ࡱ> DFC7  bjbjUU l07|7| lLLLL4F F F F Z d~- ,,,,,,,$d/ 1#-o@#-LL 8-RL8  ,,^n)+ 0 $vF jY*+|N-0~-o*2k$2+LLLLWeekly Plan Name of School: Class: Year Group R Term: 3:2 Week Beg.: Teacher: Teaching objectives: T11: to understand how writing is formed directionally, a word at a time; T13: to think about and discuss what they intend to write, ahead of writing it; ELG: ..begin to form simple sentences, sometimes using punctuation. Curricular target: to write a simple sentence.Text/s: Farmer Duck Author: Martin Waddell Illustrator: Helen Oxenbury Walker Books (available as a big book) ISBN: 0-7445-4779-2 Additional Resources Sentence strips Speech bubbles & speech bubble work sheet - see free resourcesWhole class / group phonics and spelling Whole class /group shared reading and writingGuided group workPlenaryMonW4: identifying alliteration in known and new and invented words; Curricular Target: to compose an alliterative sentence. Continue with Progression in Phonics (NLS) Step 4Shared Reading: Introduce the author and illustrator. Look at the front cover and talk about where the duck may be and what he is doing. Read the title. Brainstorm what the children remember about a farm. Take a picture walk through the book, ignoring the text, to the point where the duck was sleepy and weepy. Highlight the theme of a hard working duck and lazy farmer. Read the book through.TuesShared Reading: Read Farmer Duck through. Shared Writing: Write a list of the characters in the book and what they say: Farmer How goes the work? Duck Quack! Cow Moo! Etc. Make explicit phonic strategies as you write and involve children in writing when appropriate. Point out punctuation: ? ! Wed Shared Reading: Read Farmer Duck. Encourage children to join in with characters speech. Introduce prepared speech bubbles and read. Focus on the pages starting It was just before dawn and the farmyard was still to and he never came back. Shared Writing: Find and list all the words that tell us how the animals moved: crept, stole, creaked etc. Ask a child to show how youd move if you were creeping and continue for all of the words listed.ThurShared Reading: Introduce prepared speech bubbles and read together. Divide the class into 5 groups to represent each of the characters. Act out the story, teacher as narrator and each group as their character. Make reference to the previous days work to remind groups how they should move and speak.  FriShared Writing: Take the farmer and duck speech bubble and ask who said that. Model writing said the farmer etc. Use the appropriate speech bubble to complete the sentence and reread together. Independent writing: Taking the other animals; sheep, cow, hens, ask children to complete a sentence. E. g. said the cow. (See free resources for worksheet.) Have a list of animals and sounds displayed to help with spellings. 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