Fostering
continuity & progression
using
Authors & Texts
A selection of ideas for alternative lessons and for
differentiation of the lessons in the national
Transition Unit
Y6 Day 3 – Writing a journal entry which compares texts
Resource: Sample Text 3
Idea 1
Shared work
Lower group
Read text to a group of children (auditory learners) –
make notes (use OHP) – bring whole class together to
compare grid.
Middle group
Some pupils read texts independently and complete grid
(pre –prepared to include some keywords/phrases)
independently.
Higher group
Choose own form of presentation to list
differences/similarities.
Independent/
guided work
Lower group
Use a writing frame (differentiated for lower/middle
achievers).
Middle group
Some groups supported by the use of a ‘metalanguage’
wordlist.
Higher group
Own free writing encourage editing process).
Plenary
Write examples of viewpoints on board. Other pupils
highlight/underline main/subordinate classes in these
complex sentences.
or
Convert a simple sentence/viewpoint into a complex
one.
Idea 2
Shared work Re-read appropriate extracts. Discuss language used.
Demo-draw chart/diagram (dependent on ability of children)’
note key points of similarity and differences.
Lower/Middle Description of visual elements moving onto feelings.
group
Higher group
What happened to Kensuke to make him behave in that way?
Independent/ /
guided work
Higher/Middle Use information in chart to write character comparison using
group
complex sentences.
Lower group
Plenary
Use information from chart to create poster for each character.
Label each poster with feelings and words/phrases describing
character.
Discuss the way in which the posters/grids convey information.
Examine similarities and differences in content.
Identity situation/purpose where each format would be most
appropriate.
Idea 3
Shared work
Use drama ‘role-on-the-wall’ activity. Pupils use post-it
notes to show characteristics of each character.
Write external influences on characters around the
outline of the character on the board.
Pupils need to find evidence from text to support their
points/suggestions about characters’ characteristics.
Independent/
guided work
Draw character from the text on whiteboard (pupil) or
provide worksheet’ then use post-its to add information
about character (build character profile).
Plenary
Hot seating activity
Or
Adjective sort - pupil chooses one from some preprepared adjective cards and places under a character.
Idea 4
Shared work Read and discuss both texts.
Hot seating/role play/drama.
‘Role-on-the wall’ – character outline on wall fill in with
descriptive words/feelings etc.
Provide selection of pictures/characters from comics, or
photos which might portray the characters. Pupils select
most appropriate for each character and justify choice (link
to description /action in text).
Independent/
guided work
Higher/Middle Design a poster (illustrations of characters with descriptions
group
around them-words taken from the text).
Lower group
Complete same activity, but teacher acts as scribe.
Plenary
Show chosen pictures/poster – explain choice.
Discuss the differences in the way each character has been
created by the writer.
Idea 5
Shared work
Read text from Kensuke’s Kingdom.
Physical description of Kensuke:
Highlighting words/phrases which inform reader of the
character.
Pose question: Which words make him sound
threatening?
Whole class devise chart focusing on character as first
seen/appearance etc.
Repeat process with text from ‘The Dancing Bear’.
Independent/
guided work
Higher group
Write comparison of the two characters, bringing out the
different techniques the author uses.
Middle group
Explore relationship between grandfather & Roxanne.
Draw heads of 2 characters with thought bubbles. Pupils
record the feelings of each character.
Lower group
As middle – but provide word bank to support writing of
thoughts.
Plenary
Share ideas about the differences in characters.
Higher group then explain how the author has created these
characters and the different techniques used in each text.
Idea 6
Shared work
Whole class re-read two extracts. Could use grid in cut
and stick making activity or post-it notes on role-on-thewall. Also select quotations to prove the points. Could
use group work:
1- on Kensuke;
2- on Roxanne;
3- finding quotes about Kensuke;
4- finding quotes about Roxanne.
Independent/
guided work
Some, given connectives, would be able to write prose.
Probably need to model this first, highlighting use of the
connectives.
Lower group
Have statements on card and connectives for them to put
together to form sentences.
Plenary
Checklist – what have you noticed about the character?
Confirm understanding of character traits, description etc.
Discuss how one describes a character.
Idea 7
Shared work
 Re-read extracts.
 Differentiated tasks:
- Statement banks to involve children choosing
appropriate descriptions of each character;
- highlighters used on extracts to identify
characteristics;
- make notes about each character (using spiral
bound ‘journalist notepads’ )
Conclude shared session with characteristics brainstorm
and colour code this..
Independent/
guided work
Lower ability
Working with an SLA. Build up sentence to describe
Roxanne and Kensuke. On A3 draw characters and
label.
Middle ability
Sentence strips to describe characters – stick onto a
divided chart or use ICT.
Higher ability
Use description as a basis to write prose comparison.
Plenary
Use of drama activity e.g. still image / thought tracking to
present the character from a ‘moment in the story’.