Download Text/Speaking/Listening

Literacy Year 6: Summer – Weeks 1-2
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
Narrative Unit 3 Authors and Texts
Word/Sentence
Independent group activities
Outcomes
Teachers start the week reading a short book by Philip Pullman to whet chn’s appetite. This book must be finished by Wednesday’s lesson (use story-CDs where necessary).
Then the teacher needs to read Clockwork by Philip Pullman as a class story, read OUTSIDE the literacy hour. Start on Wednesday afternoon, and finish by the Wednesday
of week 2. On Friday you will need a Reading Journal extract for the short book by Philip Pullman, so you will need to write this (see resources for headings).
Main focus: Express
Start to read one of the shorter books by Philip Pullman, Easy/Medium/Hard (NB. Monitor what programmes chn suggest!)
Chn can:
and justify reading /
e.g. Spring-heeled Jack or Count Karlstein or The
Chn work in groups of 4/5. Each child must write their favourite TV
1. Begin to
viewing preferences
Firework-Maker’s Daughter or I Was a Rat. Read
programme on a piece of paper and then fold it. They then place all the
read a book
3. Acknowledge other enough of the story to get a ‘taste’ for it. Ask chn if
pieces of paper in a cup and withdraw one at a time. The child who wrote
by a famous
people’s views and
they want to find out what happens? Explain that we call that programme has to justify their choice. Other chn in the group ask
author.
modify own views in
this type of story a ‘page turner’. It is an expression
questions and elicit reasons. They elect a scribe to list the justifications
2. Express
response.
which means that it is difficult to stop reading the book for that programme. Then a second piece of paper is withdrawn, and a
and justify
3. Work together
– you have to read on to find out what happens! Explain
new scribe is elected to note the reasons the child who selected it gives.
preferences.
methodically to
that we shall be looking at what makes us want to read a If two chn select the same programme, they can both defend its choice!
evaluate ideas.
book – or not! Discuss how this is quite personal –
TD to move around groups, supporting as required
7. Identify how
different people enjoy different books. This is just like
Plenary
images and sounds
different people enjoy different films or TV
Discuss whether it is different giving reasons for liking a programme
combine to create
programmes. Discuss different ideas for what makes a
than for liking a book. What type of reason might be given for either?
meaning.
good book. Have chn ever been surprised that they liked (Good plot, interesting information, etc.) What type of reason is media
a book when they didn’t think they were going to.
specific? (Good camera angles, interesting use of written language…)
Continue reading the chosen book by Philip Pullman outside the literacy hour. Chn need to finish reading it by Wednesday!
Continue to read the book started yesterday. Discuss how it
Main focus: Read an
Easy/Medium/Hard
Chn can:
is shaping up? Do we want to find out what happens? When
author’s books
Rotate chn in groups thro both activities
1. Read a story
you stop reading, are chn tempted to ask you to read on ‘just
8. Read recent fiction
Activity 1: Chn read on in the Pullman book you are reading or
by a famous
texts independently as the a bit’. Explain that all these are ways in which we identify an
listen to it on a CD. Encourage all the chn to finish the book if
author.
‘exciting’ book – one that we cannot put down. We call this
basis for developing
at all possible. Be creative, allowing one child to act as ‘reader’
2. Research this
type of book a ‘page turner’. Can chn suggest examples of
critical reflection and
where helpful.
author using the
different ‘page turners’ they have read? Point out the author Activity 2: Chn research Philip Pullman on the internet. They
personal response.
internet.
of the story you are reading now, Philip Pullman. Have any chn
7. Locate resources for a
make a note of interesting and useful ‘facts’ about this author.
heard of this author? Have they read any books by him?
specific task, e.g.
TD as required
What did they think?
researching a particular
Plenary
Discuss the author – mention and list books he has written,
author, appraising the
Take feedback from chn’s research on the author, Philip
including His Dark Materials and Northern Lights which is
value of the information.
Pullman. Produce an author profile on the board.
now a film, ‘The Golden Compass’.
On Wednesday, after finishing the first Philip Pullman novel, start reading Clockwork outside the Literacy Hour.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y6 N Unit 3 - Sum – 2Weeks
Literacy Year 6: Summer – Weeks 1-2
Week 1 Friday
Week 1 Thursday
Week 1 Wednesday
Objectives
Text/Speaking/Listening
Narrative Unit 3 Authors and Texts
Word/Sentence
Independent group activities
Outcomes
Main focus: Plan and
begin to write
dialogue
4. Develop drama
techniques to
explore in role a
variety of texts.
3. Adopt a range of
roles in discussion.
9. Experiment with
sound effects of
language.
11. Use punctuation
to integrate speech.
Finish book started on Monday if this is not done. Sentence
Easy/Medium/Hard
Chn can:
Discuss the characters. Which ones do chn like?
Discuss how we lay
Chn work in pairs or 3s to plan their conversations. They 1. Work in a
group to plan a
Explain that they are going to plan and write a
out and punctuate
should consider:
dialogue between
dialogue between one of the characters and a new dialogue. We use
(a) which book character they are choosing
two or three
invented character of their own! This new
speech marks, and
(b) who that character is talking to
characters.
character can be a relation (mother, father,
correct
(c) what type of conversation it is
2. Begin to write
grandmother, etc.) of the chosen book character, punctuation, full
(humorous/exciting/scared)
the dialogue using
or it could be a friend, or a completely different
stops, commas, etc. (d) how to lay out their writing.
correct
character. But their chosen book character will
We start each new Stress that each child will write their own dialogues but
punctuation and
have an important conversation with them.
speaker on a new
they will be planning them together. TD as required
layout.
Brainstorm some ideas. What sort of
line. Remind chn
Plenary
conversation is it? Humorous? Exciting? Tense?
how we do this and
Share some of chn’s conversations so far. Others make
Make notes on f/c. Stress that today they will
model laying out a
constructive suggestions to improve.
work in 2s/3s to plan their conversation, & finish
short dialogue.
Start reading Clockwork…
it tomorrow.
Main focus: Complete
Enlarge and look at some confident chn’s work. How have
Easy/Medium/Hard (Provide Word-processors if possible.)
Chn can:
a piece of dialogue
they laid out their dialogue? Point out their use of
Chn complete the writing of their conversations. It is ideal if as 1. Complete the
11. Use punctuation to punctuation – and how each speaker needs to start on a
many as possible can be encouraged to word-process their work
writing of their
integrate speech into new line. Discuss the words used to indicate who is
as this makes improving and editing so much easier. Chn should
dialogue, using
longer sentences.
speaking and how they say their words. Remind chn of
be encouraged to add adverbs and not to use ‘said’ continuously!
imaginative
11. Use English
synonyms for ‘said’ and list these on the f/c: cried,
Stress the importance of using speech marks and correct
language.
confidently using
commented, asked, shouted, repeated, yelled… etc. Discuss punctuation. TD as required
2. Lay out dialogue
written language
how adverbs can be used to tell us how something is being
correctly.
Plenary
structures e.g.
said: e.g. “Stop that at once!” she repeated angrily. Or
Chn share parts of their dialogues. Give constructive comments. 3. Use correct
adverbs.
“Nothing is going to happen to you,” he whispered silkily.
punctuation.
Main focus: Plan
Show an example of a Reading Journal entry for the book of
Easy
Medium/Hard
Chn can:
reading journal
Philip Pullman that we have just finished (see resources for
Chn work as group with
Chn work individually/in pairs.
1. Design an
9. Identify criteria
teacher to adapt reading
They plan layout and headings
example). Talk about a Reading Journal. Explain what this is.
appropriate Reading
for evaluating a
journal layout (see
of their own Reading Journal
What is it useful to know about a book? Why might we want
Journal for their
book and present
resources) to suit their
and then use this to write an
to note down books we have enjoyed a lot? (To remind us of
own use.
findings fairly.
entry about the Pullman book
the author or series, to help us remember which books we
needs. Then chn write their
2. Write an entry
8. Write
we have just read.
really liked, etc.) How can we structure our opinions? Do we
own entry on Pullman book
about a book we
reflectively about a always think the last book we read was the best? Say that
just finished. TD
have read in our
text, taking account each child will be keeping a Reading Journal. They can lay this Plenary
Reading Journals.
of the purpose of
out using whatever headings they choose. They don’t all need
Discuss how easy it was to write an entry that is useful to us
the writing.
to be the same – it should be appropriate to them personally!
personally. Discuss how individuals may want to re-jig their
Reading Journals.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y6 N Unit 3 - Sum – 2Weeks
Literacy Year 6: Summer – Weeks 1-2
Word/Sentence
Main focus: Compare
story with film start
7. Identify how print,
images and sounds
combine to create
meaning.
9. Identify criteria
for evaluating a film
& a book, presenting
findings clearly.
11. Extend use and
control of complex
sentences.
Watch the beginning of
the DVD of the film The
Golden Compass. Discuss
this. Is it exciting?
Does it make you want
to watch the film? Is it
a good start to a story?
Now read the first few
lines of Northern
Lights the book. Explain
that we shall be
comparing the film and
book starts.
Week 2 Wednesday
Week 2 Monday
Text/Speaking/Listening
Ask chn about their favourite books. Discuss what makes a
favourite book a favourite! It might be its familiarity (been
read many times) or its subject matter, or the characters, or
the fact that it is part of a favourite series of books. Enlarge
and show some of the headings chn used for their reading
journals. Try writing an entry using these headings for one the
chn’s favourite books. Does it work? Does it help us to record
what is important about this book we loved? Discuss how we
may need to re-jig our Reading Journals.
Week 2 Tuesday
Objectives
Main focus: Write an
entry in a reading
journal
8. Read a range of
fiction texts as a
basis for developing
personal response.
7. Read between the
lines & find evidence.
Narrative Unit 3 Authors and Texts
Independent group activities
Outcomes
Easy/Medium/Hard
Chn will write an entry for their Reading Journal for their very
favourite book of all time! Stress that they may need to slightly rejig their Reading Journal layout or headings. But today they add an
entry for their favourite book to the Reading Journal. TD as needed
Plenary
Discuss favourite books – why are some books quite common
favourites? Why are some books a ‘minority taste’? Discuss what
this means!
Tuesday’s lesson involves watching the beginning part of the The Golden Compass on DVD. You will need to send a permission letter home.
Chn can:
1. Write a
reading journal
entry for their
favourite book.
2. Re-jig their
reading journals
to improve
these.
Discuss how we can use complex sentences in our
Easy/Medium/Hard
Chn can:
own writing. Remind chn what a complex sentence
Provide chn with extracts from the start of Northern
1. Compare a
consists of: It links ideas together and contains a Lights. Chn appoint a reader and they listen to the first 4
story start
or 5 pages – no more! Chn work in pairs to write a
main clause and one or more subordinate clauses.
with a film
comparison of the story and film starts – which is better? opening.
On f/c, write: The book opening leaves the scene
Why? Ask chn to include subordinate clauses to create
2. Write
to your imagination. / The book opening is more
complex
exciting than the film. / The book opening is quite complex sentences using appropriate connectives:
however, although, on the other hand, conversely… etc.
sentences
hard to read. Demonstrate different ways of
TD as required
using
linking these 3 ideas using appropriate
subordinate
connectives: Because the book opening leaves the
Plenary
clauses.
scene to your imagination, it is more exciting than Can we include thoughts stimulated by film/aural
the film, although it is also quite hard to read.
adaptations of books in our Reading Journal? Write an
(see Grammar for Writing p123)
entry for a Reading Journal of Northern Lights so far…
Main focus: Plan an
Look at Clockwork – discuss the book so far. Take opinions
Easy/Medium/Hard
Chn can:
outline for a film of a about it, noting some on f/c. Explain that chn will write a film
Chn should work in groups of 3/4 and brainstorm ideas for the film
1. Work in
well-known book
brief, an outline of a potential film of Clockwork. They imagine
outline. Write on f/c points they will need to consider:
groups to plan
4. Work
that they are being asked to present an outline of a possible
 How the film will start. It needs to grab the audience’s
an outline for a
collaboratively to
film of this book to a roomful of potential funders. They will
attention!
film.
devise and present
need to think how a film of this complex book might work…
 How the three different storyline’s will link?
2. Discuss how
scripted pieces that
Where would it start? Which storyline will the film focus on?
 Whose eyes the story is told through? Who is the ‘main’
to present
maintain attention of
Through whose eyes, or from whose perspective will the film
character, the person the audience associate with?
their film
an audience.
be shot? (Gretl’s? Karl’s? Fritz’s?). Chn will need to describe
Explain that chn will be making a presentation to the ‘funders’ on
outline
10. Organise ideas into how the film will start? How the film will cope with the
Friday so they need to get their ideas straight today, then they
proposals.
a coherent sequence
different storylines? The time differences? Will it be shot
can start writing their presentation tomorrow.
of paragraphs.
chronologically? Etc. Brainstorm ideas and list suggestions.
Plenary – Share ideas so far. Chn make constructive suggestions.
NB: Computer access needed. Chn will need access to Word-processors and/or to PowerPoint tomorrow. They may also require extra time to complete their presentations.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y6 N Unit 3 - Sum – 2Weeks
Literacy Year 6: Summer – Weeks 1-2
Week 2 Thursday
Main focus: Present a
proposal and outline
for a film of a
complex novel.
1. Tailor structure,
vocab and delivery of
a presentation so
that it is helpfully
sequenced, supported
by visual aids.
9. Independently
write and present a
text with the reader
and purpose in mind.
9. Experiment with
visual and sound
effects of language.
Week 2 Friday
Objectives
Main focus: Consider a
complex book and write
a Reading Journal
entry.
4. Reflect on and
evaluate their own
presentations and
those of others.
12. Set personal
targets to improve
presentation.
8. Write reflectively
about a text, taking
account of the needs
of the person reading
the entry.
Text/Speaking/Listening
Narrative Unit 3 Authors and Texts
Word/Sentence
Independent group activities
Outcomes
Explain to chn that they must present their film outline proposals either as an
audio (speech) or as a PowerPoint presentation. They will either need to write a
speech, the different parts of which are delivered by different members of the
group so that all are involved, or they will need to do a PowerPoint presentation
where different pages are produced by different members of the group. Stress
that ALL members of each group should do both some writing & some presenting!
Demonstrate how to lay out an audio script: Name of person speaking, then what
they say. Remind chn that they can use adverbs to give a hint HOW something is
to be said, e.g. softly, strongly, quickly, slowly… Explain that their presentation is
to potential funders for their film and should be persuasive. It must include the
points mentioned yesterday:
 How the film will start. It needs to grab the audience’s attention!
 How the three different storyline’s will link?
 Whose eyes the story is told through? Who is the ‘main’ character, the
person the audience associate with?
They will need to agree how the work should be divided between different group
members.
Chn need time to finish their presentations, and then to watch or to
listen to each other’s. Either schedule this outside the literacy
hour, or use Friday’s session for this purpose and encourage chn to
write the Reading Journal entries for Clockwork for homework or
outside the Literacy Hour.
Consider all the stories by this author, Philip Pullman that we have
read over this fortnight. Would chn recommend his books to
others? How do they rate him as an author? Return to the
information about Pullman that chn discovered last week. Look at
the author profile we created then. Now chn have read some more
of his work, what would they add to this? Look again at our Reading
Journals. We need to write an entry for Clockwork. Ask chn if they
want to read any more Philip Pullman stories. The answer to this
question will help them decide how to write their entry for the
Reading Journal.
Easy/Medium/Hard (Lots of time needed!)
Chn work in their groups. They divide up the
presentation and each person responsible for
specific parts. Stress that they do not need to
arrange their script so that one person speaks
their part, then a second person speaks their
part, etc. They can interweave in and out of each
other if they are clever. They should think about
how to present their outline, and whether to
Word-process their audio presentation, writing a
script and adding reminders to help them deliver
it effectively, or to use PowerPoint to present
their script visually. TD as required
Plenary (V. short!)
Share some short-cuts when Word-processing or
using PowerPoint. How did these help chn to
produce better content?
Easy Medium Hard (Keep short)
Chn write an entry for Clockwork in their a reading journal.
They should conclude with a recommendation to themselves
about reading more of this author’s work – or not!
TD with Easy group
Plenary (Longer)
Begin to look at or listen to children’s presentations for their
film of Clockwork. The class audience are the ‘potential
funders’. In each case they need to think if they are
persuaded to give the money!
Chn can:
1. Write a
presentation in
script form for
a film outline.
2. Present their
outline using
appropriate
technology.
Chn can:
1. Write a
Reading Journal
entry for
Clockwork.
2. Listen to and
watch with
attention
presentations
by other
groups, making
appropriate
comments.
Scroll down for success criteria and website lists
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y6 N Unit 3 - Sum – 2Weeks
Literacy Year 6: Summer – Weeks 1-2
Narrative Unit 3 Authors and Texts
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 Work in a group, taking appropriate roles and
contributing and listening as appropriate.
 Plan and write a dialogue between two or three
characters.
 Use speech marks and commas correctly in
writing speech.
 Listen to and read a story by a famous author and
research this author using the internet.
 Design an appropriate Reading Journal for their
own use, try it and re-jig it to improve it.
 Write an entry about a known book in a personal
Reading Journal.
 Compare a story start with a film opening.
 Begin to write complex sentences using
subordinate clauses.
 Work in groups to plan an outline for a film and
discuss how to present their film outline
proposals.
 Design and write parts of a presentation in script
form for a film outline.
 With others, present their outline using
appropriate technology.
 Listen to and watch presentations by other
groups, making appropriate comments.
 Work in a group, agreeing roles and tasks,
contributing their own views and listening to those
of others.
 Plan and write a dialogue between two or three
characters, using imaginative language.
 Use correct punctuation and layout to embed
speech in prose.
 Read a story by a famous author and research
this author using the internet, making notes on
findings.
 Design an appropriate Reading Journal for their
own use, try it and re-jig it to improve it.
 Write an entry about a known book in a personal
Reading Journal.
 Compare a story start with a film opening.
 Write complex sentences using subordinate
clauses and appropriate connectives.
 Work in groups to plan an outline for a film and
discuss how to present their film outline
proposals.
 Design and write a presentation in script form for
a film outline.
 Present their outline using appropriate
technology.
 Listen to and watch presentations by other
groups, making appropriate comments.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
 Work in a group, agreeing roles and tasks,
contributing their own views and listening to those of
others.
 Plan and write a dialogue between two or three
characters, using imaginative language and innovative
ideas.
 Use correct punctuation and layout to embed speech
in prose, using the full range of formal punctuation.
 Read a story by a famous author and research this
author using the internet, making notes and displaying
information found.
 Design an appropriate Reading Journal for their own
use, try it and re-jig it to improve it.
 Write an entry about a known book in a personal
Reading Journal.
 Write a comparison of a story start with a film
opening of the same story.
 Write complex sentences using subordinate clauses
and arrange of appropriate connectives.
 Work in groups to plan an outline for a film and
discuss how to present their film outline proposals.
 Design and write a presentation in script form for a
film outline.
 Present their outline using appropriate technology.
 Listen to and watch presentations by other groups,
making appropriate comments.
Y6 N Unit 3 - Sum – 2Weeks
Literacy Year 6: Summer – Weeks 1-2
Narrative Unit 3 Authors and Texts
http://www.goldencompassmovie.com
DVD of The Golden Compass movie.
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the
best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that
Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole
responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
Books by Philip Pullman
Clockwork by Philip Pullman (Corgi Yearling, ISBN: 9780440866381)
The Firework-Maker’s Daughter by Philip Pullman (Corgi Yearling, ISBN: 9780440866404)
Count Karlstein by Philip Pullman (Corgi Yearling, ISBN: 0-440-86266-3)
Spring-Heeled Jack by Philip Pullman (Corgi Children’s, ISBN: 0-440-86229-9)
Thunderbolt’s Waxwork by Philip Pullman (Puffin, ISBN: 0-14-036410-2)
I was a RAT! by Philip Pullman (Corgi Yearling, ISBN: 9780440866398)
The Tin Princess by Philip Pullman (Scholastic, ISBN: 9780439955270)
His Dark Materials Trilogy:
Northern Lights by Philip Pullman (Scholastic, ISBN: 9780439951784)
The Subtle Knife by Philip Pullman (Scholasitc, ISBN: 9780439951791 or 978-1407130231)
The Amber Spyglass by Philip Pullman (Scholastic, ISBN: 9780439943659)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y6 N Unit 3 - Sum – 2Weeks