words or
Southwark Reading Festival Plan
Teacher's name: Lynn Sear
Objectives covered from the framework within this phase:
Class/Year Group: 6
Strand 6: Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen
Term: Spring/Summer
Strand 8: Read extensively and discuss personal reading with others, including in reading groups
Focus genre/text: Young
Strand 9 Use different narrative techniques to engage and entertain the reader; Select words and language drawing on their knowledge of literary features and
formal and informal writing
Samurai by Chris Bradford
Strand 10 Use paragraphs to achieve pace and emphasis
Genre duration
Strand 11 Use punctuation to clarify meaning in complex sentences
Phase : 3 of 3
Key Questions
Daily LO
Teaching Input/Writing
Target Group
Plenary
Process
Differentiated Group Tasks
To identify how an
effective complex
sentence is formed
through punctuation
and by deploying
subordinate clauses
phrases effectively
Read Look
35 – 38.
at examples
Recap, using
of complex
timeline.sentences.
WhatIdentify
effect does
and
Examine examples of complex
starting a sentence
sentencing within the text. First take a with a verb or an
simple sentence used, e.g. ‘It was
adverb have? How do
Yamato’ (Chapter 35) and discuss why it we know the sentence
is effective to use a short simple
is complex?
sentence at this juncture. Highlight good
examples of complex sentences, e.g.
sentences starting with ‘ing’ words ,
‘standing in the boiling courtyard
surrounded by a throng of well-wishers,
jack just hoped all the pain and effort
would be worthwhile’ Look at how the
comma is deployed.
Give ch examples of complex sentences from the text
without the punctuation and in pairs see if they can
identify where the punctuation should go. When task is
completed give ch envelope after with inserted commas
and get them to identify whether they were right.
Have examples on the board of
clauses to order and punctuate
taken from the text. What rules
can we identify to ensure these
sentences make sense?
Read 38-40 in class time.
Homework – write journal
entry no. 3
Session 1 assess and
evaluate
To understand the
key elements and
features of an
effective narrative
Read up to the end of ch 41. Update
key events and predict what happens
next. Use chart to identify what we have
learnt about author’s style – answer
questions. Discuss the use of ‘cliffhangers’ .
What other texts do
In groups complete questions about author’s style and the
we know where cliff
plot – use complex sentences to answer where possible. Use
hangers are effectively a range of simple and complex questions. Discuss answers
used? - give examples. together before one person answers.
Identify probable ways
forward in the text. Mind map
causes and consequences in
order to predict well. What
evidence can you cite for your
predictions?
Do not let the children read on
from this point!
Session 2 –
assess and
evaluate
To plan to write for a
particular audience
using key elements
and features
Recap on key events. Pick out themes.
What avenues would
Model planning a possible next chapter
be worth exploring?
What ends have not
in style of author. Discuss what would
been
tied? Cliff hanger
be probable in terms of plot and
ending?
Plan events using basic story box planner as modelled then
start writing..
Look at all the chapter titles in
Young Samurai- any
similarities/themes/
patterns/puzzles?
character development. Use working
wall and timeline as guide.
Session 3- assess
and evaluate
To write a narrative
effectively for a
particular audience
drawing on and
combing different
language and
organisational
features a
appropriate
Model writing a new chapter from plan.
Use working wall and information
gathered to inform to follow events
Allow time for writing. Allow 45 mins for this. Expectation is
that it should be 2 sides of A4 and approx 6-12 paragraphs
from L4/5 achieving children. Use writing response partners
in class for quick feed back at frequent intervals.
Discuss and share possible
avenues explored and the
reasoning behind it. Who has a
sentence that is constructed
well and uses effective
vocabulary? Share good
examples of vocabulary and
figurative language used.
Identify anyone who has used
quality complex sentencing
and layered description.
Session 4 assess and
evaluate
Continue to share and celebrate work.
Allow
time for completion of writing if
As above and
necessary.
Finally share actual ending
use a range of
and compare. Discuss possible future
appropriate
strategies to edit,
novels and how the characters may/will
proofread and correct
develop.
spelling in their own
Ch to work in pairs to edit work and give responses on post
its. Use 3 stars and a wish or a similar approach/framework to
give feedback with.
End wk by adding to class
timeline of key events.
Time allowed for
editing/redrafting/celebrating/
Assessing according to needs
work
Session 5
Success Criteria: Ch will have written a new chapter as a possible ending in style of author. Ch will have identified how to use a complex sentence
correctly and will be using them in context of narrative writing. Ch will have worked collaboratively to answer questions around plot and the author’s
style.