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1
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Learning Intention:
SENTENCE:
To identify structure of proper sentences
TEXT:
To identify main features of a narrative. Focus on dilemma.
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Instruction and differentiated activities:
Text Marking of a dilemma
Model text marking of a dilemma - focus on suspense passages.
use a suspense passage. Identify features (see 'Characteristics of a Narrative' information sheet)
Differentiation:
*Differentiated texts for text marking
*EAL text marking - to mark for colour and punctuation
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Resources:
*Features of a narrative - information sheet
*Differentiated texts for text marking (choose according to student ability)
*EAL text marking (see 'Suspense LA')
- a chart of colours would be useful for some children
*Teacher copy for text marking (or interactive whiteboard)
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ICT Opportunities:
*
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2
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Learning Intention:
SENTENCE:
Identify different types of questions- and how to answer them
TEXT:
To answer questions about a dilemma
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Instruction and differentiated activities:
Answer generic questions about a suspense passage
Using an enlarged text, model answering the generic questions about features of a suspense passage
Differentiation:
*Differentiated questions
*EAL to identify colour sentences
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Resources:
*Who, what, where, when, why, how - (see Display section)
*Generic questions of a dilemma
*Differentiated texts
*Teacher copy of text for modelling questions (or interactive whiteboard)
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ICT Opportunities:
*
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3
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Learning Intention:
SENTENCE:
To recap structure of a sentence and identify punctuation. Focus on fullstops, question marks, and maybe commas
TEXT:
To recap features of a suspense passage and to write a suspense passage including these features
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Instruction and differentiated activities:
Use dilemma cards and model writing of a suspense passage
Children to work in mixed ability pairs and work on sugar paper
Differentiation:
*None, this is a mixed ability activity
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Resources:
*Dilemma cards
*Sugar paper
*Felt pens
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ICT Opportunities:
*
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4
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Learning Intention:
SENTENCE:
To identify structure of a story (intro, body, conclusion)
TEXT:
To model writing of an introduction to a suspense story
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Instruction and differentiated activities:
Model writing of an introduction to a suspense story
- use features of an introduction to create a writing frame
Differentiation:
*EAL - to be given a labelled picture of a girl to write sentences about
*MA - to be given a writing frame prepared collaboratively during modelling of this activity
*HA - to be encouraged to work more independently
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Resources:
*Characteristics of a narrative - Information sheet
*EAL - Picture of a girl - for character introduction
*MA: Writing frame for introduction
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ICT Opportunities:
*
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5
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Learning Intention:
SENTENCE:
Short and long sentences
TEXT:
To write the body and conclusion of a suspense story
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Instruction and differentiated activities:
Model writing of the body and conclusion of a suspense story
Differentiation:
*Differentiated dilemma cards
*(Prepare a writing frame for conclusion during modelling if required by MA children)
*EAL - picture of haunted house
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Resources:
*Differentiated dilemma cards
*Picture of haunted house (EAL)
*Colour chart (EAL)
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ICT Opportunities:
*
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