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All Saints Primary School English Plan

Week Beginning: 9th November Text: The Wild Girl by Chris Wormell

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Week : 3Monday

Objective:To recognise what it would be like to meet a cave person.

Can I …?Can I understand what it would be like to meet a cave person?

Success Criteria:Can I understand what it would be like to meet a cave person?Can I recognise how it would feel to meet a cave person?Can I recognise what I might be thinking if I meet a cave person?Can I recognise what I might say to a cave person?Can I recognise how I might respond?

Can I recognise what the cave man might be thinking or feeling?

T4W Focus:

Groups

Warm up activity KQ – How would you communicate it you couldn’t talk? List the ways in 2 minutes.Discuss the ways – talk about the language that might be used e.g grunt, point, shrug, puzzled look etcAfL – What do we call these words? How do we know?

Direct Teaching Watch the video of meeting Stig: https://www.youtube.com/watch?v=iUMNaCERHgcKQ – Are you surprised how the boy reacted to meeting Stig? How would you react?Give the children a picture of Stig and Barney – Children have to complete the heart, speech bubble and thought bubble. Discuss what the children came up with KQ – What made you think that?



Watch a quick clip about an interview: https://www.youtube.com/watch?v=qFSmlr6g5QEKQ - Imagine you are interviewing Barney or Stig. What questions would you ask them? How do you think they would respond? Encourage the children to think about how they might or reacted. Discuss the questions as a class.Model how to write the question and the answer.

Independent Activities GD - Children to write answers to questions for Stig and Barney to show the difference between the two charactersARE – To choose one character to write the answers to the questionsWT – To write feelings, thoughts and speech for different pictures of Stig and BarneyPlenary: Choose two children to have the interview with.

Differentiation Use of chrome book



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Tuesday

Objective:To identify the features of a diary To be able to use key features to write a diary.

Can I …?Can I write a diary using key features?

Success Criteria:Can I write a diary using key features?Can I use Dear Diary and add a date?Can I include emotion?Can I include expanded noun phrases?Can I include opinion?Can I include informal language?

T4W Focus:Creating the tool kitModelled WritingInnovation

Groups

Warm up activity Give children two short diary extracts to read. Working pairs, discuss the following questions.KQ – What is the same? What is different? KQ- What type of writing is it?AfL – How do you know it is a diary?Create a tool kit of diary features.

Direct Teaching Watch the clip of Barney meeting Stig again. Explain that we are going to write our own diary about meeting Stig using the work from the previous day.Explain that we will be planning our diary together and writing the first part today.AfL- Why is planning important? What do we need to make sure we include?Look at the plan (explain to children that will need this skill on Friday) - Children to have own copied – talk through with children identifying key features (See questions below)

OpeningIntro

Dear Diary ….3rd November 20202Wouldn’t believe it..

Paragraph 1Change of time

Normal day Fed – up



No friends could playParagraph 2Change of topic/character

Chalk pit – fell in - shocked Not allowed to go - not fairDark, damp smelt musty

Paragraph 3Change of character – meeting character

Couldn’t believe eyes – cave man!! Dressed in glossy deer skin dappled with white marksHeart pumping fast, palms sweating!Legs trapped, Caveman grunted but released them.

Paragraph 4Change of topic - setting

Looked around Translucent green glass window made of bottles

Ending – Reflection

Couldn’t tell anyone – no-one would believe meGonna visit tomorrow – just to check...

KQ- What reason are we changing the paragraph in each part?KQ- Can you find evidence of expanded noun phrases?KQ- Can you find evidence of opinions (views) or feelings?

Look at a modelled version of the first to paragraphs of the diary: Dear Diary, 3rd November 20202You wouldn’t believe it even if you saw it with your own eyes!Today was just a normal day, the sun streamed as a slither in through my curtains. I knew by 10 am I’d be fed up, none of my friends were allowed around after last time!Mum says I’m not to go to the chalk pit. It’s not fair! I was gonna go anyway, she’d never know. Well, as I was kicking a can around the quarry, I suddenly tumbled through.... What looked like the ground was actually just a jumbled mess of vines. Shocked, I found myself lying on a damp floor. A musty smell wafted through my nostrils, as my eyes adjusted to the dark.Talk about the features that the children notice in the modelled version :Opinion: Wouldn’t believe it, it’s not fair,Informal language: Gonna, wellExpanded noun phrases: damp floor, musty smellEmotion: Shocked

Independent Activities Using the plan from the diary entry, children write their own version of the diary for the first three paragraphs. They can



change the plan to suit what they would like to do. Differentiation WT – Chromebook/T support

GD – Adapt diary entry significantly

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Wednesday

Objective:To write a diary entry including key features.

Can I …?Can I write a diary entry including key features?

Success Criteria:Can I write a diary using key features?Can I use Dear Diary and add a date?Can I include emotion?Can I include expanded noun phrases?Can I include opinion?Can I include informal language?

T4W Focus:Modelled WritingInnovation

Groups

Warm up activity AfL- How many features of a diary can you remember?Play the game: https://wordwall.net/resource/46203/english/features-diary

Direct Teaching Recap the previous lesson. Talk about how we used the plan to help us write a diary. Look at the plan again.Paragraph 3Change of character – meeting character

Couldn’t believe eyes – cave man!! Dressed in glossy deer skin dappled with white marksHeart pumping fast, palms sweating!Legs trapped, Caveman grunted but released them.

Paragraph 4Change of topic - setting

Looked around Translucent green glass window made of bottles



Ending – Reflection

Couldn’t tell anyone – no-one would believe meGonna visit tomorrow – just to check...

KQ- Could I swap the paragraphs around and write them in a different order? Why? Talk about how we could introduce meeting the caveman in the introduction however a diary is normally in chronological order with a statement at the beginning and a reflection at the end. AfL – What is the special word that we use to explain in time order? ChronologicalExplain that the children are going to write the second part of their diary. In pairs, children have a go at writing the first sentence of the next paragraph. Share with the class, discussing why they are successful.Show the second part of the diary entry. Can children identify the features?From nowhere, these sparkling green eyes peered at me. My heart was racing! Dressed in glossy deer skin with white marks, it looked like a caveman was staring at me. Surely it couldn’t be, but it was, I’m sure. My legs were twisted up in the vines, but as my palms were so sweaty I couldn’t release myself. With a toothy grin, the caveman grunted then untangled me. Phew, at least he wasn’t a threat! As looked round, I could see his den, it was incredible! There was a strange eerie light around the place, which I could see had been made by a hole which had been filled with translucent green bottles. This caveman, I think I’ll name him Stig, gave me a guide tour. You should have seen the things he had made with everyone’s old junk!Well, I couldn’t stay long, but you can bet, I’m going to back tomorrow. I can’t tell anyone, they wouldn’t believe me even if I did. This is gonna be my secret!Talk about the language features:KQ – What effect did using the word ‘sparkling’ have?KQ – How do I show how I am feeling?KQ – What informal language do I use?KQ – Tell me about the last paragraph....

Independent Activities Using the plan from the diary entry, children write their own version of the diary for the first three paragraphs. They can change the plan to suit what they would like to do.

Differentiation WT – Chromebook/T supportGD – Adapt diary entry significantly



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Thursday

Objective:To plan writing using key features.

Can I?Can I plan a diary including key features independently?

Success CriteriaCan I plan a diary including key features?Can I write in notes?Can I suggest ideas?Can I include dear diary, date, emotions, chronological order?Can I include opinions, reflection/statement, show not tell?

T4W Focus:Independent planning

Groups

Warm up activity Go up to the outdoor area. To go and find evidence of a cavewoman in the outdoor area.

Direct teaching/ Independent activities

Hot seating – Interview children to find out how they discovered the caveman.Questions:So, what were you doing when discovered the cave woman?How did you feel?Did you know she was a cavewoman? How did you know?Do you think she lived there? If not there, where?Was there any other evidence?Will you visit again?Did you try and communicate with her?

Explain to the children that you would like them to plan a diary entry about your experience of the cave woman.AfL – What key features will we need to include in our plan?AfL – What else will I expect in your plan? (Neat writing/notes)Recap how to fill the plan in, talking about when to start a new paragraph.

Independent teaching Children to create their own plan, considering all the points discussed.Differentiation WT – Group planning – typed up by the teacher or drawing

GD – Encourage to use informal language and opinions



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Friday

ObjectiveTo write a diary independently using key features.

Can I …?Can I write a diary using key features independently?

Success Criteria Can I write a diary using key features?Can I write in first person?

Can I include emotions?

Can I write in chronological order?

Can I include interesting descriptions?

Can I include facts?

Can I include a statement/reflection?

Can I include a point of view?

Can I write in an informal style?

Can I include ‘show not tell’?

T4W FocusIndependent write

Groups Warm up activity Give children time to check through their books.

Encourage children to look at their cold write and identify what they still needed to include.Encourage them to consider looking at the previous diary that they wrote, the setting descriptions and the thoughts/speech and feelings.

Direct Teaching Explain to the children that they are going to be writing their diary independently using all their learning over the past few weeks. This is the ‘show what you know’ sessions, so it is time to show off all their learning.



Independent Activities The children will be writing a diary entry using all the skills that they have learnt.

Differentiation WT – Give children the original diary to support as well as word mats.ARE /GD - Write independently

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