Embedded Files
Lesson 1
Lesson 1
Genre Focus: vocabulary
Genre Focus: vocabulary
Strategy: commas
Strategy: commas
Learning Intention:
Learning Intention:
We are learning how to use commas in writing
Success Criteria:
Success Criteria:
I can use commas to separate items in a list
I can use commas to separate items in a list
Warm-Up/Hook:
Warm-Up/Hook:
Watch the 'Commas In Lists' video
Watch the 'Commas In Lists' video
Mini Lesson:
Mini Lesson:
Model writing a sentence that requires you to write a list. I went to the shop and bought bananas, apples, chips and a cake.
Model writing a sentence that requires you to write a list. I went to the shop and bought bananas, apples, chips and a cake.
Differentiated Independent Practise:
Differentiated Independent Practise:
Model rewriting a sentence to include commas rather than ‘and’.
Model rewriting a sentence to include commas rather than ‘and’.
Students complete 'Commas To The Rescue' worksheet
Students complete 'Commas To The Rescue' worksheet
Target Groups:
Target Groups:
Teachers to work with the group of their choice.
Teachers to work with the group of their choice.
Support: Work in partners
Support: Work in partners
Extension: Students attempt to create their own lists
Extension: Students attempt to create their own lists
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
commas-worksheets.pdf
Lesson 2
Lesson 2
Genre Focus: vocabulary
Genre Focus: vocabulary
Strategy: commas
Strategy: commas
Learning Intention:
Learning Intention:
We are learning to include new and interesting words in our writing.
Success Criteria:
Success Criteria:
I can include more descriptive words in my writing.
I can use more than one descriptive word to describe a character or setting.
Warm-Up/Hook:
Warm-Up/Hook:
Watch the 'Have Courage and Be Fearless' video
Mini Lesson:
Mini Lesson:
Read ‘The Very Brave Bear’. or watch Clip
Brainstorm synonyms of scared and brave
Differentiated Independent Practise:
Differentiated Independent Practise:
Students are to write a recount of a time when they were brave.
Ideas: a time when they were scared and overcame this?
Target Groups:
Target Groups:
Teachers to work with the group of their choice.
Support: Create a mindmap to assist writing
Extension: Edit and add WOW words to their writing
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
Lesson 3
Lesson 3
Genre Focus: vocabulary
Genre Focus: vocabulary
Strategy: commas
Strategy: commas
Learning Intention:
Learning Intention:
We are learning to include new and interesting words in our writing
We are learning to include new and interesting words in our writing
Success Criteria:
Success Criteria:
I can create a list of better words than the common ones.
I can create a word bank of better words for common terms.
Warm-Up/Hook:
Warm-Up/Hook:
Better words for- Play a class game of coming up with better words for a common term, such as ’Said’.
Better words for- Play a class game of coming up with better words for a common term, such as ’Said’.
Create an Anchor Chart using the words brainstormed.
Create an Anchor Chart using the words brainstormed.
Mini Lesson:
Mini Lesson:
Brainstorm synonyms for common words (big, happy, sad, angry, said, fast, slow).
Brainstorm synonyms for common words (big, happy, sad, angry, said, fast, slow).
Children to write a list of better words for (big, happy, sad, angry, said, fast, slow) in their writer's notebook. Students split page into four sections. Choose two of the above words and as heading for each section and students write synonyms of for each word. (Students will complete the two empty sections in the next session)
Children to write a list of better words for (big, happy, sad, angry, said, fast, slow) in their writer's notebook. Students split page into four sections. Choose two of the above words and as heading for each section and students write synonyms of for each word. (Students will complete the two empty sections in the next session)
Differentiated Independent Practise:
Differentiated Independent Practise:
Students work independently to write a story using a seed from their writers notebook. Encourge students to use some of the word that that they have listed within their writing
Students work independently to write a story using a seed from their writers notebook. Encourge students to use some of the word that that they have listed within their writing
Target Groups: Teachers to work with the group of their choice.
Target Groups: Teachers to work with the group of their choice.
Support: Work in partners
Support: Work in partners
Extension: Write their own sentence about an object of their choice. Describing it and implementing commas.
Extension: Write their own sentence about an object of their choice. Describing it and implementing commas.
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
Said-Synonyms-Word-Mat_ver_1.pdfT2-E-164-Alternatives-for-Said-Worksheet (1).pdfT-L-5543-Using-Commas-to-Separate-Items-in-a-List-Application-Activity.pdf8947357_orig.jpgLesson 4
Lesson 4
Genre Focus: vocabulary
Genre Focus: vocabulary
Strategy: commas
Strategy: commas
Learning Intention:
Learning Intention:
We are learning to use our writing time to create stories or texts of our own choosing.
We are learning to use our writing time to create stories or texts of our own choosing.
Success Criteria:
Success Criteria:
I can choose a genre that I wish to write in
I can think of (plant) some seeds for my writing.
I can continue writing an established piece
I can develop one of my existing seeds into a piece
I can revise and uplevel one of my piece
Warm-Up/Hook:
Warm-Up/Hook:
Watch Go Noodle Commas song
Watch Go Noodle Commas song
Mini Lesson:
Mini Lesson:
Model editing a piece of writing to add in commas.
Model editing a piece of writing to add in commas.
Students to write a list of better words for (big, happy, sad, angry, said, fast, slow) in their writer's notebook. Students choose 2 different words from the previous session and complete the two empty sections from activity started in the previous session.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students work independently to write a story using a seed from their writers notebook. Encourge students to use some of the word that that they have listed within their writing
Students work independently to write a story using a seed from their writers notebook. Encourge students to use some of the word that that they have listed within their writing
Target Groups:
Target Groups:
Teachers to work with the group of their choice.
Teachers to work with the group of their choice.
Support: Use provided seed to assist planning
Support: Use provided seed to assist planning
Extension: Encourage students to uplevel their work by adding WOW words.
Extension: Encourage students to uplevel their work by adding WOW words.
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
t-l-8569-letter-families-ground-grass-and-sky-formation-on-activity-sheets_ver_5.pdfLesson 5 Handwriting
Lesson 5 Handwriting
Learning Intention: We are learning to use the correct formation in our handwriting.
Hook:
Students write down/ draw all the words they can think of that start with their letter.
Mini Lesson
Model forming letters of need correctly.
Independent
Students write in their handwriting books
Reflection
Gallery walk of beautiful handwriting.
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