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 4 Writing a journal entry which displays empathy
Resource: Sample text 4
Idea 1
Shared work
Discussion of character traits.
Guided reading in smaller groups.
Set up premise of hot seating with teacher/children in role
as reporters etc.
Thought consciencing with hot seating: person being
questioned and also their conscience.
Independent/
guided work
Lower group
Guided reading on specific extracts.
Middle group
Remove text from Kane’s perspective – character profile.
Higher group
Investigate concept of agony aunt- extracts from different
sources and magazines etc.
Report back findings about agony aunt letters.
Plenary
Idea 2
Shared work
Discuss worries about going to secondary school.
Discuss samples of agony aunt letters and replies.
(Suitable material needed – not boyfriend and girlfriend
problems!)
Independent/
guided work
Higher/Middle
group
Write letter to Yr 7 pupil in style of agony aunt letter.
Lower group
Guided writing: write letter to ‘Y7 agony aunt’.
Plenary
Discuss anticipated replies. Set up agony aunt ‘box’ for
other problems which they would like to discuss at a later
date.
Idea 3
Shared work
1. Provide question prompts to draw out relevant ideas.
2. Hot seating: Andrea
Independent/
guide work
Higher/Middle
Group
Radio programme: produce script of Katie telling her dad
about her worries re transferring to secondary school.
Middle group
Guided group, supported to complete above task.
Lower group
Write letter to agony aunt Provide framework for letter
format.
Group sharing script.
Plenary
Idea 4
Shared work
1. Four high level pupils to prepare the drama activity
ahead of the lesson and demonstrate to class.
2. Pupils to take the hot-seating role for children to
question. Lower ability to be given question cardshigher ability to generate own questions. Pupils to
question in role too.
3. (Low ability?) – read a letter(s) to an agony aunt and
explore the features.
Independent/
group
Lower group
Write only one letter to agony aunt (with least able being
given a writing frame).
Middle group
Write a letter or diary entry from the brother’s / father’s
point of view.
Higher group
Write 2 letters – one from each girl’s perspective.
Plenary
Read aloud letters from male viewpoint. Discuss the
differences in both content and use of language.
Idea 5
Shared work
Links:
Independent/
guided group
Lower group
Middle group
1. Teacher to read pages to the class. (Could put text
on an OHP.)
2. Each child to have a copy of the text – underline
emotions and description of Katie. (Mixed pairing to
complete this.)
3. Hot seat Andrea (one able pupil) re emotions and
Katie (one able pupil) re her feelings.
4. Example of letter put on OHP for weaker students.
Annotating and modelling the original OHP.
PSHE – What makes you angry?
RE – Anger in the Bible (sellers in the temple).
Writing frame with key phrases. Provide agony aunt letters
from magazines to use and change to fit in with story.
Brainstorm words to use, then use a thesaurus to find
‘better’ alternative words.
Hot-seating characters.
Higher group
Plenary
Work on metaphors and similes (‘king-sized rat’). Write
letter which incorporates similes and metaphors.
Discuss how their letters use different language to spoken
language. Put up examples of phrases that are typical of
this kind of writing.
Idea 6
Shared work
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

Group discussion on fairness.
Drama work – “Trisha” format.
Analyse actual letters from teenage magazines.
Dinner table scenario : (drama work) Katie’s
conscience is made explicit through a second
person conveying her ‘real’ thoughts.
Independent/
group
Lower group
Guided session examine / write diary entry.
Middle group
Letter to agony aunt. Annotate for emotive language.
Identify words and phrases.
Higher group
Letter to agony aunt – each pupil has to write their
letter from opposite gender viewpoint.
Plenary


Sharing of letters
Re-do role task and see whether empathic
understanding has increased with regard to
depth and quality of questioning.
Idea 7
Shared work
Use models of letters to agony aunt from magazines.
Relate to soap opera storylines.
Keywords: insecurity, strange new situation, change (use
of thesaurus).
Hot seating: with characters – small supported groups/talk
partners. Also role play agony aunt. Have pre-prepared
questions.
Explain context e.g. Andy Pandy.
Independent/
guided work
Produce a recipe for a “Happy Family” .
Use a letter frame for letter. The AA group to write letter
from Katie to Agony Aunt.
Diary entries.
Write from parents’ point of view.
Why are “Radish” and “Andy Pandy” are important to
girls?
Plenary
Compare different character’s perception of the situation.