Temple Mill PrimarySchool Literacy Planner Week 1

Year 5 Narrative Unit 2: traditionalstories, fables, myths and legends - Writing Outcomefor unit: To create a retelling

All childrenwill: To retellthe story in your own words using various descriptivelanguage.

Most childrenwill: Towrite the story of the silver arrow from the Marion's point ofview.

Some childrenwill: To writethe story of the silver arrow from the sheriff's point ofview.

Shared work

Successcriteria

Independent orsupported groups

Plenary

R/W/Sent/Word

HAPs

MAPs

LAPs

M

Children work inpairs to read a familiar story (e.g. Three Little Pigs) andcorrectly sequence it Introduce emotions graph (Notebook pg3) of Three Little Pigs from the wolfs point of view. Can theywork out which character it is? (Notebook pg4)

Feedback seesuccess criteria.

I can identify someof the features of a traditional tale.

Each group exploretexts from one of the genres in the unit (traditional tales,fables, myths, legends).

Read and discussusing key questions (Notebook pg 5) work towards creatinga poster of key features. (HAPs can reference the text)

Share key featuresposters

T

Act out the play ofTrue Story of the Three Little Pigs. Compare to traditionaltelling of 3 Little Pigs. Review emotions graph (Notebookpg 3) alter as necessary to show how the wolf feels in thisversion of the story.

I can identifyviewpoint in a story.

I can retell a storyfrom a different point of view.

Go back to group textfrom previous day. Construct an emotions graph to map out thestory.

Jigsaw to shareunderstanding of text with others.

Make a Venn Diagram(Notebookpg 7)comparing the twoversions of Three Little Pigs.

W

Preparefor reading by identifying what children think they know aboutRobin Hood. Notebook pg 11 Stimulatediscussion through use of Hide & Reveal pages on Notebook pg9/10. (Who would live in a place like this?) and Images of RobinHood PP. What do I think I know?

Shared reading ofversion of Robin Hood legend. (Notebook pg12-17)

What does the texttell me?

I can support myopinions by referring to the text.

I can use somecomplex sentence structures to help me explain my response totext.

HAPs

Write a response tothe text, comparing what they thought they knew with what the texttold them. Make use of key connectives (although, however,despite)

MAPs

As HAPs but withscaffolded sentences.

LAPs

Re-read the text andhighlight pink evidence to support initial ideas; highlight greenevidence which contradicts it.

Discuss whyis the text we shared different to the stories you know aboutRH?

T

Re-read Robin Hoodstory. Throughdiscussion, continue to classify the features of legends

I can identify thekey features of a legend.

Childrencreate a vocabulary bank for the text-type. Use the Notebookfile or text marking to collect ideas and notes and to act as aworking wall for reference and support as the sequenceprogresses

Create a recipe fora legend. Notebook pg 18

F

Plot thenarrative using the level of tension graph (Notebook pg 19)to show where tension is built into the legend. Discuss the impacton the reader.

Plot thenarrative using the level of tension graph (Notebook pg 19)to show where tension is built into the legend. Discuss the impacton the reader.

I can identify wordsand phrases the writer chooses to build suspense. I can explaintheir effect on the reader.

Text mark the keywords and phrases at each stage of the story which build/change thelevel of suspense. Use prompts on Notebook pg 20.

Write a descriptionof each event that changes position on the line graph fromreferencing the text.

What is the effect onthe reader at various points in the story?

Weeklyevaluation:

Temple Mill PrimarySchool Literacy Planner Week 2

Year 5 Narrative Unit 2: traditionalstories, fables, myths and legends - Writing Outcomefor unit: To create a retelling

All childrenwill: To retellthe story in your own words using various descriptivelanguage.

Most childrenwill: Towrite the story of the silver arrow from the Marion's point ofview.

Some childrenwill: To writethe story of the silver arrow from the sheriff's point ofview.

Shared work

Successcriteria

Independent orsupported groups

Plenary

R/W/Sent/Word

HAPs

MAPs

LAPs

M

Investigatethe use of punctuation within the legend and use IWB tools (undo,redo, annotate, capture, cut and paste) to manipulate andinvestigate the effects made when punctuation and sentencestructure is manipulated. Notebook pages 23-25 Usewhiteboards and interactive activities to involve children insuggesting language and appropriate punctuation for effect.

I can useappropriate punctuation to make my meaning clear.

I can join sentencestogether in a variety of ways.

Supportedcomposition: in pairs children develop more complex sentenceslinked to images from the original slideshow about Robin Hood. (Day3 week 1)

Explorethe sentences using the IWB and discuss the effectsmade

T

Explorecharacterisation in more depth. Use freeze-frame possible withthought-tracking. All children to participate in groups (Robin,Will, Marion, Sheriff and a director) to freeze frame the pointwhere the text ends. While watching other groups, children makenotes on the characters feelings, attitudes, viewpoints,etc.

I can take a role indrama and express that characters viewpoint at a key point in thestory.

Extended dramasession involving

all children inmixed ability groups.

Discuss the conceptof empathy. What was it like to take on the role? What has itadded to their understanding?

W

Use the notes fromTuesday to create a role on the wall for each of the keycharacters. Use collatedinformation to complete Notebook slides 26-29 (Thoughts,feelings, dialogue) Demonstration writingand teacher scribing (Notebook pg 30): write a stream ofconsciousness as a chosen character at this key point in thenarrative. Insert into the legend and explore with children howthis affects the reader's viewpoint.

           I can stay in rolewhen I am writing.

Children create apiece of writing in the stream of consciousness style, written fora key character at this point in the story. (i.e. when Robin andWill finally reach the dungeon where Marion is held and the Sheriffsees them.)

Explorethe effects of a stream of conscious-ness when added into thestory.

T

Use anIWB to project examples of children's writing for discussion andmodelling of editing and improving writing

I can edit andimprove my own writing. I can use some complex sentences in myown writing.

Edit and improve ownwriting, taking into account previous learning about sentencestructure.

Invite children toshare examples of what they have written and improved.

F

Remind children ofkey learning outcomes for phase 1. Introduce questions for theirreading journals:

       Summarise keyfeatures of legends

       Use responseprompts to write about the Robin Hood text.

       Review own learningover last two weeks.

I can write aboutwhat I have read and explain my opinions.

I can write about myown learning.

Children completereading journal work independently.

Take feedback on whatthey have learned. Add to learning wall.

Weeklyevaluation:

Temple Mill PrimarySchool Literacy Planner Week 3

Year 5Narrative Unit 2: traditional stories,fables, myths and legends

Writing Outcome forunit: To create a retelling

All childrenwill: To retellthe story in your own words using various descriptivelanguage.

Most childrenwill: Towrite the story of the silver arrow from the Marion's point ofview.

Some childrenwill: To writethe story of the silver arrow from the sheriff's point ofview.

Shared work

Successcriteria

Independent orsupported groups

Plenary

R/W/Sent/Word

HAPs

MAPs

LAPs

M

Listen to some of thesound files from the resource materials. Children individuallycomplete two-column note form: what is the sound? How does it makeme feel? (Notebook pg 31)

Discuss.

Model writing usingreference to sound to enhance description.

I can use referencesto sound in my own writing.

HAPs

Write a paragraphabout the scene in the dungeon, using some complex sentences andreferring to sound.

MAPs

Review stream ofconscious-ness work from previous week and edit to includereference to sound.

LAPs

Use sentence startersto write about the dungeon.

e.g. As I crouchedin the darkness, all I could hear wasand

HAPs read theirwriting aloud. Others comment on the techniques they haveused.

T

Listen to an audioversion of a traditional tale. What techniques does the storytelleruse to convey the story?

Read the same storywith limited expression.

Compare the twoversions.

Develop a list ofsuccess criteria: what techniques does a good storytelleruse? (Notebook pg 35)

I can identifytechniques used in oral story telling and explain the effect on thelistener.

Children work inpairs/threes to begin to develop an oral retelling of a section ofthe story. Children will use previous notes and will have accessto sound effects. They will produce brief notes to support theretelling but the focus will be on oral retelling.

Evaluate againstsuccess criteria.

W

Review successcriteria. Model what one section of the oral storytelling might belike.

I can retell alegend, using appropriate organisa-tionaland language features

Allow time tocomplete/refine storytelling. Make audio recordings.

Listen to one of therecordings and evaluate against success criteria.

T

Introduce writingtask: (Notebook pg 36) request from Nottingham Castle toprovide section for tourist leaflet on the legend of RobinHood.

Using informationfrom a tourist leaflet/website (see look at the intended audienceand features and layout of the text. (Linking non-fiction tonarrative) Identify success criteria for use during the restof the sequence. (Display on working wall)

I can identify theaudience and purpose for writing.

Discuss similaritiesand differences between storytelling and written narrative. Usefocused questions on Notebook page 32

LAP

Who would read thisleaflet? How do you know? Key features of layout. Use post-itnotes

Share ideas fromindependent work and compile list on Notebook page 31

F

Revise complexsentence structure. Start with simple sentence, add words beginningmiddle or end, figurative language or improved word.(See SentenceImprover on CD or complex sentence game GfW.)

Revisit tensiongraph (Notebook pg 19) and extend to include prediction ofstory ending

Teacher to modelplanning using tension graph. Emphasise paragraphstructure.

I can construct aneffective plan for retelling a legend

HAPS

With reference totension graph, develop own plan for writing, focusing particularlyon the ending.

MAPS

Using tension graph,develop plan for writing the end of the legend

LAPS

Discuss points ofchange in tension graph and plan end of the legend on pro-formamatching tensions patterns

Use pages onNotebook pg 36-37 to return to sentence work and discuss theeffect of figurative language.

Weeklyevaluation:

Temple Mill PrimarySchool Literacy Planner Week 4

Year 5Narrative Unit 2: traditional stories,fables, myths and legends

Writing Outcome forunit: To create a retelling

All childrenwill: To retellthe story in your own words using various descriptivelanguage.

Most childrenwill: Towrite the story of the silver arrow from the Marion's point ofview.

Some childrenwill: To writethe story of the silver arrow from the sheriff's point ofview.

Shared work

Successcriteria

Independent orsupported groups

Plenary

R/W/Sent/Word

HAPs

MAPs

LAPs

M

Revisit successcriteria from Thursday Week 3. Collect checklist of importantpoints to include in opening.

Teacher modelswriting of introductory paragraph. Review the features of aparagraph.

Teacher modelswriting of introductory paragraph. Review the features of aparagraph.

Groups work togetherto produce a collaborative opening to the legend which needs tointroduce the characters and context to the audience

Authors chair, onegroup to share opening, others to evaluate against checklist

T

Review task, audienceand purpose for writing. Remind children about all they havelearned from the unit.

I can turn an oralstory into narrative, using paragraphsto structure mywriting.

Extended writingsession:

Children to produce aretelling of the silver arrow story

With a writing buddy,discuss issues. What help do I need to improve?

W

Teacher to pick up onissues from previous days writing further modelling/sharedwriting.

Use learning wall torefer to work on sentence development.

I can reflectcritically on my own writing to edit and improve

Extendedwriting

Complete writing orbegin to review and improve. Focus on sentence levelrevision.

Children to identifytheir best sentence and why? Could be a simple short sentence usedfor effect.

T

Project one childswork on IWB. Evaluate according to success criteria at textlevel.(week 3)

Suggest improvementswhere relevant.

I can reflectcritically on my own writing to edit and improve

Paired work. Usesuccess criteria to edit and improve written work. Focus on textlevel revision.

Pairs to share theimprovements they have made.

F

Review learning fromthe unit. Ask children to give feedback about their ownlearning.

I can discuss my ownlearning.

(I can adapt mywriting for specific purposes and audiences)

Options:

       Children prepare andrecord their versions of the legend

       Dramatise and filmthe story.

(These areextension activities. If previous phases take longer than plannedthis day can be used to complete previous work.)

Share and discusswork.

Weeklyevaluation:

Day

Objective week 1

M

I can identify some of the featuresof a traditional tale.

T

I can identify viewpoint in astory.

I can retell a story from a differentpoint of view.

W

I can support my opinions byreferring to the text.

I can use some complex sentencestructures to help me explain my response to text.

T

I can identify the key features of alegend.

F

I can identify words and phrases thewriter chooses to build suspense. I can explain their effect onthe reader.

Day

Objectives week 2

M

I can use appropriate punctuation tomake my meaning clear.

I can join sentences together in avariety of ways.

T

I can take a role in drama andexpress that characters viewpoint at a key point in thestory.

W

           I can stayin role when I am writing.

T

I can edit and improve my ownwriting. I can use some complex sentences in my ownwriting.

F

I can write about what I have readand explain my opinions.

I can write about my ownlearning.

Day

Objective week 3

M

I can use references to sound in myown writing.

T

I can identify techniques used inoral story telling and explain the effect on the listener.

W

I can retell a legend, usingappropriate organisa-tional andlanguage features

T

I can identify the audience andpurpose for writing.

F

I can construct an effective plan forretelling a legend

Day

Objective week 4

M

Teacher models writing ofintroductory paragraph. Review the features of a paragraph.

T

I can turn an oral story intonarrative, using paragraphs to structure my writing.

W

I can reflect critically on my ownwriting to edit and improve

T

I can reflect critically on my ownwriting to edit and improve

F

I can discuss my own learning.

(I can adapt my writing for specificpurposes and audiences)