“Siō - Rm 9”
Writing Planning
Term 3 2019
Lesson Name: Report writing on sea creatures | Date: Week 1, Term 3 | Curriculum Level: 3 | |
Purpose: Create an informative piece of writing that allows the learners to engage in research about sea creatures. WALT: research and write about about sea creatures from the rocky shore | Achievement Objective: Purposes and audiences • Show a developing understanding of how texts are shaped for different purposes and audiences. | ||
Resources needed: | Templates Toy animals | ||
Introduction of Lesson: | Wow! What were your thoughts about the immersion assembly? KWL - what did you already know? What do you ‘want to know’ & what did we learn? | What was something that was interesting in the immersion assembly? What would you like to know more about? Write who can remind me about the purpose of a ‘recount’? | |
Writing time and prompts |
-Welcome back, reminders of expectations & routine. - Turn and talk with a buddy of the immersion assembly. What did you already know? What was something you learnt? What do you want to know more about? Next, you going to pick a toy animal from the container. With a buddy you’re going to talk about what you know about this creature? Next - fill out the slide about your creature and do research. This will help you in animations. |
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Lesson Name: Narrative description | Date: Week 2, Term 3 | Curriculum Level: 1-3 | |
Purpose: To introduce the inquiry for the term (direction/being aware of where you are/navigation and location)/hook learners into writing for the term. Details - adding details to ideas. WALT: 1) add detail and interesting vocabulary to support our ideas. 2)write a narrative. | Achievement Objective: Processes & Strategies: Creates a range of texts by integrating sources of information and processing strategies with developing confidence. Ideas: Adds or changes details and comments to support ideas, showing some selectivity in the process. Uses a range of vocabulary to communicate meaning. | ||
Resources needed: | -template | ||
Introduction of Lesson: | Watch youtube | | |
Writing time and prompts |
Who will be the characters in your narrative? Turn and talk to your buddy about your idea of how you want to describe the scene/experience if you were there. Add one bit of information to your buddy’s idea. Move onto another person - tell them one of your ideas. Add one bit of information to your neighbour’s idea. Discuss what it might be like to be on this train. How might you feel before, during and after? | Plan - 15 minutes. Pair up - add details to the ideas written down in their plan. Move onto another person - add details to the ideas written down in the plan. If someone has no ideas written down, help them come up with some ideas. Send students off to write plan. Once planned they can begin to write. See groups of students this week: Those who are ready to organise ideas into paragraphs Those who need more support on the WALT, using descriptive language to add details. | |
Lesson Name: Writing Recount of Immersion Assembly | Date: Week 2, Term 3 | Curriculum Level: 3 | |
Purpose: WALT: recount a personal experience using correct sentence punctuation and sentences which make sense to the reader. | Achievement Objective: Purposes and audiences • Show a developing understanding of how texts are shaped for different purposes and audiences. | ||
Resources needed: | Template Examples | ||
Introduction of Lesson: | Wow! What were your thoughts about the immersion assembly? KWL - what did you already know? What do you ‘want to know’ & what did we learn? | What was something that was interesting in the immersion assembly? What would you like to know more about? Write who can remind me about the purpose of a ‘recount’? | |
Writing time and prompts |
-What will be the Title of our recount? Reminder the title tells the reader the topic of our recount. -Next: The first paragraph sets the scene for the reader. There are usually details about who, what, where, when, why and/or how something happened,. (Normally adds a question - hook) On Monday 22nd July, the whole school from Pt England sat in hall waiting for our immersion assembly to begin. We were excited about what the teachers had to share about what their team is learning. Each new event has a new paragraph, Eg: Team 1 teachers begins the immersion assembly by a movie sharing about … | Each event has details to support it,
The events are in order as they happened. Different sentence beginnings and lengths have been used to make the recount more interesting. “Team 4 teachers were marching towards the reserve. They were standing on the rocks to find anything in the water. Suddenly, The recount has a conclusion. The conclusion wraps up the topic. By the end of the assembly, we were excited to get back to class to catch up with our friends and talk about what we learnt. The conclusion has a personal comment I had learnt so much. I was amazing about the food web, who eats who. Monday: Whole space writing set up. Students to have participated in Fia Fia last term and last Friday. Back in class, have learners brainstorm vocabulary in the word bank (see above). Revise the structure of a recount - hamburger model. Introduce students to the writing doc. Explain that they have 5 minutes to add any key words into the plan. Students to move off to begin writing their introduction. Silent writing. In Room 10, discuss paragraphs - new ideas. Start with a topic sentence. What is a topic sentence? Tuesday - Thursday: Share one or two examples of introductions written by students from Monday. Share an example of a good topic sentence for paragraph 2. Students to continue writing their body paragraph and conclusion. Work with individual learners, ensuring that sentences make sense and that punctuation is being used accurately. Friday: Writing to be published on blogs along with a picture or photo of their writing. Learners need to have had a classmate read over their work to give feedback before it is posted on their blogs.
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Lesson Name: Octopus - research | Date: Week 3&4 Term 3 | Curriculum Level: 3 | |
Purpose: Create an informative piece of writing that allows the learners to engage in research about sea creatures. WALT: begin to write an informative report. Summarise ideas into our own words. | Achievement Objective: Ideas: • Show a developing understanding of how texts are shaped for different purposes and audiences. | ||
Resources needed: |
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Introduction of Lesson: | Wow! What were your thoughts about the immersion assembly? KWL - what did you already know? What do you ‘want to know’ & what did we learn? | Last week, we got to watch a Houdini Octopus Watch this clip again. | |
Writing time and prompts |
2. Watch the Houdini Octopus 3. Work on the sheet together (print off 30 copies A4). How to research: 1 Search engines 2 Take notes, while reading/watching text (in your own words) 3. Organise - comply outline, based on their info gathering 4. Write ‘draft’ - reviewed by peers & go back & edit your work 4. Read the story, Put sticky pins on under the headings around the classroom: Habitat, diet, behaviour/movement, special features. (4 sheets of A3, stick on) Fast finishers: Choose another creature (crab), shrimp, | Check in with ‘writing groups’ Group 1: See if they’re able to begin research Group 2: How to take and write notes Group 3: Read their notes, how to organise? Group 4 - How have they organise their notes? Reminder: Use peer review rubric | |
Lesson Name: Food web - research | Date: Week 5 Term 3 | Curriculum Level: 3 | |
Purpose: Create an informative piece of writing that allows the learners to engage in research about food web. WALT: begin to write an informative report. Summarise ideas into our own words. | Achievement Objective: Ideas: • Show a developing understanding of how texts are shaped for different purposes and audiences. | ||
Resources needed: |
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Introduction of Lesson: | So much interesting facts about the octopus, especially his dietary. We are looking | Last week, we got to watch a Houdini Octopus Watch this clip again. | |
Writing time and prompts | 1. Work on the sheet together (print off 30 copies A4). In pairs work together and look at the creatures that you have. Cut all 21 rocky shore creatures out and show the arrows. Answer the questions and then write about food web. How to research: 1 Search engines 2 Take notes, while reading/watching text (in your own words) 3. Organise - comply outline, based on their info gathering 4. Write ‘draft’ - reviewed by peers & go back & edit your work | Check in with ‘writing groups’ Group 1: See if they’re able to begin research Group 2: How to take and write notes Group 3: Read their notes, how to organise? Group 4 - How have they organise their notes? Reminder: Use peer review rubric | |
Lesson Name: Food chain & food webs narrative | Date: Week 6&7, Term 3 | Curriculum Level: 3 | |
Purpose: for students to engage in the activity learning about food web & food chain WALT: learn more about food chains and food webs. . writing a narrative | Achievement Objective: Processes & Strategies: Creates a range of texts by integrating sources of information and processing strategies with developing confidence. Ideas: Adds or changes details and comments to support ideas, showing some selectivity in the process. Uses a range of vocabulary to communicate meaning | ||
Resources needed: | Recount template Youtube video | ||
Introduction of Lesson: | Who can remind me again what did we learn from food web? I wonder what a food chain is? Is there any difference? | | |
Writing time and prompts | Write your task is to write for 20 minutes without talking to anyone. By using the template and your food web chart, you are able to pick one food chain and write about it as a narrative. . |
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Lesson Name: Animation Voice-over | Date: Week 8 , Term 3 | Curriculum Level: 3 | |
Purpose: WALT: | Achievement Objective: | ||
Resources needed: | | ||
Introduction of Lesson: | | | |
Writing time and prompts | |
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Lesson Name: Cross Country Recount | Date: Week 9 , Term 3 | Curriculum Level: 3 | |
Purpose: WALT: create a descriptive recount of their cross country event. | Achievement Objective: | ||
Resources needed: | Photos Writing template | ||
Introduction of Lesson: | What house colour were you in? Who’s house do you think won the overall competition? | Who participated in our cross country event? | |
Writing time and prompts | Wonder Writing Expert - (they use a visual prompt) and write silently in 10 minutes. They then have 3 minutes to proofread and edit their work. Discuss Cross country. What do you they remember from cross country? What was the highlight? What part did they not enjoy? What can they do differently for 2020? Discuss some language you could use to describe your experiences. Share these back to your peer. Writing an orientation: (5 W’s & H). Writing them down and checking that sentence makes sense. Looking at beginning - middle - end. What happened first? Next and after. | Using ‘fan-boy’ to form compound sentences. Using onomatopeia to make the sentences more interesting. Once completed check with a peer, post up on blog. | |
Lesson Name: Animation Voice-over | Date: Week 8 , Term 3 | Curriculum Level: 3 | |
Purpose: WALT: | Achievement Objective: Purposes and audiences • Show a developing understanding of how texts are shaped for different purposes and audiences. | ||
Resources needed: | | ||
Introduction of Lesson: | | | |
Writing time and prompts | |
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