Embedded Files
Lesson 1
Lesson 1
Genre Focus: NARRATIVE
Genre Focus: NARRATIVE
Strategy:
Strategy:
Learning Intention. We are learning how to use exclamation marks in writing
Learning Intention. We are learning how to use exclamation marks in writing
Success Criteria: I can use an exclamation mark to signal emotion or emphasis in a sentence
Success Criteria: I can use an exclamation mark to signal emotion or emphasis in a sentence
Warm-Up/Hook:
Warm-Up/Hook:
Discuss what an exclamation mark is and when we use them.
Mini Lesson:
Mini Lesson:
Use the picture prompt. Teacher to model making an anchor chart.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students work as a class with guidance to complete a brainstorming session using picture prompts.
Discuss
What characters could be in the story
What could happening in the story
What adjectives could you use to describe the setting
Students choose a picture prompt and write a list/words answering the above questions (Print out a variety of prompts) Students can write their responses in their Writer's Notebook.
Target Groups: Support:
Target Groups: Support:
Students work with a partner to brainstorm a story. Extension: Students work independently to brainstorm using a range of adjectives, verbs and nouns.
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
Lesson 2
Lesson 2
Genre Focus:
Genre Focus:
Strategy:
Strategy:
Learning Intention.
Learning Intention.
We are learning to plan a narrative.
We are learning to edit our writing
Success Criteria:
Success Criteria:
I can plan to write a narrative.
I can edit my writing
Warm-Up/Hook:
Warm-Up/Hook:
Choose a picture prompt. Have the students stick it into their Writer's Notebook and then they can brainstorm story ideas for 5 minutes.
Mini Lesson:
Mini Lesson:
Model editing a piece of writing, up-leveling writing, and adding punctuation. Can use the document with 3 options or create your own.
Paragraph 1
the cat is black it likes to sleep can I pet the cat
Paragraph 2
the dog barked loudly it was very excited where is its ball the dog loves to play with it in the park
Paragraph 3
hello, mia said sam do you want to play outside mia smiled and replied yes i love playing outside what game should we play sam thought for a moment and said how about tag
Differentiated Independent Practise:
Differentiated Independent Practise:
Students start to plan and start writing a narrative. They can use one of the picture prompts they have planned or brainstorm a new idea. Students can use one of the below planning templates.
Target Groups: Support:
Target Groups: Support:
Students use a structured narrative planner
Extension: Students work independently to brainstorm/write using a range of adjectives, verbs and nouns that they could use in their narrative.
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
Story Planning Frame.pdfNarrative Plan Template.pdfroi2-e-2751-narrative-story-planning-template.pdfstory mountain.pdfStoryMountain-1.pdfLesson 3
Lesson 3
Genre Focus:
Genre Focus:
Strategy:
Strategy:
Learning Intention.
Learning Intention.
We are learning to plan a narrative.
We are learning to edit our writing
Success Criteria:
Success Criteria:
I can plan to write a narrative.
I can edit my writing
Warm-Up/Hook:
Warm-Up/Hook:
Choose a picture prompt. Have the students stick it into their book and then they can brainstorm story ideas for 5 minutes.
Mini Lesson:
Mini Lesson:
Model editing a piece of writing, up-leveling writing, and adding punctuation.
Model editing a piece of writing, up-leveling writing, and adding punctuation.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students continue working on their narrative.
Students continue working on their narrative.
Target Groups: Support:
Target Groups: Support:
Students use a structured narrative planner
Students use a structured narrative planner
Extension: Students work independently to brainstorm/write using a range of adjectives, verbs and nouns.
Extension: Students work independently to brainstorm/write using a range of adjectives, verbs and nouns.
Reflection:
Reflection:
Author’s Chair
Children to share what they have done so far.
Lesson 4
Lesson 4
Genre Focus:
Genre Focus:
Learning Intention.
Learning Intention.
We are learning to plan a narrative.
We are learning to edit our writing
Success Criteria:
Success Criteria:
I can plan to write a narrative.
I can edit my writing
Warm-Up/Hook:
Warm-Up/Hook:
Choose a picture prompt. Have the students stick it into their book and then they can brainstorm story ideas for 5 minutes.
Mini Lesson:
Mini Lesson:
Model editing a piece of writing, up-leveling writing, and adding punctuation.
Differentiated Independent Practise:
Differentiated Independent Practise:
Students continue working on their narrative.
Target Groups: Support:
Target Groups: Support:
Students use a structured narrative planner
Extension: Students work independently to brainstorm/write using a range of adjectives, verbs and nouns.
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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