All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

Imita

tion

Monday

Objective: To write a story independently using key features

Can I …?Can I write a story independently using emotion?

Success Criteria:Can I write a story independently using emotion?Can I include emotion?Can I include speech punctuation?Can I use prepositions?Can I use short sentences for effect?Can I use description?Can I use show not tell?Can I use a range of sentence openers?

T4W Focus:Cold write

Groups

Warm up activity N/A

Direct Teaching Look at the cold task worksheet to help you plan your story.Independent Activities Write a story about two children discovering an abandoned village. Explain to the children that they have to show how

they are feeling about the experience. Encourage children to add in speech as well.Give the children a picture as a stimulus.

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

Differentiation Chrome book

Imita

tion

Tuesday

Objective:To share thoughts and feelings about the text

Can I …?Can I write down my ideas and questions about the illustrations?

Success Criteria:Can I write down my ideas and questions about the illustrations?Can I identify emotions?Can I make suggestions?Can I ask questions?

T4W Focus:Immersion activity

Groups

Warm up activity Turn off lights and pull-down blinds in the classroom. Watch the PowerPoint about the Dam.

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

Direct teaching Discuss the PowerPoint with the children. KQ – What did it make you feel? Did different pictures make you feel different things? Can you think of different words to describe these feelings?KQ – What do you think the story is about? What evidence can you find?KQ- What questions do you have about the text? What would you like to know more about?Give children copies of some of the illustrations. Demonstrate how to write ideas about the illustrations.

Feelings: Eerie, spooky, quietDescription: The man is removing the door while a child is watching. The illustration is very dark, but there is a light to the left of the house.Questions: Why is the character removing the door? Why is there a bright light?

Independent teaching Using the illustrations, write thoughts feelings, descriptions and questionsDifferentiation Chromebook

Week : 1

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

Imitation Wednesday

Objective:To answer questions about the text using evidence

Can I …?Can I answer questions about the text using evidence?

Success Criteria:Can I answer questions about the text using evidence?

Can I answer retrieval questions about the text?

Can I answer inference questions about the text?

Can I back up my ideas with evidence?

T4W Focus:Reading as a reader

Groups

Warm up activity

N/A

Direct Teaching

Video of the book reading:https://www.bing.com/videos/search?q=the+dam+david+almond&&view=detail&mid=4843CB40E7668BA045C74843CB40E7668BA045C7&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dthe%2Bdam%2Bdavid%2Balmond%26FORM%3DHDRSC4

Read the story with the children, looking at the illustrations and the meaning they give to the text.Looking at the cover:KQ - What do you think this story is about? How do you think it will begin/end? Who are the figures? When and where do you think this is set?During the reading:

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

End of book:What do you think the village/town was like before the Dam was built?Examine the colour palette used throughout the book. What are the dominant colours? What mood or feelings do they create? How do Levi Pinfold’s colour choices convey meaning in each spread? Does the colour palette change throughout the book?Some spreads have full-bleed illustrations, while others are bordered with white space. How does this design help to draw your eye or highlight certain parts of the illustrations?Some spreads have no words on them at all. Why do you think the book has been designed this way?

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

What story is being told on the wordless pages?What do you think are the most important parts of the story? Why do you think that?

Independent Activities

Give children a selection of illustrations from the book. Children have to answer questions based on them and the discussions had in the main section of the lesson.

Differentiation Chrome book to type on.Answer stems to support.

Imita

tion

Thursday

Objective:To internalise the text

Can I …?Can I internalise the text?

Success Criteria:Can I internalise the text?Can I retell the text using signs?

T4W Focus:Internalising text using story map and signs

Groups Warm up activity N/A

Direct Teaching /Independent Activities

Re-read the text and teach the signs and symbols to the children.Talk about the structure of the text. See story map

Differentiation N/A

Imi Friday

Objective:To understand how to use

Can I …?Can I use apostrophes for possession?

Success Criteria:Can I use apostrophe for possession?

T4W Focus:Grammar focus –

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

tation

apostrophes for possession,

Can I use an apostrophe?Can I use an apostrophe to show possession?Can I recognise when to use an apostrophe and when not to?Can I understand that its doesn’t use an apostrophe for possession?

apostrophes for possession

Groups

Warm up activity Draw an apostrophe. KQ – What is it? How many examples of an apostrophe can you come up with in 2 minutes?

Talk through the examples. Identify with the children which ones are contractions and what the words would have been without the contraction.

Direct Teaching Explain that apostrophes can be used for two reasons – firstly contractions – when two words are put together and the missing letter (omission) is replaced by an apostrophe such as can not becomes can’t. The second is possession for example if an object belongs to someone or something. The apostrophe has an ‘s’ after it to indicate belonging. Demonstrate to the children using examples. Eg Mrs Holt’s bookThe table’s legJames’ car (No double s)KQ – Can you think of any other examples?Show the children some other examples – KQ – Which are correct?The key’s (Incorrect – plural)The car’s doorJames’s socks (Incorrect – if there is an s in the name, it doesn’t need the second s)The girls’ coats (Explain that this is more than one girl and they all have coats no need for the double s)The girl’s coatThe girls’ coat’s (The coat is plural not belonging to)It's dress (Incorrect – contraction)Its dressIt’s going to be cold

All Saints Primary School English Plan

Week Beginning: 4th January Text: The Dam

Independent activities Explain to the children that they are going to use the text to identify examples of belong and then use that to write a sentence using an apostrophe for example, Bill Ballantine’s Piccolo made a beautiful noise.

Plenary: Bad examples of apostrophe use for children to identify and correct.See powerpoint

Differentiation Chromebook

Change to include apostrophes:The pipe that belonged to Archie DraggThe voice that belonged to Gracie GrayThe piccolo of Billy BallantineThe violin of Willie Taylor