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N B P{ ^ 4!"0Q"& & Weekly Plan Name of School: Class: Year Group 6 Term: 2 (b) Week Beg: Teacher: Teaching objectives: T1. understand aspects of narrative structure, e.g.: how chapters in a book (or paragraphs in a short story or chapter) are linked together; how authors handle time, e.g. flashbacks, stories within stories, dreams; how the passing of time is conveyed to the reader; 2. analyse how individual paragraphs are structured in writing, e.g. comments sequenced to follow the shifting thoughts of a character, examples listed to justify a point and reiterated to give it force; 11. write own story using, e.g. flashbacks or a story within a story to convey the passing of time; S3. revise work on complex sentences: identifying main clauses; ways of connecting clauses; constructing complex sentences; appropriate use of punctuation; Curricular target: use paragraphs to structure narrative, shifting for a change of time, scene or person Texts: Kensukes Kingdom: ISBN 0-7497-3639-9; The Wreck of the Zanzibar ISBN 0-7494-2620-2; Arthur: ISBN 0-7497-1874-9; Morpurgo Additional resources: Comparison chart (see resources page) Spelling Whole class shared reading and writingMonSpelling Bank P. 57 Obj 7: recognise spelling & meaning of prefixes Spelling Bank P. 54 Obj 5: spelling rulesShared reading: Introduce the three texts. Children may have prior knowledge of author Michael Morpurgo, & text Wreck of the Zanzibar if they read the extract from Laura Perrymans diary in Year 5 optional SATs. Look at the first 3 paragraphs in Kensukes Kingdom. (Kensuke pronounced kensky). Discuss purpose (authors intention) of each paragraph; to introduce main character and narrator; to take reader straight into the action; to invite reader to read on. Discuss how passage of time is handled. Re-read the paragraphs to look for words and phrases or events to signal time. Create a class list.TuesShared reading: Read pages 7 and 8 of The Wreck of the Zanzibar up to and I was back to now. Identify and discuss same technique of introducing the main character, taking the reader straight into the action and inviting the reader to continue. First paragraph shows the authors technique used to create the passage of time (the second demonstrates change of scene.) Use OHP or enlarge the paragraph. Model text marking the words and phrases to indicate the passage of time. Add to list started on Monday. Paired activity: children to text mark words and phrases used in the first paragraphs of Kensukes Kingdom. Add to list.WedShared reading and writing: Introduce the text Arthur. Read pages 2 and 3. Discuss the three paragraphs; compare authors intention with examples from Monday and Tuesday. Construct a chart to compare and contrast extracts read (see resources); similarities in setting; main characters, techniques for the passage of time. Teacher demonstration; identify techniques in three examples of passage of time, flashback, story within a story, dream. Enter on chart. Refer to Unit 38 Page 112 Grammar for Writing, used last term, to identify various techniques. Paired activity; children to complete chart, identifying similarities.ThurShared writing: Revise sentence structure through investigation work with the texts. Look at sentence construction in first paragraph of Zanzibar. Classify into simple and complex sentences. Discuss effectiveness of each. Investigate joining first two sentences and changing word order. Evaluate. Select sentence on page 2 from Kensuke: Until I was nearly eleven, until the letter came, life was just normal. Write onto three separate strips for human sentence work. Demonstrate lifting embedded clause from sentence, leaving two remaining clauses which make sense. Use related activities from Unit 43 page 122/3 Grammar for Writing. For booster groups, use Unit 34 Page 104 Grammar for WritingFriShared writing: Teacher demonstration: decide on a technique for the passage of time, Select a character and a setting. Model planning the first three paragraphs, using some of the words and phrases collected through the week for each new paragraph. Supported composition: children to plan three paragraphs for own narrative. 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