Short Term Planning for English
Class: Year 4M/S
WC: 12/03/12
Focus: Persuasive Texts- Phase 3 Invention
Intended
Learning
Outcomes
Warm up games:
word and
sentence level
Introduction
(Word/sent level)
Independent Work
(Include ICT focus group, support)
Shared Work
Plenary
(Key
Questions)
Resources
(E.g. modelling texts etc)
Persuasion cloze
procedure: World
poverty can you
help?
Play paired tennis with the text.
In mixed ability pairs: give the children a selection of information about child poverty and ask the children to try
and clump the information together, with relevant information next to each other. Are there any sentences that aren’t
relevant- these can be left out? Check the children’s information to ensure they’ve put relevant information together.
Ask the children to give each clump a heading. Decide on the best order for your clumps. Ask the children why
they’ve chosen this order. Show the children how to develop each of their headings into a topic sentence. Discuss
how it is important to start with a statement and the rest of the paragraph needs to add more detail to this statement.
Children to turn their headings into topic sentences. Look at different topic sentences and discuss their effectiveness.
Now within your clump, decide on the best order for you information. Why is the information best in this order?
Discuss children’s paragraphs and why they’ve chosen to put information into this order. Justify their decisions with
reasons
Children to read
through their
texts and decide
whether it
makes sense.
Change things
around if
needed.
To be able to
link ideas
with
connectives.
Feel, think, say:
Look at the picture on
your table. 2 mins to
talk. What do you
think this character
would feel, be
thinking or have to
say? Ask for
examples then write
in sentences on w/b
HA: In literacy books, children to create their
own word map. Must include words, phrases
and sentences with openers and connectives
joining ideas together.
MA: In literacy books, children to create their
own word map. Must include words, phrases
and some sentences with
openers/connectives.
LA: With support create a word map, which
includes phrases and sentences with openers
and connectives.
Take examples
of sentences
where the
children have
use a connective
effectively.
Check for any
misconceptions.
W To be able to
E box up ideas
D for a
Sentence starter’s
game. Give the
children a selection
of sentence starters
and ask them to think
of sentences related
to their proposed
letter.
Whole class retelling at speed!
Focus: Use of connectives and sentences starts to develop and
link ideas together.
Using a selection of pictures/short videos. Develop vocabulary and
sentences to help persuade people to donate/save children living in
poverty in India. Create word map together with children and ask
children to write examples of persuasive sentences on whiteboard.
Bring writers tool kit so children can see different language
features. Sentence starts on tables for children to use to start
sentences with. Connectives to help children join ideas together
Orally demonstrate connective two ideas, contrasting two ideas etc
with various connectives. Ask children to do the same with their
talk partner. Then write some examples down on w/b. Feedback,
children can swag ideas. Repeat for sentence starts.
Look at a persuasive letter with the children. Box it up as a whole
class focussing on what the purpose of each paragraph is, thinking
about the hook and the final push etc. Pick out words and phrases
that are in the letter which are in our persuasive writer’s tool kit.
How effective are they? Get the children to write their own
sentences in the style of those persuasive sentences.
HA: Children to box up ideas for their own
persuasive letter. Must include introduction,
examples of persuasive features and final
push also links to other paragraphs.
Children to give
their examples
of some of the
persuasive
features they
have used.
M To
O understand
N that
paragraphs
are made up
of related
ideas
T
U
E
persuasive
letter
MA: Children to box up ideas for their own
persuasive letter. Must include introduction,
examples of persuasive features and final
push
Thesaurus
Sentence
starts/connecti
ves
Pictures for
warm up
game.
LA: With support children to box up ideas for
their own persuasive letter. Must include
introduction, examples of persuasive features
and final push
T
H
U
R
F
R
I
Take one of the children’s plans and show them how to turn some
of it into a letter through shared writing. Model the introduction
and the first paragraph. Remind children of all the things that we
have talked about, writer’s tool kit, function of introduction and
conclusion etc.
To be able to
write a
persuasive
letter
To be able to
pick out good
points and
points for
improvement
in each
other’s
writing
Can the children
remember Incredible
India?
© Carmen Malpas for www.talk4writing.com
Take photocopied examples of children work and scan for use on
IWB. Get the children to read it with their pink and blue pens.
Look at different targets that the children have got. Has this piece
of work met that target? How? What are positives? What are things
that need to be improved?
Discuss children’s ideas and discuss their reasoning behind these
ideas and then complete it how you would mark it and ask the
children to compare.
HA: Children to use their plans to write a
persuasive letter to their parents
MA: Children to use their plans to write a
persuasive letter to their parents
LA: Children to use their plans to write a
persuasive letter to their parents
HA: children to share each other’s work and
to peer mark a partner’s work.
MA: children to share each other’s work and
to peer mark a partner’s work.
LA: children to share each other’s work and
to peer mark a partner’s work.
Children to read
through parts of
their work that
they are pleased
with.