stursulasacademy.primary.e-act.org.uk · web viewday 1 day 2 day 3 day 4 day 5 imitate understand...

Year 4 MTPKS1/2 Fiction

Imitate Using plot points and the fantasticUNDERSTAND IT

WOW DAY Create narrative map as a class using write stuff: FANTASTICS.Identify VCOP/ WAGOLL Start to learn the text Display on classroom wall.

ESPG focusing on a feature from the text- Response to the text (eg diary)

ESPG focusing on a feature from the textCould be a plot point of the original text.

Imitate part of the text.

InnovateUsing the thermometerPLAN IT

Innovate plan-Changes could be made using post it notes on narrative map. Write stuff: Thermometer

Paragraph 1- character/setting development from new plan

Next paragraph (few paragraphs) Need to link to the feature of the paragraphs being written.

Next paragraph (few paragraphs) Need to link to the feature of the paragraphs being written.

Gap- identified during week 2

InventAPPLY AND REVIEW

Plan own story with plot points on narrative line.

Hot write Invent plan

Refer back to WAGOLL

Hot write Invent plan Edit/Publish Cold write from previous genre

KS1/2 Non-Fiction Day 1 Day 2 Day 3 Day 4 Day 5

Imitate UNDERSTAND IT

Identify text features Shared one on the board referring to 3 strands

- genre,- layout, - language

features WAGOLL and WAGON

ESPG focus (linking to text)



Recap and innovate boxing up as a class for new text

InnovatePLAN IT

(this is always heavily modelled with lots of shared writing. You will plan and model a section of the text in each lesson)

Writing – (either consolidating elements from week 1 or applying features to a new text.)

Modelled Focus


Modelled Focus


Modelled Focus


Modelled Focus

Hot write a written piece covering features of previous 2 weeks)

linking to text type. linking to text type. linking to text type. linking to text type.

InventAPPLY AND REVIEW

Plan invented text linked to curriculum

Write invented plan Write invented plan Edit/publish Cold write from previous weeks genre

Year group: 4T1(Pie adapted text)

Cohesion- Text links:

Geography theme – Travel History Theme – Economy.

Remember to include Fantastics

Key Questions

What is the purpose of the text?

What is the intended audience for the text?

What devices has the reader used that help you to identify the audience?

What are the key features needed when writing this text type?

FictionText: Suggested texts: Little Red Riding Hood. To the Edge of the World. Mulenga and the cherries * Matale comes to supper * The king of the Birds. Hamelin The Legend of the Green Children. Vocab:

Domain

Paragraphs are organised around a theme.

Simple organisational devices for narrative and non -narrative.

Past and present tense verbs

Adverbs describe how something is done.

Expanded noun phrases are made up of a noun

Imitate:To understand the purpose and features of a text type and how these can be applied effectively to suit the reader.-Know the key features of the story.-Know who the intended audience is and identify features in the text that are suited to that audience.-Know what the purpose of the text

Innovate:Know how to innovate a text exploring the key features that can be adapted to write an alternative text or to make improvements. -Know the key features needed to be included to write in the style of the story.-Know what can be changed and adapted and the effect it will have

Invent:To know how to apply techniques to capture the reader and to compose a purposeful text using features of that text type. - Know and apply the key features that are needed when composing a particular story - Know how to adapt tone and formality of writing to meet the needs of the audience.

What examples of these key features can you see within the text?

Could these examples be changed?

Which sounds the best? Why?

How could you improve what is written?

What details could be added?

What effect does this have on the text as a whole?

Why have you chosen to include that? What is the impact on the reader?

What cohesive devices have you included?

Which part of you work is the best? Why?

Which part needs the most development? What could you do to improve it?

Cross-curricular application:

is and what it is aiming to achieve. - Know which vocabulary is used effectively, why it is effective and make suggestions for other effective vocabulary (Using the ‘Write stuff’ thermometer) - Know how cohesion is used across the text to ensure fluidity. - Know the different types of person and identify which is applicable to a particular text.-Know how to write in past tense consistently.-Know what time conjunctions are and how and why they are used.

on the cohesion of the text as a whole. -Know how to use cohesive devices effectively to match the adaptations to the text.- Know how to alter language choices to include ambitious vocabulary and to match the changes to the text.- Know how to review work to ensure the text is still coherent. -

- Know how to make ambitious and relevant vocabulary choices to engage the reader and to provide further information.-Know how to apply cohesive devices to ensure a text reflects a style and purpose.-Know how to reflect on writing to edit and make suggestions for improvements. -- Know the different types of person and identify which is applicable to a particular text.-Know how to write in past tense consistently.-Know what time conjunctions are and how and why they are used- Know how to choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition - Know how to use conjunctions to express time and cause -Know how to effectively use fronted adverbials. * These blue ESPG ones would be a mix of all the ESPG areas of focus that have been covered in the previous two weeks as during this week you would be assessing pupils’ ability to apply them in a different, less scaffolded, scenario.

and at least one adjective.

A conjunction is a word, or words that are used to connect two clauses together.

Subordination conjunctions join a subordinating clause to another clause or sentence.

A preposition is a word governing a noun or pronoun and expressing a relation to another word or element in the clause.

A pronoun is a word that can function as a noun phrase used by itself and that refers to participants in the discourse or someone or something else where in the discourse.

Inverted commas are used to punctuate direct speech.

A contraction is the shortened form of a word.

What do you know about this topic?

How is it applicable to the genre we are writing in?

What key knowledge will you include?

What information have you decided not to include? Why?

Is your text factually correct?

Does your text still include all the features for the text type?

Do you still have cohesion and fluidity within your writing?

Non Fiction – Recount example. Text:

Vocab:

Imitate

To understand the purpose and features of a recount and how these can be applied effectively to suit the reader.-Know the key features of the recount.-Know who the intended audience is and identify features in the text that are suited

Innovate

Know how to innovate a text exploring the key features that can be adapted to write an alternative text or to make improvements. -Know the key features needed to be included to write in the style of the recount.

Cross curricular application

To know how to apply techniques to engage the reader and to compose a purposeful text using features of that recount. - Know and apply the key features that are needed when composing a recount.- Know how to adapt tone and formality of writing to meet the needs of the audience.- Know how to make ambitious and relevant vocabulary choices

to that audience.-Know what the purpose of the recount is and what it is aiming to achieve. - Know which vocabulary is used effectively, why it is effective and make suggestions for other effective vocabulary (Using the ‘Write stuff’ thermometer) - Know how cohesion is used across the text to ensure fluidity and how effectively this is done.- Know how to explain what happened, when it happened and who was there.-Know how to write events in chronological order.-Know how to make suitable language choices to describe thoughts and feelings. -Know how to consistently apply the correct tense across a text.

-Know what can be changed and adapted and the effect it will have on the cohesion of the text as a whole. - Know how to alter language choices to match the changes to the text.-Know how to use effective and relevant vocabulary effectively. - Know how to review work to ensure the text is still coherent. - Know how to use adverbials of time, place frequency and manner.-Know how to effectively use a range of conjunctions including subordination conjunctions. -Know how to use punctuation effectively including the use of inverted commas.

to engage the reader and to provide further information.-Know how to apply cohesive devices to ensure a text reflects a style and purpose.-Know how to reflect on writing to edit and make suggestions for improvements.-Know how to make links between work in the wider curriculum and apply then within writing. - Know how to explain what happened, when it happened and who was there.-Know how to write events in chronological order.-Know how to make suitable language choices to describe thoughts and feelings. -Know how to consistently apply the correct tense across a text. - Know how to use adverbials of time, place frequency and manner.-Know how to effectively use a range of conjunctions including subordination conjunctions. -Know how to use punctuation effectively including the use of inverted commas. * These blue ESPG ones would be a mix of all the ESPG areas of focus that have been covered in the previous two weeks as during this week you would be assessing pupils’ ability to apply them in a different, less scaffolded, scenario.

Poetry- Acrostic example. Text:

Vocab:Imitate, Innovate, InventTo understand the purpose and features of a poem and be able to apply them effectively within writing. -Know the key features of an acrostic poem. -Know which vocabulary is effective, why it is effective and make suggestions for other effective and specific vocabulary.-Know how vocabulary choice can have connotations for the reader.-Know how to identify other poetic devices and explain their impact on the reader. -Know how to compose a poem where each line starts with a capital letter and spells out the theme of the poem vertically.- Know how to use alliteration effectively-Know how to use similes to express an idea and build a picture for the reader. -Know how use rhythm effectively.

Year group: 4T2(Story book)




Key Questions







Which sounds the

FictionText: Suggested texts: The Antlered Ship Hidden Figures by Margot Lee Shetterly and Laura Freeman Mirror by Jeannie Baker Zoo by Anthony Browne Greenling by Levi Pinfold Wolves by Emily Gravett The Man Who Walked Between the Towers by Mordecai Gerstein The Arrival by Shaun Tan The Rabbits by John Marsden and Shaun Tan Farther by Grahame Baker-Smith Black Dog by Levi Pinfold

Vocab:

Domain

An adverb is a word or phrase that modifies or qualifies an adjective.

A conjunction is a word used to connect clauses or sentences.

A subordination conjunction introduces a subordinate clause.

A first person narrative is a mode of storytelling in which the story teller recounts events from their own point of view.

A fronted adverbial is when the adverbial word or phrase is moved to the from of the sentence, before the verb.

Past tense expressed an action that has

Imitate: Innovate: Invent:

best? Why?








Cross-curricular application:What do you know about this topic?



happened.

Present tense expresses an action that is currently going on.

Chronological order is a way of organising actions and events in the time they occurred.

Acrostics are poem where each line starts with a capital letter and spells out the theme of a poem vertically.

Alliteration is the occurrence of the same letter or sound at the beginning of closely connected words.

A simile is a figure of speech involving the comparison of one thing with another thing of a different kind.

Rhythm is the beat and pace of a poem.





Non Fiction – Non chronological report example. Text:

Vocab:

Imitate Innovate Invent

Poetry- Sonnet example. Text:

Vocab:Imitate, Innovate, Invent

Year group: 4T3(Chapter book)




Key Questions









What details could

FictionText: Suggested texts:

Vocab:

Domain


be added?













Non Fiction – Explanation example. Text:

Vocab:


Poetry- Haiku example. Text:


Year group: 4T4(Video stimulus)




Key Questions FictionText:

Domain












Suggested texts:

Vocab:












Non Fiction – Persuasion example.

Text:

Vocab:


Poetry- Riddle example. Text:


Year group: 4T5(Story book)




Key Questions





Vocab:

Domain












Which part needs the most development? What could you do to

improve it?








Non Fiction – Discussion example. Text:

Vocab:


Poetry- Limerick example.

Text: Vocab:Imitate, Innovate, Invent

Year group: 4T6(Chapter book)




Key Questions






Could these examples be


Vocab:

Domain


changed?











What key

knowledge will you include?





Non Fiction – Instructions example. Text:

Vocab:


Poetry- Cinquain example.Text:


Word of the day list: Scaffolding (practical activities)Sentence starters In the blink of an eye…Immediately…Rarely...

Never in my life…Between the sea and the sky…Courageously,Obviously angry,Positively trembling with excitement,

Evidence I know this is a ……text because….I know the audience for this text is……because…

Explain The writer has chosen to include… becauseThe is an example of….…..has been used here to show….

stursulasacademy.primary.e-act.org.uk · web viewday 1 day 2 day 3 day 4 day 5 imitate understand...

Documents