Literacy Weekly Plan
Date: 20-01-15
Weekly Speaking and Listening
Objectives: To make notes when listening
for a sustained period ,(Listening 62)
IEP Targets:
Yathugulaen -To be able to extend
simple sentences.
Lucy – To use phase 5 sounds when
spelling unknown words.
Group targets:
Level 3: some attempt to organise
ideas with related points of view
next to each other.
Level 4: ideas organised by
clustering related points or by time
sequence
Level 5: Overall direction of text
supported by clear links between
paragraphs
AF3
Year group: 6
Class: Curie
Weekly Learning Objectives: To extract and interpret information from biographical sources.
To look at connections and contrasts in the work of different writers (T6)
Text/s: Coming to England
Key vocabulary: time line, biography, auto-biography, key events,
Day
1
Learning
Intention
L.I To identify
key facts in a
biography
Success
Criteria
Whole-Class/ Independent Work
Differentiation
and extension
Plenary
S.C. I can extract
key facts from a
biography.
I can skim and
scan a piece of text
I can make
predictions using
the pictures
Show the children the John Lewis advert and get the children to predict
what they are going to be learning about and what the learning outcome for
the unit of work is.
As a class read or listen to a short multimodal text about Floella Benjamin
http://www.floellabenjamin.com/www.floellabenjamin.com/About_Me.html
Do a Gallery Walk
Begin to note down key events
Give children written texts and ask them to note down key events. All the
information to be added to a mindmap.
Children will work
in mixed groups.
Children
complete a
3-2-1
pyramid
review
Use of ICT
Smart board
Adult support Mr Dowdle supporting
L.I To be able
S.C. I can organise
2
to put events in events in
a chronological chronological
order.
order
Use of ICT
Adult support
Yasser and Fatima
Children work in groups and the TA has a timeline of David Beckham
outside the classroom. One person in each group goes outside and
remembers parts of the timeline so that everybody has a chance to
remember some information and as a group recreate the timeline. Discuss
what the key points are.
Discuss what needs to be included as key events.
Individually children create a time-line using the information from previous
lesson
Smart board
Mr Dowdle supporting Hanan
LA/EAL-Children
have scaffold
mindmap to
support.
ChallengeChildren can give
reasons of how and
why these events
happened in her
life. (inference)
EAL/LA - Have a
printed timeline to
aid them.
ChallengeChildren to add
links between key
events in her life.
Children
complete
an exit
ticket for
the lesson.
3
L.I. To compare
and contrast
texts within a
genre of
writing.
S.C. I can explain
the difference
between an
autobiographical
and biographical
text.
I can identify
features to create a
checklist.
Recreate a scene from WW2 and have different colours (blue and red) those
children with blue spots have to sit in the corner and treated like the Jews
and the children with red spots are not allowed to mix with them.
Read part of Ann Franks life and children think of a question to ask her
using thinking spider to help. Hot seat Ann Frank and children ask their
questions.
Children have extracts from Ann Frank’s diary and biographies of her life.
Children create a checklist of features of biographies and autobiographies.
Children snowball (split the class into two groups one group looks at a
biography and the other autobiography. One from each group pair up and
discuss information)
Use of ICT Smart board
Adult support Mr Dowdle supporting Gisorth and Vinujan
L.I. To plan in S.C. I can choose
Children use the information they collated for home learning to plan a
4
a particular
relevant
short biography. Show children a plan which has features of biography
genre
information to
missing discuss what is needed and not needed. Remind the children of
inform my
the checklist they created in the previous lesson to help.
planning.
Children now write a plan for their chosen person.
EAL/LA-children
to work in a
group with
support.
ChallengeChildren to
compare and
contrast the
similarities and
differences and
give reasons.
LA/EALChildren to work
in a group with
support from LSA
Challenge- What
was pivotal point
in that persons
life?
Use of ICT Smartboard
Adult support Mr Dowdle supporting Fatima and Yasser
L.I. To write in S.C. I can use my
Model using one of the children’s plans to write the beginning of a
5
a particular
plan to structure
biography. Get the children to look at what they could add next and why?
style of writing. my writing
Remind the children of the features of a biography. Discuss how they will
I can use a variety link each paragraph and events.
of connectives and
openers to link my Children work independently to write their own biographies.
paragraphs.
I can check and
evaluate my work.
Use of ICT Smartboard
Adult support Mr Dowdle supporting Hanan
LA – Children to
write down key
words.
Children
review and
evaluate by
agreeing a
class
checklist
Children in
groups of 3.
One person
explains what
they have done,
one asks
questions and
the other gives
points to
develop. Repeat
this process.
Children
peer assess
using
checklist
and 3 stars
and a wish.