Year Group: | Term: Summer 1 | ||
Text Type and Outcome: Instructions Model text: How to turn your teacher into a worm Practise writing: How to turn your teacher into a………. Assessed write: How to turn a child into a ……… | Core Text: The Witches - Roald Dahl | Weeks: 2 | Audience and Purpose: To explain how to produce a potion. To create a class potions book. Children who visit the library as it will be displayed for others to see. |
Composition •I can compose sentences using a range of sentence structures. •I can improve my writing by changing grammar and vocabulary to improve consistency. •I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition. •I use commas after fronted adverbials. | Grammar and Punctuation Over-learning Subordinating conjunctions and commas after subordinate clauses (Y3) 4 sentence types including questions and commands starting with imperative verbs(Y2) Year 4 learning Commas after fronted adverbials | Transcription Spelling Handwriting Unit 21 - consistency of size Unit 22 - proportion | Features Use imperative verbs Title - Defining a goal - How to…. List any material or equipment needed Provide simple, clear instructions Include a diagram or picture. Include additional advice Written in sequence Keep sentences short and informative Include additional advice. |
Speaking and Listening
1) Barrier game: Partner A describes the photo of the grand high witch. Partner B attempts to draw the picture without seeing it. Can only use descriptions from a partner to draw it accurately. Partner B then describes the photo of a different witch. Partner A attempts to draw this time. 2) Children will also have the opportunity to read their potion instructions to the class once everybody has completed them. | Rapid Writes Revolting recipes - mini instructions Actions speak louder than words - sentences to go with certain adverbs Writing in reverse - write a set of instructions back to front | Tier 2 Vocabulary vigorously concoction gradually transformed precisely | Reading and Writing across Curriculum Mad Science visit - write up Explanations from investigations Explaining differences between solids and liquids and gases |
Year Group: | Term: Summer 1 | ||
Text Type and Outcome: Fantasy story - Encounter with a witch. Model Text: extract from The Witches (Luke encounters his first witch) Practice write: meeting the witch and talking to her Assessed write: story about them meeting a witch | Core Text: The Witches - Roald Dahl | Weeks: 3 | Audience and Purpose: Mr Cheshire and children visiting the office area. To entertain |
Composition •I can compose sentences using a range of sentence structures. •I can write a narrative with a clear structure, setting and plot. •I can improve my writing by changing grammar and vocabulary to improve consistency. •I use a range of sentences which have more than one clause. •I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition. •I can use direct speech in my writing and punctuate it correctly. | Grammar and Punctuation Over-learning 4 sentence types including questions and exclamations (Y2) Commas in lists (Y2) Year 4 learning Speech marks to punctuate direct speech. Standard English verb forms – was / were | Transcription Spelling Handwriting Unit 23 - Spacing between letters and words Unit 24 - Size, proportion and spacing Unit 25 - Fluency: writing longer words | Features Clear opening, climax and resolution Written in first or 3rd person Written in past tense Written in chronological order Description of the characters and settings Dialogue connectives move the narrative along. Tell the reader when something happened, where something happened and why something happened Fronted adverbials Carefully chosen adjectives to interest the reader Use of similes. |
Speaking and Listening Role play, getting into the character of the witch and the person meeting the witch. Prop bag :- describe items from the character. How would they describe them? How do they make them feel? Dialogue:- Children are given the beginning of a conversation, how would they respond to the witch. How do they say it? (Build a word bank) | Rapid Writes Diary entry - 1st person, past tense Shape poem - shape of a witch’s hat to describe a witch Grow the sentence - a witch an ugly witch an ugly, bad-tempered witch an ugly, bad tempered witch with a wart on her nose Wanted/missing poster based on one of the children from grandma’s stories. | Tier 2 Vocabulary clamber impatient suspected peculiar hideous | Reading and Writing across Curriculum Mad Science visit - write up Explanations from investigations Explaining differences between solids and liquids and gases |