Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Prior Learning
Identify features of different genres
of fiction texts.
Comment on performances, discussing
effects and how they are achieved.
Plan, tell and write complete stories
with a clear sequence of events and
showing how one event leads to another.
Organise texts into paragraphs.
Unit: Narrative Unit 2 Myths and Legends.
Year Group: 5
Term:
1 part 1
Learning outcomes For Phase 1:
Children demonstrate that they can classify features of different fiction genres.
Children can describe similarities and differences between different versions of the same story and support their opinions by referring to
evidence in the text.
Children can compose and manipulate sentences for different audiences and purposes.
Learning outcomes For Phase 2:
Children can identify different features of legends.
Children demonstrate that they can identify and comment on narrative viewpoints. Children can compose and manipulate more complex
sentences within a given context.
Learning outcomes For Phase 3:
Children can make simple notes.
Children can retell a legend orally, using their own notes to support them.
Children demonstrate use of techniques to engage and interest their audience when retelling a legend orally.
Week Beg:
3/09/07
1998 Framework Objectives:
Year 5, Term 2:
T1 features of myths, legends,
fables; T2 different versions of
stories; T3 oral and written
storytelling; T8 author and
narrator; T9 fiction genres; T11 own
versions of myths, etc.; T13 review
and edit writing; T14 notes for
storytelling.
Learning outcomes For Phase 4:
Children can reflect on their own performances.
Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience.
Children can reflect critically on their own writing and edit and improve it.
Overall Unit Target:
T 11: To write own version of legend using structures and themes
identified in reading leading towards storytelling their version. (Using
PowerPoint or tape or video to record)
Success Criteria:

Knows features of legends

Can identify different narrative viewpoints and use in their
writing.

Can identify different character perspectives and use in their
writing.

Can identify differences between oral & written language

Can be consistent in use of verb tense and subject

Can construct sentences in a variety of ways.

Understands and uses figurative and literal language
Layered Writing Target
(differentiation)
Must: be consistent with
tense and subject
Should: write about action
from differing character
perspectives
Could: Use notes of story
outline to orally retell
their story.
[T22: To write a non-linear explanation text of castle attack/defence
(using PowerPoint where possible) focusing on clarity, conciseness and
impersonal style]
T = Teacher.
D:\116103232.doc
Speaking, Listening, Group work, Drama Focus
29. Speaking
To choose and prepare stories for performance, identifying appropriate
expression, tone, volume and use of voices and other sounds.
Tell a story using notes designed to cue techniques, such as repetition, recap
and humour.
Listening and responding
Identify different question types and evaluate their impact on the audience
Drama
Reflect on how working in role helps to explore complex issues
Perform a scripted scene making use of dramatic conventions
OA = Other adult.
I = Independent.
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Phase 1
Phase 2
Phase 3
Unit: Narrative Unit 2 Myths and Legends.
Year Group: 5
Term:
1 part 1
Week Beg:
Read and analyse features of the text-type. Make comparisons between different versions of the same legend.
GFW: Year 5 units 28 and 35
Children continue familiarisation with the text-type. Discuss and investigate the effect of different techniques used
by the author. Work in a group to explore and empathise with characters through drama activities. Children use a
reading journal to record inferences and demonstrate understanding of characters by writing in the first person.
GFW: Year 5 unit 34
Make comparisons between oral and written narratives. The teacher demonstrates effective note-taking techniques.
Children make notes on visual and oral performances before working in small groups to prepare and present an oral
retelling of the legend of Robin Hood for an audio or digital video file.
Phase 4
Children evaluate their oral performances against agreed success criteria. The teacher demonstrates how to write a
legend, transferring oral storytelling skills into writing. Children work collaboratively to write the legend, exploring
how to transfer the visual and oral text to a written narrative.
Spelling Objectives and
Sentence Level Objectives
Spelling Bank




Week 1:- Spell words containing unstressed vowels
Familiarisation with the text-type; reading
comprehension (3 days)
Phase 2: Reading analysis of the legend of
Robin Hood; capturing ideas and writing in
role (6-7 days)
Phase 3: Comparison of oral and written
narratives and analysis of their key
features; retelling known legend orally
using appropriate techniques to engage the
audience (5 days)
Phase 4: Evaluation of oral performances;
transfer of skills learned during oral
performance to support writing with clear
authorial voice; collaborative writing of the
legend for a tourist leaflet (5 days)

Week 3:- Adapt sentence
construction to different texttypes, purposes and readers

Week 4:- Punctuate sentences
accurately, including using speech
marks and apostrophes
Week 2:- Know and use less common prefixes and suffixes such as im-, ir-, -cian
Week 3:- Group and classify words according to their spelling patterns and their meanings
Week 4:- Revision of all Spellings.
T = Teacher.
D:\116103232.doc
OA = Other adult.
I = Independent.
3/09/07
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Unit: Narrative Unit 2 Myths and Legends.
Year Group: 5
Phase
1
Objectives
Whole Class shared reading and writing.
Whole Class – phonics, spelling, vocab.
and grammar.
SEN
Mon.
INSET
INSET
INSET
INSET
INSET
SEN
(TA Support)
Share write
questions to ask
the curator at
Nottingham
Castle.
AA
Tues.
T16 to prepare for reading by
identifying what they already know
and what they need to find out
IWB Pg 1
Hide and Reveal Castle
Discuss with the children how
the castle might have looked in
the past. Talk to the children
about the castle and link it into
their previous knowledge.
Have any of the children been
to Nottingham castle before?
20 questions game listening for
links in meaning between pupils.
Use the Robin Hood PowerPoint
to support the children.
Wed.
T 1 Know and classify features of
legends
T11 Identify themes and
structures of legends within
reading
- legend order and structure
Read story of Robin IWB pgs 5-10
Discuss features of legends
Begin building class list.
Get the children to share write
with the teacher everything they
can think of to make a really good
legend. Get them to think of the
different features their story, or
the story they are reading, must
have in order to make it work.
S1- Reordering sentences to make questions.
The children are given statements and they
are to make the statements into questions.
Use the IWB and flipchart to record their
responses.
Teacher modelling using IWB Pg 3&4.
Spell words containing unstressed vowels.
Select a group of words that contain
unstressed vowels and write them on the
board or flip chart. Ask the children to work
out what the words have in common and why
people might have difficulty in spelling these
words.
Ask for suggestions as to how the spellings of
such words could be memorised, e.g.
exaggerated pronunciation where words are
broken down
into syllables – diff-er-ence; thinking of the
root word, e.g. differ + the suffix
ence use of mnemonics, e.g. ‘pet on the
carpet’, ‘Al is in hospital’. Use spelling poster.
S2 – Agreement of tense and subject,
nouns and verbs
IWB Pg 12-13. Get the children to look at
the different tenses and explain the
correct and incorrect tense and why.
GFW: Year 5 unit 28
Move the words around, first within the
noun phrase, and then around the verb.
Establish which can be moved whilst
retaining the same meaning and which
cannot. Repeat with other sentences in
order to construct a general hypothesis.
T = Teacher.
D:\116103232.doc
Term:
1 part 1
Week Beg:
3/09/07
Independent Group Tasks.
The children to
be given
pictorial support
and they are to
read back the
question and
think of some
answers they
might get via
hot seating.
SEN
(TA Support)
The children
order the
pictures. They
are to share
write a sentence
to go with each
of the pictures.
MA (Teacher
Support)
Children
formulate own
questions based
on KWL chart
IWB pg 3 using
pictures of
castle and nonfiction
texts/internet.
Children
formulate own
questions based
on KWL chart
IWB pg 3 using
pictures of
castle and nonfiction
texts/internet.
The children
write a letter
asking the
curator of
Nottingham
Castle questions
that they would
like to be
answered.
These to be
sent off.
The children
write a letter
asking the
curator of
Nottingham
Castle questions
that they would
like to be asked.
The children are
to be given
letter support
frame.
AA
MA (Teacher
Support)
Reorder story
into correct
order on own
whiteboards.
IWB pg11
Babble Gabble*
(twice – once
for detail then
for skeleton
outline)
Begin to prepare
notes for own
retelling.
Reorder story
into correct
order on own
whiteboards.
IWB pg11
Babble Gabble*
(twice – once
for detail then
for skeleton
outline)
Begin to prepare
notes for own
retelling.
OA = Other adult.
I = Independent.
Plenary.
BA
Children to write
on the KWL
chart. The
children to write
four sentences
about what they
do know. They
are to write four
questions on
what they would
like to find out.
Demonstrat
e how the
KWL chart
will help us
develop our
thirst for
learning and
help us ask
relevant
questions.
BA
Children are to
reorder the
story using the
pictures. They
are to order the
text underneath
the picture to
understand the
correct linkages.
Have the
pictures on
the IWB get
the children
to reorder
these and
show how
this can help
our writing.
Discuss
what we
have learned
so far.
Evaluation
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Thur
T11 Identify themes and
structures of legends within
reading
To be able to plan own legend
from reading completed during
the week.
Fri.
T11 Identify themes and
structures of legends within
reading.
Unit: Narrative Unit 2 Myths and Legends.
With the children go through the story of
Robin Hood so far. Look in detail at the
different suspense ideas used and how
this has influenced the reader.
On the flip chart make a list of different
suspense elements that make the story
really exciting. Make sure the children
pick up the different descriptive
elements.
Use the skeleton framework
for planning a short
sequence. The children are
going to re-plan the story
that they have been reading
this week. Remind the
children that they are to use
the features of good text
type in their legends from
the ones studied.
Share write on the board sentences for
the children to improve, and state how we
could use this in our planning.
Go through the planning grid
and explain each planning
stage.
Re read story IWB pg5-10
Model highlighting sentence construction.
S8 – construct sentences in
different ways.
Discuss with the children the different
sentence types and how they go together
to produce a quality piece of work.
Explain to the children how they can
improve sentence structure.
IWB pg 14,15 & 16
Look at the response sandwich display and
get the children to think about how they
could comment on others work.
Extended Writing
Objectives


To write own versions of
legends, myths and fables,
using
structures
and
themes
identified
in
reading (T2 T11)
To make notes of a story
as preparation for oral
storytelling (T2 T 14)
GFW: Year 5 unit 35
Collect and classify (page
156). Use the GFW unit.
Year Group: 5
Less able to
share write
using a story
board and
pictures. They
are to write
what could
happen under
each picture.
Term:
1 part 1
Week Beg:
Demonstrate
good planning by
a child and show
hoe we can all
emulate this.
The children to
use the planning
grid and the
pictures to
support them
with the plan of
the story that
they will write.
Remind them
that it is a
Legend.
SEN
(TA Support)
The children to
discuss key
sentences and
why they think
that sentence is
good/bad for
suspense.
Verbal feedback
and shared
writing
responses.
The children to
use the planning
grid and the
pictures to
support them
with the plan of
the story that
they will write.
Children given
picture to
support with
their writing.
AA
MA (Teacher
Support)
Model highlighting suspense and
good story features. Use pg 5-10
Response partners find examples
from the text of other features.
Create class list. (This will be used
later as success criteria)
Text mark the reading texts we
have looked at so far.
Use the PowerPoint from the Disk.
Share plan with
adult support
and picture
clues.
BA
Highlight the
key phrases in
the text given.
Get the children
to say why they
think that
particular text
is a good piece
of suspense
writing.
Activity
Group 1
Group 2
Group 3
The children are to re-write the story
they have been shared reading in the
class from their planning. We are to
focus on the sentence structure in
order to develop sentence writing
abilities ready for the final phase.
Children use their planning
to write a story based on
the work we have been
reading in class.
Children use their planning
to write a story based on
the work we have been
reading in class.
Children use their planning to
write a story based on the work
we have been reading in class.
T = Teacher.
Evaluation
They use the picture sequences to
assist with their writing.
SEN:
Share write.
D:\116103232.doc
3/09/07
OA = Other adult.
I = Independent.
Discuss how we
can improve our
own
understanding
of the work so
far. Explain
this to the
children.
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Unit: Narrative Unit 2 Myths and Legends.
Year Group: 5
Term:
1 part 1
Week Beg:
3/09/07
Phase
2
Objectives
Whole Class shared reading and writing.
Whole Class – phonics, spelling, vocab. and grammar.
SEN
(TA Support)
AA
MA (Teacher
Support)
BA
Mon.
Day 1
7. Explore how
writers use
language for
comic and
dramatic effects
Make class collections of ‘shun’
words. Categorise them according to
word ending (see lists below).
Develop and draw out patterns
leading to general rules determining
spelling pattern (see Notes below).
The children watch the Jousting video. In response
partners get the children to discuss what action
words help describe the scene. In groups of 4 the
children write some action sentences in order to
describe what they have seen and heard.
The children
share plan and
continue
independently.
The children
map out a graph
using the
tension
framework. At
each point the
children state
what the knight
is doing and why
they are feeling
this way.
The children map
out a graph using
the tension
framework. At
each point the
children state
what the knight is
doing and why they
are feeling this
way.
The children
share plan and
continue
independently.
AA
The children
write a
description of
the Knights
coming together
in an awesome
battle of
jousting.
MA (Teacher
Support)
The children
write a
description of
the Knights
coming together
in an awesome
battle of
jousting.
They are to
describe the
feelings, sights
and sounds.
AA
They are to
describe the
feelings, sights
and sounds.
MA
The children are to
use the Laptops to
research about
castles and how they
were designed and
built. They are to
write a paragraph in
their Literacy books
about what they have
found. Short notes
and sentences.
The children are to
use the Laptops to
research about
castles and how they
were designed and
built. They are to
write a paragraph in
their Literacy books
about what they have
found. Short notes
and sentences.
T13 review and
edit writing;
Give a base word and ask children to
write the correct ‘shun’ suffix, e.g.
educate, magic.
Alternatively, use a ‘shun’ fan for
children to flash in response.
Tues.
Day 2
Wed.
Day 3
T16 to prepare
for reading by
identifying what
they already
know and what
they need to find
out.
Make notes on
and use evidence
from across a
text to explain
events or ideas.
Children complete their own KWL
grid (what I know, what I want to
find out, what I have learned).
Children create a vocabulary bank
for the text-type. Use the IWB
file to collect ideas and notes and
to act as a working wall for
reference and support as the
sequence progresses.
Explain that weaker writers tend to write
in simple and some compound sentences
with a limited range of conjunctions
within, and connectives between,
sentences. Remind the children that
varied sentences occur when a conjunction
is introduced, so it is helpful to draw the
children’s attention to the range of
conjunctions available, e.g. after, although,
as, as if, as long as, as though, because,
before, if, in case, once, since, than, that,
though, till, until, unless, when(ever),
where(ever), whereas, while, and pronouns,
e.g. who, which, what, whose, where, when,
why, how.
Show the children the picture from the PP on Robin
Hood. Explain to the children that they will be
writing a descriptive paragraph about the clashing of
the two knights from the start. E.g. He sat upon his
horse, his breath echoing from inside the tin hat for
a face plate that he was wearing. The horse between
his legs shuddered with anticipation… Help the
children plan the writing that they will be doing using
a feeling graph.
Remind the children of the understanding
gained of the text-type by exploration of the
writer's techniques to develop suspense.
Working in pairs, children investigate the
features of the text-type, referring to the
written text for evidence. Use the IWB file
('Year 5 F legend RH') to collect, annotate
and discuss findings.
Use picture
segments to
help with the
feelings graph.
The children put
the pictures at
different points
on the graph.
SEN
(TA Support)
The children
share write and
continue
independently.
With the children use a feelings graph to
write their description of the jousting battle.
Use this to link into the children’s ideas of
the Robin Hood story.
Show the children how we note take.
Highlight key elements from different
websites on the Internet. Show the
children how to search and how we can
make notes on what we have
researched.
Look at the importance of brief notes
and diagrams. Explain that this will help
us write out own legend later.
T = Teacher.
D:\116103232.doc
SEN
(TA Support)
With the
children
research on the
Internet and
look at key
features of
castles. Show
how we note
take.
OA = Other adult.
Picture time line.
I = Independent.
Use picture
segments to help
with the feelings
graph. The
children put the
pictures at
different points
on the graph.
BA
The children write
a description of
the Knights coming
together in an
awesome battle of
jousting.
They are to
describe the
feelings, sights and
sounds.
Give the children
picture support.
BA (Teacher
Support)
With the
children
research on the
Internet and
look at key
features of
castles. Show
how we note
take.
Plenary.
Look at
different
examples of
the graph.
What makes
a really
useful one
for our
writing?
Read a good
example out to
the children.
Explain to the
children how
this can be
read use two
different
voices. Look
at the
sentences and
structure
used.
Show the class a
completed
compiled set of
notes for them
to use. Explain
to the children
why these notes
are good. Show
some poor notes
explain why
these are not so
good. Both sets
to have been
created by the
teacher.
Evaluation
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Thur
Day 4
Fri.
Day 5
Unit: Narrative Unit 2 Myths and Legends.
T11 Identify
themes and
structures of
legends within
reading
With the children show them the PP of
the different characters. Share write
the feelings for Maid Marion. Show the
children how we can use this to plan a
characterisation.
To be able to
plan own legend
from reading
completed
during the week.
With the children look at Robin Hood. Hot
seat the children and interview them as to
how they think Robin was like.
T11 Identify
themes and
structures of
legends within
reading.
Re-Read the Robin Hood legend and text
mark the complex sentences and how they
are used to make the text even more
exciting. Explain to the children how this
works to improve the overall text types.
Hot seat the children to see how the
characters are feeling at different points
of the story. Look at the different
perspectives of each of the characters
and note mark this on the shared work PP.
Extended Writing
Objectives

To write own versions of
legends, myths and fables,
using
structures
and
themes
identified
in
reading (T2 T11))
Use the character
framework to plan the
Character of Robin Hood.
Remind the children how to
plan a character correctly,
looking at personality,
appearance, movements.
Year Group: 5
Share plan a
description of
the sheriff
using a story
board plan.
Explain to the children that
they will be writing a
characterization on the
Sheriff.
Look at the children
responses from the work
covered so far. Get the
children to discuss what
they have learned so far.
KWL grid to be filled in.
Show the children the
feedback sheet and get
them to look at each others
extended writing.
SEN
(Teacher
Support)
Teacher
Assisted.
Term:
Week Beg:
The children use
the character
sheet to plan
the character
of the Sheriff.
The children use
the character
sheet to plan
the character
of the Sheriff.
They are to use
their response
partners to
discuss this in
their book.
They are to use
their response
partners to
discuss this in
their book.
Children are to
be given
pictures of the
Sheriff for
support.
MA (Teacher
Support)
AA
Develop the
ability to write
clear individual
sentences from
work completed.
1 part 1
The children
swap their
books with their
response
partners and
edit, comment
and review work
completed so
far.
The children
swap their
books with their
response
partners and
edit, comment
and review work
completed so
far.
The children are
to write
descriptive
phrases with
support linked to
the Sheriff.
They are to use
different
picture to help
support their
writing.
TA Supported
The children
edit and discuss
work looking at
how they could
improve their
character
descriptions.
Group 1
Group 2
Group 3
With the children share
write a character description
of Robin Hood and use the
planning from the Literacy
hour. Remind the children
how to write complex and
simple sentences and how
these go together to make a
detailed description.
The children write a
detailed description
of the Sheriff from
their planning.
The children write a
detailed description
of the Sheriff from
their planning.
TA Supported:
The children write a
detailed description of
the Sheriff from their
planning.
Evaluation
SEN:
Using picture clues and
role play.
D:\116103232.doc
OA = Other adult.
I = Independent.
Read out some
good examples
of the
characterisation
s the children
have written.
Explain why this
is a good piece
of work.
BA
Activity
T = Teacher.
3/09/07
Discuss why this
process is
useful. Get the
children to
reflect what
they have
learned so far.
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Unit: Narrative Unit 2 Myths and Legends.
Year Group: 5
Term:
1 part 1
Week Beg:
3/09/07
Phase
3
Objectives
Whole Class shared reading and writing.
Whole Class – phonics, spelling, vocab. and grammar.
SEN
(TA Support)
AA
(Groups of 4)
MA (Teacher
Support)
BA
(Groups of 4)
Mon.
Day 1
7. Explore how
writers use
language for
comic and
dramatic effects
Listen to the audio of the storyteller. Do
not show the visual text at this point.
With the children collect the different
responses and decide what and how the
story teller was able to convey the story
to us.
To investigate, collect and classify spelling
patterns in pluralisation, construct rules for
regular spellings, e.g. add s to most words;
add es to most words ending in s, sh, ch; when
y is preceded by a consonant, change to ies;
when y is preceded by a vowel, add s.
T13 review and
edit writing;
With the children look at how we can
adapt sentence construction to different
text-types, purposes and readers. How
did the story teller manage this?
The children need to make sure they are able
to follow the correct spelling conventions
linked to the New Framework.
The children look
at retelling the
various elements
of the story to the
teacher. Get the
children to make
sure they
sequence the story
correctly. They
are to use picture
sequence cards.
The children are
to work in their
response partners
and retell the
story verbally.
They are then to
change and their
partner takes over
from where they
left off. Get the
children to focus
on intonation and
speech clarity.
The children are
to work in their
response partners
and retell the
story verbally.
They are then to
change and their
partner takes over
from where they
left off. Get the
children to focus
on intonation and
speech clarity.
The children are to
work in their
response partners
and retell the
story verbally.
They are then to
change and their
partner takes over
from where they
left off. Get the
children to focus
on intonation and
speech clarity.
SEN
(TA Support)
The children use
the Identikit to
link in with
other areas of
the story and
how different
characters are
feeling that way
at different
times.
AA
MA (Teacher
Support)
BA
While re-watching
the video, children
make notes on the
storyteller's craft
and use of visual
techniques: facial
expression, tone,
intonation, body
language, camera
angle, visual
effects.
While re-watching
the video, children
make notes on the
storyteller's craft
and use of visual
techniques: facial
expression, tone,
intonation, body
language, camera
angle, visual
effects
The children are
given picture
clues and are to
write one thing
the story teller
has done to
make that image
come across
through words.
SEN
(TA Support)
The children to
share write
notes about the
story to make
sure it is
sequenced
correctly.
AA
MA
The children
write notes and
plan how they
are going to
retell the story
verbally using
PowerPoint to
assist them in
the retelling.
The children
write notes and
plan how they
are going to
retell the story
verbally using
PowerPoint to
assist them in
the retelling.
BA (Teacher
Support)
The children use
picture clues to
help them retell
the story using
verbal links
found from
knowledge. The
children to write
notes on their
work.
Tues.
Day 2
T16 to prepare
for reading by
identifying what
they already
know and what
they need to find
out.
Listen again to the audio of the
storyteller and, while listening,
demonstrate how to make notes on
the IWB.
Focus on the oral techniques
employed by the storyteller to
engage the listener rather than the
content.
Explore with children the
effectiveness of the notes. How can
we use these to help improve our
writing?
Wed.
Day 3
Make notes on
and use evidence
from across a
text to explain
events or ideas.
In small groups, children return to
their old notes and highlight
techniques they wish to use as
storytellers during their oral
performance.
Collect and share techniques needed
to retell the story effectively and
together agree success criteria for
the task.
Read the written transcript of the
narrative to children with limited
intonation and expression. In pairs, ask
children to consider the effectiveness
of teacher's performance and suggest
improvements based on the techniques
noted in the previous session.
Watch the video clip, allowing children
to both see the storyteller and hear
the story. Ask: What does seeing the
storyteller (visual text) add to your
understanding of the narrative?
Discuss preferences and differences
between storytelling and reading a
story. Use the IWB to record
children's responses.
Explain that children are going to write
notes to support their oral retelling of
the legend of Robin Hood. Explain to
the children how they are going to do
this.
T = Teacher.
D:\116103232.doc
OA = Other adult.
I = Independent.
Plenary.
Each group
presents
their story
to the rest
of the class
and are
graded on
the way they
tell the
story.
Discuss and
note these
by
annotating a
screen
capture of
the
storyteller
using IWB
software.
Reflect on
what makes
good noted
from work
already
completed in
the weeks so
far. How
can we use
these?
Evaluation
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Thur
Day 4
29. Speaking
To choose and
prepare stories for
performance,
identifying
appropriate
expression, tone,
volume and use of
voices and other
sounds.
Tell a story using
notes designed to cue
techniques, such as
repetition, recap and
humour.
Fri.
Day 5
Evaluate our own
performances.
Unit: Narrative Unit 2 Myths and Legends.
Guided and independent writing: children
write notes to support their oral
performance of the legend of Robin Hood.
Explain to the children that they will
record the different groups' retelling of
the legend using microphones, digital
sound recorders or video cameras so that
they can be reviewed and evaluated.
The children listen to a variety of
recordings and evaluate the recordings.
Ask the children to state how they could
improve their recordings. Explain to the
children it is important to make sure the
readings are exciting and good for the
children to listen to.
Use an IWB to project examples of
children's oral retellings and use tools
(pause, annotation and screen capture) to
involve children in discussion and
evaluation of the effectiveness of their
storytelling against the success criteria.
Extended Writing
Explain to the children the
importance of notes and how
they can be used to help use
tell a story.
Show the children how to
record their stories using
Pod Casting techniques and
get them to record their
stories.
With the children make a list
of criteria that makes a good
storytelling. Explain to the
children that they need to
think carefully about the
checklist as this also helps
to make their writing more
exciting.
Year Group: 5
Term:
1 part 1
Week Beg:
SEN:
The children are
to record
themselves
using a video
camera.
AA:
The children are
to record their
stories using
the Laptops and
or the
computers in
the ICT suite.
The children to
record the
whole story.
MA:
The children are
to record their
stories using
the Laptops and
or the
computers in
the ICT suite.
The children to
record the
whole story.
BA:
Teacher help
the children
record their
stories using the
computers.
SEN
(TA Support)
SEN:
The children fill
in the KWL grid
shared writing.
AA
MA (Teacher
Support)
Write a
paragraph in
their Literacy
Books to explain
how they could
improve on their
verbal stories.
BA
Write a
paragraph in
their Literacy
Books to explain
how they could
improve on their
verbal stories.
Write sentence
linked with
improving their
work.
Ask the children
to look at how
this will improve
their writing
skills.
Objectives
Activity
Group 1
Group 2
Group 3
To be able to create a
PowerPoint linked to the
verbal retelling of the
story.
The children use the
PowerPoint software to
create a set of slides that
help to retell the story we
have been focussing on.
The children use the
laptops to produce a
PowerPoint of the
story looked at.
The children use the
laptops to produce a
PowerPoint of the
story looked at.
The children use the
prepared slide to help
them put together a
story
using
the
PowerPoint software.
Evaluation
Prepare the slides for the
children to put sentences
in and make sure each
slide has a picture to help
the BA and SEN.
T = Teacher.
3/09/07
D:\116103232.doc
OA = Other adult.
I = Independent.
Extra time for
the children to
compete the
research. Get
the children to
read what they
have found out.
Selected
children play
their story and
discuss how
they could
improve it.
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Unit: Narrative Unit 2 Myths and Legends.
Year Group: 5
Term:
1 part 1
Week Beg:
3/09/07
Phase
4
Objectives
Whole Class shared reading and writing.
Whole Class – phonics, spelling, vocab. and grammar.
SEN
(TA Support)
AA
MA (Teacher
Support)
BA
Mon.
Day 1
7. Explore how
writers use
language for
comic and
dramatic effects
Punctuate sentences accurately, including
using speech marks and apostrophes.
With the children revise the different
spelling patterns looked at throughout the
week. Ask the children ways we can spell
words we are unsure of. Get the children to
understand how we could use this knowledge
to improve our spelling throughout the whole
of this weeks writing and evaluating work.
Look at the three spelling bank units and
assess the children’s knowledge.
The children use
the legend
pictures to plan
the story on a
graph so they
put all the
evidence on the
grids.
Plot the structure
of their own
legend in a
planning format
familiar to
children, use the
ICT program to
support this, for
example flow
charts, concept
maps, storyboard
templates.
Plot the structure
of their own
legend in a
planning format
familiar to
children, use the
ICT program to
support this, for
example flow
charts, concept
maps, storyboard
templates.
The children use
the legend
pictures to plan
the story on a
graph so they
put all the
evidence on the
grids.
SEN
(TA Support)
The children
plan the whole
story of Robin
Hood.
AA
MA (Teacher
Support)
The children
plan the whole
story of Robin
Hood.
BA
Give the
children planning
grid.
Give the
children planning
grid with picture
clues.
AA
MA
The children
write the
setting and
introduction of
the story using
their planning
framework.
The children
write the
setting and
introduction of
the story using
their planning
framework.
BA (Teacher
Support)
With support of
pictures and
teacher the
children write
their settings
and introduction.
T13 review and
edit writing;
With the children show them how to
punctuate the sentences correctly. Look
at all the work we have carried out over
the last four weeks. Explain to the
children that they need to be careful with
their punctuation. Make sure the children
put some examples on the flipchart.
Set up the writing task by explaining the
audience and purpose. Children will develop a
written version of the legend, using the
techniques developed through oral
storytelling for the castle's tourist leaflet.
Tues.
Day 2
T2 different
versions of
stories; T3 oral
and written
storytelling; T8
author and
narrator
Demonstration writing and teacher
scribing: play back one of children's
recorded legends and demonstrate how
children's notes and performance can be
used to support the writing of a narrative
version of the legend by writing the
opening to the legend.
Exemplify the differences between oral
and written language, for example
replacing the oral techniques with written
techniques.
Wed.
Day 3
T2 different
versions of
stories; T3 oral
and written
storytelling; T8
author and
narrator
Use opportunities during the writing
process to demonstrate and to guide
children with their writing, meeting the
needs of children in the class. Emphasise
appropriate sentence structure and
punctuation, and reinforce use of language
for effect.
At appropriate times use response
partners to support re-drafting and
editing of writing. Use an IWB to project
examples of children's writing for
discussion and modelling of editing and
improving writing linked to the agreed
success criteria and children's needs.
With the children, identify the success criteria
for the writing task. Link to children's writing
targets and sentence and word objectives.
Shared and collaborative writing: children write
their own legends based on another group's oral
version of the legend, transferring oral
storytelling techniques to writing. Use the saved
IWB files, working walls and storytelling notes to
support the writing process.
Show the children how to plan using the grid
from the setting, introduction, build-up, conflict,
main-event and resolution.
Demonstrate the correct use of punctuation.
Show the children how to use speech marks
correctly. Remind them that speech is an aid
to move the story forward and not to spoil
the story.
Give examples of both good speech mark use
and poor speech mark use.
The children
plan the whole
story of Robin
Hood.
Give the
children planning
grid with
picture clues.
Share plan.
SEN
(TA Support)
With support of
pictures and
teacher the
children write
their settings
and
introduction.
Explain the differences illicit children’s ideas
due to this.
T = Teacher.
D:\116103232.doc
The children
plan the whole
story of Robin
Hood.
OA = Other adult.
I = Independent.
Plenary.
Show a good
quality graph
completed
by the
teacher and
explain why
this is a
good graph.
Response
partners
evaluate
each others
work to
make
improvement
s in mixed
ability
groups.
Response
partners
evaluate
each others
work to
make
improvement
s in mixed
ability
groups.
Evaluation
Weekly Plan.
National Literacy Strategy Teaching Objectives
Name of Text: Robin Hood text types
Thur
Day 4
T2 different
versions of
stories; T3 oral
and written
storytelling; T8
author and
narrator
Unit: Narrative Unit 2 Myths and Legends.
Explain to the children how to
use different strategies in
order to help them edit their
work as they are writing. Look
at ways to build up spellings in
syllabic parts. Sound out with
children (A).
Use IWB to demonstrate (V).
Remind the children of the
checklist and ask them of the
best way to use this to analyse
our own work and others. Show
the children how to write
complex sentences and include
them in their work.
Fri.
Day 5
W2 – I can
identify misspelt words in
my own writing;
and to keep
individual lists in
spelling logs.
Discuss with the children the
completed draft of the
teacher’s story. This needs to
be created and written before
the final day. Explain to the
children how this can be
improved and go through noting
the adverbs and changing
according to work covered.
I can discuss
how to improve
my work using
my reading as
evidence.
Extended Writing
Scan a piece of work into the computer. Allow
the children to read through the piece of work
and suggest ways to improve it.
Use the checklist to mark the work. Say to the
children that this is how all pieces of work are
assessed and it is important to make sure their
purpose and organisation is accurate, Explain to
the children how to use the checklist and tell
them that they will be using the same one to help
their partners to improve their work.
Year Group: 5
The children use
their planning to
share write the
next stage of
the story.
The children
write the Buildup.
SEN
(Teacher
Support)
The children
look at
completed
sentences and
how they could
improve their
work.

To
write
own
versions of legends,
myths and fables,
using
structures
and
themes
identified
in
reading (T2 T11))
1 part 1
Week Beg:
3/09/07
The children
write the Buildup.
The children
write the Buildup.
They use their
planning grids
and notes
collected.
The children use
picture clues to
assist with their
work.
AA
MA (Teacher
Support)
BA
The children use
the feedback
sheet and work
with their
response
partner to
improve and
critically
develop their
writing. They
are to improve
their work
accordingly.
The children use
the feedback
sheet and work
with their
response partner
to improve and
critically develop
their writing.
They are to
improve their work
accordingly.
The children use
the feedback
sheet and work
with their
response partner
to improve and
critically develop
their writing.
They are to
improve their work
accordingly.
In response
partners the
children help
each other in
supporting their
work. Focus on
punctuation and
sentence
structure.
With the children re-write the piece of work onto
a flip chart using the checklist to assist. Explain
they need to check for punctuation as they write.
Using an enlarged copy of one child’s writing from
yesterday, together as a class highlight the
strengths of this piece of writing and areas for
the child to work on in relation to the objectives
set. Involve the child concerned and the class’s
views. Model how it could be improved.
Use the tick list idea and the feedback sheet in
their extended writing books.
Demonstrate the spelling log and how we could
use this to write down words which we spelt
wrongly and then work out how we could
remember how to spell them correctly next time.
Objectives
Term:
Differentiated
feedback sheet.
Activity
Group 1
Group 2
Group 3
The children write the
conflict and resolution. They
are to read through their
work and add together the
improvements that they could
make.
The children write
the conflict and
resolution to the
story and work on
evaluating each
others work. Focus
on writing paragraphs
and link it in to the
work completed on
verbal stories.
The children write
the
conflict
and
resolution to the
story and work on
evaluating
each
others work. Focus
on writing paragraphs
and link it in to the
work completed on
verbal stories.
BA:
The children write the
conflict and resolution to
their story.
T = Teacher.
D:\116103232.doc
OA = Other adult.
Evaluation
SEN:
The children write the
conflict and resolution to
their stories and share
write.
I = Independent.
The teacher is to
read examples of
completed storied
to the class to
show final versions
of the story.