Whole Class

Writing Planning

Term 3 2018

Lesson Name: Recount with a twist

WALT: create a recount using descriptive language.

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Lesson:

1. After assembly we will have a discussion about what we will be learning about this term and what some ideas we might have about the games that team 4 are going to make.
2. Then we will have a class discussion about what some of the new vocabulary words that we might need to use in our recount today. We will put all of these ideas into the helpful vocab doc.
3. Next I will explain what the game two truths and a lie is and give them an example from the assembly to give them context.
1. Two truths and a lie is where you pick two events that actually happened at the immersion assembly which will be written in separate paragraphs. There will need to be lots of detail in these paragraphs so that it is difficult to tell which is a truth and which is a lie.
2. Then we will need to make up an idea so something that didn’t happen in assembly but is believable or use something that happened at assembly and add some parts in that didn’t happen.
3. It is important to add as much detail to the paragraphs as possible so that the reader doesn’t know which one is a lie.
4. Learners will be given time to brainstorm about what their two truths and a lie will be and how they will order them in their recount.
5. As a class we will brainstorm on how to create an introduction and what a successful introduction looks like.
6. Learners will have 15 minutes to write their introduction independently.
7. Next we will look at how to structure the next paragraphs the truths and the lie.
8. Then learners will have time to independently write these paragraphs.
9. Once most of the learners look like they are finished we will have a class discussion about how to write a good conclusion and some examples and ideas that they could use.
10. Will have a focus on proofreading once everything is finished.

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Lesson Name: The Real Story of Goldilocks and the Three Bears

WALT: create a narrative using descriptive language.

WALT: retell a fairy tale with a significant twist

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Lesson:

• Read the original story of Goldilocks and the Three Bears.
• Watch the video of the fixed version of Goldilocks and the Three Bears.
• Talk about the similarities and differences that there are between the original and the changed version.
• Explain how a venn diagram works and how we will be using this to start getting some ideas.
• Discuss some of the ways that we can twist the story so that it is completely different from the original.
• Character twist - what characters can we add, take out or create new?
• Setting twist - where could this story be set? In the city?
• Problem twist - what problem do the main characters have to face and solve?
• Learners will be given 15 minutes to brainstorm and note down these ideas. We will then come back together as a class and talk about some of the options. Learners will be given a chance to share their ideas with each other.
• Structure:
• What do we need to have in the beginning? Setting the scene, introducing the main characters, show where they are going and what they are going to be doing.
• What do we need to have in the middle? A problem, something happens to one of the main characters which will create a change in the way the story might progress.
• What do we need to have in the end? A solution to the problem, it’s a fairy tale does it have a happy ending? Or are you going to leave the audience guessing?
• Will see writing groups to go into more detail with the beginning, middle and end.
• Emphasis on proofreading work and making sure that it make sense, sharing with a buddy and then putting it on the blog. Check on the blog log to see where learners are at with their writing. Conference as needed.

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Lesson Name: Write the conversation

Walt: think about dialogue between characters

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Introduction:

• What are speech marks? What are they used for?
• Watch a YouTube clip about conversations and how to add speech marks and more descriptive vocab into writing.
• Have a chance to have a conversation with the person next to you and see some of the language you use and how you talk to that person.

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Conversation Writing:

Room 8 Template that we will go through as a class

• Who are the people in this image?
• What do you think they are talking about?
• Who is Obama?
• If the lady was talking to him do you think she was having a conversation or interviewing him?
• What are some of the things that she could be interviewing him about.
• As a class we will come up with some dialogue between the two characters and what they might be talking about.

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Independent Writing:

• 20 minutes to plan and write a conversation for one of the images.
• Think about how they would communicate and not just how you would communicate.
• Come back as a class and share ideas with a buddy.
• Share the talking roles to act out the scene.

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Link to reading and plays that we have been looking at.

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Lesson Name: Warriors Recount

Walt: make a recount more descriptive

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Introduction:

• What did the warriors come and talk to us about yesterday?
• Not just a standard introduction - how can we make our introduction more exciting,
• Descriptive words
• Starting with a question
• Thinking about the elements of the day and how this can impact the words we use in our writing.
• Don’t give all of the information in the beginning.

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Class Discussion:

• Look at each of the paragraphs in depth and add some ideas that can be talked about in each of these sections.
• Focus on talking from our own point of view what did you see? How did this impact you?

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Independent Writing:

• 20 minutes to plan each of the paragraphs and start writing these
• Come back as a class and show some introductions
• Proofreading - will get some examples of some of the learners work and as a class we will proofread each of these as a class and fix what needs to be done.
• This is a big focus as this is an area that most of my learners struggle with and tend not to do.
• Will have a discussion about making sure we have checked it ourselves and with a buddy and the teacher before we are putting it on our blog.

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Lesson Name: Sentence Types

Walt: create a simple, complex and compound sentence.

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Whole Class Lesson

• Big book - we will read a big book as a class looking at where the full stops go. We will look at the simple sentences in this story as well as complex and compound sentences. We will also have a discussion about how effective it can be to only have a little bit of information in a sentence rather than dragging it on and on.
• We will be looking at each of these sentence types and come up with some examples as a class.
• What is a simple sentence?
• What is a complex sentence?
• What is a compound sentence?
• New words will be independant and dependant sentences which will we also go through as a class.
• Independant is a sentence that makes sense on its own. This could be at the beginning or the end of a sentence.
• Dependant is a sentence that depends on another sentence, it doesn't make sense on its own. This could be at the beginning or the end of a sentence.
• Focus on making sure that we know what a correct sentence looks like and where correct punctuation should go. Capital letters at the beginning of sentences and for people's names. �

Independant Working

1. Give learners 20 minutes to start the activity that is linked to the independant and dependant sentences.
2. Workinging with those students who are still struggling to understand what the types of sentences are and how to see the differences between them.
3. Check in to see how everyone is getting on.
4. Re-assess learners that I need to work with and set another time frame to work independently.

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Lesson Name: How to plant a seed

Walt: use an experience to help complete method writing.

Experience:

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This week we will be completing an experience before we start our writing. That experience will be planting seeds outside of the classroom.

1. We will watch the video of me planting my seed at home that I have created previously.
2. We will go outside and have a chance to plant a seed in the learners own pot.
3. Each student will get a pot with their name on it and then have a choice between a radish seed and rocket seed. They will need to put the soil in the pot first and then put one or two seeds in and then put some more soil on the top of the seed.
4. Once they have finished planting the seeds they will get put into trays where we will look after each of the plants and we’ll watch them grow.

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Writing:

1. Instructional writing, what is this?
1. We will be looking at how to explain to someone else how to plant a seed we will need to use words and instructions that will be helpful and easy for others to understand and be able to do themselves.
2. Discussion around the order in which we did it and why we did it this way.
3. Why would we write this in sequence? Why do we need to add the equipment into the writing?
4. Students will then have 20 minutes of independent silent writing by themselves around the classroom. I will take a group of learners who cannot stay on task by themselves and will need to be sitting at my table.
5. After this 20 minutes we will come back as a class and then we will have a pair share where the learners will share their work with each other and provide constructive feedback about the writing they have produced. Will they be able to follow these instructions and make do this themselves.

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Lesson Name: How to plant a seed?

Walt: use an experience to help complete method writing.

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Experience:

This week we will be completing an experience before we start our writing. That experience will be planting seeds outside of the classroom.

1. We will watch the video of me planting my seed at home that I have created previously.
2. We will go outside and have a chance to plant a seed in the learners own pot.
3. Each student will get a pot with their name on it and then have a choice between a radish seed and rocket seed. They will need to put the soil in the pot first and then put one or two seeds in and then put some more soil on the top of the seed.
4. Once they have finished planting the seeds they will get put into trays where we will look after each of the plants and we’ll watch them grow.

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Writing:

1. Instructional writing, what is this?
1. We will be looking at how to explain to someone else how to plant a seed we will need to use words and instructions that will be helpful and easy for others to understand and be able to do themselves.
2. Discussion around the order in which we did it and why we did it this way.
3. Why would we write this in sequence? Why do we need to add the equipment into the writing?
4. Students will then have 20 minutes of independent silent writing by themselves around the classroom. I will take a group of learners who cannot stay on task by themselves and will need to be sitting at my table.
5. After this 20 minutes we will come back as a class and then we will have a pair share where the learners will share their work with each other and provide constructive feedback about the writing they have produced. Will they be able to follow these instructions and make do this themselves.

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Lesson Name: Animation Voice Over

Walt: be thoughtful about links between oral (spoken), written, and visual language to give purpose to our writing.

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Introduction: It is time for us to be thinking about how we are going to wrap up our animations. We are going to be creating a voice over this week.

1. What is the purpose of my animation? What have we been learning about this term?
2. How have I shown movement in my animation?
3. What is required for movement in my animation?
4. What is the sport or activity that I am using in my animation?
5. What am I showing in my animation?

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As a class we will look at the marking criteria and also look at our original plan to help start ideas flowing.

• Marking Criteria
• Animation Plan

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Independent Writing:

• 20 minutes to plan what they are going to write in each section.
• Will keep my group of learners who cannot focus on writing at my table.
• Check in after 20 minutes and have each of the learners share their introduction plan and idea.
• Will then go through what each of the sports are that they have chosen and how they can explain what

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Lesson Name: Template

Walt:

Introduction:

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