Lickleyelli

Name: Miss Parry

Year Group: 3/4 Class:Tigers

Term: Autumn

Week Beginning: 24/11/08

Unit: Authors and Letters.

Texts/ Resources: Roald Dahlbooks

Text Objs:

Strand 7:Explore howdifferent texts appeal to readers using varied sentence structuresand descriptive language.

Strand 8: Share and comparereasons for reading preferences, extending the range of booksread.

Identify features that writers use toprovoke readers reactions.

Strand 9: Use layout, format,graphics and illustrations for different purposes.

Strand 10: Group related materialinto paragraphs.

Sentence/Word Objs:

Strand 11:Composesentences using adjectives, verb and nouns for precision, clarityand impact.

Strand 12:Write withconsistency in the size and proportion of letters and spacingwithin and between words, using the correct formation ofhandwriting joins.

Develop accuracy and speed when usingkeyboard skills to type, edit and re-draft.

Reading Objs:

Strand 5:Readindependently and with increasing fluency longer and less familiartexts.

Spell with increasing accuracy andconfidence, drawing on word recognition and knowledge of wordstructure, and spelling patterns.

Know how to tackle unfamiliar wordsthat are not completely decidable.

Speaking and Listening Focus:

Strand 1:Sustainconversation, explain or give reasons for their views orchoices.

Strand 3: Use talk to organiseroles and action.

Actively include and respond to allmembers of the group.

Unit Outcomes:

Children can explain why they likebooks by a particular author, referring to an author's style orthemes.

Children can identify the keyfeatures of different types of letters.

Children can write a letter for aspecific purpose and audience.

Day:

Whole class Learningobjectives:

Success Criteria

The children are able to:

Activities/Resources:

Lesson Outcomes:

1

Phonics: Revisit j, v, w, x, y, z,zz, qu using flashcards, chn say the sounds and do the actions.Teach the digraph ch, chn say words with it at the beginning,middle and end. Then play countdown with the flashcards, asking chnto read each word and beat the timer. They then practice writingthe digraph on their boards making sure they join up the letters,and then write some words.

HAPs: To be able to understand thatthe prefix un means not.

Look at words which have un at thebeginning. What happens if they take it off? What does that wordmean? What does the un do? E.g. unnoticed, unnatural, unfortunate,unhappy, unopened, unfair, unused, undone. Ask children to think oftheir own.

Intensives:

1. Spellings

2. Using the starting sentence,change a word each time to make a new sentence, see if they canfinish with a sentence with no words the same as the startingone.

3. Write down adjectives for eachletter of the alphabet.

Guided Group:

Focus/Text:

To be able to identify the keyfeatures of a text.

The children are able to read a textand identify its key features such as character, setting, keyevents and the type of story.

Read an extract from a Roald Dahlbook, children to identify its key features, and highlight on theboard. Read another one and do the same.

Talk about similarities, differences,have they got any ideas of who the author might be?

Discuss any books that they have readby Roald Dahl, can they remember what it was about?

Create a spider diagram of the keyfeatures of Roald Dahl books.

Children will have looked at RoaldDahl extracts and identified they key features of hisstories.

2

Phonics: Teach the digraph sh. Talkabout words that it is in, such as ship, shop,shed, shell, fish, shock, cash, bash, hush, rush. Write it on theirboards, write words, then in sentences. Read sentences to thegroup, can we add another sh word to them? Rewriteunderneath.

HAPs: to be able to understand thatthe prefix de means making the opposite of.

Discuss words which start with decan the children identify the root word? What does the root mean?What about when they add de?

Intensives:

1. Spellings

2.

3.

Guided Group:

Focus/Text:

To be able to identify what makes atext appealing to different people.

The children are able to read a text,and then talk about its features, thinking about what they think isgood or bad about it, and why it might appeal to readers.

Read the beginning of The MagicFinger to the children. Talk about the things we looked atyesterday and the diagram we created. Does this book meet theexpectations, can we add any? Discuss its key features, thelanguage used, and what age range they think it is targeted at?What do they think makes it appealing to the targetaudience?

The children will be able to applytheir existing knowledge to a new story. They will also be able totalk about the target audience for a specific book, and use thetext to support their ideas.

3

Spelling Test and NewSpellings

4

Phonics: Teach the new diagraph, th.Talk about how to form it, what sound it can make. Look atthe them, then, that,this, with, moth, thin, thick, path, bath

HAPs:

Intensives:

1. Spellings

2. What words can they make with theletters?

3. Write sentences using words on theboard.

Guided Group:

Focus/Text:

To be able to identify the type oflanguage Roald Dahl uses to describe characters.

The children are able to select thewords which an author uses to describe different characters.

Talk about Roald Dahls style. Readthe description of Miss Trunchbull to the children, what image doesit create? Discuss why. Give the children a copy of thedescription, in pairs highlight the parts that they think are good.Talk about why. As a class create different sentences to describe areally ugly character. Children to now complete a characterdescription for the grand high witch.

Children can write a characterdescription in the style of Roald Dahl.

5

Phonics: recap all of the sounds donethis week. Children to practice writing them etc. Using thehandwriting guides, children practice the letter formation.

HAPs: Recap all of the prefixeslooked at this week. Children to match the prefix + root to theroot word. Talk about the different words and what the prefixesmean.

Intensives:

1. Spellings

2.

3.

Guided Group:

Focus/Text:

Continue work uncompleted onThursday. Make sure that children think about the sentences thatthey are going to use.

6

Phonics: Recap the work done lastweek. Teach the digraph ng. talk through it, look at its placein words. Play the full circle game. Practice writing the ngdigraph and words.

HAPs: Prefix re look at words withit in, can the children read the root word. What happens when theyadd re? what is the meaning of the new word? What does remean?

Intensives:

1. Spellings.

2. Finish the sentences

3. Think of as many sh words as youcan.

Guided Group:

Focus/Text:

To be able to write a characterdescription in the style of Roald Dahl.

Children will be able to write acharacter description ensuring they think about the type ofdescription that Roald Dahl uses.

Look at the types of descriptionRoald Dahl uses to describe his characters. Recap on the sentencesthat they created last week. Children are to then write a characterdescription of the grand high witch.

The children will have successfullywritten a character description, using lots of interestingadjectives and similies.

7

Phonics: Recap the ng digraph. The aidigraph think of words with ai in them. Children to find thesewords from my pile of flashcards. Then play countdown with them.Practice writing the ai digraph and words.

HAPs: Teach the prefix Pre.

Intensives:

1. Spellings

2. Make words from theletters.

3. Make sentences using wordsgiven.

Guided Group:

Focus/Text:

To be able to successfully write abook review.

Children will be able to write a bookreview about a specific book, and then apply their knowledge to arange of books.

Read the feedback from the characterdescription. Watch the Magic finger DVD. Model writing a bookreview for it. Children are to then write their own book review, inmore detail about the book. They can then move on to writing theirown book reviews for a variety of books.

Children will have learnt how to fillin a book review effectively.

8

Spelling Test and NewSpellings

Thurs

9

Phonics: recap the sounds done thisweek. Show the children words with ee in them. What phoneme does eemake? Look at lots of ee words. Write them in sentences.

HAPs: Look at prefixes which use ahyphen.

Intensives:

1. Spellings

2. Sentence changer.

3. Write nouns for the letters of thealphabet.

Guided Group:

Focus/Text:

To be able to identify the keyfeatures of a letter.

The children are able to look at aletter and select the key features, and say why they arethere.

Look at a letter. How do we know itis a letter? Highlight the key parts, and discuss why they areimportant. Children to work in pairs to look at another letter andsee if it has the same features.

Children will have made a list of thekey parts of a letter.

Fri

10

Phonics: Recap this weeks phonemes.Teach oa show the digraph. Show pictures, the children write thecorrect word on their boards. The words must contain oa. Write somewords in sentences. Look at tricky words was, no and go.

HAPs: look at the word prefix andlook at its prefix (Pre). Recap all the different prefixes theyhave been looking at.

Intensives:

1. Spellings

2. Write words before and after inthe dictionary.

3. Write a list of th words.

Guided Group:

Focus/Text:

To be able to compare and contrastdifferent letters.

The children are able to identify thekey features in different letters, and talk about theirsimilarities and differences.

Look at the list made yesterday. Lookat two new letters, highlight the key features. Discuss the thingswhich are the same and those which are different.

Children will have looked at thesimilarities and differences between different letters fordifferent purposes.

Mon

11

Phonics: Recap this weeks phonemes.Teach oa show the digraph. Show pictures, the children write thecorrect word on their boards. The words must contain oa. Write somewords in sentences. Look at tricky words was, no and go.

HAPs:

Intensives:

1. Spellings

2. Finish the sentences.

3. Write me some ai words.

Guided Group:

Focus/Text:

To be able to plan a formalletter.

The children are able to plan aletter to Roald Dahl, ensuring they include the keyfeatures.

Talk about the key features of aletter, encourage the children to contribute. Model how to plan aletter, make sure I include the key features. Children to begintheir own plans, by filling in a grid.

Children will have identified what isneeded in a plan for a letter to an author.

Tues

12

Phonics: Recap ai, ee, oa. Teach theoo digraph. Children to find words with oo in from a pile of words.They then write oo on their board, and when done well they canwrite their choice of oo word.

HAPs:

Intensives:

1. Spellings

2. Make me words using theletters.

3. Put the words in sentences.

Guided Group:

Focus/Text:

To be able to plan and write a formalletter.

The children will have completed aletter to Roald Dahl, using all of the key features that they havepreciously identified.

Recap on what we did yesterday; lookat the key features again. Children to complete their plans, thenwrite the letter in best. Teacher and TA to support the children,and ensure that they are doing it correctly.

Children will have completed a letterto an author.

Wed

13

Spelling Test and New Spellings(KW)

Thurs

14

Phonics: Recap the last weeksdigraphs ai, ee, oa, oo. Teach the digraph ar. Children to readwords with ar in them, and then play countdown with them, try tobeat the last score. They then write the digraph on theirboard.

HAPs:

Intensives:

1. Spellings

2. Make sentences using the wordwall.

3. Improve the sentences.

Guided Group:

Focus/Text:

To be able to independently plan aninformal letter.

The children will have used what theyhave learnt about formal letters to aid them in writing an informalletter.

Read the feedback given for theformal letter. Talk about different types of letter, would theywrite a formal letter to their parents? What about friends?Children are to independently plan a letter to their friend,without using the table they used on Monday, to recommend a RoaldDahl book to them. When they have written their plan they are tobegin their main letter.

Children will have planned aninformal letter to their friends.

Fri

15

Phonics: Recap ar, teach or. Look atthe graphemes separately, what about when they are together?Practise blending for reading sentences substitution. Check forsense. Children then write the grapheme on their board, and a wordof their choice.

HAPs:

Intensives:

1. Spellings

2. Change my sentence

3. Write ee words.

Guided Group:

Focus/Text:

To be able to independently write aninformal letter.

The children will have used what theyhave learnt about formal letters to aid them in writing an informalletter.

Recap what we did yesterday. Childrenare to complete their letter to their friend, making sure theyinclude everything. They can then read through it and think aboutwhat they might improve on next time, and write it in theirliteracy books.

Children will have written aninformal letter, to recommend a Roald Dahl book to a friend.

Mon

16

Phonics: Recap or, move onto urgrapheme. Whats in the box? show pictures, children have toguess the word, maybe write it on their board, depending on howwell they are doing.

HAPs:

Intensives:

1. Spellings

2. Write oa words.

3. Write sentences usingwords.

Guided Group:

Focus/Text:

To be able to evaluate a piece ofwork, using the success criteria.

The children will have evaluatedtheir informal letter, against the criteria that was established atthe beginning of the unit.

Look at their letters, and thefeedback which I gave them. Children are to then write themselves 2stars and a wish. They need to think about what they said makes agood letter, and decide which they have done well, and what theyneed to improve on next time. They can then start to plan a newletter, telling their friend what they want for Christmas, makingsure they achieve their wish.

Children will have evaluated theirinformal letter, and set themselves a target.

Tues

17

Phonics: Recap ar, or, ur, teach ow.Children to sort the flashcards, finding the ow words, they thenread them out. Children practise writing the ow grapheme and thenwrite a ow word in a sentence.

HAPs:

Intensives:

1. Spellings

2. Write verbs for the letters of thealphabet.

3.

Guided Group:

Focus/Text:

To be able to build upon previousexperience, and achieve their own set targets.

The children will have achieved thetargets that they set themselves yesterday.

Look at their target, and plan a newletter to their friend, telling them what they want forChristmas.

This will be continued in ICT, whenthey will write their new letter on the computer.

Children will have achieved thetarget they set themselves, by writing a new letter.

Wed

18

Spelling Test and New Spellings(KW)

Cross Curricular Links:

ICT Links:

Evaluation of Objectives/NextSteps: