Low Road and Windmill Music Federation
Literacy Planning
Information
Year 4/5
Genre: Biographies
WeekBeginning: 12.01.15
Literacy links across curricular
topics:
Writing a diary of a water
droplet in science.
Write about a day in the life of a
hunter gatherer in history.
SMSC:
Word
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
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]
Converting nouns or adjectives into verbs using suffixes [for
example, –ate; –ise; –ify]
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
To begin to collect and use adventurous words.
To use the correct verb and tense forms.
Sentence
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 select a range of connectives to join ideas together to form
compound sentences.
To begin to vary the length of sentences.
To experiment with ‘although’, ‘as well as’ and ‘however’ as
connectives and experiment with ‘Although’, ‘After a while’ to open
sentences.
Relative clauses beginning with who, which, where, when, whose,
that, or an omitted relative pronoun
Indicating degrees of possibility using adverbs [for example,
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.
perhaps, surely] or modal verbs [for example, might, should, will,
must]
To use an extended range of connectives and openers
To select the length of sentence to create the necessary effect.
Group NC Levels, PP Children and More Able (MA):
LA - Yellow - Jensen Chen 2b+, Lili-Mae Ledger
2a , Brooke Sykes 2a (PP), Marika Studzianna
2a+, Preston Finnegan 2b, Savannah Howarth
2a+ (PP)
Use of paragraphs to organise ideas around a theme
Text
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.
MA - Green - Ellie Cawthera 3c+, Ellie Thackray
3c, Harley Telford 3b, , Jayda Gray 3c+ (PP), Ben
Lake 3b
Devices to build cohesion within a paragraph [for example, then,
after that, this, firstly]
MA- Purple - Aimee-Leigh Dallas 3c (PP), Devon
Stott 3b, Lewis France 3b (PP), Javina Kiona 3b
(PP)
Linking ideas across paragraphs using adverbials of time [for
example, later], place [for example, nearby] and number [for
example, secondly] or tense choices [for example, he had seen her
before]
HA - Orange - Elysha Ruddock 3a, Kadee-Leigh
Wood 3c+, Rhiannon Davies 3b (PP)
Punctuation
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]
Us Use of commas after fronted adverbials
Brackets, dashes or commas to indicate parenthesis
Use of commas to clarify meaning or avoid ambiguity
To Use speech marks to denote speech, and begin to use some other
speech punctuation.
Spelling Focus:
Introduction
Learning Objective
L.O. To write complex
sentences
To use fronted adverbials.
Teaching
Remind chd of the features of a
biography.
Introduce fronted adverbials - describe
and show sentences with fronted
adverbials in. Talk partners - chd spend 2
mins identifying the fronted adverbial.
Go on to show sentences split into parts chd to attempt to put sentences back
together on whiteboards. Highlight the use
of commas after fronted adverbials.
Yellow and Green - turn given sentences written about Steve the Alien
from simple sentences in complex ones using fronted adverbials.
Improve each sentence by adding in extra information from the clues
that they were given. AH and JB
Purple and Orange - Chd to write a short biography about Steve the
Alien using the clues that they gathered earlier. Chd should make sure
that sentences atart with fronted adverbials where possible and they
should attempt to write in chronological order. LH
Reflection
Link to biographies - explain to the chd
that sometimes to write a biography we
have to piece together bits of evidence.
Chd to go to tables and look at the clues
that they have about Steve the Alien who
has crash landed on our planet. They
should write notes on sugar paper.
Learning
Reflection
Session 1:
Activation
Homework:
As a class discuss what we have found
out so far - pick out specific dates/ ages
and model how to use fronted adverbials
such as ‘At the age of 5…’ In the year
2010, …’
45 mins due to music lessons
Go on to show the chd a picture with
simple sentence that goes with it. Explain
that they are going to attempt to change
Chd to write complex sentences. Give the chd examples where fronted
adverbials could be used.
Yellow - LH to support.
Purple - independent.
Green - AH to support.
HA - JB to work with to discuss ideas and encourage use of higher
level connectives.
Reflection
To write complex sentences
Begin by recapping fronted adverbials
from yesterday. Using whiteboards chd to
match fronted adverbials to the correct
ending of a sentence.
Reflection
Session 2:
them into complex sentences by giving
more detail about how, when or where the
‘thing’ happened. Display possible
connectives that they chd could use to do
this.
Homework: Spellings to learn for phonics.
Give chd 2 mins to talk with a partner and
attempt to construct a complex sentence
using the given connectives. Share ideas
and model writing an interesting sentence.
Repeat with other pictures.
Session 3:
To collect information to write
in a biography.
To use subject specific
vocabulary.
Pupils will then work independently to complete the information sheets
collecting as much information as they can. They need to write in full
sentences and include dates where possible.
The sources need to be distributed on their tables so they can refer to
them.
Watch the Youtube video.
Ask pupils to feedback anything they
heard on the video that was interesting.
If pupils finish they can get an Ipad between 2 and do some more
research.
Go through the different sources the
pupils will have. Read them briefly and
ask what sort of things they can learn
from them.
Homework:
Reflection
Explain that today they will be gathering
information on Blackbeard the pirate.
Seeing as they can’t meet him to ask him
anything they will have to rely on sources
of evidence that tell us things about him.
Session 4:
To use subject specific
vocabulary.
To use the correct tense
To use complex sentences
Re-watch Video to remind them about
Blackbeard and discuss who he was/what
we found out yesterday.
Who, what, where, when, why?
Explain that today they will be writing a
biography of maybe 4 or 5 paragraphs
about Blackbeard.
LA - focus on ensuring paragraphs are used in the writing. Make sure
correct tense is used throughout the writing. Support from JB
MA - as above - AH to ensure chd are using interesting vocab and
attempt to use fronted adverbials in their writing.
HA - sit with LH - focus on use of fronted adverbials and complex
sentences using interesting vocab.
Reflection
Talk about chronological order. Why is it
important (easier to follow) can they order
the information?
(Green, blue, pink, black, red)
Pupils will then work independently to write a biography of Blackbeard.
They should work quietly. The sources will be on their tables to help
them as will their fact files from yesterday
Model writing a good opening paragraph.
Take pupils suggestions (maybe 2 per bit)
But then give own suggestion. Finally
show them and read my finished one.
Session 5:
To retrieve information from a
text
REINFORCE features of a bio
If needed, initially give chd time to finish
biographies started yesterday.
To answer SATs style
questions
Reading comprehension focusing on 2
and 3 mark SATs style questions.
Practise answering questions from the
text as a class, discussing model answers
as we go.
Chd then go on to having a go at questions by themselves.
Reflection
Read a text with the chd, discussing the
text as we go.
Read aloud a question to the chd about
the text - what clue do we have about how
much information is needed to answer the
question? Explain that the number of
marks that can be awarded/space left for
answer gives us a big clue about what is
expected.
Homework: Worksheet on fronted adverbials
As a class answer 2/3 mark SATs style questions.
Get chd to find information in the text to answer the questions and
suggest answers - as class improve answers.