ࡱ> AC@7 %bjbjUU l*7|7|%l48     48X n n n n M N  !######$ !G I M Gk n n \k k k ^n n !k !k k srwn L 9;8 % jm,r0{z(" ("k 88Weekly Plan Name of School: Class: Year Group 6 Term: 2 Week Beg: Teacher: Teaching objectives: T 10. use different genres as models to write, e.g. short extracts, sequels, additional episodes, alternative endings, using appropriate conventions, language; 12. study in depth one genre and produce an extended piece of similar writing, e.g. for inclusion in a class anthology; to plan, revise, re-draft this and bring to presentational standard, e.g. layout, paragraphing, accuracy of punctuation and spelling; handwriting/printing; 14. write commentaries or summaries crediting views expressed by using expressions such as The writer says that; S3. revise work on complex sentences:identifying main clauses;ways of connecting clauses;constructing complex sentences;appropriate use of punctuation; 4 revise work on contracting sentences:summary;note making;editing; Curricular targets: Text use detail (show character, feelings, motives) creating humour and suspense; Sentence level to secure constructing complex sentences; manipulating clauses Texts: The Wedding Ghost ISBN0-19-272395-2; Fingers on the Back of My Neck ISBN 0-14-130013-2 Y6 Planning Exemplification unit 1  HYPERLINK "http://www.standards.dfee.gov.uk/literacy" www.standards.dfee.gov.uk/literacy Portraying character (see resources page)Spelling Whole class shared reading and writingMonSpelling Bank P. 53 Obj 5: words modify ending in e Spelling Bank P. 55 Obj 5: spelling rules for i before eShared Reading: Present theme of adventure/ghost stories to be studied over next weeks. Revise the five elements of a simple problem/resolution narrative; opening/introducing characters; build up/characterisation or setting; dilemma; reaction/events and resolution/ending (see exemplification guidance). Write as checklist to be investigated in turn. Focus for week will be characterisation through introductions. Introduce The Ivory Door from Fingers on the Back of my Neck. Enlarge introduction, page 123/4 up to did not want to be told a story and read. Discuss impact of describing character immediately. Point out little of description focuses on physical attributes; mainly on aspects of personality. Paired activity: talk about words, phrases and clauses used to describe what kind of boy he is. Class feedback; create list. Use Ghost Story from Fingers on the Back of my Neck in the same way.TuesShared Reading: Introduce The Wedding Ghost. Display cover illustration; discuss possible storyline to be confirmed in reading later. Read to page 8. Brainstorm words and phrases, which begin to build up Jacks character. Use portraying character sheet (see resources) to compile a list. Paired activity: discuss content of parcel. Has Jack a guilty secret? Reason for his change of mood? Discuss the two sides of Jacks character. Initially humorous, then developing a sense of suspense. Continue reading to page 11.WedShared Reading and Writing: Introduce How to Live Forever from A Stack of Stories. Read Pages 103 to 106. If possible enlarge or photocopy Page 104; children can have read it beforehand. Discuss technique of the author of creating a picture of a realistic character to make the reader want to read on to discover other characteristics. Explain as a useful model when writing in this genre, moving from the normal to the supernatural. Read page 1 to 3 of A Career in Witchcraft to provide another description of a character. Is this a real or ghostly character? Paired activity: discuss describing character in own writing.ThurShared Writing: Investigate sentence structure. Use the extract from The Ivory Door to highlight the use of sentences of differing lengths (one sentence being over ten lines!), use of repetition for effect, with commas to separate. Manipulate the clauses and re-read to evaluate preferences and clarity of meaning. Link with Unit 47 Page 132, Grammar for Writing activities. Enlarge (or use OHT) page 4 of The Wedding Ghost to highlight the use of parenthetic commas, and appropriate punctuation for adding details about characters. Use the two short paragraphs on page 9 from He shivered; ..It was only a map! to investigate the use of short sentences to build up tension, and the use of a variety of punctuation.FriShared Writing: Recap introductions read to draw up a list of criteria for openings and introducing characters (see page 9 exemplification guidance for list). Teacher demonstration: use one of the strategies to plan an opening, introducing the character(s). Explain that the ending of the writing has been planned. Paired activity: discuss ideas for own character; think about possible storyline. Supported composition: write some notes about character. Use words and phrases collected through the week.  (Literacy Matters 2001 Y6T2W8  ij6?@A! " N P e f  C ǽ蒜{ww5\ 5OJQJCJ\CJ 5CJ\5CJ\CJOJQJ\5 0JCJ\jCJU\jCJU\CJ\5CJOJQJ\5CJOJQJ B*phB*CJOJQJph@CJOJQJ5CJOJQJ CJOJQJCJOJQJ^J. ij@$ N O P Z aI$$Ifk40* #+   `   4 kay$If22$If^ & F I$If^I`  & F$If 22^  9B^  & Fd %Z oiiiii$If$22$If^a$q$$Ifk4^\* #+        4 kay22$If^ eXTNN$If$22$If^a$$$Ifk4r* #'+   `        U    4 kay22$If^   $Ifo ^X$If$22$If^a$$$Ifk4r* #'+            U    4 kay22$If^24 % j5CJ\55\ $p ykk22$If^$If$22$If^a$o$$Ifk4\* #'+         U    4 kay%ykkii22$If^$If$22$If^a$o$$Ifk4\* #'+            U    4 kay &P . A!n"n#$%# 0&P . A! " # $%# 0&P . 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