Literacy Weekly Plan Fiction- Poetic style Spring 2 week 1
Weekly Speaking and Listening Objectives:
Date: 23rd -27th Feb 2015 Year group: 5 Class: Shackleton
Weekly Learning Objectives:
Listening and responding
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Compare the different contributions of music, words and images in short extracts.
Identify some different aspects of talk which vary between formal and informal.
Drama
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Experiment with moving to define status and discuss opinion towards body language.
Improvise a range of drama strategies and conventions to explore themes such as desires and
choices.
Read a wide range of texts on screen and on paper.
Discussion and role play to consider motivations and alternative endings.
Hot-seating.
Role play- status and sub text.
Reading
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
IEP Targets:
Salman, Priyanka and Avinash, AF2 I can start my sentences in different ways.
Deep(if returned from trip), Sumaya, Fahim and Max, Armaan and Nuno to
explain why they like or dislike something.
Salman, Max, Abdu, Armaan and Irfan to focus on presentation particularly
handwriting that is legible. Deep and Sheeraz to become more assertive during
their group work.
Jeanne – to practice talking through her sentences before writing them down.
Salman; independently share ideas with his mixed ability group.
Understanding and interpreting texts
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Use knowledge of word structures and origins to develop their understanding of word
meanings.
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Recognise purpose of language.
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Understand language and develop strategies for translations of unfamiliar words.
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Deduce characters' reasons for behaviour from their actions and explain how ideas are
developed in fiction.
Word structure and spelling
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Know and apply common spelling rules.
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Use knowledge of word structures and origins to develop their understanding of word
meanings.
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Use a range of appropriate strategies to edit, proofread and correct spelling in own work, on
paper and on screen.
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Tense awareness- developing strategies for self correcting.
Engaging with and responding to texts
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Interrogate texts to deepen and clarify understanding and response.
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Sustain engagement with longer texts, using different techniques to make the text come
alive.
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Compare how writers use language to create images in the readers mind.
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Complete a range of writing tasks to engage with the text.
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Reflect independently and critically on own writing and edit and improve it.
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Use punctuation to clarify meaning in complex sentences.
Text/s:
‘Last Night I saw The City Breathing’ by Andrew Fusek Peters.
Goodnight Stroud
Group targets:
Key vocabulary:
Please see AM grid week 1 planning. CT = Class teacher. TA= Teaching assistant.
WC= whole class. If TA is teaching children from more than one level that day
is highlighted so they know to look at ALL level pages. Also Grammar Hammer
grid gaps from (6th Feb). Focus infinite article- a or an.
https://www.englishclub.com/grammar/adjectives-determiners-the-a-an.htm
https://www.englishclub.com/pronunciation/a-an.htm
http://www.theschoolrun.com/what-are-fronted-adverbials
Synonym
Verb tenses
Suffixes
Paragraph
Inference
Language
Concluding paragraphs
vocabulary
Recount retell
Past tense
Adjectives
Analyse
sequence antonym
Modern
Third person Introductory paragraphs
sentence
relevant information
summarise
consequences
pejorative language
dilemma
change
Present tense Third person
Purpose
Adverbs
Characters
Day
1
Monday
23rd
February
2015
Learning Intention
LI: to develop an awareness
of how poets use language to
recreate real or imagined
experiences.
Success Criteria
I understand that poets use
language in different ways.
I have considered the
vocabulary for its purpose.
Whole-Class/
Independent Work
Show ‘Goodnight Stroud’
explaining any tricky words or
phrases. (1.1)
Read poem 1 (1.2)- ‘Last night I
saw the city breathing’. Use 
MT/YT for each point.
Read poem 2 using exaggerated
intonation. TTYP & take
feedback.
(Then display 1.3)
Encourage children to make links
between their own experiences
and the poem. TTYP & take
feedback.
Differentiation and
extension
Children write notes in their
daily log (from discussion
1.6) saying which they liked
best. Tell them to write one
more similie about the city at
night.
HA working independently to
write their daily log.
MA- with support from CT
children justify their opinion
making links to poems and
their experiences in their
daily log.
LA- To explain their opinion
of the poem with support
from TA.
Use of ICT: Interactive white board display Unit 3 day1 (1.1, 1.2, 1.3, 1.4, 1.5 1.6 and 1.7)
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
Plenary
Big ?
What do you think?
- big question:
Can a city
breathe?
Peer Assess
Each child swaps
their books with
someone from
another pair to
Peer Assess quality
of the writing and
how they have
backed up their
opinion.
2
Tuesday
24th
February
2015
LI: to increase my knowledge
of and application of
synonyms and to examine how
writers use language for
effect.
To be able to find synonyms
for common words.
To understand characters are
driven by feelings and
emotions.
To see an alternative view
point.
Print 2.2 words- TTYP & take
feedback for their thoughts
about how the words change the
pictures our minds see.
Whole class-Children
write in their daily log
their initial response to
the poem.
Show (2.3). What do you think
that the shadows might be of?
TTYP & take feedback.
Why are the office blocks
described as fat? What are
they packed with?
What might the streets be
paved with? What would the
road be dreaming of?
Model: I think the poem is
serious and funny
because… The poet has
managed to make the
poem seem serious and
funny by…
Read poem 3 ‘Last Night I saw
The City Breathing’ LNISTCB by
Andrew Fusek Peters.
Read p32-33 to the children
from the Anthology with great
enjoyment.
MA- with support from TA
children justify their opinion
in their daily log.
TTYP & take feedback after
introducing p26 in the pupil
books.
CT and TA to focus on AM
targets for groups.
Use of ICT: Interactive white board IWB slides Unit 3 day 2 (2.1-2.4).
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
HA working independently to
write their daily log.
LA- To explain their opinion
of the poem with support
from CT.
Self Assess
Have they
included their
opinion about the
poem?
What do you
think:
Big ?
Is it important to
have poets in the
world?
LI: to learn the meaning of
3
Wednesday vocabulary and discuss how
phrases are used.
25th
February
2015
Children read Anthology p32-33.
Display special phrases 3.3 and
discuss.
TTYP & take feedback.
Link the big question to
Science- maybe write something
in Science relating to debate
after lesson… we can discuss.
Ignore the above Mrs Ali; we
will do tomorrow.
Use of ICT: Interactive white board IWB slides day 3 3.1-3.4
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
Children write notes in their
daily log (from discussion
Big ?
p32-33) saying which lines
they liked best.
What do you think?big question:
HA working independently to
write up the daily log with
support from CT children
justify their opinion.
Should natural
environments be
destroyed to make
way for buildings
for humans?
MA- Write up their daily log.
LA- To explain their opinion
of the poem with support
from TA.
All children write
justifying their
opinion.
Cross curricular
link to Science?!
Materials debate…
4
Thursday
26th
February
2015
LI: to deepen my
understanding of the poem
through increasing familiarity
with the text.
I understand that it is
important to read over texts
to gain more meaning.
Children re-read p32-33. Tell
children to record anything in
their daily logs (thoughts, ideas,
questions, or favourite bits). It
is more important to think about
what they’re reading than to get
to the end of it.
TTYP & take feedback about
Personification (4.1). -> person.
Personification= giving human
characteristics to a non-human
object.
Use (4.2)- Goodnight Stroud to
show examples of
personification.
Ask children to identify the
non-human object and the
human action in the phrases
TTYP & take feedback.
4.3- LNISTCB
4.4- Show grid for lines 1, 6, 10,
16, 21 and 24 showing the human
action verbs for the non-human
objects ‘city’. TTYP & do the
activity on p.28 in the pupil
book. Check answers by looking
at the Anthology on p32-33.
Use of ICT: Interactive white board IWB slides unit 3 day 4 (4.1- 4.8)
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
Grammar hammer
Needs identified from week
Needs will be identified from week
5
th
LI:
needs
identified
from
week
ending
13
Febsubordinating
ending 13th Feb.
Friday 27th beginning 9th Feb (-13th
conjunctions and fronted
February February).
adverbials.
2015
Use of ICT: Interactive white board IWB slides
Adult support: Miss Hewer, Ms Bartley, Mr Lewis
Children draw a mind map
of their favourite stanzas.
Remind them to use a
combination of pictures
and words and phrases
from the poem.
Big ?
EAL -Children have
support from CT along
with word banks to
support them.
How would the
way we live be
different if
buildings had
feelings?
Needs will be identified from
week ending 13thFeb.
What do you think?big question:
Needs will be
identified from
week beginning 9th
Feb.