Low Road and Windmill Music Federation
Literacy Planning
Information
Year 4
Genre: Story
Week Beginning: 17.11.14
Literacy links across curricular
topics:
Handwriting
RE focus day – description of
Hinduism.
Creating glossary of terms.
Science – Explanation of changing
states of matter.
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’.
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.
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.
Group NC Levels, PP Children and More Able (MA):
Ironman (HA) – Lily Turner 3B+, Declan Blackley
3B (PP), Macy Torrence 3B (PP), Honey-Lily 3B
(PP), Hollie Mills 3B (PP), Matthew Shevill 3B
(PP).
Text
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]
To produce a structured text with a beginning, middle and end.
Create settings, characters and plot
Captain America (HA) – Ben Dean 3C+, Jason
Brook 3C+ (PP), Alfie Corrigan 3C+, Jason
Gomes 3C+ (PP), Rahul Kirbakaran 3C+, Maciej
Goldyn 3C+ (PP),
Spiderman (LA) – Darcy Hughes 2A (PP), Kia
Keith 2A (PP), Millie Mae Foster 2A. Erica Hardy
2B (PP)
Spelling Focus:
With JP away at Lineham all
week and EA having other
commitments during phonics,
the class will focus on learning
words from the new NC Year 4
spellings.
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
To begin to identify the features associated with different types of writing
and include these in their writing.
Thor (MA)– Kenzo Tagne 3C (PP), Harry Taylor
3C (P), Terry-James Ward 3C (PP), Leah Squires
3C (P).
Incredible Hulk (LA) – Oliver Leadill 2A+ (PP),
Jake Stephenson 2A+, Joseph Makintewa 2A
(PP), Lewis Gale 2A, Tia-Jade Cowburn 2A (PP)
Introduction to paragraphs as a way to group related material
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]
Words chosen to help story
writing and from marking
children’s books:
enough
caught
difficult
favourite
heard
imagine
peculiar
perhaps
probably
thought
Connection/
Introduction
Learning Objective
Writing my own short
adventure story.
Story
Beginning
Teaching
Starter – play adverb charades with class.
chd draw out a verb and adverb and act
out.
Learning
Chd continue to write the opening and the opening only. Stress that
they must not go past this point. We are aiming to set the scene with
descritption and leave the reader wanting more.
Re-cap what is needed for a good
adventure story. As a group come up with
a steps to success.
HA – Independent work. Focus on a range of sentence openers.
Watch the video. Ask chd to create a
timeline of events on whiteboards.
LA – Range of sentence openers and a word bank.
Reflection
Session 1:
Activation
MA – A range of sentence openers given and a word bank.
Watch again and ask pupils to write down
as many descriptive words as possible.
RE – to support around the room, main focus on Jake Stephenson.
Reflection
Spiderman – guided group with EA
Discuss characters names and create a
timeline for the beginning on board.
EXTENSION – begin to think of ideas for possible dilemma.
Feedback. Discuss what makes a good
introduction – hook the reader. How can
we do this? Build up.
Writing my own short
adventure story.
Share write the opening sentence.
Starter – their or there? Chd to choose the
correct form and complete the paragraph.
HA – Independent – focus on trying to include speech.
Story
Ask a chd to read out their opening to jog
memories about story. Looking at steps to
success (again to ensure pupils are using
it) chd to critique the opening.
MA – Word bank and sample sentence openers
LA – Continued support from EA.
Ask chd what has to come next.
RE to focus on rest of group.
Watch clip of Lucy meeting Mr Tumnus.
Extension – begin to think of ideas for possible resolution – how
could this happen??
Ask chd in pairs to come up with 3
Reflection
Dilemma,
problem,
middle
Chd to continue with their story.
Reflection
Session 2:
possible dilemmas that Lucy could face.
Discuss as a group and decide on which
one to choose. Shared write the
continuation of the story.
Reflectio
n
Session 3:
RE focus day - Hinduism
Session 4:
Story
Resolutio
n, end
Writing my own short
adventure story.
Starter – Connectives ping pong.
Chd to finish their story.
Ask chd to tell class where we left the
story. Look at steps to success and tick
off what has been included.
HA – Independent – focus on trying to include speech.
Read a possible ending that I have
created (as applicable to the dilemma the
class agreed on).
LA – Continued support from EA.
MA – Word bank and sample sentence openers
What is good but what could be
improved?
Together in mixed ability pairs, chd uplevel the possible ending.
Shared write the next sentence.
Homework: Write own adventure story
Reflection
RE to focus on rest of group.
Session 5:
Reflection
Homework: