аЯрЁБс>ўџ 57ўџџџ4џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №ПфbjbjUU l$7|7|ф џџџџџџl4N№ № № № ќ DNsцL L L L L L L L ђєєєєєє$Y y vL L L L L z L L -z z z L "L L ђz L ђz :z ДV‡vL @ Ч€Н‚|РNЂ№ n R v|C0s"Tя Р Кя vz NNйWeekly Plan Name of School: Class: Year Group 4 Term: 2 Week Beg.: Teacher: Teaching objectives: T20: to identify from the examples key features of explanatory texts: e.g.purpose: to explain a process or to answer a question; structure: introduction, followed by sequential explanation, organised into paragraphs; language features: usually present tense, use of connectives of time and cause and effect, use of passive voice; presentation: use of diagrams, other illustrations; T21: to make short notes, e.g. by abbreviating ideas, selecting key words, listing or in diagrammatic form; T22: to fill out short notes into connected prose; S4: to recognise how commas, connectives and full stops are used to join and separate clauses; to identify in their writing which is more effective; W5: to investigate what happens to words ending in “f” when suffixes are added; W10: to explore and discuss the implications of words which imply genderText/s: “The Life of a Duck “ Josephine Croser Heinemann ISBN 0-947212-32-9 Additional Resources: Flipchart and pens Spelling Bank (NLS) Grammar for Writing (NLS) “What are ….?” Rivers Heinemann Library ISBN 0-431-02364-6 Whiteboards and pensWhole class – phonics and spelling Whole class – shared reading and writingGuided group workPlenaryMon Explore male and female animal names, e.g. duck, drake; fox, vixen. Make a class list to be added to.  Cover the title and look at the front cover, contents page and back cover of the book. Establish the type as an explanation text. Brainstorm ideas about possible titles including questions. (Use the back cover of “What are ….? ) Activate prior knowledge about ducks by concept mapping. Read Pages 3 to 5 and add key words to concept map any further information obtained.TuesUsing the word “leaves” on Page 3 as a starting point, investigate plurals of words ending in “f”. Spelling Bank Page 28 Read the section on nesting. Begin with the title “How a duck makes a nest.” Model scanning the text for key words and phrases to compile list. Repeat this process with the section on hatching, beginning with page 9 as a whole class activity. Text mark key words and phrases to be used as notes. Photocopy or enlarge pages 10 and 11. Children work in pairs text marking.WedBrainstorm words that signify time and create a class list. Read Pages 12 to 15. The title for this section could be “How ducklings become ducks.” Identify from all examples read, the features of explanatory texts. Draw up some rules.ThurHighlight the use of the present tense of the verbs Use the notes made from one of the sections and expand into sentences. Differentiated questions for individual children to create simple and compound sentences.Fri Extend into complex sentences. Punctuate. Use class list of time connectives to create text cohesion. Paired activity to produce two paragraphs.  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