Short Term Literacy plan – Dolphin Class
Unit:
Duration:
Week Beg: 9-09-13
Assessment focus: Language play and alphabetical knowledge.
Learning Intention
Monday 9th September 2013
WALT: List nouns
alphabetically.
Success
Criteria/Targets
Remember to:

Use your
alphabetical
knowledge
(alphabet strips)

Think of a word
that is a noun,
beginning with
the correct
letter

New line for
each item

Remember
DUMTUMS and
FATPEG
Example of Direct Teaching
Introduce LI. Check for understanding of Noun and Alphabetically.
With your TP discuss what is a noun, give each other examples.
Take feedback. Make sure children understand a noun is a naming words.
Everything we can see or talk about is represented by a word which
names it – that naming word is called a noun.
Could be a person (girl, shopkeeper, teacher, mother)
Place (ocean, country, park, town)
Thing (dog, biscuit, computer, shoes)
Abstract idea (something you can’t touch necessarily – happiness, love,
idea, knowledge)
With TP, write down an example of one noun for person, place, thing,
abstract idea. 1 min only – use countdown!
Take feedback from selected pairs.
Refer back to LI. Says we are going to learn to list nouns alphabetically.
What does it mean if you are going to do something alphabetically –
discuss with TP.
Say alphabet together. Assess for those children who are struggling.
Show alphabet on IWB and go through alphabet teatime song.
Explain that we are going to use our knowledge today to write a list of
nouns alphabetically.
Model shopping list activity (SN/LA) – children to go to activity
Model alphabetical party activity (MA/HA).
An artist waving a brush
A burglar complete with cat
A child singing a song
A dancer wearing a tutu
An electrician covered in wires
What do you notice about this list? Elicit that the word before the noun
is sometimes different – we call it a determiner, goes with a noun. In
this case the determiner is either A or an. What do you think decides
whether we use A or an? Elicit a vowel starting the next word – AEIOU
then we us an.
Diff Activities
Focus group in bold.
SN: complete shopping
list with alphabetical
prompts at the side.
One noun per letter
(supported by Kay)
LA: complete shopping
list but write own first
letter, can have
alphabet strips for
support.
MA: The Alphabetical
Party activity, just list
guests using A or An as
determiner (Emma)
MA+/HA: As MA but
extend each item of
the list by giving extra
information for each
guest.
Plenary
Children in two
circles (one led by
Kay, the other
me)
Play the shopping
list game
Alphabetical
order, each child
to list previous
items in order
before adding one
of their own.
Tell your TP what
have we learnt
today?
Discuss as a class
AFL Evaluation: most of class able to recite alphabet. They didn’t know why it was useful to know the alphabet. All needed prompting as to what nouns are.
Once refreshed all understood common nouns. Higher children understood and could give example of abstract nouns.
SN groups successful in producing alphabetical shopping list. MA group (Danny et al) slow to get going and needed continual prompting to stay on task.
Introduced determiner a and an. Only Summer was able to tell me the 5 vowels. Will need to revisit this.
Literacy warm up
Finishing
sentences
WALT:
understand
alliteration
Tuesday 10th September 2013
The sad queen
sat down....
choose a
connective and
complete the
sentence:
after, as,
because, since,
whenever, until,
but, before
which word is the
noun in your
sentence?
Remember to:
 Read each
phrase
 Insert a
word that
begins with
the same
sound
 Read the
completed
phrase out
loud.
 Write a
sentence
about any
animal that
include
alliteration.
Hand out a selection of tongue twisters to mixed ability
reading pairs. Children to read out loud with partner. What do
you notice about the sentences? What was it about them that
made them interesting or tricky to read?
Children to notice words beginning with same sound.
Read the children The Animal Ark by Pie Corbett.
Discuss what you notice about the poem with your TP.
Talk about how writers sometimes put words together that
begin with same sound to create an interesting effect. Called
ALLITERATION
Eg. Comic book heroes often have alliterative name –
PeterParker (Spiderman), Sue Storm. In other cartoons names
of characters often alliterative Porky Pig, Bugs Bunny, Donald
Duck. In Harry Potter – Severus Snape, Moaning Myrtle, Peter
Pettigrew or sweets – Weasley’s Wizard Wheezers. Makes
names and phrases catchy or stand out.
SN: cloze alliteration
activity
LA: cloze alliteration
activity
MA/MA+/HA:
differentiated
alliteration sheet.
Show alliteration
word bank on
board
Children to
choose one word
from each column
to make own
tongue twister
using alliteration.
Children to choose a
superhero
character/villain. Cut
out and stick in literacy
books.
Write a sentence
describing what the
character does
including alliteration.
SN: with Kay. All
children have same
character. As a group
Children to share
their ideas by
leaving on table
and moving around
class looking at
each others’ work.
Which ones were
particularly good
? Why? What
could be done to
make some even
better?
Show selection of phrases on the board – children to read out
and decide if they used alliteration or not.
Show beginning of a phrase, children to make suggestions how
to complete phrase using alliteration ie five frisky ...
ten trembling ....
AFL
W
Openers:
What is the
most interesting
way to finish
this sentence?
A long time ago
...
Quitely ...
One dark and
stormy night ...
Cautiously ...
WALT: create
phrases using
alliteration
Remember to:

Write down
name of
superhero/vi
llian

With your
group/ a
partner,
brainstorm
actions and
describing
words that
Read book Superhero ABC. What effect is the author using to
describe each of his Superheroes? Alliteration!
Talk through examples (Use PP) : Sky Boy soars through the
sky after school.
Captain Cloud calmly catches crooks.
Model how to create new page for the Superhero ABC book
using the top trump characters from Scholastic resource.
I.e. Wood Woman. Brainstorm words that begin with W –
describing words, doing words. Use these to create an
alliterative sentence about Wood Woman.
Ice Queen ...


begin with
the same
sound.
Choose some
of these
words to use
in a sentence
about your
superhero.
Say it, then
write it.
al brainstorm
alliterative words and
children use these
words to create own
sentence.
LA: Work in pairs.
MA: In pairs to start
with.
HA: T.P. to discuss
ideas, then work
individually.

Ext: add in alliterative
speech bubbles to the
character’s picture.
AFL
Alliterative
alphabetical
nouns, e.g.
Amazing apple
Brilliant banana
Courageous
courgette
Th
WALT:
Identify the
features of
comic books.
Remember to:

Look through
the examples
on your table.

Choose one
example and
read through
in detail with
a
partner/your
group

Discuss with
your
partner/group
what the
differences
are between a
comic and a
other books.

Jot down your
ideas on mini
whiteboards
Show children a variety of comics (include
http://www.gocomics.com/animalcrackers/2012/08/12
e-comic examples on IWB (Marvel website
http://marvelkids.marvel.com/comics
and paper copies of pages from the Dandy). Read through an
example together.
Make sure children understand that the boxes are read from
left to right in rows. Look at the different types of speech,
thought, and exclamation bubbles
Differentiated Group Activity
Take feedback from groups and write a list on IWB of
differences between comics and books.
(Eg: content: superheroes and villains, animals that talk,
strong element of fantasy; style: different types of speech
bubbles (thought, exclamation), often handwritten in caps
etc.)
In literacy ability
groups all children to
look through a
selection of
comics/comic strip
printouts and discuss
any differences that
they notice between
comics and other
books.
SN: supported by Kay
(Kay not in today,
SN/LA group to work
together with class
teacher) ildren to look
independently for a
few minutes, then
together read through
a comic strip example
(Dandy - Bananaman)
with TA leading.
Discuss as a group what
differences they
notice, jot down
thoughts as a group.
Which format do
the children
prefer? Why?
What are the
benefits of
comics/books?
Talk to children
about the comics
they have read
and more
specifically any
they have read
that may have
superheroes in.
Write up any
forthcoming and
discuss what
super powers the
heroes have.
Discuss that
these
superheroes are
used in comics to
LA: supported by
Emma. As SN group
MA/MA+/HA:
Independent. Brief
look through and then
read example in more
detail in pairs. In
pairs, jot down
thoughts on
differences.
make them
different from
real life.
AFL
http://marvelkids.marvel.com/comics
http://marvelkids.marvel.com/games/play/75/create_your_own_comic
F
Remember to:

Spellings and handwriting
Remember to:

Share and
discuss your
ideas with a
partner;

Use the
template to
jot down
ideas.
On IWB, share biographies of various superheroes (dccomics
website). Take Spiderman as an example – model how to write a
superhero id.
Explain that they will be making up their own superhero with
super powers. Make a list of some super powers and superheroes
on the board to help them. Discuss using animal traits as super
powers.
AFL
M
AFL
Recap various
super powers
learnt from
previous lessons.
Circle Time
activity: If I was
a superhero I
would… (see
Theme planning
lesson 2 for
more info).
WALT:
Generate new
characters
based on
characters
from reading (a
superhero)
Use superhero id
template; begin to
generate their own
superhero: name,
power/gadgets, with
annotated drawing.
Talk ideas through
with a partner first
and use talking tins
to record ideas, if
appropriate.
Share any
decisions made on
their superhero
identities.
WALT: Ask
thoughtful
questions.
T
WALT: Ask
thoughtful questions.
Remember to:

Talk through
your ideas with a
partner;

Record on a
talking tin;

Complete your
superhero id.
Discuss what makes a sentence a question, etc.
Teacher to be in the hot seat as a mystery superhero.
Children to come up with good questions to ask, in
order to find out about what sort of superhero I am,
how I came to have my superpowers, etc.
Pose 3 questions to
ask the superhero.
Discuss how different superheroes got their powers –
use clips, websites and Spiderman story book. Explain
that they will be inventing a story of how their own
superhero obtained their powers.
Mixed ability pairs:
talking partners to
explore various
ideas, before
deciding upon their
story.
Talking tins available
to record their
story.
Complete superhero
id started
yesterday.
AFL
W
AFL
9
AFL
Children to move
around the class,
sharing their
ideas with 4
different
children.
Who can tell me
about Jenson’s
superhero
identity?
10
AFL