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.