Tj2904

Unit 5 Narrative

Year Group 5

Date 1/10/07

Key Learning Objectives for theUnit

Covered

1 Speaking

Tell a story using notesdesigned to cue techniques, such as repetition, recap andhumour

4 Drama

Reflect on how working inrole helps to explore complex issues

7. Understanding andinterpreting texts

Infer writers' perspectivesfrom what is written and from what is implied

Compare different types ofnarrative and information texts and identify how they arestructured

8. Engaging with andresponding to texts

Compare the usefulness oftechniques such as visualisation, prediction and empathy inexploring the meaning of texts

Compare how a common themeis presented in poetry, prose and other media

9. Creating and shapingtexts

Reflect independently andcritically on their own writing and edit and improve it

Experiment with differentnarrative forms and styles to write their own stories

11. Sentence structure andpunctuation

Adapt sentence constructionto different text-types, purposes and readers

Punctuate sentencesaccurately, including using speech marks and apostrophes

12.Presentation

Use a range of ICT programsto present texts, making informed choices about which electronictools to use for different purposes

Phase

Required Resources (incl.weblinks, books, rooms/spaces)

1

       Visual textThePiano by Aidan Gibbons (HighQuality Version)

       Zones of RelevanceSets

       IWB Files More Files Character Files

       Editableversion of the Visual Text

2

       Files asabove

       Grammar forwriting,

       Grammar forwriting, (Ref: 0107-2000) Year 5units 35 and 36 http://www.standards.dfes.gov.uk/primary/publications/literacy/63317/.

3

       Files asabove

       Grammar forwriting

       Storyboard sheet

       GfW, Year 5 unit 38

       ICT SuiteAccess

Phase 1: Reading; re-reading; investigating;familiarisation with the text-type (4 days)

Session

LearningOutcomes

Success

Criteria

Shared Teaching andLearning

Independent/GuidedLearning

Plenary

Assessment

Criteria

SessionEvaluation

1

Childrencan form opinions and use textual evidence from a film to supportand justify responses.

Find apattern.

Must showevidence for your opinions.

Sharedreading of the visual text The Pianoby Aidan Gibbons. Begin to form opinions of the text through pairedresponses to the film on a puzzles grid (likes, dislikes, patternsand puzzles). Look for and identify any patterns in thenarrative.

Ask:Whatquestions does the film leave unanswered? Use the IWBfile to collect ideas and notes and to act as a working wall forreference and support as the sequence progresses.

Use a'zones of relevance' activity to explore the mood and atmosphere ofthe short film. In pairs or small groups, children consider wordsthat they think best describe the film, using textual evidence fromthe film to justify responses.

Zones ofrelevance need to be recorded for use tomorrow.

RecapWhatquestions does the film leave unanswered?

After analysis has the answer changed?

Formopinions and use textual evidence from a film to support andjustify responses;

2

Childrendemonstrate that they can infer authors' perspectives.

Identifythe 5 Ss and the 4 Cs.

Widenunderstanding of the film through exploration of film techniques byre-watching and pausing at different points. Explore use of cameraangles using key questions and explore different aspects of filmliteracy. Introduce children to the Cs (character, colour,composition and camera) and Ss (setting, sound, symbol, sequenceand story) and use still images to discuss how these aspects affectviewpoints.

Map the Ss& Cs against the film. This is only done foridentification.

Followonto comparing them to the zone of relevance are there anyobvious links?

Go for 5(emotive) words from the film link to the scene in thefilm.

*Words could be added as captions to the film so that we see themwhen we watch it back?

Discusswhich of the Cs/Ss is most effective in the film.

Demonstratethat authors' perspectives can be inferred as part of shared andguided sessions;

3

Identifythe main camera angles used in this film.

Encouragechildren to compare shots taken from the narrative and explore howeach affects the viewer and why.

Map theCamera angles/positions/movements against the film. This is onlydone for identification.

Followonto comparing them to the zone of relevance are there anyobvious links?

Go for 5(emotive) words from the film link to the movement in thefilm.

*Words could be added as captions to the film so that we see themwhen we watch it back?

Discusswhich of the camera angles is most effective in the film.

4

Childrencan transfer their understanding of different modes (gestural,visual, sound) to write short descriptions.

To writecomplex sentences using correct punctuation.

Demonstrationand shared composition: demonstrate how the visual would appear asa written text. Model the process of turning the use of colour orsound into sentences. Take key visual shots and link to work oncomplex sentences and developing the use of punctuation for effect.Involve children in suggesting language and appropriate punctuationfor effect.

In groupswrite a narrative concentrating on the use of language (emotive)to replace what the author has achieved using the Ss, Cs & cameramovement.

Each groupto work on a segment of the whole film.

Re-viewthe film to see if our response to it has changed after analysis ofits contents.

Transferunderstanding of different modes (gestural, visual, sound) to writeshort descriptions

Phase 2: Capturing ideas; writing in role;analysis and investigation of aspects of the text (4days)

Session

LearningOutcome

Success

Criteria

Shared Teaching andLearning

Independent/GuidedLearning

Plenary

Assessment

Criteria

SessionEvaluation

1

Childrencan reflect on how working in role helps to explore some of thecomplex issues within a film.

Askopen-ended questions.

To expresspersonal opinion.

Encourage children to pose appropriate and probing questions forthe main character. Link to the puzzles children have found whileinvestigating the film Grammar forwriting,

Widenunderstanding of the main characters through the use of dramatechniques to review the characters' behaviour and feelings. Withthe teacher in role, hotseat the main characters of the film toinvestigate relationships and motives and help to form opinions ofthe characters.

Usereading journals to record thoughts and opinions of the film andthe characters through first-person writing, for example diaryentry, thought tracking.

Sharetheir journal entry

Reflect onhow working in role helps to explore some of the complex issueswithin a film;

2

Show anunderstanding of the characters feelings.

Use theIWB file to plot relationships within the narrative.

Workingcollaboratively in small groups, children freeze-frame key events.Ask children to pay careful attention to facial expressions andbody language. Digital images of groups' freeze-frames may be takenand used on an IWB to support investigation of thoughts andfeelings at key moments. Add speech bubbles and use to compare andexplore how what a character might say might be very different tohow they are feeling or what they are thinking at a givenmoment.

Use theIWB file to support children's investigation of characters'thoughts and feelings. Write thought bubbles and explore howfeelings might change at different points in the narrative. Usingtheir understanding of the characters' feelings children can plotemotions on a mood graph like the one included in the IWBfile.

Reflect onhow working in role helps to explore some of the complex issueswithin a film; as part of shared, guided and independent writing,demonstrate accurate use of speech punctuation (teacher observationand feedback).

3

Childrendemonstrate that they can use speech punctuation accurately.

Correctlyuse speech punctuation.

With thechildren, decide on success criteria for writing a shortconversation between two characters in the narrative. Draw onsentence-level work and apply in context.

Demonstration and shared composition: teacher writes a shortconversation between two characters. Demonstrate correct use ofspeech punctuation Grammar forwriting, (Ref: 0107-2000) Year 5 units 35 and 36http://www.standards.dfes.gov.uk/primary/publications/literacy/63317/.

Independent and collaborative writing: children write their ownshort conversations using digital images and speech bubbles tosupport the composition.

Return tothe collaborative success criteria and use response partners toexplore writing, and edit and re-draft as necessary.

as part ofshared, guided and independent writing, demonstrate accurate use ofspeech punctuation (teacher observation and feedback).

4

Usereading journals to return to the initial puzzles grid. Childrendiscuss the film's themes and patterns. Make links to children'sown reading and other novels and texts with similar themes as theyconsider their preferences and opinions.

Comparetheir own initial opinions to their opinions now. Givejustifications for the changes. Venn Diagram (initial, end, samefeeling). Use class discussion to talk about why these changes havehappened. Compare & contrast with outside reading.

Phase 3: Story-boarding; writing a finalversion of The Piano to accompany the film as an extra feature onthe special edition DVD; creating a multimedia presentation of thefinal cut of the narrative (7 days)

Session

LearningObjective

Success

Criteria

Shared Teaching andLearning

Independent/GuidedLearning

Plenary

Assessment

Criteria

SessionEvaluation

1

Childrendemonstrate that they can manipulate narrative structure.

Create astoryboard

Demonstrate how to capture key images from the text and use them toexplore the structure of the narrative. Discuss how the structureof ThePiano differs from other narratives read by the class(see GfW, Year 5 unit 38 )

Createa class story board which can be used as a skeleton to helpstructure written and oral outcomes.

In groupsor pairs, children select key images from the visual text to telltheir version of the narrative. Demonstrate how to import theseimages into a presentation program to create a storyboard forThePiano. This will act as a structure and plan forchildren's own writing.

Share SBwith a partner

Duringwriting sessions manipulate narrative structure;

2

Childrendemonstrate that they can manipulate narrative structure.

To orallyretell a story.

Modelorally retelling the narrative, using the story board to support.Discuss with children what was successful about the retelling andidentify how this could be used to support writing.

Re-tellthe story to a partner, using SB as a promt. Add notesto the story board to act as prompts when writing.

Teacher toshare great examples.

Duringwriting sessions manipulate narrative structure;

3

Childrendemonstrate that they can manipulate narrative structure.

To write asuccess criteria

Withthe children, identify the success criteria for the writing task.Link to children's writing targets and sentence and wordobjectives.

Demonstration writing and shared composition: write the openingsentences of the story using the visual text to support. Refer backto the zones of relevance vocabulary and the intended mood andatmosphere of the writing. Link this to work on complex sentencesand use of punctuation for effect.

Supportedcomposition: children write opening paragraphs for their ownstories using the IWB files, working walls and storyboards tosupport.

Compareindividual compositions agoinst the defined SC.

Duringwriting sessions manipulate narrative structure;

4

Childrendemonstrate that they can manipulate narrative structure.

To usespeech punctuation correctly.

Demonstrationwriting and teacher scribing: write the development of thenarrative; include use of speech punctuation and focus on theagreed success criteria and children's writing targets.

Supportedcomposition: children continue to write their own versions of thenarrative.

Read workaloud to check that punctuation has been used for effect.

Duringwriting sessions manipulate narrative structure;

5

Childrendemonstrate that they can manipulate narrative structure.

Childrencan reflect critically on their own writing and edit and improveit.

Independent writing: children complete their own versions ofThePiano using the story boards and working wall or IWBfiles to guide them.

Atappropriate times, use response partners to support re-drafting andediting of writing. Use an IWB to project examples of children'swriting for editing and improving writing linked to the agreedsuccess criteria and children's needs.

Swap witha partner for editing and review.

Duringwriting sessions manipulate narrative structure; reflect criticallyon own writing to edit and improve it (self-assessment, marking andfeedback against agreed success criteria).

6

Childrenuse a range of ICT programs to present texts.

Begin tocreate a multi-media presentation.

Whennarratives are completed, use modelled and shared techniques todemonstrate how to create a multimedia presentation of versions ofThePiano. Demonstrate how to add titles and written textto the visual presentation.

Demonstrate how to add a voice-over commentary and sound effects tothe narrative.

Childrenwork in pairs to develop their own visual text of The Piano,importing key images, adding titles, voice-over and soundeffects.

Criticallyreview a couple of presentations as a whole class.

Duringwriting sessions manipulate narrative structure; reflect criticallyon own writing to edit and improve it (self-assessment, marking andfeedback against agreed success criteria).

7

Childrencan reflect critically on their own writing and edit and improveit.

Complete amulti-media presentation.

Atappropriate points during the process, ask children to revisit workand edit as appropriate. Use an IWB to share and review examples ofwork for improvement.

Childrenwork with response partners to evaluate their work against theoriginal audience and purpose.

Plusrecorded assessment activity

Presentpresentations to the class.

Reflectcritically on own writing to edit and improve it (self-assessment,marking and feedback against agreed success criteria).

Evaluation

Phase 1

Phase 2

Phase 3