Low Road and Windmill Music Federation
Literacy Planning
Information
Year 3/4
Genre: Persuasive writing
Week Beginning: 23.2.15
Literacy links across curricular
topics:
SMSC:
Word
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
Formation of nouns using a range of prefixes [for example super–, anti–,
auto–]
Use of the forms a or an according to whether the next word begins with a
consonant or a vowel [for example, a rock, an open box]
Word families based on common words, showing how words are related in
form and meaning [for example, solve, solution, solver, dissolve, insoluble]
The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken forms
[for example, we were instead of we was, or I did instead of I done]
Sentence
Expressing time, place and cause using conjunctions [for example, when,
before, after, while, so, because], adverbs [for example, then, next, soon,
therefore], or prepositions [for example, before, after, during, in, because
of]
To build on their selection of openers to begin sentences and connectives to
extend sentences: eg use ‘because’, ‘if’, ‘although’ and ‘when’ securely, and
experiment with ‘before’ and ‘after’.
Speaking and Listening
Focus:
Speaking
8 The range should include:
a reading aloud
b presenting to different audiences
c extended speaking for different purposes.
Listening
9 The range should include opportunities for
pupils to listen to:
a live talks/readings/presentations
b recordings [for example, radio, television,
film]
c others in groups.
Group discussion, debate and interaction
10 The range of purposes should include:
a investigating, selecting, sorting
b planning, predicting, exploring
c explaining, reporting, evaluating.
Drama activities
11 The range should include:
a improvisation and working in role
b scripting and performing in plays
c responding to performances.
To be able to use ‘Soon’, ‘After that’ and ‘Last’ securely as openers, and
experiment with ‘Last time’, ‘Also’, ‘After’ and ‘Another thing’.
Noun phrases expanded by the addition of modifying adjectives, nouns and
preposition phrases (e.g. the teacher expanded to: the strict maths teacher
with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
To begin to vary the length of sentences.
Group NC Levels, PP Children and More Able (MA):
Less Able (LA): Nathan (2c), Tommy-Lee (1a),
Alfie , Dean (2c) and Abbie (2c+)
Text
Introduction to paragraphs as a way to group related material
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for
example, He has gone out to play contrasted with He went out to play]
Spelling Focus:
Accident
Accidental
Address
To produce a structured text with a beginning, middle and end.
Create settings, characters and plot
Middle Ability: Emilie (2a), Lewis (2a), Kaycie T
(2a+), Ethan (2a), Lennon (2a), Brandon (2b)
To structure writing with clear opening and closing statements
Appropriate choice of pronoun or noun within and across sentences to aid
cohesion and avoid repetition
More Able (MA): Conrad (3c+), Grant (3c+),
Jack R (3c+), Abdul (3c), Kasie Mia Scruton
(2a+), Rhiann (3c+), Jaimee (3c), Molly (3c)
To begin to identify the features associated with different types of writing
and include these in their writing.
Punctuation
Construct sentences consistently using capital letters, full stops, commas to
separate items in a list, exclamation marks and question marks.
Use of inverted commas and other punctuation to indicate direct speech
[for example, a comma after the reporting clause; end punctuation within
inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the girls’
names]
Learning Objective
Connection/
Introduction
Activation
Teaching
Learning
Answer
Appear
Arrive
Believe
Bicycle
Breath
Breathe
Periodic check on children’s
ability to spell Year 3/ 4 list
words.
Spelling Activity from first
activity of Pie Corbett book.
L.O. To start detailed
arguments using sentence
openers.
This lesson is planned initially carousel of
activities to improve persuasive writing
skills in year 4. The concept is based on
the idea that a part of the school grounds
are going to be built upon. Lots of debate
and chance for progression through
speaking and listening.
Verbal Agreement:
E.g. I love
You love
She/ he/ it loves
They love
Etc.
Expose ch. to persuasive texts and let
them discuss.

Explain the LO. Here the ch.
engage in a carousel of activities
to develop use of persuasive
language and mind map the
problem.

In table groups, ch. work through
problems provided. (5-10mins on
each)
Resources: Carousel activities [1]
In groups, each person chooses a character. Read out your
situation and opinion and then discuss who has the best point and
why. (You might want to write some reasons on post its)
Turn that frown upside down!
Take the negative comments and try to see them from a positive
point of view!
Make me!
Use the sentence starters to write out sentences in your book,
explaining why the leisure centre should/shouldn’t be built (cut out
and stick the starters in your book).
Main activity: Persuasive techniques
Turn over a card and have a go at writing a sentence showing off
this technique (ch write these in books using sentence starters).
Share with the person next to you.

using writing frame/whiteboard.
Learners read out some sentences that they are proud of for being
particularly persuasive.
Discussion!
Plenary
Choose a discussion point with the
people on your table and have a chat
about the question raised.
Regroup – discuss what we have learned.
Learners to get into ability grouped pairs and plan out letter.
Homework: To write persuasive letters to parents/ carers asking for
e.g. more pocket money/ longer up before bed (ensure nothing that
might cause bad habits).
Reflection
Provide ch. tables with I, you,
he/ she/ it and they and ask
ch. to write the correct form
of the present tense of a
range of verbs (perhaps do
this instead of Daily Ten
some days).
Debate!
Reflection
Session 1:
L.O. To write an opening
statement
Resources
Activity 2 from Pie Corbett
book
Sentence starter sheets.
Children extend sentences
from yesterday with
conjunctions – look at as a
class.
MA: To begin their letters independently, still having sentence openers
to help them.
Recap/ model:
Mrs Parker to help to get started and to form their introductions, esp.
Lewis, Lennon, Abdul, Kaycie Thompson and Emilie.
Setting out of a letter
How to introduce the letter with an
‘attention grabbing’ introduction.
Warm up: As with Newspaper reports, ch.
interview each other – model this first to
look at the kind of questions and
statements ch. should be making – have a
mini hot seating session perhaps.
Middle Ability:
LA: Mr Ainsworth to support LA in scribing introduction thought up by
group on WB. They then use sentence starters, as a group if
necessary, to start main points of letter
They can peer assess after 25 minutes to half an hour and offer their
pair share partner positive feedback and constructive criticism.
Warm up:
Making complex sentences
using commas for clauses or
‘embedded’ clauses. Give ch.
main clauses with missing
sub clauses, opening the sub
clause with ‘who’, ‘which’ or
‘that’ depending on subject of
sentence, and ask them to
complete.
Reflection
Also look at feedback from
assessment.
Today ch. will begin to plan out their letter
to the council about the proposed plan to
build a leisure centre on school grounds
(the playground)
Reflection
Session 2:
Homework:
Extend:
Ch make their own as AFL.
Session 3:
Reflection
Homework:
Session 4:
Reflection
Homework:
Session 5:
Reflection
Homework: