly Planning Sheet - English
Objective
1
2
WALT: Can
you use
inverted
commas
to indicate
direct
speech?
Spellings –
Could
Could not
Couldn’t
Would
Would not
Wouldn’t
Have not
Haven’t
Should
Should not
Shouldn’t
WALT: Can
you use
inverted
commas and
other
punctuation
to indicate
direct
speech?
Teacher: Mrs Haines
Year 3/4
Whole class and individual work
Date: 12/10/2015
Plenary
Shared
Success
criteria
Independent
Key questions
/ Focus
What are speech marks? We use
them to show the words that
are actually being spoken.
Have you:
1) rewritten the
speech in a
sentence;
2) put speech
marks at the
open and close
of speech?
Y3: Use inverted commas to indicate direct speech.
Chn take speech bubbles from their pile, and rewrite as
direct speech.
Peer marking.
Has your partner
used speech
marks at the
beginning and
ending of
speech?
Have you:
1) rewritten the
speech in a
sentence;
2) put speech
marks at the
open and close
of speech?
Y4: Use inverted commas and other punctuation to
indicate direct speech.
Chn take speech bubbles from their pile, and rewrite as
direct speech conversations - remembering to use new
lines each times someone new speaks.
Can you think of more interesting ways of saying said, or
asked?
Chn use thesauruses if they need.
Where does the speech start? Where does it end? Point
out other punctuation, and where capital letters are
used.
Show chn speech bubbles on the
board.
How would we put these into
direct speech? Model to chn.
Chn talk to partners, what can
we see? Point out speech marks
at the beginning and end of
speech.
Show ch next set of speech
bubbles – chn work with
partners to write on
whiteboards putting speech
marks in place. Share with class,
and check any wrong placements.
Do some together on the board.
Recap learning from yesterday.
Put a sentence on the board – is
it right or wrong? Chn talk to
partners.
Talk to chn about other
punctuation we need when we
are using speech. Show
examples, with questions,
exclamations and commas. Can
we come up with a rule?
Teacher Led: OH supporting LA chn.
Where does the speech start? Where does it
end? Point out other punctuation, and where
capital letters are used.
Show chn sample
of text. Chn work
in partners to
put in
punctuation.
Compare the
finished version.
What did you
miss out? What
do we need to
Evaluation
Teacher Led: OH offering floating support.
remember?
Have you:
1) written
detailed
adjectives for
setting;
2) written
detailed
description of
character and
what they’re
saying;
3) written
about what is
happening?
Y4: I can plan an opening paragraph which combines the
introduction of a setting and character.
Chn write their plan for their paragraph – where are
they? What can they see? What character can we see?
What are they like? What are they saying? How are
they saying it? Who else is there? What are they
doing/saying?
If they’re doing something, how are they doing it? Use
adverbs.
Teacher Led: OH supporting each group, in turn.
Working on the opening sentence, and synonyms for
said. Talking about how different words show how the
character is feeling – much more effective than just
telling the reader that Mr X is angry.
Chn talk to
partners about
their plan. Talk
them through
how they will
open, who their
character is,
what they’re
feeling about
Crunchbag. What
is Crunchbag
doing?
Have you:
1) used your
plan;
2) used full
stops at the
end of
sentences;
3) used capital
letters;
4) used some
speech?
Y4: I can write an opening paragraph which combines
the introduction of a setting and character.
Chn write their opening paragraph. Can you use speech
to show how a character is feeling? More effective than
just telling the reader how they are feeling.
OH floating support.
Chn read their
work aloud to
class. Class give 2
stars and 1 wish.
Model for class
first, if
necessary.
Work through examples on the
board, with chn talking to
partners.
Introduce another rule – new
line for each new character.
Model on board with chn.
3
4
WALT: Can
you plan an
opening
paragraph
which
combines
the
introduction
of a setting
and
character?
WALT: Can
you write an
opening
paragraph
which
combines
the
introduction
of a setting
and
character?
What happened at the end of
the last chapter? Chn talk to
partners and share. What did we
think would happen next? Well…
we aren’t going to find out right
away, because we’re going to
write our own versions of what
happens next.
We need to plan for our writing
– we need to introduce 2 things:
character, and setting. Well,
we’ve already got our character
planned out. What about our
setting? Where does the next
part of this story take place?
Show chn picture of our
riverbank. What can we see?
Describe to partners. Feedback
and write onto IWB for referral
later in lesson.
Remind ourselves of our plans.
Tell your partner.
Model writing on board, using a
variety of ideas from different
plans (informed from marking).
Model, focussing on punctuation
of capital letters and full stops.
5
EXTENDED
WRITE: A
weather
forecast.
Spelling test.
Show chn our weather forecast
for the week ahead. What do all
the signs mean? Link back to
learning in Geography.
We are going to write a script
for a weatherman/lady.
Model on board, name with
colons, and directions.
Tracy: Hello. On Saturday we
can look forward to beautiful
sunshine in the north of England.
(Point at the map).
Etc.
Comments/Notes:
SPELLINGS
Have you:
1) used full
stops and
capital letters;
2) written
stage
directions on a
new line in
brackets;
3) included the
day of the week
and the place?
Chn write their own script for the weather forecast.
OH supporting H. Price. Ensure he doesn’t skip out
words in his sentences. Write a sentence, read it out
loud.
Chn perform
their weather
forecast. Does it
match what is on
the board?